Alignment of The Creative Curriculum - Teaching Strategies, LLC. · 2013-12-12 · Alignment of The Creative Curriculum ® for Preschool with Louisiana's Birth to Five Early Learning

Curriculum

WITH

Alignment of The Creative Curriculum®

for Preschool

Contents

Teaching Guides 1

Approaches to Learning 1

Physical Well-Being and Motor Development 27

Language and Literacy Development 36

Social-Emotional Development 90

Cognitive Development and General Knowledge 115

Mighty Minutes 195






Alignment © 2013 Teaching Strategies, LLC, www.TeachingStrategies.com/

Intentional Teaching Cards 216






Book Discussion Cards 240






Alignment © 2013 Teaching Strategies, LLC, www.TeachingStrategies.com/

Alignment of The Creative Curriculum ® for Preschool with Louisiana's Birth to Five Early Learning and D evelopment Standards

# State Text Investigation Day Time of DayInitiative and CuriosityThree-Year-Olds

AL 1

Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world.

3.1

Demonstrate eagerness to learn through play and exploring the environment. Balls / Exploring the Topic / Day 1 Large Group

Balls / Exploring the Topic / Day 2 Choice TimeBalls / What are balls made of? / Day 3 Choice TimeTrees / Who lives in trees? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBuildings / Exploring the Topic / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 5 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 5 Large GroupTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 2 Large Group RoundupBalls / What makes balls move? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 2 Large GroupTrees / How do trees change? / Day 4 Choice Time

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# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupBalls / Who uses balls? / Day 3 Large GroupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 1 Large Group

3.2Complete a range of simple tasks on their own. Beginning the Year / What names do we need to know at school? / Day 3 Small Group

Beginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Small Group

Attention, Engagement, and Persistence

AL 2

Demonstrate attention, engagement, and persistence in learning.

3.1

Maintain focus on objects and activities of interest while other activities are going on in the environment. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 2 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeTrees / Exploring the Topic / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice Time



# State Text Investigation Day Time of DayTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 1 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 2 Choice Time

3.2Maintain focus on a complex activity with adult support. Reduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice Time



# State Text Investigation Day Time of DayClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice Time


3.3

With prompting and support, develop a simple plan for and work towards completion of short tasks, and activities. Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice Time

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 2 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice Time


Reasoning, Problem-Solving, and Creative Thinking

AL 3

Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions.



# State Text Investigation Day Time of Day

3.1

Experiment to see if the same actions have similar effects on different objects. Balls / What are balls made of? / Day 3 Choice Time

Beginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 4 Choice TimeBalls / Exploring the Topic / Day 2 Read Aloud

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 1 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 1 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Large GroupBalls / What are balls made of? / Day 4 Large GroupBalls / Exploring the Topic / Day 3 Large GroupBalls / Celebrating Learning / Day 1 Large Group RoundupBalls / Celebrating Learning / Day 2 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Mighty MinutesBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 3 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 1 Large GroupBuildings / What happens inside buildings? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 4 Large GroupBuildings / Celebrating Learning / Day 2 Large GroupTrees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 4 Large GroupTrees / What are the characteristics of the trees in our community? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 3 Large Group RoundupTrees / Who lives in trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 1 Large GroupTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large GroupTrees / Who takes care of trees? / Day 3 Read AloudTrees / Who takes care of trees? / Day 4 Large GroupTrees / How do trees change? / Day 3 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / How do trees change? / Day 5 Large Group



# State Text Investigation Day Time of DayTrees / Celebrating Learning / Day 1 Large Group RoundupTrees / Celebrating Learning / Day 2 Choice TimeBalls / Who uses balls? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 2 Large GroupClothes / Exploring the Topic / Day 3 Large GroupClothes / Exploring the Topic / Day 3 Choice TimeClothes / Exploring the Topic / Day 5 Large GroupBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Large GroupClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 3 Read AloudClothes / How do we take care of our clothes? / Day 1 Large GroupClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 5 Large GroupClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large GroupClothes / What other special clothes do people wear? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large GroupClothes / What other special clothes do people wear? / Day 2 Read AloudClothes / What other special clothes do people wear? / Day 3 Read AloudClothes / Celebrating Learning / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 1 Large Group

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 1 Read Aloud






3.3

Use a variety of strategies to solve a problem when the first try is unsuccessful. Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Large Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large GroupBalls / What makes balls move? / Day 0 Outdoor ExperiencesBuildings / Exploring the Topic / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBalls / What makes balls move? / Day 2 Choice Time

3.4Ask adults for help on tasks, if needed. Balls / What are balls made of? / Day 5 Large Group

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Large GroupBuildings / What happens inside buildings? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice Time





AL 4

Demonstrate creative thinking when using materials, solving problems, and/or learning new information.

3.1

Express unique ideas in both language and use of objects in a variety of situations. Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Large Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupBalls / What makes balls move? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice Time



# State Text Investigation Day Time of DayBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / Celebrating Learning / Day 1 Read AloudClothes / How do people make clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / Celebrating Learning / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 3 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 4 Large Group


Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 3 Small Group


3.2

Ask more complex questions for clarification and to seek meaningful information. Balls / Exploring the Topic / Day 2 Small Group

Balls / What are balls made of? / Day 2 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 1 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 1 Large Group Roundup

Four-Year-OldsInitiative and Curiosity




AL 1

Engage in play-based learning to explore, investigate, and acquire knowledge about themselves and their world.

4.1

Show curiosity, interest and a willingness to learn new things and try new experiences. Balls / Exploring the Topic / Day 1 Large Group

Balls / Exploring the Topic / Day 2 Choice TimeBalls / What are balls made of? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 1 Large GroupTrees / Who lives in trees? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBuildings / Exploring the Topic / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 5 Choice TimeBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Large Group RoundupBuildings / What is special about our building? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 5 Large GroupTrees / Exploring the Topic / Day 5 Large Group RoundupTrees / Who lives in trees? / Day 2 Choice TimeTrees / Who lives in trees? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 1 Choice Time



# State Text Investigation Day Time of DayTrees / What food comes from trees? / Day 2 Large Group RoundupBalls / What makes balls move? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 4 Large GroupTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupBalls / Who uses balls? / Day 3 Large GroupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 4 Large GroupClothes / How is cloth made? / Day 2 Large Group RoundupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / What are balls made of? / Day 1 Large Group



4.2Choose a multi-step task and complete it on their own. Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice Time

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 2 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice Time



# State Text Investigation Day Time of DayClothes / How is cloth made? / Day 2 Choice Time



AL 2

Demonstrate attention, engagement, and persistence in learning.

4.1

Stay engaged with others, objects, and activities despite interruptions or disruption. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 2 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeTrees / Exploring the Topic / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice Time



# State Text Investigation Day Time of DayClothes / How is cloth made? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 1 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


4.2

Maintain attention in child- initiated and adult - directed activities despite distractions and interruptions. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 2 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeTrees / Exploring the Topic / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice Time



# State Text Investigation Day Time of DayClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


4.3Plan and complete tasks and activities. Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice Time

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 2 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice Time






AL 3

Recognize, understand, and analyze a problem and draw on knowledge or experience to seek solutions.

4.1Identify and understand cause and effect relationships. Balls / What are balls made of? / Day 3 Choice Time

Beginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 4 Choice Time

4.2

Apply prior knowledge and experiences to learn new skills during play. Balls / What are balls made of? / Day 2 Read Aloud


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 1 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupBalls / What are balls made of? / Day 4 Large GroupBalls / Exploring the Topic / Day 3 Large GroupBalls / Celebrating Learning / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Mighty MinutesBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBalls / Do all balls bounce? / Day 3 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 4 Large GroupTrees / Exploring the Topic / Day 4 Large GroupTrees / What are the characteristics of the trees in our community? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 1 Large GroupTrees / Celebrating Learning / Day 1 Large Group RoundupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 3 Large GroupClothes / Exploring the Topic / Day 3 Choice TimeClothes / Exploring the Topic / Day 5 Large GroupBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Large GroupClothes / What are the features of clothes? / Day 3 Large GroupClothes / How do we take care of our clothes? / Day 1 Large GroupClothes / How do people make clothes? / Day 5 Large GroupClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 2 Large GroupClothes / What other special clothes do people wear? / Day 3 Read AloudClothes / Celebrating Learning / Day 1 Read Aloud





4.3

Use a variety of strategies to investigate possible solutions, to accomplish a task, or to solve a problem. Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Large Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupBalls / What makes balls move? / Day 0 Outdoor ExperiencesBuildings / Exploring the Topic / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / How do people make clothes? / Day 2 Large Group





4.4

Make specific request for help from both peers and adults as needed. Balls / What are balls made of? / Day 5 Large Group

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What happens inside buildings? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice Time


AL 4

Demonstrate creative thinking when using materials, solving problems, and/or learning new information.

4.1

Express unique ideas and approach tasks and experiences with flexibility, imagination and inventiveness. Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Large Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupBalls / What makes balls move? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / Celebrating Learning / Day 1 Read AloudClothes / How do people make clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / Celebrating Learning / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 3 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 4 Large Group




4.2

Gather information and ask complex questions in order to understand a new or familiar concept. Balls / Exploring the Topic / Day 2 Small Group

Balls / What are balls made of? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Exploring the Topic / Day 4 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / Who lives in trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup




# State Text Investigation Day Time of DayMotor Skills and Physical FitnessThree-Year-Olds

PM 1

Develop large muscle control and coordinate movements in their upper and/or lower body.

3.1

Use arms and legs for balance and motor control when walking, jumping, throwing and climbing.

3.2

Use arms and legs for balance and motor control using objects and equipment for a wide range of physical activities.

PM 2Develop small muscle control and coordination.

3.1

Use hands, fingers, and wrists for a wide variety of tasks and activities. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice Time



# State Text Investigation Day Time of DayClothes / Exploring the Topic / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeBalls / What are balls made of? / Day 1 Choice Time


3.2

Coordinate eye and hand movements to accomplish simple tasks (e.g., using utensils for eating, putting puzzles together, stringing large beads, using a crayon). Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeClothes / Exploring the Topic / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Choice TimeBalls / Who uses balls? / Day 4 Choice Time



# State Text Investigation Day Time of DayClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeBalls / What are balls made of? / Day 1 Choice Time


PM 3

Participate in a variety of physical activities to enhance strength and stamina.

3.1

Seek out a variety of physical activities such as games and indoor/outdoor play. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 0 Outdoor Experiences

3.2

Demonstrate strength and stamina that allow for participation in rigorous activities (e.g., running, climbing, kicking or throwing a ball). Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences


Health and Hygiene

PM 4Develop appropriate health and hygiene skills.

3.1

Identify foods (real or pictures) that are healthy and less healthy for the body. Balls / Celebrating Learning / Day 2 Large Group

3.2Select from a variety of healthy foods that are offered.




3.3

Carry out most personal care routines with minimal adult guidance and assistance. Beginning the Year / What names do we need to know at school? / Day 3 Small Group


3.4

Sleep or rest for a sufficient amount of time to support healthy development of their body.

Safety

PM 5 Demonstrate safe behaviors.

3.1

Identify and avoid potentially harmful objects, substances, or situations or behaviors with supervision. Buildings / Who builds buildings? What tools do they use? / Day 3 Large Group

Buildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 5 Large GroupBuildings / What is special about our building? / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What can we do with parts of trees? / Day 3 Large Group

3.2

State safety rules and follow them with guidance from adults. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What is special about our building? / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 2 Large Group



# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 3 Large GroupBalls / Who uses balls? / Day 2 Large Group

Motor Skills and Physical FitnessFour-Year-Olds

PM 1

Develop large muscle control and coordinate movements in their upper and/or lower body.

4.1

Use the whole body for balance and motor control when walking, jumping, throwing and climbing. Balls / Do all balls bounce? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 0 Outdoor ExperiencesClothes / How do we take care of our clothes? / Day 0 Outdoor ExperiencesClothes / How do people make clothes? / Day 0 Outdoor ExperiencesReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor ExperiencesBeginning the Year / Who works at our school? / Day 1 Choice TimeBuildings / Exploring the Topic / Day 4 Large GroupBalls / What makes balls move? / Day 2 Read Aloud

4.2

Use the whole body for balance and motor control using objects and equipment for a wide range of physical activities. Balls / Do all balls bounce? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 0 Outdoor ExperiencesClothes / How do we take care of our clothes? / Day 0 Outdoor ExperiencesClothes / How do people make clothes? / Day 0 Outdoor ExperiencesReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor ExperiencesBeginning the Year / Who works at our school? / Day 1 Choice TimeBuildings / Exploring the Topic / Day 4 Large GroupBalls / What makes balls move? / Day 2 Read Aloud




PM 2Develop small muscle control and coordination.

4.1

Use hands, fingers, and wrists to manipulate large and small objects with strength and good control of small muscles. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeClothes / Exploring the Topic / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeBalls / What are balls made of? / Day 1 Choice Time





4.2

Coordinate eye and hand movements to perform complex tasks (dressing and undressing) or to use everyday tools (e.g., pitchers for pouring or scissors for cutting along a line). Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeClothes / Exploring the Topic / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeBalls / What are balls made of? / Day 1 Choice Time





PM 3

Participate in a variety of physical activities to enhance strength and stamina.

4.1

Initiate and engage in a variety of physical activities including games, exercises, and play that enhance physical fitness. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences


4.2

Demonstrate strength and stamina that allow for participation in rigorous activities (e.g., running, climbing, kicking or throwing a ball). Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences


Health and Hygiene

PM 4Develop appropriate health and hygiene skills.

4.1

Identify different foods and the corresponding food group according to “My Plate”. Balls / Celebrating Learning / Day 2 Large Group

4.2

Give a simple explanation as to why a particular food is healthy or unhealthy.

4.3

Exhibit good hygiene habits and manage age- appropriate personal care routines on own. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large Group

Reduce, Reuse, Recycle / What do people throw away? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group




4.4

Get sufficient sleep and rest to support healthy development of their body.

Safety


4.1

Identify and alert others of potentially hazardous objects, substances, behaviors, and/or situations (that may appear in the child’s environment) with supervision. Buildings / Who builds buildings? What tools do they use? / Day 3 Large Group

Buildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / What is special about our building? / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What can we do with parts of trees? / Day 3 Large Group

4.2

Demonstrate and communicate a basic understanding of health and safety rules and respond appropriately to harmful or unsafe situations (e.g., hold an adult’s hand when crossing the street, don’t touch a hot stove, etc.). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 5 Large GroupBuildings / What is special about our building? / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What can we do with parts of trees? / Day 3 Large GroupBalls / Who uses balls? / Day 2 Large Group



# State Text Investigation Day Time of DaySpeaking and ListeningThree-Year-Olds

LL 1Comprehend or understand and use language.

3.1 Follow two-step directions. Clothes / How is cloth made? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 1 Choice Time

3.2

Demonstrate understanding of simple questions and requests. Balls / What are balls made of? / Day 3 Large Group

Clothes / How is cloth made? / Day 0 Outdoor ExperiencesBeginning the Year / What are our rules? / Day 1 Choice TimeBalls / Exploring the Topic / Day 5 Large GroupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupTrees / Who lives in trees? / Day 4 Read AloudClothes / Exploring the Topic / Day 4 Choice TimeClothes / Exploring the Topic / Day 5 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Large Group

3.3

Answer some simple “who”, “what” and “where” questions. Balls / What are balls made of? / Day 3 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 2 Choice TimeBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / Who lives in trees? / Day 4 Read AloudClothes / Exploring the Topic / Day 4 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Large Group

3.4Listen and respond attentively to simple conversations. Balls / What are balls made of? / Day 3 Large Group

Beginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 2 Choice TimeBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 5 Large GroupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeTrees / Exploring the Topic / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupTrees / Who lives in trees? / Day 4 Read AloudTrees / How do trees change? / Day 4 Large Group



# State Text Investigation Day Time of DayClothes / Exploring the Topic / Day 4 Choice TimeClothes / Exploring the Topic / Day 5 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large GroupClothes / How do we take care of our clothes? / Day 4 Large GroupClothes / How do people make clothes? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Large Group

3.5Use phrases and/or simple sentences and questions. Balls / Exploring the Topic / Day 2 Small Group


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 4 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 4 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who lives in trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 3 Large Group RoundupTrees / How do trees change? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 2 Large GroupClothes / Exploring the Topic / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group Roundup



# State Text Investigation Day Time of DayClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupClothes / Where do we get our clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 2 Large Group Roundup3.6 Ask “why” questions. Balls / Exploring the Topic / Day 2 Small Group

Balls / What are balls made of? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBeginning the Year / Who works at our school? / Day 1 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 2 Large Group Roundup



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


3.7

With prompting and support, act out familiar stories, rhymes and fingerplays. Balls / Exploring the Topic / Day 1 Choice Time

Balls / What are balls made of? / Day 5 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 5 Choice TimeClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Choice Time




3.8

Use phrases and/or simple sentences that convey a complete thought, “Tommy ate the cookie,” that is easily understood by family and most people outside the home. Balls / Exploring the Topic / Day 2 Small Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Large GroupBuildings / Exploring the Topic / Day 5 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / What happens inside buildings? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / How do trees change? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large Group Roundup

3.9

Ask questions that may incorporate expanding vocabulary. Balls / Exploring the Topic / Day 2 Small Group

Balls / What are balls made of? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 1 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group Roundup



# State Text Investigation Day Time of DayBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupBalls / Who uses balls? / Day 5 Large Group RoundupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


Language




LL 2

Comprehend and use increasingly complex and varied vocabulary.

3.1

With prompting and support, demonstrate understanding of simple concepts such as opposites and positions. Balls / What are balls made of? / Day 3 Large Group

Beginning the Year / What are our rules? / Day 1 Choice TimeBalls / Exploring the Topic / Day 5 Large GroupBalls / Exploring the Topic / Day 5 Choice Time

3.2

Demonstrate an understanding of and begin using some new vocabulary introduced through conversations, activities, or listening to texts read aloud. Balls / Exploring the Topic / Day 2 Small Group

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large GroupBalls / What are balls made of? / Day 2 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 5 Choice Time



# State Text Investigation Day Time of DayBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 4 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who lives in trees? / Day 5 Large GroupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


Reading: Literature and Information in Print




LL 3Develop an interest in books and their characteristics.

3.1Find a specific book by looking at the cover. Beginning the Year / What are our rules? / Day 5 Choice Time

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Choice TimeTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time

3.2Identify the front cover of a book. Beginning the Year / What are our rules? / Day 4 Small Group

Beginning the Year / What are our rules? / Day 5 Choice TimeBeginning the Year / What are our rules? / Day 5 Small GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read AloudBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupTrees / Exploring the Topic / Day 1 Choice TimeTrees / What food comes from trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time




3.3

Hold book properly and look at pages of a book from left to right, pretending to read. Beginning the Year / What are our rules? / Day 4 Small Group

Beginning the Year / What are our rules? / Day 5 Choice TimeBeginning the Year / What are our rules? / Day 5 Small GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupTrees / Exploring the Topic / Day 1 Choice TimeTrees / What food comes from trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time

3.4 Imitate teacher reading a story. Balls / Exploring the Topic / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Choice TimeTrees / Exploring the Topic / Day 1 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time




3.5

With prompting and support, demonstrate and understand that people write stories and draw pictures in books. Beginning the Year / What are our rules? / Day 5 Choice Time

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupTrees / Exploring the Topic / Day 1 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read Aloud

3.6Shows an interest in illustrations. Beginning the Year / What are our rules? / Day 5 Choice Time

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Choice TimeTrees / What food comes from trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time



# State Text Investigation Day Time of DayReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read Aloud

LL 4

Comprehend stories and information from books and other print materials.

3.1

Answer simple questions about print that has been read aloud several times. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read Aloud

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large Group



# State Text Investigation Day Time of DayBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 3 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / What happens inside buildings? / Day 5 Large GroupBuildings / Celebrating Learning / Day 1 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudTrees / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Read AloudTrees / Exploring the Topic / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 3 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 1 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / Who takes care of trees? / Day 1 Read Aloud



# State Text Investigation Day Time of DayTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / Who takes care of trees? / Day 4 Read AloudTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 5 Read AloudTrees / What can we do with parts of trees? / Day 1 Read AloudTrees / What can we do with parts of trees? / Day 3 Read AloudTrees / Celebrating Learning / Day 1 Read AloudClothes / Exploring the Topic / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Read AloudClothes / What are the features of clothes? / Day 4 Read AloudClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 2 Read AloudClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 2 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudClothes / What other special clothes do people wear? / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud


3.2

Retell a simple story with pictures or other props to use as prompts. Balls / Exploring the Topic / Day 1 Choice Time

Balls / What are balls made of? / Day 5 Read AloudBuildings / Exploring the Topic / Day 4 Read Aloud



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 5 Choice TimeClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice TimeClothes / Where do we get our clothes? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Read Aloud

3.3

With prompting and support, identify characters from a story and information from an informational text read aloud. Balls / Exploring the Topic / Day 1 Choice Time


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudBalls / What are balls made of? / Day 3 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read Aloud



# State Text Investigation Day Time of DayBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / What happens inside buildings? / Day 5 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 1 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 5 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What other special clothes do people wear? / Day 2 Read Aloud

3.4

With prompting and support, talk about unknown vocabulary words in a text or story read aloud. Balls / Exploring the Topic / Day 1 Choice Time


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read Aloud



# State Text Investigation Day Time of DayBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudTrees / Exploring the Topic / Day 1 Choice TimeBalls / Do all balls roll? / Day 3 Read AloudTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 3 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud


3.5

Distinguish between real objects and play objects (e.g. distinguish between a real apple and a toy apple). Beginning the Year / What names do we need to know at school? / Day 1 Small Group

Balls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 5 Choice TimeTrees / How do trees change? / Day 5 Choice Time




3.6Use pictures and illustrations of a text to tell a story. Balls / Exploring the Topic / Day 1 Choice Time

Balls / What are balls made of? / Day 5 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 5 Choice TimeClothes / What are the features of clothes? / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice TimeClothes / Where do we get our clothes? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Read Aloud

3.7

With prompting and support, talk about or draw a character, setting, event, or idea in a text read aloud. Balls / Exploring the Topic / Day 1 Choice Time


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Large GroupBalls / Exploring the Topic / Day 4 Read Aloud



# State Text Investigation Day Time of DayBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 3 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / What happens inside buildings? / Day 5 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 3 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / Who takes care of trees? / Day 2 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / Who takes care of trees? / Day 4 Read Aloud



# State Text Investigation Day Time of DayTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 4 Read AloudTrees / How do trees change? / Day 5 Read AloudTrees / What can we do with parts of trees? / Day 1 Read AloudTrees / What can we do with parts of trees? / Day 3 Read AloudTrees / Celebrating Learning / Day 1 Read AloudClothes / Exploring the Topic / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Read AloudClothes / How do we take care of our clothes? / Day 1 Large GroupClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 5 Large GroupClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 2 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudClothes / What other special clothes do people wear? / Day 2 Read AloudClothes / Celebrating Learning / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud


3.8

Demonstrate understanding of what will happen next in familiar stories. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudBalls / What are balls made of? / Day 3 Read AloudBalls / What are balls made of? / Day 5 Read Aloud



# State Text Investigation Day Time of DayBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 4 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 5 Read AloudBalls / Do all balls roll? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / How is cloth made? / Day 1 Read AloudClothes / Where do we get our clothes? / Day 1 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud

Foundational Skills

LL 5

Demonstrate understanding of the organization and basic features of print.

3.1

With prompting and support, track across a page or along printed words from top to bottom and left to right. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group Roundup

Beginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What is special about our building? / Day 2 Large Group



# State Text Investigation Day Time of DayBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeTrees / Who takes care of trees? / Day 3 Large GroupClothes / Exploring the Topic / Day 1 Large GroupClothes / Exploring the Topic / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Large GroupClothes / How is cloth made? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group


3.2Identify name on personal property. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group Roundup

Beginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group Roundup

3.3

With prompting and support, demonstrate an understanding that letters are combined to make words. Balls / Celebrating Learning / Day 2 Large Group

Balls / What are balls made of? / Day 1 Read Aloud

3.4

Name at least 10 of the 52 upper- and lower-case letters of the alphabet (any combination of upper- and lower-case letters). Beginning the Year / Who works at our school? / Day 4 Choice Time

Buildings / What are buildings made of? What makes them strong? / Day 3 Read Aloud



# State Text Investigation Day Time of DayClothes / Celebrating Learning / Day 1 Large GroupTrees / Exploring the Topic / Day 4 Read AloudTrees / What are the characteristics of the trees in our community? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 5 Read AloudClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 4 Large GroupClothes / How is cloth made? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice Time

3.5Identify some letters in own name. Beginning the Year / Who works at our school? / Day 4 Choice Time

Buildings / What are buildings made of? What makes them strong? / Day 3 Read AloudClothes / Celebrating Learning / Day 1 Large GroupTrees / Exploring the Topic / Day 4 Read AloudTrees / What are the characteristics of the trees in our community? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 5 Read AloudClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice Time

LL 6

Demonstrate understanding of different units of sound in language (words, syllables, phonemes).

3.1

With prompting and support, recognize matching sounds and rhymes in familiar words or words in songs. Balls / Celebrating Learning / Day 1 Read Aloud

Balls / Do all balls bounce? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 1 Read Aloud



# State Text Investigation Day Time of DayBuildings / What are buildings made of? What makes them strong? / Day 5 Large Group RoundupTrees / Exploring the Topic / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large GroupTrees / What food comes from trees? / Day 5 Read AloudClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 1 Mighty MinutesClothes / Where do we get our clothes? / Day 1 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 4 Mighty Minutes

3.2

With prompting and support, segment a spoken sentence into the individual words using actions (e.g., clap or stomp for each word).

3.3

With prompting and support, show an awareness of beginning sounds in words. Buildings / What are buildings made of? What makes them strong? / Day 5 Large Group Roundup

Clothes / How do people make clothes? / Day 1 Mighty Minutes

3.4

With prompting and support, attend to activities or word play that emphasizes beginning sounds in words. Buildings / What are buildings made of? What makes them strong? / Day 5 Large Group Roundup


3.5Engage in word play activities in songs and rhymes. Balls / Do all balls roll? / Day 1 Read Aloud

Buildings / What are buildings made of? What makes them strong? / Day 5 Large Group Roundup

Writing

LL 7

Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.




3.1

Experiment with a variety of writing tools, materials, and surfaces. Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice Time


3.2

Use early stages of writing to form shapes and letter-like symbols to convey ideas. Clothes / What are the features of clothes? / Day 0 Outdoor Experiences



3.3

Engage in tactile experiences creating letters and other forms. Beginning the Year / What names do we need to know at school? / Day 4 Choice Time

Beginning the Year / What names do we need to know at school? / Day 5 Choice TimeBalls / Who uses balls? / Day 5 Choice Time

3.4Imitate marks made by adult or older child (approximations). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Large Group RoundupBalls / What are balls made of? / Day 4 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 5 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Choice Time



# State Text Investigation Day Time of DayBuildings / What is special about our building? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 2 Large Group RoundupTrees / Exploring the Topic / Day 4 Choice TimeBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 3 Large Group RoundupTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 5 Choice TimeClothes / How do people make clothes? / Day 4 Choice TimeClothes / Where do we get our clothes? / Day 3 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 5 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 4 Choice Time


3.5Describe picture and/ or dictate story to caretaker. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Choice Time

Balls / What are balls made of? / Day 4 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 5 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 4 Choice TimeClothes / What are the features of clothes? / Day 5 Choice TimeClothes / How do people make clothes? / Day 4 Choice TimeClothes / Where do we get our clothes? / Day 3 Choice TimeBalls / Who uses balls? / Day 5 Choice Time




3.6

With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., learning games). Beginning the Year / What names do we need to know at school? / Day 3 Small Group

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Small GroupBuildings / Celebrating Learning / Day 1 Choice TimeTrees / Exploring the Topic / Day 2 Small GroupTrees / How do trees change? / Day 5 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice Time

Speaking and ListeningFour-Year-Olds

LL 1Comprehend or understand and use language.

