Pre-Kindergarten Unit at a Glance
Theme 5: Everyday Helpers Nos ayudan a diario
End of 2nd Quarter- Week 18 | Week 19 | Week 20 | Week 21 | ||||||||||||||||
Everyday Helpers are All Around Us | Teacher Work Day | Everyday Helpers and Their Tools | Mail Carriers Help Us | Holiday | Firefighters Help Us | ||||||||||||||
Phonological Awareness Skills | Phonological Awareness Skills | Phonological Awareness Skills | Phonological Awareness Skills | ||||||||||||||||
Conventions of Writing | Conventions in Writing | Conventions in Writing | Conventions in Writing | ||||||||||||||||
Counting Skills Geometry and Spatial Skills | Adding To/Taking Away Skills | Adding To/Take Away Skills | Adding To/Taking Away Skills Geometry and Spatial Skills | ||||||||||||||||
Physical Science Skills | Earth and Space Science Skills | Earth and Space Science Skills | Earth and Space Science Skills | ||||||||||||||||
Economic Skills | Economic Skills | Economic Skills | Geography Skills | ||||||||||||||||
Theme 5
| Week 1 | Week 2 | Week 3 | Week 4 |
Phonological Awareness Skill Focus: Rhyming, Alphabetic Knowledge
Concepts of Print Focus: Punctuation - Exclamation Mark
Teacher Action: Write the morning message using an exclamation mark. Explain to students what an exclamation mark is. Include rhyming words in the sentence. | Phonological Awareness Skill Focus: Rhyming, Alphabetic Knowledge
Concepts of Print Focus: Punctuation Review
Teacher Action: Write the morning message with varying punctuation each day (period, question, or exclamation point). Include rhyming words in the sentence. | Phonological Awareness Skill Focus: Rhyming, Alphabetic Knowledge
Concepts of Print Focus: Punctuation Review
Teacher Action: Write the morning message leaving off ending punctuation. Have students share what they think is missing, and the teacher writes it in. Include rhyming words in the sentence. | Phonological Awareness Skill Focus: Rhyming, Alphabetic Knowledge
Concepts of Print Focus: Review of Print Concepts
Teacher Action: Write the morning message reviewing the skills: print concepts (sentence structure, punctuation, letters, words, and sentences). Include rhyming words in the sentence. | |
Alphabet Knowledge
| Rhyming
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Week 1: Everyday Helpers are All Around Us | ||||||
Learning Targets and Understandings
| Emergent Literacy: Reading
Learning Targets:
| Emergent Literacy: Writing
Learning Targets:
| Math
Learning Targets:
| Science/ Social Studies
Science Learning Targets:
Social Studies Learning Targets:
| Social Emotional Learning
Learning Targets:
| |
Week 1 Everyday Helpers Are All Around Us | PK4.III.A.1 Child engages in story-related pre-reading activities. PK4.III.B.4 Child manipulates compound words with pictorial or gestural. ★PK4.III.B.6 Child identifies rhyming words. PK4.III.C.2 Child recognizes at least 20 distinct letter sound correspondences. | ★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.VI.A.2 Child observes, investigates, describes, and discusses position and motion of objects. PK4.VII.B.2 Child demonstrates understanding of what it means to be a consumer. PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers.
| PK4.I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers.
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Week 2: Everyday Helpers and Their Tools | ||||||
Learning Targets and Understandings | Emergent Literacy: Reading
Learning Targets:
| Emergent Literacy: Writing
Learning Targets:
| Math
Learning Targets:
| Science/ Social Studies
Science Learning Targets:
Social Studies Learning Targets:
| Social Emotional Learning
Learning Targets:
| |
Week 2 Everyday Helpers and Their Tools | PK4.III.B.4 Child manipulates compound words with pictorial or gestural. ★PK4.III.B.6 Child identifies rhyming words. 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.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.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects. | ★PK4.VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses. PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers.
| PK4.I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers. | |
Week 3: Mail Carriers Help Us | ||||||
Learning Targets and Understandings | Emergent Literacy: Reading
Learning Targets:
| Emergent Literacy: Writing
Learning Targets:
| Math
Learning Targets:
| Science/ Social Studies
Science Learning Targets:
Social Studies Learning Targets:
| Social Emotional Learning
Learning Targets:
| |
Week 3 Mail Carriers Help Us | PK4.III.B.5 Child begins to blend and segment syllables in multisyllabic words. ★PK4.III.B.6 Child identifies rhyming words. PK4.III.C.2 Child recognizes at least 20 distinct letter sound correspondences. PK4.III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting. | ★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.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects. | ★PK4.VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses. PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers. | PK4.I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary.
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Week 4: Firefighters Help Us | ||||||
Learning Targets and Understandings | Emergent Literacy: Reading
Learning Targets:
| Emergent Literacy: Writing
Learning Targets:
| Math
Learning Targets:
| Science/ Social Studies
Science Learning Targets:
Social Studies Learning Targets:
| Social Emotional Learning
Learning Targets:
| |
Week 4 Firefighters Help Us | PK4.III.B.5 Child begins to blend and segment syllables in multisyllabic words. ★PK4.III.B.6 Child identifies rhyming words. PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters). PK4.III.E.2 Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping). | ★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.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects. PK4.V.C.2 Child creates shapes using materials and/or manipulatives.
| PK4.VI.C.4 Child demonstrates an understanding of the importance of caring for our environment and our planet. PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers. ★PK4.VII.C.2 Child explores geography tools and resources.
| PK4.I.B.1a Child follows classroom rules and routines with occasional reminders from adults. PK4.I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary.
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PK 3 Learning Targets and Understandings | Emergent Literacy: Reading | Emergent Literacy: Writing | Math | |||
Week 1 Everyday Helpers Are All Around Us | PK3.III.A.1 Child demonstrates an interest in pictures, text, and stories read aloud.
PK3.III.B.4 *Three-year olds do not typically develop word manipulation skills, so no outcome is included*
PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
PK3.III.C.2 Child identifies the letter associated with the sound of the first letter of his name. | PK3.IV.C.3 Child begins to write using letter-like forms.
| PK3.V.C.1 Child names and describes common 2D shapes.
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Week 2 Everyday Helpers And Their Tools | PK3.III.B.4 *Three-year olds do not typically develop word manipulation skills, so no outcome is included*
PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
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.C.3 Child begins to write using letter-like forms. | PK3.V.B.1 Child uses objects to demonstrate that adding one or more objects to a set will increase the number of objects in the set. | |||
Week 3 Mail Carriers Help Us
| PK3.III.B.5 Child participates in oral syllabication activities.
PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
PK3.III.C.2 Child identifies the letter associated with the sound of the first letter of his name.
PK3.III.D.2 Child makes personal connections to books read aloud. | PK3.IV.C.3 Child begins to write using letter-like forms. | PK3.V.B.1 Child uses objects to demonstrate that adding one or more objects to a set will increase the number of objects in the set. | |||
Week 4 Firefighters Help Us | PK3.III.B.5 Child participates in oral syllabication activities.
PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay.
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.E.2 Child handles books with increasing skill and imitates reading with awareness of directionality (e.g., imitates reading text across a page). | PK3.IV.C.3 Child begins to write using letter-like forms. | PK3.V.B.1 Child uses objects to demonstrate that adding one or more objects to a set will increase the number of objects in the set.
PK3.V.C.2 Child attempts to create shapes using materials and/or manipulatives. | |||