Revised Spring 2018 Allen ISD Pre-Kindergarten Bundled Curriculum – UNIT 7 1

Allen Independent School District

Bundled ELAR Curriculum

Beginning 2018-2019 School

Year

Pre-Kindergarten

Revised Spring 2018 Allen ISD Pre-Kindergarten Bundled Curriculum – UNIT 7 2

Allen ISD Curriculum Overview

Core Beliefs About Curriculum The Allen ISD Learner Services Department believes that equitable educational opportunity for each learner begins with a culture that adopts the following core beliefs in regard to curriculum:

● Based on the Texas Essential Knowledge & Skills (TEKS) and is process driven

● Designed for mastery of student learning outcomes ● Developed in collaboration with teachers ● Aligned horizontally and vertically ● Communicated in fluid documents, revised regularly, based on

performance data and stakeholder feedback

● Accessible to all students and differentiated to address the needs of each learner

● Provides for rigorous and relevant learning ● Promotes future ready learning outcomes ● Supports the Allen ISD Graduate Profile ● Supported by authentic and ongoing professional learning

Definition of Curriculum Curriculum is a plan developed by and for teachers, to use for instruction, based on the academic standards, Texas Essential Knowledge & Skills (TEKS), as determined by the State of Texas for each academic content area. The curriculum specifies the content standard (the What) and the performance standard (the Why) of the student objectives and should be aligned to both the instruction (the How) and the assessment. Teacher Role Based on a deep understanding of the curriculum, the teacher, in collaboration with the PLC (Professional Learning Community), is responsible for using the locally adopted curriculum to design and deliver effective learning experiences. Characteristics of effective learning experiences:

● Incorporate research based, process driven, instructional strategies ● Align to the district curriculum ● Differentiate curriculum and instruction to ensure student success ● Ensure equal access to the curriculum and equitable delivery to each

learner

● Utilize data and assessments to identify students’ learning strengths and needs

● Include identified Readiness and Supporting Standards which play a vital role in student learning

Curriculum Delivery The curriculum is comprised of both non-negotiable and negotiable components. Non-negotiable components of the curriculum are required to be implemented with fidelity. The Allen ISD non-negotiable curriculum

• Aligns to content and performance levels of the TEKS • Includes Content Standards and Process Standards, as well as Clarifiers • Follows a designated unit sequence reflecting the order in which content is taught • Maintains appropriate pacing within approximately one week of the district pacing calendar • Ensures 100% coverage of the curriculum by the end of the course • Integrates technology to support content, when applicable • Includes additional non-negotiable components specified within particular content area

The Allen ISD curriculum may contain additional negotiable components that have been vetted for alignment and are recommended to be implemented in the design and delivery of instruction.

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Pre-Kindergarten ELAR Bundled Curriculum

Domain II. LANGUAGE AND COMMUNICATION During the prekindergarten years, children’s experiences with language begin to form the basis for their later school success. Explaining words and sounds, talking to children about objects and their names (labeling), and using expanded vocabulary are all ways in which teachers can help to build children’s oral language skills. Given adequate opportunities to interact with responsive adults in language rich classrooms, young children’s language skills usually expand rapidly during these years. The language skills include listening and speaking, expanding both children’s understanding of what they hear, as well as their ability to communicate their own ideas and experiences. These language skills in turn have a tremendous impact upon reading and writing as children progress through school.

A. Listening Comprehension Skills B. Speaking (Conversation) Skills C. Speech Production Skills D. Vocabulary Skills E. Sentences and Structure Skills

Domain III. EMERGENT LITERACY: READING Becoming literate is one of the most important milestones for young children to achieve. According to National Research Council estimates from 1998, if children receive proper exposure and systematic opportunities to develop foundational language, reading, and emergent writing skills during early childhood, as few as five percent may experience serious reading difficulties later. The literacy experiences provided during the prekindergarten year help form the basis for learning to read, particularly when teachers emphasize the key predictors of early literacy: oral language, alphabetic code (letter knowledge, phonological awareness), and print knowledge and concepts.

A. Motivation to Read Skills B. Phonological Awareness Skills C. Alphabet Knowledge Skills D. Comprehension of Text Read Aloud Skills E. Print Concepts

Domain IV. EMERGENT LITERACY WRITING Prekindergarten children generate hypotheses about how written language works and begin to explore the uses of writing for themselves. Initially, they may ask adults to write their names, signs, and letters for them. Children will later independently imitate adults by writing their own thoughts and ideas. This “pretend writing” is the beginning stage of writing development. Through these early writing experiences, young children will develop initial understandings about the forms, features, and functions of written language. Over time, children’s writing attempts more closely approximate conventional writing. In Prekindergarten classrooms, teachers serve as models and guides, writing for different purposes for and with children. Thus, children learn to write through many experiences.