4.1

Listen and respond to questions about print read aloud or information presented orally or through other media, including music and videos. Balls / Exploring the Topic / Day 1 Choice Time


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read Aloud



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Large GroupBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read Aloud



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 3 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 3 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / Celebrating Learning / Day 1 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudTrees / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Read AloudTrees / Exploring the Topic / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 1 Read AloudTrees / What are the characteristics of the trees in our community? / Day 3 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 1 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 5 Read AloudTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 2 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / Who takes care of trees? / Day 4 Read AloudTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 4 Read AloudTrees / How do trees change? / Day 5 Read Aloud



# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 1 Read AloudTrees / What can we do with parts of trees? / Day 3 Read AloudTrees / Celebrating Learning / Day 1 Read AloudClothes / Exploring the Topic / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Read AloudClothes / What are the features of clothes? / Day 4 Read AloudClothes / How do we take care of our clothes? / Day 1 Large GroupClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 5 Large GroupClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 2 Read AloudClothes / How is cloth made? / Day 3 Read AloudClothes / Where do we get our clothes? / Day 1 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudClothes / What other special clothes do people wear? / Day 2 Read AloudClothes / Celebrating Learning / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud


4.2Listen and respond attentively to conversations. Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large Group Roundup

Reduce, Reuse, Recycle / How can we create less trash? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What are our rules? / Day 4 Large Group Roundup



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBuildings / Exploring the Topic / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 2 Large GroupTrees / Exploring the Topic / Day 4 Large Group RoundupTrees / Who lives in trees? / Day 4 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupBalls / What makes balls move? / Day 2 Large Group RoundupTrees / How do trees change? / Day 5 Large Group RoundupClothes / What are the features of clothes? / Day 1 Large Group RoundupClothes / What special clothes do people wear for work? / Day 1 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group Roundup

4.3

With guidance and support from adults, follow agreed upon rules for discussions (e.g. listening to others, and taking turns speaking about topics and print under discussion). Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large Group Roundup

Reduce, Reuse, Recycle / How can we create less trash? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What are our rules? / Day 4 Large Group RoundupBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBuildings / Exploring the Topic / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group



# State Text Investigation Day Time of DayTrees / Exploring the Topic / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 3 Large Group RoundupTrees / Who lives in trees? / Day 4 Large GroupBalls / What makes balls move? / Day 2 Large Group RoundupTrees / How do trees change? / Day 5 Large Group RoundupClothes / Exploring the Topic / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 3 Large Group RoundupClothes / What are the features of clothes? / Day 1 Large Group RoundupClothes / What special clothes do people wear for work? / Day 1 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group Roundup

4.4

Actively participate in role-playing, creative dramatics, fingerplays, nursery rhymes, and choral speaking. Balls / Do all balls roll? / Day 1 Read Aloud

4.5

Speak audibly and use words, phrases, and/or sentences to express a complete thought that can be clearly understood by most people. Balls / Exploring the Topic / Day 2 Small Group

Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Large GroupBuildings / Exploring the Topic / Day 5 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / What happens inside buildings? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / How do trees change? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large Group Roundup

4.6

Ask questions about a specific topic, activity, and/or text read aloud. Balls / Exploring the Topic / Day 2 Small Group



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 1 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 5 Large Group



# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupBalls / Who uses balls? / Day 5 Large Group RoundupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


Language

LL 2

Comprehend and use increasingly complex and varied vocabulary.

4.1

Demonstrate understanding of a variety of concepts, such as opposites, positions, and comparisons. Balls / What are balls made of? / Day 3 Large Group

Beginning the Year / What are our rules? / Day 1 Choice TimeBalls / Exploring the Topic / Day 5 Large GroupBalls / Exploring the Topic / Day 5 Choice Time

4.2

Use new vocabulary acquired through conversations, activities, or listening to texts read aloud. Balls / Exploring the Topic / Day 2 Small Group

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large GroupBalls / What are balls made of? / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large Group



# State Text Investigation Day Time of DayBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 4 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who lives in trees? / Day 5 Large GroupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group Roundup



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup


Reading: Literature and Information in Print

LL 3Develop an interest in books and their characteristics.

4.1

Demonstrates how books are read, such as front-to-back and one page at a time. Beginning the Year / What are our rules? / Day 4 Small Group

Beginning the Year / What are our rules? / Day 5 Choice TimeBeginning the Year / What are our rules? / Day 5 Small GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupTrees / Exploring the Topic / Day 1 Choice TimeTrees / What food comes from trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 3 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 5 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time




Balls / Exploring the Topic / Day 1 Choice TimeBalls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read Aloud

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read Aloud



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 3 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / Celebrating Learning / Day 1 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudTrees / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Read AloudTrees / Exploring the Topic / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 1 Read AloudTrees / What are the characteristics of the trees in our community? / Day 3 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 1 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large Group Roundup



# State Text Investigation Day Time of DayTrees / What food comes from trees? / Day 5 Read AloudTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / Who takes care of trees? / Day 4 Read AloudTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 4 Read AloudTrees / How do trees change? / Day 5 Read AloudTrees / What can we do with parts of trees? / Day 1 Read AloudTrees / What can we do with parts of trees? / Day 3 Read AloudTrees / Celebrating Learning / Day 1 Read AloudClothes / Exploring the Topic / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Read AloudClothes / What are the features of clothes? / Day 4 Read AloudClothes / How do we take care of our clothes? / Day 1 Large GroupClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 2 Read AloudClothes / Where do we get our clothes? / Day 3 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudClothes / What other special clothes do people wear? / Day 2 Read AloudClothes / Celebrating Learning / Day 2 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud





4.2

With prompting and support, retell parts of a favorite story in sequence (first, next, and last). Balls / Exploring the Topic / Day 1 Choice Time

Balls / What are balls made of? / Day 5 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 5 Choice TimeClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice TimeClothes / Where do we get our clothes? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Read Aloud

4.3

With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 3 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read Aloud



# State Text Investigation Day Time of DayBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 4 Read AloudBuildings / What happens inside buildings? / Day 5 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 1 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Read AloudTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 5 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / How do people make clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 3 Read AloudClothes / What other special clothes do people wear? / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read Aloud




4.4

With prompting and support, ask and answer questions about unknown words in a text read aloud. Balls / Exploring the Topic / Day 1 Choice Time


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudReduce, Reuse, Recycle / Celebrating Learning / Day 2 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / When do things happen at school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudTrees / Exploring the Topic / Day 1 Choice TimeBalls / Do all balls roll? / Day 3 Read AloudTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 3 Read AloudClothes / Where do we get our clothes? / Day 3 Read Aloud



# State Text Investigation Day Time of DayBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud


4.5

Listen to stories or text read aloud and use new vocabulary words in follow-up conversations and activities. Balls / Exploring the Topic / Day 5 Large Group

Beginning the Year / When do things happen at school? / Day 2 Read AloudTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupClothes / How do we take care of our clothes? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 2 Read Aloud

4.6

Recognize that texts can be stories (make- believe) or real (give information). Beginning the Year / What are our rules? / Day 4 Small Group

Beginning the Year / What are our rules? / Day 5 Choice TimeBeginning the Year / What are our rules? / Day 5 Small GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupTrees / Exploring the Topic / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupTrees / Who lives in trees? / Day 1 Large GroupTrees / What food comes from trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 1 Choice Time




4.7

With prompting and support, describe what person, place, thing, or idea in the text an illustration depicts. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 2 Read AloudBalls / What are balls made of? / Day 3 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read AloudBalls / Celebrating Learning / Day 1 Read AloudBalls / Celebrating Learning / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 4 Read AloudBeginning the Year / Who works at our school? / Day 2 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 5 Read AloudBuildings / Celebrating Learning / Day 2 Read Aloud



# State Text Investigation Day Time of DayTrees / Exploring the Topic / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Read AloudBalls / Do all balls roll? / Day 3 Read AloudBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 1 Choice TimeTrees / What food comes from trees? / Day 4 Read AloudTrees / What food comes from trees? / Day 5 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / How do trees change? / Day 1 Read AloudTrees / How do trees change? / Day 2 Read AloudTrees / How do trees change? / Day 4 Read AloudTrees / What can we do with parts of trees? / Day 3 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 3 Choice TimeClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Choice TimeClothes / How do people make clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 1 Read AloudClothes / How is cloth made? / Day 3 Read AloudClothes / Where do we get our clothes? / Day 1 Read AloudBalls / Who uses balls? / Day 4 Read AloudClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Read AloudClothes / What special clothes do people wear for work? / Day 4 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud

4.8

With prompting and support, discuss basic similarities and differences in print read aloud, including characters, settings, events, and ideas. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Read AloudBalls / What are balls made of? / Day 4 Read AloudBalls / What are balls made of? / Day 5 Read Aloud



# State Text Investigation Day Time of DayBalls / Celebrating Learning / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBeginning the Year / Who works at our school? / Day 4 Read AloudBalls / Do all balls bounce? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 5 Read AloudBuildings / What happens inside buildings? / Day 5 Large GroupBuildings / What happens inside buildings? / Day 5 Read AloudBuildings / Celebrating Learning / Day 2 Read AloudBalls / Do all balls roll? / Day 3 Read AloudBalls / What makes balls move? / Day 2 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 5 Large Group

4.9

Based on the title and/or pictures/ illustrations, predict what might happen in a story before it is read. Balls / Exploring the Topic / Day 1 Choice Time

Balls / Exploring the Topic / Day 2 Read AloudBalls / What are balls made of? / Day 2 Read AloudReduce, Reuse, Recycle / How can we reuse junk? / Day 1 Read AloudReduce, Reuse, Recycle / How can we create less trash? / Day 1 Read AloudBalls / What are balls made of? / Day 3 Read AloudBalls / What are balls made of? / Day 5 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 2 Read AloudBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / What are our rules? / Day 4 Read AloudBeginning the Year / When do things happen at school? / Day 1 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 4 Read AloudBuildings / Exploring the Topic / Day 1 Read AloudBalls / Do all balls bounce? / Day 2 Read Aloud



# State Text Investigation Day Time of DayBuildings / Exploring the Topic / Day 3 Read AloudBuildings / Exploring the Topic / Day 4 Read AloudBuildings / Exploring the Topic / Day 5 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBalls / Do all balls roll? / Day 1 Read AloudBuildings / What happens inside buildings? / Day 3 Read AloudBuildings / Celebrating Learning / Day 1 Read AloudTrees / Exploring the Topic / Day 1 Read AloudTrees / Exploring the Topic / Day 3 Read AloudTrees / What are the characteristics of the trees in our community? / Day 1 Read AloudTrees / What are the characteristics of the trees in our community? / Day 3 Read AloudBalls / Do all balls roll? / Day 3 Read AloudTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 4 Read AloudBalls / What makes balls move? / Day 2 Read AloudTrees / How do trees change? / Day 4 Read AloudClothes / Exploring the Topic / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudBalls / Who uses balls? / Day 2 Read AloudClothes / What are the features of clothes? / Day 1 Read AloudClothes / What are the features of clothes? / Day 3 Read AloudClothes / What are the features of clothes? / Day 4 Read AloudClothes / How do people make clothes? / Day 2 Read AloudClothes / How do people make clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 1 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 2 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 1 Read AloudReduce, Reuse, Recycle / What do people throw away? / Day 2 Read Aloud




# State Text Investigation Day Time of DayReading: Foundational Skills

LL 5

Demonstrate understanding of the organization and basic features of print.

4.1

With prompting and support, demonstrate that print is read left to right and top to bottom. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group Roundup

Beginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What is special about our building? / Day 2 Large GroupBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeTrees / Who takes care of trees? / Day 3 Large GroupClothes / Exploring the Topic / Day 1 Large GroupClothes / Exploring the Topic / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / Celebrating Learning / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group



# State Text Investigation Day Time of DayReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group


4.2

With limited guidance, track across a page or along printed words from top to bottom and left to right. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group Roundup

Beginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What is special about our building? / Day 2 Large GroupBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large GroupClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 2 Large GroupClothes / How is cloth made? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / Celebrating Learning / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group





4.3

With prompting and support, identify own first name in print among two to three other names; point to printed name when asked. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Large Group Roundup

Beginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group Roundup

4.4

With prompting and support, identify various features in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters). Beginning the Year / What names do we need to know at school? / Day 1 Large Group

Beginning the Year / What names do we need to know at school? / Day 2 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 2 Large Group Roundup


4.5

Name at least 26 of the 52 upper-and/or lower-case letters of the alphabet. Beginning the Year / Who works at our school? / Day 4 Choice Time

Buildings / What are buildings made of? What makes them strong? / Day 3 Read AloudClothes / Celebrating Learning / Day 1 Large GroupTrees / Exploring the Topic / Day 3 Read AloudTrees / Exploring the Topic / Day 4 Read Aloud



# State Text Investigation Day Time of DayTrees / What food comes from trees? / Day 5 Read AloudClothes / How do we take care of our clothes? / Day 3 Choice TimeClothes / How do people make clothes? / Day 4 Large GroupClothes / How is cloth made? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice Time

LL 6

Demonstrate understanding of different units of sound in language (words, syllables, phonemes).

4.1

With prompting and support, recognize and produce rhyming words. Balls / Do all balls bounce? / Day 1 Large Group Roundup

Beginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Read AloudBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 1 Read AloudTrees / Exploring the Topic / Day 4 Read AloudTrees / What food comes from trees? / Day 4 Large GroupTrees / What food comes from trees? / Day 5 Read AloudClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / Where do we get our clothes? / Day 1 Large Group RoundupReduce, Reuse, Recycle / Exploring the Topic / Day 4 Mighty Minutes

4.2

With prompting and support count, pronounce, blend, and segment syllables in spoken words using actions. Balls / Who uses balls? / Day 4 Choice Time

Balls / What are balls made of? / Day 1 Read Aloud

4.3

With prompting and support, orally blend onset and rime in single syllable spoken words. Balls / Who uses balls? / Day 4 Choice Time




4.4

Repeat alliteration during word play in order to recognize words with a common initial (first) sound. Buildings / What are buildings made of? What makes them strong? / Day 5 Large Group Roundup


Writing

LL 7

Develop familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.

4.1

Use a variety of writing tools in an appropriate manner showing increasing muscular control. Clothes / What are the features of clothes? / Day 0 Outdoor Experiences



4.2

Use a combination of drawing, dictating, and/or writing in response to a text read aloud, or to tell a story about a life experience or event. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 2 Choice Time

Balls / What are balls made of? / Day 4 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Large GroupTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 4 Choice TimeTrees / How do trees change? / Day 2 Choice TimeTrees / How do trees change? / Day 4 Large Group



# State Text Investigation Day Time of DayBalls / Who uses balls? / Day 5 Choice Time

4.3

With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., learning games). Beginning the Year / What names do we need to know at school? / Day 3 Small Group

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Small GroupBuildings / Celebrating Learning / Day 1 Choice TimeTrees / Exploring the Topic / Day 2 Small GroupTrees / How do trees change? / Day 5 Choice TimeClothes / How do we take care of our clothes? / Day 4 Choice Time

Social RelationshipsThree-Year-Olds

SE 1

Develop healthy relationships and interactions with peers and adults.

3.1

Sometimes recognize the feelings others are expressing and acts appropriately when others are happy, sad, angry or afraid (e.g., comforts a friend who gets hurt). Beginning the Year / What names do we need to know at school? / Day 1 Read Aloud

Beginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Choice Time




3.2

Develop a growing understanding of how his/her actions affect others and begin to accept consequences of their actions. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBalls / Who uses balls? / Day 2 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

3.3

Demonstrate emerging awareness and respect for differences between people (culture, ethnicity, abilities, and disabilities). Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud

Beginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read Aloud

3.4

Work or play cooperatively with other children with some direction from adults. Balls / Exploring the Topic / Day 1 Large Group Roundup

Balls / Exploring the Topic / Day 2 Large Group

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupClothes / How is cloth made? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 5 Large GroupBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 1 Large Group RoundupBuildings / Exploring the Topic / Day 3 Large GroupBalls / Do all balls bounce? / Day 3 Large Group RoundupClothes / Celebrating Learning / Day 1 Large GroupBuildings / Celebrating Learning / Day 2 Large GroupTrees / Who lives in trees? / Day 4 Large GroupTrees / What food comes from trees? / Day 5 Large GroupBalls / What makes balls move? / Day 2 Large Group RoundupTrees / Celebrating Learning / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 1 Large Group RoundupBalls / Who uses balls? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group Roundup

3.5

Resolve conflict with peers by following suggestions from an adult.

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Large Group




3.6

Show affection for adults that care for him/her on a regular basis.

3.7

Demonstrate interactions with a few adults who are less familiar. Reduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice Time

Balls / Celebrating Learning / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 2 Large GroupBuildings / What happens inside buildings? / Day 2 Large GroupBalls / What makes balls move? / Day 1 Large GroupTrees / Who lives in trees? / Day 4 Large GroupTrees / What food comes from trees? / Day 3 Large GroupBalls / What makes balls move? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 2 Large GroupTrees / Celebrating Learning / Day 2 Choice TimeBalls / Who uses balls? / Day 3 Large GroupBalls / Who uses balls? / Day 4 Large GroupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 4 Large Group


3.8

Occasionally play with the same one or two children for a short time.

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeTrees / Who lives in trees? / Day 4 Choice TimeClothes / How is cloth made? / Day 3 Choice Time

3.9Describe one or two children as their friends.

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large Group



# State Text Investigation Day Time of DayBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeTrees / Who lives in trees? / Day 4 Choice TimeClothes / How is cloth made? / Day 3 Choice Time

3.10Join in with a small group of children. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice TimeBalls / What are balls made of? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Read AloudBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 5 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What happens inside buildings? / Day 1 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who lives in trees? / Day 4 Choice TimeTrees / What food comes from trees? / Day 5 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / Celebrating Learning / Day 1 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeClothes / Exploring the Topic / Day 5 Choice TimeClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / How is cloth made? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 1 Choice Time



# State Text Investigation Day Time of DayClothes / What other special clothes do people wear? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Choice Time


Self-Concept and Self-Efficacy

SE 2Develop positive self-identify and sense of belonging.

3.1

Recognize self in terms of basic preferences, characteristics, and skills. Beginning the Year / What names do we need to know at school? / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBeginning the Year / What are our rules? / Day 4 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group

SE 3

Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals.

3.1Demonstrate confidence in completing familiar tasks. Beginning the Year / What names do we need to know at school? / Day 3 Small Group

Beginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 1 Small Group

3.2

Actively explore the environment and begin to try new experiences. Balls / Exploring the Topic / Day 1 Large Group

Balls / What are balls made of? / Day 3 Choice TimeBuildings / Exploring the Topic / Day 0 Outdoor ExperiencesTrees / Who lives in trees? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Large GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 5 Choice TimeTrees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 5 Large GroupTrees / Who lives in trees? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Choice TimeBalls / Who uses balls? / Day 3 Large GroupBalls / What are balls made of? / Day 1 Large Group

3.3

Make choices between two or three options (e.g., chooses milk or juice). Beginning the Year / What names do we need to know at school? / Day 3 Small Group


Self-Regulation

SE 4Regulate own emotions and behavior.




3.1

Recognize and name basic emotions (happy, mad, sad) in self.

3.2

Express own ideas, interests, and feelings through words or actions. Balls / Exploring the Topic / Day 2 Small Group


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large Group RoundupBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 3 Read AloudBalls / Exploring the Topic / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Large GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBalls / Exploring the Topic / Day 5 Choice TimeBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Choice TimeBuildings / Exploring the Topic / Day 5 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group Roundup



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 4 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What happens inside buildings? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who lives in trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupBalls / Who uses balls? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 2 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 2 Large GroupClothes / What are the features of clothes? / Day 3 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large GroupClothes / What special clothes do people wear for work? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupBalls / What are balls made of? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 1 Large Group Roundup





SE 5Regulate attention, impulses, and behavior.

3.1With prompting and support, follow rules and routines. Trees / What can we do with parts of trees? / Day 4 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBeginning the Year / When do things happen at school? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

3.2

With prompting and support, respond appropriately during teacher-guided and child- initiated activities. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Choice Time



# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 1 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


3.3

Cooperate and begin to focus attention during teacher-guided and child- initiated activities. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 1 Large GroupTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice Time



# State Text Investigation Day Time of DayClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


3.4

With adult support and guidance, wait for short periods of time to get something he/she wants (e.g., waits turn to play with a toy, etc.). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice Time



# State Text Investigation Day Time of DayBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


Social RelationshipsFour-Year-Olds

SE 1

Develop healthy relationships and interactions with peers and adults.




4.1

Recognize and respect the feelings, needs, and rights of others (e.g., using polite language, sharing with others). Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud

4.2Express empathy and sympathy for others. Beginning the Year / What names do we need to know at school? / Day 1 Read Aloud

Beginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Choice Time

4.3

Demonstrate understanding of how one’s words and actions affect others. Trees / What can we do with parts of trees? / Day 4 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Read AloudBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Choice TimeBalls / Who uses balls? / Day 2 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

4.4

Demonstrate awareness of and respect for differences among people (culture, ethnicity, abilities, and disabilities). Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud

Beginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / When do things happen at school? / Day 3 Read AloudBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read Aloud




4.5

Play cooperatively with small group of peers for a sustained time. Balls / Exploring the Topic / Day 2 Large Group

Clothes / How is cloth made? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBuildings / Exploring the Topic / Day 3 Large GroupBalls / Do all balls bounce? / Day 3 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Large Group

4.6

Demonstrate cooperation with peers by sharing, taking turns, etc. Balls / Exploring the Topic / Day 1 Large Group Roundup

Balls / Exploring the Topic / Day 2 Large Group

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupTrees / What can we do with parts of trees? / Day 4 Large Group RoundupClothes / How is cloth made? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 5 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 4 Large Group RoundupBeginning the Year / What are our rules? / Day 5 Large GroupBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large GroupBeginning the Year / Who works at our school? / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Large GroupBuildings / Exploring the Topic / Day 1 Large Group RoundupBuildings / Exploring the Topic / Day 3 Large GroupBalls / Do all balls bounce? / Day 3 Large Group RoundupClothes / Celebrating Learning / Day 1 Large GroupBuildings / Celebrating Learning / Day 2 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Large Group RoundupTrees / Who lives in trees? / Day 1 Large Group RoundupTrees / Who lives in trees? / Day 2 Large Group RoundupTrees / Who lives in trees? / Day 4 Large GroupTrees / Who lives in trees? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 5 Large GroupTrees / What food comes from trees? / Day 5 Large Group RoundupTrees / Who takes care of trees? / Day 3 Large Group RoundupTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 1 Large Group RoundupBalls / What makes balls move? / Day 2 Large Group RoundupTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Large Group RoundupTrees / Celebrating Learning / Day 1 Large GroupTrees / Celebrating Learning / Day 1 Large Group RoundupTrees / Celebrating Learning / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 1 Large Group RoundupClothes / Exploring the Topic / Day 2 Large Group RoundupBalls / Who uses balls? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 1 Large GroupBalls / Who uses balls? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 1 Large Group Roundup




4.7Resolve conflict with peers on their own sometimes.


4.8Seek help from adults when in conflict with peer, if needed.


4.9

Demonstrate positive relationships by seeking out trusted adults for emotional support, physical assistance, social interaction, approval, and problem-solving. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time

Reduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice TimeBalls / Celebrating Learning / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Choice TimeBeginning the Year / Who works at our school? / Day 2 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / How do trees change? / Day 2 Choice TimeTrees / How do trees change? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 2 Large GroupTrees / Celebrating Learning / Day 1 Choice TimeTrees / Celebrating Learning / Day 2 Choice TimeClothes / Exploring the Topic / Day 2 Choice TimeClothes / Exploring the Topic / Day 3 Choice TimeClothes / Exploring the Topic / Day 5 Choice Time



# State Text Investigation Day Time of DayBalls / Who uses balls? / Day 3 Large GroupClothes / How do people make clothes? / Day 5 Choice TimeBalls / Who uses balls? / Day 4 Large GroupBalls / Who uses balls? / Day 5 Large Group

4.10Develop and maintain positive relationships with peers. Trees / Who takes care of trees? / Day 4 Large Group Roundup

Trees / How do trees change? / Day 1 Large Group Roundup

Self-Concept and Self-Efficacy

SE 2Develop positive self-identify and sense of belonging.

4.1

Describe self, referring to characteristics, preferences, thoughts, and feelings. Beginning the Year / What names do we need to know at school? / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 2 Read AloudBeginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Read AloudBeginning the Year / What are our rules? / Day 4 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group

SE 3

Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals.




4.1

Demonstrate confidence in range of abilities and express pride in accomplishments. Beginning the Year / What names do we need to know at school? / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What names do we need to know at school? / Day 5 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 4 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 4 Read AloudClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / How is cloth made? / Day 2 Large Group RoundupClothes / Celebrating Learning / Day 2 Large GroupClothes / Celebrating Learning / Day 2 Choice Time

4.2Attempt new experiences with confidence. Beginning the Year / What names do we need to know at school? / Day 3 Small Group


4.3Make choices or decisions from a range of options. Beginning the Year / What names do we need to know at school? / Day 3 Choice Time

Beginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small Group



# State Text Investigation Day Time of DayBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Small Group

Self-Regulation

SE 4Regulate own emotions and behavior.

4.1Recognize and accurately label the feelings of self.

4.2

Express basic feelings, needs, and wants in a manner that is age-appropriate to the situation. Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Large Group

Beginning the Year / What should we do if we get sad or scared at school? / Day 2 Large GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Read AloudClothes / Exploring the Topic / Day 4 Read AloudClothes / What are the features of clothes? / Day 5 Large Group

SE 5Regulate attention, impulses, and behavior.

4.1

Follow rules and routines and adapt to changes in rules and routines. Trees / What can we do with parts of trees? / Day 4 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBeginning the Year / When do things happen at school? / Day 3 Large GroupBalls / Who uses balls? / Day 2 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group




4.2

Demonstrate control over impulsive behaviors and focus attention in various settings but sometimes require adult support and guidance. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 5 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeTrees / What can we do with parts of trees? / Day 4 Large GroupBeginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 3 Large GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 2 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice Time



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / Who uses balls? / Day 2 Large GroupClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Choice TimeBalls / Who uses balls? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large GroupBalls / Who uses balls? / Day 5 Large GroupBalls / Who uses balls? / Day 5 Choice TimeClothes / What special clothes do people wear for work? / Day 4 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Choice Time



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


4.3

With adult support and guidance, wait for short periods of time to get something he/she wants (e.g., waits turn to play with a toy, etc.). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeBalls / Celebrating Learning / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 2 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 2 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Choice TimeBeginning the Year / What should we do if we get sad or scared at school? / Day 3 Small GroupBeginning the Year / What are our rules? / Day 1 Choice TimeBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 2 Choice TimeBeginning the Year / When do things happen at school? / Day 3 Choice TimeBeginning the Year / Who works at our school? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice Time



# State Text Investigation Day Time of DayBalls / Do all balls bounce? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeBalls / What makes balls move? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeBalls / Who uses balls? / Day 4 Choice TimeBalls / Who uses balls? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time


Creative Thinking and ExpressionThree-Year-Olds

CC 1

Develop an appreciation for music and participate in music and movement activities that represent a variety of the cultures and the home languages of the children in the classroom.

3.1

Listen and respond to different types of music (jazz, classical, country lullaby, etc.) through movement. Beginning the Year / When do things happen at school? / Day 1 Large Group

3.2Participate in songs and finger plays. Beginning the Year / What are our rules? / Day 3 Large Group

Beginning the Year / What are our rules? / Day 3 Choice Time



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 3 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large Group

3.3

Use instruments, sounds/ words, and/or their bodies to imitate or produce their own beat and/or rhythm. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time

Trees / What can we do with parts of trees? / Day 4 Large GroupTrees / What can we do with parts of trees? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 4 Large Group RoundupBeginning the Year / What are our rules? / Day 3 Large GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

3.4Identify changes in tempo when listening to music. Beginning the Year / What are our rules? / Day 3 Large Group

Beginning the Year / When do things happen at school? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large Group



# State Text Investigation Day Time of DayClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

3.5 Replicate changes in tempo. Beginning the Year / What are our rules? / Day 3 Large GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

3.6

Use instruments, props, and body to respond creatively to music. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time





CC 2

Develop an appreciation for visual arts from different culture and create various forms of visual arts.

3.1

With prompting and support, describe what they like and do not like about various forms of art. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

3.2

Describe general features (color, size, objects included) of a piece of art work. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Choice Time



# State Text Investigation Day Time of DayTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / How do trees change? / Day 4 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

3.3

Create artistic works with different types of art materials, tools and techniques through individual and group art activities. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 4 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / How do trees change? / Day 4 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice Time



# State Text Investigation Day Time of DayClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

CC 3Explore roles and experiences through dramatic art and play.

3.1

Observe and/or engage in a variety of dramatic performances (e.g., puppetry, story-telling, dance, plays, theater). Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice Time

Beginning the Year / What are our rules? / Day 2 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeTrees / Who lives in trees? / Day 1 Small GroupTrees / Who lives in trees? / Day 4 Choice TimeTrees / What food comes from trees? / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Choice TimeBalls / Who uses balls? / Day 3 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice Time

3.2

With prompting and support, role play or use puppets to act out stories. Beginning the Year / What are our rules? / Day 2 Choice Time

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeTrees / Who lives in trees? / Day 1 Small GroupTrees / Who lives in trees? / Day 4 Choice TimeTrees / What food comes from trees? / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice Time




3.3

Recreate real-life experiences (that may reflect their home culture or language) through pretend play. Reduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 2 Choice TimeBuildings / Exploring the Topic / Day 4 Mighty MinutesBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / What food comes from trees? / Day 5 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeClothes / What are the features of clothes? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice Time


3.4Use one object to represent another object. Beginning the Year / What are our rules? / Day 2 Choice Time

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeTrees / Who lives in trees? / Day 4 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / Who lives in trees? / Day 5 Choice Time



# State Text Investigation Day Time of DayTrees / What food comes from trees? / Day 5 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice Time


Mathematics

CM 1

Understand numbers, ways of representing numbers, and relationships between number and quantities.

