Opening the World of Learning™ (OWL)assets.pearsonschool.com/correlations/TX_OWL_PreK.pdf · 2016-06-10 · LL LS.05. Listens with increasing attention during group time and story

Opening the World of Learning™ (OWL)

correlated to

Texas Prekindergarten Curriculum Guidelines

Correlation of Texas Prekindergarten Curriculum Guidelines to Opening the World of Learning ™ (OWL)

*LL=Language and Literacy, SI=Social Development, MA=Mathematics, SC=Science, SS=Social Studies, AR=The Arts, PD=Physical Development **For a complete list of sub-domains, see pp. 28-40 in Opening the World of Learning Program Guide.

Language and Early Literacy Development (1) Li s ten ing Co mprehension

Prekindergarten-aged children are able to comprehend what they hear in conversations and in stories read aloud with increasing accuracy, though three-year-old children may respond in single words or brief phrases to some questions, especially “why,” “how,” and “when” questions. Children demonstrate understanding through their questions, comments, and actions. Prekindergarten children in English as Second Language (ESL) settings listen purposefully to English-speaking teachers and peers to gather information about their new language.

Opening the World of Learnin g ™ Scope of Ski ll s Texas Prekindergarten

Curriculum G uidel ines Domain * Sub-Domain * *

LL LS.01. Responds to own name and requests for action or information

LL LS.05. Listens with increasing attention during group time and story time · listens with increasing attention

LL LS.06. Listens to/attends to a variety of genres read aloud (stories, songs, rhymes, poems, and expository text)

LL LS.01. Responds to own name and requests for action or information

· listens for different purposes (e.g., to learn what happened in a story, to receive instructions, to converse with an adult or a peer LL LS.05. Listens with increasing attention during group time and story time

LL LS.02. Follows two-step directions · understands and follows simple oral directions

LL LS.09. Shows a steady increase in understanding more complex language structures

· enjoys listening to and responding to books LL LS.05. Listens with increasing attention during group time and story time

LL LS.03. Listens to/attends to several turns in a conversation

LL LS.04. Responds to verbal cues from a partner in dramatic play · listens to and engages in several exchanges of conversations with others

LL LS.10. Includes two or more events from the past while talking about or dictating personal stories

· listens to tapes and records, and shows understanding through gestures, actions, and/or language LL LS.07. Listens to/attends to stories, poems, rhymes, and songs on audiotapes, CDs, or computers

LL LS.08. Shows a steady increase in the number of words in their listening vocabulary · listens purposefully to English-speaking teachers and peers to gather information and shows some understanding of the new language being spoken by others (ESL). LL LS.05. Listens with increasing attention during group time and story time

(2) Speech Produc t ion and Speech Discr i mina t ion

Young children must learn to vocalize, pronounce, and discriminate the sounds and words of language. Although most children in prekindergarten can accurately perceive the difference between similar-sounding words, they continue to acquire new sounds and may mispronounce words quite often in their own speech. The ability to produce certain speech sounds such as /s/ and /r/ improves with age. Just as infants and toddlers develop control over the sounds of their first language, young children in ESL settings gradually learn to pronounce the sounds of the English language.



· perceives differences between similar sounding words (e.g., “coat” and “goat,” “three” and “free,” [Spanish] “juego” and “fuego”) LL SP.13. Says the words that complete rhymes, poems, or lines from stories, either individually or in a group

· produces speech sounds with increasing ease and accuracy LL SP.01. Speaks clearly using appropriate tone, inflection, and volume, so that words can be understood by peers and adults

· experiments with new language sounds LL SP.11. Refines and extends their understanding of known words in English and/or home language

LL SP.02. Communicates using verbal and non-verbal cues

LL SP.12. Uses new words as a part of their speaking vocabulary in meaningful ways · experiments with and demonstrates growing understanding of the sounds and intonation of the English language (ESL).

LL SP.15. Uses language while participating in dramatic play



(3) Vocabulary

Prekindergarten children experience rapid growth in their understanding of words and word meanings. Vocabulary knowledge reflects children’s previous experiences and growing knowledge of the world around them and is one of the most important predictors of later reading achievement. As children learn through experiences, they develop concepts, acquire new words, and increasingly refine their understanding of words they already know.


Curriculum G uidel ines Domain Purpose*

LL SP.05. Asks and answers questions and gives directions

LL SP.09. Uses multiple-word sentences or phrases with at least five words

LL SP.10. Uses a variety of sentence types with simple to increasingly complex structure · shows a steady increase in listening and speaking vocabulary

LL SP.14. Says new words and dialogue from stories

LL SP.03. Engages in conversation and uses language to enter into play situations

LL SP.04. Uses language to develop relationships

LL SP.06. Uses speech to communicate needs, wants, or thoughts

LL SP.07. Tells a personal narrative

· uses new vocabulary in everyday communication

LL SP.15. Uses language while participating in dramatic play

· refines and extends understanding of known words LL SP.14. Says new words and dialogue from stories

· attempts to communicate more than current vocabulary will allow, borrowing and extending words to create meaning LL SP.12. Uses new words as a part of their speaking vocabulary in meaningful ways

LL SP.11. Refines and extends their understanding of known words in English and/or home language · links new learning experiences and vocabulary to what is already known about a topic

LL SP.12. Uses new words as a part of their speaking vocabulary in meaningful ways

