WPS Preschool Curriculum by Waterford Public Schools

Waterford Public Schools

Preschool Curriculum 2024

Table of Contents Committee Members……………………………………………………………………………………..1 Vision of a Graduate……………………………………………………………………………………….2 Preschool Vision Statement……………………………………………………………………………3 Storyboard……………………………………………………………………………………………………4 Sample of Preschool Daily Schedule………………………………………………………………..15 Preschool Unit Work………………………………………………………………………………………17 Connecticut Early Learning and Development Standards…………………………………….19 Creative Curriculum: Balls………………………………………………………………………………20 Creative Curriculum: Buildings………………………………………………………………………..26 Creative Curriculum: Gardens…………………………………………………………………………32 Creative Curriculum: Water……………………………………………………………………………..39 Creative Curriculum: Trees……………………………………………………………………………...45 Executive Functioning Strategies………………………………………………………………………51 Development of Scenarios: Doctor’s Office……………………………………………………….53 Development of Scenarios: Vet Office……………………………………………………………….61 Development of Scenarios: Baby Nursery………………………………………………………….69 Development of Scenarios: Pizza Restaurant……………………………………………………..76 Development of Scenarios: Flower Shop……………………………………………………………85 Development of Scenarios: Hair Salon………………………………………………………………93 Second Step Family Guide: Social-Emotional Learning……………………………………….100 Literacy: Fundations Unit………………………………………………………………………………..102 Literacy: Heggerty Unit……………………………………………………………………………………106

Committee Members The following staff made significant contributions to the development of the Waterford Public Schools Preschool Curriculum:

Nicole Dimarco

Oswegatchie Elementary School Preschool Teacher

Amanda Hergott

Quaker Hill Elementary School Preschool Teacher

Sarah McCarthy

Great Neck Elementary School Preschool Teacher

Maggie Sullivan

Great Neck Elementary School Preschool Teacher

Amy White

Oswegatchie Elementary School Preschool Teacher

Vision of the graduate

Our Vision of the Graduate aims to empower each student to be resilient, innovative, and develop a global perspective. Our Vision of the Graduate nurtures a community of lifelong learners equipped with critical thinking skills, compassion, and a drive for excellence, positioning them to flourish in a constantly evolving world.

Effective Communicators

Information Analysts

Critical Thinkers

1A: Listen actively to understand information. 1B: Use an appropriate method of communication. 1C: Create a logical and evidence-based argument. 1D: Deliver a clear and effective presentation or performance. 2A: Use appropriate research tools to acquire information from a variety of sources. 2B: Evaluate different perspectives, biases, and levels of credibility. 2C: Analyze information gathered from research tools to demonstrate understanding.

3A: Make reasonable predictions of a real-world issue. 3B: Analyze data in order to justify a claim.

Self-Directed Learners

4A: Persevere through challenging situations with flexibility and resourcefulness. 4B: Recognize how thoughts, feelings, and actions affect achievement. 4C: Work independently towards achieving a meaningful goal.

Responsible Citizens

5A: Demonstrate respect for all cultures, identities, and perspectives. 5B: Practice responsible digital citizenship.

The Vision for our Waterford Schools Preschool Program We develop an inclusive community of learners where every child is appreciated for who they are — their talents, interests, and aspirations. Our program integrates current research, Connecticut curriculum standards, and play based learning experiences to design a nurturing, curiosity-filled, and rigorous environment. We build independent learners who can play, problem solve, and share their ideas with one another in service to the following academic and social emotional learning goals. - Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns. - Show curiosity in a topic as they find out more about the world around them. For example, asking questions, role playing, and looking for patterns. - Use real world scenarios to demonstrate key academic and social emotional learning goals. For example, putting out the number of plates based on how many people are joining you for dinner; acting out a story with the main characters. - Navigate the school environment using roles, rules and routines. For example, sharing and caring for materials, moving to a location when prompted. - Demonstrate increased sophistication in gross and fine motor skills. For example, molding play dough, using writing utensils to share their thinking. - Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing. INSTRUCTIONAL APPROACH Our preschool program is centered on playful learning driven by the children’s interests and grounded in researchbased, age-appropriate practices. We also provide explicit early literacy instruction using instructional strategies and tools that connect with the Kindergarten experience. This consistent practice eases the transition into Kindergarten and provides foundational letter knowledge for all learners. Our daily routine incorporates play-based learning, direct instruction, executive function development, individual coaching, and peer modeling. - Play-based Learning: We create real world play scenarios based on our observations of children’s interests and ideas aligned to CT curriculum standards. Children are able to explore authentic challenges and demonstrate mathematical, literacy, and social emotional skills. - Explicit Instruction: We teach clear, manageable, and developmentally appropriate lessons aligned to CT curriculum standards. These are followed by regular opportunities to practice and receive targeted feedback to grow over time. Lessons on mathematics, literacy, and executive functioning skills are explicitly taught and monitored to assess progress over time. - Executive Function and Self Regulation: We model strategies for children to help them plan, focus attention, remember instructions, and juggle multiple tasks successfully that also encompass math and literacy skills. - Individual Coaching: We facilitate learning through building rapport, observing skills, assessing progress and setting goals that are responsive to the individual child. - Peer Modeling: We encourage children to learn from each other through organic play and social interactions. Relationships are at the heart of successful classrooms, regardless of age or stage. We are committed to creating and fostering a community of learners that celebrate diversity and inclusion by empowering students and families to celebrate their culture, language, heritage and unique differences. We benefit from collaboration with our families to complement the learning experience for all of our students. See daily schedules that are personalized for our 3 elementary schools. 3

Created by The Waterford Preschool Team 4

Committee Members The following staff made significant contributions to the development of the Waterford Public Schools Preschool Curriculum:

Nicole Dimarco Oswegatchie Elementary School Preschool Teacher Amanda Hergott Quaker Hill Elementary School Preschool Teacher Sarah McCarthy Great Neck Elementary School Preschool Teacher Maggie Sullivan Great Neck Elementary School Preschool Teacher Amy White Oswegatchie Elementary School Preschool Teacher

Preschool Vision Statement “Relationships are at the heart of successful classrooms, regardless of age or stage. We are committed to creating and fostering a community of learners that celebrate diversity and inclusion by empowering students and families to celebrate their culture, language, heritage and unique differences. We benefit from collaboration with our families to complement the learning experience for all of our students.” 6

Preschool Transfer Goals - Develop relationships with each other and the community around them. - Show curiosity in a topic as they find out more about the world around them. - Use real world scenarios to demonstrate key academic and social emotional learning goals. - Navigate the school environment using roles, rules and routines. - Demonstrate increased sophistication in gross and fine motor skills. - Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. 7

Preschool Instructional Approaches - Play-based Learning - Explicit Instruction - Executive Function and Self Regulation - Individual Coaching - Peer Modeling

Play-based Learning

We create real world play scenarios based on our observations of children’s interests and ideas aligned to CT curriculum standards. Children are able to explore authentic challenges and demonstrate mathematical, literacy, and social emotional skills. 9

Explicit Instruction

We teach clear, manageable, and developmentally appropriate lessons aligned to CT curriculum standards. These are followed by regular opportunities to practice and receive targeted feedback to grow over time. Lessons on mathematics, literacy, and executive functioning skills are explicitly taught and monitored to assess progress over 10

Executive Function and Self Regulation

We model strategies for children to help them plan, focus attention, remember instructions, and juggle multiple tasks successfully that also encompass math and literacy skills. 11

Individual Coaching

We facilitate learning through building rapport, observing skills, assessing progress and setting goals that are responsive to the individual child. 12

Peer Modeling

We encourage children to learn from each other through organic play and social interactions. 13

Preschool Unit Work

Purposeful Play - Scenarios

Purposeful play is highly effective because children learn best when they are engaged, interested, and having fun. Teachers balance structure and flexibility, allowing for organic exploration while keeping learning goals in mind.

Sample Preschool Daily Schedule *Schedule is subject to change based on developmental needs of students or special events. Time

Activity Block

What We Are Doing

Connection to Our Instructional Approach

8:258:50 am

Arrival and Morning Routine

We unpack our backpacks, hang up our coats, and settle into our morning learning. We answer a question of the day that is connected to build early literacy and math skills.

Executive Function and Self Regulation

8:509:00 am

Morning Meeting

We greet each other, read our Morning Message, go over our daily schedule, and use our linear calendar. The linear calendar helps us to practice math skills. We make connections to our unit topics of study.

Explicit Instruction Executive Function and Self Regulation

9:0010:20 am

Choice Time

We develop targeted skills embedded in developmental standards through play-based learning experiences. Center choices typically include: Dramatic Play, Blocks, Art, Water, Books & Writing, Discovery & Sensory, and Toys & Games.

Play-based Learning Executive Function and Self Regulation Peer Modeling Individual Coaching

10:2510:55 am

Outdoor Time

We work to build our gross-motor and social skills by exploring the playground, and participating in various activities that are connected to our developmental standards. We reflect and use targeted strategies to make sure everyone can be safe and happy as they play.

Play-based Learning Executive Function and Self Regulation Peer Modeling Individual Coaching

10:5511:05 am

Literacy

We learn about the relationships among sounds, letters, word parts, and

Explicit Instruction Executive Function and Self Regulation

vocabulary. During this time, we do mini lessons and practice our letters and letter sounds to grow our readers and writers. Daily literacy instruction is organized around the five pillars of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension.

11:0511:20 am

Small Group Time

We actively learn in small groups.We focus on how to use materials, work together with our friends, and practice skills aligned to developmental standards.

Explicit Instruction Peer Modeling Individual Coaching

11:2511:55 am

Specials

We visit with our unified arts teachers daily. During this time we build literacy, art, music, and gross-motor skills.

Play-based Learning Executive Function and Self Regulation Peer Modeling Individual Coaching

12:0012:15 pm

Whole Group Learning

We engage in whole group learning time that is short, explicit, and developmentally appropriate. Whole group learning choices typically include: story read aloud, social-emotional lesson, music and movement activity, math/literacy lesson, or lesson connected to our unit topic of study.

Explicit Instruction Executive Function and Self Regulation

12:151:00 pm

Lunch and Bathrooms

We eat lunch and use the bathroom. We continue to practice how we take turns, manage belongings, be respectful, and share ideas.

Executive Function and Self Regulation Peer Modeling

1:002:00 pm

Rest Time

We rest our bodies on our cots. We learn how to calm ourselves down and reset for the afternoon.

Executive Function and Self Regulation

2:002:45 pm

Table Top Activities & Snack

We participate in table activities that support developmental standards. This limited choice time helps practice social emotional skills and fine motor skills. Some may have an afternoon snack.

Executive Function and Self Regulation Individual Coaching

2:453:00 pm

Closing Routine & Dismissal

We read a story connected to our curriculum. We also reflect on our day. We gather our belongings, and prepare to leave school for the day.