3.1 Verbally counts by ones to 10.

3.2

With prompting and support, count up to 5 and then backwards from 5.

3.3

Tell “how many” after counting a set of five or fewer items (e.g., fingers, blocks, crayons). Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud

Buildings / Exploring the Topic / Day 5 Read AloudBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What is special about our building? / Day 1 Large GroupClothes / What are the features of clothes? / Day 4 Read AloudClothes / How is cloth made? / Day 2 Read AloudClothes / Where do we get our clothes? / Day 2 Read Aloud





3.4

Counts one to five objects (actual objects or pictures of objects) with one-to-one correspondence or when doing simple routines. Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud



3.5Identify some written numerals but not in sequence. Buildings / Exploring the Topic / Day 5 Read Aloud

Buildings / Celebrating Learning / Day 1 Read AloudTrees / What are the characteristics of the trees in our community? / Day 1 Read AloudTrees / What food comes from trees? / Day 4 Read AloudClothes / What are the features of clothes? / Day 1 Large GroupClothes / What are the features of clothes? / Day 2 Choice Time

3.6

With prompting and support, match four or five numerals with the correct number of objects. Buildings / Exploring the Topic / Day 5 Read Aloud

Buildings / Celebrating Learning / Day 1 Read AloudTrees / What are the characteristics of the trees in our community? / Day 1 Read AloudTrees / What food comes from trees? / Day 4 Read Aloud

3.7

Count two sets of objects and identify which set has more/ less/fewer.

3.8Identify an object or person as first. Buildings / Exploring the Topic / Day 4 Mighty Minutes

CM 2Understand basic patterns, concepts, and operations.




3.1

Copy a simple repeating pattern (e.g., stringing beads, placing blocks in a row, clapping a rhythm). Clothes / How is cloth made? / Day 0 Outdoor Experiences

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesClothes / How do people make clothes? / Day 2 Choice TimeClothes / How do people make clothes? / Day 2 Mighty MinutesBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Large GroupClothes / How is cloth made? / Day 3 Small GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

3.2

Sort and classify five or more objects by one feature into two or more groups based on observable/ physical characteristics (e.g., group toy animals into piles of bears, cats, and dogs) and explain or label each group. Balls / Exploring the Topic / Day 2 Choice Time

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice TimeBalls / What are balls made of? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupBalls / What are balls made of? / Day 3 Large Group RoundupReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBalls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Choice TimeBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 2 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / Exploring the Topic / Day 4 Choice TimeBuildings / Exploring the Topic / Day 4 Large Group RoundupBalls / Do all balls bounce? / Day 2 Large Group RoundupBalls / Do all balls bounce? / Day 3 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBuildings / What is special about our building? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 3 Choice TimeTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 4 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Choice TimeTrees / What food comes from trees? / Day 2 Large GroupTrees / How do trees change? / Day 5 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Large GroupClothes / How do people make clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice TimeBalls / What are balls made of? / Day 2 Choice Time



3.3

Use objects to demonstrate adding and subtracting of one or two objects to a group of objects that total 3 or fewer. Reduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time




3.4

Participate in songs, finger plays and stories that illustrate combining and taking away objects/ items (e.g., Five Little Pumpkins, Anno’s Magic Seeds, One More Bunny).

3.5

Act out story problems, physically or with objects, to solve whole number problems with sums less than or equal to 3.

CM 3

Understand attributes and relative properties of objects as related to size, capacity, and area.

3.1

Describe some measurable attributes (length and weight) of objects and materials (e.g. big/little, long/short, heavy/ not heavy). Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Choice Time




3.2

Compare the size or weight of more than two objects and describe which one is longer/taller/shorter/ heavier/lighter. Balls / Exploring the Topic / Day 2 Choice Time

Balls / What are balls made of? / Day 3 Large Group RoundupBalls / Exploring the Topic / Day 3 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBuildings / Exploring the Topic / Day 4 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / Exploring the Topic / Day 1 Large GroupTrees / Exploring the Topic / Day 2 Large GroupTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 1 Large GroupClothes / What are the features of clothes? / Day 1 Small GroupClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupClothes / What are the features of clothes? / Day 4 Choice Time


3.3

Identify/name simple measurement tools (e.g., ruler, measuring cup, and scale). Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice Time



# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 4 Choice Time

3.4

Participate in measurement activities using standard measurement tools (e.g., measure the length of their body, weigh an apple, or measure one cup of flour during a cooking activity). Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Choice Time

CM 4

Understand shapes, their properties, and how objects are related to one another in space.

3.1

Recognize basic shapes in the environment in two- and three-dimension forms. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice Time

Balls / Who uses balls? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 0 Outdoor ExperiencesBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBalls / Do all balls bounce? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayBalls / Do all balls roll? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Choice TimeClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 2 Mighty MinutesReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

3.2

With prompting and support, name the attributes of two shapes. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice Time

Balls / Who uses balls? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 0 Outdoor ExperiencesBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBalls / Do all balls bounce? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large GroupClothes / What other special clothes do people wear? / Day 2 Mighty MinutesReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

3.3Create, simple shapes using objects or other materials.

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBalls / Do all balls roll? / Day 2 Large Group



# State Text Investigation Day Time of DayClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

3.4

Create representations of everyday objects by combining basic shapes (e.g., pictures, tangrams, or block structures to represent a house).

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBuildings / What is special about our building? / Day 2 Read AloudClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large Group

3.5

With prompting and support, combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes).


3.6

Identify positions of objects, self and other people in space (e.g., in/on, over/under, up/down, and inside/outside). Clothes / Exploring the Topic / Day 0 Outdoor Experiences

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesTrees / How do trees change? / Day 0 Outdoor ExperiencesClothes / How is cloth made? / Day 2 Large Group



# State Text Investigation Day Time of DayScience

CS 1

Develop the ability to carry out the scientific inquiry process (ask questions, predict, make observations, explain observations, and draw conclusions).

3.1

Use all five senses to observe living things, objects, materials, changes that take place, and relationships. Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group




3.2

Describe what they see, hear, and are able to touch in the environment and group materials/objects according to observed features. Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

3.3

Use simple tools to investigate and gather information on living things, objects, materials, and changes that take place (e.g., magnifying glass, sifter, magnets). Beginning the Year / Who works at our school? / Day 3 Choice Time

Buildings / Who builds buildings? What tools do they use? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice Time



# State Text Investigation Day Time of DayBalls / Who uses balls? / Day 2 Choice Time

3.4

Show an understanding of cause and effect relationships that are observed immediately. Balls / What are balls made of? / Day 3 Choice Time

Balls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice Time

3.5

With prompting and support, talk about cause and effect relationships that are not immediately observable (e.g., that a plant wilted because it was not watered). Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large Group



# State Text Investigation Day Time of DayBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / Who lives in trees? / Day 3 Large GroupClothes / How do we take care of our clothes? / Day 2 Choice Time

3.6

Ask why and how questions and offer ideas about living creatures, objects, materials and changes they see, hear and/or feel. Balls / What are balls made of? / Day 3 Choice Time

Trees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

3.7Participate in simple scientific investigations. Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large Group



# State Text Investigation Day Time of DayBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

3.8

With prompting and support, talk about observations and results of simple experiments verbally and/or through drawings or graphs. Balls / What are balls made of? / Day 3 Choice Time

Trees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / Who lives in trees? / Day 3 Large Group



# State Text Investigation Day Time of DayTrees / What food comes from trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large Group Roundup

3.9

With prompting and support, talk about the meaning of words that are related to the scientific process (e.g., “observation,” “experiment"). Balls / What are balls made of? / Day 2 Large Group Roundup

Balls / What are balls made of? / Day 3 Choice TimeTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 5 Large GroupBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeBalls / Who uses balls? / Day 1 Large GroupClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large Group Roundup

CS 2

Acquire scientific knowledge related to physical science (properties of objects and materials).




3.1

With prompting and support, observe and describe properties of objects and materials, and how objects and materials can be combined or can change from one form to another (e.g., ice melting to a liquid). Balls / Exploring the Topic / Day 2 Choice Time

Balls / Exploring the Topic / Day 2 Small GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupTrees / What can we do with parts of trees? / Day 4 Large GroupTrees / What can we do with parts of trees? / Day 4 Small GroupBalls / What are balls made of? / Day 0 Outdoor ExperiencesReduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Exploring the Topic / Day 3 Choice TimeBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Small GroupBalls / Do all balls bounce? / Day 3 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 1 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 5 Mighty MinutesBalls / Do all balls roll? / Day 2 Large GroupBuildings / What happens inside buildings? / Day 1 Choice TimeTrees / Exploring the Topic / Day 2 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 1 Choice TimeTrees / How do trees change? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Choice Time



# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 1 Read AloudTrees / What can we do with parts of trees? / Day 1 Small GroupTrees / What can we do with parts of trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 2 Small GroupClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Large GroupClothes / How is cloth made? / Day 3 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 1 Choice TimeBalls / What are balls made of? / Day 2 Large Group

3.2

Explore and use simple tools and machines (e.g., hammers, levers, pulleys, ramps, etc.). Balls / What are balls made of? / Day 4 Choice Time

Beginning the Year / Who works at our school? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBuildings / What happens inside buildings? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / How is cloth made? / Day 3 Large Group Roundup



3.3

With prompting and support, observe and talk about sources of energy and how they affect objects and materials (e.g., lights, bells and other sources of sound, etc.). Trees / What food comes from trees? / Day 0 Outdoor Experiences




3.4

Watch how balls, toys and other objects move and use different strategies to change their speed of motion. Balls / Do all balls bounce? / Day 0 Outdoor Experiences

Balls / What makes balls move? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 0 Outdoor ExperiencesClothes / Exploring the Topic / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 3 Large Group

CS 3

Acquire scientific knowledge related to life science (properties of living things).

3.1

With prompting and support, explore, observe, and describe a variety of living creatures and plants. Trees / Who lives in trees? / Day 0 Outdoor Experiences

Trees / Celebrating Learning / Day 0 Outdoor ExperiencesTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 3 Small GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who takes care of trees? / Day 1 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 4 Large Group



# State Text Investigation Day Time of DayTrees / Who takes care of trees? / Day 4 Small GroupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 3 Large Group

3.2

Sort living creatures and plants according to at least one characteristic (e.g., size, four-legged animals, hard/soft, etc.). Trees / Exploring the Topic / Day 3 Choice Time

Trees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Large GroupTrees / How do trees change? / Day 5 Choice Time

3.3

Care for living creatures and/or plants with some direction from adults (e.g., feed the fish or hamster, water plants in the classroom). Trees / Celebrating Learning / Day 0 Outdoor Experiences

Trees / Who takes care of trees? / Day 4 Large Group

3.4

Follow adults’ guidance on how to act appropriately with living creatures (e.g., hold the hamster gently, observe the fish without tapping the fish bowl).

3.5

Observe very young plants or living creatures over an extended period of time and describe how the plant/living creature changes.

3.6

Use basic vocabulary for plants, animals, and humans (e.g. some names of parts, characteristics). Trees / Who lives in trees? / Day 0 Outdoor Experiences

Trees / Celebrating Learning / Day 0 Outdoor Experiences



# State Text Investigation Day Time of DayTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 3 Small GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who takes care of trees? / Day 1 Large GroupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 4 Large GroupTrees / Who takes care of trees? / Day 4 Small GroupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 3 Large GroupTrees / How do trees change? / Day 5 Large Group

CS 4

Acquire scientific knowledge related to earth science (properties of the earth and objects in the sky).

3.1

Describe common weather conditions of the current season and how they compare to other seasons where they live (e.g., summer is hot, winter is cooler).

3.2Name the types of clothing needed for different seasons. Clothes / Exploring the Topic / Day 2 Small Group

3.3Identify the characteristics of current weather conditions.




3.4Describe objects found in the day or night time sky. Beginning the Year / When do things happen at school? / Day 3 Read Aloud

3.5Talk about how the sky changes from night to day. Beginning the Year / What names do we need to know at school? / Day 3 Read Aloud

Beginning the Year / When do things happen at school? / Day 3 Read Aloud

Social Studies

CSS 1

Develop the understanding that events happened in the past and how these events relate to one’s self, family, and community.

3.1

Use words to describe events or activities that happened at an earlier time (e.g., “after we had snack” or “last night”). Trees / How do trees change? / Day 1 Large Group

3.2

Remember familiar people even though they may not have seen them for a while. Balls / Exploring the Topic / Day 1 Large Group Roundup

Reduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice TimeBalls / Celebrating Learning / Day 1 Large GroupBalls / Celebrating Learning / Day 2 Choice TimeBalls / Exploring the Topic / Day 5 Large Group RoundupBalls / Do all balls bounce? / Day 3 Large Group RoundupClothes / Celebrating Learning / Day 1 Large GroupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Who lives in trees? / Day 2 Large Group RoundupTrees / Who lives in trees? / Day 4 Large Group RoundupBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 3 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 3 Large GroupTrees / What can we do with parts of trees? / Day 2 Large Group RoundupTrees / Celebrating Learning / Day 1 Large GroupTrees / Celebrating Learning / Day 2 Large Group Roundup



# State Text Investigation Day Time of DayClothes / Exploring the Topic / Day 1 Large GroupBalls / Who uses balls? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupClothes / How is cloth made? / Day 1 Large Group RoundupClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 5 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupClothes / Celebrating Learning / Day 1 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group Roundup

3.3Describe the sequence of daily routines. Balls / Celebrating Learning / Day 1 Large Group Roundup

Beginning the Year / When do things happen at school? / Day 2 Large GroupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 1 Large GroupBalls / Who uses balls? / Day 1 Large Group RoundupBalls / Who uses balls? / Day 2 Read AloudClothes / How do we take care of our clothes? / Day 2 Read AloudClothes / What other special clothes do people wear? / Day 2 Large Group

3.4

Participate in conversations about familiar people and/or events from the recent past (e.g., what the class did earlier in the day or week). Balls / Exploring the Topic / Day 1 Large Group Roundup

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice Time



# State Text Investigation Day Time of DayBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Celebrating Learning / Day 2 Choice TimeBalls / Celebrating Learning / Day 2 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBalls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBalls / Exploring the Topic / Day 5 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBuildings / Exploring the Topic / Day 2 Large Group RoundupBuildings / Exploring the Topic / Day 3 Large Group RoundupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBalls / Do all balls bounce? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 5 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Large Group Roundup



# State Text Investigation Day Time of DayBuildings / What is special about our building? / Day 1 Large Group RoundupBuildings / What is special about our building? / Day 2 Large GroupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeClothes / Celebrating Learning / Day 1 Large GroupBalls / Do all balls roll? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Exploring the Topic / Day 1 Large GroupTrees / Exploring the Topic / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 2 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 4 Small GroupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 2 Large Group RoundupBalls / Do all balls roll? / Day 3 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large Group RoundupTrees / Who lives in trees? / Day 1 Large Group RoundupTrees / Who lives in trees? / Day 2 Large Group RoundupTrees / Who lives in trees? / Day 4 Large Group RoundupTrees / Who lives in trees? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 2 Large Group RoundupBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 3 Large Group RoundupTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / What food comes from trees? / Day 5 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 3 Large Group RoundupTrees / Who takes care of trees? / Day 4 Large Group Roundup



# State Text Investigation Day Time of DayTrees / How do trees change? / Day 1 Large Group RoundupTrees / How do trees change? / Day 2 Large Group RoundupTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Large Group RoundupTrees / How do trees change? / Day 5 Large Group RoundupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 2 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 1 Large GroupTrees / Celebrating Learning / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 1 Large GroupClothes / Exploring the Topic / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large Group RoundupClothes / What are the features of clothes? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large Group RoundupClothes / How do we take care of our clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / How is cloth made? / Day 1 Large Group RoundupClothes / How is cloth made? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 4 Large Group RoundupClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 3 Mighty MinutesClothes / Where do we get our clothes? / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayClothes / What special clothes do people wear for work? / Day 1 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What special clothes do people wear for work? / Day 3 Large Group RoundupClothes / What special clothes do people wear for work? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 5 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 1 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group RoundupBalls / What are balls made of? / Day 1 Large Group Roundup

CSS 2

Describe people, events, and symbols of the past and present.

3.1

Look at pictures of self or a family member, caregiver, or peer from the recent past and recognize the person even though she/he looks different from what she/he looks like in the present. Beginning the Year / What are our rules? / Day 4 Read Aloud

3.2

With prompting and support, identify symbolic objects and pictures of local, state, and/or national symbols such as the American flag or bald eagle.

3.3

Recognize familiar aspects of community/cultural symbols in books (e.g., Grandma’s Gumbo) and songs (e.g., Alligator).




3.4

Participate in and talk about local cultural events, holidays and/or celebrations.

CSS 3

Develop an awareness of geographic locations, maps, and landforms.

3.1

Participate in walks and field trips to different places in the community. Beginning the Year / What names do we need to know at school? / Day 5 Large Group

Buildings / Exploring the Topic / Day 3 Small GroupClothes / Where do we get our clothes? / Day 2 Large Group


3.2

Describe familiar places such as the home, center/ family day home, etc. Beginning the Year / Who works at our school? / Day 2 Read Aloud

Beginning the Year / Who works at our school? / Day 4 Read AloudBuildings / Exploring the Topic / Day 1 Large GroupBuildings / Exploring the Topic / Day 3 Small GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large GroupBuildings / What is special about our building? / Day 1 Large GroupBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 1 Large GroupBuildings / What happens inside buildings? / Day 1 Read Aloud

3.3

Describe the location of items/areas in the classroom and places in home and community. Beginning the Year / Who works at our school? / Day 2 Read Aloud

Beginning the Year / Who works at our school? / Day 4 Read Aloud



# State Text Investigation Day Time of DayBuildings / Exploring the Topic / Day 1 Large GroupBuildings / Exploring the Topic / Day 3 Small GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large GroupBuildings / What is special about our building? / Day 1 Large GroupBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 1 Large GroupBuildings / What happens inside buildings? / Day 1 Read Aloud

3.4

Draw or use blocks or other materials to represent places or things he/she has seen. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Beginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeBeginning the Year / What names do we need to know at school? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Large GroupBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / Exploring the Topic / Day 3 Large GroupBuildings / Exploring the Topic / Day 3 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / How do trees change? / Day 1 Choice TimeTrees / How do trees change? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time





3.5Recognize and name a map and a globe.

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large GroupBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 3 Choice Time


3.6

Look at a simple map and find various features/parts of the map with support and guidance.



3.7

Participate in conversations about how people can take care of the natural environment through activities (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large Group


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor Experiences



# State Text Investigation Day Time of DayTrees / Celebrating Learning / Day 0 Outdoor ExperiencesTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 4 Large Group

3.8

Identify and use appropriate trash receptacles independently. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large Group

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor Experiences

3.9Participate in daily clean-up activities. Balls / Exploring the Topic / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small Group

CSS 4

Demonstrate awareness of culture and other characteristics of groups of people.

3.1

Participate in music, dance, and other traditions from various cultures.

3.2

Show and talk about objects, food, and customs from own family or culture. Beginning the Year / What names do we need to know at school? / Day 2 Read Aloud

Beginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 2 Read AloudBeginning the Year / What are our rules? / Day 4 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Read AloudClothes / Celebrating Learning / Day 1 Read Aloud

3.3

Identify homes that are similar to and/or different from own home.

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Large Group




3.4

With prompting and support, describe pictures of shelters/homes in other geographic regions.


3.5Identify the characteristics of one’s own home. Beginning the Year / What names do we need to know at school? / Day 2 Read Aloud

Beginning the Year / What names do we need to know at school? / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 4 Choice TimeClothes / Celebrating Learning / Day 1 Read Aloud

CSS 5

Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship.

3.1

Describe classroom and/or home responsibilities (e.g., “I pick up toys” or “I set the table.”). Balls / Exploring the Topic / Day 1 Large Group Roundup

Balls / Exploring the Topic / Day 2 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small Group

3.2

With prompting from adult, carry out routines and responsibilities in the classroom (e.g., cleaning up, care of plants and/or animals, setting out snack). Balls / Exploring the Topic / Day 1 Large Group Roundup

Balls / Exploring the Topic / Day 2 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBalls / Do all balls bounce? / Day 1 Large Group Roundup




3.3Follow many rules with little support. Trees / What can we do with parts of trees? / Day 4 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

3.4Identify rules that are used at home or in the classroom. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBalls / Who uses balls? / Day 2 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

3.5 Tell why rules are important. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBalls / Who uses balls? / Day 2 Large GroupBalls / Who uses balls? / Day 4 Large Group Roundup



# State Text Investigation Day Time of DayBalls / Who uses balls? / Day 5 Large Group

3.6

Describe the roles of various familiar community helpers/workers. Beginning the Year / What names do we need to know at school? / Day 5 Large Group

Beginning the Year / Who works at our school? / Day 1 Large GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 1 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBuildings / What is special about our building? / Day 3 Large GroupTrees / What food comes from trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / Who uses balls? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 2 Small GroupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large Group








3.7Imitate the roles of familiar community workers. Buildings / Who builds buildings? What tools do they use? / Day 1 Large Group

Buildings / Who builds buildings? What tools do they use? / Day 2 Large GroupTrees / What food comes from trees? / Day 3 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 3 Large Group

CSS 6

Demonstrate an awareness of basic economic concepts.

3.1Demonstrate an awareness of uses of money. Balls / Who uses balls? / Day 3 Choice Time

Clothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large Group

3.2

Demonstrate an understanding of the process of buying and selling during play by using props related to buying and selling the way they typically are used by adults. Balls / Who uses balls? / Day 3 Choice Time

Clothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large Group

3.3 Express wants and needs. Balls / Who uses balls? / Day 3 Choice Time

Creative Thinking and ExpressionFour-Year-Olds




CC 1

Develop an appreciation for music and participate in music and movement activities that represent a variety of the cultures and the home languages of the children in the classroom.

4.1

Express thoughts and feelings through movement and musical activities. Clothes / Exploring the Topic / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 1 Large GroupBalls / Exploring the Topic / Day 5 Large Group

4.2

Participate in different types of music activities, including songs, finger plays, and playing instruments. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time

Trees / What can we do with parts of trees? / Day 4 Large GroupTrees / What can we do with parts of trees? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 4 Large Group RoundupBeginning the Year / What are our rules? / Day 3 Large GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / What are our rules? / Day 3 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time




4.3

Use instruments, other objects and/or their bodies to imitate and produce more complex beat and rhythm patterns. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time


4.4Describe changes in tone, melody, rhythm, and tempo. Beginning the Year / What are our rules? / Day 3 Large Group

Beginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

4.5

Use instruments, props, and body creatively to express self through music and movement. Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Choice Time



# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 4 Large GroupTrees / What can we do with parts of trees? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 4 Large Group RoundupBeginning the Year / What are our rules? / Day 3 Large GroupBeginning the Year / What are our rules? / Day 3 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large GroupBeginning the Year / When do things happen at school? / Day 1 Choice TimeBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 3 Choice TimeBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Large GroupTrees / What can we do with parts of trees? / Day 1 Large GroupClothes / What are the features of clothes? / Day 5 Large GroupClothes / Where do we get our clothes? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

CC 2

Develop an appreciation for visual arts from different culture and create various forms of visual arts.

4.1

Observe and/or describe what they like and do not like about various forms of art and how it makes them feel. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / Exploring the Topic / Day 4 Choice Time



# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

4.2

Describe specific elements of a piece of art (e.g., texture, use of colors, line, perspective, position of objects included). Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Read AloudReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time




4.3

Create artistic works that reflect thoughts, feelings, experiences, or knowledge using different materials, tools and techniques. Balls / What are balls made of? / Day 4 Choice Time

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 5 Choice TimeBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Choice TimeTrees / What food comes from trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 4 Choice TimeTrees / Who takes care of trees? / Day 2 Choice TimeTrees / Who takes care of trees? / Day 4 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / Exploring the Topic / Day 4 Choice TimeClothes / What are the features of clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice TimeBalls / What are balls made of? / Day 1 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 5 Choice Time

CC 3Explore roles and experiences through dramatic art and play.

4.1

Experience, respond to, and engage in a variety of dramatic performances (e.g., puppetry, story-telling, dance, plays, pantomime, theater). Reduce, Reuse, Recycle / How can we reuse junk? / Day 3 Choice Time

Beginning the Year / What are our rules? / Day 2 Choice Time



# State Text Investigation Day Time of DayBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeTrees / Who lives in trees? / Day 1 Small GroupTrees / Who lives in trees? / Day 4 Choice TimeTrees / What food comes from trees? / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Choice TimeBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice Time

4.2Role play or use puppets to act out stories or play a character. Beginning the Year / What are our rules? / Day 2 Choice Time

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeTrees / Who lives in trees? / Day 1 Small GroupTrees / Who lives in trees? / Day 4 Choice TimeTrees / What food comes from trees? / Day 5 Large GroupClothes / What are the features of clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice Time

4.3

Represent fantasy and real-life experiences through pretend play. Reduce, Reuse, Recycle / How can we create less trash? / Day 2 Choice Time

Reduce, Reuse, Recycle / How can we create less trash? / Day 3 Choice TimeTrees / How do trees change? / Day 0 Outdoor ExperiencesBeginning the Year / What are our rules? / Day 2 Choice TimeBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / Who works at our school? / Day 4 Large GroupBuildings / Exploring the Topic / Day 4 Mighty MinutesBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice Time



# State Text Investigation Day Time of DayBuildings / What happens inside buildings? / Day 5 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / Who lives in trees? / Day 5 Choice TimeTrees / What food comes from trees? / Day 5 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice Time


4.4Use objects to represent other objects. Beginning the Year / What are our rules? / Day 2 Choice Time

Buildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 2 Choice TimeBuildings / What happens inside buildings? / Day 4 Choice TimeBuildings / What happens inside buildings? / Day 5 Choice TimeTrees / Who lives in trees? / Day 4 Choice TimeBalls / What makes balls move? / Day 1 Read AloudTrees / Who lives in trees? / Day 5 Choice TimeTrees / What food comes from trees? / Day 5 Choice TimeClothes / Exploring the Topic / Day 1 Choice TimeBalls / Who uses balls? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Large GroupBalls / Who uses balls? / Day 3 Choice TimeClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 2 Choice TimeClothes / What special clothes do people wear for work? / Day 5 Choice TimeClothes / What other special clothes do people wear? / Day 3 Choice Time





Mathematics

CM 1

Understand numbers, ways of representing numbers, and relationships between number and quantities.

4.1 Verbally count by ones to 20.

4.2

Count forward from a given number between 1 and 10, and count backward from 5.

4.3

Understand that the last number named tells the number of objects counted for a set of 10 or fewer objects. Beginning the Year / What names do we need to know at school? / Day 4 Read Aloud



4.4

Count out a specified number of objects from a set of 10 or fewer objects when asked. Buildings / What is special about our building? / Day 1 Large Group

Reduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

4.5Identify written numerals 0-10 in the everyday environment. Buildings / Exploring the Topic / Day 5 Read Aloud




# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 1 Large GroupClothes / What are the features of clothes? / Day 2 Choice Time

4.6

With prompting and support, match a number of objects with the correct written numeral from 0 – 10. Buildings / Exploring the Topic / Day 5 Read Aloud


4.7

Compare sets of objects using same/different and more/less/ fewer.

4.8Identify an object’s or person’s position as first or last. Buildings / Exploring the Topic / Day 4 Mighty Minutes

CM 2Understand basic patterns, concepts, and operations.

4.1Recognize, copy, and extend patterns. Clothes / How is cloth made? / Day 0 Outdoor Experiences

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesClothes / How do people make clothes? / Day 2 Choice TimeClothes / How do people make clothes? / Day 2 Mighty MinutesBalls / Who uses balls? / Day 4 Choice TimeClothes / How is cloth made? / Day 2 Large GroupClothes / How is cloth made? / Day 3 Small GroupClothes / What special clothes do people wear for work? / Day 3 Choice Time

4.2

Sort objects by more than one attribute (e.g., red circles or blue triangles) and explain the criteria used to sort objects. Balls / Exploring the Topic / Day 2 Choice Time

Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice TimeBalls / What are balls made of? / Day 3 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupBalls / What are balls made of? / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayBalls / Exploring the Topic / Day 3 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBalls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 4 Large GroupBalls / Exploring the Topic / Day 4 Choice TimeBalls / Exploring the Topic / Day 4 Large Group RoundupBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 1 Choice TimeBalls / Do all balls bounce? / Day 2 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 5 Read AloudBalls / Do all balls bounce? / Day 2 Choice TimeBuildings / Exploring the Topic / Day 4 Choice TimeBuildings / Exploring the Topic / Day 4 Large Group RoundupBalls / Do all balls bounce? / Day 2 Large Group RoundupBalls / Do all balls bounce? / Day 3 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBuildings / What is special about our building? / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 3 Choice TimeTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 4 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 4 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Choice TimeTrees / What food comes from trees? / Day 2 Large GroupTrees / How do trees change? / Day 5 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do people make clothes? / Day 1 Large GroupClothes / How do people make clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 3 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Choice TimeReduce, Reuse, Recycle / Exploring the Topic / Day 4 Large Group RoundupReduce, Reuse, Recycle / What do people throw away? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 2 Choice TimeBalls / What are balls made of? / Day 2 Choice Time





4.3

Use concrete objects to demonstrate simple addition and subtraction problems that total 6 or fewer. Reduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

4.4

Model and act out story problems, physically or with objects, to solve whole number problems with sums less than or equal to 6.