LL SP.12. Uses new words as a part of their speaking vocabulary in meaningful ways · increases listening vocabulary and begins to develop a vocabulary of object names and common phrases in English (ESL). LL SP.14. Says new words and dialogue from stories

(4) Verbal Express ion

Effective communication requires that children use their knowledge of vocabulary, grammar, and sense of audience to convey meaning. Three- and four-year-old children become increasingly adept at using language to express their needs and interests, to play and pretend, and to share ideas. Children’s use of invented words and the overgeneralization of language rules (for example, saying “foots” instead of “feet” or [Spanish]“yo no cabo” instead of “yo no quepo”) is a normal part of language acquisition. Second language learners in English-only prekindergarten settings may communicate nonverbally (e.g., through gestures) before they begin to produce words and phrases in English. The ESL accomplishments noted below represent a developmental sequence for second-language acquisition in young children.



LL SP.01. Speaks clearly using appropriate tone, inflection, and volume, so that words can be understood by peers and adults

LL SP.06. Uses speech to communicate needs, wants, or thoughts · uses language to express common routines and familiar scripts

LL SP.10. Uses a variety of sentence types with simple to increasingly complex structure

LL SP.07. Tells a personal narrative

· tells a simple personal narrative, focusing on favorite or most memorable parts LL PB.05. Makes up stories that follow basic story structure

· asks questions and makes comments related to the current topic of discussion LL SP.05. Asks and answers questions and gives directions



· begins to engage in conversation and follows conversational rules (e.g., staying on topic and taking turns) LL SP.03. Engages in conversation and uses language to enter into play situations

· begins to retell the sequence of a story LL CO.06. Relates events from familiar stories and books in sequence

· engages in various forms of nonverbal communication with those who do not speak his/her home language (ESL) LL SP.02. Communicates using verbal and non-verbal cues

· uses single words and simple phrases to communicate meaning in social situations (ESL) LL SP.03. Engages in conversation and uses language to enter into play situations

· attempts to use new vocabulary and grammar in speech (ESL). LL SP.14. Says new words and dialogue from stories

(5) Phonolog ical Awareness

Phonological awareness is an auditory skill that involves an understanding of the sounds of spoken words. It includes recognizing and producing rhymes, dividing words into syllables, and identifying words that have the same beginning, middle, or ending sounds. Phonological awareness represents a crucial step toward understanding that letters or groups of letters can represent phonemes or sounds (i.e., the alphabetic principle). This understanding is highly predictive of success in beginning reading. Some basic proficiency in English may be prerequisite to the development of phonological awareness in English for second-language learners.



LL PA.07. Blends syllables together to form a word

LL PA.08. Segments words into phonemes (up to four phonemes) · becomes increasingly sensitive to the sounds of spoken words

LL PA.09. Blends phonemes together to form a word

· begins to identify rhymes and rhyming sounds in familiar words, participates in rhyming games, and repeats rhyming songs and poems LL PA.03. Produces words that rhyme

· begins to attend to the beginning sounds in familiar words by identifying that the pronunciations of several words all begin the same way (e.g., “dog,” “dark,” and “dusty,” [Spanish] “casa,” “coche,” and “cuna” )

LL PA.04. Finds words with the same beginning sound

LL PA.05. Segments the beginning sounds in words · begins to break words into syllables or claps along with each syllable in a phrase

LL PA.06. Separates words into syllables

· begins to create and invent words by substituting one sound for another (e.g., bubblegum/gugglebum, [Spanish] calabaza/balacaza). LL PA.10. Substitutes one sound for another to create new words

(6) Prin t and Book Awareness

Through their daily experiences with reading and writing, prekindergarten children learn basic concepts about print and how it works. They learn that print carries meaning and can be used for different purposes. They begin to differentiate writing from other graphic symbols and recognize some of the common features of print (for example, that writing moves from left to right on a page and is divided into words).



· understands that letters are different from numbers LL LK.01. Knows that letters are different from numbers · understands that illustrations carry meaning but cannot be read LL PB.01. Begins to understand that pictures, print, and other symbols carry meaning

· understands that a book has a title and an author LL PB.06. Identifies the cover of a book and knows that the title, author, and illustrator of the book are on the cover

· begins to understand that print runs from left to right and top to bottom LL PB.07. Holds a book upright and turns its pages from front to back while reading or pretending to read

· begins to understand some basic print conventions (e.g., the concept that letters are grouped to form words and that words are separated by spaces) LL PB.02. Begins to understand the concept of a letter and a word as indicated by appropriate use of each term

· begins to recognize the association between spoken and written words by following the print as LL PB.07. Holds a book upright and turns its pages from front to back while reading or pretending to read



it is read aloud LL PB.08. Understands that letters represent sounds, they are formed in a particular way, and they go together to

make printed words

· understands that different text forms are used for different functions (e.g., lists for shopping, recipes for cooking, newspapers for learning about current events, letters and messages for interpersonal communication).

LL PB.03. Identifies different kinds of texts (e.g. recipes, menus, signs, newspapers, greeting cards, letters, storybooks, nonfiction books, lists, charts, poems)

(7) Let ter Knowledge and Early Word Recogni t i on

Letter knowledge is an essential component of learning to read and write. Knowing how letters function in writing and how these letters connect to the sounds children hear in words is crucial to children’s success in reading. Combined with phonological awareness, letter knowledge is the key to children’s understanding of the alphabetic principle. Children will use this sound/letter connection to begin to identify printed words.