Executive Function and Self Regulation Peer Modeling

Preschool Unit Work Green-Executive Function Strategies

Blue-Preschool Standards

Red-Creative Curriculum Units

Purple-Second Step

Connecticut Early Learning and Developmental Standards Creative Curriculum Study Development with Embedded Mathematical Skills LAUNCH

The Creative Curriculum for Preschool

TRIMESTER 1

“Beginning The Year Study” SEL skills introduced and continue through the school year: - Expectations (Classroom, playground, hallway, etc.) - Routines (Visual mediators, supports, cues) - Establishing sense of community

TRIMESTER 2

TRIMESTER 3

Creative Curriculum Studies Trees Buildings Balls Water Gardening

NOTES Additional Creative Curriculum studies - Taking care of ourselves and animals: Pets, Clothes, Bread, Exercise - STEM: Simple machines, Boxes, Tubes & tunnels, Wheels - Nature Topics: Insects, Reduce/reuse/recycle, Sand, Light

Executive Functioning Skills and Scenario Development with Embedded Mathematical Skills

Executive Functioning Strategies

LAUNCH

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

EF Strategies to start the year and continue through school year: - Linear Calendar - Message of the Day - Center Management - Who Chooses First - Daily Visual Schedule - Freeze Dance

Introduce the following EF Strategies: - Play Planning (introduced in October) - Question of the Day - Graphic Practice

Continuation of EF Strategies: - Play Planning (introduced in October) - Question of the Day - Graphic Practice

Scenario 1 - Background knowledge - Prop making - Role/action sheets - Vocabulary

Scenario 2 - Background knowledge - Prop making - Role/action sheets - Vocabulary

Scenario 3 - Background knowledge - Prop making - Role/action sheets - Vocabulary

NOTES

Scenario Ideas Hair Salon Bakery Pizza Shop Vet Doctor Nursery Flower Shop

Scenarios

Additional Scenarios that are available - Farmer’s Market - Orchard - Ice Cream Shop

Social Emotional Learning LAUNCH

Second Step Social Emotional Curriculum

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

Second Step SEL Curriculum Weeks 1 - 4 Week 1- Welcoming Week 2- Listening Week 3- Focusing Attention Week 4- Self Talk

Second Step SEL Curriculum Weeks 5-8 Week 5- Following Directions Week 6- Asking for What you Want or Need Week 7- Identifying Feelings Week 8- More Feelings

Second Step SEL Curriculum Weeks 9-12 Week 9- Identifying Anger Week 10- Same or Different Feelings Week 11- Accidents Week 12- Caring & Helping

NOTES

Daily Literacy Practice LAUNCH

Fundations

Heggerty

TRIMESTER 1

TRIMESTER 2

TRIMESTER 3

Fundation Letter Introductions - Introduction of alphabetic principle of letter-sound correspondence

Fundations Lowercase Letter Formations - Introduction to Fundations letter lines; sky line, plane line, grass line, worm line - Letter formation skills with lowercase letters using fundations letter lines - Association of a sound with a letter that is written

Fundations Uppercase Letter Formations - Continuation of Fundation letter line exposure - Letter formation skills with uppercase letters using fundations letter lines - Association of a sound with a letter that is written

Early Phonological Awareness - Weeks 1 -6

Early Phonological Awareness - Weeks 7 - 15

Early Phonological Awareness - Weeks 15 - end of book

NOTES

Course Name: Preschool

Study: Balls

Focus: We can play with balls in many different ways. We can throw them, catch them, kick them, and watch them roll. This study focuses on a series of investigations. First we explore how we play and exercise with balls. Next we look at how balls move, — pushing and pulling. We end our study by making our own ball and playing with it. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

L.48.3 Use accepted words for objects, actions and attributes encountered frequently in both real and symbolic contexts L.48.7 Use increasingly longer, complex sentences that combine phrases or concepts to communicate ideas L.48.10 Maintain a topic of conversation over the course of several turns L.48.11 Answer simple who, what, where and why questions CA.48.5 Use different

L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts L.60.6 Use more complex words to describe the relationships between objects and ideas (e.g., position words such as “under” or “beside” and comparative words such as “bigger” or “longer”)

Transfer Goals Show curiosity in a topic as they find out more about the world around them. For example: playing on the playground to explore the properties of balls (bouncing, rolling, throwing, kicking); conduct experiments on how balls move from one place to another; gathering information from nonfiction texts/videos. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example: learn the rules of a simple game with balls; build a track or course for a marble to move through; learn exercises to perform on a yoga ball. Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example: asking questions to student athletes; watching a demonstration from a guest; draw/paint to share information and ideas. Demonstrate increased sophistication in gross and fine motor skills. For example: showing increased control and balance while manipulating balls; using a refined pincer grasp to pick up marbles, pom poms, cotton balls.

L.60.9 Initiate, maintain and end conversations by

materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge

repeating what other person says and/or by asking questions L.60.10 Use language to share ideas and gain information CA.60.5 Use a variety of tools and materials to represent ideas through the visual arts

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using oneto-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

C.48.2 Maintain interest in exploring specific topics over time

C.60.2 Express interest in learning about a specific topic over time

C.48.14 Continue working through moderately difficult activities, despite some frustration

C.60.16 Complete longer term and more complex tasks with a focus on the goal, despite frustration

Understandings Balls are spheres — they typically look like a circle from every angle. Learning grows from reading, observing, questioning, and sharing ideas with one another. The visual representation of an idea is a powerful form of expression.

Essential Questions -

Knowledge A ball is a round object that people use in different ways. There are different types of balls (e.g. tennis balls, soccer balls, yoga balls, marbles, bubbles, meatballs, cotton balls, playground balls). Balls are made from a variety of materials (ex: rubber, glass, liquid, fabric).

What different types of balls are there? How are they the same and different? What do balls do? How do people use them? How do I show and share what I know? How do I show that I care about what other people are saying? How do I make something from these materials? Skills (Framed as Learning Targets)

I can activate my background knowledge to communicate what I know about balls and help to formulate and communicate the questions about what I want to know. I can use resources, observation, and conversations to expand my knowledge about balls and share that knowledge with peers and my family. I can describe how two balls are similar and different (size, weight, texture).

Balls can move from one place to another using friction and force such as kicking, throwing, catching, dribbling and rolling.

Balls can be used in different ways (exercise, play, sports, games).

Relevant vocabulary based on student interest.

I can record (e.g., draw, measure, count) observations about how balls move. I can experiment with how different balls move (roll, bounce, etc.) I can use different parts of my body to make balls move. I can create my own ball using paper, foil, bubbles, cooking, play-doh.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Sorting/comparing balls by their properties Visual arts drawing or painting Use materials to construct balls Utilize vocabulary related to the topic (material, texture, measurement, movement) Engage in conversation with guest speakers by asking questions, listening to what they are saying, and showing interest in the topic Explain information about balls that they find interesting Counting up to 10 (bounces, rolls, score, marbles) STAGE 3: LEARNING PLAN

Exploring the topic: Launching Curiosity about Balls

Estimated # of Lessons: 1-3

Learning Targets (excerpted from Stage 1): - I can activate my background knowledge to communicate what I know about balls and help to formulate and communicate the questions about what I want to know.

Essential Questions (excerpted from Stage 1): - What different types of balls are there?

Sample Learning Activities: - Ask students the prompting question: What do we know about balls? What do we want to find out? - Record their questions. - Look at patterns together with them to see what others are interested in. - Explore collection of balls at Group time, Choice Time, or outdoor time. - Invite children to play passing games (throwing, kicking, rolling) during outdoor play. - Look at photos of various balls and discuss the children’s observations. The following investigations will be done according to what students are most curious about. We can guarantee they will be exploring several investigations over the course of this study. Investigation #1: Characteristics of Balls

Estimated # of Lessons: 3-5

Learning Targets: - I can identify physical characteristics of a ball using vocabulary related to its size, texture, color, and weight.

Essential Questions: - What different types of balls are there? - How are they the same and different?

Sample Learning Activities: - What different types of balls are there? - Sort balls based on their physical characteristics (size, texture, color, and weight) - Read books related to balls - Create art with balls (marbles, ping pong, etc.) - Use tools to explore properties (ex: cutting open to observe the inside) Investigation #2: What do balls do? How do they move?

Estimated # of Lessons: 3-5

Learning Targets: - I can experiment with how different balls move (roll, bounce, etc.) - I can use different parts of my body to make balls move. - I can record (e.g., draw, measure, count) observations about how balls move.

Essential Questions: - How do balls move? - How can we use our bodies to make balls move? - How can we measure the distance (height or length) in which balls move?

Learning Activities: - Test balls outside to see which balls bounce the highest. - Make predictions and test them. - Test how balls bounce on different surfaces (i.e. rock, sand, grass, concrete). - Set up a rolling station or ramp for children to test how well various objects roll. - Using standard and non-standard measurement tools to measure how far a ball rolled or bounced. - Sorting objects into categories (i.e. it rolls or does not roll. - Books related to the balls. Investigation #3: How do people use balls?

Estimated # of Lessons: 3-5

Learning Targets: - I can identify examples of food that grow in trees. - I can identify examples of organisms (e.g., insects, animals) who live in trees.

Essential Questions: - How do trees help people and animals?

Learning Activities: - Sorting pictures of animals who live in trees and who does not. - Discuss the location where animals live on trees (ie. branches, nests, inside the trunk, under the roots). - Make applesauce by following a recipe. - Apple/fruit printing in the art center. - Tasting and comparing foods that grow in trees.

Create bird feeders and find a proper location around our school to feed the birds.

Investigation #4: Things Made From Trees

Estimated # of Lessons: 3-5

Learning Targets: - I can identify examples from my everyday life that are made from trees. - I can build something using parts of a tree. - I can explain how organisms (e.g., bird, squirrel) use parts of a tree to make their homes.

Essential Questions: - How do trees help people and animals?

Learning Activities: - What things are made from trees? - Compare/sort items made of wood and other materials (plastic, metal, etc.). Look for items in the classroom or at home. - Make a class book with photos of items found in the classroom made of wood. (Children’s discoveries at home can also be added) - Observe how animals that live in trees make it their home (e.g.,. branches, nests, inside the trunk, under the roots). - Observe pictures of birds' nests and collect materials to build our own in the discovery area. - What tools can we use to build things made of wood? - Provide opportunities for children to explore with real tools and scrap pieces of wood - Invite a woodworker or someone who works with trees in to discuss their job and demonstrate how they use their tools. We end each unit with a celebration and reflection. We show artifacts that represent our learning. We are interested in what other people have created. We reflect on the learning we have done.

Course Name: Preschool

Study: Buildings

Focus: Buildings are all around us. We see them on our street and in our town. This study focuses on a series of investigations about the parts of a building, who builds them, and what we use them for. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts

L.60.6 Use more complex words to describe the relationships between objects and ideas (e.g., position words such as “under” or “beside” L.48.10 Maintain a and comparative topic of conversation words such as “bigger” over the course of or “longer”) several turns L.60.9 Initiate, L.48.11 Answer maintain and end simple who, what, conversations by where and why repeating what other questions person says and/or by

Transfer Goals Show curiosity in a topic as they find out more about the world around them. For example: going on walks through the school to observe features of a building, gathering information from non-fiction texts, videos, . Use real world scenarios to demonstrate key academic and social emotional learning goals. For example: showing respect for our community and the buildings in them through community walks, creating various blueprint and building designs, creating and labeling buildings Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example: asking questions to people that work with buildings, listening respectfully to each other and guest speakers; write/draw/paint to share information and ideas. Develop relationships with each other and the community around them. For example: Interact with builders in the community in a respectful way, list buildings in our community and develop knowledge of what a community is,

L.48.13 Demonstrate comprehension through retelling with use of pictures and props, acting out main events or sharing information learned from nonfiction text CA.48.5 Use different materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge

asking questions L.60.12 With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or share key details from informational text L.60.10 Use language to share ideas and gain information CA.60.5 Use a variety of tools and materials to represent ideas through the visual arts

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using oneto-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

more, holds less, holds the same amount) M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute 3-4 SEL

4-5 SEL

C.48.2 Maintain interest in exploring specific topics over time

C.60.2 Express interest in learning about a specific topic over time

C.48.14 Continue working through moderately difficult activities, despite some frustration

C.60.16 Complete longer term and more complex tasks with a focus on the goal, despite frustration

Understandings -

Buildings can be different shapes and sizes but have common features including: roof, walls, windows, doors. Learning grows from reading, observing, questioning, and sharing ideas with one another. The visual representation of an idea is a powerful form of expression.