CM 3

Understand attributes and relative properties of objects as related to size, capacity, and area.

4.1

Describe measurable attributes (length and weight) of objects and materials, using comparative words. Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Choice TimeClothes / What are the features of clothes? / Day 4 Small Group

4.2Put up to six objects in order by length (seriate). Clothes / What are the features of clothes? / Day 4 Small Group




4.3

Identify/name simple measurement tools and describe what they are used for (e.g., ruler measures length, scale measures weight). Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / Exploring the Topic / Day 5 Large Group RoundupBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Choice Time

4.4

Participate in measurement activities using standard measurement tools to measure the length and weight of objects and materials (ruler, scale, measuring cup). Clothes / What are the features of clothes? / Day 0 Outdoor Experiences

Buildings / Who builds buildings? What tools do they use? / Day 1 Choice TimeBalls / Do all balls roll? / Day 1 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Large GroupBalls / What makes balls move? / Day 1 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 2 Large GroupClothes / What are the features of clothes? / Day 2 Choice TimeClothes / What are the features of clothes? / Day 3 Large GroupClothes / What are the features of clothes? / Day 4 Choice Time




CM 4

Understand shapes, their properties, and how objects are related to one another in space.

4.1

Identify and name at least the four basic shapes (rectangles, squares, circles, and triangles) when presented using different sizes and in different orientations. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice Time

Balls / Who uses balls? / Day 0 Outdoor ExperiencesClothes / What other special clothes do people wear? / Day 0 Outdoor ExperiencesBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBalls / Do all balls bounce? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Choice TimeClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large GroupClothes / What other special clothes do people wear? / Day 2 Mighty MinutesReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

4.2

Describe and name attributes of four basic shapes (e.g., a square has four equal sides, a circle is round). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Choice Time

Balls / Who uses balls? / Day 0 Outdoor Experiences



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 4 Large GroupClothes / What other special clothes do people wear? / Day 0 Outdoor ExperiencesBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large Group RoundupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Read AloudBalls / Do all balls bounce? / Day 3 Choice TimeBalls / Do all balls bounce? / Day 3 Large Group RoundupBalls / Do all balls roll? / Day 2 Large GroupBalls / Who uses balls? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large GroupClothes / What other special clothes do people wear? / Day 2 Mighty MinutesReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time

4.3

Copy or replicate one or two dimensional shapes using a variety of materials. Clothes / What other special clothes do people wear? / Day 0 Outdoor Experiences

Beginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Choice TimeBuildings / What is special about our building? / Day 2 Read AloudBalls / Do all balls roll? / Day 2 Large GroupClothes / How do people make clothes? / Day 3 Large GroupClothes / How do people make clothes? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large GroupReduce, Reuse, Recycle / What do people throw away? / Day 3 Choice Time




4.4

Combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes).


4.5

Use and understand positions of objects, self and other people in space, including in/on, over/under, up/down, inside/outside, beside/between, and in front/behind. Clothes / Exploring the Topic / Day 0 Outdoor Experiences

Clothes / Where do we get our clothes? / Day 0 Outdoor ExperiencesTrees / How do trees change? / Day 0 Outdoor ExperiencesClothes / How is cloth made? / Day 2 Large Group

Science

CS 1

Develop the ability to carry out the scientific inquiry process (ask questions, predict, make observations, explain observations, and draw conclusions).

4.1

Use all five senses to observe, collect information, describe observations, classify based on observations, and form conclusions about what is observed. Balls / What are balls made of? / Day 3 Choice Time



# State Text Investigation Day Time of DayReduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

4.2

Use equipment and tools to gather information and extend sensory observations of living things, objects, materials, changes that take place and relationships. Beginning the Year / Who works at our school? / Day 3 Choice Time

Buildings / What happens inside buildings? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeBalls / Who uses balls? / Day 2 Choice Time

4.3

Show an understanding of cause and effect relationships and use this understanding to predict what will happen as a result of an action and to solve simple problems. Balls / What are balls made of? / Day 3 Choice Time



# State Text Investigation Day Time of DayReduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Choice Time

4.4

Use prior knowledge and experiences to generate questions, hypothesize, predict, and draw conclusions about living creatures, objects, materials and changes observed in the environment. Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large Group



# State Text Investigation Day Time of DayBuildings / What are buildings made of? What makes them strong? / Day 3 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeTrees / Exploring the Topic / Day 2 Large GroupBalls / Do all balls roll? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large Group RoundupClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

4.5Conduct simple scientific experiments. Balls / What are balls made of? / Day 3 Choice Time

Reduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 3 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / What food comes from trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice Time



# State Text Investigation Day Time of DayClothes / How do we take care of our clothes? / Day 2 Choice Time

4.6

Collect, interpret, and communicate data and findings from observations and experiments verbally and/or in written formats. Balls / What are balls made of? / Day 3 Choice Time

Balls / Do all balls bounce? / Day 1 Large GroupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 2 Choice TimeBalls / Do all balls roll? / Day 3 Choice TimeTrees / Who lives in trees? / Day 3 Large GroupTrees / What food comes from trees? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 1 Choice TimeClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How do we take care of our clothes? / Day 2 Large Group RoundupClothes / How is cloth made? / Day 1 Choice TimeReduce, Reuse, Recycle / What do people throw away? / Day 3 Large Group

4.7

With prompting and support, use scientific vocabulary words to describe steps in the scientific process (e.g., “observation,” “experiment,” “hypothesis,” “conclusion”). Balls / What are balls made of? / Day 2 Large Group Roundup

Balls / Do all balls roll? / Day 1 Large Group Roundup




CS 2

Acquire scientific knowledge related to physical science (properties of objects and materials).

4.1

With prompting and sup - port, observe and describe the properties of objects and materials and how they can be combined or can change from one form to another (solids, liquids, and gases). Balls / Exploring the Topic / Day 2 Choice Time

Reduce, Reuse, Recycle / How can we reuse junk? / Day 2 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupTrees / What can we do with parts of trees? / Day 4 Large GroupTrees / What can we do with parts of trees? / Day 4 Small GroupBalls / What are balls made of? / Day 0 Outdoor ExperiencesReduce, Reuse, Recycle / What do people throw away? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesTrees / What food comes from trees? / Day 0 Outdoor ExperiencesBuildings / Exploring the Topic / Day 2 Read AloudBuildings / Exploring the Topic / Day 3 Small GroupBuildings / What are buildings made of? What makes them strong? / Day 1 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 1 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 1 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 5 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 5 Mighty MinutesBuildings / What happens inside buildings? / Day 1 Choice TimeTrees / Exploring the Topic / Day 2 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / Who lives in trees? / Day 1 Choice TimeTrees / How do trees change? / Day 4 Choice TimeTrees / What can we do with parts of trees? / Day 1 Large GroupTrees / What can we do with parts of trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Read Aloud



# State Text Investigation Day Time of DayTrees / What can we do with parts of trees? / Day 1 Small GroupTrees / What can we do with parts of trees? / Day 2 Choice TimeTrees / What can we do with parts of trees? / Day 2 Small GroupClothes / How do we take care of our clothes? / Day 2 Choice TimeClothes / How is cloth made? / Day 1 Large GroupClothes / How is cloth made? / Day 3 Large GroupReduce, Reuse, Recycle / Exploring the Topic / Day 2 Choice TimeBalls / What are balls made of? / Day 2 Large Group

4.2

Explore and use simple tools and machines (e.g., hammers, levers, pulleys, ramps). Balls / What are balls made of? / Day 4 Choice Time

Beginning the Year / Who works at our school? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBalls / Do all balls roll? / Day 1 Small GroupBuildings / What happens inside buildings? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 1 Choice TimeTrees / What can we do with parts of trees? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Choice TimeClothes / How is cloth made? / Day 3 Choice TimeClothes / How is cloth made? / Day 3 Large Group Roundup



4.3

Explore and describe sources of energy such as lights, bells and other sources of sound. Trees / What food comes from trees? / Day 0 Outdoor Experiences

4.4

Experiment with balls, toys and other objects to see which objects move faster, what conditions make them move faster and what makes them move slower. Balls / Do all balls bounce? / Day 0 Outdoor Experiences



# State Text Investigation Day Time of DayBalls / What makes balls move? / Day 0 Outdoor ExperiencesBalls / What are balls made of? / Day 0 Outdoor ExperiencesClothes / Exploring the Topic / Day 0 Outdoor ExperiencesBalls / Do all balls bounce? / Day 1 Large GroupBalls / Do all balls bounce? / Day 2 Large GroupBalls / Do all balls bounce? / Day 3 Large GroupBalls / Do all balls roll? / Day 1 Large GroupBalls / Do all balls roll? / Day 1 Small GroupBalls / Do all balls roll? / Day 2 Large GroupBalls / Do all balls roll? / Day 3 Large Group

CS 3

Acquire scientific knowledge related to life science (properties of living things).

4.1

Explore, observe, and describe a variety of living creatures and plants. Trees / Who lives in trees? / Day 0 Outdoor Experiences

Trees / Celebrating Learning / Day 0 Outdoor ExperiencesTrees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 3 Small GroupTrees / What are the characteristics of the trees in our community? / Day 5 Large GroupTrees / What are the characteristics of the trees in our community? / Day 5 Read AloudTrees / Who lives in trees? / Day 1 Choice TimeTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / Who lives in trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 2 Read AloudTrees / Who takes care of trees? / Day 1 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 4 Large GroupTrees / Who takes care of trees? / Day 4 Small Group




4.2

Classify living creatures and plants into categories according to at least one characteristic. Trees / Exploring the Topic / Day 3 Choice Time

Trees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / How do trees change? / Day 5 Choice Time

4.3

Carry out classroom routines to care for living creatures and/or plants with limited direction from adults (e.g., feed the fish or hamster, water plants in the classroom). Trees / Celebrating Learning / Day 0 Outdoor Experiences

Trees / Who takes care of trees? / Day 4 Large Group

4.4

Describe and follow guidelines for how to interact with living creatures appropriately (e.g., hold the hamster gently, observe the fish without tapping the fish bowl).

4.5Describe plants’ and living creatures’ life cycles. Trees / What are the characteristics of the trees in our community? / Day 3 Large Group

Trees / Who takes care of trees? / Day 3 Read AloudTrees / How do trees change? / Day 1 Large GroupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 3 Large GroupTrees / How do trees change? / Day 5 Large Group

4.6

Use basic vocabulary to name and describe plants and living creatures. Trees / Who lives in trees? / Day 0 Outdoor Experiences

Trees / Celebrating Learning / Day 0 Outdoor ExperiencesTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 2 Large GroupTrees / What are the characteristics of the trees in our community? / Day 3 Large Group



# State Text Investigation Day Time of DayTrees / What are the characteristics of the trees in our community? / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 3 Small GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / Who lives in trees? / Day 3 Choice TimeTrees / Who takes care of trees? / Day 1 Large GroupTrees / Who takes care of trees? / Day 1 Choice TimeTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 4 Large GroupTrees / Who takes care of trees? / Day 4 Small GroupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 3 Large GroupTrees / How do trees change? / Day 5 Large Group

4.7

Use basic vocabulary to describe similarities and differences between living creatures and plants. Trees / Who lives in trees? / Day 0 Outdoor Experiences

Trees / Exploring the Topic / Day 3 Large GroupTrees / Exploring the Topic / Day 3 Choice TimeTrees / What are the characteristics of the trees in our community? / Day 3 Large GroupTrees / Who lives in trees? / Day 2 Large GroupTrees / Who lives in trees? / Day 2 Read AloudTrees / Who lives in trees? / Day 3 Large GroupTrees / Who lives in trees? / Day 3 Choice TimeTrees / What food comes from trees? / Day 2 Large GroupTrees / Who takes care of trees? / Day 3 Large GroupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 3 Large GroupTrees / How do trees change? / Day 5 Choice Time

CS 4

Acquire scientific knowledge related to earth science (properties of the earth and objects in the sky).




4.1

Compare, and contrast seasonal changes where they live.

4.2Describe the types of clothing needed for different seasons. Clothes / Exploring the Topic / Day 2 Small Group

4.3

Describe the current weather and how weather conditions can change from day to day.

4.4

Describe major features of the earth and sky, and how they change from night to day. Beginning the Year / When do things happen at school? / Day 3 Read Aloud

Social Studies

CSS 1

Develop the understanding that events happened in the past and how these events relate to one’s self, family, and community.

4.1

Describe events, activities, and people from the past using appropriate vocabulary. Balls / Exploring the Topic / Day 1 Large Group Roundup

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice TimeBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Celebrating Learning / Day 2 Choice TimeBalls / Celebrating Learning / Day 2 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBalls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What are our rules? / Day 5 Large Group Roundup



# State Text Investigation Day Time of DayBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBalls / Exploring the Topic / Day 5 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBuildings / Exploring the Topic / Day 2 Large Group RoundupBuildings / Exploring the Topic / Day 3 Large Group RoundupBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBalls / Do all balls bounce? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 5 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Large Group RoundupBuildings / What is special about our building? / Day 1 Large Group RoundupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeClothes / Celebrating Learning / Day 1 Large Group



# State Text Investigation Day Time of DayBalls / Do all balls roll? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Exploring the Topic / Day 1 Large GroupTrees / Exploring the Topic / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 2 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 4 Small GroupTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 2 Large Group RoundupBalls / Do all balls roll? / Day 3 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large Group RoundupTrees / Who lives in trees? / Day 1 Large Group RoundupTrees / Who lives in trees? / Day 2 Large Group RoundupTrees / Who lives in trees? / Day 4 Large Group RoundupTrees / Who lives in trees? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 2 Large Group RoundupBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 3 Large Group RoundupTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / What food comes from trees? / Day 5 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 3 Large Group RoundupTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 1 Large GroupTrees / How do trees change? / Day 1 Large Group RoundupTrees / How do trees change? / Day 2 Large Group RoundupTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Large Group RoundupTrees / How do trees change? / Day 5 Large Group RoundupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 2 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayTrees / Celebrating Learning / Day 1 Large GroupTrees / Celebrating Learning / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 1 Large GroupClothes / Exploring the Topic / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large Group RoundupClothes / What are the features of clothes? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large Group RoundupClothes / How do we take care of our clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / How is cloth made? / Day 1 Large Group RoundupClothes / How is cloth made? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 4 Large Group RoundupClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 3 Mighty MinutesClothes / Where do we get our clothes? / Day 3 Large Group RoundupClothes / What special clothes do people wear for work? / Day 1 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What special clothes do people wear for work? / Day 3 Large Group RoundupClothes / What special clothes do people wear for work? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 5 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Choice Time



# State Text Investigation Day Time of DayClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 1 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group RoundupBalls / What are balls made of? / Day 1 Large Group Roundup

4.2

Initiate conversations about familiar places, people, and/ or events from the past (e.g., where they lived previously, what they did during summer vacation, etc.). Balls / Exploring the Topic / Day 1 Large Group Roundup

Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 4 Large Group RoundupBalls / What are balls made of? / Day 2 Large Group RoundupReduce, Reuse, Recycle / Celebrating Learning / Day 1 Choice TimeReduce, Reuse, Recycle / Celebrating Learning / Day 2 Choice TimeBalls / Exploring the Topic / Day 2 Large Group RoundupBalls / Celebrating Learning / Day 1 Large GroupBalls / Celebrating Learning / Day 2 Choice TimeBalls / Celebrating Learning / Day 2 Large Group RoundupBeginning the Year / What names do we need to know at school? / Day 1 Large Group RoundupBalls / Exploring the Topic / Day 3 Large Group RoundupBeginning the Year / What are our rules? / Day 5 Large Group RoundupBeginning the Year / When do things happen at school? / Day 1 Large Group RoundupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupBalls / Exploring the Topic / Day 5 Large Group RoundupBeginning the Year / Who works at our school? / Day 2 Large Group RoundupBeginning the Year / Who works at our school? / Day 3 Large Group RoundupBeginning the Year / What sounds do we hear at school? Where do they come from? / Day 2 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBuildings / Exploring the Topic / Day 2 Large Group RoundupBuildings / Exploring the Topic / Day 3 Large Group Roundup



# State Text Investigation Day Time of DayBalls / Do all balls bounce? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 4 Large Group RoundupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 5 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 1 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 2 Large Group RoundupBalls / Do all balls bounce? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 3 Large Group RoundupBuildings / Who builds buildings? What tools do they use? / Day 5 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 2 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Large Group RoundupBuildings / What are buildings made of? What makes them strong? / Day 5 Large Group RoundupBuildings / What is special about our building? / Day 1 Large GroupBuildings / What is special about our building? / Day 1 Large Group RoundupBuildings / What is special about our building? / Day 2 Large GroupBalls / Do all balls roll? / Day 1 Large Group RoundupBuildings / What is special about our building? / Day 2 Large Group RoundupBuildings / What happens inside buildings? / Day 3 Large GroupBuildings / What happens inside buildings? / Day 3 Large Group RoundupBuildings / What happens inside buildings? / Day 5 Large Group RoundupBuildings / Celebrating Learning / Day 1 Choice TimeClothes / Celebrating Learning / Day 1 Large GroupBalls / Do all balls roll? / Day 2 Large Group RoundupBuildings / Celebrating Learning / Day 2 Choice TimeTrees / Exploring the Topic / Day 1 Large GroupTrees / Exploring the Topic / Day 1 Large Group RoundupTrees / Exploring the Topic / Day 2 Large Group RoundupTrees / Exploring the Topic / Day 3 Large Group RoundupTrees / Exploring the Topic / Day 4 Small Group



# State Text Investigation Day Time of DayTrees / What are the characteristics of the trees in our community? / Day 1 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 2 Large Group RoundupBalls / Do all balls roll? / Day 3 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 4 Large Group RoundupTrees / What are the characteristics of the trees in our community? / Day 5 Large Group RoundupTrees / Who lives in trees? / Day 1 Large Group RoundupTrees / Who lives in trees? / Day 2 Large Group RoundupTrees / Who lives in trees? / Day 4 Large Group RoundupTrees / Who lives in trees? / Day 5 Large Group RoundupTrees / What food comes from trees? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 2 Large Group RoundupBalls / What makes balls move? / Day 1 Large Group RoundupTrees / What food comes from trees? / Day 3 Large Group RoundupTrees / What food comes from trees? / Day 4 Large Group RoundupTrees / What food comes from trees? / Day 5 Large Group RoundupTrees / Who takes care of trees? / Day 1 Large Group RoundupTrees / Who takes care of trees? / Day 2 Large Group RoundupTrees / Who takes care of trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 3 Large Group RoundupTrees / Who takes care of trees? / Day 4 Large Group RoundupTrees / How do trees change? / Day 1 Large GroupTrees / How do trees change? / Day 1 Large Group RoundupTrees / How do trees change? / Day 2 Large GroupTrees / How do trees change? / Day 2 Large Group RoundupTrees / How do trees change? / Day 3 Large Group RoundupTrees / How do trees change? / Day 4 Large Group RoundupTrees / How do trees change? / Day 5 Large Group RoundupTrees / What can we do with parts of trees? / Day 1 Large Group RoundupTrees / What can we do with parts of trees? / Day 2 Large Group RoundupTrees / What can we do with parts of trees? / Day 3 Large Group RoundupTrees / Celebrating Learning / Day 1 Large GroupTrees / Celebrating Learning / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 1 Large GroupClothes / Exploring the Topic / Day 2 Large Group RoundupClothes / Exploring the Topic / Day 4 Large Group RoundupClothes / Exploring the Topic / Day 5 Large Group Roundup



# State Text Investigation Day Time of DayClothes / What are the features of clothes? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 2 Large Group RoundupClothes / What are the features of clothes? / Day 4 Large Group RoundupClothes / What are the features of clothes? / Day 5 Large Group RoundupClothes / How do we take care of our clothes? / Day 1 Large Group RoundupClothes / How do we take care of our clothes? / Day 2 Large Group RoundupClothes / How do we take care of our clothes? / Day 3 Large Group RoundupClothes / How do we take care of our clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 1 Large Group RoundupClothes / How do people make clothes? / Day 2 Large Group RoundupBalls / Who uses balls? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 3 Large Group RoundupClothes / How do people make clothes? / Day 4 Large Group RoundupClothes / How do people make clothes? / Day 5 Large Group RoundupClothes / How is cloth made? / Day 1 Large Group RoundupClothes / How is cloth made? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 4 Large Group RoundupClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / Where do we get our clothes? / Day 3 Mighty MinutesClothes / Where do we get our clothes? / Day 3 Large Group RoundupClothes / What special clothes do people wear for work? / Day 1 Large Group RoundupClothes / What special clothes do people wear for work? / Day 2 Large Group RoundupClothes / What special clothes do people wear for work? / Day 3 Large Group RoundupClothes / What special clothes do people wear for work? / Day 4 Large Group RoundupClothes / What special clothes do people wear for work? / Day 5 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Choice TimeClothes / What other special clothes do people wear? / Day 1 Large Group RoundupClothes / What other special clothes do people wear? / Day 2 Choice TimeClothes / What other special clothes do people wear? / Day 2 Large Group RoundupClothes / What other special clothes do people wear? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 3 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group RoundupClothes / Celebrating Learning / Day 1 Large Group RoundupClothes / Celebrating Learning / Day 2 Large Group Roundup



# State Text Investigation Day Time of DayBalls / What are balls made of? / Day 1 Large Group Roundup

CSS 2

Describe people, events, and symbols of the past and present.

4.1

Identify similarities/ differences between students, their families, and classroom members with those of the past.

4.2Identify and name some local, state, and national symbols.

4.3

Describe familiar elements of the local community and culture.


4.4

Describe local, state, and national cultural events, celebrations, and holidays.

CSS 3

Develop an awareness of geographic locations, maps, and landforms.

4.1

Demonstrate geographic knowledge of the geographic features of the classroom and community. Beginning the Year / Who works at our school? / Day 2 Read Aloud

Beginning the Year / Who works at our school? / Day 4 Read AloudBuildings / Exploring the Topic / Day 1 Large GroupBuildings / Exploring the Topic / Day 3 Small GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 1 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large GroupBuildings / What is special about our building? / Day 1 Large GroupBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeBuildings / What happens inside buildings? / Day 1 Large Group



# State Text Investigation Day Time of DayBuildings / What happens inside buildings? / Day 1 Read Aloud

4.2

Create representations of places, landforms, and roads he/she has seen through drawings and play activities. Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Choice Time

Buildings / Exploring the Topic / Day 2 Large GroupBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / Exploring the Topic / Day 3 Large GroupBuildings / Exploring the Topic / Day 3 Choice TimeBuildings / What do the buildings in our neighborhood and in other places look like? / Day 2 Large GroupBuildings / What do the buildings in our neighborhood and in other places look like? / Day 3 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 3 Choice TimeBuildings / What are buildings made of? What makes them strong? / Day 5 Choice TimeBuildings / What is special about our building? / Day 1 Choice TimeBuildings / What is special about our building? / Day 2 Choice TimeBuildings / What is special about our building? / Day 3 Choice TimeTrees / How do trees change? / Day 1 Choice TimeClothes / What special clothes do people wear for work? / Day 1 Choice Time

4.3Recognize a globe/map as a representation of the earth.


4.4

Use a simple map to find specific locations within a familiar environment (e.g., areas within the classroom).






4.5

With guidance and support, create a simple drawing that shows the relative location of specific objects and/or features in a familiar environment such as a classroom or playground. Beginning the Year / What names do we need to know at school? / Day 3 Choice Time

Buildings / Exploring the Topic / Day 2 Large GroupBuildings / Exploring the Topic / Day 2 Choice TimeBuildings / Who builds buildings? What tools do they use? / Day 4 Choice TimeBuildings / What is special about our building? / Day 2 Choice Time

4.6

Demonstrate care of the environment through activities (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 1 Large Group


Reduce, Reuse, Recycle / How do trash and garbage affect our community? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 4 Choice TimeReduce, Reuse, Recycle / How can we create less trash? / Day 1 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 2 Large GroupReduce, Reuse, Recycle / How can we create less trash? / Day 3 Large GroupReduce, Reuse, Recycle / How can we reuse junk? / Day 0 Outdoor ExperiencesTrees / Celebrating Learning / Day 0 Outdoor ExperiencesTrees / Who takes care of trees? / Day 4 Large Group

4.7Participate in daily clean-up activities. Balls / Exploring the Topic / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small Group




CSS 4

Demonstrate awareness of culture and other characteristics of groups of people.

4.1

Explore music, dance, dress, foods, and traditions of own family and other cultures. Beginning the Year / When do things happen at school? / Day 3 Read Aloud

Beginning the Year / What sounds do we hear at school? Where do they come from? / Day 1 Read Aloud

4.2Discuss shelters/homes in various geographic regions.


CSS 5

Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizenship.

4.1

Recognize their responsibility as a member of a family and classroom. Balls / Exploring the Topic / Day 1 Large Group Roundup

Balls / Exploring the Topic / Day 2 Large GroupBeginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 1 Large GroupBeginning the Year / How do we make and keep friends? How can we be part of a group? / Day 5 Large GroupBalls / Do all balls bounce? / Day 1 Large Group RoundupBalls / Do all balls bounce? / Day 3 Large Group RoundupBalls / What makes balls move? / Day 2 Large Group RoundupTrees / Celebrating Learning / Day 1 Large GroupBalls / Who uses balls? / Day 5 Large Group Roundup




4.2

Independently carry out specific responsibilities in the classroom (e.g., cleaning up, checking the temperature outside for the group, handing out snack, etc.). Balls / Exploring the Topic / Day 2 Large Group

Beginning the Year / What names do we need to know at school? / Day 3 Small GroupBeginning the Year / What names do we need to know at school? / Day 4 Small GroupBeginning the Year / What should we do if we get sad or scared at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Small GroupBeginning the Year / When do things happen at school? / Day 3 Large Group RoundupClothes / What other special clothes do people wear? / Day 1 Large Group Roundup

4.3Follow rules that have been established. Trees / What can we do with parts of trees? / Day 4 Large Group

Beginning the Year / What names do we need to know at school? / Day 0 Outdoor ExperiencesBeginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesTrees / What are the characteristics of the trees in our community? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large GroupBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 3 Choice TimeBalls / Who uses balls? / Day 2 Large GroupClothes / What are the features of clothes? / Day 4 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

4.4

Participate in conversations about the importance of rules/ consequences, rights of self, and rights of others. Beginning the Year / What names do we need to know at school? / Day 0 Outdoor Experiences

Beginning the Year / What should we do if we get sad or scared at school? / Day 0 Outdoor ExperiencesBeginning the Year / What names do we need to know at school? / Day 1 Choice TimeBeginning the Year / What names do we need to know at school? / Day 1 Small GroupBeginning the Year / What are our rules? / Day 1 Large Group



# State Text Investigation Day Time of DayBeginning the Year / What are our rules? / Day 2 Large GroupBeginning the Year / What are our rules? / Day 4 Large GroupBalls / Who uses balls? / Day 2 Large GroupBalls / Who uses balls? / Day 4 Large Group RoundupBalls / Who uses balls? / Day 5 Large Group

4.5

Identify workers and their roles as citizens within the community. Beginning the Year / Who works at our school? / Day 1 Large Group

Beginning the Year / Who works at our school? / Day 2 Large GroupBeginning the Year / Who works at our school? / Day 3 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 1 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 1 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 2 Large GroupBuildings / Who builds buildings? What tools do they use? / Day 2 Read AloudBuildings / Who builds buildings? What tools do they use? / Day 4 Large GroupBuildings / What are buildings made of? What makes them strong? / Day 2 Read AloudBuildings / What is special about our building? / Day 3 Large GroupTrees / What food comes from trees? / Day 3 Large GroupTrees / Who takes care of trees? / Day 1 Read AloudTrees / Who takes care of trees? / Day 3 Read AloudBalls / Who uses balls? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What special clothes do people wear for work? / Day 1 Large GroupClothes / What special clothes do people wear for work? / Day 1 Read AloudClothes / What special clothes do people wear for work? / Day 2 Large GroupClothes / What special clothes do people wear for work? / Day 2 Small GroupClothes / What special clothes do people wear for work? / Day 4 Large GroupClothes / What special clothes do people wear for work? / Day 5 Large Group







Reduce, Reuse, Recycle / Where does trash go? What do workers do there? / Day 3 Read AloudCSS 6

Demonstrate an awareness of basic economic concepts.