LL LK.03. Names many uppercase letters · identifies 10 or more printed alphabet letters

LL LK.05. Finds specific letters in words in the environment (signs, book titles, and so on)

· begins to notice beginning letters in familiar words LL LK.10. Attempts to sound out words to spell them (i. e., can isolate first sound)

· begins to make some letter/sound matches LL LK.08. Makes statements such as “A is for acorn” or “B is for banana ”

· begins to identify some high-frequency words (age 4). LL LK.07. Recognizes several highly familiar words in the environment or in books

(8) Mot iva t ion to Read

Prekindergarten children benefit from classroom environments that associate reading with pleasure and enjoyment as well as learning and skill development. These early experiences will come to define their assumptions and expectations about becoming literate and influence their motivation to work toward learning to read and write.



· frequently requests the re-reading of books LL IR.04. Requests that favorite stories be read aloud

· attempts to read and write independently LL IR.03. Reads or pretends to read information books

· shares books and engages in pretend-reading with other children LL IR.02. Uses and shares books and other print in play

(9) Developing Knowledge of Li terary Forms

Exposure to storybooks and information books helps prekindergarten children become familiar with the language of books and story forms. Children develop concepts of story structure and knowledge about informational text structures, which influences how they understand, interpret, and link what they already know to new information.



LL IR.03. Reads or pretends to read information books · understands that books and other print resources (e.g., magazines, computer-based texts) are handled in specific ways LL CO.07. Uses own experiences to understand story events and expository text

LL CO.02. Predicts what will happen next in a story

LL CO.03. Names the main characters when asked, “Who is in this story?”

LL CO.06. Relates events from familiar stories and books in sequence · becomes increasingly familiar with narrative form and its elements by identifying characters and predicting events, plot, and the resolution of a story

LL CO.12. Displays understanding of typical ordering of story elements from Western literary traditions such as setting, events, climax, and resolution

· begins to predict what will happen next in a story LL CO.02. Predicts what will happen next in a story

· imitates the special language in storybooks and story dialogue, and uses it in retellings and dramatic play [(such as “Once upon a time…”)] LL CO.04. Retells a story by enacting roles in dramatic play or with puppets

· asks questions and makes comments about the information and events from books LL CO.05. Recalls some main events when asked, “What happens in this story?”



LL CO.11. Expresses the main idea of a story or other text in a way that shows increasing understanding

LL CO.07. Uses own experiences to understand story events and expository text

LL CO.08. Uses own experiences to understand characters' feelings and motivations · connects information and events in books to real-life experiences

LL CO.09. Uses and develops background knowledge to understand story events

LL CO.05. Recalls some main events when asked, “What happens in this story?”

LL CO.06. Relates events from familiar stories and books in sequence · begins to retell some sequences of events in stories

LL CO.13. Participates in dramatic play that is influenced by stories read or heard read aloud

· shows appreciation of repetitive language patterns. LL PA.01. Recites songs, rhymes, chants, and poems, and engages in language and word play

(10) Wri t ten Express ion

Prekindergarten-aged children generate hypotheses about how written language works and begin to explore the uses of writing for themselves. They also begin to ask adults to write signs and letters for them. Through these early writing experiences, young children develop initial understandings about the forms, features, and functions of written language. Over time, children’s writing attempts more closely approximate conventional writing.



· uses known letters and approximations of letters to represent written language (especially meaningful words like his/her name and phrases such as “I love you” or [Spanish] “ Te quiero”)

LL WR.04. Writes own name, using good approximations of s ome of the letters needed

· attempts to connect the sounds in a word with its letter forms LL WR.08. Experiments with making words by stringing letters together to look like words or by linking sounds in words to specific letter names

LL WR.06. Composes and dictates or writes messages

· understands that writing is used to communicate ideas and information LL WR.07. Indicates own writing or pretend writing conveys meaning

· attempts to use a variety of forms of writing (e.g., lists, messages, stories) LL WR.01. Writes for many purposes (signs, labels, stories, messages, and so on)

· begins to dictate words, phrases, and sentences to an adult recording on paper (e.g., “letter writing,” “storywriting”). LL WR.06. Composes and dictates or writes messages



Mathematics

(1) Number and Operat ions

Understanding the concept of number is fundamental to mathematics. Children come to school with rich and varied informal knowledge of number. A major goal is to build on this informal base toward more thorough understanding and skills. Children move from beginning to develop basic counting techniques in prekindergarten to later understanding number size, relationships, and operations.



