Q4 Pre-Kindergarten ELA Pacing Guides 2017-18

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 17-18

  • Teacher Notes: Domain 3

    Notes:

    Domain 3 Animals

     

    The Animals Domain contains 21 lessons. 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: April 16

    Domain

    3

    Lesson

    18

    19

    20

    Assessment

    For Pausing Point 2, choose activities that you wish to repeat based on student need.

    Notes:

    Weekly Overview:  This week is the Pausing Point 2 for the Animals Domain.  Use this week to review, reinforce or extend skills and listening and learning topics based on student need.

     

    Day 18 & 19:  Pausing Point 2 is an opportunity for you to review, reinforce, and extend the learning from the second half of the domain.  Begin by identifying areas where students may need extra practice by using the Observation Assessments and the 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.).

     

    During Learning Center or snack time, you can begin conducting the Individual Task Assessments for the upcoming Domain Assessment.  If you choose to do this, you will want to begin assessing your students that you believe are ready to extend their knowledge and have mastered the content of the domain.

  • Teacher Notes: Domain 4

    Notes:

    Domain 4 Plants

    The Teacher Guide for Plants contains 21 lessons. These are divided into 14 lessons of Skills and Listening & Learning activities, six Pausing Point days, and one day for the Domain Assessments.  Each lesson consists of small group and whole group instruction.  The Teacher Guide includes activities that should be conducted during morning circle and Learning Center time, as well.  They are intended to be conducted during existing daily routines.  Guidance for staging and facilitating a domain-related Learning Center is included, along with instructions for facilitating learning during transitions between activities. The various activities are intended to be conducted in different contexts throughout the Preschool day.  Use your professional judgment. along with the constraints of your day-to-day schedule to decide when to conduct these activities.

     

    The materials comprising the CKLA-Preschool Plants domain are designed to teach young children appropriate, nonfiction content about plants. In addition to the information provided in this curriculum, it is vital that students also have opportunities for hands-on learning about plants. Ideally, teachers would provide multiple opportunities for students to observe, interact with, plant, grow, and care for a variety of plants. When interacting with real plants, students should be given opportunities to engage in the scientific reasoning cycle by asking questions, making predictions, making observations, and recording observations.

     

    Think about planting a "Class Garden" and adding "Gardener" to your Classroom Jobs Chart.

     

    There are many interesting science experiments that can be conducted to help children learn about plants (see Pausing Points 1 and 2 for suggestions). When conducting science experiments in Preschool, it is important that teachers help students begin to think like scientists by guiding them to formulate questions, make predictions, conduct observations, record observations, and share their findings.

     

    Field Trip Ideas: You might arrange for students to visit a farm, park, garden, orchard, arboretum, grocery store, plant nursery, greenhouse, nature preserve, or farmer’s market.

     

    Continue conducting the daily routines introduced during the All About, Families and Communities, and Animals domains. These include:

    • Ordering the schedule using temporal words
    • Learning Center labels and sign-in
    • Materials labels
    • Attendance: Copying your name
    • Classroom jobs

     

    By the start of the Plants domain, students are very familiar with classroom routines, and are even taking responsibility for conducting some of these routines themselves. In this domain, you will continue making slight modifications to the existing routines to further challenge students.

    The routine modified in this domain is:

    • Taking Attendance: Name Your Letters (modified on Day 1)
    • Taking Attendance: Naming Letters During Morning Circle (modified on Day 11)

     

    During the Plants Domain, students learn nursery rhymes and songs, some of which have accompanying motions.

     

    By this time in the year, students have spent significant time in Small Groups learning to identify and blend the starting sounds of words. In the latter part of the school year, it is appropriate that students add a daily review of specific Small Group skills to their morning routine. Thus, teachers are asked to lead students in exercises to identify initial sounds and blend them into words every day by using words from the nursery rhymes. Starting on Day 2, a list of words to blend is provided under the activity heading Blend Initial Sounds during the Nursery Rhyme portion of Starting the Day.