Essential Questions -

Knowledge

What types of buildings do we notice in our community? Who builds buildings? What materials do they use to build with? What makes a building sturdy? How do we show where buildings are located that make up our community? How do I show and share what I know? How do I show that I care about what other people are saying? How do I make something from these materials? What celebrations and challenges did we experience? How can we plan for next time? Skills (Framed as Learning Targets)

There are different types of buildings (i.e. offices, stores, schools) Buildings are identifiable by their features and materials Builders build buildings Our community is comprised of various buildings Relevant vocabulary based on student interest

I can learn and share information from books about buildings. I can activate my background knowledge to communicate what I know about balls and help to formulate and communicate the questions about what I want to know. I can use resources, observation, and conversations to expand my knowledge about buildings and share that knowledge with peers and my family. I can record (e.g., draw, count, list features of) observations about parts of buildings. I can describe how two buildings are similar and different. I can list and identify the people who build buildings, and what they do. I can list and identify the tools that builders use. I can demonstrate ways that tools are used to build buildings. I can identify examples of buildings in our community. I can make a model of a building using a plan. I can make a map to show where buildings are located.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Visual arts drawing or painting Representation of a community building using learned features of buildings. Engage in conversation with guest speakers by asking questions, listening to what they are saying, and showing interest in the topic Explain information about buildings that they find interesting Anecdotal notes or checklists around CT ELDS. Photo documentation of student buildings Blueprint drawings of student building designs STAGE 3: LEARNING PLAN

Exploring the topic: Launching Curiosity about Buildings

Estimated # of Lessons: 1-4

Learning Targets (excerpted from Stage 1): - I can activate my background knowledge to communicate what I know about buildings and help to formulate and communicate the

Essential Questions (excerpted from Stage 1): - What types of buildings do we notice in our community?

questions about what I want to know. I can use resources, observation, and conversations to expand my knowledge about buildings and share that knowledge with peers and my family.

Sample Learning Activities: - Ask students the prompting question: What do we know about buildings? What do we want to find out? - Record their questions. - Look at patterns together with them to see what others are interested in. - Scavenger hunt around the building, identifying various features of the building structure (windows, walls, stairs, doors, roof). Listing the features of buildings. - Look at photos of buildings and discuss the children’s observations. The following investigations will be done according to what students are most curious about. We can guarantee they will be exploring several investigations over the course of this study. Investigation #1: Different Types of Buildings

Estimated # of Lessons: 3-5

Learning Targets: - I can describe how two buildings are similar and different. - I can record (e.g., draw, count, list features of) observations about parts of buildings.

Essential Questions: - What types of buildings do we notice in our community?

Sample Learning Activities: - Go on a neighborhood walk and take photos of buildings in the community - Create and explore a map of the school- talk about different places in our school - Create a child-made class book of our favorite buildings (i.e. students can draw their favorite building) - Provide children with building materials in dramatic play to build a home - Learn about building signs in whole group and create building signs in the art center of the classroom. - Invite a visitor in from a new building (i.e. office, store, etc) to share photos Investigation #2:Building Buildings

Estimated # of Lessons: 3-5

Learning Targets: - I can list and identify the people who build buildings, and what they do.

Essential Questions: - Who builds buildings?

Learning Activities: - Invite a builder to come visit the classroom or arrange a virtual field trip of a builder. - Books related to builders. - Investigate various tools at the Block or Discovery Center. - Investigating and listing the titles of different people who work to build houses.

Investigation #3: Features of Buildings

Estimated # of Lessons: 3-5

Learning Targets: - I can list and identify the tools that builders use. - I can demonstrate ways that tools are used to build buildings.

Essential Questions: - What materials do they use to build with? - What makes a building sturdy?

Learning Activities: - Build buildings out of various materials in the block area to see which materials are the strongest - Build buildings out of various materials in the art area to see which materials are the strongest - Provide children with “sturdy” materials (i.e. tape, cardboard, etc) in the block center to build with. Ask students provoking questions to decide which materials created the strongest buildings and why Investigation #4: Buildings in our Community

Estimated # of Lessons: 3-5

Learning Targets: - I can identify examples of buildings in our community. - I can make a model of a building using a plan. - I can make a map to show where buildings are located.

Essential Questions: - How do we show where buildings are located that make up our community?

Learning Activities: - Creating models/replicas of buildings in our community - Creating blueprints of building designs - Invite children to use their created blueprints to build a replica of their building in the block center - Invite children to create a class-made map of favorite buildings within the community. Encourage children to refer to the community map from week 3 to decide where buildings should go. EQ: What celebrations and challenges did we experience? How can we plan for next time? We end each unit with a celebration and reflection. We show artifacts that represent our learning. We are interested in what other people have created. We reflect on the learning we have done.

Course Name: Preschool

Study: Gardens

Focus: We see gardens in our neighborhood. They may be at a school, in a backyard, or at a park. Gardeners work to take care of how the garden grows. They plant, weed, water, and pick. They share the food and flowers with people. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts L.60.12 With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or share key details from informational text

Transfer Goals Show curiosity in a topic as they find out more about the world around them. For example: going on nature walks to observe gardens in our community; gathering information from non-fiction texts/videos. Using gardening tools such as: shovels, trowels, and watering cans. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example: creating letters, shapes and designs from parts of plants, classifying and counting garden related materials/types of plants, showing respect for our community and nature. Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example: asking questions to gardeners, listening respectfully to each other and guest speakers; draw/paint to share information and ideas.

L.60.10 Use language to share ideas and gain information

through retelling with use of pictures and props, acting out main events or sharing information learned from nonfiction text

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using oneto-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount) M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting

rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

C.48.2 Maintain interest in exploring specific topics over time

C.60.2 Express interest in learning about a specific topic over time

C.48.14 Continue working through moderately difficult activities, despite some frustration

C.60.16 Complete longer term and more complex tasks with a focus on the goal, despite frustration

SE.48.11 Demonstrate confidence in a range of activities, routines and tasks and take initiative in attempting unfamiliar tasks

SE.60.13 Demonstrate increased confidence and a willingness to take risks when attempting new tasks and making decisions regarding activities and materials

Understandings Gardens are living ecosystems with plants and insects. Gardeners think about what plants need to grow and care for them accordingly. Learning grows from reading, observing, questioning, and sharing ideas with one another.

Essential Questions -

What grows in this/our garden? Who and what helps gardens grow? How do gardens help people and the environment? How do I show and share what I know? How do I show that I care about what other people are saying? How do I make something from these materials?

The visual representation of an idea is a powerful form of expression.

Knowledge

Skills (Framed as Learning Targets)

Plants in a garden - fruits, vegetables, flowers

Plants need water and sun to grow.

Gardeners use tools to take care of plants.

Insects help gardens grow. Relevant vocabulary based on student interest.

I can identify types of plants that grow in a garden. I can identify things that plants need to grow. I can activate my background knowledge to communicate what I know about gardens and help to formulate and communicate the questions about what I want to know. I can observe, identify, compare, and measure items that grow in gardens. I can identify what gardeners do to care for their garden. I can differentiate between healthy and unhealthy plants, I can identify examples of organisms (e.g., insects) who help plants grow. I can identify different ways that gardens help the environment (i.e. pollination, endangered species) I can identify different ways that gardens help people (i.e. hobbies, providing us with healthy foods) I can identify whether or not a food is ripe and ready to be harvested. I can use what I’ve planted to make a recipe.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Visual arts drawing or painting Creation of a garden Engage in conversation with guest speakers by asking questions, listening to what they are saying, and showing interest in the topic Explain information about gardens that they find interesting Count objects (e.g., flowers, shovels) up to 10 STAGE 3: LEARNING PLAN

Exploring the topic: Launching Curiosity about Gardens

Estimated # of Lessons: 1-3

Learning Targets (excerpted from Stage 1): - I can activate my background knowledge to communicate what I know about gardens and help to formulate and communicate the questions about what I want to know.

Essential Questions (excerpted from Stage 1): - What do we notice about gardens in our community?

Sample Learning Activities: - Ask students the prompting question: What do we know about gardens? What do we want to find out? - Record their questions. - Look at patterns together with them to see what others are interested in. - Nature walk/collecting items from gardens to help fuel curiosity about what we know and what we are interested in finding more about, - Look at photos of gardens and discuss the children’s observations. The following investigations will be done according to what students are most curious about. We can guarantee they will be exploring several investigations over the course of this study. Investigation #1: Plants That Grow in This/Our Estimated # of Lessons: 3-5 Garden Learning Targets: - I can identify types of plants that grow in a garden. - I can identify things that plants need to grow.

Essential Questions: - What grows in this/our garden?

Sample Learning Activities: - Our Garden Plan - Plant sorting (fruits, vegetables, and flowers) - Visit to the class garden to record observations - Planting seeds - Exploring various planters - Plant drawings in the art center - Take photos of the garden and various plants - Creating watering cans with recycled materials Investigation #2: Who and What Helps Gardens Grow

Estimated # of Lessons: 3-5

Learning Targets: - I can observe, identify, compare, and measure items that grow in gardens.

Essential Questions: - What grows in gardens?

Learning Activities: - Using standard and non-standard measurement tools to compare size. - Using 5 senses to explore different herbs and vegetables that grow in gardens. - Sorting items that do vs. don’t grow in gardens, grow above vs. below ground.

Observe and record noticings around the school garden. Books related to what grows in gardens.

Investigation #3: People and Insects That Help Gardens Grow

Estimated # of Lessons: 3-5

Learning Targets: - I can identify what gardeners do to care for their garden. - I can differentiate between healthy and unhealthy plants, - I can identify examples of organisms (e.g., insects) who help plants grow.

Essential Questions: - Who/what helps gardens grow?

Learning Activities: - Identify ways that gardeners know whether a plant is healthy or not. - Listing the tasks gardeners complete to care for plants. - Compare and contrast the ways that insects support the success of gardens. - Features of insects (head, thorax, abdomen). - Insect life cycle. Investigation #4: Gardens Help People and Our Environment

Estimated # of Lessons: 3-5

Learning Targets: - I can identify different ways that gardens help the environment (i.e. pollination, endangered species) - I can identify different ways that gardens help people (i.e. hobbies, providing us with healthy foods)

Essential Questions: - How do gardens help people? - How do gardens help the world around us?

Learning Activities: - Hobby gardening - Reading nonfiction texts about insects that help gardens grow - Investigating healthy foods that grow in gardens - Host visitors to visit the classroom garden; students can share what they know about gardens Investigation #5: Harvesting Gardens

Estimated # of Lessons: 1-3

Learning Targets: - I can identify whether or not a food is ripe and ready to be harvested. - I can use what I’ve planted to make a recipe.

Essential Questions: - How can we harvest our garden?

Learning Activities: - Developing criteria to identify whether or not plants are ripe.

Cook a recipe with ripe fruits or vegetables harvested from a garden. Use Fine Motor and Gross Motor skills to harvest plants.

