Alignment to the New York State Common Core Learning Standards for English Language Arts & Literacy

Transcription

1 Alignment to the New York State Common Core Learning Standards for The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the New York State Common Core Learning Standards for English Language Arts & Literacy, released in January The correlation is intended to illustrate the system's approach to these standards, not the comprehensiveness of the program. Reading Standards for Literature Key Ideas and Details 1. With prompting and support, ask and answer about detail(s) in a text. TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 40 Learning Centers: Act Out a Story TG pp Whole Group: Social and Emotional 2. With prompting and support, retell familiar stories. TG p. 105 Literacy: The Storyteller in You TG pp Opening Circle Time: Oral Language TG p. 223 Literacy: Sequence of Events TG pp Small Group: Early Writing TG pp Small Group: Literacy TG pp Small Group: Literacy TG p. 129 Literacy: Retell a Classic Robert-Leslie Publishing 1

2 3. With prompting and support, ask and answer questions about characters and major events in a story. The InvestiGator Club Teacher Guide (TG) TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 40 Learning Centers: Act Out a Story TG pp Whole Group: Social and Emotional TG p. 89 Literacy: Reread an Apple Story Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary). The InvestiGator Club Teacher Guide (TG) TG pp Opening Circle Time: Oral Language TG p. 201 Social Studies: What's My Job? TG pp Opening Circle Time: Oral Language TG p. 69 Oral Language: Reread a Story TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 118 Oral Language: Grasshoppers TG p. 119 Oral Language: Classroom Nature Walk TG pp Opening Circle Time: Oral Language TG pp Closing Circle TG p. 89 Literacy: Reread an Apple Story TG pp Opening Circle Time: Oral Language TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 98 Oral Language: "Boom, Bang!" TG p. 133 Oral Language: Listen and Guess Robert-Leslie Publishing 2

3 5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs). TG pp Opening Circle Time: Oral Language TG pp Everyday Literacy: Phonological Awareness TG p. 171 Oral Language: Getting to Know Chuck TG p. 193 Oral Language: The Facts in You TG p. 58 Oral Language: Steam Shovel TG p. 69 Literacy: Reread a Story TG pp Small Group: Science TG p. 120 Everyday Literacy: Jack and Jill TG pp Whole Group: Storytelling Classics TG p. 125 Science: Reread a Shopping Story TG p. 89 Literacy: Reread a Number Story 6. With prompting and support, can describe the role of an author and illustrator. TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 134 Literacy: Books Have Parts TG p. 139 Literacy: Have a Book Parade TG p. 69 Literacy: Reread a Story TG p. 109 Literacy: Chuck, Chuck, and Away TG p. 40 Learning Centers: Storytelling Time TG p. 65 Literacy: Book Knowledge TG pp Whole Group: Literacy Robert-Leslie Publishing 3

4 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. TG pp Small Group: Literacy TG pp Opening Circle Time: Oral Language TG p. 69 Literacy: Reread a Story TG p. 109 literacy: Chuck, Chuck, and Away TG pp Small Group: Early Writing TG pp Closing Circle TG p. 124 Social and Emotional: Water Winners 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. TG pp Whole Group: Storytelling Classics TG p. 129 Literacy: Retell a Classic TG pp Whole Group: Storytelling Classics TG pp Whole Group: Storytelling Classics TG pp Whole Group: Storytelling Classics TG p. 129 Literacy: Retell a Classic TG pp Whole Group: Storytelling Classics TG pp Whole Group: Storytelling Classics Robert-Leslie Publishing 4

5 Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. TG pp Small Group: Literacy TG pp Opening Circle Time: Oral Language TG p. 40 Learning Centers: Let's Read! TG pp Whole Group: Social and Emotional TG pp Whole Group: Literacy TG pp Investigation: Investigation Launch TG pp Small Group: Literacy TG pp Whole Group: Social and Emotional Responding to Literature 11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction). TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG pp Investigation: Investigation Launch TG pp Investigation: Investigation Launch TG p. 89 Literacy: Reread a Duck Story TG pp Small Group: Math TG pp Whole Group: Social and Emotional TG pp Whole Group: Literacy Robert-Leslie Publishing 5