     

    In the Plants Domain, students continue to learn sounds and letters as they practice a variety of emergent literacy skills through child-friendly activities such as playing games to practice phonological awareness, continuing to work in their My First Strokes Books, learning three new sound pictures,’ and telling stories. Like in the previous domains, most Small Groups begin with a movement opportunity designed to help students transition into their group. Some activities are repeated across days so that students are increasingly able to participate in them. The particular Skills areas addressed in the Plants domain include:

    • Initial Sound Identification
    • Initial Sound Synthesis and Analysis
    • Final Sound Identification
    • Sound Pictures for /a/, /t/, and /d/
    • Sequencing and Narrative Storytelling
    • Handwriting Strokes
    • Blending Two-Sound Words

     

    In the Plants Domain, students continue to learn the letters in their own names during the Taking Attendance, Starting the Day, and Transitions portions of the lessons. During Small Group time in the Plants domain, teachers and students focus on letter sounds at the beginning of words and learn to write the sound pictures for /a/, /t/, and /d/.

     

    It is important to note that students are expected to be able to detect and  manipulate individual sounds in words at this point in the school year (i.e., have phonemic awareness). For example, students are asked to add and subtract initial sounds before Pausing Point 1 during the Plants domain. After Pausing Point 1, students continue listening for sounds in words and start to blend words with two sounds. These activities prepare students for scaffolded, supported blending of three-sound words by the end of the school year. If some students are not yet able to detect and manipulate sounds in words, it is very important that these students spend extra time reviewing and practicing the Skills activities from the previous domains, particularly the Animals Domain.

  • Week 2: April 23

    Domain

    3

    4

    Lesson

    21 (DA)

    1

    2

    Assessment

    The Domain Assessment occurs this week.

     

    Collect students work samples from the Plant a Seed Extension Activity and include it in the students' portfolios. Students will be recording their observations on Activity Page 1-2: Watching Seeds Grow..

     

    Collect Activity Page 2-4 from the Small Group Writing Strokes activity along with students' attempts at writing their names to be included in their portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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, teachers will conduct the Domain Assessment.  Domain 4: Plants also begins this week. Students will learn that plants are also living things and get the chance to plant seeds.

     

    Day 21:  For the domain assessment, you will be conducting Individual Task Assessments.  It may be more convenient to pull students individually in a quiet corner of the classroom during Learning Center or snack time.   Student Portfolios should be filled with dated work samples that have been collected throughout the entire domain.

     

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

    • Ordering the Schedule Using Temporal Words

    • Learning Center labels and Sign-in

    • Materials labels

    • Classroom jobs

     

    During the extension activity, remind students that, while some seeds are edible, the seeds you are using are not to be eaten. If you are concerned about younger students, use sunflower seeds or beans only. Purchase seeds that germinate quickly and are large enough for students to handle (e.g., bean, sunflower, marigold, zinnia, nasturtium). Alternatively, you could grow grass seed, which you may want to put in a shaker to help students evenly distribute them. See this website for tips on how to successfully germinate seeds indoors:

     

    Day 2: In today's lesson, students will be learning the hand motions to accompany initial sounds blending.  Students must be able to detect and manipulate individual sounds in words in order to be able to play this game. If students are having difficulty identifying and blending initial sounds, model elongating the initial sound (e.g., mmmeat). Then, have students join you in making the initial sound and blending it into the word.  Students will be assessed on the parts of a plant on the domain assessment.

  • Week 3: April 30

    Domain

    4

    Lesson

    3

    4

    5

    Assessment

    Student work samples from the Writing Strokes activity and students' attempts at writing their names can be collected and included in the students' portfolios (Day 4)

     

    Collect the Draw the Sound for Picture /a/ paper to include in students' portfolios (Day 4).

     

    Collect the Circle the Sound Picture for /h/ worksheet (Activity Page 5-1) to include in students' portfolios (Day 5).

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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 the parts of a plant.

     

    Day 3: During Small Group 2, you might post the chart paper and illustrations (along with photographs or other memorabilia from the event) on a bulletin board for students and families to enjoy. During the whole group Picture Talk, not every Flip Book page is shown. You might find it helpful to use sticky notes to flag the pages of the Flip Book that are shown.

