Elementary Pre-Kindergarten Theme 3

Teacher Work Day

Fall

Winter

Spring

Staff Development

Summer

Phonological Awareness Skills

Comprehension of Text Skills

Phonological Awareness Skills

Motivation to Read Skills

Comprehension of Text Skills

Motivation to Read 

Phonological Awareness

Motivation to Write Skills

Conventions in Writing

Conventions in Writing

Motivation to Write Skills

Conventions in Writing

Counting Skills

Geometry and Spatial Sense Skills

Geometry and Spatial Sense Skills

Classification and Pattern Skills

Geometry and Spatial Sense Skills

Classification and Pattern Skills

Counting Skills

Geometry and Spatial Sense

Earth and Space Science Skills

Earth and Space Science Skills

Earth and Space Science Skills

Physical Science Skills

Physical Science Skills

Life Science Skills

Economic Skills

Economic Skills

Economic Skills

Economic Skills

Theme 3

Week 1

Week 2

Week 3

Week 4

Phonological Awareness Skill Focus:

Sentence Segmenting

Alphabetic Knowledge

Concepts of Print Focus:

Spaces in between words.

Teacher Action:

Think aloud as you demonstrate leaving spaces between words as you write the morning message. 

Phonological Awareness Skill Focus: 

Compound Words

Alphabetic Knowledge

Concepts of Print Skill Focus:

Punctuation - Period

Teacher Action:

Think aloud as you write the punctuation and point out the period at the end of the sentence. Include a compound word into the morning message.

Phonological Awareness Skill Focus: Compound Words

Alphabetic Knowledge

Concepts of Print Skill Focus:

Punctuation - Question Mark

Teacher Action:

Think aloud as you write the morning message and point out the question mark at the end of the sentence and explain when to use it.

Phonological Awareness Skill Focus: Syllables

Alphabetic Knowledge

Concepts of Print Skill Focus:

Punctuations - Periods and Question Marks

Teacher Action:

Think aloud as you write the morning message. Ask students to identify the punctuation and when it is used.

Sentence Segmenting

• Models sentence segmenting by clapping, patting, jumping, or stomping words. 
• Have children point to each word. 
• Have children raise a finger for each word. 
• Have children say each word as the teacher writes. 
• Teacher writes each word on an index card and builds a sentence with the children.
• Sentence Segmenting Video Demonstration (NISD RLA Resource to be used as a teacher reference prior to instruction) 

Alphabet Knowledge 

• Have children write letters in the air with their fingers.
• Have children point to, circle, or write letters.
• Compare letters (ex: “Let’s find letters with straight lines.” or “These letters all have curves.”).
• Have children find letters in their name or not in their name.
• Have children match plastic letters to letters written in the message.
• Incorporate and use children’s names/Letter Links.

Compound Words

• Draw or add real pictures without words and have students identify the compound word together.
• Draw or add a real picture above each part of the compound word.
• Put the first part of the compound word and have students figure out possibilities for the second part of the word. (ex. sun_____/ sunflower, sunshine)

Syllables

• Blending Syllables into words
• Models putting pictures of familiar two syllable objects cut into two pieces together to form a word included in the sentence. 
• Children put picture pieces together while also putting the sounds together to say the word. 
• Say the first syllable in a familiar two-syllable word and encourage students to fill in the second syllable.
• Segmenting Syllables from words
• Have children raise a finger for each syllable. 
• Models syllable segmenting by clapping, patting, jumping, or stomping syllables. 
• Provide opportunities for children to clap the syllables in their names or other familiar words included in the sentence. 
• Blending By Syllable Video Demonstration (NISD RLA Resource to be used as a teacher reference prior to instruction)

Week 1: Fall

Learning Targets and  Understandings

Emergent Literacy: Reading 

Learning Targets: 

• I can listen to books and ask questions.
• I can blend sounds.
• I can name letters.
• I can guess what happens next in the story.

Emergent Literacy: Writing

Learning Targets:

• I can write my ideas.
• I can write letters.

Math 

Learning Targets:

• I can say the order of things.
• I can say how many without counting.
• I can name shapes.
• I can tell you where something is.
• I can make a pattern.

Science/ 

Social Studies

Science

Learning Targets:

• I can learn about the sun.
• I can learn about the world around me.
• I can describe objects in the sky.
• I can learn about seasons.

Social Studies

Learning Targets:

• I can tell you about my day.  
• I can dress for the season.
• I can name the American and Texas flags.
• I can say the Pledge of Allegiance.

Social Emotional Learning

Learning Targets: 

• I can follow the routine.
• I can listen during Circle Time.
• I can be a classroom helper.

Week 1 

Fall

PK4.III.B.8 Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only).

PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters). 

PK4.III.D.3 Child asks and responds to questions relevant to the text read aloud.

PK4.IV.A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.

PK4.IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words. 