6 Reading Standards for Informational Text Key Ideas and Details 1. With prompting and support, ask and answer questions about details in a text. TG pp Investigation: Investigation Launch TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Math 2. With prompting and support, retell detail(s) in a text. TG pp Investigation: Investigation Launch TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Math Robert-Leslie Publishing 6

7 3. With prompting and support, describe the connection between two events or pieces of information in a text. TG pp Small Group: Science TG pp Whole Group: Math TG pp Small Group: Science TG pp Small Group: Science TG pp Small Group: Math TG pp Small Group: Science Craft and Structure 4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary) TG pp Opening Circle Time: Oral Language TG p. 201 Social Studies: What's My Job? TG pp Opening Circle Time: Oral Language TG p. 69 Oral Language: Reread a Story TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 118 Oral Language: Grasshoppers TG p. 119 Oral Language: Classroom Nature Walk TG pp Opening Circle Time: Oral Language TG pp Closing Circle TG p. 89 Literacy: Reread an Apple Story TG pp Opening Circle Time: Oral Language TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 98 Oral Language: "Boom, Bang!" TG p. 133 Oral Language: Listen and Guess Robert-Leslie Publishing 7

8 5. Identify the front cover, back cover; displays correct orientation of book, page turning skills. TG p. 112 Literacy: Favorite Books TG p. 134 Literacy: Books Have Parts TG p. 139 Literacy: Have a Book Parade! TG p. 161 Literacy: Teach Manny to Read TG p. 40 Learning Centers: Storytelling Time TG p. 65 Literacy: Book Knowledge TG p. 40 Learning Centers: Read and Talk TG p. 69 Literacy: Reread a Snowy Story 6. With prompting and support, can describe the role of an author and illustrator. TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 134 Literacy: Books Have Parts TG p. 139 Literacy: Have a Book Parade TG p. 69 Literacy: Reread a Story TG p. 109 Literacy: Chuck, Chuck, and Away TG p. 40 Learning Centers: Storytelling Time TG p. 65 Literacy: Book Knowledge TG pp Whole Group: Literacy 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). TG pp Small Group: Literacy TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 193 Oral Language: The Facts in You TG pp Whole Group:, Literacy TG p. 69 Literacy: Reread a Story TG p. 30 Daily Routines: Weather Robert-Leslie Publishing 8

9 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. TG pp Small Group: Literacy TG pp Opening Circle Time: Oral Language TG p. 40 Learning Centers: Let's Read! TG pp Whole Group: Social and Emotional TG pp Whole Group: Literacy TG pp Investigation: Investigation Launch TG pp Small Group: Literacy TG pp Whole Group: Social and Emotional Robert-Leslie Publishing 9

10 Reading Standards: Foundational Skills 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. Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show Learning Center Card: "That's My Name" a. TG p. 201 Literacy: Follow That Print TG p. 205 Literacy: Tracking Print TG p. 109 Literacy: Read and Follow b. TG p. 179 Literacy: Find a Word TG p. 183 Literacy: Word Puzzles TG p. 41 Learning Centers: That's My Name! TG p. 65 Literacy: Digging the Alphabet TG p. 88 Literacy: Ocean Word Match c. TG p. 201 Literacy: Follow That Print TG p. 69 Literacy: Reread a Soup Story TG p. 89 Literacy: Reread an Apple Story TG pp Closing Circle Time: Shared Writing d. TG pp Everyday Literacy: Alphabet Knowledge TG p. 41 Learning Centers: That's My Name TG p. 121 Everyday Literacy: What Do I See? e. TG p. 201 Literacy: Follow That Print TG p. 205 Literacy: Tracking Print TG pp Closing Circle f. TG p. 121 Everyday Literacy: Letter or Number? TG p. 93 Literacy: Matching Pairs Robert-Leslie Publishing 10

11 Phonological Awareness 2. Demonstrate 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. Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show a. TG pp Everyday Literacy: Phonological Awareness TG p. 93 Phonological Awareness: Where's the Fox? TG p. 59 Oral Language: "A Sailor Went to Sea" TG p. 69 Oral Language: Read Poetry TG p. 81 Everyday Literacy: Letter or Number? b. TG pp Everyday Literacy: Phonological Awareness TG p. 120 Everyday Literacy: Which Ones Rhyme? TG p. 60 Everyday Literacy: Nose and Toes TG p. 85 Literacy: Reread a Story TG p. 60 Everyday Literacy: Loading the Ship TG p. 100 Everyday Literacy: A Walk by the Lake c. TG p. 61 Everyday Literacy: Alphabet Play TG pp Small Group: Literacy TG p. 85 Literacy: Look Again TG p. 101 Everyday Literacy: ABC Time d. TG pp Everyday Literacy: Phonological Awareness TG pp Small Group: Literacy TG p. 100 Everyday Literacy: Listen for the Beginning Sound TG p. 88 Literacy: Ocean Word Match Robert-Leslie Publishing 11