     

    Day 4: For small group time, write the sound pictures students have learned at the tops of blank paper and place them in the Writing Center. Encourage students to practice writing sound pictures by copying the one from the top of the page.

     

    Day 5: At this point in the school year, students should be telling their own stories that have a beginning, middle, and end. One way for students to practice telling stories is to tell a story to a partner. If students are not yet ready to work with partners, they might work one-on-one with you or another adult, or you might conduct this activity as a group, inviting different students to tell different parts of the story. Another option would be to have students tell bedtime stories to their dolls or stuffed animals as you listen.

     

    During the read aloud: Sunflower House by Eve Bunting lends itself well to highlighting /s/ as a beginning sound during reading. Since students are already familiar with the book’s storyline, use this reread to help them focus on the beginning sound /s/. As you read other trade books throughout the school day, consider pausing to ask students to identify initial sounds, particularly those sounds (sound pictures) that students have learned in Small Group.

  • Week 4: May 7

    Domain

    4

    Lesson

    6

    7

    8 (PP)

    Assessment

    Once students complete the Make Your Own Sunflower activity, you may want to include it in their student portfolios.  If you would rather send them home, you can take pictures to include in their portfolios before sending them.

     

    Student work samples from the Writing Strokes activity and students' attempts at writing their names can be collected and included in the students' portfolios (Days 6 & 7).

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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.

     

    Complete Pausing Point 1 activities (found on pgs. 153-158 of the Teacher Guide) based on student need.

    Notes:

    Weekly Overview: This week as students continue to learn about plants, they will learn about how plants start off as seeds and grow.

     

    Day 6: At this point in the school year, students should be able to write most of the letters in their names and say the names of the letters from memory. If students are unable to do so, find time throughout the day to work with them individually. See Pausing Points for suggestions for additional activities students might do to practice writing their names.

     

    In order for students to do the Removing Initial Sounds activity, students must be able to detect and manipulate sounds in words. If some students are not yet able to detect sounds in words, spend extra time reviewing and practicing Skills activities from Days 1-5 of the Habitats domain and/or Skills activities from the Animals domain.

     

    Day 7: Introducing the Picture Talk: You might introduce 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 readaloud, refocus them by beginning the Picture Talk using the suggested language.

     

    Rather than reviewing the Flip Book during this Picture Talk, you will use Image Cards to give students the opportunity to manipulate and sequence pictures showing the life cycle of a sunflower and a tree. Then, students will act out the life cycle of a sunflower.  On the domain assessment, students will be assessed on how a sunflower grows.

     

    Pausing Point 1 (Days 8-10):  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 (see General Overview) 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 5: May 14

    Domain

    4

    Lesson

    9 (PP)

    10 (PP)

    11

    Assessment

    Complete Pausing Point 1 activities (found on pgs. 153-158 of the Teacher Guide) based on student need.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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 Plants domain.  Use this week to review, reinforce or extend skills and listening and learning topics based on student need.  They will learn about the four basic needs of plants this week, as well.

     

    Pausing Point 1 (Days 8-10): 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.

     

    Day 11: During morning circle, students will begin to recognize letters in other students’ names, as well as continuing to identify letters in their own names. For the extension activity, it suggests that you conduct a Nature Walk.  Think about how many students will go at a time, and whether you need extra adults to accompany students.  Consider at least three domain-related topics you will discuss with students while on the walk, and how they might experience these topics in nature.

     

    Tip for centers: Include many wordless picture books in your Library Center to encourage students to tell their own stories.

  • Week 6: May 21

    Domain

    4

    Lesson

    12

    13

    14

    Notes:

    Weekly Overview:  This week, students will continue to learn about what plants need to grow.  They will also be learning about different types of flowers and the jobs that they do.

     

    Day 12:  In today's lesson, students will be identifying initial sounds. For the Picture Talk, this is a great opportunity for students to remember and practice

    using the language and vocabulary they heard during the previous read aloud. As you show the Flip Book pages and read the prompts below, encourage students to talk about the pictures and share information. Refer back to the following Language Support Techniques (see General Overview) as you support students in participating in the Picture Talk: Comments, Self-Talk, Labels and Object Descriptions, Open Questions, Parallel Talk, Expansion, and Expansion Plus.