MA NO.10. Arranges sets of objects in one-to-one correspondence · arranges sets of concrete objects in one-to-one correspondence

MA NO.13. Begins to organize objects, to count them, and to move them to keep track of objects counted

· counts by ones to 10 or higher MA NO.01. Says number names to at least 30

MA NO.07. Counts accurately up to ten objects in a set using one-to-one correspondence

MA NO.08. Knows that the last number named in a set also names the total number of objects in the set · counts concrete objects to five or higher

MA NO.13. Begins to organize objects, to count them, and to move them to keep track of objects counted

MA NO.03. Uses concrete objects to solve simple addition and subtraction problems using comparative language (more than, fewer than, same number of) · begins to compare the numbers of concrete objects using language (e.g., “same” or “equal,”

“one more,” “more than,” or “less than”)

MA NO.11. Compares sets using the numbers that represent the quantity of each set

MA NO.04. Uses concrete objects to understand how whole objects can be divided into parts · begins to demonstrate part of and whole with real objects (e.g., an orange)

MA NO.09. Uses sets of manipulatives to represent and break down small numbers

· begins to identify first and last in a series MA NO.02. Indicates the position of objects or people in a line (first, second, third) and refers to the order of steps in a process (first, second, third)

MA NO.05. Begins adding and subtracting to solve multi-step story problems using concrete objects

MA NO.06. Begins adding and subtracting to solve one-step story problems without using concrete objects MA NO.11. Compares sets using the numbers that represent the quantity of each set

· combines, separates, and names “how many” concrete objects.

MA NO.12. Uses concrete objects to begin to solve simple division problems

(2) Pat terns

Recognizing patterns and relationships among objects is an important component in children’s intellectual development. Children learn to organize their world by recognizing patterns and gradually begin to use patterns as a strategy for problem-solving, forming generalizations, and developing the concepts of number, operation, shape, and space. Pattern recognition is the first step in the development of algebraic thinking.





· imitates pattern sounds and physical movements (e.g., clap, stomp, clap, stomp,…) MA PN.05. Reproduces or extends simple patterns of concrete objects and/or repeating colors

· recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, blue, yellow, blue, blue) MA PN.01. Sorts objects into subgroups that vary by one or two attributes

MA PN.03. Distinguishes between patterns and non-patterns · begins to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing)

MA PN.04. Describes patterns and non-patterns

MA PN.02. Organizes and represents concrete data in a graph · begins to predict what comes next when patterns are extended.

MA PN.05. Reproduces or extends simple patterns of concrete objects and/or repeating colors

(3) Geometry and Spat ia l Sense

Geometry helps children systematically represent and describe their world. Children learn to name and recognize the properties of various shapes and figures, to use words that indicate direction, and to use spatial reasoning to analyze and solve problems.



MA GE.01. Recognizes and names basic geometric shapes · begins to recognize, describe, and name shapes (e.g., circles, triangles, rectangles—including squares)

MA GE.02. Describes features of basic geometric shapes

· begins to use words that indicate where things are in space (e.g., “beside,” “inside,” “behind,” “above,” “below”) MA GE.07. Uses appropriate positional terms to indicate where things are in space: positions, distances, order

· begins to recognize when a shape’s position or orientation has changed MA GE.06. Uses a model to complete a rotated geometric figure

· begins to investigate and predict the results of putting together two or more shapes MA GE.05. Uses tangram cards to compose shapes

MA GE.03. Uses classroom materials to create 2-D shapes (triangle, square) from a model · puts together puzzles of increasing complexity.

MA GE.04. Uses classroom materials to create 3-D shapes (tetrahedron, cube) from a model

(4) Measurement

Measurement is one of the most widely used applications of mathematics. Early learning experiences with measurement should focus on direct comparisons of objects. Children make decisions about size by looking, touching, and comparing objects directly while building language to express the size relationships.



MA ME.01. Measures length, widths, and amounts using nonstandard units (e.g., hands, blocks) · covers an area with shapes (e.g., tiles)

MA GE.05. Uses tangram cards to compose shapes

SI IS.07. Uses simple measurement tools in investigations · fills a shape with solids or liquids (e.g., ice cubes, water)

PD FM.01. Performs fine-motor tasks that require small-muscle strength and control

MA ME.02. Compares objects of the same or different lengths and weights · begins to make size comparisons between objects (e.g., taller than, smaller than)

MA ME.03. Uses comparative terms to describe the relative lengths and weights

MA ME.01. Measures length, widths, and amounts using nonstandard units (e.g., hands, blocks) · begins to use tools to imitate measuring

MA ME.05. Becomes familiar with standard units of measurement and terminology for lengths and weights



MA ME.06. Measures the passage of time using non-standard measures · begins to categorize time intervals and uses language associated with time in everyday situations (e.g., “in the morning,” “after snack”)

MA ME.07. Becomes familiar with the tools and terminology used with the standard measurement of time (clocks, watches, timers)

· begins to order two or three objects by size (seriation) (e.g., largest to smallest) (age 4). MA ME.04. Orders three or more objects by size

(5) Class i f icat ion and Data Col lect ion

Children use sorting to organize their world. As children recognize similarities and differences, they begin to recognize patterns that lead them to form generalizations. As they begin to use language to describe similarities and differences, they begin sharing their ideas and their mathematical thinking. Children can be actively involved in collecting, sorting, organizing, and communicating information.



· matches objects that are alike MA ME.02. Compares objects of the same or different lengths and weights

· describes similarities and differences between objects MA ME.02. Compares objects of the same or different lengths and weights

· sorts objects into groups by an attribute and begins to explain how the grouping was done MA ME.04. Orders three or more objects by size

· participates in creating and using real and pictorial graphs. MA PN.02. Organizes and represents concrete data in a graph



Science

(1) Science Processes

Children use the processes of science to develop an understanding about their world. They use their senses to gather information, make tentative statements about events and relationships, and begin to test observations, draw conclusions, and form generalizations. Children learn by participating in a simple investigation (for example, adding water to a dried-up sponge), and then thinking about it, and finally discussing what happened. This inquiry approach enables students to build understanding over time.