A. Motivation to Write Skills B. Writing as a Process

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Pacing a Year in Pre-Kindergarten with ELAR

The teacher provides many opportunities for practicing the concept, moving the concept from something the child can do slowly, to something that he can do quickly and easily. Thoughtful planning is required for children to have the multiple opportunities needed for this transition from a task that is hard to a task that is very easy for a child to accomplish without assistance.

Gradual Release Model:

Units - Fall Days/Weeks Units - Spring Days/Weeks

My School and Me 19 days Changes in the Earth & Sky 18 days

My Community and Me 19 days Friendships and Tales 19 days

World Around Me 19 days Life Cycles 19 days

Celebrations and Traditions 24 days Amazing Animals 20 days

Caring for the Earth and Me 18 days

Total Days 81 days Total Days 94 days

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Allen ISD - Bundled Curriculum

Unit: 7 Time: 5 Weeks Subject Area: Pre-Kindergarten ELAR Unit Name: Life Cycles Overview: *Language can be used for many purposes *Writing is a process that helps us communicate thoughts, ideas and learning *Listening increases vocabulary and language

PK Domain

Guideline Statement

Guideline

Student Expectation/District Clarification

Language and Communication

Child matches language to social contexts

II.B.6 Child behaviors: • moves close to a teacher and speaks quietly as classmates settle down for a nap. • uses the title “Mrs.” Or “Mr.” before a teacher’s name and refers to classmates by first names. • follows the classroom rule regarding “quiet voices.” • differentiates/adjusts voice appropriately based on the activity.

Teacher Behaviors: • models appropriate language and tone in different social situations (using different quiet

and loud voices). • provides varying social situations for children to practice language usage

(parties/celebrations, lunch time, assemblies, field trips). • reminds children of appropriate language and tone during different times of the day (in

centers, meal time, in the hall) Child investigates

and demonstrates growing understanding of the sounds and intonation of language.

II.C.3 Child Behaviors: o participates in planned oral language activities. o plays with familiar songs using sounds substitution ( the song "Twinkle, Twinkle, Little

Star" can be substituted using "la, la, la, la" throughout). o inserts sound play into the lyrics of a familiar song (highlights a particular sound,

example /k/, works with the rhymes in the "Cat and the Fiddle" and "Hickory Dickory Dock").

• uses phonograms (cat, hat, sat, mat, fat, pat, or in Spanish casa, masa, pasa) when playing with rhymes.

Teacher Behaviors: • understands the importance of language development and the sound structure of language

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acquisition including its relationship to phonological awareness development.

• selects words that include sounds common in native language and English and separates similar sounds.(For example, in English and Spanish the sounds for b, e, m, d, t, k, g are similar.).

• asks children to repeat words before attempting a task. • has awareness of differences in pronunciation. • accepts oral approximations. • includes rhymes that focus on pairing movement and action with rhythmic passages. • uses choral responses. • uses phonograms (cat, hat, sat, mat, fat, pat or in Spanish mes, les, pez, vez).

Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases

II.D.5 Child Behaviors: • follows directions when introduced to a situation. • participates as a speaker and listener in group activities including child-initiated imaginative

play (plays the role of the store clerk or a waiter in a restaurant). • responds appropriately to simple instructions given by the teacher (follows two consecutive

instructions, or chooses two flowers from the tray and draws pictures of them). • follows a command using actions. • sequences story picture cards. • retells a story in his own words. • role plays or pantomimes stories. • listens attentively and responds to stories and poems (tells a story, enacts a poem, draws a

picture to illustrate a story or poem).

Teacher Behaviors: • finds out if new words learned in English are only new labels for concepts already known or

if the concept itself must be taught. • illustrates meanings with pictures or diagrams. • uses artifacts and hands-on manipulatives. • uses anchor charts, graphic organizers, and semantic mapping. • role plays or pantomimes. • makes drawings on the dry erase board. • makes use of how things are said (volume, pitch, rate, and emphasis), using as many cues as

possible to help child gain the meaning. • uses the Spanish word and has the child repeat the new word in English, if necessary (“El

Revised Spring 2018 Allen ISD Pre-Kindergarten Bundled Curriculum – UNIT 7 7

tiene hambre.” “He is hungry.” “Hungry”).