We end each unit with a celebration and reflection. We show artifacts that represent our learning. We are interested in what other people have created. We reflect on the learning we have done.

Course Name: Preschool

Study: Water

Focus: Let’s explore with water! We use water every day. We need water to take care of our bodies. We also use water to play. We look at where water can be found and how it supports animals and plants in our world. This study focuses on a series of investigations about how water is important to everyone and how it moves and changes. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

Transfer Goals Show curiosity in a topic as they find out more about the world around them. For example: going on walks around our school to find water sources; exploring with cups and funnels in the water table; gathering information from non-fiction texts/videos. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example: counting how many scoops it takes to fill up a jug; exploring what happens when you bring snow inside from the playground; measuring an amount of water needed for a recipe; conducting sink & float experiments and creating a chart to show our findings Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example: asking questions to people that work with water, listening respectfully to each other and guest speakers; draw/paint to share information and ideas.

L.60.9 Initiate, maintain and end conversations by

materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using oneto-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

C.48.2 Maintain interest in exploring specific topics over time

C.60.2 Express interest in learning about a specific topic over time

C.48.14 Continue working through moderately difficult activities, despite some frustration

C.60.16 Complete longer term and more complex tasks with a focus on the goal, despite frustration

SE.48.11 Demonstrate confidence in a range of activities, routines and tasks and take initiative in attempting unfamiliar tasks

SE.60.13 Demonstrate increased confidence and a willingness to take risks when attempting new tasks and making decisions regarding activities and materials

Understandings We use water for self-care and play. Water changes into different forms/states (liquid, gas, solid). Water helps people and the environment. Learning grows from reading, observing, questioning, and sharing ideas with one another.

Essential Questions -

How do we use water? What do we notice about water? How does water change? How do I show and share what I know? How do I show that I care about what other people are saying? How do I make something from these materials?

The visual representation of an idea is a powerful form of expression.

Knowledge

Skills (Framed as Learning Targets)

Water is used every day in different ways (e.g. washing, drinking, playing). Ways to measure water Different states of water - ice, steam, liquid Water moves in a variety of ways

I can activate my background knowledge to communicate what I know about water and help to formulate and communicate the questions about what I want to know. I can use resources, observation, and conversations to expand my knowledge about water and share that knowledge with peers and my family. I can sort objects into groups according to an identifying characteristic (e.g., float and sink). I can record (e.g., draw, measure, count) observations about water. I can identify examples of water sources around my school. I can identify examples of organisms (e.g., insects, animals) who live in water.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Visual arts drawing or painting Engage in conversation with guest speakers by asking questions, listening to what they are saying, and showing interest in the topic Explain information about water that they find interesting Count objects (e.g.How many scoops of water?) up to 10 STAGE 3: LEARNING PLAN

Exploring the topic: Launching Curiosity about Water

Estimated # of Lessons: 1-3

Learning Targets (excerpted from Stage 1): - I can activate my background knowledge to communicate what I know about water and help to formulate and communicate the questions about what I want to know.

Essential Questions (excerpted from Stage 1): - What do we notice about water?

Sample Learning Activities: - Ask students the prompting question: What do we know about water? What do we want to find out? - Record their questions. - Look at patterns together with them to see what others are interested in.

Provide opportunities for children to explore and feel water (water table, jumping in puddles, watercolor painting) to help fuel curiosity about what we know and what we are interested in finding more about. Look at photos and books about water and discuss the children’s observations.

The following investigations will be done according to what students are most curious about. We can guarantee they will be exploring several investigations over the course of this study. Investigation #1: The Different Ways We Use Water

Estimated # of Lessons: 3-5

Learning Targets: - I can identify ways that people use water (e.g. drinking, washing, cooking, etc.) - I can identify ways that animals use water (e.g. drinking, habitats, etc.)

Essential Questions: - How do we use water?

Sample Learning Activities: - Observing tools that we use with water (measuring cups, cooking pots, rubber ducks, etc) - Using water to make art (e.g. watercolors, bubble painting, - Make recipes with water (e.g. playdough, oobleck, etc.) - Make lemonade or another similar type of recipe with water. - Read books related to where you might find water. - Use a variety of water tools at water table or small group time (e.g. cups, funnels, pipettes/eye droppers, turkey basters, water wheels, etc.) - Use vocabulary words while children are working with water at play centers (e.g. pour, squeeze, mix, squirt, spray, scrub, etc.) - Sort photos of people using water in different ways and place them into baskets labeled with visual representations of clean, create, cook, and play. Investigation #2: How does water change?

Estimated # of Lessons: 3-5

Learning Targets: - I can observe how water changes into different forms/states (liquid to solid, liquid to gas, gas to liquid). - I can observe the movement of water.

Essential Questions: - How does water change?

Learning Activities: - Using standard and non-standard measurement tools to compare volume. - Using pictures of water sources to match similar and dissimilar items in memory. - Books related to the water cycle. - Water form sequencing of the water cycle. - Cooking recipe that involves water as an ingredient or boiling water. - Invite a plumber or public works employee to come visit the classroom or arrange a virtual field trip. - Discuss the tools that a plumber or public works employee uses and put on display.

Investigation #3: How does water help people and the environment?

Estimated # of Lessons: 3-5

Learning Targets: - I can identify times and ways I can consume water. (When I’m thirsty, hot, with meals) - I can identify examples of organisms (e.g., insects, animals, plants) that need water to live. - I can talk about how water keeps me healthy.

Essential Questions: - How does water help people and the environment? Why is it important?

Learning Activities: - Following a movement/exercise activity, discuss the need to drink water and stay hydrated. - Make posters to hang around the school to remind others to drink water - Sorting pictures of organisms that need water to live from those that do not. - Use a watering can to water classroom plants. - Visit a Pet Store to observe how different animals use water (or invite staff from a local aquarium to bring animals to observe). - Discuss water conservation with a handwashing activity (with the water running, then with turning water on/off in between). - Create a bird bath for the school garden. - Observe a rain gauge or rain barrel for measuring then reusing water efficiently. We end each unit with a celebration and reflection. We show artifacts that represent our learning. We are interested in what other people have created. We reflect on the learning we have done.

Course Name: Preschool

Study: Trees

Focus: Trees are all around us. We see them at home, school and where we play. Trees can give shelter and food to animals and people. This study focuses on a series of investigations about how trees are important to everyone and how they grow and change. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

Transfer Goals Show curiosity in a topic as they find out more about the world around them. For example: going on nature walks to observe what is around us; collecting sticks, leaves, acorns, etc; using scientific tools (magnifying glasses, scales, binoculars); gathering information from non-fiction texts/videos. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example: creating letters, shapes and designs from parts of a tree, classifying and counting tree related materials/types of trees, showing respect for our community and nature. Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example: asking questions to people that work with trees, listening respectfully to each other and guest speakers; draw/paint to share information and ideas.

L.60.9 Initiate, maintain and end conversations by repeating what other

techniques to make art creations that reflect thoughts, feelings, experiences, knowledge

person says and/or by asking questions L.60.10 Use language to share ideas and gain information CA.60.5 Use a variety of tools and materials to represent ideas through the visual arts

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using oneto-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

C.48.2 Maintain interest in exploring specific topics over time

C.60.2 Express interest in learning about a specific topic over time

C.48.14 Continue working through moderately difficult activities, despite some frustration

C.60.16 Complete longer term and more complex tasks with a focus on the goal, despite frustration

Understandings Trees are growing, living organisms that have basic needs, including water, light, and nutrients from the soil. Learning grows from reading, observing, questioning, and sharing ideas with one another. The visual representation of an idea is a powerful form of expression.

Essential Questions -

Knowledge

What do we notice about trees in our community? How do trees grow and change? How do trees help people and animals? How do I show and share what I know? How do I show that I care about what other people are saying? How do I make something from these materials? Skills (Framed as Learning Targets)

There are different types of trees (e.g. evergreens, deciduous, old trees, young trees, oak, red oak, maple, pine, fruit trees).

Trees are identifiable by physical characteristics such as the type of leaves and bark, product of the tree (acorns, apples, etc) or shape of the tree.

I can activate my background knowledge to communicate what I know about trees and help to formulate and communicate the questions about what I want to know. I can use resources, observation, and conversations to expand my knowledge about trees and share that knowledge with peers and my family. I can sort objects into groups according to

Items we use in everyday life can be made from trees (wooden furniture, tools, houses). Tools such as hammers, nails, and sandpaper can be used for building things made of wood. Relevant vocabulary based on student interest.

an identifying characteristic (e.g., color, length, shape). I can record (e.g., draw, measure, count) observations about parts of trees. I can describe how two trees are similar and different. I can identify examples of food that grow in trees. I can identify examples of organisms (e.g., insects, animals) who live in trees.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Visual arts drawing or painting Build an object using tree parts Engage in conversation with- guest speakers by asking questions, listening to what they are saying, and showing interest in the topic Explain information about trees that they find interesting Count objects (e.g., leaves, twigs, bark samples) up to 10 STAGE 3: LEARNING PLAN

Exploring the topic: Launching Curiosity about Trees

Estimated # of Lessons: 1-3

Learning Targets (excerpted from Stage 1): - I can activate my background knowledge to communicate what I know about trees and help to formulate and communicate the questions about what I want to know.

Essential Questions (excerpted from Stage 1): - What do we notice about trees in our community?

Sample Learning Activities: - Ask students the prompting question: What do we know about trees? What do we want to find out? - Record their questions. - Look at patterns together with them to see what others are interested in. - Nature walk/collecting items from nature to help fuel curiosity about what we know and what we are interested in finding more about, - Look at photos of trees and discuss the children’s observations. The following investigations will be done according to what students are most curious about. We can guarantee they will be exploring several investigations over the course of this study. Investigation #1: Parts of Trees

Estimated # of Lessons: 3-5

Learning Targets: Essential Questions: - I can identify physical characteristics of - What do we notice about trees in our a tree such as leaves, bark, product of community? the tree (acorns, apples, etc) or shape of the tree. Sample Learning Activities: - What are the parts of trees? - Sort nature walk collection into categories (i.e.: leaves, branches, bark, seeds) - Read books related to tree parts (i.e. Leaf Man) and use items from nature walk for retelling opportunities - Create art with parts of trees (i.e. acorn painting, leaf/bark rubbings) - Create a tree using recycled material & label parts - Use scientific tools such as magnifying glasses and binoculars to observe parts of trees up close Investigation #2: What We are Learning about Trees

Estimated # of Lessons: 3-5

Learning Targets: - I can observe how trees physically change during each season (leaves changing colors, falling leaves, growing buds, etc) - I can compare and contrast similarities and differences across trees.

Essential Questions: - How do trees grow and change?

Learning Activities: - Using standard and non-standard measurement tools to compare size. - Using pictures of trees to match similar and dissimilar items in memory. - Books related to the tree life cycle. - Tree sequencing of the growth cycle. - Invite a gardener to come visit the classroom or arrange a virtual field trip of a gardner. - Discuss the tools that gardeners use and display pictures of objects. Investigation #3: Foods That Grow in Trees & Animals That Live in Trees

Estimated # of Lessons: 3-5

Learning Targets: - I can identify examples of food that grow in trees. - I can identify examples of organisms (e.g., insects, animals) who live in trees.

Essential Questions: - How do trees help people and animals?

Apple/fruit printing in the art center. Tasting and comparing foods that grow in trees. Create bird feeders and find a proper location around our school to feed the birds.

Investigation #4: Things Made From Trees

Estimated # of Lessons: 3-5

Essential Questions: - How do trees help people and animals?

