Grades 1st grade 2nd grade 3rd grade 4th grade 5th grade G & T

Kindrgarten

April 2017


Pre-K Teachers:

Mrs. Cavuto, Ms. Cahill

Pre-K Newsletter for the week of May 15, 2017

This week Pre-K continues with the interdisciplinary unit of study, “BABIES”. Our focus question this week is “What can we learn about animal babies?” Students will continue to study living things by moving from observing and learning about different kinds of plants to the needs and characteristics of different kinds of animal babies. They will learn that human babies need special food and care; animal babies need special food and care; there are similarities and differences in the ways babies are cared for; and all babies grow.

Activities

The children are continuing to enjoy their work/play in our various centers. They have learned to share and cooperate with one another to enhance their play and learning experiences. They can be heard having so many conversations with each other, and with their teachers. They are always eager to role play in the dramatic play center. They are building structures with blocks; playing math games; and experimenting with expressive arts, as they do collages and paintings. They like listening to stories and acting them out, and also can be seen reading books together on the carpet, as they “partner read”. There is a lot of investigating and observing going on at the science center with magnets, water, plantings, and our fish. Sensory play has become a favorite for our students, as they work with finger paint, shaving cream, play dough and the water/sand table! During outdoor play the children are running, climbing, and sliding.

 


Reading Standards for Literature: Prekindergarten
Prekindergarteners:
Key Ideas and Details

1. With prompting and support, ask and answer about detail(s) in a text.
2. With prompting and support, retell familiar stories.
3. With prompting and support, ask and answer questions about characters and major events in a story.

Craft and Structure

4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).
6. With prompting and support, can describe the role of an author and illustrator.
Integration and Knowledge of Ideas
7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.
8. Not applicable to literature
9. With prompting and support, students will compare and contrast two stories relating to the same topic (Mercer Meyer series)
a. With prompting and support, students will make cultural connections to text and self.

Research to Build and Present Knowledge

10. Actively engage in group reading activities with purpose and understanding.
Responding to Literature
11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).


Reading Standards for Informational Text: Prekindergarten
Prekindergarteners:

Key Ideas and Details

1. With prompting and support, ask and answer questions about details in a text.
2. With prompting and support, retell detail(s) in a text.
3. With prompting and support, describe the connection between two events or pieces of information in a text.

Craft and Structure

4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Identify the front cover, back cover; displays correct orientation of book, page turning skills.
6. With prompting and support, can describe the role of an author and illustrator.

Integration and Knowledge of Ideas

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person,
place, thing or idea in the text an illustration depicts).
8. Not applicable to prekindergarten.
9. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations, descriptions or procedures).

Range of Reading and Level of Text Complexity

10. With prompting and support, actively engage in group reading activities with purpose and understanding.


Reading Standards: Foundational Skills Prekindergarten
NOTE: In prekindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow
Prekindergarteners:

Print Concepts

1. Demonstrate understanding of the organization and basic features of print

a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
e. Recognize that letters are grouped to form words.
f. Differentiate letters from numerals.

Phonological Awareness

2. Demostrate an emerging understanding of spoken words, syllables and sounds (phonemes).

a. Engage in language play (e.g. alliterative language, rhyming, sound patterns).
b. Recognize and match words that rhyme.
c. Demonstrate awareness of relationship between sounds and letters.
d. With support and prompting, isolate and pronounce the initial sounds in words.

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

a. With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some
consonants.
b. Recognizes own name and common signs and labels in the environment.
Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).
 


Writing Standards: Prekindergarten
Prekindergarteners:
Text Types and Purposes

1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. because…)

2. With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

Production and Distribution of Writing

4. Not applicable to prekindergarten (begins in grade 3).
5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.
6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

Research to Build and Present Knowledge

7. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
8. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
9. Not applicable to prekindergarten (begins in grade 4).
Range of Writing
10. Not applicable to prekindergarten (begins in grade 3).
Responding to Literature

11. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with prompting and support as needed.


Speaking and Listening Standards: Prekindergarten
Prekindergarteners:
Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Engage in extended conversations.
c. Communicate with individuals from different cultural backgrounds.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Demonstrate an emergent ability to express thoughts, feelings and ideas.


Language Standards: Prekindergarten
Prekindergarteners:
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print some upper- and lowercase letters.(e.g. letters in their name).
b. Use frequently occurring nouns and verbs (orally).
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. With guidance and support, produce and expand complete sentences in shared language activities.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
5. With guidance and support, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

b