4.1

Demonstrate awareness of the purpose of money through play activities. Buildings / Who builds buildings? What tools do they use? / Day 2 Read Aloud

Balls / Who uses balls? / Day 3 Choice TimeClothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large Group

4.2Demonstrate the role of buyers and sellers in play activities. Balls / Who uses balls? / Day 3 Choice Time

Clothes / Where do we get our clothes? / Day 2 Large GroupClothes / Where do we get our clothes? / Day 2 Choice TimeClothes / Where do we get our clothes? / Day 2 Large Group RoundupClothes / Where do we get our clothes? / Day 3 Large GroupClothes / What other special clothes do people wear? / Day 1 Large Group

4.3Participate in conversations about wants and needs.



# State Text Mighty Minutes

Initiative and CuriosityThree-Year-Olds

AL 1Engage in play-based learning to explore, investiga te, and acquire knowledge about themselves and thei r world.

3.1 Demonstrate eagerness to learn through play and exp loring the environment. MM92; 3.2 Complete a range of simple tasks on their own.

Attention, Engagement, and PersistenceAL 2 Demonstrate attention, engagement, and persistence in learning.

3.1 Maintain focus on objects and activities of inte rest while other activities are going on in the env ironment.MM31; MM86; MM88; MM92;

3.2 Maintain focus on a complex activity with adult sup port. MM31; MM86;

3.3With prompting and support, develop a simple plan f or and work towards completion of short tasks, and activities.


AL 3 Recognize, understand, and analyze a problem an d draw on knowledge or experience to seek solutions .3.1 Experiment to see if the same actions have similar effects on different objects.

3.2 Remember and apply previously learned informatio n to a familiar object, task or situation.

MM11; MM18; MM23; MM46; MM61; MM75; MM94;

3.3 Use a variety of strategies to solve a problem when the first try is unsuccessful.3.4 Ask adults for help on tasks, if needed.

AL 4 Demonstrate creative thinking when using materi als, solving problems, and/or learning new informat ion.3.1 Express unique ideas in both language and use of ob jects in a variety of situations. MM30; MM31; 3.2 Ask more complex questions for clarification and to seek meaningful information.

Initiative and CuriosityFour-Year-Olds

AL 1Engage in play-based learning to explore, investiga te, and acquire knowledge about themselves and thei r world.

4.1 Show curiosity, interest and a willingness to learn new things and try new experiences. MM31; MM92; 4.2 Choose a multi-step task and complete it on their o wn.




# State Text Mighty MinutesAL 2 Demonstrate attention, engagement, and persistence in learning.

4.1 Stay engaged with others, objects, and activitie s despite interruptions or disruption.MM31; MM86; MM88; MM92;

4.2 Maintain attention in child- initiated and adult - directed activities despite distractions and int erruptions.MM31; MM81; MM86; MM88; MM92;

4.3 Plan and complete tasks and activities.


AL 3 Recognize, understand, and analyze a problem an d draw on knowledge or experience to seek solutions .4.1 Identify and understand cause and effect relationsh ips.

4.2 Apply prior knowledge and experiences to learn n ew skills during play.

MM11; MM18; MM23; MM46; MM61; MM75; MM94;

4.3 Use a variety of strategies to investigate possi ble solutions, to accomplish a task, or to solve a problem. MM31; 4.4 Make specific request for help from both peers and adults as needed.

AL 4 Demonstrate creative thinking when using materi als, solving problems, and/or learning new informat ion.

4.1 Express unique ideas and approach tasks and expe riences with flexibility, imagination and inventive ness. MM30; MM31; 4.2 Gather information and ask complex questions in ord er to understand a new or familiar concept.

Motor Skills and Physical FitnessThree-Year-Olds

PM 1 Develop large muscle control and coordinate mov ements in their upper and/or lower body.3.1 Use arms and legs for balance and motor control whe n walking, jumping, throwing and climbing. MM72;

3.2Use arms and legs for balance and motor control usi ng objects and equipment for a wide range of physic al activities.

PM 2 Develop small muscle control and coordination.3.1 Use hands, fingers, and wrists for a wide variety o f tasks and activities. MM33; MM51; MM66;

3.2Coordinate eye and hand movements to accomplish sim ple tasks (e.g., using utensils for eating, putting puzzles together, stringing large beads, using a cr ayon). MM33; MM51; MM66;

PM 3 Participate in a variety of physical activities to enhance strength and stamina.




3.1 Seek out a variety of physical activities such a s games and indoor/outdoor play.MM05; MM17; MM28; MM41;

3.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, c limbing, kicking or throwing a ball).

MM05; MM17; MM28; MM41;

Health and Hygiene

PM 4 Develop appropriate health and hygiene skills.3.1 Identify foods (real or pictures) that are healthy and less healthy for the body.3.2 Select from a variety of healthy foods that are off ered.3.3 Carry out most personal care routines with minimal adult guidance and assistance.3.4 Sleep or rest for a sufficient amount of time to su pport healthy development of their body.

Safety


3.1 Identify and avoid potentially harmful objects, substances, or situations or behaviors with supervi sion.3.2 State safety rules and follow them with guidance fr om adults.


PM 1 Develop large muscle control and coordinate mov ements in their upper and/or lower body.

4.1 Use the whole body for balance and motor control when walking, jumping, throwing and climbing.

MM05; MM10; MM17; MM28; MM32; MM41; MM65; MM70; MM72;

4.2Use the whole body for balance and motor control us ing objects and equipment for a wide range of physi cal activities.

MM05; MM10; MM17; MM28; MM32; MM41; MM70;

PM 2 Develop small muscle control and coordination.

4.1Use hands, fingers, and wrists to manipulate large and small objects with strength and good control of small muscles. MM66;

4.2Coordinate eye and hand movements to perform comple x tasks (dressing and undressing) or to use everyday tools (e.g., pitchers for pouring or sciss ors for cutting along a line). MM33; MM51; MM66;





4.1Initiate and engage in a variety of physical activi ties including games, exercises, and play that enha nce physical fitness.

MM05; MM17; MM28; MM41; MM60; MM72;

4.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, c limbing, kicking or throwing a ball).

MM05; MM17; MM28; MM41;

Health and Hygiene

PM 4 Develop appropriate health and hygiene skills.4.1 Identify different foods and the corresponding food group according to “My Plate”.4.2 Give a simple explanation as to why a particular fo od is healthy or unhealthy.4.3 Exhibit good hygiene habits and manage age- appropr iate personal care routines on own.4.4 Get sufficient sleep and rest to support healthy de velopment of their body.

Safety


4.1Identify and alert others of potentially hazardous objects, substances, behaviors, and/or situations ( that may appear in the child’s environment) with supervision .

4.2

Demonstrate and communicate a basic understanding o f health and safety rules and respond appropriately to harmful or unsafe situations (e.g., hold an adul t’s hand when crossing the street, don’t touch a ho t stove, etc.).

Speaking and ListeningThree-Year-Olds

LL 1 Comprehend or understand and use language.

3.1 Follow two-step directions.MM13; MM25; MM52; MM74; MM86;

3.2 Demonstrate understanding of simple questions an d requests.MM04; MM08; MM25; MM74; MM75; MM86;

3.3 Answer some simple “who”, “what” and “where” questi ons.

3.4 Listen and respond attentively to simple convers ations.MM03; MM38; MM73; MM86;

3.5 Use phrases and/or simple sentences and question s.MM02; MM19; MM46; MM48; MM76;

3.6 Ask “why” questions.



# State Text Mighty Minutes3.7 With prompting and support, act out familiar storie s, rhymes and fingerplays.

3.8Use phrases and/or simple sentences that convey a c omplete thought, “Tommy ate the cookie,” that is ea sily understood by family and most people outside the ho me. MM19; MM76;

3.9 Ask questions that may incorporate expanding vocabu lary.

LanguageLL 2 Comprehend and use increasingly complex and varied vocabulary.

3.1With prompting and support, demonstrate understandi ng of simple concepts such as opposites and positions.

MM38; MM49; MM62; MM75; MM86;

3.2Demonstrate an understanding of and begin using som e new vocabulary introduced through conversations, activities, or listening to texts read aloud.

MM19; MM48; MM49; MM76;

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.3.1 Find a specific book by looking at the cover.3.2 Identify the front cover of a book.3.3 Hold book properly and look at pages of a book from left to right, pretending to read.3.4 Imitate teacher reading a story.

3.5With prompting and support, demonstrate and underst and that people write stories and draw pictures in books.

3.6 Shows an interest in illustrations.LL 4 Comprehend stories and information from books and o ther print materials.3.1 Answer simple questions about print that has been r ead aloud several times.3.2 Retell a simple story with pictures or other props to use as prompts.

3.3With prompting and support, identify characters fro m a story and information from an informational tex t read aloud.

3.4 With prompting and support, talk about unknown voca bulary words in a text or story read aloud.

3.5 Distinguish between real objects and play object s (e.g. distinguish between a real apple and a toy apple).3.6 Use pictures and illustrations of a text to tell a story.

3.7 With prompting and support, talk about or draw a character, setting, event, or idea in a text read aloud.3.8 Demonstrate understanding of what will happen next in familiar stories.

Foundational SkillsLL 5 Demonstrate understanding of the organization and b asic features of print.

3.1 With prompting and support, track across a page or along printed words from top to bottom and left to right. MM69; MM87;



# State Text Mighty Minutes3.2 Identify name on personal property.

3.3 With prompting and support, demonstrate an under standing that letters are combined to make words. MM77;

3.4Name at least 10 of the 52 upper- and lower-case le tters of the alphabet (any combination of upper- an d lower-case letters).


3.5 Identify some letters in own name.


LL 6 Demonstrate understanding of different units of sou nd in language (words, syllables, phonemes).

3.1 With prompting and support, recognize matching s ounds and rhymes in familiar words or words in song s.

MM04; MM12; MM14; MM17; MM18; MM24; MM27; MM33; MM37; MM43; MM44; MM51; MM53; MM54; MM56; MM58; MM74; MM79; MM80; MM81; MM82; MM87; MM88; MM96;

3.2With prompting and support, segment a spoken senten ce into the individual words using actions (e.g., c lap or stomp for each word).

MM04; MM08; MM100; MM55; MM59; MM60; MM77;

3.3 With prompting and support, show an awareness of beginning sounds in words.

MM14; MM17; MM18; MM24; MM27; MM33; MM35; MM95;

3.4 With prompting and support, attend to activities or word play that emphasizes beginning sounds in w ords.


3.5 Engage in word play activities in songs and rhym es.


Writing

LL 7Develop familiarity with writing implements, conven tions, and emerging skills to communicate through written representations, symbols, and letters.

3.1 Experiment with a variety of writing tools, materia ls, and surfaces.3.2 Use early stages of writing to form shapes and lett er-like symbols to convey ideas.3.3 Engage in tactile experiences creating letters and other forms. MM09;



# State Text Mighty Minutes3.4 Imitate marks made by adult or older child (approxi mations).3.5 Describe picture and/ or dictate story to caretaker .

3.6With guidance and support from adults, participate in acts that promote the development skills associa ted with the use of digital tools (e.g., learning games ).



4.1Listen and respond to questions about print read al oud or information presented orally or through othe r media, including music and videos.

4.2 Listen and respond attentively to conversations. MM73;

4.3With guidance and support from adults, follow agree d upon rules for discussions (e.g. listening to oth ers, and taking turns speaking about topics and print un der discussion).

4.4 Actively participate in role-playing, creative d ramatics, fingerplays, nursery rhymes, and choral s peaking.MM14; MM24; MM43; MM84;

4.5Speak audibly and use words, phrases, and/or senten ces to express a complete thought that can be clear ly understood by most people. MM43; MM76;

4.6 Ask questions about a specific topic, activity, and /or text read aloud.


4.1 Demonstrate understanding of a variety of concep ts, such as opposites, positions, and comparisons.MM38; MM49; MM62; MM75; MM86;

4.2 Use new vocabulary acquired through conversation s, activities, or listening to texts read aloud.MM19; MM48; MM49; MM76;

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.4.1 Demonstrates how books are read, such as front-to-b ack and one page at a time.4.2 With prompting and support, describe the role of th e author and illustrator of a text.LL 4 Comprehend stories and information from books and o ther print materials.4.1 With prompting and support, ask and answer question s about print that is read aloud.4.2 With prompting and support, retell parts of a favor ite story in sequence (first, next, and last).

4.3With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud.

4.4 With prompting and support, ask and answer question s about unknown words in a text read aloud.




4.5 Listen to stories or text read aloud and use new vocabulary words in follow-up conversations and ac tivities. MM49; MM56; MM69; 4.6 Recognize that texts can be stories (make- believe) or real (give information).

4.7 With prompting and support, describe what person , place, thing, or idea in the text an illustration depicts.

4.8With prompting and support, discuss basic similarit ies and differences in print read aloud, including characters, settings, events, and ideas.

4.9 Based on the title and/or pictures/ illustration s, predict what might happen in a story before it i s read.

Reading: Foundational SkillsLL 5 Demonstrate understanding of the organization and b asic features of print.4.1 With prompting and support, demonstrate that print is read left to right and top to bottom. MM69; MM87;

4.2 With limited guidance, track across a page or al ong printed words from top to bottom and left to ri ght. MM69; MM87;

4.3With prompting and support, identify own first name in print among two to three other names; point to printed name when asked.

4.4With prompting and support, identify various featur es in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters). MM47; MM87;

4.5 Name at least 26 of the 52 upper-and/or lower-ca se letters of the alphabet.


LL 6 Demonstrate understanding of different units of sou nd in language (words, syllables, phonemes).

4.1 With prompting and support, recognize and produc e rhyming words.

MM04; MM12; MM14; MM18; MM27; MM33; MM51; MM53; MM54; MM56; MM58; MM74; MM79; MM80; MM81; MM82; MM87; MM88; MM96;

4.2 With prompting and support count, pronounce, ble nd, and segment syllables in spoken words using act ions.

MM04; MM100; MM40; MM55; MM59; MM60; MM95;

4.3 With prompting and support, orally blend onset and rime in single syllable spoken words. MM50; MM55;

4.4 Repeat alliteration during word play in order to recognize words with a common initial (first) soun d.





Writing


4.1 Use a variety of writing tools in an appropriate ma nner showing increasing muscular control.

4.2Use a combination of drawing, dictating, and/or wri ting in response to a text read aloud, or to tell a story about a life experience or event.

4.3With guidance and support from adults, participate in acts that promote the development skills associa ted with the use of digital tools (e.g., learning games ).


SE 1 Develop healthy relationships and interactions with peers and adults.

3.1Sometimes recognize the feelings others are express ing and acts appropriately when others are happy, s ad, angry or afraid (e.g., comforts a friend who gets h urt).

3.2Develop a growing understanding of how his/her acti ons affect others and begin to accept consequences of their actions.

3.3Demonstrate emerging awareness and respect for diff erences between people (culture, ethnicity, abiliti es, and disabilities).

3.4 Work or play cooperatively with other children with some direction from adults. MM48; MM52; MM99; 3.5 Resolve conflict with peers by following suggestion s from an adult.3.6 Show affection for adults that care for him/her on a regular basis.3.7 Demonstrate interactions with a few adults who are less familiar.3.8 Occasionally play with the same one or two children for a short time.3.9 Describe one or two children as their friends. MM78; 3.10 Join in with a small group of children.

Self-Concept and Self-EfficacySE 2 Develop positive self-identify and sense of belongi ng.3.1 Recognize self in terms of basic preferences, chara cteristics, and skills.

SE 3Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing ta sks, and meeting goals.

3.1 Demonstrate confidence in completing familiar tasks .3.2 Actively explore the environment and begin to try n ew experiences.3.3 Make choices between two or three options (e.g., ch ooses milk or juice).

Self-RegulationSE 4 Regulate own emotions and behavior.



# State Text Mighty Minutes3.1 Recognize and name basic emotions (happy, mad, sad) in self.3.2 Express own ideas, interests, and feelings through words or actions. MM19; MM46; MM76; SE 5 Regulate attention, impulses, and behavior.3.1 With prompting and support, follow rules and routin es. MM82;

3.2 With prompting and support, respond appropriatel y during teacher-guided and child- initiated activi ties.MM30; MM31; MM81; MM88; MM92;

3.3 Cooperate and begin to focus attention during te acher-guided and child- initiated activities.MM30; MM31; MM81; MM88; MM92;

3.4With adult support and guidance, wait for short per iods of time to get something he/she wants (e.g., w aits turn to play with a toy, etc.). MM92;



4.1Recognize and respect the feelings, needs, and righ ts of others (e.g., using polite language, sharing with others).

4.2 Express empathy and sympathy for others.4.3 Demonstrate understanding of how one’s words and ac tions affect others.

4.4Demonstrate awareness of and respect for difference s among people (culture, ethnicity, abilities, and disabilities).

4.5 Play cooperatively with small group of peers for a sustained time. MM52; 4.6 Demonstrate cooperation with peers by sharing, taki ng turns, etc. MM42; MM48; MM52; 4.7 Resolve conflict with peers on their own sometimes.4.8 Seek help from adults when in conflict with peer, i f needed.

4.9Demonstrate positive relationships by seeking out t rusted adults for emotional support, physical assis tance, social interaction, approval, and problem-solving.

4.10 Develop and maintain positive relationships with pe ers.

Self-Concept and Self-EfficacySE 2 Develop positive self-identify and sense of belongi ng.4.1 Describe self, referring to characteristics, prefer ences, thoughts, and feelings.

SE 3Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing ta sks, and meeting goals.

4.1 Demonstrate confidence in range of abilities and ex press pride in accomplishments. MM92; 4.2 Attempt new experiences with confidence.4.3 Make choices or decisions from a range of options.

Self-Regulation



# State Text Mighty MinutesSE 4 Regulate own emotions and behavior.4.1 Recognize and accurately label the feelings of self .4.2 Express basic feelings, needs, and wants in a manne r that is age-appropriate to the situation.SE 5 Regulate attention, impulses, and behavior.4.1 Follow rules and routines and adapt to changes in r ules and routines.

4.2Demonstrate control over impulsive behaviors and fo cus attention in various settings but sometimes req uire adult support and guidance.


4.3With adult support and guidance, wait for short per iods of time to get something he/she wants (e.g., w aits turn to play with a toy, etc.). MM92;


CC 1Develop an appreciation for music and participate i n music and movement activities that represent a va riety of the cultures and the home languages of the child ren in the classroom.

3.1 Listen and respond to different types of music ( jazz, classical, country lullaby, etc.) through mov ement.MM43; MM70; MM78; MM91; MM94;

3.2 Participate in songs and finger plays.


3.3 Use instruments, sounds/ words, and/or their bod ies to imitate or produce their own beat and/or rhy thm.

MM06; MM11; MM14; MM23; MM24; MM26; MM59; MM64; MM66; MM70; MM78; MM89; MM91; MM99;

3.4 Identify changes in tempo when listening to musi c.MM14; MM26; MM70; MM91;

3.5 Replicate changes in tempo.MM14; MM26; MM66; MM70; MM91;




3.6 Use instruments, props, and body to respond crea tively to music.

MM06; MM11; MM14; MM20; MM24; MM26; MM64; MM66; MM70; MM72; MM78; MM89; MM91; MM94; MM99;

CC 2 Develop an appreciation for visual arts from differ ent culture and create various forms of visual arts .3.1 With prompting and support, describe what they like and do not like about various forms of art.3.2 Describe general features (color, size, objects inc luded) of a piece of art work.

3.3Create artistic works with different types of art m aterials, tools and techniques through individual a nd group art activities.

CC 3 Explore roles and experiences through dramatic art and play.

3.1Observe and/or engage in a variety of dramatic perf ormances (e.g., puppetry, story-telling, dance, pla ys, theater).

MM39; MM43; MM44; MM63; MM90; MM93;

3.2 With prompting and support, role play or use pup pets to act out stories.MM39; MM44; MM63; MM90;

3.3 Recreate real-life experiences (that may reflect their home culture or language) through pretend pl ay.MM06; MM16; MM39; MM67;

3.4 Use one object to represent another object. MM34;

Mathematics

CM 1 Understand numbers, ways of representing number s, and relationships between number and quantities.

3.1 Verbally counts by ones to 10.MM07; MM15; MM28; MM80; MM89; MM96;

3.2 With prompting and support, count up to 5 and th en backwards from 5.MM07; MM15; MM28; MM80; MM89; MM96;

3.3 Tell “how many” after counting a set of five or fewer items (e.g., fingers, blocks, crayons).MM07; MM15; MM21; MM29;

3.4Counts one to five objects (actual objects or pictu res of objects) with one-to-one correspondence or w hen doing simple routines.

MM07; MM15; MM21; MM29;

3.5 Identify some written numerals but not in sequence. MM07; MM15; MM96; 3.6 With prompting and support, match four or five nume rals with the correct number of objects. MM04; MM07; MM15; 3.7 Count two sets of objects and identify which set ha s more/ less/fewer.3.8 Identify an object or person as first. MM82;

CM 2 Understand basic patterns, concepts, and operat ions.




3.1 Copy a simple repeating pattern (e.g., stringing beads, placing blocks in a row, clapping a rhythm) .MM12; MM26; MM28; MM36; MM65;

3.2Sort and classify five or more objects by one featu re into two or more groups based on observable/ phy sical characteristics (e.g., group toy animals into piles of bears, cats, and dogs) and explain or label eac h group.

MM02; MM03; MM05; MM68; MM95;

3.3Use objects to demonstrate adding and subtracting o f one or two objects to a group of objects that tot al 3 or fewer. MM29; MM51; MM53;

3.4Participate in songs, finger plays and stories that illustrate combining and taking away objects/ item s (e.g., Five Little Pumpkins, Anno’s Magic Seeds, One More Bunny).

MM29; MM42; MM51; MM53;

3.5Act out story problems, physically or with objects, to solve whole number problems with sums less than or equal to 3.

MM29; MM42; MM51; MM53;

CM 3 Understand attributes and relative properties o f objects as related to size, capacity, and area.

3.1Describe some measurable attributes (length and wei ght) of objects and materials (e.g. big/little, lon g/short, heavy/ not heavy). MM75;

3.2Compare the size or weight of more than two objects and describe which one is longer/taller/shorter/ heavier/lighter. MM49; MM75;

3.3 Identify/name simple measurement tools (e.g., ruler , measuring cup, and scale).

3.4Participate in measurement activities using standar d measurement tools (e.g., measure the length of th eir body, weigh an apple, or measure one cup of flour d uring a cooking activity).

CM 4 Understand shapes, their properties, and how ob jects are related to one another in space.

3.1 Recognize basic shapes in the environment in two - and three-dimension forms.MM20; MM22; MM33; MM52; MM97;

3.2 With prompting and support, name the attributes of two shapes.MM20; MM22; MM32; MM33; MM52; MM97;

3.3 Create, simple shapes using objects or other materi als. MM20;

3.4Create representations of everyday objects by combi ning basic shapes (e.g., pictures, tangrams, or blo ck structures to represent a house).

3.5

With prompting and support, combine (compose) or ta ke apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes).

3.6Identify positions of objects, self and other peopl e in space (e.g., in/on, over/under, up/down, and inside/outside).

MM19; MM38; MM62; MM65; MM74;

Science




CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observat ions, explain observations, and draw conclusions).

3.1 Use all five senses to observe living things, ob jects, materials, changes that take place, and rela tionships.

3.2Describe what they see, hear, and are able to touch in the environment and group materials/objects according to observed features.

3.3Use simple tools to investigate and gather informat ion on living things, objects, materials, and chang es that take place (e.g., magnifying glass, sifter, magnets ).

3.4 Show an understanding of cause and effect relations hips that are observed immediately.

3.5With prompting and support, talk about cause and ef fect relationships that are not immediately observa ble (e.g., that a plant wilted because it was not water ed).

3.6Ask why and how questions and offer ideas about liv ing creatures, objects, materials and changes they see, hear and/or feel.

3.7 Participate in simple scientific investigations.

3.8With prompting and support, talk about observations and results of simple experiments verbally and/or through drawings or graphs.

3.9With prompting and support, talk about the meaning of words that are related to the scientific process (e.g., “observation,” “experiment").

CS 2 Acquire scientific knowledge related to physical sc ience (properties of objects and materials).

3.1With prompting and support, observe and describe pr operties of objects and materials, and how objects and materials can be combined or can change from one fo rm to another (e.g., ice melting to a liquid). MM39; MM48; MM67;

3.2 Explore and use simple tools and machines (e.g., ha mmers, levers, pulleys, ramps, etc.).

3.3With prompting and support, observe and talk about sources of energy and how they affect objects and materials (e.g., lights, bells and other sources of sound, etc.). MM39;

3.4 Watch how balls, toys and other objects move and use different strategies to change their speed of motion.CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).3.1 With prompting and support, explore, observe, and d escribe a variety of living creatures and plants. MM45; MM54; MM56;

3.2Sort living creatures and plants according to at le ast one characteristic (e.g., size, four-legged ani mals, hard/soft, etc.).

3.3Care for living creatures and/or plants with some d irection from adults (e.g., feed the fish or hamste r, water plants in the classroom).

3.4Follow adults’ guidance on how to act appropriately with living creatures (e.g., hold the hamster gent ly, observe the fish without tapping the fish bowl).




3.5Observe very young plants or living creatures over an extended period of time and describe how the plant/living creature changes.

3.6 Use basic vocabulary for plants, animals, and human s (e.g. some names of parts, characteristics). MM45; MM54; MM56;

CS 4 Acquire scientific knowledge related to earth s cience (properties of the earth and objects in the sky).

3.1Describe common weather conditions of the current s eason and how they compare to other seasons where they live (e.g., summer is hot, winter is cooler).

3.2 Name the types of clothing needed for different sea sons.3.3 Identify the characteristics of current weather con ditions.3.4 Describe objects found in the day or night time sky .3.5 Talk about how the sky changes from night to day.

Social StudiesCSS 1

Develop the understanding that events happened in t he past and how these events relate to one’s self, family, and community.

3.1Use words to describe events or activities that hap pened at an earlier time (e.g., “after we had snack ” or “last night”).

3.2 Remember familiar people even though they may not h ave seen them for a while. MM18; MM23; MM61; 3.3 Describe the sequence of daily routines.

3.4Participate in conversations about familiar people and/or events from the recent past (e.g., what the class did earlier in the day or week).

MM18; MM23; MM46; MM61;

CSS 2 Describe people, events, and symbols of the past a nd present.

3.1Look at pictures of self or a family member, caregi ver, or peer from the recent past and recognize the person even though she/he looks different from what she/he looks like in the present.

3.2With prompting and support, identify symbolic objec ts and pictures of local, state, and/or national sy mbols such as the American flag or bald eagle.

3.3Recognize familiar aspects of community/cultural sy mbols in books (e.g., Grandma’s Gumbo) and songs (e.g., Alligator).

3.4 Participate in and talk about local cultural events , holidays and/or celebrations.CSS 3 Develop an awareness of geographic locations, maps , and landforms.3.1 Participate in walks and field trips to different p laces in the community.3.2 Describe familiar places such as the home, center/ family day home, etc.3.3 Describe the location of items/areas in the classro om and places in home and community.3.4 Draw or use blocks or other materials to represent places or things he/she has seen.3.5 Recognize and name a map and a globe.



# State Text Mighty Minutes3.6 Look at a simple map and find various features/part s of the map with support and guidance.

3.7Participate in conversations about how people can t ake care of the natural environment through activit ies (e.g., throwing away trash, recycling, planting tre es, and putting out bird feeders). MM69; MM71;

3.8 Identify and use appropriate trash receptacles inde pendently. MM69; MM71; 3.9 Participate in daily clean-up activities.CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.3.1 Participate in music, dance, and other traditions f rom various cultures.3.2 Show and talk about objects, food, and customs from own family or culture.3.3 Identify homes that are similar to and/or different from own home.3.4 With prompting and support, describe pictures of sh elters/homes in other geographic regions.3.5 Identify the characteristics of one’s own home.CSS 5

Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for effective citizensh ip.

3.1 Describe classroom and/or home responsibilities (e. g., “I pick up toys” or “I set the table.”).

3.2With prompting from adult, carry out routines and r esponsibilities in the classroom (e.g., cleaning up , care of plants and/or animals, setting out snack).

3.3 Follow many rules with little support.3.4 Identify rules that are used at home or in the clas sroom.3.5 Tell why rules are important.3.6 Describe the roles of various familiar community he lpers/workers. MM01; MM11; 3.7 Imitate the roles of familiar community workers. MM01; MM11; CSS 6 Demonstrate an awareness of basic economic concept s.3.1 Demonstrate an awareness of uses of money.

3.2Demonstrate an understanding of the process of buyi ng and selling during play by using props related t o buying and selling the way they typically are used by adults.

3.3 Express wants and needs.


CC 1Develop an appreciation for music and participate i n music and movement activities that represent a va riety of the cultures and the home languages of the child ren in the classroom.