SI IS.05. Identifies, uses, and explores simple tools and equipment to aid investigations and to increase understanding

SI IS.06. Displays growing ability to use scientific tools and equipment as part of investigations

SI IS.07. Uses simple measurement tools in investigations

· begins to demonstrate safe practices and appropriate use of materials

SI IS.08. Demonstrates and explains the safe and proper use of tools, equipment, and materials

· asks questions about objects, events, and organisms SI IS.01. Asks questions about materials, objects, organisms, or events in the environment

· shows an interest in investigating unfamiliar objects, organisms, and phenomena SI IS.02. Observes and explores materials, objects, organisms, or events in the environment

· uses one or more senses to observe and learn about objects, events, and organisms SI IS.02. Observes and explores materials, objects, organisms, or events in the environment

· describes observations SI IS.04. Uses language to discuss, record, or describe observations

SI IS.03. Makes a prediction, performs a simple investigation, and uses observation to confirm or not confirm · begins to perform simple investigations

SI PH.03. Explores simple machines

· gathers information using simple tools such as a magnifying lens and an eyedropper SI IS.05. Identifies, uses, and explores simple tools and equipment to aid investigations and to increase understanding

· explores by manipulating materials with simple equipment, (e.g., pouring from a cup, and using a spoon to pick up sand or water) SI IS.07. Uses simple measurement tools in investigations

SI IS.05. Identifies, uses, and explores simple tools and equipment to aid investigations and to increase understanding · uses simple measuring devices to learn about objects and organisms

SI IS.07. Uses simple measurement tools in investigations

SI IS.10. Makes comparisons among objects

SI LF.01. Observes and identifies the characteristics and basic requirements of living things · compares objects and organisms and identifies similarities and differences

SI LF.07. Compares the characteristics that differentiate living from non-living things

SI IS.10. Makes comparisons among objects · sorts objects and organisms into groups and begins to describe how groups were organized

SI ES.08. Compares materials, such as water, rocks, soil, and living organisms, using appropriate language

· begins to offer explanations, using his or her own words SI IS.04. Uses language to discuss, record, or describe observations

· predicts what will happen next based on previous experience SI IS.03. Makes a prediction, performs a simple investigation, and uses observation to confirm or not confirm

· solves simple design problems (e.g., making a box into a little house for a storybook character, toy, or pet) SD AL.08. Shows interest in a variety of ways to solve problems

· participates in creating and using simple data charts MA PN.02. Organizes and represents concrete data in a graph



· shares observations and findings with others through pictures, discussions, or dramatizations. SI IS.09. Records observations through dictating to an adult, drawing pictures, or using other forms of writing

(2) Science Concepts

As prekindergarten children learn science skills, they develop concepts about the natural and constructed environment. They identify components of the natural world including rocks, soil, and water. Children observe and describe changes, and they name organisms and describe basic needs of living things. Prekindergarten children observe cycles (for example, wet and dry) and structures (such as fences or buildings) and describe simple patterns that help predict what will happen next. They compare and sort objects and organisms based on observable differences and similarities. The children begin using what they know to solve problems, such as where to hang a wet cloth so it will dry quickly. The prekindergarten children can also develop an awareness that investigations help them learn about the natural world, that certain questions can be answered by investigations, and that those answers can change as new observations are made.



SI LF.01. Observes and identifies the characteristics and basic requirements of living things

SI LF.02. Observes and names parts of plants and animals

SI LF.05. Compares the characteristics of a wide variety of animals and plants · describes properties of objects and characteristics of living things

SI IS.11. Talks about understanding of processes and properties associated with objects, people, other animals, and plants

SI ES.01. Investigates the seasons and observes seasonal changes

SI ES.02. Observes daily weather

SI PH.05. Describes effects of basic forces in nature (wind, gravity)

MA ME.04. Orders three or more objects by size

LL PA.02. Discriminates between sounds that are the same and sounds that are different

PD GM.07. Builds awareness of direction and position in space

SS PL.05. Uses and responds to words to indicate direction, position, and size

MA GE.07. Uses appropriate positional terms to indicate where things are in space: positions, distances, order

AR MU.02. Listens to and imitates sounds, sound patterns, or songs

· begins to observe changes in size, color, position, weather, and sound

MA ME.04. Orders three or more objects by size

· identifies animals and plants as living things SI LF.01. Observes and identifies the characteristics and basic requirements of living things

· groups organisms and objects as living or nonliving and begins to identify things people have built SI LF.07. Compares the characteristics that differentiate living from non-living things

· begins to recognize that living things have similar needs for water, food, and air SI LF.01. Observes and identifies the characteristics and basic requirements of living things

SI PH.01. Investigates and describes states of matter · begins to identify what things are made of (e.g., distinguishing a metal spoon from a plastic spoon) SI PH.02. Displays familiarity with the properties and behavior of many kinds of materials

· uses patterns (such as growth and day following night to predict what happens next) SI ES.06. Investigates and describes natural phenomena with repeating patterns, such as day and night

SI IS.01. Asks questions about materials, objects, organisms, or events in the environment

SI IS.02. Observes and explores materials, objects, organisms, or events in the environment