12 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. Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show Learning Center Card: "That's My Name" TG pp Everyday Literacy: Phonological Awareness TG pp Everyday Literacy: Alphabet Knowledge TG pp Everyday Literacy: Alphabet Knowledge TG p. 31 Daily Routines: Attendance TG p. 41 Learning Centers: That's My Name TG p. 61 Everyday Literacy: The Letter Mm TG p. 61 Everyday Literacy: The Letter Ff TG p. 101 Everyday Literacy: The Letter Dd TG p. 125 Literacy: Safety Signs TG p. 81 Everyday Literacy: The Letter Cc TG p. 121 Everyday Literacy: The Letter Yy TG p. 61 Everyday Literacy: The Letter Ll TG p. 121 Everyday Literacy: The Letter Qq TG p. 61 Everyday Literacy: Raindrop Letters Fluency 4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading). TG p. 95 Literacy: Reading Everywhere TG pp Whole Group: Literacy TG p. 69 Literacy: Octopus Story TG pp Small Group: Science TG p. 89 Literacy: Reread an Apple Story Robert-Leslie Publishing 12

13 Writing Standards The InvestiGator Club and 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 ) Alphabet Song Poster Dilly's Alphabet Cards Dilly's Alphabet Show TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Whole Group: Storytelling Classics TG pp Small Group: Early Writing TG pp Closing Circle TG p. 124 Social and Emotional: Water Winners TG pp Closing Circle TG p. 41 Learning Centers: Greetings from the Garden TG pp Closing Circle TG p. 105 Literacy: Write a Story 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. Alphabet Song Poster Dilly's Alphabet Cards Dilly's Alphabet Show TG pp Closing Circle TG pp Small Group: Early Writing TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Small Group: Early Writing TG pp Closing Circle Time: Shared Writing TG pp Small Group: Early Writing TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle Robert-Leslie Publishing 13

14 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. Alphabet Song Poster TG pp Closing Circle Dilly's Alphabet Cards Dilly's Alphabet Show TG pp Closing Circle Time: Shared Writing TG pp Closing Circle TG pp Closing Circle TG pp Small Group: Early Writing TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle 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. Alphabet Song Poster TG pp Closing Circle Dilly's Alphabet Cards Dilly's Alphabet Show TG pp Closing Circle Time: Shared Writing TG pp Closing Circle TG pp Closing Circle TG pp Small Group: Early Writing TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle Robert-Leslie Publishing 14

15 6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers. Learning Center Card: "Your Name in TG pp Closing Circle Print" TG p. 46 Learning Centers: Your Name in Print TG p. 46 Learning Centers: Letters I Know 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). Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Small Group: Early Writing TG pp Closing Circle TG pp Small Group: Early Writing TG p. 105 Literacy: Write a Story TG pp Closing Circle TG p. 133 Literacy: A New Story 8. With guidance and support, recall information from experiences or gather information from provided sources to answer a question. TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG pp Investigation: Investigation Launch TG p. 89 Literacy: Reread a Duck Story TG p. 125 Science: Reread a Muddy Story TG pp Small Group: Literacy Robert-Leslie Publishing 15

16 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. Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Dilly's Alphabet Show TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle TG p. 129 Art: Sculpt a Story Scene TG pp Closing Circle Time: Shared Writing TG pp Closing Circle Robert-Leslie Publishing 16

17 Speaking and Listening Standards 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. Dilly's Music and Movement CD a. TG pp Opening Circle Time: Oral Language TG p. 134 Readiness: Yesterday, Today, Tomorrow TG pp Culminating Activity: Investigation Celebration TG p. 72 Oral Language: Pass a Hardhat TG p. 78 Oral Language: Veggies TG p. 118 Oral Language: Everyday Safety b. TG pp Opening Circle Time: Oral Language TG p. 215 Literacy: The Curiosity in You TG pp Opening Circle Time: Oral Language TG p. 98 Listening: Tool Talk TG pp Opening Circle Time: Oral Language TG p. 79 Oral Language: A Walk on the Beach c. TG p. 84 Social Studies: Food Around the World TG pp Whole Group: Storytelling Classics Robert-Leslie Publishing 17