Executive Functioning Strategies Linear Calendar is an opportunity for children to become familiar with the concept of time. It is used in place of a traditional calendar, based on research about early learning.

Play Planning is an opportunity for children to think about what they’ll play and then follow through

Center Management is the way in which students in the classroom choose where to play. There are an allotted amount of spaces for each center for students to choose from.

-Concept of time (order or sequence of events, before/after, yesterday, today, or tomorrow, “if yesterday was 5 today is?”) -Literacy and Math Skills -Working memory

- Drawing for meaning - Math skills - Writing skills/ fine motor development - Letter and sound knowledge - Self regulation

- Impulse control (I can control my body when a center I want to go to is full) - Flexible thinking (I can have a backup plan if my first center choice is full)

Freeze Dance is a whole group movement lesson

Message of the Day is a teacher led lesson that models how to make a plan and follow through.

Graphic Practice is a writing activity where children imitate a teacher’s model of a simple picture. Children listen to music while they draw, stopping and starting along with the music.

- Self regulation skills by starting and stopping - Following direction - Gross Motor skill development

- Pictures and words carry meaning - Differences between letters and words - Literacy awareness (letter names & sounds) - Representing ideas through drawing and writing

-Developing fine motor skills - Listening skills - Symbolic representation - Self regulation

Who Goes First Chart is a predictable class list that shows the order in which students choose where they will play at choice time.

Question of the Day is a daily activity where children answer a question based on previously learned content.

Purposeful Play Scenarios provide children with opportunities to take on roles and actions associated with real-life experiences (ex. Restaurant, Doctor’s Office, Bakery).

- Identifying own name - Self regulation - Flexible thinking

- Identifying own name - Making choices - Language comprehension - Literacy and math skills

- Social Skills including conflict resolution and turn-taking - Language development - Self-regulation - Literacy and math skills - Cognitive flexibility

Course Name:

Preschool

Scenario: Doctor’s Office

Focus: Doctors help people who are hurt or sick. There are many different people who work in a doctor’s office that keep us healthy and safe. This scenario focuses on the jobs people have in a doctor’s office, the tools they use, and how we can build our skills as we play. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.5 Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or jog)

L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs)

L.60.6 Use more complex words to describe the relationships between L.48.11 Answer simple objects and ideas (e.g., who, what, where and position words such as why questions under, beside and comparative words such as L.48.18 Identify some bigger or longer) printed words and/or common symbols (e.g., L.60.10 Use language to bathroom signs) in the share ideas and gain context of the information environment L.60.20 Recognize and L.48.19 Recognize names known letters of the some letters especially alphabet in familiar and those in one’s own unfamiliar words name L.60.26 Use early L.48.24 Write in a developmental spelling. manner that is distinct May use one letter for the from drawing. initial or final sound Combine scribbles with letter-like forms

Transfer Goals -

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns.

Use real world scenarios to demonstrate key academic and social emotional learning goals. For example, putting out the number of plates based on how many people are joining you for dinner; acting out a story with the main characters.

Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

Early Numeracy 3-4

Early Numeracy 4-5

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity

M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using M.48.4 Recognize appropriate vocabulary written numerals up to (e.g., longer, shorter, same at least five length, heavier, lighter, same weight, holds more, M.48.8 Recognize holds less, holds the same measurable attribute amount) of an object such as length, weight or M.60.4 Recognize written capacity numerals up to at least 10 M.48.9 Sort objects into two groups, counts and compares the quantity of the groups formed (e.g., indicates which is more)

M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount) M.60.10 Begin to use strategies to determine measurable attributes (e.g., length or capacity of objects). May use comparison, standard or non-standard measurement tools M. 60.11 Represent data using a concrete object or picture graph according to one attribute

SEL 3-4

SEL 4-5

SE.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.48.7 Recognize, label and respond to a wide variety of emotions in others SE.48.8 Make connections between emotional reaction of others and own emotional experiences

SE.60.6 Initiate previously taught strategies to help delay gratification (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity)

SE.60.9 Recognize and show acknowledgement of the feelings, needs and rights of others through behavior (e.g., say “thank you,” share with others, SE.48.11 Demonstrate notice issues of fairness) confidence in a range of activities, routines SE.60.13 Demonstrate and tasks and take increased confidence and a initiative in attempting willingness to take risks unfamiliar tasks when attempting new tasks and making decisions SE.48.13 Interact with regarding activities and one or more children materials (including small groups) beginning to SE.60.16 Cooperate with work together to build peers through sharing and or complete a project taking turns SE.48.15 Seek and accept adult help to solve conflicts with peers

SE.60.19 Engage in developing solutions and work to resolve conflict with peers Understandings

Essential Questions

● ● ●

●

● ●

●

Writing and texts can be used to share and gather information. Measurement tools and numbers can be used to describe or compare objects and people. Speakers use various communication techniques to effectively present their message in formal and informal settings. Exploring authentic challenges requires deliberate practice, following routines, and learning from one another as they play. Learning grows from reading, observing, questioning, and sharing ideas with one another. People use words, gestures and pictures to explain a problem, share ideas, and develop solutions. Shapes can be combined to create new shapes.

●

● ● ● ● ● ●

How do I use my words to play my role in the doctor's office? How do I get new information and learn new skills from books we read? How can I measure and record information as part of my role in the doctor's office? How do I sort and classify items in the doctor’s office? How do I show and share what I know? How do I use shapes to create objects in the doctor’s office? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets)

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

I can practice being an active participant in an activity. I can use vocabulary to label and describe things in a doctor's office. I can act out roles needed in a doctor’s office.. I can use props in the doctor’s office as I play and solve problems. I can find letters and words that I know. I can measure to show and explain how things are similar and different. (position or comparative words) I can use numbers to describe what I see. I can show empathy for the patient (the way I talk, hold and soothe, play). I can answer simple questions and use language to express my ideas (What part of your body is hurting? How would you describe it?) I can write down information for the patient (what the patient might need to do next or write an RX) I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can use shapes to create props for the doctor’s office (stethoscope, scale, bandages ) I can sort objects and people into two or more categories (sick room, well room) STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Formative Assessment -

Observe students as they ask questions, respond to others, and solve problems. Observe students when they recognize a letter or word Observe students using specific vocabulary in verbWhat do sick or injured people need? How do I get new information from books we read about the doctor’s office? How do I show and share what I know?al interactions Identify vocabulary in doctor's office (e.g, circling pictures, writing/drawing/language sample, student talk) Observe students using numeral names and using comparison words “more/less, most/least” when they are measuring. Observe students representing data through use of graphs, charts, or checklists. Ask students to categorize and group objects with common characteristics Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Getting to know the doctor's office Learning Targets: - I can learn and share information from books about the doctor’s office. - I can use vocabulary related to a doctor’s office (medicine, body parts & their functions, tools-scale, bandage, etc.). - I can ask questions to learn more. information about the doctor’s office. - I can practice being an active participant in an activity.

Essential Questions: ● How can a doctor help a person who is sick or injured? ● How do I get new information and learn new skills from books we read? ● How do I show and share what I know?

Learning Activities: - I can learn and share information from books about the doctor’s office. - I can use vocabulary related to a doctor’s office (medicine, body parts & their functions, tools-scale, bandage, etc.) - I can ask questions to learn more information about the doctor’s office. - I can practice being an active participant in an activity. - Reading various fiction and non-fiction books related to a doctor’s office. Fiction: Clifford Goes to the doctor's office Curious George Goes to the doctor's office Maggie and the Emergency Room by Martine Davison Rita Goes to the doctor's office by John Jones Visit to the doctor's office by Eve Marleau Franklin Goes to the doctor's office by Paulette Bourgeois Little Critter: My Trip to the doctor's office by Mercer Mayer Tubes in My Ears: My Trip to the doctor's office by Virginia Dooley Angels in Action: One Day in the Emergency Department by Alan L. Nager Non Fiction We Need Nurses- Schaefer Community Helpers: Doctors-Ready Ask Nurse Pfaff, She’ll Help You-Flanafan Community Helpers: Nurses- Ready We Need Doctors- Schaefer Your Heart- Melvin and Berger Your Brain- Melvin and Berger Bones What does an X Ray Say? My Friend the Doctor doctor's office: Explore the building room by room by John Malam What's Inside a Doctor's office? by Sharon Gordon Going to the doctor's office by Fred Rogers Working at a doctor's office by Pam Rosenberg At the doctor's office by Chris Fairclough I Want To Be A Nurse by Dan Liebman I Want To Be A Doctor by Dan Liebman A Day in the Life of an Emergency Medical Technician by Mary Bowman-Kruhm Ambulances (To the Rescue!) by Joanne Randolph Mommy's in the doctor's office Having a Baby by Maxine B. Rosenberg A Day in the Life of a Doctor by Heather Adamson

Second Topic: Prop Making Learning Targets: ● I can use shapes to create props for the Doctor’s office (bandages, scale, medicine, X-ray machine) ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn).

Essential Questions: ● What do the staff need in a Doctor’s Office ? ● How do I use shapes to create objects in a Doctor’s office?

● ●

I can use vocabulary related to the Doctor’s Office (patient, prescription, weight, examine, vaccine) I can ask an adult for help when I get stuck, frustrated, or sad.

Sample Learning Activities: -

Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “the patient needs an X-Ray”). Use these additional materials to create new props for the children to use in the Doctor’s Office.

Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Laptop, X-Ray machine, stethoscope, carry case for vials, bandages, scale, shots, phones, patient forms, medicine, blood pressure cuff, medical bag Third Topic: Playing Out Experiences Using Roles and Props Learning Targets: ● I can practice being an active participant in an activity. ● I can use vocabulary to label and describe things in a doctor's office. ● I can act out roles needed in a doctor’s office.. ● I can use props in the doctor’s office as I play and solve problems. ● I can find letters that I know. ● I can measure to see how things are similar and different. ● I can use numbers to describe what I see. ● I can show empathy for the patient (the way I talk, hold and soothe, play). ● I can answer simple questions and use language to express my ideas (What part of your body is hurting? How would you describe it?) ● I can write down information for the patient (what the patient might need to do next) ● I can ask an adult for help when I get stuck, frustrated, or sad. ● I can be ok when things take more time than I would like. ● I can take turns using materials and objects as I play with my peers (sharing objects,

●

● ● ● ●

How do I use my words to play my role in the doctor's office? How can I measure and record information as part of my role in the doctor's office? How do I sort and classify items in the doctor’s office? How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

● ●

waiting my turn). I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can sort objects and people into two or more categories (sick room, well room)

Roles & Actions: Patient - Visit the doctor - Describe their injury or illness to the doctor Doctor - Perform checkup (listens to heart, looks in ears/eyes/nose) - Chart/write down information about patient Nurse - Measure height, weight, temperature, and blood pressure of patient - Chart/write down information about patient Waiting Room- Receptionist - Sign patients in - Tell doctor and nurse that the patient has arrived.

Course Name:

Preschool

Scenario: Vet Office

Pets are fun. We like to play with them. They need lots of care and attention to stay healthy. This scenario focuses on how veterinarians help take care of pets. They also listen to concerns and work to make people and their pets feel better. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs)

L.60.9 Initiate, maintain L.48.10 Maintain a topic of and end conversations by conversation over the repeating what other course of several turns person says and/or asking questions L.48.11 Answer simple who, what, where and why L.60.10 Use language to questions share ideas and gain information L.48.24 Write in a manner that is distinct from L.48.13 Demonstrate drawing. Combine comprehension through scribbles with letter-like retelling with the use of forms pictures & prompts, acting out main events or L.48.3 Use accepted words sharing information for objects, actions and learned from nonfiction attributes encountered text frequently in both real and symbolic contexts L.60.12 With prompting and support, retell familiar stories, including story elements (e.g.,

Transfer Goals -

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns.

Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

setting, characters, events) and/or share key details from informational text L.60.26 Use early developmental spelling. May use one letter for the initial or final sound L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts 3-4 Early Math

4-5 Early Math

M.48.11 Use positional vocabulary (e.g., up/down, in/ out, on/off, under) to identify and describe the location of an object

M.60.13 Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object

M.48.13 Combine two or more shapes to create a new shape or to represent an object in the environment M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape) M.48.8 Recognize measurable attribute of an object such as length, weight or capacity

M.60.15 Complete a shape puzzle or a new figure by putting multiple shapes together with purpose M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute M.60.10 Begin to use strategies to determine measurable attributes

(e.g., length or capacity of objects). May use comparison, standard or non-standard measurement tools

3-4 SEL

4-5 SEL

SE.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.48.7 Recognize, label and respond to a wide variety of emotions in others

SE.60.6 Initiate previously taught strategies to help delay gratification (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity)

SE.48.8 Make connections between emotional reaction of others and own emotional experiences SE.60.9 Recognize and show acknowledgement SE.48.11 Demonstrate of the feelings, needs and confidence in a range of rights of others through activities, routines and behavior (e.g., say “thank tasks and take initiative in you,” share with others, attempting unfamiliar tasks notice issues of fairness) SE.48.13 Interact with one or more children (including small groups) beginning to work together to build or complete a project SE.48.15 Seek and accept adult help to solve conflicts with peers

SE.60.13 Demonstrate increased confidence and a willingness to take risks when attempting new tasks and making decisions regarding activities and materials SE.60.16 Cooperate with peers through sharing and

taking turns SE.60.19 Engage in developing solutions and work to resolve conflict with peers

Understandings

●

● ●

Exploring authentic challenges requires deliberate practice, following routines, and learning from one another as they play. Learning grows from reading, observing, questioning, and sharing ideas with one another. People use words, gestures and pictures to explain a problem, share ideas, and develop solutions. Sorting and comparing objects helps me recognize patterns that describe the world. Shapes can be combined to create new shapes.

Essential Questions ● ● ● ● ● ● ● ● ●

How do I use my words to play my role in the vet office? How do pets use their body parts to show how they feel? How do I take care of a pet? How do I use shapes to create objects in a vet office? How do I sort and classify items in the vet office? How do I get new information from books we read about caring for an animal? How do I represent my thoughts in print/writing? How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets)

● ● ● ● ● ● ● ● ● ● ● ●

I can learn and share information from books about pets. I can ask questions to learn more information about the vet office. I can practice being an active participant in an activity. I can take turns using materials and objects as I play with my peers. I can take several turns during conversation with my peers during play. I can answer simple questions and use language to express my ideas. I can write down my ideas. I can write down information for the pet owner (suggestions for pet care) I can use vocabulary related to pets. I can use shapes to create props for the pet. I can use positional words to describe the location of objects in the vet office. I can sort pet objects into two or more categories ( sort by size, then by color). I can show empathy for the pet (the way I talk, hold and soothe, play).

● ● ● ● ●

I can measure and record basic stats of a pet (how tall, how much they weigh, what color). I can ask an adult for help when I get stuck, frustrated, or sad. I can share ideas on how to solve a problem. I can be ok when things take more time than I would like. I can try new things and roles in the vet office. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment

Observe students as they ask questions, respond to others, and solve problems. Ask students to categorize and group objects with common characteristics Observe students when they recognize a written number and count out that number with objects. Identify vocabulary in the vet office (e.g, circling pictures, writing/drawing/language sample, student talk) Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Learning about a Vet’s Office Learning Targets: - I can learn and share information from books about pets. - I can use vocabulary related to pets (leash, tank, crate, treat) - I can ask questions to learn more information about the vet office. - I can practice being an active participant in an activity.

Essential Questions: ● How do pets use their body parts to show how they feel? ● How do I take care of a pet? ● How do I get new information from books we read about caring for an animal? ● How do I show and share what I know?

Sample Learning Activities: - Community connection: guest speaker talks about what it is like being a vet - Webbing Activity (What do we know about Veterinarian's Office? What do we want to know?) - Exploring real life supplies or tools related to pets and the Vet’s office - Visit a Veterinarian or Zoom with a Vet/Animal Doctor - Reading various fiction and non-fiction books related to pets and/or Veterinarians: - Bark, George! By Jules Feiffer - Ask a Veterinarian by Jaye Garnett - Veterinarians and What They Do by Liesbet Slegers - Lola Goes to the Doctor by Marcia Goldman - Taking Care of a Pet by Elizabeth Moore

Second Topic: Prop Making Learning Targets: ● I can use shapes to create props for the pet (pet carrier, dog bed, signs, scale) ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). ● I can use vocabulary related to pets (leash, tank, crate, treat) ● I can ask an adult for help when I get stuck, frustrated, or sad.

Essential Questions: ● How do I use shapes to create objects in a vet office?

Sample Learning Activities ● Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “the vet needs more tools”). Use these additional materials to create new props for the children to use with the babies. Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Scale, pet carrier, dog bed, stethoscope, injections, antibiotics, leash, tank, treat Third Topic: Playing Out Experiences using Roles and Props Learning Targets: - I can practice being an active participant in an activity. - I can take turns using materials and objects as I play with my peers. - I can take several turns during conversation with my peers during play. - I can answer simple questions and use language to express my ideas. - I can write down my ideas. I can write down information for the pet owner (suggestions for pet care) - I can use vocabulary related to pets. - I can use positional words to describe the location of objects in the vet office. - I can sort pet objects into two or more categories ( sort by size, then by color). - I can show empathy for the pet (the way I talk, hold and soothe, play). - I can measure and record basic stats of a pet

● ● ● ● ● ● ●

How do I use my words to play my role in the vet office? How do pets use their body parts to show how they feel? How do I take care of a pet? How do I sort and classify items in the vet office? How do I represent my thoughts in print/writing? How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

(how tall, how much they weigh, what color). I can ask an adult for help when I get stuck, frustrated, or sad. I can share ideas on how to solve a problem. I can be ok when things take more time than I would like. I can try new things and roles in the vet office.

Roles & Actions: Pet Owner ● Visit pet store to get supplies (could provide a checklist of what they have to get) ● Feed pet ● Take pet to vet ● Have pet groomed ● Bring pet to park to play with, feed, etc Receptionist ● Help customers ● Make things to sell - collars, bowls, clothing, food, toys, beds, accessorizing accessories etc ● Clean ● Helps visitors who are interested in buying a dog/cat, visit and play with the pets. ● What can they do if there are no customers (make things, clean, organize, make price tags) ● Get medicine together for pet owner to take home Groomer ● Bathe ● Brush ● Clean ears ● Blow dry ● Trim nails ● Trim fur ● Accessorize pets with bows/clips/etc Veterinarian - Provide a checklist of what they have to do with each pet ● Checks animals temperature ● Gives vaccines ● Measures the animals (height, weight, etc.) ● Prescribe and administer medicine ● X-Ray ● Clean teeth ● Clip nails

Props: collars, kennels, bowls, food, brushes, pet toys, pet beds, x-ray table, tools, tub, soap

Course Name:

Preschool

Scenario: Baby Nursery

Babies bring joy. They are a part of families. Babies need lots of care and attention. This scenario focuses on how nursery workers and family members care for babies, and how we can build our skills as we play. STAGE 1: DESIRED RESULTS Established Goals (standards)

Transfer Goals

3-4 Early Literacy

4-5 Early Literacy

L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs)

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns.

Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

L.60.9 Initiate, maintain and end conversations by repeating L.48.10 Maintain a topic of what other person says and/or conversation over the asking questions course of several turns L.60.10 Use language to share L.48.11 Answer simple ideas and gain information who, what, where and why questions L.60.26 Use early developmental spelling. May L.48.24 Write in a manner use one letter for the initial or that is distinct from final sound drawing. Combine scribbles with letter-like L.60.4 Use an increasing forms variety and specificity of accepted words for objects, L.48.3 Use accepted words actions and attributes for objects, actions and encountered in both real and attributes encountered symbolic contexts frequently in both real and symbolic contexts 3-4 Early Math

4-5 Early Math

M.48.11 Use positional vocabulary (e.g., up/down, in/ out, on/off, under) to identify and describe the location of an object M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set M.48.13 Combine two or more shapes to create a new shape or to represent an object in the environment M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

M.60.13 Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set M.60.15 Complete a shape puzzle or a new figure by putting multiple shapes together with purpose. M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

SE.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.48.7 Recognize, label and respond to a wide variety of emotions in others

SE.60.6 Initiate previously taught strategies to help delay gratification (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity)

SE.60.9 Recognize and SE.48.8 Make connections show acknowledgement between emotional of the feelings, needs and reaction of others and own rights of others through

emotional experiences

behavior (e.g., say “thank you,” share with others, notice issues of fairness)

SE.48.11 Demonstrate confidence in a range of activities, routines and SE.60.13 Demonstrate tasks and take initiative in increased confidence and a attempting unfamiliar tasks willingness to take risks when attempting new tasks and SE.48.13 Interact with one making decisions regarding or more children (including activities and materials small groups) beginning to work together to build or SE.60.16 Cooperate with peers complete a project through sharing and taking turns SE.48.15 Seek and accept adult help to solve SE.60.19 Engage in developing conflicts solutions and work to resolve with peers conflict with peers Understandings

●

● ● ● ●

Essential Questions ● ● ● ● ● ● ● ● ●

How do I take care of a baby? What do babies need? How do I use my words to play my role in the Baby Nursery? How do I get new information from books we read about caring for a baby? How do I sort and classify items in the nursery? How do I represent my thoughts in print/writing? How do I show and share what I know? How do I use shapes to create objects in a nursery? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets) ●

I can practice being an active participant in an activity.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). I can write down my ideas (writing directions for feeding based on what the baby needs) I can write down my ideas (making a shopping list for baby) I can show empathy for the baby (the way I talk, hold and soothe, play). I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can try new things and roles in the baby nursery. I can use props for the baby (rattles, mobiles, crib) as I play and solve problems. I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond - “What’s your baby’s name?,” “Her name is Sarah”) I can answer simple questions and use language to express my ideas (Why is the baby crying? “My baby is crying because he’s hungry” “He needs a bottle”) I can use vocabulary related to babies (bottle, diaper, nap, bassinet, pacifier, feeding) I can use shapes to create props for the baby (rattles, mobiles, crib) I can use positional words to describe the location of objects in the baby nursery (up/down, in/out, on/under) I can count up to 5 objects using 1:1 correspondence (setting the table for the baby to eat with the family) I can sort baby objects into two or more categories ( sort by size, then by color). STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment

Observe students as they ask questions, respond to others, and solve problems. Ask students to categorize and group objects with common characteristics Observe students when they recognize a written number and count out that number with objects Identify vocabulary in baby nursery (e.g, circling pictures, writing/drawing/language sample, student talk) Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Getting to Know the Baby Nursery Learning Targets: - I can learn and share information from books about pets. - I can use vocabulary related to a baby nursery (bottle, diaper, nap, bassinet, pacifier, feeding ) - I can ask questions to learn more information about the baby nursery. - I can practice being an active participant in an activity.

