Q2 Pre-Kindergarten ELA Pacing Guides 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

Domain 2: Families and Communities

 

The Families and Communities domain contains 20 lessons that have been spread out over Quarter 2. There are 13 lessons with Listening & Learning and Skills activities, 6 Pausing Point days, and 1 day for the Domain Assessment.

 

In the "Starting the Day" portion of the day during this domain, students are beginning to identify their own names and some of their classmates' names. Students will also still have the opportunity to practice new nursery rhymes that correspond with the content learned throughout the domain.

 

During the Skills lessons in the Families and Communities domain, students are introduced to a variety of emergent literacy skills through child-friendly activities such as playing musical instruments, saying rhymes, playing matching games, and blending words. The particular skills areas addressed in this domain are: environmental noises, rhyme awareness and production, compound word and syllable blending and segmenting, and fine motor skills and handwriting strokes.  Students begin to work on their, My First Strokes Book, as an engaging way to introduce and practice writing strokes that they will eventually use to form letters. First, they trace the stroke with their finger, then with a crayon, and finally, write the stroke independently.  You will add pages to this book in subsequent Domains.

 

The Listening & Learning instruction will help students develop domain-specific language and content knowledge by participating in interactive read alouds, read aloud reviews and explicit vocabulary instruction. The Families and Communities domain includes 5 original read alouds and 4 trade books. The Read Alouds are listed on page 10 of the Teacher's Guide and the Core Vocabulary words are listed on page 12.

 

Students will continue to produce work samples to include in their portfolios. In this domain students' work from the following activities may be included in their portfolios: students emergent writing samples from the House Dramatic Play center, the Day 1: Extension Activity: My Family Book, Days 4, 6, 13 and 15: Writing Strokes Activity Page, and Day 12: Make the Rainbow Extension Activity.

 

A list of supplemental books and resources can be found on pages 20-26 of the Teacher's Guide. Some of trade books would be great to add to your classroom library to help facilitate discussions around the domain topic.

 

**Review the activities listed in both Pausing Points 1 and 2 to see how you may be able to incorporate some of those activities throughout the quarter/domain.**

  • Week 1: November 6

    Domain

    2

    Lesson

    1 (2 days)

    Assessment

    Conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

    Make photocopies or take photographs of students' work in their family books to include in their student work portfolios. Asking students to draw portraits (including self-portraits) at various times throughout the year is a good way to document students' increasing sense of body image and fine motor skills.

    Notes:

    Weekly Overview:

    This week you will introduce the Families and Communities domain in Lesson 1. Students will learn two new nursery rhymes, practice rhyming words, receive an introduction to the idea of different kinds of families, and create a book about their family. There is a bit of advance preparation you will need to do for this domain. Please review the notes below as a summary of what to prepare.

     

    Classroom Jobs:

    You will need to create a classroom jobs chart to use throughout the year. The job should be listed with a picture of the job above it. Use the jobs listed on Day 2, Routines: Classroom Jobs as a start. Feel free to add jobs that correspond to your specific classroom's needs. Create name cards to use to assign students their jobs. Rotate jobs on a weekly basis.

     

    Environmental Print:

    Students are also more use to environmental print by this point in the year, so Learning Center bins can be labeled with words and pictures, if you have not done so already. (CKLA recommends introducing these labels gradually throughout the year. The first formal introduction of labels is in Lesson 5 of this domain.) Websites with printable labels can be found on page 17 of the Teacher's Guide.

     

    House Dramatic Play Center:

    Pages 29-30 of the Teacher's Guide gives suggested phrases and activities to use with students during their time in the center. Students emergent writing samples can be used in their work portfolios throughout the domain.

     

    Transition Cards:

    Just like the previous domain, this domain gives transition cards to use while students transition between activities in the classroom. Pages 32-36. The transition cards focus on routines, colors, book parts, and capital letters. These transitions are very important to help students memorize these concepts in a fun, engaging and spiraling way. The activities are also scaffolded to progress in difficulty throughout the domain.