SI IS.10. Makes comparisons among objects

SI IS.11. Talks about understanding of processes and properties associated with objects, people, other animals, and plants

SI PH.04. Compares the properties of familiar and unfamiliar objects using appropriate language

· identifies similarities and differences among objects and organisms

SI LF.06. Observes interactions between plants and animals



SI PH.04. Compares the properties of familiar and unfamiliar objects using appropriate language

SI PH.06. Uses language to describe basic physical phenomena · begins to use scientific words and phrases to describe objects, events, and living things. SI ES.08. Compares materials, such as water, rocks, soil, and living organisms, using appropriate language



Social Studies

(1) Ind iv idua l, Cul ture, and Co mmun i ty

All children live in some type of group or social organization. Prekindergarten children must learn the skills of communicating, sharing, cooperating, and participating with others. These individual skills are necessary for all groups to function successfully and fairly. The better children are able to understand others, the more they will feel a sense of community and connection with other people and with their world.



SD IN.02. Interacts appropriately with other children by cooperating, helping, sharing, and expressing interest · cooperates with others in a joint activity

SD IN.05. Interacts appropriately with familiar adults by cooperating, helping, sharing, and expressing interest

SD CN.01. Contributes ideas for classroom rules and routines

SD CN.02. Follows rules and routines within the learning environment

SS CG.01. Discusses and identifies daily routines and classroom rules

SS CG.02. Discusses classroom responsibilities in daily activities

· identifies and follows classroom rules

AR VA.03. Observes the safe, appropriate use and care of art supplies and materials

SS HI.01. Begins to understand family needs, roles, jobs, and relationships

SS HI.02. Participates in classroom jobs and contributes to the classroom community

· participates in classroom jobs and contributes to the classroom community

AR UA.04. Chooses art work for display in the classroom

SS PP.01. Identifies similarities and differences in personal and family characteristics · identifies similarities among people like himself/herself and classmates as well as among himself/herself and people from other cultures

SS PP.02. Demonstrates an emerging awareness and respect for culture and ethnicity

· begins to examine a situation from another person’s perspective. SD IN.09. Begins to recognize and respond to the needs, rights, and emotions of others

(2) History

Prekindergarten children are aware of time and begin to organize their lives around it. Three- and four-year-old children learn to depend on events and routines that occur in a regular and predictable order. They begin to understand past events and how these events relate to present and future activities, demonstrating evidence of their growing understanding of time, change, and continuity.



· begins to categorize time intervals using words (e.g., “today,” “tomorrow,” “next time”) SS PP.05. Discusses and uses vocabulary related to time in relevant activities

· recognizes changes in the environment over time (e.g., growth, seasonal changes) SI ES.01. Investigates the seasons and observes seasonal changes

· connects past events to current events (e.g., linking yesterday’s activity with what will happen today) SS PP.04. Begins to recall recent and past events



SS PP.05. Discusses and uses vocabulary related to time in relevant activities

· begins to understand cause-and-effect relationships (e.g., if one goes outside in the rain, one will get wet). SS HI.07. Begins to understand cause and effect or the consequences of personal actions or actions in stories

(3) Geography

Geographic thinking for young children begins with the concepts of location and direction. Children use directions to locate their relative position in space and to locate their home and school in their community. They learn to recognize common features in their immediate environment and begin to represent them symbolically through drawings and constructions.



· creates simple representations of home, school, or community through drawings or block constructions SS PL.03. Creates simple representations of home, school, or community

SS PL.05. Uses and responds to words to indicate direction, position, and size

MA GE.07. Uses appropriate positional terms to indicate where things are in space: positions, distances, order

SS PL.04. Uses and responds to words to indicate relative distance (not far, nearby, far away)

· begins to use words to indicate relative location (e.g., “front,” “back,” “near,” “far”)

SS PL.01. Locates objects in a familiar environment

SS PL.02. Identifies common features in the home and school environment · identifies common features of the local landscape (e.g., houses, buildings, streets).

SS PL.03. Creates simple representations of home, school, or community

(4) Economics

In prekindergarten, children learn about the world of work in their community. They explore the roles and relationships of consumers and producers, and become aware that people produce services as well as goods. Children learn that their community benefits from many different people working in many different ways.



SS HI.03. Becomes aware of the roles, responsibilities, and services provided by community workers · understands the roles, responsibilities, and services provided by community workers

SS HI.04. Observes and discusses the various kinds of work people do outside and inside their homes

· becomes aware of what it means to be a consumer. SS HI.06. Discusses and dramatizes wants and needs, and develops understanding of their relationship to producing/consuming and buying/selling



Fine Arts (1) Art

Children explore a wide variety of materials and make discoveries about color, shape, and texture through art experiences. They learn to express what they know and begin to recognize how others express themselves through art. They also begin to gain control of fine-motor muscles and practice hand-eye coordination.