18 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. TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG pp Whole Group: Literacy TG pp Whole Group: Social and Emotional TG pp Whole Group: Storytelling Classics TG pp Investigation: Investigation Launch TG pp Investigation: Investigation Launch 3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood. TG p. 105 oral Language: Getting to Know Auntie Lu TG p. 215 literacy: The Curiosity in You TG p. 73 Oral Language: Where Do We Live? TG p. 72 Oral Language: Quiz Show TG p. 59 Oral Language: Pet Talk TG p. 93 Science: Hidden Pictures TG p. 79 Oral Language: Question, Please! TG p. 105 Literacy: Reread "How Many" TG p. 78 Oral Language: Who's Got the Seed? TG p. 118 Oral Language: It's in the Bag! TG p. 113 Science: Will It Move? TG p. 118 Oral Language: Summer Sounds Robert-Leslie Publishing 18

19 Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. TG p. 83 Oral Language: Getting to Know Dilly and JT Gator TG p. 135 Social Studies: How we Change Over Time TG p. 201 Social Studies: What's My Job? TG p. 47 Learning Centers: Dump Trucks TG p. 59 Oral Language: What Do You See? TG p. 79 Oral Language: Where Do We Live? TG p. 104 Social Studies: Plumbers TG pp Small Group: Science TG p. 65 Social and Emotional: Alike and Different TG p. 58 Oral Language: What Is It? TG p. 104 Science: A Closer Look at Frogs TG p. 118 Oral language: Spiders TG p. 99 Oral Language: All About Soil TG p. 78 Oral Language: Cloud Watching 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. Learning Center Card: "Clay Animals" Learning Center Card: "Nature Collage" Learning Center Card: "Weather Book" TG p. 89 Art: Shapely Homes TG p. 92 Oral Language: House Talk TG pp Small Group: Science TG pp Closing Circle Time: Shared Writing TG p. 45 Learning Centers: Clay Animals TG p. 89 Art: Farm Animal Sculpture TG p. 45 Learning Centers: Nature Collage TG p. 79 Oral Language: Old MacDonald's Crops TG p. 41 Learning Centers: Weather Book TG p. 45 Learning Centers: Weather Collage Robert-Leslie Publishing 19

20 6. Demonstrate an emergent ability to express thoughts, feelings and ideas. TG p. 104 Back to School: Getting to Know Teacher TG p. 127 Oral Language: Getting to Know Rosalita TG p. 171 Oral Language: The Handy Person in You TG p. 72 Oral Language: Pass a Hardhat TG p. 98 Oral Language: Let's Paint TG pp Whole Group: Social and Emotional TG p. 113 Oral Language: If I Were a Tool TG pp Opening Circle Time: Oral Language TG p. 98 Oral Language: How Am I Feeling? TG p. 99 Oral Language: Dressing Up TG pp Whole Group: Social and Emotional TG pp Opening Circle Time: Oral Language TG p. 118 Oral Language: Follow the River TG p. 78 Oral Language: In the Garden TG p. 118 Oral Language: It's in the Bag! TG p. 132 Oral Language: Sharing Chair TG p. 65 Social and Emotional: Feel It, Show It, Say It TG p. 69 Literacy: Reread a Snowy Story TG pp Whole Group: Social and Emotional TG pp Closing Circle Robert-Leslie Publishing 20

21 Language Standards 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. Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show Learning Center Card: "That's my Name" a. TG pp Closing Circle TG p. 41 Learning Centers: That's My Name TG p Small Group: Early Writing TG p Small Group: Early Writing TG pp Closing Circle TG pp Closing Circle b. TG p. 105 Oral Language: The Storyteller in You TG pp Opening Circle Time: Oral Language c. TG p. 149 Dramatic Play: Getting to Know Manny TG p. 72 Oral Language: Sharing Chair d. TG p. 171 Oral Language: Getting to Know Chuck TG p. 113 Oral Language: Character Puppets TG pp Opening Circle Time: Oral Language e. TG p. 193 Oral Language: Getting to Know Bruno TG p. 59 Oral Language: Statues TG p. 119 Oral Language: Wet and Dry f. TG p. 209 Oral Language: Bee Mail Delivery TG p. 59 Oral Language: Pet the Pet Robert-Leslie Publishing 21