     

    Lesson 1:

    You will need to make a example "My Family Book" to use during this lesson (directions are on page 41 of the Teacher's Guide). Students will now find their name card from a pile and place them under "School" on the attendance chart. Support students individually as they arrive, as needed. The extension activity for this lesson is to create a family book. (This book does not have to be finished in one day. Students will have Lessons 1-5 to work on their book as part of the extension activity.) Be sure to use the parallel talk strategy to model language and vocabulary to help students describe what they are drawing. Also, ask students about the colors they are using to review colors. Put students books in the Library Center, until they take them home, so they can "read" them to one another by describing the pictures and talking about their families.

  • Week 2: November 13

    Domain

    2

    Lesson

    2 (2 days)

    3 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

    Make photocopies or take photographs of students' work in their family books to include in their student work portfolios. Asking students to draw portraits (including self-portraits) at various times throughout the year is a good way to document students' increasing sense of body image and fine motor skills.

    Notes:

    Weekly Overview:

    Classroom jobs will be introduced in Lesson 2. Students will also begin to use their "My First Strokes Books" in Lesson 2, which will need to be prepared in advance. They will also learn a new nursery rhyme in Lesson 3. Finally, students learn more about how families care for one another and live in shelters during the Listening & Learning portions of the lessons this week.

     

    Lesson 2:

    Introduce classroom jobs. (A more detailed explanation of classroom jobs can be found in the notes from Week 1). You will need instruments for Skills Small Group 1. In Skills Small Group 2, students will begin to use their "My First Strokes Book". You will also need shaving cream for this activity. Students will continue their family books during the extension activity.

     

    Lesson 3:

    Complete the "Starting the Day" and the "Skills Small Group" lessons as they are. For the interactive read aloud, you may want to add in some active engagement strategies, such as having students give a thumbs up or down if they would like to live in a particular type of shelter, if they have seen that type of house before, etc. Students could also do kinesthetic movement to show the size of the houses they are learning about. Students continue working on their family books during the extension activity.

  • Week 3: November 20

    Domain

    2

    Lesson

    4 (2 days)

     

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    Make photocopies or take photographs of students' work in their family books to include in their student work portfolios. Asking students to draw portraits (including self-portraits) at various times throughout the year is a good way to document students' increasing sense of body image and fine motor skills.

     

    Students writing strokes from lesson 4 should be included in student work portfolios (you can make a photocopy and/or take a picture, if you want students/parents to be able to keep the originals).

    Notes:

    Weekly Overview:

    Students will only complete one lesson this week. They will continue to practice nursery rhymes, sound discrimination and writing strokes in the "Starting the Day" and "Skills" portions of the lesson. During Listening & Learning, they will practice comparing and contrasting two texts they previously read by the same author.

     

    Lesson 4:

    In Skills Small Group 2, students will be using crayons to trace horizontal and vertical strokes. You can also use this activity to help review colors (i.e. Make a vertical line with the blue crayon. Or, what color are you using now?). For the Listening & Learning, compare and contrast activity, students are sharing out why they preferred one book over the other. You may want to also have students practice telling their neighbor what they liked about their chosen book through a turn and talk. Students continue working on their family books for the extension activity.

  • Week 4: November 27

    Domain

    2

    Lesson

    5 (2 days)

    6 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    Make photocopies or take photographs of students' work in their family books to include in their student work portfolios. Asking students to draw portraits (including self-portraits) at various times throughout the year is a good way to document students' increasing sense of body image and fine motor skills.

     

    Students writing strokes from lesson 6 should be included in student work portfolios (you can make a photocopy and/or take a picture, if you want students/parents to be able to keep the originals).

    Notes:

    Weekly Overview:

    This week students will continue to work on sound (and word) discrimination and rhyming in Skills. They will read (and review) another text about family activities and chores, and discuss. Students will also finish up their family books and begin another extension project on a family tradition.

     

    Lesson 5:

    In this lesson, you will introduce students to the labels you have placed around the room. For Skills Small Group 2, there is a corresponding rhyming game that you will need to create to put in the games center. This will help reinforce rhyming concepts during centers time. This will be the last day for students to finish working on their family books during the extension activity portion of the lesson.

     

    Lesson 6:

    The nursery rhyme for this lesson is "Pease Porridge." It may be fun to bring in oatmeal for students to see/try to help with their understanding of the rhyme. For Skills Group 2, again, use this time to review colors with students, as well. Incorporate turn and talks into the Listening & Learning portion of the lesson to increase student engagement. Lesson 6 also begins a new extension activity in which students prepare to present a family tradition to the class during lessons 13-14. For this extension activity, you will need to work with students 1-on-1 to record their dictation about their family tradition. Be sure to re-read what you wrote to the students, pointing to each word. They will then create a corresponding picture. You will have time to work on this extension activity during lessons 6-11. Create a schedule to determine which students you will work with on which days.