AR VA.02. Creates two- and three-dimensional artwork

AR VA.04. Explores and experiments with wet and dry media to create artwork

AR VA.05. Explores and experiments with basic shapes and lines in artwork

AR VA.06. Explores and experiments with patterns and symmetry in artwork

· uses different colors, surface textures, and shapes to create form and meaning

AR VA.07. Explores and experiments with how color can convey mood and emotion

· begins to use art as a form of self-expression AR VA.01. Creates original artwork to express thoughts, feelings, and energy

AR UA.01. Understands and describes the differences between what one likes and dislikes about the arts · shares ideas about personal artwork

AR UA.02. Shares opinions and ideas about personal creative work

· begins to show interest in the artwork of others. AR UA.03. Expresses interest in, shows appreciation for, and shares opinions and ideas about the creative work of others

(2) Mus ic

Three- and four-year-old children express themselves through singing and movement, and by playing simple instruments. Like art, music is a form of experiencing, learning, and communicating with others. Children learn to experiment with music concepts, volume, tempo, and sound. They begin to appreciate different types of music.



AR MU.02. Listens to and imitates sounds, sound patterns, or songs

AR MU.03. Sings independently and with a group

AR MU.04. Sings and listens to a variety of songs

AR MU.05. Sings and listens to songs with a range of expressions

· begins to sing a variety of simple songs

AR MU.06. Sings and listens to songs with repetitive phrases and rhythmic patterns

· begins to play classroom instruments AR MU.08. Plays simple musical instruments independently and with a group AR MV.01. Uses movement to express thoughts, feelings and energy

AR MV.02. Explores activities and vocabulary related to movement, balance, strength, and flexibility

AR MV.03. Responds to a variety of rhythms through body movement · begins to respond to music of various tempos through movement

AR MV.04. Participates in simple sequences of movements and dance steps to various kinds of music

· begins to distinguish among the sounds of several common instruments. AR MU.07. Listens to a variety of instrumental music

(3) Dramat ic Play

Creative drama in prekindergarten involves young children in expressive and spontaneous productions. Children demonstrate their unique interpretation to music, songs, and stories through movement and dramatic experiences. These experiences contribute to children’s ability to communicate more effectively and engage in cooperative activity with others.



· begins to create or recreate stories, moods, or experiences through dramatic representations AR MV.05. Uses props and gestures to explore space and movement



AR MV.07. Creates characters through physical movement, gesture, sound, speech, and facial expressions

AR MV.08. Creates scenarios, props, costumes, and settings for dramatizations and dramatic play

AR MV.06. Participates in dramatic play · begins to engage in dramatic play with others.

SD IN.03. Engages in socio-dramatic play



Health and Safety

(1) Heal th Health education includes personal hygiene and nutrition education. Children learn that regular hygiene routines and good nutrition are important to their health.



HS HS.01. Performs some self-care tasks independently

HS HS.02. Practices personal hygiene and strategies to promote cleanliness · begins to follow health-promoting routines (e.g., washing hands)

HS HS.09. Discusses tooth care and dental health including brushing, flossing, and eating healthy foods

PD FM.01. Performs fine-motor tasks that require small-muscle strength and control

PD FM.02. Uses a variety of tools and materials to strengthen hand grasp, flexibility, and coordination · refines use of eating utensils

PD FM.03. Uses eye-hand coordination to perform fine-motor tasks

· begins to recognize and select healthy foods HS HS.08. Discusses nutritious meals and snacks, the difference between junk food and healthy food, and participates in other activities related to nutrition

· prepares simple healthy snacks. HS HS.08. Discusses nutritious meals and snacks, the difference between junk food and healthy food, and participates in other activities related to nutrition

(2) Safety

Prekindergarten children acquire everyday routines and procedures to remain safe and avoid injury. They learn about fire, traffic, environmental and personal safety, and what to do in emergency situations.



· responds appropriately during a fire drill HS HS.03. Discusses and follows appropriate safety procedures

· knows how to seek help in an emergency HS HS.04. Discusses strategies to prevent injury and what to do when hurt

· knows how to cross a street safely HS HS.03. Discusses and follows appropriate safety procedures

· recognizes the symbol for poison HS HS.06. Identifies and distinguishes between substances that are safe to be taken by mouth and those that are not safe.

· knows never to eat substances that are not food HS HS.06. Identifies and distinguishes between substances that are safe to be taken by mouth and those that are not safe.

· recognizes the danger of poisonous substances, including drugs HS HS.06. Identifies and distinguishes between substances that are safe to be taken by mouth and those that are not safe.

· knows not to talk to, accept rides from, or take treats from strangers HS HS.03. Discusses and follows appropriate safety procedures

· knows how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person/adult HS HS.05. Talks about safe, unsafe, and inappropriate touching

· knows never to take medicine unless it is administered by an adult HS HS.06. Identifies and distinguishes between substances that are safe to be taken by mouth and those that are not safe.

· knows about safe behavior around bodies of water (e.g., pools, lakes). HS HS.03. Discusses and follows appropriate safety procedures



Personal and Social Development

(1) Persona l Development

Children develop a sense of self in prekindergarten. They begin to show initiative in learning and begin to take greater responsibility for their own behavior. They learn to channel their energies in ways that promote effective learning experiences.



SD AL.01. Shows interest and curiosity in learning new concepts and trying new activities and experiences

SD AL.02. Begins to experiment with own potential · expresses interests and self-direction in learning

SD SC.09. Develops independence during activities, routines, and play

SD CN.02. Follows rules and routines within the learning environment

SD CN.03. Uses classroom materials purposefully and respectfully

SD SC.04. Begins to show self-regulation to handle emotions appropriately · begins to show self-control by following classroom rules

SD SC.08. Demonstrates self-direction in use of materials

SD SC.10. Practices self-help skills

SD SC.08. Demonstrates self-direction in use of materials · begins to be responsible for individual behavior and actions

SD CN.04. Manages transitions and adapts to changes in routine SD SC.03. Begins to recognize and express own emotions using words rather than actions

SD SC.04. Begins to show self-regulation to handle emotions appropriately · begins to show greater ability to control intense feelings (e.g., anger).

