Q3 Pre-Kindergarten ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Domains: Animals

The Animals Domain contains 21 days of lessons that have been spread out over Quarter 3. There are 14 lessons with Listening & Learning and Skills activities, 6 Pausing Point days, and 1 day for the Domain Assessment.

 

By the start of the Animals domain, students will have become very familiar with the general schedule and rhythm of the school day. Thus, in this domain, instead of introducing new classroom routines, you will make slight modifications to the existing routines to further challenge students. Teachers should continue conducting all classroom routines each day throughout the school year. The routines modified in this domain include:

 

  • Taking Attendance: Copying Your Name (modified on Day 1)
  • Ordering the Schedule: Using Temporal Words (modified on Day 2)

 

Objectives associated with each of these routines are listed only on the day the routine is modified. Though every routine should be conducted everyday, the associated objective will not be listed everyday.

 

In the Animals Domain, students continue to practice a variety of emergent literacy skills through child-friendly activities such as playing rhyming games, sequencing pictures and telling stories, continuing to work in their My First Strokes Book, and solving riddles. Like in

the previous domains, each Small Group begins with a movement opportunity designed to help students transition into their group. These activities are repeated across days so that students are increasingly able to participate in them. When possible, domain-related vocabulary from the Listening & Learning portion of the day is also included in Skills activities. The particular Skills areas addressed in the Animals domain include:

 

  • syllable blending and segmentation
  • sequencing and narrative storytelling
  • fine motor skills and handwriting strokes
  • initial sound identification
  • drawing a “sound picture” for /m/

 

The Animals domain introduces many scientific concepts that may be new to preschoolers as well as teachers. Because preschoolers are naturally curious, they may ask questions beyond the information provided in the read-aloud or scripted language. Please refer to Appendix A, which explains “What Teachers Need to Know” about animals. Furthermore, you may wish to read Supplemental Resources for Teachers found at the end of this Introduction. You will find several articles that address teaching science-related topics to preschoolers, as well as specific information about animals taught throughout this domain.

 

The Animals domain includes five original read-alouds and three trade books that address the Core Content Objectives for this domain. The read-alouds in the Animals domain are intended to be conducted as interactive group readings, meaning that teachers encourage student contributions and participation throughout the reading of the text.

 

During the Animals domain, students produce many more examples of written work during Small Group and Extension Activities. Teachers are able to collect a variety of examples of written work and artwork to be

 included as items in students’ portfolios. Students’ work in the Animals domain can be compared to that collected in the previous domain

to gauge students’ progress. In this domain, students’ work from the following activities may be included in their portfolios:

 

  • Animal Hospital Learning Center: Students’ emergent writing samples, such as their efforts to write prescriptions, appointments, and animal carrier labels
  • Day 5: Count and Color Syllables
  • Days 6 and 7: Narrative: Grocery Story
  • Days 7–2: “If I Could Be an Animal” Class Book
  • Day 15: Connect the Rhyming Words
  • Day 15: From Egg to Caterpillar
  • Day 16: Silly Animal Rhymes
  • Day 17: Circle the Sound Picture for /m/
  • Days 2, 4, 6, 7, 11, and 14: Writing Strokes Activity Pages and students’ attempts at writing their names

 

A list of supplemental books and resources can be found on pages 24-96 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: February 6

    Domain

    3

    Lesson

    1 (2 days)

    2 (2 days)

    Assessment

    Make sure you have portfolios created for each student. Students' emergent writing from the Animal Hospital learning center can be used in their portfolio as part of an ongoing assessment.  Examples of writing to include:  their efforts to write prescriptions, appointments and animal carrier labels.

     

    For Day 2, students' work samples from the Writing Strokes activity and their attempts at writing their names can be included in their student portfolios.

    Notes:

    Weekly Overview:  This week, students will learn some animal names and learn how to sort some animals into different categories.  They will be working on rhyming and saying words syllable-by-syllable.

     

    Learning Center:  The Animal Hospital learning center will be set up for the whole domain.  Students should be able to visit this center at least 1x/week.

     

    Day 1: Continue conducting the daily routines introduced during the All About Me and Families and Communities domains. These include:

     • Daily schedule

     • Learning Center labels and sign-in

     • Materials labels

     • Classroom jobs

     

    You'll be using the echo technique on Day 1. The echo technique is a way of teaching students the words of a nursery rhyme by reading each line and having students repeat after you. Every time you introduce a new nursery rhyme, use the echo technique to teach students the words to the song. Students will hear rhyming words during the Day 1 lesson. Invite students to make up other silly rhyming words like moppsikon and floppsikon (e.g., toppsikon, woppsikon, etc.). During the "Duck, Duck, Duck, Goose" syllable activity, be sure to teach the safety rules for this game. Feel free to omit the running around the circle part of the game if you feel it is beneficial to do so.