  • Week 5: December 4

    Domain

    2

    Lesson

    7 (2 days)

    8 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    Complete Pausing Point 1 task assessments with students (found on page 142 of the Teacher's Guide). Copies of these can be included in the students' work portfolios.

    Notes:

    Weekly Overview: This week is the Pausing Point for the Families and Communities domain. Use this week to review, reinforce or extend skills and listening & learning topics based on student need.

     

    Lessons 7-8: Pausing Point 1: Use the observational assessments you completed in the first half of the domain, as well as the task assessments listed on page 142 of the Pausing Point 1 section of the Teacher's Guide, to decide which Pausing Point activities to do with students, and whether they should be done in a whole or small group. Some students may be ready to extend their learning. Choose appropriate extension activities for them.

  • Week 6: December 11

    Domain

    2

    Lesson

    9 (2 days)

    10 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

    Notes:

    Weekly Overview: During the first lesson for the week, students will be completing Pausing Point activities to ensure they are ready for the material presented in the second half of the domain. Students will then complete lesson 10, in which they begin to discriminate between nonsense words, count words in a sentence, and practice rhyming. They will also participate in another read aloud where they learn to identify characters.

     

    Lesson 9: This lesson continues Pausing Point 1. Please see notes in previous week for Lessons 7-8: Pausing Point 1 for more information.

     

    Lesson 10: A new attendance routine will start in this lesson. Students will post their name next to a number that is pre-written on the board. Students will now count the number of students present and absent, and the teacher will record on the door. This will help students learn the difference between numbers and letters. Find opportunities to point to letters and numbers in the environmental print in the classroom and talk about how you read letters and count with numbers. Incorporate kinesthetic movements during the read aloud to keep student engagement high, when appropriate (i.e. students could count the number of family members in a picture on their fingers, pantomime washing the dishes, etc). Consider having students turn and talk to retell the story at the end. The extension activity for this lesson continues from lesson 6, where students prepare a picture and dictation about a family tradition.

  • Week 7: December 18

    Domain

    2

    Lesson

    11 (2 days)

    12 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    The Rainbow extension activity should be included in student work portfolios.

    Notes:

    Weekly Overview:

    This week students continue with nursery rhymes to start the day. They continue to practice sound discrimination in their Skills Groups, including identifying long and short words, clapping out syllables, and rhyming. Students will also continue practicing handwriting strokes, adding in diagonal and circular lines. In Listening & Learning, students review concepts of print and learn about different family traditions and celebrations.

     

    Lesson 11:

    Complete the skills groups as is. Note: the idea of syllables is introduced in this lesson during Skills Group 1. The Listening & Learning portion of this lesson focuses on concepts of print, rather than the content of the text, since it is a book students have already read. Complete the lesson as is to review all the concepts of print necessary. This will be the last day for students to complete the extension activity on family traditions.

     

    Lesson 12:

    Complete the skills groups as is. For the Listening & Learning portion of the lesson, focus on what people and families do to celebrate events, rather than the actual events/holidays are for. The Core Content Objectives do not require that students know what the holidays are for. If you would like to extend learning based on your students' interests and needs, that is appropriate, but you want to make sure students fully understand what people and families do to celebrate the things they care about. Students create a rainbow as their extension activity for this lesson. Use the parallel talk to encourage students use of color vocabulary words. This is also a good time to review the sense of sight that was covered in domain 1. Read the "Learning Center" ideas on page 199 of the Teacher's Guide for ways to incorporate color practice in other centers. Students will continue to work on their rainbows during lessons 13-14.

  • Week 8: January 8

    Domain

    2

    Lesson

    13 (2 days)

    14 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    The Rainbow extension activity should be included in student work portfolios.

     

    Students writing strokes from lesson 13 should be included in student work portfolios (you can make a photocopy and/or take a picture, if you want students/parents to be able to keep the originals).