4.1 Express thoughts and feelings through movement a nd musical activities.





4.2 Participate in different types of music activiti es, including songs, finger plays, and playing inst ruments.


4.3Use instruments, other objects and/or their bodies to imitate and produce more complex beat and rhythm patterns.

MM14; MM24; MM26; MM59; MM64; MM66; MM70; MM89; MM91; MM99;

4.4 Describe changes in tone, melody, rhythm, and te mpo.MM14; MM26; MM59; MM66; MM70; MM91;

4.5 Use instruments, props, and body creatively to e xpress self through music and movement.

MM06; MM11; MM14; MM16; MM20; MM24; MM26; MM64; MM66; MM70; MM78; MM89; MM91; MM99;

CC 2 Develop an appreciation for visual arts from differ ent culture and create various forms of visual arts .

4.1Observe and/or describe what they like and do not l ike about various forms of art and how it makes the m feel.

4.2Describe specific elements of a piece of art (e.g., texture, use of colors, line, perspective, positio n of objects included).

4.3Create artistic works that reflect thoughts, feelin gs, experiences, or knowledge using different mater ials, tools and techniques.


4.1Experience, respond to, and engage in a variety of dramatic performances (e.g., puppetry, story-tellin g, dance, plays, pantomime, theater).

MM39; MM43; MM44; MM63; MM90; MM93;

4.2 Role play or use puppets to act out stories or p lay a character.MM06; MM39; MM44; MM63; MM90; MM93;

4.3 Represent fantasy and real-life experiences thro ugh pretend play.MM16; MM39; MM46; MM67;

4.4 Use objects to represent other objects. MM34;

Mathematics

CM 1 Understand numbers, ways of representing number s, and relationships between number and quantities.




4.1 Verbally count by ones to 20.MM07; MM15; MM28; MM80; MM89; MM96;

4.2 Count forward from a given number between 1 and 10, and count backward from 5.MM28; MM80; MM89; MM96;

4.3 Understand that the last number named tells the number of objects counted for a set of 10 or fewer objects.MM07; MM15; MM21; MM29;

4.4 Count out a specified number of objects from a s et of 10 or fewer objects when asked.MM05; MM15; MM29; MM53;

4.5 Identify written numerals 0-10 in the everyday envi ronment. MM07; MM15; MM96;

4.6 With prompting and support, match a number of ob jects with the correct written numeral from 0 – 10. MM04; MM07; MM15; 4.7 Compare sets of objects using same/different and mo re/less/ fewer. MM29; MM51; MM53; 4.8 Identify an object’s or person’s position as first or last. MM82;


4.1 Recognize, copy, and extend patterns.MM12; MM26; MM28; MM36; MM65;

4.2Sort objects by more than one attribute (e.g., red circles or blue triangles) and explain the criteria used to sort objects.

MM02; MM03; MM05; MM68; MM95;

4.3 Use concrete objects to demonstrate simple addition and subtraction problems that total 6 or fewer. MM29; MM51; MM53;

4.4Model and act out story problems, physically or wit h objects, to solve whole number problems with sums less than or equal to 6.

MM29; MM42; MM51; MM53;


4.1 Describe measurable attributes (length and weigh t) of objects and materials, using comparative word s. MM75; 4.2 Put up to six objects in order by length (seriate).

4.3Identify/name simple measurement tools and describe what they are used for (e.g., ruler measures lengt h, scale measures weight).

4.4Participate in measurement activities using standar d measurement tools to measure the length and weigh t of objects and materials (ruler, scale, measuring c up).


4.1Identify and name at least the four basic shapes (r ectangles, squares, circles, and triangles) when pr esented using different sizes and in different orientations .

MM20; MM33; MM52; MM97;




4.2 Describe and name attributes of four basic shape s (e.g., a square has four equal sides, a circle is round).MM20; MM22; MM32; MM33; MM52; MM97;

4.3 Copy or replicate one or two dimensional shapes usi ng a variety of materials. MM20;

4.4

Combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rec tangle apart and recognize that pieces are two othe r shapes).

4.5Use and understand positions of objects, self and o ther people in space, including in/on, over/under, up/down, inside/outside, beside/between, and in fro nt/behind.

MM19; MM38; MM62; MM65; MM74;

Science

CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observat ions, explain observations, and draw conclusions).

4.1Use all five senses to observe, collect information , describe observations, classify based on observat ions, and form conclusions about what is observed.

4.2Use equipment and tools to gather information and e xtend sensory observations of living things, object s, materials, changes that take place and relationship s.

4.3Show an understanding of cause and effect relations hips and use this understanding to predict what wil l happen as a result of an action and to solve simple problems.

4.4Use prior knowledge and experiences to generate que stions, hypothesize, predict, and draw conclusions about living creatures, objects, materials and chan ges observed in the environment.

4.5 Conduct simple scientific experiments.

4.6Collect, interpret, and communicate data and findin gs from observations and experiments verbally and/o r in written formats.

4.7With prompting and support, use scientific vocabula ry words to describe steps in the scientific proces s (e.g., “observation,” “experiment,” “hypothesis,” “ conclusion”).


4.1With prompting and sup - port, observe and describe the properties of objects and materials and how th ey can be combined or can change from one form to anot her (solids, liquids, and gases). MM39; MM48; MM67;

4.2 Explore and use simple tools and machines (e.g., ha mmers, levers, pulleys, ramps).4.3 Explore and describe sources of energy such as ligh ts, bells and other sources of sound. MM39;

4.4Experiment with balls, toys and other objects to se e which objects move faster, what conditions make t hem move faster and what makes them move slower. MM67;

CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).4.1 Explore, observe, and describe a variety of living creatures and plants. MM45; MM54; MM56; 4.2 Classify living creatures and plants into categorie s according to at least one characteristic.

4.3Carry out classroom routines to care for living cre atures and/or plants with limited direction from ad ults (e.g., feed the fish or hamster, water plants in th e classroom).




4.4Describe and follow guidelines for how to interact with living creatures appropriately (e.g., hold the hamster gently, observe the fish without tapping the fish b owl).

4.5 Describe plants’ and living creatures’ life cycles. MM45; 4.6 Use basic vocabulary to name and describe plants an d living creatures. MM45; MM54; MM56; 4.7 Use basic vocabulary to describe similarities and d ifferences between living creatures and plants.

CS 4 Acquire scientific knowledge related to earth s cience (properties of the earth and objects in the sky).4.1 Compare, and contrast seasonal changes where they l ive.4.2 Describe the types of clothing needed for different seasons.4.3 Describe the current weather and how weather condit ions can change from day to day.4.4 Describe major features of the earth and sky, and h ow they change from night to day.

Social StudiesCSS 1


4.1 Describe events, activities, and people from the pa st using appropriate vocabulary. MM06; MM18; MM23;

4.2Initiate conversations about familiar places, peopl e, and/ or events from the past (e.g., where they l ived previously, what they did during summer vacation, e tc.).

MM06; MM11; MM18; MM23; MM46; MM61;


4.1Identify similarities/ differences between students , their families, and classroom members with those of the past.

4.2 Identify and name some local, state, and national s ymbols.4.3 Describe familiar elements of the local community a nd culture.4.4 Describe local, state, and national cultural events , celebrations, and holidays.CSS 3 Develop an awareness of geographic locations, maps , and landforms.4.1 Demonstrate geographic knowledge of the geographic features of the classroom and community.

4.2Create representations of places, landforms, and ro ads he/she has seen through drawings and play activities.

4.3 Recognize a globe/map as a representation of the ea rth.

4.4 Use a simple map to find specific locations with in a familiar environment (e.g., areas within the c lassroom).

4.5With guidance and support, create a simple drawing that shows the relative location of specific object s and/or features in a familiar environment such as a classroom or playground.

4.6Demonstrate care of the environment through activit ies (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). MM69; MM71;



# State Text Mighty Minutes4.7 Participate in daily clean-up activities.CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.4.1 Explore music, dance, dress, foods, and traditions of own family and other cultures.4.2 Discuss shelters/homes in various geographic region s.CSS 5


4.1 Recognize their responsibility as a member of a fam ily and classroom.

4.2Independently carry out specific responsibilities i n the classroom (e.g., cleaning up, checking the temperature outside for the group, handing out snac k, etc.).

4.3 Follow rules that have been established.

4.4Participate in conversations about the importance o f rules/ consequences, rights of self, and rights o f others.

4.5 Identify workers and their roles as citizens within the community. MM01; MM11; CSS 6 Demonstrate an awareness of basic economic concept s.4.1 Demonstrate awareness of the purpose of money throu gh play activities.4.2 Demonstrate the role of buyers and sellers in play activities.4.3 Participate in conversations about wants and needs.



# State Text Intentional Teaching Cards


AL 1Engage in play-based learning to explore, investiga te, and acquire knowledge about themselves and their world.

3.1 Demonstrate eagerness to learn through play and exploring the environment.LL26; LL58; LL61; LL63; M21; M26; M30; M44; M47; P16; P30; P31; SE18;

3.2 Complete a range of simple tasks on their own. LL25; LL42; SE12; SE15; SE20;


3.1Maintain focus on objects and activities of interes t while other activities are going on in the environment.

LL05; LL14; LL16; LL26; LL29; LL33; LL34; LL44; LL48; LL52; LL57; LL61; M14; M21; M23; M30; M48; P18; SE15; SE18;

3.2 Maintain focus on a complex activity with adult support.

LL05; LL14; LL16; LL19; LL26; LL29; LL33; LL34; LL44; LL48; LL57; LL61; M14; M21; M23; M30; M48; P18; SE15; SE18;


LL26; LL29; M21; M23; P08; P11; P15; P16; P17; P24; P28; SE15;


AL 3Recognize, understand, and analyze a problem and dr aw on knowledge or experience to seek solutions.

3.1 Experiment to see if the same actions have similar effects on different objects. LL61; LL63; M26; M44; M47; P30; P31;

3.2Remember and apply previously learned information t o a familiar object, task or situation. LL53; M60; P01; P30; P31; SE06; SE09; SE22;

3.3 Use a variety of strategies to solve a problem w hen the first try is unsuccessful. M12; M16; M17; M19; M26; M32; M38; M42; M47;

3.4 Ask adults for help on tasks, if needed. LL63; M12; M16; M17; M19; M21; M22; M26; M38;

AL 4Demonstrate creative thinking when using materials, solving problems, and/or learning new information.

3.1 Express unique ideas in both language and use of objects in a variety of situations.LL58; LL61; M12; M16; M17; M19; M21; M26; M32; M36; M38; M42; M44; M47;

3.2 Ask more complex questions for clarification and to seek meaningful information.LL01; LL08; LL15; LL18; LL32; LL33; LL37; LL43; LL45; LL46; LL53; LL54; LL60; M31;






4.1Show curiosity, interest and a willingness to learn new things and try new experiences.

LL26; LL58; LL61; LL63; M21; M26; M30; M44; M47; P16; P30; P31; SE18;

4.2 Choose a multi-step task and complete it on their o wn. LL26; LL29; M23; P02; P09; P18; P24; SE15;


4.1 Stay engaged with others, objects, and activitie s despite interruptions or disruption.

LL05; LL14; LL16; LL26; LL29; LL33; LL34; LL44; LL48; LL52; LL57; LL61; M14; M21; M23; M30; M48; SE15; SE18;

4.2Maintain attention in child- initiated and adult - directed activities despite distractions and interruptions.

LL05; LL14; LL16; LL19; LL26; LL29; LL33; LL34; LL44; LL48; LL52; LL57; LL61; M14; M21; M23; M30; M48; SE15; SE18;

4.3 Plan and complete tasks and activities.LL26; LL29; LL48; LL61; M21; M23; P02; P11; P15; P16; P17; P24; SE15; SE18;


AL 3Recognize, understand, and analyze a problem and dr aw on knowledge or experience to seek solutions.

4.1 Identify and understand cause and effect relationsh ips. LL26; LL63; M26; M44; M47; P30; P31; 4.2 Apply prior knowledge and experiences to learn new skills during play. LL53; M60; P01; P30; P31; SE06; SE09; SE23;

4.3Use a variety of strategies to investigate possible solutions, to accomplish a task, or to solve a problem.

LL61; M12; M16; M17; M21; M26; M32; M36; M38; M42; M44; M47;

4.4 Make specific request for help from both peers a nd adults as needed. LL63; M12; M16; M17; M19; M21; M22; M26; M38;


4.1Express unique ideas and approach tasks and experie nces with flexibility, imagination and inventiveness.

LL58; LL61; M12; M16; M17; M19; M21; M26; M32; M36; M38; M42; M44; M47;

4.2Gather information and ask complex questions in ord er to understand a new or familiar concept.

LL01; LL08; LL15; LL18; LL33; LL37; LL43; LL45; LL49; LL53; LL54; LL60; LL61; M20; M25; M31; M70;

Motor Skills and Physical Fitness




Three-Year-Olds

PM 1Develop large muscle control and coordinate movemen ts in their upper and/or lower body.

3.1Use arms and legs for balance and motor control whe n walking, jumping, throwing and climbing. P24; P25;

3.2Use arms and legs for balance and motor control usi ng objects and equipment for a wide range of physical activities. P24; P25;


3.1 Use hands, fingers, and wrists for a wide variet y of tasks and activities.

LL03; LL07; LL13; LL24; LL35; LL36; LL37; M14; M15; M28; M41; M57; M69; M70; M73; M79; P01; P02; P03; P08; P12; P30; P31;

3.2Coordinate eye and hand movements to accomplish sim ple tasks (e.g., using utensils for eating, putting puzzles together, stringing lar ge beads, using a crayon).



3.1 Seek out a variety of physical activities such a s games and indoor/outdoor play.

P04; P05; P06; P07; P10; P11; P12; P13; P14; P15; P16; P17; P18; P19; P20; P21; P22; P23; P24; P25; P26; P27; P28; P29; P33;

3.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, climbing, kicking or throwing a bal l).

P04; P05; P06; P07; P10; P11; P13; P14; P15; P16; P17; P18; P19; P21; P22; P23; P24; P25; P26; P27; P28; P29; P33;

Health and Hygiene

PM 4 Develop appropriate health and hygiene skills.

3.1 Identify foods (real or pictures) that are healt hy and less healthy for the body.

LL24; LL25; LL35; LL36; LL37; LL38; LL49; M01; M10; M24; M27; M53; M57; M64; M67; M68; M69; M71; M72; M74;

3.2 Select from a variety of healthy foods that are offered.

LL25; LL35; LL36; LL37; LL38; LL49; M01; M10; M24; M27; M53; M57; M64; M67; M68; M69; M71; M72; M74;

3.3 Carry out most personal care routines with minim al adult guidance and assistance.




3.4Sleep or rest for a sufficient amount of time to su pport healthy development of their body.

Safety


3.1Identify and avoid potentially harmful objects, sub stances, or situations or behaviors with supervision. M43; P01; P04; SE09;

3.2 State safety rules and follow them with guidance fr om adults. M43; P04; P08; SE09;


PM 1Develop large muscle control and coordinate movemen ts in their upper and/or lower body.

4.1Use the whole body for balance and motor control wh en walking, jumping, throwing and climbing.

LL17; M56; P04; P05; P06; P07; P09; P10; P11; P12; P13; P14; P15; P16; P17; P18; P19; P21; P22; P23; P24; P25; P26; P27; P28; P29; P33;

4.2Use the whole body for balance and motor control us ing objects and equipment for a wide range of physical activities.

M56; P04; P05; P06; P07; P09; P10; P11; P12; P13; P14; P15; P16; P17; P18; P19; P20; P21; P22; P23; P24; P25; P26; P28; P33;


4.1Use hands, fingers, and wrists to manipulate large and small objects with strength and good control of small muscles.


4.2

Coordinate eye and hand movements to perform comple x tasks (dressing and undressing) or to use everyday tools (e.g., pitcher s for pouring or scissors for cutting along a line).



4.1Initiate and engage in a variety of physical activi ties including games, exercises, and play that enhance physical fitness.

P04; P05; P06; P07; P10; P11; P12; P13; P14; P15; P16; P17; P18; P19; P20; P21; P22; P23; P24; P25; P26; P27; P28; P29; P33;

4.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, climbing, kicking or throwing a bal l).

P04; P05; P06; P07; P10; P11; P12; P13; P14; P15; P16; P17; P18; P19; P21; P22; P23; P24; P25; P26; P27; P28; P29; P33;

Health and Hygiene




PM 4 Develop appropriate health and hygiene skills.

4.1 Identify different foods and the corresponding f ood group according to “My Plate”.


4.2 Give a simple explanation as to why a particular food is healthy or unhealthy.


4.3Exhibit good hygiene habits and manage age- appropr iate personal care routines on own.

LL35; LL36; LL37; LL38; M10; M27; M33; M53; M54; M67; M68; M74; P03;

4.4 Get sufficient sleep and rest to support healthy de velopment of their body.

Safety


4.1Identify and alert others of potentially hazardous objects, substances, behaviors, and/or situations (that may appear in the child’s e nvironment) with supervision. SE09;

4.2

Demonstrate and communicate a basic understanding o f health and safety rules and respond appropriately to harmful or unsafe situatio ns (e.g., hold an adult’s hand when crossing the street, don’t touch a hot stove, etc.) . M43; P01; P04; P08; SE09;



3.1 Follow two-step directions.

LL35; LL37; LL51; LL55; LL59; M09; M40; M51; M56; P01; P05; P06; P07; P09; P13; P22; P27; P28; P33;

3.2 Demonstrate understanding of simple questions an d requests.LL01; LL09; LL11; LL37; LL43; LL53; LL55; LL59; M31; M40; M51; M55; P22; P27; P28; SE01;

3.3 Answer some simple “who”, “what” and “where” que stions.LL01; LL09; LL11; LL43; LL53; LL59; M31; M40; SE01;

3.4 Listen and respond attentively to simple convers ations.LL01; LL09; LL10; LL11; LL12; LL43; LL53; LL59; M31; M40; M46; M51; M55; SE01;




3.5 Use phrases and/or simple sentences and question s.

LL01; LL08; LL15; LL16; LL18; LL27; LL32; LL33; LL37; LL43; LL45; LL46; LL49; LL53; LL54; LL60; LL61; M20; M25; M31; M35; M46; M51; M55; M70;

3.6 Ask “why” questions.LL01; LL08; LL15; LL18; LL32; LL43; LL45; LL53; LL54;

3.7 With prompting and support, act out familiar storie s, rhymes and fingerplays. LL06; LL09;

3.8Use phrases and/or simple sentences that convey a c omplete thought, “Tommy ate the cookie,” that is easily understood by family an d most people outside the home.

LL01; LL08; LL12; LL16; LL19; LL27; LL43; LL46; LL49; LL51; LL60;

3.9 Ask questions that may incorporate expanding voc abulary.LL01; LL08; LL15; LL18; LL32; LL37; LL43; LL45; LL53; LL54; LL60; M20; M25; M31; M35; M70;


3.1With prompting and support, demonstrate understandi ng of simple concepts such as opposites and positions. LL11; LL43; LL59; M31; M46; M51; M55;

3.2Demonstrate an understanding of and begin using som e new vocabulary introduced through conversations, activities, or listening to texts read aloud.

LL01; LL08; LL15; LL18; LL27; LL32; LL33; LL37; LL43; LL45; LL46; LL49; LL53; LL54; LL60; LL61; M20; M25; M31; M35;

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.3.1 Find a specific book by looking at the cover. LL02; LL20; 3.2 Identify the front cover of a book. LL02; LL04; LL20;

3.3 Hold book properly and look at pages of a book f rom left to right, pretending to read. LL04; LL20; 3.4 Imitate teacher reading a story. LL62;

3.5With prompting and support, demonstrate and underst and that people write stories and draw pictures in books. LL02; LL04; LL20;

3.6 Shows an interest in illustrations. LL02; LL04; LL 4 Comprehend stories and information from books and o ther print materials.3.1 Answer simple questions about print that has been r ead aloud several times. LL09; LL62; 3.2 Retell a simple story with pictures or other props to use as prompts. LL06; LL09; LL33; LL62;

3.3With prompting and support, identify characters fro m a story and information from an informational text read aloud. LL09; LL62;




3.4With prompting and support, talk about unknown voca bulary words in a text or story read aloud. LL09;

3.5Distinguish between real objects and play objects ( e.g. distinguish between a real apple and a toy apple). M03; M05;

3.6 Use pictures and illustrations of a text to tell a story. LL06; LL09; LL33; LL62;

3.7With prompting and support, talk about or draw a ch aracter, setting, event, or idea in a text read aloud. LL09; LL62;

3.8 Demonstrate understanding of what will happen next in familiar stories. LL09; LL62; Foundational Skills

LL 5 Demonstrate understanding of the organization and b asic features of print.

3.1With prompting and support, track across a page or along printed words from top to bottom and left to right.

LL01; LL02; LL04; LL10; LL16; LL19; LL20; LL22; LL23; LL24; LL25; LL30; LL31; LL35; LL36; LL37; LL38; LL46; LL49; LL51; LL54; M08; M27; M28; M29; M33; M43; M52; M53; M54; M57; M64; M65; M67; M68; M69; M70; M71; M72; M73; M74; M75; M76;

3.2 Identify name on personal property.LL01; LL02; LL04; LL19; LL20; LL30; LL31; LL35; LL46; LL48; LL54; M75;

3.3With prompting and support, demonstrate an understa nding that letters are combined to make words. LL52;

3.4Name at least 10 of the 52 upper- and lower-case le tters of the alphabet (any combination of upper- and lower-case letters).

LL02; LL03; LL05; LL07; LL13; LL15; LL17; LL20; LL21; LL22; LL23; LL24; LL26; LL28; LL29; LL30; LL31; LL34; LL36; LL40; LL41; LL42; LL47; LL48; LL50; LL56;


LL02; LL03; LL05; LL07; LL13; LL15; LL17; LL20; LL21; LL22; LL23; LL26; LL28; LL29; LL30; LL31; LL34; LL40; LL41; LL42; LL47; LL48; LL50; LL56;

LL 6Demonstrate understanding of different units of sou nd in language (words, syllables, phonemes).

3.1With prompting and support, recognize matching soun ds and rhymes in familiar words or words in songs. LL10; LL11; LL12; LL14; LL16; LL19; LL44;

3.2With prompting and support, segment a spoken senten ce into the individual words using actions (e.g., clap or stomp for each word). LL52;

3.3 With prompting and support, show an awareness of beginning sounds in words. LL12; LL16; LL19;




3.4With prompting and support, attend to activities or word play that emphasizes beginning sounds in words. LL12; LL16; LL19;

3.5 Engage in word play activities in songs and rhymes. LL12; LL16; LL19;

Writing

LL 7Develop familiarity with writing implements, conven tions, and emerging skills to communicate through written representations, symbol s, and letters.

3.1 Experiment with a variety of writing tools, materia ls, and surfaces. LL32; LL39; P32;

3.2 Use early stages of writing to form shapes and l etter-like symbols to convey ideas. LL32; LL39; P32; 3.3 Engage in tactile experiences creating letters and other forms. LL13; LL32; LL39; LL40; LL58; LL59; P32;

3.4 Imitate marks made by adult or older child (appr oximations).LL04; LL13; LL32; LL39; LL40; LL42; LL45; LL57; LL58; LL59; LL60; LL63; P32; SE21;

3.5 Describe picture and/ or dictate story to careta ker.LL04; LL27; LL32; LL39; LL40; LL45; LL46; LL57; LL58; LL59; LL60; LL63; SE21;

3.6With guidance and support from adults, participate in acts that promote the development skills associated with the use of digit al tools (e.g., learning games). LL02; LL26; Speaking and Listening


4.1Listen and respond to questions about print read al oud or information presented orally or through other media, including music and videos. LL09; LL62;

4.2 Listen and respond attentively to conversations. LL02; M42; SE06; SE10;

4.3

With guidance and support from adults, follow agree d upon rules for discussions (e.g. listening to others, and taking turns speaking abou t topics and print under discussion). LL02; SE10;

4.4Actively participate in role-playing, creative dram atics, fingerplays, nursery rhymes, and choral speaking. LL19;

4.5Speak audibly and use words, phrases, and/or senten ces to express a complete thought that can be clearly understood by most peop le.

LL01; LL08; LL12; LL16; LL19; LL27; LL43; LL46; LL49; LL51; LL60;

4.6 Ask questions about a specific topic, activity, and/or text read aloud.LL01; LL08; LL15; LL18; LL32; LL33; LL37; LL43; LL45; LL49; LL53; LL54; LL60; M31;


4.1Demonstrate understanding of a variety of concepts, such as opposites, positions, and comparisons. LL11; LL43; M31; M46; M51; M55;




4.2Use new vocabulary acquired through conversations, activities, or listening to texts read aloud.

LL01; LL08; LL15; LL18; LL27; LL32; LL33; LL37; LL43; LL45; LL46; LL53; LL54; LL60; LL61; M20; M25; M31; M35;

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.

4.1 Demonstrates how books are read, such as front-t o-back and one page at a time. LL02; LL04; LL20;

4.2 With prompting and support, describe the role of the author and illustrator of a text. LL04; LL 4 Comprehend stories and information from books and o ther print materials.

4.1 With prompting and support, ask and answer quest ions about print that is read aloud. LL09; LL62;

4.2With prompting and support, retell parts of a favor ite story in sequence (first, next, and last). LL06; LL09; LL33; LL62;

4.3With prompting and support, identify characters and some events from a story and several pieces of information from a text read alou d. LL09; LL62;

4.4With prompting and support, ask and answer question s about unknown words in a text read aloud. LL09;

4.5Listen to stories or text read aloud and use new vo cabulary words in follow-up conversations and activities. LL09; LL10; LL11; LL43;

4.6 Recognize that texts can be stories (make- believe) or real (give information). LL04; LL20;

4.7With prompting and support, describe what person, p lace, thing, or idea in the text an illustration depicts. LL06; LL09; LL33; LL62;

4.8With prompting and support, discuss basic similarit ies and differences in print read aloud, including characters, settings, events, and ideas. LL09; LL62;

4.9Based on the title and/or pictures/ illustrations, predict what might happen in a story before it is read. LL62; Reading: Foundational Skills

LL 5 Demonstrate understanding of the organization and b asic features of print.

4.1With prompting and support, demonstrate that print is read left to right and top to bottom.





4.2With limited guidance, track across a page or along printed words from top to bottom and left to right.



LL01; LL02; LL04; LL19; LL25; LL30; LL31; LL35; LL36; LL46; LL48; M08;

4.4With prompting and support, identify various featur es in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters ).


4.5 Name at least 26 of the 52 upper-and/or lower-ca se letters of the alphabet.

LL02; LL03; LL05; LL07; LL13; LL15; LL17; LL20; LL21; LL22; LL23; LL24; LL26; LL28; LL29; LL30; LL31; LL34; LL36; LL38; LL40; LL41; LL42; LL47; LL48; LL50; LL56;

LL 6Demonstrate understanding of different units of sou nd in language (words, syllables, phonemes).

4.1 With prompting and support, recognize and produce r hyming words. LL10; LL11; LL14; LL19; LL44;

4.2With prompting and support count, pronounce, blend, and segment syllables in spoken words using actions. LL52;

4.3With prompting and support, orally blend onset and rime in single syllable spoken words. LL52;

4.4Repeat alliteration during word play in order to re cognize words with a common initial (first) sound. LL12; LL16; LL19; Writing

LL 7Develop familiarity with writing implements, conven tions, and emerging skills to communicate through written representations, symbol s, and letters.

4.1Use a variety of writing tools in an appropriate ma nner showing increasing muscular control. LL32; LL39; P32;

4.2Use a combination of drawing, dictating, and/or wri ting in response to a text read aloud, or to tell a story about a life experience o r event.

LL04; LL32; LL39; LL40; LL45; LL57; LL58; LL59; LL60; LL63; P32; SE21;




4.3With guidance and support from adults, participate in acts that promote the development skills associated with the use of digit al tools (e.g., learning games). LL02; LL26;



3.1Sometimes recognize the feelings others are express ing and acts appropriately when others are happy, sad, angry or afraid (e.g., comfo rts a friend who gets hurt). SE05; SE06; SE08; SE13; SE14; SE17;


SE08; SE09; SE11; SE13; SE16; SE17; SE22; SE23;

3.3Demonstrate emerging awareness and respect for diff erences between people (culture, ethnicity, abilities, and disabilities).

3.4 Work or play cooperatively with other children w ith some direction from adults.

LL05; LL11; LL18; LL21; LL44; LL47; LL56; M30; M34; M35; M37; M50; M77; P22; SE02; SE08; SE11; SE12; SE21; SE25; SE26;

3.5 Resolve conflict with peers by following suggestion s from an adult. SE03; SE08; SE13; SE17; SE24; 3.6 Show affection for adults that care for him/her on a regular basis.3.7 Demonstrate interactions with a few adults who are less familiar.3.8 Occasionally play with the same one or two children for a short time. SE14; SE17; SE19; SE21; SE25; 3.9 Describe one or two children as their friends. SE14; SE19; SE21; SE25;

3.10 Join in with a small group of children.LL12; M11; M77; SE07; SE08; SE10; SE11; SE14; SE17; SE25; SE26;

Self-Concept and Self-EfficacySE 2 Develop positive self-identify and sense of belongi ng.3.1 Recognize self in terms of basic preferences, chara cteristics, and skills. LL41;

SE 3Express feelings and beliefs that he/she is capable of successfully making decisions, accomplishing tasks, and meeting goals.