     

    Day 13:  In today's lesson, students will be learning about the different types of flowers and the jobs that they do.  See Appendix B: Representing Phonemes (Sounds) in CKLA Preschool for a guide to how individual sounds in words (phonemes) are spelled in the Plants domain.

     

    Day 14:  To enhance today's lesson, you may want to gather different kinds of flowers to show students as you read.

    You can show real or imitation flowers. If possible, include a branch or flower with buds and flowers in full bloom, a flower that we eat (e.g., broccoli or cauliflower), and flowers with colorful petals (e.g., roses,

    daises, wildflowers, etc.). Students will be using arm gestures today to blend words that have two sounds.

    Assessment

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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.

     

    Collect the Draw the Sound for Picture /t/ paper to include in students' portfolios (Day 12).

     

    Collect the Circle the Sound Picture for /t/ worksheet (Activity Page 14-2) to include in students' portfolios.

  • Week 7: May 28

    Domain

    4

    Lesson

    15

    16

    Notes:

    Weekly Overview: This week, students will continue learning about how plants are important to students and animals.

     

    Day 15: For Listening & Learning, you will be reading the text, "A Fruit is a Suitcase for Seed."  To prepare for the read aloud, put page numbers on each page of the book.  Read through the text, making notes on how you plan to make the read-aloud interactive for students.   For the extension activity: When offering food to students to taste, be sure to follow whatever procedures your school has in place for mealtimes and snack times (e.g., students wash hands, you wear gloves, students brush teeth, etc.). Remember that some students may be allergic to certain foods.

     

    Day 16: Today, students will be learning about how plants are important to students and animals.  In Small Group 1, students will be matching sound pictures to objects that begin with the same sound.  In Small Group 2, students will be creating a new ending for the story.

     

    Assessment

    Collect the Draw the Sound for Picture /d/ paper to include in students' portfolios (Day 15).

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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: June 4

    Domain

    4

    Lesson

    17

    18 (PP)

    19 (PP)

    Notes:

    Weekly Overview: This week is the Pausing Point 2 for the Plant domain.  Use this week to review, reinforce or extend skills and listening and learning topics based on student need.

     

    Day 17: To prepare for today's lesson, you will need to create a bar graph on chart paper.  Purchase or gather 4 types of produce (two fruits and two vegetables) for students to taste.  For small group 1: You might have students use the arm blending gesture taught on Day 14 in Skills Small Group 1 prior to using the blocks to represent sounds.

     

     

    Days 18 & 19: Pausing Point 2 is an opportunity to review, reinforce, and extend the material taught during the second 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.).

     

     

    Assessment

    Collect the Writing Sounds Pictures worksheet (Activity Page 17-2) to include in students' portfolios.

     

    Conduct naturalistic observations of the Core Content and Language Arts objectives that are assigned to the Farm Stand Learning 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.

     

    For Pausing Point 2, choose activities that you wish to repeat based on student need.

  • Week 9: June 11

    Domain

    4

    Lesson

    20 (PP)

    21 (DA)

    Assessment

    For Pausing Point 2, choose activities that you wish to repeat based on student need.

     

    The Domain Assessment occurs this week.

    Notes:

    Weekly Overview:  Pausing Point 2 for the Plants domain continues this week.  Use this time to review, reinforce or extend skills and listening and learning topics based on student need.  The Domain Assessment also occurs this week.

     

    Day 20: Pausing Point 2 is an opportunity to review, reinforce, and extend the material taught during the second 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.).

     

    Day 21: This Domain Assessment evaluates each student’s knowledge relative to Core Content and Language Arts Objectives addressed in the Plants domain.   For the domain assessment, you will be conducting Individual Task Assessments.  It may be more convenient to pull students individually in a quiet corner of the classroom during Learning Center or snack time.   Student Portfolios should be filled with dated work samples that have been collected throughout the entire domain.