    Notes:

    Weekly Overview:

    This week students learn a new nursery rhyme. In Skills, students begin to blend compound words and continue to practice rhyming and their writing strokes. In Listening & Learning, students will review one read aloud. They will also present the family traditions that they worked on during the "Extension Activities" in lessons 6-11. Finally, students will finish their rainbows.

     

    Lesson 13:

    You will need a stuffed animal for Skills Group 1. This stuffed animal will speak syllable by syllable and be used to teach students how to blend compound words. During Listening & Learning, students will do a picture talk of the previous lesson's read aloud. Consider adding in kinesthetic movements or a turn and talk to increase engagement. Students will also begin presenting their family celebrations and traditions that they worked on during lessons 6-11 to the class. (There will be more time in lesson 14 for this, as well.) After students have presented, you can use their work on a bulletin board called, "Our Celebrations and Traditions". For the extension activity, students will continue to work on creating a rainbow.

     

    Lesson 14:

    Complete the Skills groups as is. During Listening & Learning, students will continue to present their family traditions and finish their rainbows.

     

  • Week 9: January 15

    Domain

    2

    Lesson

    15 (2 days)

    16 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    Students writing strokes from lesson 15 should be included in student work portfolios (you can make a photocopy and/or take a picture, if you want students/parents to be able to keep the originals).

    Notes:

    Weekly Overview:

    In Skills, students continue to clap syllables, learn hand movements to use while blending words, and continue to practice their writing strokes. During Lessons 15-16 in Listening & Learning, students will learn about different jobs in the community. During the extension activities, students will experiment with mixing colors.

     

    Lesson 15:

    Complete the skills groups as is. Add in kinesthetic movements and 'turn and talks' to increase engagement during the read aloud. For the extension activity, students will have the opportunity to make colors using tissue paper. This activity can be completed in lesson 16 and/or during Pausing Point 2.

     

    Lesson 16:

    Review the "Advanced Preparation" on page 241 of the Teacher's Guide for this lesson. You will need to create riddles for jobs (at least one per student) and provide corresponding props for the Listening & Learning portion of the lesson. There are ideas for careers, as well as what to include in the riddles, on page 249 of the Teacher's Guide. (After use, keep these props in the dramatic play center to use for the rest of this domain, as well as in domain 3.)  In Skills Group 2, students will play a rhyming words memory game. If students are having trouble remembering where the matches are, consider have one card from each pair of rhyming words face up. For the extension activity, students will finish mixing colors from the previous day.

  • Week 10: January 22

    Domain

    2

    Lesson

    17 (2 days)

    18 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

    Notes:

    Weekly Overview:

    This week is the Pausing Point 2 for the Families and Communities domain. Use this week to review, reinforce or extend students skills and content knowledge by choosing activities based on student need.

     

    Lessons 17-18:

    Pausing Point 2: Use the observational assessments you completed during the domain to decide which Pausing Point 2 activities to do with students, and whether they should be done in a whole or small group. Some students may be ready to extend their learning. Choose appropriate extension activities for them.

  • Week 11: January 29

    Domain

    2

    Lesson

    19 (2 days)

    20 (2 days)

    Assessment

    Continue to conduct naturalistic observations in the dramatic play center throughout the domain. Use the checklist on page 258 of the Teacher's Guide as a reference for behaviors students should be demonstrating. When you see a student demonstrating a listed objective, write their name on a sticky note and a brief description of what occurred. Put these notes in students' work portfolios. At the end of the domain, you may want to write 1-2 sentences about students growth during the domain, according to the notes.

     

    Lesson 20 is the Domain Assessment. Record student progress as "Not Yet Ready, Progressing, or Ready" using the Domain Assessment Record Form on page 264 of the Teacher's Guide.

    Notes:

    Weekly Overview:

    Students will continue Pausing Point activities in Lesson 19. Lesson 20 is the Domain Assessment.

     

    Lesson 19:

    This lesson continues Pausing Point 2. Please see notes in previous week for Lessons 17-18: Pausing Point 2 for more information. You may also begin to assess students using the Domain Assessment, since this will need to administered one-on-one.

     

    Lesson 20:

    The Domain Assessment needs to be administered one-on-one. It covers students ability to rhyme, identify colors, and discuss their families. Use the Domain Assessment Record Form (key on pages 262-263) on page 264 of the Teacher's Guide to record student progress as "Not Yet Ready, Progressing, or Ready" for each of the three categories.