3.1 Demonstrate confidence in completing familiar ta sks. LL25; LL41; LL42; SE12; SE15; SE18; SE20; SE26;

3.2 Actively explore the environment and begin to tr y new experiences.LL26; LL58; LL61; LL63; M21; M26; M30; M44; M47; P16; P30; P31; SE18;

3.3 Make choices between two or three options (e.g., ch ooses milk or juice). SE15; SE22; SE26;

Self-RegulationSE 4 Regulate own emotions and behavior.



# State Text Intentional Teaching Cards3.1 Recognize and name basic emotions (happy, mad, sad) in self.

3.2 Express own ideas, interests, and feelings throu gh words or actions.LL01; LL08; LL15; LL18; LL27; LL32; LL33; LL37; LL43; LL45; LL46; LL53; LL54; LL60; M31; M70;

SE 5 Regulate attention, impulses, and behavior.

3.1 With prompting and support, follow rules and rou tines.LL42; SE01; SE08; SE09; SE11; SE13; SE15; SE16; SE20; SE22; SE23;

3.2With prompting and support, respond appropriately d uring teacher-guided and child- initiated activities.

LL05; LL14; LL16; LL26; LL29; LL33; LL34; LL44; LL48; LL57; LL61; M14; M21; M23; M30; M48; SE18;

3.3Cooperate and begin to focus attention during teach er-guided and child- initiated activities.

LL05; LL14; LL16; LL26; LL29; LL33; LL34; LL44; LL48; LL57; LL61; M14; M21; M23; M30; M48; SE18;

3.4With adult support and guidance, wait for short per iods of time to get something he/she wants (e.g., waits turn to play with a toy, etc.). LL05; LL14; LL16; LL26; LL33; LL44; M30; SE15;



4.1Recognize and respect the feelings, needs, and righ ts of others (e.g., using polite language, sharing with others). M01;

4.2 Express empathy and sympathy for others. SE05; SE06; SE07; SE08; SE13; SE14; SE17;

4.3 Demonstrate understanding of how one’s words and actions affect others.SE05; SE06; SE08; SE11; SE13; SE14; SE16; SE17; SE22; SE23;

4.4Demonstrate awareness of and respect for difference s among people (culture, ethnicity, abilities, and disabilities).

4.5 Play cooperatively with small group of peers for a sustained time.LL05; LL18; LL21; LL44; LL47; LL56; M30; M34; M37; M50; M77; P22; SE21; SE25; SE26;

4.6 Demonstrate cooperation with peers by sharing, t aking turns, etc.

LL05; LL11; LL18; LL21; LL44; LL47; LL52; LL56; M30; M34; M35; M37; M50; M77; P22; SE02; SE08; SE11; SE12; SE21; SE25; SE26;

4.7 Resolve conflict with peers on their own sometimes. SE03; SE08; SE13; SE17; SE24; 4.8 Seek help from adults when in conflict with peer, i f needed. SE03; SE08; SE13; SE17; SE24;

4.9Demonstrate positive relationships by seeking out t rusted adults for emotional support, physical assistance, social interaction, a pproval, and problem-solving.

LL43; SE04; SE07; SE08; SE13; SE16; SE17; SE19; SE24;

4.10 Develop and maintain positive relationships with pe ers. SE21; Self-Concept and Self-Efficacy



# State Text Intentional Teaching CardsSE 2 Develop positive self-identify and sense of belongi ng.4.1 Describe self, referring to characteristics, prefer ences, thoughts, and feelings.


4.1 Demonstrate confidence in range of abilities and express pride in accomplishments.LL25; LL41; LL42; SE03; SE12; SE15; SE18; SE20; SE26;

4.2 Attempt new experiences with confidence. LL25; LL41; LL42; SE12; SE15; SE18; SE26; 4.3 Make choices or decisions from a range of options. SE03; SE15; SE22; SE23; SE26;

Self-RegulationSE 4 Regulate own emotions and behavior.4.1 Recognize and accurately label the feelings of self .

4.2Express basic feelings, needs, and wants in a manne r that is age-appropriate to the situation.

SE01; SE03; SE04; SE05; SE06; SE07; SE13; SE14; SE15; SE17; SE26;

SE 5 Regulate attention, impulses, and behavior.

4.1 Follow rules and routines and adapt to changes i n rules and routines.LL42; SE01; SE08; SE09; SE11; SE13; SE15; SE16; SE20; SE22; SE23;

4.2Demonstrate control over impulsive behaviors and fo cus attention in various settings but sometimes require adult support and guidance.

LL05; LL08; LL12; LL14; LL16; LL21; LL25; LL26; LL29; LL33; LL34; LL42; LL44; LL48; LL50; LL52; LL56; LL57; LL61; M14; M21; M23; M30; M48; M77; P08; SE01; SE11; SE15; SE16; SE18; SE20; SE22; SE26;

4.3With adult support and guidance, wait for short per iods of time to get something he/she wants (e.g., waits turn to play with a toy, etc.).

LL05; LL14; LL16; LL26; LL33; LL44; M23; SE15; SE18;


CC 1

Develop an appreciation for music and participate i n music and movement activities that represent a variety of the cultures and the ho me languages of the children in the classroom.

3.1Listen and respond to different types of music (jaz z, classical, country lullaby, etc.) through movement.

3.2 Participate in songs and finger plays. LL14; LL30; LL55;

3.3Use instruments, sounds/ words, and/or their bodies to imitate or produce their own beat and/or rhythm. LL14; LL55;

3.4 Identify changes in tempo when listening to music.3.5 Replicate changes in tempo.



# State Text Intentional Teaching Cards3.6 Use instruments, props, and body to respond creativ ely to music. LL55;

CC 2Develop an appreciation for visual arts from differ ent culture and create various forms of visual arts.

3.1With prompting and support, describe what they like and do not like about various forms of art. LL57; M45; P30; P31;

3.2 Describe general features (color, size, objects inc luded) of a piece of art work. LL57; M45; P30; P31;

3.3Create artistic works with different types of art m aterials, tools and techniques through individual and group art activities. LL57; M45; P30; P31;


3.1Observe and/or engage in a variety of dramatic perf ormances (e.g., puppetry, story-telling, dance, plays, theater). LL06; M63;

3.2 With prompting and support, role play or use puppet s to act out stories. LL06;

3.3Recreate real-life experiences (that may reflect th eir home culture or language) through pretend play.

3.4 Use one object to represent another object. LL06; M36;

Mathematics

CM 1Understand numbers, ways of representing numbers, a nd relationships between number and quantities.

3.1 Verbally counts by ones to 10. M02; M04; M11; M37; M39; M79; 3.2 With prompting and support, count up to 5 and then backwards from 5. M02; M04; M11; M37; M39; M79;

3.3Tell “how many” after counting a set of five or few er items (e.g., fingers, blocks, crayons).

LL35; M01; M02; M03; M04; M06; M11; M13; M16; M17; M18; M37; M39; M61; M63; M66; M67; M68; M77; M78;

3.4Counts one to five objects (actual objects or pictu res of objects) with one-to-one correspondence or when doing simple routines.


3.5 Identify some written numerals but not in sequen ce.LL24; LL35; LL49; LL51; M04; M11; M13; M37; M41; M63; M78; M79;

3.6With prompting and support, match four or five nume rals with the correct number of objects.

LL24; LL35; LL36; LL49; LL51; M04; M11; M13; M37; M41; M63; M66; M78;

3.7 Count two sets of objects and identify which set ha s more/ less/fewer. M02;

3.8 Identify an object or person as first.LL36; M08; M10; M15; M24; M29; M33; M43; M54; M64; M65; M71; M73; M75;





3.1Copy a simple repeating pattern (e.g., stringing be ads, placing blocks in a row, clapping a rhythm). M14; M35; M38; M40; P02;

3.2

Sort and classify five or more objects by one featu re into two or more groups based on observable/ physical characteristics (e.g., grou p toy animals into piles of bears, cats, and dogs) and explain or label each group.

LL28; M02; M03; M05; M06; M11; M25; M31; M39; M48; M58;

3.3Use objects to demonstrate adding and subtracting o f one or two objects to a group of objects that total 3 or fewer. M16; M19; M22; M59; M61; M63;

3.4

Participate in songs, finger plays and stories that illustrate combining and taking away objects/ items (e.g., Five Little Pumpkins, An no’s Magic Seeds, One More Bunny). M16; M22;

3.5Act out story problems, physically or with objects, to solve whole number problems with sums less than or equal to 3. M16; M22; M63;

CM 3Understand attributes and relative properties of ob jects as related to size, capacity, and area.

3.1Describe some measurable attributes (length and wei ght) of objects and materials (e.g. big/little, long/short, heavy/ not heavy).


3.2Compare the size or weight of more than two objects and describe which one is longer/taller/shorter/ heavier/lighter.

M02; M05; M07; M09; M12; M15; M17; M18; M25; M31; M32; M34; M39; M44; M46; M48; M49; M58; M59; M62;

3.3 Identify/name simple measurement tools (e.g., ru ler, measuring cup, and scale).

LL24; LL36; LL38; M07; M08; M09; M10; M15; M24; M26; M27; M28; M29; M32; M33; M43; M49; M52; M53; M54; M57; M64; M65; M66; M69; M70; M71; M72; M73; M74; M75; M76; P03;

3.4

Participate in measurement activities using standar d measurement tools (e.g., measure the length of their body, weigh an apple, o r measure one cup of flour during a cooking activity).


CM 4Understand shapes, their properties, and how object s are related to one another in space.

3.1 Recognize basic shapes in the environment in two - and three-dimension forms. M20; M21; M23; M30; M42; M47; M50; M58; M61;

3.2 With prompting and support, name the attributes of two shapes. M20; M21; M23; M30; M42; M47; M50; M58; M61;



# State Text Intentional Teaching Cards3.3 Create, simple shapes using objects or other materi als. M21; M42; M47; M50;

3.4Create representations of everyday objects by combi ning basic shapes (e.g., pictures, tangrams, or block structures to represent a house) . M21; M23; M42; M47; M50;

3.5

With prompting and support, combine (compose) or ta ke apart (decompose) shapes to make other shape(s) (e.g., put two triangles tog ether to make a square, take two halves of a rectangle apart and recognize that piec es are two other shapes). M21; M42; M47;

3.6Identify positions of objects, self and other peopl e in space (e.g., in/on, over/under, up/down, and inside/outside). M01; M23; M36; M51; M55; M56;

Science

CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observations, explain observations, and draw c onclusions).

3.1Use all five senses to observe living things, objec ts, materials, changes that take place, and relationships. LL45; LL63; M07; M18;

3.2Describe what they see, hear, and are able to touch in the environment and group materials/objects according to observed features. LL45; LL63; M07; M49;

3.3Use simple tools to investigate and gather informat ion on living things, objects, materials, and changes that take place (e.g., magni fying glass, sifter, magnets). LL07; LL21; M08; M49;

3.4Show an understanding of cause and effect relations hips that are observed immediately. M07; M18;

3.5With prompting and support, talk about cause and ef fect relationships that are not immediately observable (e.g., that a plant wilted b ecause it was not watered). M07;

3.6Ask why and how questions and offer ideas about liv ing creatures, objects, materials and changes they see, hear and/or feel. LL45; LL63; M07; M18; M49;

3.7 Participate in simple scientific investigations. M07; M18; M32; M49;

3.8With prompting and support, talk about observations and results of simple experiments verbally and/or through drawings or gra phs. LL45; LL63; M07; M18; M32; M49;

3.9With prompting and support, talk about the meaning of words that are related to the scientific process (e.g., “observation,” “experimen t"). LL43; LL45; LL63; M07; M18; M32; M49;

CS 2Acquire scientific knowledge related to physical sc ience (properties of objects and materials).

3.1

With prompting and support, observe and describe pr operties of objects and materials, and how objects and materials can be com bined or can change from one form to another (e.g., ice melting to a liquid).

LL15; LL38; LL45; M03; M07; M15; M18; M24; M43; M52; M54; M66; M72; M76; P30;




3.2Explore and use simple tools and machines (e.g., ha mmers, levers, pulleys, ramps, etc.).

LL21; LL24; LL37; LL38; LL51; M08; M28; M43; M49; M67; M75; M76;

3.3With prompting and support, observe and talk about sources of energy and how they affect objects and materials (e.g., lights, bells a nd other sources of sound, etc.). M52;

3.4Watch how balls, toys and other objects move and us e different strategies to change their speed of motion. M18; M26; P04; P05; P19; P25;

CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).

3.1With prompting and support, explore, observe, and d escribe a variety of living creatures and plants.

3.2Sort living creatures and plants according to at le ast one characteristic (e.g., size, four-legged animals, hard/soft, etc.).

3.3Care for living creatures and/or plants with some d irection from adults (e.g., feed the fish or hamster, water plants in the classroom).

3.4Follow adults’ guidance on how to act appropriately with living creatures (e.g., hold the hamster gently, observe the fish without tappin g the fish bowl).

3.5Observe very young plants or living creatures over an extended period of time and describe how the plant/living creature changes.

3.6Use basic vocabulary for plants, animals, and human s (e.g. some names of parts, characteristics).

CS 4Acquire scientific knowledge related to earth scien ce (properties of the earth and objects in the sky).

3.1Describe common weather conditions of the current s eason and how they compare to other seasons where they live (e.g., summer is hot, winter is cooler).

3.2 Name the types of clothing needed for different sea sons.3.3 Identify the characteristics of current weather con ditions.3.4 Describe objects found in the day or night time sky .3.5 Talk about how the sky changes from night to day.

Social StudiesCSS 1


3.1Use words to describe events or activities that hap pened at an earlier time (e.g., “after we had snack” or “last night”).

3.2 Remember familiar people even though they may no t have seen them for a while. LL59; M60; SE02;



# State Text Intentional Teaching Cards3.3 Describe the sequence of daily routines. M60;

3.4Participate in conversations about familiar people and/or events from the recent past (e.g., what the class did earlier in the day or wee k). LL59; M60; SE02;


3.1

Look at pictures of self or a family member, caregi ver, or peer from the recent past and recognize the person even though she/he looks d ifferent from what she/he looks like in the present.

3.2With prompting and support, identify symbolic objec ts and pictures of local, state, and/or national symbols such as the American flag o r bald eagle.

3.3Recognize familiar aspects of community/cultural sy mbols in books (e.g., Grandma’s Gumbo) and songs (e.g., Alligator).

3.4 Participate in and talk about local cultural eve nts, holidays and/or celebrations.CSS 3 Develop an awareness of geographic locations, maps , and landforms.3.1 Participate in walks and field trips to different p laces in the community.3.2 Describe familiar places such as the home, center/ family day home, etc.

3.3Describe the location of items/areas in the classro om and places in home and community.

3.4 Draw or use blocks or other materials to represe nt places or things he/she has seen. LL39; LL45; LL58; 3.5 Recognize and name a map and a globe.

3.6Look at a simple map and find various features/part s of the map with support and guidance.

3.7

Participate in conversations about how people can t ake care of the natural environment through activities (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders).

3.8 Identify and use appropriate trash receptacles inde pendently.3.9 Participate in daily clean-up activities. SE12; SE20; CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.3.1 Participate in music, dance, and other traditions f rom various cultures.3.2 Show and talk about objects, food, and customs from own family or culture.3.3 Identify homes that are similar to and/or different from own home.




3.4With prompting and support, describe pictures of sh elters/homes in other geographic regions.

3.5 Identify the characteristics of one’s own home.CSS 5

Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for e ffective citizenship.

3.1Describe classroom and/or home responsibilities (e. g., “I pick up toys” or “I set the table.”). LL56; SE02; SE08; SE09; SE12; SE20;

3.2With prompting from adult, carry out routines and r esponsibilities in the classroom (e.g., cleaning up, care of plants and/or animals, setting out snack). SE02; SE09; SE12; SE20;

3.3 Follow many rules with little support.SE01; SE08; SE09; SE11; SE13; SE15; SE16; SE20; SE22; SE23;

3.4 Identify rules that are used at home or in the clas sroom. SE01; SE08; SE09; SE11; SE13; SE20; SE22; 3.5 Tell why rules are important. LL35; SE01; SE08; SE09; 3.6 Describe the roles of various familiar community he lpers/workers.3.7 Imitate the roles of familiar community workers.CSS 6 Demonstrate an awareness of basic economic concept s.3.1 Demonstrate an awareness of uses of money. LL22;

3.2Demonstrate an understanding of the process of buyi ng and selling during play by using props related to buying and selling the way t hey typically are used by adults. LL22;

3.3 Express wants and needs.


CC 1

Develop an appreciation for music and participate i n music and movement activities that represent a variety of the cultures and the ho me languages of the children in the classroom.

4.1 Express thoughts and feelings through movement and musical activities. LL45; LL55; P12; P20; P23;

4.2Participate in different types of music activities, including songs, finger plays, and playing instruments. LL14; LL30; LL55;

4.3Use instruments, other objects and/or their bodies to imitate and produce more complex beat and rhythm patterns. LL55;

4.4 Describe changes in tone, melody, rhythm, and tempo .

4.5Use instruments, props, and body creatively to expr ess self through music and movement. LL55; M22; M50; P20;




CC 2Develop an appreciation for visual arts from differ ent culture and create various forms of visual arts.

4.1Observe and/or describe what they like and do not l ike about various forms of art and how it makes them feel. LL57; M45; P30; P31;

4.2Describe specific elements of a piece of art (e.g., texture, use of colors, line, perspective, position of objects included). LL57; M45; P30; P31;

4.3Create artistic works that reflect thoughts, feelin gs, experiences, or knowledge using different materials, tools and techniques. LL57; M45; P30; P31;


4.1Experience, respond to, and engage in a variety of dramatic performances (e.g., puppetry, story-telling, dance, plays, pantomime, t heater). LL06; M63;

4.2 Role play or use puppets to act out stories or play a character. LL06; M63; 4.3 Represent fantasy and real-life experiences through pretend play. LL06; M36; 4.4 Use objects to represent other objects. LL06; M36;

Mathematics


4.1 Verbally count by ones to 20. M02; M04; M11; M37; M39; M79;

4.2 Count forward from a given number between 1 and 10, and count backward from 5. M02; M04; M11; M37; M39; M79;

4.3Understand that the last number named tells the num ber of objects counted for a set of 10 or fewer objects.


4.4 Count out a specified number of objects from a s et of 10 or fewer objects when asked.M01; M02; M04; M05; M06; M11; M13; M16; M19; M22; M39; M61; M78;

4.5 Identify written numerals 0-10 in the everyday e nvironment.LL24; LL35; LL49; LL51; M04; M11; M13; M37; M41; M63; M78; M79;

4.6With prompting and support, match a number of objec ts with the correct written numeral from 0 – 10.

LL24; LL35; LL36; LL49; LL51; M04; M13; M37; M41; M63; M66; M78;

4.7 Compare sets of objects using same/different and more/less/ fewer.M01; M02; M04; M05; M06; M11; M13; M16; M19; M22; M39; M61;

4.8 Identify an object’s or person’s position as fir st or last.LL36; M08; M10; M15; M24; M29; M33; M43; M54; M64; M65; M71; M73; M75;

CM 2 Understand basic patterns, concepts, and operat ions.4.1 Recognize, copy, and extend patterns. M14; M35; M38; M40; M45; P02;





LL28; M02; M03; M05; M06; M11; M15; M25; M31; M39; M48; M58;

4.3Use concrete objects to demonstrate simple addition and subtraction problems that total 6 or fewer. M16; M19; M22; M59; M61; M63;

4.4Model and act out story problems, physically or wit h objects, to solve whole number problems with sums less than or equal to 6. M16; M22; M63;

CM 3Understand attributes and relative properties of ob jects as related to size, capacity, and area.

4.1Describe measurable attributes (length and weight) of objects and materials, using comparative words.

LL36; LL38; M07; M09; M10; M12; M15; M24; M26; M27; M28; M29; M32; M33; M44; M49; M62; M66;

4.2 Put up to six objects in order by length (seriate). M09; M10; M12; M44; M62;

4.3Identify/name simple measurement tools and describe what they are used for (e.g., ruler measures length, scale measures weight).

LL24; LL36; LL38; M07; M08; M09; M10; M15; M24; M26; M27; M28; M29; M32; M33; M43; M49; M52; M53; M54; M57; M62; M64; M65; M66; M69; M70; M71; M72; M73; M74; M75; M76; P03;

4.4Participate in measurement activities using standar d measurement tools to measure the length and weight of objects and materials (rul er, scale, measuring cup).


CM 4Understand shapes, their properties, and how object s are related to one another in space.

4.1Identify and name at least the four basic shapes (r ectangles, squares, circles, and triangles) when presented using different sizes and in different orientations. M20; M21; M23; M30; M42; M47; M50; M58; M61;

4.2Describe and name attributes of four basic shapes ( e.g., a square has four equal sides, a circle is round). M20; M21; M23; M30; M42; M47; M50; M58; M61;

4.3 Copy or replicate one or two dimensional shapes usi ng a variety of materials. M21; M42; M47; M50;

4.4

Combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take t wo halves of a rectangle apart and recognize that pieces are two other shapes). M21; M23; M42; M47;

4.5Use and understand positions of objects, self and o ther people in space, including in/on, over/under, up/down, inside/outside, beside/ between, and in front/behind. M01; M23; M36; M51; M55; M56;




Science

CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observations, explain observations, and draw c onclusions).

4.1Use all five senses to observe, collect information , describe observations, classify based on observations, and form conclusions about w hat is observed. LL45; LL63; M07; M18;

4.2Use equipment and tools to gather information and e xtend sensory observations of living things, objects, materials, changes that tak e place and relationships. LL21; M49;

4.3Show an understanding of cause and effect relations hips and use this understanding to predict what will happen as a result of an actio n and to solve simple problems. M07; M18;

4.4

Use prior knowledge and experiences to generate que stions, hypothesize, predict, and draw conclusions about living creatures, object s, materials and changes observed in the environment. LL63; M07; M18; M32; M49;

4.5 Conduct simple scientific experiments. M07; M18; M32; M49;

4.6Collect, interpret, and communicate data and findin gs from observations and experiments verbally and/or in written formats. LL63; M07; M18; M32; M49;

4.7With prompting and support, use scientific vocabula ry words to describe steps in the scientific process (e.g., “observation,” “experimen t,” “hypothesis,” “conclusion”). LL43; LL45;

CS 2Acquire scientific knowledge related to physical sc ience (properties of objects and materials).

4.1

With prompting and sup - port, observe and describe the properties of objects and materials and how they can be combined or can chang e from one form to another (solids, liquids, and gases).

LL15; LL38; LL45; M03; M07; M15; M18; M24; M43; M52; M54; M66; M72; M76; P30;

4.2 Explore and use simple tools and machines (e.g., hammers, levers, pulleys, ramps).LL21; LL24; LL37; LL38; LL51; M08; M28; M43; M49; M67; M75; M76;

4.3Explore and describe sources of energy such as ligh ts, bells and other sources of sound. M07;

4.4Experiment with balls, toys and other objects to se e which objects move faster, what conditions make them move faster and what makes the m move slower. M18; M26; P04; P05; P19; P25;

CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).4.1 Explore, observe, and describe a variety of living creatures and plants.

4.2Classify living creatures and plants into categorie s according to at least one characteristic. LL09;




4.3Carry out classroom routines to care for living cre atures and/or plants with limited direction from adults (e.g., feed the fish or hamst er, water plants in the classroom).

4.4Describe and follow guidelines for how to interact with living creatures appropriately (e.g., hold the hamster gently, observe the fish wi thout tapping the fish bowl).

4.5 Describe plants’ and living creatures’ life cycles.4.6 Use basic vocabulary to name and describe plants an d living creatures.

4.7Use basic vocabulary to describe similarities and d ifferences between living creatures and plants.

CS 4Acquire scientific knowledge related to earth scien ce (properties of the earth and objects in the sky).

4.1 Compare, and contrast seasonal changes where they l ive.4.2 Describe the types of clothing needed for different seasons.

4.3Describe the current weather and how weather condit ions can change from day to day.

4.4 Describe major features of the earth and sky, an d how they change from night to day.

Social StudiesCSS 1


4.1 Describe events, activities, and people from the past using appropriate vocabulary. LL33; LL59; M60;

4.2Initiate conversations about familiar places, peopl e, and/ or events from the past (e.g., where they lived previously, what they did during s ummer vacation, etc.). LL33; LL59; M60;


4.1Identify similarities/ differences between students , their families, and classroom members with those of the past. M01;

4.2 Identify and name some local, state, and national s ymbols.4.3 Describe familiar elements of the local community a nd culture.4.4 Describe local, state, and national cultural events , celebrations, and holidays.CSS 3 Develop an awareness of geographic locations, maps , and landforms.




4.1Demonstrate geographic knowledge of the geographic features of the classroom and community.

4.2Create representations of places, landforms, and ro ads he/she has seen through drawings and play activities. LL39; LL45; LL58;


4.4Use a simple map to find specific locations within a familiar environment (e.g., areas within the classroom).

4.5

With guidance and support, create a simple drawing that shows the relative location of specific objects and/or features in a familiar e nvironment such as a classroom or playground. LL39; LL45; LL58;

4.6Demonstrate care of the environment through activit ies (e.g., throwing away trash, recycling, planting trees, and putting out bird fee ders).

4.7 Participate in daily clean-up activities. SE12; SE20; CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.

4.1 Explore music, dance, dress, foods, and traditio ns of own family and other cultures.4.2 Discuss shelters/homes in various geographic region s.CSS 5

Develop an awareness of the importance of rules and responsibilities within their community and the actions/behaviors necessary for e ffective citizenship.

4.1 Recognize their responsibility as a member of a family and classroom.SE02; SE08; SE09; SE11; SE12; SE20; SE21; SE26;

4.2Independently carry out specific responsibilities i n the classroom (e.g., cleaning up, checking the temperature outside for the group, han ding out snack, etc.). SE02; SE09; SE12; SE20;

4.3 Follow rules that have been established.SE01; SE08; SE09; SE11; SE13; SE15; SE16; SE20; SE22; SE23;

4.4Participate in conversations about the importance o f rules/ consequences, rights of self, and rights of others. SE01; SE08; SE09; SE11; SE13; SE23;

4.5 Identify workers and their roles as citizens within the community.CSS 6 Demonstrate an awareness of basic economic concept s.4.1 Demonstrate awareness of the purpose of money throu gh play activities. LL22; 4.2 Demonstrate the role of buyers and sellers in play activities. LL22; 4.3 Participate in conversations about wants and needs.



# State Text Book Discussion Cards



3.1 Demonstrate eagerness to learn through play and exp loring the environment.3.2 Complete a range of simple tasks on their own.


3.1Maintain focus on objects and activities of interes t while other activities are going on in the environment.

3.2 Maintain focus on a complex activity with adult sup port.



AL 3 Recognize, understand, and analyze a problem an d draw on knowledge or experience to seek solutions .3.1 Experiment to see if the same actions have similar effects on different objects.3.2 Remember and apply previously learned information t o a familiar object, task or situation.3.3 Use a variety of strategies to solve a problem when the first try is unsuccessful.3.4 Ask adults for help on tasks, if needed.


3.1 Express unique ideas in both language and use of ob jects in a variety of situations.

3.2 Ask more complex questions for clarification and to seek meaningful information.

BDC03; BDC04; BDC05; BDC06; BDC07; BDC08; BDC09; BDC10; BDC11; BDC12; BDC13; BDC14; BDC15; BDC16; BDC17; BDC18; BDC19; BDC20; BDC21; BDC22; BDC23; BDC24;






4.1 Show curiosity, interest and a willingness to learn new things and try new experiences.4.2 Choose a multi-step task and complete it on their o wn.

Attention, Engagement, and PersistenceAL 2 Demonstrate attention, engagement, and persistence in learning.4.1 Stay engaged with others, objects, and activities d espite interruptions or disruption.

4.2 Maintain attention in child- initiated and adult - directed activities despite distractions and int erruptions.4.3 Plan and complete tasks and activities.


AL 3 Recognize, understand, and analyze a problem an d draw on knowledge or experience to seek solutions .


4.1 Identify and understand cause and effect relationsh ips.4.2 Apply prior knowledge and experiences to learn new skills during play.

4.3Use a variety of strategies to investigate possible solutions, to accomplish a task, or to solve a problem.

4.4 Make specific request for help from both peers and adults as needed.


4.1Express unique ideas and approach tasks and experie nces with flexibility, imagination and inventiveness.




4.2 Gather information and ask complex questions in order to understand a new or familiar concept.


Motor Skills and Physical FitnessThree-Year-Olds


3.1 Use arms and legs for balance and motor control when walking, jumping, throwing and climbing.

3.2Use arms and legs for balance and motor control usi ng objects and equipment for a wide range of physical activities.