22 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. Alphabet Song Poster Dilly's Alphabet Cards Alphabet Flapboard and Flap Fillers Magnetic Foam Letters Dilly's Alphabet Show Learning Center Cards: "Look At Me!", "Your Name in Print" Learning Center Card: "That's my Name" a. TG pp Closing Circle TG p. 41 Learning Centers: That's My Name TG pp Closing Circle Time: Shared Writing TG p. 41 Learning Centers: Look At Me! TG p. 41 Learning Centers: Your Name in Print TG pp Closing Circle TG pp Closing Circle b. TG Small Group: Early Writing TG pp Closing Circle Time: Shared Writing TG p. 41 Learning Centers: What Do Animals Need? TG pp Closing Circle Time: Shared Writing TG pp Closing Circle Time: Shared Writing TG pp Closing Circle c. TG pp Closing Circle Time: Shared Writing TG pp Closing Circle TG p. 41 Learning Centers: Water Everywhere TG pp Closing Circle TG pp Closing Circle TG pp Closing Circle Time: Shared Writing Robert-Leslie Publishing 22

23 Knowledge of Language 3. Use knowledge of language and how language functions in different contexts. TG p. 105 Oral Language: Getting to Know Auntie Lu TG p. 149 Dramatic Play: Getting to Know Manny TG p. 109 Oral Language: The "Big Kid" in You TG p. 231 Oral Language: The InvestiGator in You TG p. 59 Oral Language: What Do You See? TG pp Opening Circle Time: Oral Language TG p. 73 Movement: Jump and Jive TG p. 79 Oral Language: Play Time TG p. 59 Oral Language: Pet the Pet TG pp Opening Circle Time: Oral Language TG p. 109 Literacy: Really Listen TG p. 98 Oral Language: If I Could Be... TG pp Opening Circle Time: Oral Language 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). Dilly's Music and Movement CD TG pp Opening Circle Time: Oral Language TG p. 69 literacy: Reread a Story TG pp Opening Circle Time: Oral Language TG p. 113 Dramatic Play: All Kinds of Doctors TG p. 73 Oral Language: Jump or Jiggle TG pp Opening Circle Time: Oral Language TG p. 99 Oral Language: For the Birds TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 73 Oral Language: Add One More Robert-Leslie Publishing 23

24 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. Dilly's Alphabet Cards Magnetic Foam Letters a. TG p. 65 Math: Color Sorting Sacks TG p. 200 Math: Long and Short TG p. 101 Everyday Literacy: The Letter Dd b. TG pp Everyday Literacy: Alphabet Knowledge TG p. 44 Learning Centers: Guess My Direction c. TG p. 160 Social Studies: What We Need to Know TG p. 223 Social Studies: City and County Graph TG p. 49 Learning Centers: Playground Builders TG pp Whole Group: Literacy d. TG p. 192 Music: All Kinds of Music TG p. 39 Daily Routines: Giant Steps Robert-Leslie Publishing 24

25 6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts. Dilly's Music and Movement CD TG p. 201 Social Studies: What's Listen to Your World CD My Job? TG pp Opening Circle Time: Oral Language TG p. 69 Literacy: Reread a Story TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG pp Opening Circle Time: Oral Language TG p. 78 Oral Language: Nutritious Foods TG p. 113 Oral Language: I Can Do It! TG pp Opening Circle Time: Oral Language TG p. 59 Oral Language: What Is it? TG p. 99 Oral Language: For the Birds TG p. 118 Oral Language: Grasshoppers TG pp Opening Circle Time: Oral Language TG p. 113 Oral Language: Picture Match Relay TG pp Opening Circle Time: Oral Language TG p. 119 Oral Language: Dirt Detectives TG pp Culminating Activity: Investigation Celebration TG pp Investigation: Investigation Launch TG pp Opening Circle Time: Oral Language TG p. 72 Oral Language: Add One More TG p. 98 Oral Language: "Boom, Bang!" Robert-Leslie Publishing 25