PK4.V.A.4 Child instantly recognizes the quantity of up to 6 objects without counting (subitizes).

PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

PK4.VI.C.2 Child identifies, observes, describes, and discusses objects in the sky.

PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.

PK4.VII.A.3 Child connects his life to events, time, and routines.

PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter. 

PK4.VII.D.1 Child identifies the United States and Texas flag.

PK4.VII.D.2 Child recites the Pledge of Allegiance to the United States flag and the Texas flag and observes a moment of silence.

PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.

Week 2: Winter

Learning Targets and  Understandings

Emergent Literacy: Reading 

Learning Targets: 

• I can listen to books and ask questions.
• I can blend sounds.
• I can name letters.
• I can guess what happens next in the story. 

Emergent Literacy: Writing

Learning Targets:

• I can write my ideas.
• I can write letters.

Math 

Learning Targets:

• I can say the order of things.
• I can say how many without counting.
• I can name shapes.
• I can tell you where something is.
• I can make a pattern.

Science/ 

Social Studies

Science

Learning Targets:

• I can learn about the sun.
• I can learn about the world around me.
• I can describe objects in the sky.
• I can learn about seasons.

Social Studies

Learning Targets:

• I can tell you about my day.  
• I can dress for the season.
• I can name the American and Texas flags.
• I can say the Pledge of Allegiance.

Social Emotional Learning

Learning Targets: 

• I can follow the routine.
• I can listen during Circle Time.
• I can be a classroom helper.

Week 2

Winter

PK4.III.A.1 Child engages in story-related prereading activities. 

PK4.III.B.9 Child blends and segments one-syllable words by phonemes with visual or gestural support.

PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters).

PK4.IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.

PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

PK4.V.E.3 Child recognizes, duplicates, extends, and creates patterns.

PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.

PK4.VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments.

PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.

PK4.VII.A.3 Child connects his life to events, time, and routines.

PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter.

PK4.VII.D.1 Child identifies the United States and Texas flag.

PK4.VII.D.2 Child recites the Pledge of Allegiance to the United States flag and the Texas flag and observes a moment of silence.

PK4.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

PK4.I.C.2 Child assumes various roles and responsibilities as part of the classroom community

Week 3: Spring

Learning Targets and  Understandings

Emergent Literacy: Reading 

Learning Targets: 

• I can listen to books and ask questions.
• I can blend sounds.
• I can name letters.
• I can guess what happens next in the story.

Emergent Literacy: Writing

Learning Targets:

• I can write my ideas.
• I can write letters.

Math 

Learning Targets:

• I can say the order of things.
• I can say how many without counting.
• I can name shapes.
• I can tell you where something is.
• I can make a pattern.

Science/ 

Social Studies

Science

Learning Targets:

• I can learn about the sun.
• I can learn about the world around me.
• I can describe objects in the sky.
• I can learn about seasons.

Social Studies

Learning Targets:

• I can tell you about my day.  
• I can dress for the season.
• I can name the American and Texas flags.
• I can say the Pledge of Allegiance.

Social Emotional Learning

Learning Targets: 

• I can follow the routine.
• I can listen during Circle Time.
• I can be a classroom helper.

Week 3

Spring

PK4.III.A.3 Child recognizes that all print carries meaning and serves as a means for communication.

PK4.III.B.9 Child blends and segments one-syllable words by phonemes with visual or gestural support.

PK4.III.D.4 Child makes inferences and predictions about a text.

PK4.IV.A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools.

PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape.

PK4.V.C.3 Child demonstrates use of position words.

PK4.V.E.3 Child recognizes, duplicates, extends, and creates patterns.

PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.

PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.

PK4.VII.A.3 Child connects his life to events, time, and routines.

PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter.

PK4.I.B.1.c Child regulates own behavior with occasional reminders or assistance from adults. 

PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.

I.B.3.b

Week 4: Summer

Learning Targets and  Understandings

Emergent Literacy: Reading 

Learning Targets: 

• I can listen to books and ask questions.
• I can blend sounds.
• I can name letters.
• I can guess what happens next in the story.

Emergent Literacy: Writing

Learning Targets:

• I can write my ideas.
• I can write letters.

Math 

Learning Targets:

• I can say the order of things.
• I can say how many without counting.
• I can name shapes.
• I can tell you where something is.
• I can make a pattern.

Science/ 

Social Studies

Science

Learning Targets:

• I can learn about the sun.
• I can learn about the world around me.
• I can describe objects in the sky.
• I can learn about seasons.

Social Studies

Learning Targets:

• I can tell you about my day.  
• I can dress for the season.
• I can name the American and Texas flags.
• I can say the Pledge of Allegiance.

Social Emotional Learning

Learning Targets: 

• I can follow the routine.
• I can listen during Circle Time.
• I can be a classroom helper.

Week 4

Summer

PK4.III.A.1 Child engages in story-related prereading activities.