PM 2 Develop small muscle control and coordination.3.1 Use hands, fingers, and wrists for a wide variety o f tasks and activities.

3.2Coordinate eye and hand movements to accomplish sim ple tasks (e.g., using utensils for eating, putting puzzles together, stringing large beads, us ing a crayon).

PM 3 Participate in a variety of physical activities to enhance strength and stamina.3.1 Seek out a variety of physical activities such as g ames and indoor/outdoor play.

3.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, climbing, kicking or throwing a ball).

Health and Hygiene

PM 4 Develop appropriate health and hygiene skills.3.1 Identify foods (real or pictures) that are healthy and less healthy for the body.3.2 Select from a variety of healthy foods that are off ered.3.3 Carry out most personal care routines with minimal adult guidance and assistance.3.4 Sleep or rest for a sufficient amount of time to su pport healthy development of their body.

Safety





3.1 Identify and avoid potentially harmful objects, substances, or situations or behaviors with supervi sion. BDC15; 3.2 State safety rules and follow them with guidance fr om adults. BDC15;



4.1 Use the whole body for balance and motor control when walking, jumping, throwing and climbing.

4.2Use the whole body for balance and motor control us ing objects and equipment for a wide range of physical activities.


4.1Use hands, fingers, and wrists to manipulate large and small objects with strength and good control of small muscles.

4.2Coordinate eye and hand movements to perform comple x tasks (dressing and undressing) or to use everyday tools (e.g., pitchers for pouring or sciss ors for cutting along a line).


4.1Initiate and engage in a variety of physical activi ties including games, exercises, and play that enha nce physical fitness.

4.2Demonstrate strength and stamina that allow for par ticipation in rigorous activities (e.g., running, climbing, kicking or throwing a ball).

Health and Hygiene

PM 4 Develop appropriate health and hygiene skills.4.1 Identify different foods and the corresponding food group according to “My Plate”.4.2 Give a simple explanation as to why a particular fo od is healthy or unhealthy.4.3 Exhibit good hygiene habits and manage age- appropr iate personal care routines on own.4.4 Get sufficient sleep and rest to support healthy de velopment of their body.

Safety





4.1Identify and alert others of potentially hazardous objects, substances, behaviors, and/or situations ( that may appear in the child’s environment) with supervi sion. BDC15;

4.2

Demonstrate and communicate a basic understanding o f health and safety rules and respond appropriately to harmful or unsafe situations (e.g. , hold an adult’s hand when crossing the street, do n’t touch a hot stove, etc.). BDC15;


LL 1 Comprehend or understand and use language.3.1 Follow two-step directions.3.2 Demonstrate understanding of simple questions and r equests.3.3 Answer some simple “who”, “what” and “where” questi ons.3.4 Listen and respond attentively to simple conversati ons.3.5 Use phrases and/or simple sentences and questions.3.6 Ask “why” questions.3.7 With prompting and support, act out familiar storie s, rhymes and fingerplays. BDC04; BDC05;

3.8Use phrases and/or simple sentences that convey a c omplete thought, “Tommy ate the cookie,” that is easily understood by family and most people outside the home.

3.9 Ask questions that may incorporate expanding vocabu lary.


3.1With prompting and support, demonstrate understandi ng of simple concepts such as opposites and positions.

3.2Demonstrate an understanding of and begin using som e new vocabulary introduced through conversations, activities, or listening to texts re ad aloud.

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.3.1 Find a specific book by looking at the cover.3.2 Identify the front cover of a book.3.3 Hold book properly and look at pages of a book from left to right, pretending to read.3.4 Imitate teacher reading a story. BDC04;

3.5With prompting and support, demonstrate and underst and that people write stories and draw pictures in books.



# State Text Book Discussion Cards3.6 Shows an interest in illustrations.LL 4 Comprehend stories and information from books and o ther print materials.

3.1 Answer simple questions about print that has bee n read aloud several times.


3.2 Retell a simple story with pictures or other props to use as prompts. BDC04; BDC05;

3.3With prompting and support, identify characters fro m a story and information from an informational tex t read aloud.

BDC09; BDC15; BDC16; BDC17; BDC18; BDC19; BDC20; BDC21; BDC22; BDC23; BDC24;

3.4 With prompting and support, talk about unknown v ocabulary words in a text or story read aloud.


3.5Distinguish between real objects and play objects ( e.g. distinguish between a real apple and a toy apple).

3.6 Use pictures and illustrations of a text to tell a story. BDC04; BDC05;

3.7 With prompting and support, talk about or draw a character, setting, event, or idea in a text read aloud.





3.8 Demonstrate understanding of what will happen ne xt in familiar stories.


Foundational SkillsLL 5 Demonstrate understanding of the organization and b asic features of print.

3.1With prompting and support, track across a page or along printed words from top to bottom and left to right.

3.2 Identify name on personal property.

3.3 With prompting and support, demonstrate an under standing that letters are combined to make words.

3.4Name at least 10 of the 52 upper- and lower-case le tters of the alphabet (any combination of upper- an d lower-case letters).


LL 6 Demonstrate understanding of different units of sound in language (words, syllables, phonemes).

3.1With prompting and support, recognize matching soun ds and rhymes in familiar words or words in songs.

3.2With prompting and support, segment a spoken senten ce into the individual words using actions (e.g., clap or stomp for each word).

3.3 With prompting and support, show an awareness of be ginning sounds in words.

3.4With prompting and support, attend to activities or word play that emphasizes beginning sounds in words.

3.5 Engage in word play activities in songs and rhymes.

Writing


3.1 Experiment with a variety of writing tools, materia ls, and surfaces.3.2 Use early stages of writing to form shapes and lett er-like symbols to convey ideas.3.3 Engage in tactile experiences creating letters and other forms.3.4 Imitate marks made by adult or older child (approxi mations).



# State Text Book Discussion Cards3.5 Describe picture and/ or dictate story to caretaker .

3.6With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., lea rning games).



4.1Listen and respond to questions about print read al oud or information presented orally or through other media, including music and videos.


4.2 Listen and respond attentively to conversations.

4.3With guidance and support from adults, follow agree d upon rules for discussions (e.g. listening to others, and taking turns speaking about topics and print under discussion).

4.4Actively participate in role-playing, creative dram atics, fingerplays, nursery rhymes, and choral speaking.

4.5Speak audibly and use words, phrases, and/or senten ces to express a complete thought that can be clearly understood by most people.

4.6 Ask questions about a specific topic, activity, and /or text read aloud.


4.1 Demonstrate understanding of a variety of concep ts, such as opposites, positions, and comparisons.4.2 Use new vocabulary acquired through conversations, activities, or listening to texts read aloud.

Reading: Literature and Information in PrintLL 3 Develop an interest in books and their characterist ics.4.1 Demonstrates how books are read, such as front-to-b ack and one page at a time.4.2 With prompting and support, describe the role of th e author and illustrator of a text.LL 4 Comprehend stories and information from books and o ther print materials.




4.1 With prompting and support, ask and answer quest ions about print that is read aloud.


4.2 With prompting and support, retell parts of a favor ite story in sequence (first, next, and last). BDC04; BDC05;

4.3With prompting and support, identify characters and some events from a story and several pieces of information from a text read aloud.


4.4 With prompting and support, ask and answer quest ions about unknown words in a text read aloud.


4.5Listen to stories or text read aloud and use new vo cabulary words in follow-up conversations and activities.

4.6 Recognize that texts can be stories (make- believe) or real (give information).

4.7With prompting and support, describe what person, p lace, thing, or idea in the text an illustration depicts.





4.8With prompting and support, discuss basic similarit ies and differences in print read aloud, including characters, settings, events, and ideas.


4.9 Based on the title and/or pictures/ illustration s, predict what might happen in a story before it i s read.


Reading: Foundational SkillsLL 5 Demonstrate understanding of the organization and b asic features of print.4.1 With prompting and support, demonstrate that print is read left to right and top to bottom.

4.2 With limited guidance, track across a page or al ong printed words from top to bottom and left to ri ght.


4.4With prompting and support, identify various featur es in print (e.g., words, spaces, punctuation, and some upper- and lower-case letters).

4.5 Name at least 26 of the 52 upper-and/or lower-case letters of the alphabet.

LL 6 Demonstrate understanding of different units of sound in language (words, syllables, phonemes).4.1 With prompting and support, recognize and produce r hyming words.

4.2With prompting and support count, pronounce, blend, and segment syllables in spoken words using actions.

4.3 With prompting and support, orally blend onset and rime in single syllable spoken words.

4.4 Repeat alliteration during word play in order to recognize words with a common initial (first) soun d.

Writing





4.1 Use a variety of writing tools in an appropriate ma nner showing increasing muscular control.

4.2Use a combination of drawing, dictating, and/or wri ting in response to a text read aloud, or to tell a story about a life experience or event.

4.3With guidance and support from adults, participate in acts that promote the development skills associated with the use of digital tools (e.g., lea rning games).



3.1Sometimes recognize the feelings others are express ing and acts appropriately when others are happy, sad, angry or afraid (e.g., comforts a friend who g ets hurt). BDC08; BDC13;


3.3Demonstrate emerging awareness and respect for diff erences between people (culture, ethnicity, abilities, and disabilities). BDC14; BDC20;

3.4 Work or play cooperatively with other children with some direction from adults.3.5 Resolve conflict with peers by following suggestion s from an adult.3.6 Show affection for adults that care for him/her on a regular basis.3.7 Demonstrate interactions with a few adults who are less familiar.3.8 Occasionally play with the same one or two children for a short time.3.9 Describe one or two children as their friends.3.10 Join in with a small group of children.

Self-Concept and Self-EfficacySE 2 Develop positive self-identify and sense of belongi ng.3.1 Recognize self in terms of basic preferences, chara cteristics, and skills.


3.1 Demonstrate confidence in completing familiar tasks .3.2 Actively explore the environment and begin to try n ew experiences.3.3 Make choices between two or three options (e.g., ch ooses milk or juice).

Self-RegulationSE 4 Regulate own emotions and behavior.3.1 Recognize and name basic emotions (happy, mad, sad) in self.3.2 Express own ideas, interests, and feelings through words or actions.



# State Text Book Discussion CardsSE 5 Regulate attention, impulses, and behavior.3.1 With prompting and support, follow rules and routin es.

3.2 With prompting and support, respond appropriatel y during teacher-guided and child- initiated activi ties.3.3 Cooperate and begin to focus attention during teach er-guided and child- initiated activities.




4.1Recognize and respect the feelings, needs, and righ ts of others (e.g., using polite language, sharing with others). BDC14; BDC20;

4.2 Express empathy and sympathy for others.BDC03; BDC08; BDC11; BDC13; BDC17; BDC19; BDC20;

4.3 Demonstrate understanding of how one’s words and actions affect others.BDC03; BDC08; BDC11; BDC13; BDC17; BDC19; BDC20;

4.4Demonstrate awareness of and respect for difference s among people (culture, ethnicity, abilities, and disabilities). BDC14; BDC20;

4.5 Play cooperatively with small group of peers for a sustained time.4.6 Demonstrate cooperation with peers by sharing, taki ng turns, etc.4.7 Resolve conflict with peers on their own sometimes.4.8 Seek help from adults when in conflict with peer, i f needed.

4.9Demonstrate positive relationships by seeking out t rusted adults for emotional support, physical assistance, social interaction, approval, and probl em-solving.

4.10 Develop and maintain positive relationships with pe ers.

Self-Concept and Self-EfficacySE 2 Develop positive self-identify and sense of belongi ng.4.1 Describe self, referring to characteristics, prefer ences, thoughts, and feelings.


4.1 Demonstrate confidence in range of abilities and ex press pride in accomplishments.4.2 Attempt new experiences with confidence.4.3 Make choices or decisions from a range of options.



# State Text Book Discussion CardsSelf-Regulation

SE 4 Regulate own emotions and behavior.4.1 Recognize and accurately label the feelings of self .4.2 Express basic feelings, needs, and wants in a manne r that is age-appropriate to the situation.SE 5 Regulate attention, impulses, and behavior.4.1 Follow rules and routines and adapt to changes in r ules and routines.

4.2Demonstrate control over impulsive behaviors and fo cus attention in various settings but sometimes require adult support and guidance.



CC 1Develop an appreciation for music and participate i n music and movement activities that represent a variety of the cultures and the home languages of t he children in the classroom.

3.1 Listen and respond to different types of music ( jazz, classical, country lullaby, etc.) through mov ement.3.2 Participate in songs and finger plays.

3.3Use instruments, sounds/ words, and/or their bodies to imitate or produce their own beat and/or rhythm.

3.4 Identify changes in tempo when listening to music.3.5 Replicate changes in tempo.3.6 Use instruments, props, and body to respond creativ ely to music.

CC 2 Develop an appreciation for visual arts from di fferent culture and create various forms of visual arts.3.1 With prompting and support, describe what they like and do not like about various forms of art.3.2 Describe general features (color, size, objects inc luded) of a piece of art work.

3.3Create artistic works with different types of art m aterials, tools and techniques through individual a nd group art activities.


3.1Observe and/or engage in a variety of dramatic perf ormances (e.g., puppetry, story-telling, dance, pla ys, theater).

3.2 With prompting and support, role play or use puppet s to act out stories.

3.3 Recreate real-life experiences (that may reflect their home culture or language) through pretend pl ay.3.4 Use one object to represent another object.




Mathematics


3.1 Verbally counts by ones to 10.3.2 With prompting and support, count up to 5 and then backwards from 5.3.3 Tell “how many” after counting a set of five or few er items (e.g., fingers, blocks, crayons).

3.4Counts one to five objects (actual objects or pictu res of objects) with one-to-one correspondence or when doing simple routines.

3.5 Identify some written numerals but not in sequence.3.6 With prompting and support, match four or five nume rals with the correct number of objects.3.7 Count two sets of objects and identify which set ha s more/ less/fewer.3.8 Identify an object or person as first.


3.1 Copy a simple repeating pattern (e.g., stringing beads, placing blocks in a row, clapping a rhythm) .

3.2

Sort and classify five or more objects by one featu re into two or more groups based on observable/ physical characteristics (e.g., group toy animals i nto piles of bears, cats, and dogs) and explain or label each group.

3.3Use objects to demonstrate adding and subtracting o f one or two objects to a group of objects that total 3 or fewer.

3.4Participate in songs, finger plays and stories that illustrate combining and taking away objects/ item s (e.g., Five Little Pumpkins, Anno’s Magic Seeds, On e More Bunny).

3.5Act out story problems, physically or with objects, to solve whole number problems with sums less than or equal to 3.


3.1Describe some measurable attributes (length and wei ght) of objects and materials (e.g. big/little, long/short, heavy/ not heavy).

3.2Compare the size or weight of more than two objects and describe which one is longer/taller/shorter/ heavier/lighter.

3.3 Identify/name simple measurement tools (e.g., ruler , measuring cup, and scale).

3.4Participate in measurement activities using standar d measurement tools (e.g., measure the length of their body, weigh an apple, or measure one cup of f lour during a cooking activity).




# State Text Book Discussion Cards3.1 Recognize basic shapes in the environment in two- a nd three-dimension forms.3.2 With prompting and support, name the attributes of two shapes.3.3 Create, simple shapes using objects or other materi als.

3.4Create representations of everyday objects by combi ning basic shapes (e.g., pictures, tangrams, or block structures to represent a house).

3.5

With prompting and support, combine (compose) or ta ke apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rectangle apart and recognize that pieces are two other shapes).

3.6Identify positions of objects, self and other peopl e in space (e.g., in/on, over/under, up/down, and inside/outside).

Science

CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observations, explain observations, and draw conclu sions).

3.1Use all five senses to observe living things, objec ts, materials, changes that take place, and relationships.

3.2Describe what they see, hear, and are able to touch in the environment and group materials/objects according to observed features.

3.3Use simple tools to investigate and gather informat ion on living things, objects, materials, and chang es that take place (e.g., magnifying glass, sifter, ma gnets).

3.4 Show an understanding of cause and effect relations hips that are observed immediately.

3.5With prompting and support, talk about cause and ef fect relationships that are not immediately observable (e.g., that a plant wilted because it wa s not watered).

3.6Ask why and how questions and offer ideas about liv ing creatures, objects, materials and changes they see, hear and/or feel.

3.7 Participate in simple scientific investigations.

3.8With prompting and support, talk about observations and results of simple experiments verbally and/or through drawings or graphs.

3.9With prompting and support, talk about the meaning of words that are related to the scientific process (e.g., “observation,” “experiment").


3.1

With prompting and support, observe and describe pr operties of objects and materials, and how objects and materials can be combined or can change from one form to another (e.g., ice melting to a liquid). BDC07;

3.2 Explore and use simple tools and machines (e.g., ha mmers, levers, pulleys, ramps, etc.).

3.3With prompting and support, observe and talk about sources of energy and how they affect objects and materials (e.g., lights, bells and other sources of sound, etc.).




3.4Watch how balls, toys and other objects move and us e different strategies to change their speed of motion.

CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).

3.1 With prompting and support, explore, observe, an d describe a variety of living creatures and plants . BDC09;

3.2Sort living creatures and plants according to at le ast one characteristic (e.g., size, four-legged ani mals, hard/soft, etc.). BDC09;

3.3Care for living creatures and/or plants with some d irection from adults (e.g., feed the fish or hamste r, water plants in the classroom). BDC09; BDC15;

3.4Follow adults’ guidance on how to act appropriately with living creatures (e.g., hold the hamster gent ly, observe the fish without tapping the fish bowl). BDC09; BDC15;

3.5Observe very young plants or living creatures over an extended period of time and describe how the plant/living creature changes. BDC09;

3.6 Use basic vocabulary for plants, animals, and hu mans (e.g. some names of parts, characteristics). BDC09;

CS 4 Acquire scientific knowledge related to earth s cience (properties of the earth and objects in the sky).

3.1Describe common weather conditions of the current s eason and how they compare to other seasons where they live (e.g., summer is hot, winter is coo ler).

3.2 Name the types of clothing needed for different sea sons.3.3 Identify the characteristics of current weather con ditions.3.4 Describe objects found in the day or night time sky .3.5 Talk about how the sky changes from night to day. BDC23;

Social StudiesCSS 1


3.1Use words to describe events or activities that hap pened at an earlier time (e.g., “after we had snack ” or “last night”). BDC09; BDC24;

3.2 Remember familiar people even though they may not h ave seen them for a while.3.3 Describe the sequence of daily routines.

3.4Participate in conversations about familiar people and/or events from the recent past (e.g., what the class did earlier in the day or week).





3.1Look at pictures of self or a family member, caregi ver, or peer from the recent past and recognize the person even though she/he looks different from what she/he looks like in the present.

3.2With prompting and support, identify symbolic objec ts and pictures of local, state, and/or national symbols such as the American flag or bald eagle. BDC14;

3.3Recognize familiar aspects of community/cultural sy mbols in books (e.g., Grandma’s Gumbo) and songs (e.g., Alligator). BDC14;

3.4 Participate in and talk about local cultural events , holidays and/or celebrations. BDC14; CSS 3 Develop an awareness of geographic locations, maps , and landforms.3.1 Participate in walks and field trips to different p laces in the community. BDC08; BDC14; 3.2 Describe familiar places such as the home, center/ family day home, etc.3.3 Describe the location of items/areas in the classro om and places in home and community.3.4 Draw or use blocks or other materials to represent places or things he/she has seen.3.5 Recognize and name a map and a globe.3.6 Look at a simple map and find various features/part s of the map with support and guidance.

3.7Participate in conversations about how people can t ake care of the natural environment through activities (e.g., throwing away trash, recycling, p lanting trees, and putting out bird feeders). BDC09; BDC15;

3.8 Identify and use appropriate trash receptacles inde pendently. BDC15; 3.9 Participate in daily clean-up activities.CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.3.1 Participate in music, dance, and other traditions f rom various cultures. BDC14; 3.2 Show and talk about objects, food, and customs from own family or culture.3.3 Identify homes that are similar to and/or different from own home. BDC14; 3.4 With prompting and support, describe pictures of sh elters/homes in other geographic regions. BDC14; 3.5 Identify the characteristics of one’s own home.CSS 5


3.1 Describe classroom and/or home responsibilities (e. g., “I pick up toys” or “I set the table.”).

3.2With prompting from adult, carry out routines and r esponsibilities in the classroom (e.g., cleaning up , care of plants and/or animals, setting out snack).

3.3 Follow many rules with little support.3.4 Identify rules that are used at home or in the clas sroom.3.5 Tell why rules are important.



# State Text Book Discussion Cards3.6 Describe the roles of various familiar community he lpers/workers. BDC08; BDC14; 3.7 Imitate the roles of familiar community workers. BDC08; BDC14; CSS 6 Demonstrate an awareness of basic economic concept s.3.1 Demonstrate an awareness of uses of money. BDC08; BDC14;

3.2Demonstrate an understanding of the process of buyi ng and selling during play by using props related to buying and selling the way they typically are us ed by adults. BDC08; BDC14;

3.3 Express wants and needs. BDC08; BDC14; BDC20;


CC 1Develop an appreciation for music and participate i n music and movement activities that represent a variety of the cultures and the home languages of t he children in the classroom.

4.1 Express thoughts and feelings through movement and musical activities.

4.2 Participate in different types of music activiti es, including songs, finger plays, and playing inst ruments.

4.3Use instruments, other objects and/or their bodies to imitate and produce more complex beat and rhythm patterns.

4.4 Describe changes in tone, melody, rhythm, and tempo .4.5 Use instruments, props, and body creatively to expr ess self through music and movement.

CC 2 Develop an appreciation for visual arts from di fferent culture and create various forms of visual arts.

4.1Observe and/or describe what they like and do not l ike about various forms of art and how it makes them feel.

4.2Describe specific elements of a piece of art (e.g., texture, use of colors, line, perspective, positio n of objects included).

4.3Create artistic works that reflect thoughts, feelin gs, experiences, or knowledge using different materials, tools and techniques.


4.1Experience, respond to, and engage in a variety of dramatic performances (e.g., puppetry, story-tellin g, dance, plays, pantomime, theater).

4.2 Role play or use puppets to act out stories or play a character.4.3 Represent fantasy and real-life experiences through pretend play.4.4 Use objects to represent other objects.

Mathematics





4.1 Verbally count by ones to 20.4.2 Count forward from a given number between 1 and 10, and count backward from 5.

4.3Understand that the last number named tells the num ber of objects counted for a set of 10 or fewer objects.

4.4 Count out a specified number of objects from a set of 10 or fewer objects when asked.4.5 Identify written numerals 0-10 in the everyday envi ronment.

4.6 With prompting and support, match a number of ob jects with the correct written numeral from 0 – 10.4.7 Compare sets of objects using same/different and mo re/less/ fewer.4.8 Identify an object’s or person’s position as first or last.

CM 2 Understand basic patterns, concepts, and operat ions.4.1 Recognize, copy, and extend patterns.


4.3 Use concrete objects to demonstrate simple addit ion and subtraction problems that total 6 or fewer.

4.4Model and act out story problems, physically or wit h objects, to solve whole number problems with sums less than or equal to 6.


4.1 Describe measurable attributes (length and weigh t) of objects and materials, using comparative word s.4.2 Put up to six objects in order by length (seriate).

4.3Identify/name simple measurement tools and describe what they are used for (e.g., ruler measures length, scale measures weight).

4.4Participate in measurement activities using standar d measurement tools to measure the length and weight of objects and materials (ruler, scale, meas uring cup).


4.1Identify and name at least the four basic shapes (r ectangles, squares, circles, and triangles) when presented using different sizes and in different or ientations.

4.2Describe and name attributes of four basic shapes ( e.g., a square has four equal sides, a circle is round).



# State Text Book Discussion Cards4.3 Copy or replicate one or two dimensional shapes usi ng a variety of materials.

4.4

Combine (compose) or take apart (decompose) shapes to make other shape(s) (e.g., put two triangles together to make a square, take two halves of a rec tangle apart and recognize that pieces are two othe r shapes).

4.5Use and understand positions of objects, self and o ther people in space, including in/on, over/under, up/down, inside/outside, beside/between, and in fro nt/behind.

Science

CS 1Develop the ability to carry out the scientific inq uiry process (ask questions, predict, make observations, explain observations, and draw conclu sions).

4.1Use all five senses to observe, collect information , describe observations, classify based on observations, and form conclusions about what is ob served.

4.2Use equipment and tools to gather information and e xtend sensory observations of living things, objects, materials, changes that take place and rel ationships.

4.3Show an understanding of cause and effect relations hips and use this understanding to predict what will happen as a result of an action and to solve s imple problems.

4.4Use prior knowledge and experiences to generate que stions, hypothesize, predict, and draw conclusions about living creatures, objects, materi als and changes observed in the environment.

4.5 Conduct simple scientific experiments.

4.6Collect, interpret, and communicate data and findin gs from observations and experiments verbally and/or in written formats.

4.7With prompting and support, use scientific vocabula ry words to describe steps in the scientific proces s (e.g., “observation,” “experiment,” “hypothesis,” “ conclusion”).


4.1With prompting and sup - port, observe and describe the properties of objects and materials and how they can be combined or can change from one form to another (solids, liquids, and gases). BDC07;

4.2 Explore and use simple tools and machines (e.g., ha mmers, levers, pulleys, ramps).4.3 Explore and describe sources of energy such as ligh ts, bells and other sources of sound.

4.4Experiment with balls, toys and other objects to se e which objects move faster, what conditions make them move faster and what makes them move slower.

CS 3 Acquire scientific knowledge related to life scienc e (properties of living things).4.1 Explore, observe, and describe a variety of living creatures and plants. BDC09; BDC22; 4.2 Classify living creatures and plants into categorie s according to at least one characteristic. BDC09;

4.3Carry out classroom routines to care for living cre atures and/or plants with limited direction from ad ults (e.g., feed the fish or hamster, water plants in th e classroom). BDC15;




4.4Describe and follow guidelines for how to interact with living creatures appropriately (e.g., hold the hamster gently, observe the fish without tapping th e fish bowl). BDC09; BDC15;

4.5 Describe plants’ and living creatures’ life cycles. BDC09; 4.6 Use basic vocabulary to name and describe plants an d living creatures. BDC09;

4.7 Use basic vocabulary to describe similarities an d differences between living creatures and plants. BDC09;

CS 4 Acquire scientific knowledge related to earth s cience (properties of the earth and objects in the sky).4.1 Compare, and contrast seasonal changes where they l ive.4.2 Describe the types of clothing needed for different seasons.4.3 Describe the current weather and how weather condit ions can change from day to day.4.4 Describe major features of the earth and sky, and h ow they change from night to day. BDC23;

Social StudiesCSS 1


4.1 Describe events, activities, and people from the pa st using appropriate vocabulary. BDC09; BDC24;

4.2Initiate conversations about familiar places, peopl e, and/ or events from the past (e.g., where they l ived previously, what they did during summer vacation, e tc.). BDC09; BDC24;


4.1Identify similarities/ differences between students , their families, and classroom members with those of the past. BDC14; BDC24;

4.2 Identify and name some local, state, and national s ymbols. BDC14; 4.3 Describe familiar elements of the local community a nd culture. BDC14; 4.4 Describe local, state, and national cultural events , celebrations, and holidays. BDC14; CSS 3 Develop an awareness of geographic locations, maps , and landforms.

4.1 Demonstrate geographic knowledge of the geograph ic features of the classroom and community.

4.2Create representations of places, landforms, and ro ads he/she has seen through drawings and play activities.


4.4Use a simple map to find specific locations within a familiar environment (e.g., areas within the classroom).

4.5With guidance and support, create a simple drawing that shows the relative location of specific object s and/or features in a familiar environment such as a classroom or playground.




4.6Demonstrate care of the environment through activit ies (e.g., throwing away trash, recycling, planting trees, and putting out bird feeders). BDC09; BDC15;

4.7 Participate in daily clean-up activities.CSS 4 Demonstrate awareness of culture and other charact eristics of groups of people.4.1 Explore music, dance, dress, foods, and traditions of own family and other cultures. BDC14; BDC20; 4.2 Discuss shelters/homes in various geographic region s. BDC14; CSS 5


4.1 Recognize their responsibility as a member of a fam ily and classroom.

4.2Independently carry out specific responsibilities i n the classroom (e.g., cleaning up, checking the temperature outside for the group, handing out snac k, etc.).

4.3 Follow rules that have been established.

4.4Participate in conversations about the importance o f rules/ consequences, rights of self, and rights o f others.

4.5 Identify workers and their roles as citizens within the community. BDC08; BDC14; CSS 6 Demonstrate an awareness of basic economic concept s.4.1 Demonstrate awareness of the purpose of money throu gh play activities.4.2 Demonstrate the role of buyers and sellers in play activities.4.3 Participate in conversations about wants and needs. BDC08; BDC14; BDC20;


Documents

Alignment of The Creative Curriculum - Teaching Strategies, LLC. · 2013-12-12 · Alignment of The Creative Curriculum ® for Preschool with Louisiana's Birth to Five Early Learning