• uses facial expressions, hand gestures or acts out stories to promote child's understanding. • restates important information by using synonyms, cognates, paraphrasing, and visual cues. • uses the child’s home language as base to support the development of listening skills in

English. • provides instruction or command in the child’s home language followed by the command in

English (as needed). Emergent Literacy Writing Domain

Child discusses and contributes ideas for drafts composed in whole/small group writing activities

IV.B.1 Child behaviors: •observes the teacher thinking out loud about different ideas for the morning message. •interacts with the teacher to help her decide what to write. •shares ideas about what to write after going on a field trip. •shares the pen with the teacher to record familiar words and/or selected words within the draft. •participates in writing a letter to a character in a story and making a suggestion based on

what has happened in the story.

Teacher behaviors: •models and thinks aloud while brainstorming different topics to write about •involves children in selecting an idea to write about. •interacts and records a class story using questions such as “How should we begin? What should we

write next? •provides opportunities for the child to record known words within the draft. •provides opportunities for the child to hear and record sounds of words within the draft

(interactive writing). •creates a class newsletter having children dictate stories and ideas, contribute drawings and

writings, and make headings or captions. •creates a shared story based on a simple patterned mentor text.

Child shares and celebrates class- made and individual written products

IV.B.3 Child Behaviors: • engages in rereading the class- made writing product with classmates and/or parents and other

adults in the school. • asks the adult listener to write a comment on the “Comments Page” in the published book.

Teacher Behaviors: • creates opportunities for children to reread the finished story. • invites the children to create illustrations to go with the story. • talks with the children about how they want to share their story/piece of writing with others.

(Possibilities include a published big book, published chart story, or foot book.)

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Evidence of Learning II.B.6 - Child turns to a partner and says “I feel grouchy” with appropriate voice facial expression; Child can express the difference between two emotions showing or describing II.C.3 - Child applies a familiar tune to a new song to increase learning of a new concept II.D.5 - Child can sort objects and pictures into categories IV.B.1 - Child observes teacher thinking out loud about writing; Child contributes ideas to help teacher decide what to write IV.B.3 - Child engages in rereading a class written story with friends Guiding/Essentials Questions

1. How can we write a story? 2. What can we add to our stories? 3. How can we share our stories?

Content Vocabulary Life cycle Feelings Retell Respond Label Describe Sort

Literacy Station Connections Language & Communication

Art Center: Create your own farm filled with mom/baby paint/draw a seeds, illustrate a story

Record story of the week for listening and retelling

Reading Highlighter tape to identify known alphabet letters

Big Book of week and post- its and note pads for children to highlight letters or words they know

Rhyming pairs- children roll the dice and find a picture the rhymes with the one they rolled.

http://www.pre-kpages.com/redhen/

Beginning sounds match- children use clips with letters to match beginning sounds to picture cards

Story sequencing- numerous storyboards available in Frog

Heartstrings- children draw a picture of each person they love and attach them together with string

http://media-cache-cd0.pinimg.com/originals/79/c4/ca/79c4ca12aaa95f10da13beb679eb9974.jpg

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Writing ABC Center:

Using plastic eggs, write an uppercase letter on one 1/2 of the egg and a lowercase letter on the other 1/2. Ask students to put the eggs halves together to make an upper/lowercase letter match.

Writing Center:

1. draw bugs and write bug name on jar template

2. stamp and write life cycle of butterfly

Phonics: Write a letter on the outside of a plastic egg. Print pictures of things that begin with the letter A-Z. Cut out pictures. Have students place the picture that begins with the letter on the outside of the egg, inside the egg. For example: place the picture of an "apple" inside the egg with the letter "A" written on the outside.

ABC: Matching Letter Cards and Pictures ABC: Matching Letter Cards and Pictures

ABC Center 1. catch bugs with a net and sort by number of syllables 2. catch butterflies with nets that have words on them and sort by beginning letter

Resources/ Materials List

Books: • Busy Chickens John Schindel • Where Do Chicks Come From?...Amy E.

Sklansky • From Egg to Chicken...Gerald Legg • How an Egg Grows into a Chicken Tanya

Kant • From Egg to Chicken Anita Ganeri • The Hen Can't Help It: A First… Sam Godwin • Chicken Angela Royston • Eggs and Chicks (Level 1) Fiona Patchett • A Chicken's Life Nancy Dickmann • Chicken David M. Schwartz • Chickens Have Chicks Lynn M. Stone • Wheat • Market • The Tiny Seed by Eric Carle • The Lorax • Growing Vegetable Soup

Video Streaming:

Supplementary materials: http://www.youtube.com/watch?v=6aw22JFMpm4 (life cycle of chicken) http://www.youtube.com/watch?v=kQaA2f4eZrA (life cycle of chicken) http://www.youtube.com/watch?v=8JwLDaFoVfE (learn about birds) http://www.youtube.com/watch?v=P15a2MX8iCs (learn about birds) Sorting Feathers vs. Fur https://drive.google.com/file/d/0B4ZPecHnAWP_SjJHMWZQd3RNTGs/edit?usp=sharing