PK4.III.A.3 Child recognizes that all print carries meaning and serves as a means for communication.

PK4.III.B.9 Child blends and segments one-syllable words by phonemes with visual or gestural support.

PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters).

PK4.IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.

PK4.V.C.3 Child demonstrates use of position words.

PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity.

PK4.VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments.

PK4.VI.C.2 Child identifies, observes, describes, and discusses objects in the sky.

PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky.

PK4.VII.A.3 Child connects his life to events, time, and routines.

PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter.

PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed.

PK4.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes.

PK 3 Learning Targets and Understandings

Emergent Literacy: Reading 

Emergent Literacy: Writing

Math 

Science/ 

Social Studies

Social Emotional Learning

Week 1

Fall

PK3.III.B.8 Child participates in onset-rime blending activities (in English only). 

PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print). 

PK3.III.D.3 Child asks and answers ageappropriate questions about a book. 

PK3.IV.A.2 Child attempts to draw and write for many purposes and begins to explore different writing tools. 

PK3.IV.C.3 Child begins to write using letter-like forms. 

PK3.V.A.4 Child instantly recognizes the quantity of up to 3 objects without counting (subitizes). 

PK3.V.C.1 Child names and describes common 2D shapes. 

No PK3 outcomes for this domain of learning. (PK4.VI.C.2)

No PK3 outcomes for this domain of learning. (PK4.VI.C.3)

No PK3 outcomes for this domain of learning. (PK4.VII.A.3)

No PK3 outcomes for this domain of learning. (PK4.VII.B.1)

No PK3 outcomes for this domain of learning. (PK4.VII.D.1)

No PK3 outcomes for this domain of learning. (PK4.VII.D.2)

PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion. 

Week 2

Winter

No PK3 outcomes for this domain of learning. (PK4.III.A.1) 

PK3.III.B.9 *Three-year olds do not typically develop phonemic awareness, so no outcome is included* 

PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print). 

PK3.IV.C.3 Child begins to write using letter-like forms.

PK3.V.C.1 Child names and describes common 2D shapes. 

PK3.V.E.3 Child recognizes and duplicates patterns. 

No PK3 outcomes for this domain of learning. (PK4.VI.A.4)

No PK3 outcomes for this domain of learning. (PK4.VI.B.3)

No PK3 outcomes for this domain of learning. (PK4.VI.C.3)

No PK3 outcomes for this domain of learning. (PK4.VII.A.3)

No PK3 outcomes for this domain of learning. (PK4.VII.B.1)

No PK3 outcomes for this domain of learning. (PK4.VII.D.1)

No PK3 outcomes for this domain of learning. (PK4.VII.D.2)

PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10–15 minutes at a time.

PK3.I.C.2 Child assumes roles and responsibilities as part of the classroom community with adult assistance.  

Week 3

Spring

No PK3 outcomes for this domain of learning. (PK4.III.A.3) 

PK3.III.B.9 *Three-year olds do not typically develop phonemic awareness, so no outcome is included* 

PK3.III.D.4 Child attempts to make predictions by looking at the cover of a book or the pictures within a story.  

PK3.IV.A.2 Child attempts to draw and write for many purposes and begins to explore different writing tools. 

PK3.V.C.1 Child names and describes common 2D shapes. 

PK3.V.C.3 Child begins to use language to describe position of objects. 

PK3.V.E.3 Child recognizes and duplicates patterns. 

No PK3 outcomes for this domain of learning. (PK4.VI.A.4)

No PK3 outcomes for this domain of learning. (PK4.VI.C.3)

No PK3 outcomes for this domain of learning. (PK4.VII.A.3)

No PK3 outcomes for this domain of learning. (PK4.VII.B.1)

No PK3 outcomes for this domain of learning. (PK4.VII.D.3)

PK3.I.B.1.c Child manages own behavior with adult guidance and assistance. 

PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion. 

PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10–15 minutes at a time

Week 4

Summer

No PK3 outcomes for this domain of learning. (PK4.III.A.1) 

No PK3 outcomes for this domain of learning. (PK4.III.A.3) 

PK3.III.B.9 *Three-year olds do not typically develop phonemic awareness, so no outcome is included* 

PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print). 

PK3.IV.C.3 Child begins to write using letter-like forms.

PK3.V.C.3 Child begins to use language to describe position of objects. 

No PK3 outcomes for this domain of learning. (PK4.VI.A.4)

No PK3 outcomes for this domain of learning. (PK4.VI.B.3)

No PK3 outcomes for this domain of learning. (PK4.VI.C.2)

No PK3 outcomes for this domain of learning. (PK4.VI.C.3)

No PK3 outcomes for this domain of learning. (PK4.VII.A.3)

No PK3 outcomes for this domain of learning. (PK4.VI.B.1)

PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion. 

PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10–15 minutes at a time