     

     Day 2: Continue to provide students with opportunities to practice writing strokes learned in the previous domain. Students will be assessed on these strokes at the end of the Animals domain. Include copies of writing strokes Activity Pages from the Families and Communities domain in your Writing Center. In the Art Center, encourage students to practice their strokes using whiteboards, easels, blank paper and writing utensils, finger paints, or any other interesting material that encourages students to practice fine motor skills and copy strokes. In this lesson, consider introducing the Picture Talk by asking students what they remember from the read-aloud. Help students stay on topic by expanding their contributions to tie them back to the Core Content Objectives. If students stray too far from the content taught in the read aloud, refocus them by beginning the Picture Talk using the suggested language

  • Week 2: February 13

    Domain

    3

    Lesson

    3 (2 days)

    4 (2 days)

    Assessment

    Students' work samples from the Writing Strokes activity and their attempts at writing their names can be included in their student portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

    Notes:

    Weekly Overview:  This week, students will continue learning about animals and discuss their different body parts and their basic needs.  They will continue practicing rhyming and segmenting words into separate syllables.

     

    Day 3: Be sure to give students safety expectations for the Jumping for Syllables activity.

     

    Day 4: Practice the hand gestures for the nursery rhyme, Here is the Beehive, so that you can teach it to students naturally. In this lesson, you will make a model habitat to show students

  • Week 3: February 20

    Domain

    3

    Lesson

    5 (2 days)

    Assessment

    Students' work samples from the Count and Color Syllables activity can be included in the students' portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

    Notes:

    Weekly Overview:  This week, students will continue to learn about animals and the three basic needs.  They will continue to work on rhyming, counting syllables and sequencing events in a story.

     

    Day 5: When you tell the story explaining the steps for washing hair, have students act the steps out.

  • Week 4: February 27

    Domain

    3

    Lesson

    6 (2 days)

    7 (2 days)

    Assessment

    Students' work samples from their grocery story narrative can be included in their portfolios.  Also, you can include samples from the Writing Strokes activity and their attempts at writing their names, as well.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

    Notes:

    Weekly Overview: This week as students continue to learn about animals, they will learn about the different ways that animals protect themselves from the weather and other animals.  The class will choose an animal that they would like to be and write a class book about it.  Students will continue to work on rhyming and counting syllables.

     

    Day 6: Students will use the echo technique in this lesson. You can review it from Day 1.  In this lesson, you will help students create a narrative using temporal words. This may take 2 days because you will work one-on-one with each to student to write down what they say.

     

    Day 7: In this lesson, students will be drawing pictures of animals. As students complete their drawings, talk about human and animal body parts. Ask students to point to their own body parts and then ask them to point to those same body parts on their drawing of an animal. You can also talk with students about the colors they chose to decorate their pages.

  • Week 5: March 6

    Domain

    3

    Lesson

    8

    9

    10

    Assessment

    Complete Pausing Point 1 task assessments with students (found on pp. 165-166 of the Teacher Guide).  Copies of these can be included in the students' work portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

    Notes:

    Weekly Overview: This week is the Pausing Point 1 for the Animals domain.  Use this week to review, reinforce or extend skills and listening and learning topics based on student need.

     

    Pausing Point 1: This is an opportunity to review, reinforce, and extend the material taught during the first half of the domain. Begin by identifying areas in which students may need extra practice by using Observational Assessments and/or Task Assessments. Then, use this information to decide which activities you wish to repeat and whether it is best to repeat them in a whole-group or small-group setting. If students are ready to extend their knowledge, suggestions for activities that draw on information presented across multiple days are provided below. During the Pausing Point, continue conducting routines that have been introduced up until this point (e.g., attendance, daily schedule, classroom jobs, signing in to Learning Centers, etc.).

     

    If students need repeated exposure to particular content, choose a read aloud to be heard again. You could also let students choose their favorite read-aloud to hear or retell. Picture Talks provide an excellent opportunity to practice Core Vocabulary, and can be repeated in a whole-group or small-group setting.

  • Week 6: March 13

    Domain

    3

    Lesson

    11 (2 days)

    12 (2 days)

    Assessment

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

     

    Students' work samples from the Writing Strokes activity and their attempts at writing their names can be included in their student portfolios.