IPAD: The Greengrocer-Coloring and Puzzles for Kids Flower Garden Free A Plants Life Fruit Sorter Kids Plants Puzzle

Websites: http://wonderopolis.org/wonder/do-all-plants-have-roots/

http://wonderopolis.org/wonder/why-are-earthworms-good-for-gardens/

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The Carrot Seed The Surprise Garden • Pablo’s Tree Tops and Bottoms Colors in the Desert Diary of a Fly Very Hungry Caterpillar Diary of a Spider Diary of a Worm I Love Bugs Ladybugs The Best Bug Parade Bugs for Lunch What Do Insects Do? Science Vocabulary Readers: Life Cycles Ten Little Fish Rainbow Fish Mr. Seahorse A House for a Hermit Crab Five Little Sharks swimming in the Sea In the Ocean What Lives in a Shell? One Fish, Two Fish, Red Fish, Blue Fish

Videostreaming Learn with Paz- Spring has sprung http://app.discoveryeducation.com/player/view/assetGuid/5C7223B0-4B57-4D2D-939D- D7F03721AA5B

Paz’s Garden http://app.discoveryeducation.com/player/view/assetGuid/6F509973-5EA7-419C- A900-2661CAAE552B

Sunflower Life Cycle http://app.discoveryeducation.com/player/view/assetGuid/5DA267ED-36A5-4F9E-A30A- 9E7092F6255A http://app.discoveryeducation.com/player/view/assetGuid/5DA267ED-36A5-4F9E-A30A- 9E7092F6255A

How A Seed Grows http://app.discoveryeducation.com/player/view/assetGuid/E59CF2CB-AED2-4E27-9F58- 555CCAE11FC9

Flowers http://app.discoveryeducation.com/player/view/assetGuid/A03B743E-4DEC-4514-8A14- A049A1C8B1A6

The Legend of Indian Paintbrush http://app.discoveryeducation.com/player/view/assetGuid/88C1FA46-685C-418D-AB88- 9523DC91526D

What Plants Need to Live http://app.discoveryeducation.com/player/view/assetGuid/A0A5C93D-EB0B-4063-8ED1- D510DFBA4F7C

Parts of a Plant http://app.discoveryeducation.com/player/view/assetGuid/85461986-06B1-4140-852A- 544AC6BF9C6E

I Spy Junior CD ROM – Make Your Own ISPY to make plant collage

Just Dance- Feeling Good

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Weekly Focus – Unit 7 Instructional Focus (teach piece) Key Concepts (take-away)

Week 25 ★ II.B.6 ★ IV.B.1

• Model appropriate tone for different social situations.

• Model thinking aloud when brainstorming an idea to write about as a whole class and ask students to help brainstorm

• Language can be used for many purposes • Writing helps us communicate thoughts, ideas

and learning

Week 26 II.B.6 IV.B.1

Pre-teach center or table activities with 2-3 easy to follow instructions

Provide visuals to support multi-step instructions Prompt students to help write letters or words within class draft

• Language can be used for many purposes • Child understands that writing is a process

Week 27 II.C.3 IV.B.1

Children will apply the rhythm of a familiar song to apply new learning

Prompts students to help add sentences/ideas to ongoing draft

• Child connects meaning to print • Writing helps us communicate thoughts, ideas

and learning

Week 28

II.D.5 IV.B.3

Model describing and labeling the parts of an

object Ask questions about the text Provide connections to texts Create a shared story based on a mentor text

• Child asks and answers questions about

book and has a growing knowledge of phonological awareness

• Writing helps us communicate thoughts, ideas and learning

http://www.youtube.com/watch?v=Rb_bMM0Yd2M

The Learning Station- Boom Chicka Boom http://www.youtube.com/watch?v=F2XVfTzel8E

The Learning Station- Singing In The Rain http://www.youtube.com/watch?v=ejyTUSY8Vl8

Just Dance- Itsy Bitsy Spider http://www.youtube.com/watch?v=KvXGX6lqd18 http://www.youtube.com/watch?v=KvXGX6lqd18 Just Dance- Bingo http://www.youtube.com/watch?v=88yBdv9L6R8

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Week 29 • II.D.5 • IV.B.3

• Model describing objects in different ways • Ask questions about the text • Provide connections to texts • Create a shared story based on a mentor text

• Language can be used for many purposes • Writing helps us communicate thoughts, ideas

and learning