SD CN.04. Manages transitions and adapts to changes in routine

(2) Social Development

Children develop interpersonal and social skills for communicating with others. They learn alternatives for resolving conflicts and communicating their needs and feelings verbally, and they begin to develop and maintain productive relationships with other children.



SD IN.07. Participates successfully as a member of a group · respects other people’s space and personal belongings

SD IN.09. Begins to recognize and respond to the needs, rights, and emotions of others

SD IN.01. Initiates interaction with other children

SD IN.02. Interacts appropriately with other children by cooperating, helping, sharing, and expressing interest

SD IN.04. Begins to initiate positive contact with familiar adults

· begins to develop friendships with others

SD IN.09. Begins to recognize and respond to the needs, rights, and emotions of others

SD IN.11. Recognizes and describes or represents emotions, such as happiness, surprise, anger, fear, and sadness

SD IN.12. Talks about how people can be helpful/ hurtful to one another · begins to express thoughts, feelings, and ideas through language as well as through gestures and actions

SD IN.08. Uses play to explore, practice, and understand social roles and explore emotional states

SD IN.06. Responds to praise and criticism · responds to the suggestions of others.

SD IN.07. Participates successfully as a member of a group



Physical Development (1) Physical Movement

Children explore their physical space and understand how their bodies function in space through active movement experiences. They become more skillful and expressive in their movement from one point in space to another through running, jumping, hopping, and skipping movements.



· shows an awareness of name, location, and relationship of body parts PD GM.07. Builds awareness of direction and position in space

· moves within a space of defined boundaries, changing body configuration to accommodate the space PD GM.07. Builds awareness of direction and position in space

· becomes more able to move from one space to another in different ways (e.g., running, jumping, hopping, skipping) PD GM.01. Moves body with balance and control

PD GM.04. Continues to develop body flexibility PD GM.05. Coordinates body movements to perform simple tasks · becomes more able to move in place (e.g., axial movements such as reaching, twisting, turning,

and bending) PD GM.06. Alternates the left and right sides of the body and crosses the midline of the body

· begins to move in rhythm AR MV.03. Responds to a variety of rhythms through body movement

PD GM.08. Uses a variety of equipment for physical development · begins to participate in group games involving movement (e.g., Duck, Duck, Goose).

PD GM.05. Coordinates body movements to perform simple tasks

(2) Gross-Motor Develop ment

Gross-motor development requires thought and deliberate movement. Three- and four-year-old children develop greater control of gross-motor manipulative movements that involve giving force to objects and receiving force from objects. Throwing, catching, bouncing, and kicking are fundamental gross-motor manipulative skills.



· begins to play catch with a bean bag or a large ball PD GM.02. Continues to develop large muscle strength and coordination with large objects

· bounces a large ball and catches it PD GM.02. Continues to develop large muscle strength and coordination with large objects

PD GM.01. Moves body with balance and control · begins to coordinate arms and legs (e.g., swinging, stretching).

PD GM.05. Coordinates body movements to perform simple tasks

(3) Fine-Motor Develop ment

Fine-motor manipulative movements involve object-handling activities that emphasize motor control, precision, and accuracy of movement. Using a computer mouse, cutting with scissors, and drawing are the foundational skills needed for the demands of handwriting and other small-motor skills in later school years.



· begins to practice self-help skills (e.g., zipping, buttoning) PD FM.01. Performs fine-motor tasks that require small-muscle strength and control

· begins to hold writing tools with fingers instead of with a fist PD FM.02. Uses a variety of tools and materials to strengthen hand grasp, flexibility, and coordination

· begins to manipulate play objects that have fine parts PD FM.03. Uses eye-hand coordination to perform fine-motor tasks

PD FM.04. Builds finger dexterity and uses thumb/forefinger in pincer grasp · begins to use scissors.

LL WR.03. Writes and draws using a variety of writing and drawing tools and on a variety of surfaces



Technology Applications

Children learn the basic functions of the computer and related technologies. They develop techniques for handling and controlling various input devices, and become increasingly confident and independent users of age-appropriate software programs.



· uses a variety of input devices, such as mouse, keyboard, voice/sound recorder, or touch screen N/A There are no technology components included in OWL.

· begins to use technical terminology, such as “mouse,” “keyboard,” “printer,” “CD-ROM” N/A There are no technology components included in OWL.

· follows basic oral or pictorial cues for operating programs successfully N/A There are no technology components included in OWL.

· enjoys listening to and interacting with storybooks and information texts (e.g., multimedia encyclopedia) in electronic forms N/A There are no technology components included in OWL.

· uses a variety of software packages with audio, video, and graphics to enhance learning experiences (e.g., improving vocabulary, increasing phonological awareness).

N/A There are no technology components included in OWL.

Documents

Opening the World of Learning™ (OWL)assets.pearsonschool.com/correlations/TX_OWL_PreK.pdf · 2016-06-10 · LL LS.05. Listens with increasing attention during group time and story