    Notes:

    Weekly Overview:  This week, students will be learning about baby animals and their mothers.  They will also be learning about sounds at the beginning of words. Students will use clues to make predictions and continue working on the class book.

     

    Day 11: In the second half of the Animals domain, students will be learning about sounds at the beginning of words. For these activities, it is important to direct students’ attention to the sounds at the beginning of the words, rather than the names of the letters that typically represent those sounds. Try to avoid saying the letter names as you work with students in Small Group. Whenever sounds are mentioned in the lessons, they are printed in slashes like this: /m/.  Whenever letter names are mentioned in the lessons, they are shown in single quotation marks like this: ‘m’.

     

    Day 12:  In this lesson, students will use clues from the image cards to make predictions about what animals will come next.

  • Week 7: March 20

    Domain

    3

    Lesson

    13 (2 days)

    14 (2 days)

    Notes:

    Weekly Overview:   This week, students will be learning about different animals that are born alive and how they grow.  Students will continue to practice rhyming through nursery rhymes.

     

    Day 13: Use the parallel talk strategy to describe what students are doing. Model language and vocabulary that go with specific actions and activities by narrating what students are doing. There is no expectation that students respond; rather, the expectation is that students will build their vocabulary by listening to what you say.  Student will enjoy playing Charades for the extension activity this week and pretending to be different animals.

     

    Day 14: You'll be reading a story to students about how a caterpillar becomes a butterfly.  In some editions of the book See Me Grow by Penelope Arlon and Tory Gordon-Harris, the chrysalis stage in a monarch butterfly’s development is referred to as a cocoon. This is incorrect; moths make cocoons out of silk and butterflies make chrysalises out of a hard protein. When reading the book to students and discussing the life cycle of a butterfly, please refer to this stage as the chrysalis.

    Assessment

    Students' work samples from the Writing Strokes activity and their attempts at writing their names can be included in their student portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

  • Week 8: March 27

    Domain

    3

    Lesson

    15 (2 days)

    16 (2 days)

    Notes:

    Weekly Overview: This week, students will be learning about the life cycle of a butterfly.  They will be sequencing the stages of a butterfly's growth.    They will also be learning about birds, fish and insects. Students will continue practicing rhyming through nursery rhymes and clapping out the syllables in words.

     

    Day 15: During the From Caterpillar to Butterfly activity, observe students as they sequence the stages of butterfly growth to see whether they recall the information correctly and whether they are able to correct themselves if they sequence the images incorrectly. Be sure to take advantage of this assessment opportunity.

     

    Day 16: In this lesson, you'll be creating a poster that contrasts birds, fish, and insects. Including pictures on the poster may be helpful. Providing students with nature magazines and having them cut out their own pictures of fish, birds, and insects and glue or tape them onto the chart paper could be helpful during this lesson. As students share characteristics about fish, birds, and insects, use the expansion plus strategy to expand on what students are saying by adding another sentence to their statements. (e.g., Child: Fish fins swimming.” Teacher: “Fish use their fins to swim. They have to swim because they live underwater.”)

    Assessment

    Students' work samples from the Connecting the Rhyming Words and From Egg to Caterpillar activities can be included in their portfolios.  Also, work samples from the Silly Animal Rhymes activity can be included as well.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

  • Week 9: April 3

    Domain

    3

    Lesson

    17 (2 days)

    Assessment

    Students' work samples from the Circle the Sound Picture for /m/  can be included in their portfolios.  Also,  portfolio work that you created from this domain can be compared to previous domain work to gauge students' progress.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Animal Hospital Dramatic Play center  throughout the domain. When you see a student demonstrating a listed objective,  write the date and their name on a sticky note and a brief description of what occurred.  Put these notes in the students' portfolios.

    Notes:

    Weekly Overview:  This week, students will be learning about mammals and their characteristics.  They will also continue to practice rhyming with nursery rhymes.

     

    Day 17: In this lesson, students will review the words and motions to some of the nursery rhymes that they learned in this domain.   During the read aloud, students will begin to learn about different kids of mammals and identify their basic characteristics.   You will be creating a poster that will display those characteristics.  Make sure to include visuals to help students remember what you wrote.  As students share characteristics about mammals, use the expansion plus strategy to expand on what students are saying by adding another sentence to their statements.  (e.g., Student:  "Mammals have hair." Teacher:  "Mammals have hair to help them stay warm").