Essential Questions: ● What do babies need? ● How do I get new information from books we read about caring for a baby? ● How do I show and share what I know?

Sample Learning Activities: - Community connection: invite or zoom with someone from your school or classroom community to share their experiences with caring for babies. - Webbing Activity (What do we know about Babies/Baby Nurseries/Caring for Babies? What do we want to know?) - Introducing real life supplies or tools related to babies and the Baby Nursery - Reading various fiction and non-fiction books related to babies and caring for them: - Everywhere Babies, Susan Meyers - Peter’s Chair, Ezra Jack Keats - Babies Don't Eat Pizza Dianne Danzing - The New Baby Mercer Meyer Second Topic: Prop Making Learning Targets: ● I can use shapes to create props for the babies (baby toys, mobiles, blankets, crib) ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). ● I can use vocabulary related to babies (diaper, bottle, stroller, bassinet) ● I can ask an adult for help when I get stuck, frustrated, or sad.

Essential Questions: ● What do babies need? ● How do I use shapes to create objects in a nursery?

Sample Learning Activities: -

Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “the babies need toys”). Use these additional materials to create new props for the children to use with the babies.

Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Crib, blankets, toys, mobiles, books, baby food, car seat, bottles, baby clothes, bassinet, bathtub, pacifier Third Topic: Playing Out Experiences using Roles and Props Learning Targets: Essential Questions: ● I can practice being an active participant in an ● How do I take care of a activity. baby? ● I can take turns using materials and objects as I play ● What do babies need? with my peers (sharing objects, waiting my turn). ● How do I use my words to ● I can write down my ideas (writing directions for play my role in the Baby feeding based on what the baby needs) Nursery? ● I can show empathy for the baby (the way I talk, hold ● How do I sort and classify

● ● ● ● ●

● ● ● ● ● ●

and soothe, play). I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can try new things and roles in the baby nursery. I can use props for the baby (rattles, mobiles, crib) as I play and solve problems. I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond - “What’s your baby’s name?,” “Her name is Sarah.”) I can answer simple questions and use language to express my ideas (Why is the baby crying? “My baby is crying because he’s hungry” “He needs a bottle”) I can write down my ideas (making a shopping list for baby) I can use vocabulary related to babies (bottle, diaper, nap, bassinet, pacifier, feeding) I can use positional words to describe the location of objects in the baby nursery (up/down, in/out, on/under) I can count up to 5 objects using 1:1 correspondence (setting the table for the baby to eat with the family) I can sort baby objects into two or more categories ( sort by size, then by color).

● ●

items in the nursery? How do I represent my thoughts in print/writing? How do I show and share what I know?

Learning Activities: ROLES & ACTIONS: Caregiver/Parent ● Feed Baby ● Dress baby ● Change diapers ● Bathe baby ● Play with baby ● Put baby to sleep/rock baby ● Make food ● Take baby out for walks or drives ● Read to baby ● Bring baby to doctor Pediatrician ● Checks baby’s temperature ● Gives vaccines

● ● ●

Measures baby (height, weight, etc.) Prescribe and administer medicine X-Ray

Sibling/Family Members ● Helps caregiver take care of baby ● Play with baby, sing songs, read books Babysitter ● Takes on caregiver role when main caregiver is away Props: baby dolls, clothes, diapers, bottles, pacifiers, blankets, books, toys, bathtub, brush, comb, soap, lotion, stroller, baby carrier, crib/bassinet, kitchen items, diaper bag

Course Name:

Preschool

Scenario: Pizza Restaurant

Focus: Going out to eat pizza with family and friends is a fun-filled adventure! We can all connect to how the restaurant runs and smells. We are familiar with the overall atmosphere and can learn what it feels like to serve other people and enjoy time out with others. This scenario focuses on what happens in a pizza restaurant and how we can build our skills as we play. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.10 Maintain a topic of conversation over the course of several turns

L.60.1 Understand an increasing variety and specificity of words for objections, actions and attributes encountered in both real and symbolic contexts

L.48.3 Use accepted words for objects, actions and attributes encountered frequently in both real and symbolic contexts L.48.5 Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or jog) L.48.23 Draw or “writes” to convey an idea, event or story. “Writing” involves scribbles, letters and/ or letter-like shapes (e.g., make pretend list or use their words to

L. 60.2 Determine the meanings of unknown words/concepts using the context of conversations, pictures or concrete objects L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts

Transfer Goals -

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns. Show curiosity in a topic as they find out more about the world around them. For example, asking questions, role playing, and looking for patterns. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example, putting out the number of plates based on how many people are joining you for dinner; acting out a story with the main characters. Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

L.60.9 Initiate, maintain and end conversations by repeating what other person says and/or asking questions

dictate a message to communicate with others)

L.48.23 Draw or “writes” to convey an idea, event or story. “Writing” involves scribbles, letters and/ or letter-like shapes (e.g., make pretend list or use their words to dictate a message to communicate with others)

3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using oneto-one correspondence

M.60.2 Count up to 10 objects using one-toone correspondence

M.48.3 Count out a set of objects up to 4

M.60.3 Count out a set of objects up to 5

M.48.5 Recognize and name, without counting, the number of objects in small groups of at least 3 or 4 objects

M.60.5 Quickly recognize and name, without counting, the number of objects in collections of up to at least five items

M.48.7 Understand that adding to (or taking away) one or more objects from a group will increase or decrease the objects in the group

M.60.6 Compare sets of up to 10 objects using a visual matching or counting strategy & describing the comparison as more, less than, or the same.

M.48.11 Use positional vocabulary to identify and describe the location of an object M.48.12 Identify 2dimensional shapes

M.60.7 Use real-world situations and concrete objects to model and solve addition (e.g., putting together) and subtraction (e.g.,

(starting with familiar shapes such as circle and triangle) in different orientations and sizes

taking away) problems up through 5 M.60.9 Compare the measurable attributes of two or more objects and describe the comparison using appropriate vocabulary M.60.13 Use the relational vocabulary of proximity to identify and describe the location of an object. M.60.14 Identify and describe a variety of 2-D and 3-D shapes with mathematical names, regardless of orientation and size.

3-4 SEL

4-5 SEL

E.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.60.13 Demonstrate increased confidence SE.48.10 Recognize and a willingness to and describe take risks when themselves in terms of attempting new tasks basic preferences and making decisions regarding activities SE.48.13 Interact with and materials one or more children (including small SE.60.16 Cooperate groups) beginning to with peers through work together to build sharing and taking

or complete a project

turns

SE.48.11 Demonstrate confidence in a range of activities, routines and tasks and take initiative in attempting unfamiliar tasks

SE.60.19 Engage in developing solutions and work to resolve conflict with peers

SE.48.15 Seek and accept adult help to solve conflicts with peers Understandings ● ●

● ● ●

●

Essential Questions

Learning grows from reading, observing, questioning, and sharing ideas with one another. Speakers use various communication techniques to effectively present their message in formal and informal settings. Objects and sets of objects can be given numerical descriptions. Objects in the world can be described by their attributes. Exploring authentic challenges requires deliberate practice, following routines, and learning from one another as they play. People use words, gestures and pictures to explain a problem, share ideas, and develop solutions. Shapes can be combined to create new shapes.

● ●

● ● ● ●

How do I use my words to play my role in the pizza restaurant? How do I use counting as part of my role in the pizza restaurant? (e.g., counting how much to pay, counting the number of slices) How do I get new information and learn new skills from books we read? How do I use shapes to create objects in the pizza restaurant? How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets) ● ● ● ● ● ●

I can practice being an active participant in an activity. I can take turns when determining the role I want to play. I can use vocabulary associated with the pizza restaurant appropriately and in context. I can communicate a friendly greeting and salutation. I can ask and answer questions to collect customer orders. I can participate in conversations with appropriate: use of eye contact and turn taking.

● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

I can create a description for a menu. I can follow multi-step directions to make a pizza. I can tell the difference between 2D and 3D shapes (flat and solid). I can ask and answer questions to learn more information about the restaurant. I can ask and answer questions to collect customer orders. I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond, repeating others’ ideas) I can sort materials for the pizza restaurant (tools, toppings, etc). I can count sets of objects (toppings, table settings, dollars, etc.) based on the written numeral. I can follow directions from a picture recipe. I can write or draw to communicate (money, labels/signs, taking orders, descriptions for a pizza menu, etc.) I can use shapes to create props for the pizza restaurant (pizzas, measuring cups, recipe book, money) I can act out roles needed in a pizza shop. I can use props in the pizza restaurant as I play and solve problems. I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment

Observe students when they recognize a written number and count out that number with objects Identify vocabulary in pizza restaurant (e.g, circling pictures, writing/ drawing/language sample, student talk) Observe students as they ask questions, respond to others, and solve problems. Observe students when they recognize a letter or word Observe students using specific vocabulary in verbal interactions Ask students to categorize and group objects with common characteristics Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Getting to Know the Pizza Restaurant Learning Targets: - I can learn and share information from books about the pizza restaurant. - I can use vocabulary related to a pizza restaurant (dough, toppings, oven, pizza

Essential Questions: ● What happens at a pizza restaurant? ● How do I get new information from books we read about the pizza restaurant? ● How do I show and share what I know?

peel). I can ask questions to learn more. information about the pizza restaurant. I can practice being an active participant in an activity.

Sample Learning Activities: - Webbing activity - Exploring real life supplies or tools related to pizza restaurant - Pizza restaurant visit/zoom with chef - Reading various fiction and nonfiction books related to pizza restaurant: Fiction Dinner at the Panda Palace by Stephanie Calmenson Pizza at Sally’s by Monica Wellington The Best Chef in Second Grade by Katherine Kenah The Berenstain Bears Go Out to Eat by Jan Berenstain Froggy Eats Out by Jonathan London Caillou: At a Fancy Restaurant by Claire St-Onge Little Nino's Pizzeria by Karen Barbour Hamburger Heaven by Wong Herbert Yee MARCEL THE PASTRY CHEF by Marianna Mayer Chop, Simmer, Season by Alexa Brandenberg Sam the Chef by Felicity Brooks Non-Fiction The Children’s Step by Step Cookbook by Angela Wilkes Cooking Wizardry for Kids by Margaret Kendra Working at a Restaurant by Katie Marsico I Want to Be a Chef by Dan Liebman I Have a Restaurant by Ryan Afromsky Meet My Neighbor, the Restaurant Owner by Marc Crabtree Meet My Neighbor, the Chef by Marc Crabtree Virtual Field Trip *see separate document Walking Field Trip: Speakers: To a local restaurant Staff from local restaurant

Second Topic: Prop Making Learning Targets: ● I can use shapes to create props for the Pizza Restaurant (oven, pizza peel, toppings, soda machine) ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). ● I can use vocabulary related to the Pizza Restaurant (pizza peel, pepperoni, burnt, receipt) ● I can ask an adult for help when I get stuck, frustrated, or sad.

Essential Questions: ● What do the staff and customers need in a Pizza Restaurant ? ● How do I use shapes to create objects in a Pizza Restaurant?

Sample Learning Activities: -

Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “we need a soda machine for the customers”). Use these additional materials to create new props for the children to use in the Pizza Restaurant.

Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Pizza toppings, money, cash register, order tickets, menu, pizza peel, soda machine, oven, delivery truck Third Topic: Playing Out Experiences using Roles and Props Learning Targets: Essential Questions: ● I can practice being an active participant in an activity. ● How do I use my words to play my role in ● I can take turns when determining the the pizza restaurant? role I want to play. ● How do I use counting as part of my role ● I can use vocabulary associated with in the pizza restaurant (counting how the pizza restaurant appropriately and many flowers, how much to pay)? in context. ● How do I record information in the pizza ● I can communicate a friendly greeting restaurant? and salutation. ● How do I sort and classify items in the ● I can ask and answer questions to pizza restaurant? collect customer orders. ● How do I show and share what I know? ● I can participate in conversations with ● What celebrations and challenges did we experience today? How can we plan for appropriate: use of eye contact and next time? turn taking. ● I can create a description for a menu. ● I can follow multi-step directions to make a pizza. ● I can tell the difference between 2D and 3D shapes (flat and solid). ● I can ask and answer questions to learn more information about the restaurant. ● I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) ● I can sort materials for the pizza restaurant (tools, toppings, etc). ● I can count sets of objects (toppings, table settings, dollars, etc.) based on the

● ● ● ● ● ● ● ● ●

written numeral. I can ask and answer questions to collect customer orders. I can follow directions from a picture recipe. I can write or draw to communicate (money, labels/signs, taking orders, descriptions for a pizza menu, etc.) I can use shapes to create props for the pizza restaurant (pizzas, measuring cups, recipe book, money) I can act out roles needed in a pizza shop. I can use props in the pizza restaurant as I play and solve problems. I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn).

Roles & Actions: Customer - Read menu - Order food - Pay money - Eat food Server - Take orders - Bring order to kitchen - Bring out food - Cash out customer Host/Hostess - Greet customers - Seat customers - Take out orders - Hand out menus, silverware, plates Chef -

Read orders Cook food Clean kitchen

Delivery Person - Deliver take out orders

Course Name:

Preschool

Scenario: Flower Shop

Focus: Flowers brighten everyone's day. How they look and how they smell. What it means when you give flowers to other people. This scenario focuses on what happens in a flower shop and how we can build our skills as we play. STAGE 1: DESIRED RESULTS Established Goals (standards)

Transfer Goals

3-4 Early Literacy

4-5 Early Literacy

L.48.1 Understand words or signs for objects, actions and visible attributes found frequently in both real & symbolic contexts

L.60.1 Understand an increasing variety and specificity of words for objections, actions and attributes encountered in both real and symbolic contexts

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns.

L.48.2 Understand increasingly complex sentences that include 2 to 3 concepts (e.g., “Put the blue paper under the box.”)

L. 60.2 Determine the meanings of unknown words/concepts using the context of conversations, pictures or concrete objects

L.48.4 Use simple pronouns (I, me, you, mine, he, she)

Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

Show curiosity in a topic as they find out more about the world around them. For example, asking questions, role playing, and looking for patterns.

L.60.3 Understand increasingly complex sentences that include 2 to 3 concepts L.60.4 Use an

increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts L.60.26 Use early developmental spelling. May use one letter for the initial or final sound 3-4 Early Math

4-5 Early Math

M.48.3 Count out a set of objects up to 4

M.60.2 Count up to 10 objects using one-toone correspondence, M.48.4 Recognize regardless of written numerals up to configuration, using at least five the number name of the last object counted M.48.7 Understand to represent the total that adding to (or number of objects in a taking away) one or set more objects from a group will increase or M.60.3 Count out a set decrease the objects of objects up to 5 in a group. M.60.4 Recognize M.48.10 Sort and written numerals up to classify objects by one at least 10 attribute into two or more groups (e.g., M.60.7 Use real-world color, size, shape) situations and concrete models to model and M.48.8 Recognize solve addition and measurable attribute subtraction problems of an object such as up through 5 length, weight or capacity M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting

rule. Can resort and classify the same set of objects based on a different attribute. M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same) 3-4 SEL

4-5 SEL

E.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.60.13 Demonstrate increased confidence and a willingness to SE.48.10 Recognize take risks when and describe attempting new tasks themselves in terms of and making decisions basic preferences regarding activities and materials SE.48.13 Interact with one or more children SE.60.16 Cooperate (including small with peers through groups) beginning to sharing and taking work together to build turns or complete a project SE.60.19 Engage in SE.48.11 Demonstrate developing solutions confidence in a range and work to resolve of activities, routines conflict with peers and tasks and take

initiative in attempting unfamiliar tasks SE.48.15 Seek and accept adult help to solve conflicts with peers Understandings ● ●

● ● ●

●

Essential Questions

● ● ●

●

● ●

How do I get new information and learn new skills from books we read? How do I use shapes to create objects in the flower shop? How do I use my words to play my role in the flower shop? How do I use counting as part of my role in the flower shop? (e.g., counting how much to pay, counting the number of flowers) How do I compare objects/shapes (flowers, seeds, pots, etc.) How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets)

● ● ● ● ● ● ● ● ● ● ● ● ●

I can use words to describe things in a flower shop. I can ask and answer questions to collect information. I can explain what I want/need. I can demonstrate friendliness through my play interactions. I can count (money, flowers, seeds) based on the written numeral. I can sort flowers based on the same attribute. I can practice being an active participant in an activity. I can use vocabulary to label and describe things in a flower shop. I can act out roles needed in a flower shop.. I can use props in the flower shop as I play and solve problems. I can find letters that I know. I can answer simple questions and use language to express what I want/need. I can ask an adult for help when I get stuck, frustrated, or sad.

● ● ● ●

I can be ok when things take more time than I would like. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can write down orders for customers, make signs, and give directions for flower care. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment

Observe students when they recognize a written number and count out that number with objects Identify vocabulary in flower shop (e.g, circling pictures, writing/drawing/language sample, student talk) Observe students as they ask questions, respond to others, and solve problems. Observe students when they recognize a letter or word Observe students using specific vocabulary in verbal interactions Ask students to categorize and group objects with common characteristics Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Getting to Know the Flower Shop Learning Targets Essential Questions: - I can learn and share information from ● What does a florist do? books about the flower shop. ● How do I get new information from - I can use vocabulary related to a flower books we read about flower shops? shop (soil, seeds, petals, stem) ● How do I show and share what I know? - I can ask questions to learn more information about the flower shop. - I can practice being an active participant in an activity. Learning Activities: - I can learn and share information from books about the flower shop. - I can use vocabulary related to a flower shop (soil, seeds, petals, stem, watering can, flower bed) - I can ask questions to learn more information about the flower shop. - I can practice being an active participant in an activity. - Reading various fiction and non-fiction books related to a flower shop. ● I can Make a Bunch of Flowers ● Planting a Rainbow ● Flower Garden by Eve Bunting ● Flowers (flower parts)

● ●

Grow Flower, Grow! Flowers (Nature Explorers)

Second Topic: Prop Making Learning Targets: ● I can use shapes to create props for the Flower Shop (cash register, flowers, money, price list, delivery truck) ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). ● I can use vocabulary related to the Flower Shop (bouquet, vase, delivery, corsage) ● I can ask an adult for help when I get stuck, frustrated, or sad.

Essential Questions: ● What do the staff and customers need in a Flower Shop ? ● How do I use shapes to create objects in a Flower Shop?

Sample Learning Activities: -

Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “we need a truck to make deliveries”). Use these additional materials to create new props for the children to use in the Flower Shop.

Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Flowers, delivery truck, price list, items for order, money, cash register Third Topic: Playing Out Experiences Using Roles and Props Learning Targets: Essential Questions: ● I can practice being an active participant ● How do I use my words to play my role in in an activity. the flower shop? ● I can use vocabulary to label and ● How do I use counting as part of my role describe things in a flower shop. in the flower shop (counting how many ● I can act out roles needed in a flower flowers, how much to pay)? shop. ● How do I sort and classify items in the ● I can use props in the flower shop as I flower shop? play and solve problems. ● How do I show and share what I know? ● I can find letters that I know. ● What celebrations and challenges did we ● I can count (money, flowers, seeds) experience today? How can we plan for based on the written numeral. next time? ● I can answer simple questions and use language to express my ideas (I need one

● ● ● ● ● ●

bouquet of flowers for my mom; do you have any red flowers?) I can write down information (take the customer’s order). I can ask an adult for help when I get stuck, frustrated, or sad. I can be ok when things take more time than I would like. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can sort objects and people into two or more categories (by color, by type of flower)

Learning Activities: How may I help you? Let’s look at roles in the florist shop and greenhouse. Nursery Worker/Greenhouse Worker ● Plant seeds ● Water flowers ● Feed flowers ● Pick flowers (carefully) ● Prune flowers ● Prepares them for delivery person (wraps them up, puts them in a bucket) Delivery Person ● Ensures delivery truck is ready to go (could check it, wash it etc) ● Goes to nursery and collects flowers from nursery worker ● Delivers them to the florist ● Takes orders from florist back to nursery worker Customer - this is probably the least robust role ● Visits florist to purchase items/Call in order ● Take flowers back to a home and prepare a party (could have balloons and cards too) ● Visits flower shop - again has to plan what they need and for what purpose (party, gift, setting table) Flower shop worker ● Orders flowers from farm ● Receives orders from delivery person

● ● ● ●

Creates arrangements to sell Prices arrangements Takes orders from customers Cashes customer out

Props: cash register, money, credit card, vases, flowers, dirt, shovel, order form, signs pictures of bouquets, party favors/decorations, pots, flower beds, seeds, delivery truck, phone, apron, watering can, hose, scissors, sorting tray/buckets

Course Name:

Preschool

Scenario: Hair Salon

Focus: People visit the hair salon to get their hair cut or colored. This scenario focuses on the conversations and work that happens in a hair salon and how we build our skills as we play. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

4-5 Early Literacy

L.48.1 Understand words or signs for objects, actions and visible attributes found frequently in both real & symbolic contexts

L.60.1 Understand an increasing variety and specificity of words for objections, actions and attributes encountered in both real and symbolic contexts

L.48.3 Use accepted words for objects, actions and attributes encountered frequently in both real and symbolic contexts L.48.5 Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences L.48.9 Use speech that is mostly intelligible to familiar and unfamiliar adults L.48.10 Maintain a topic of conversation over the course of several turns L.48.16 Identify some printed words and/ or common symbols

Transfer Goals -

Develop relationships with each other and the community around them. For example, interacting with peers, being kind to others, taking turns. Show curiosity in a topic as they find out more about the world around them. For example, asking questions, role playing, and looking for patterns. Use real world scenarios to demonstrate key academic and social emotional learning goals. For example, taking & following customer requests; counting money Communicate effectively based on purpose, task, and audience using gestures, pictures, and/or language. For example, asking for help, identifying emotions, making choices, emergent writing.

L.60.5 Use more complex words learned through books and personal Experiences L.60.8 Use an increasing variety and specificity of accepted words for objects, actions and

(e.g., bathroom signs) in the context of the environment

attributes encountered in both real and symbolic contexts L.60.9 Initiate, maintain L.48.24 Write in a and end conversations manner that is distinct by repeating what from drawing. Combine other person says scribbles with letter-like and/or asking questions forms L.60.18 Identify some familiar printed words out of context L.60.26 Use early developmental spelling. May use one letter for the initial or final sound 3-4 Early Math

4-5 Early Math

M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

M.48.8 Recognize measurable attribute of an object such as length, weight or capacity M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

3-4 SEL

4-5 SEL

SE.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine)

SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support

SE.48.7 Recognize, label and respond to a wide variety of emotions in others SE.48.8 Make connections between emotional reaction of others and own emotional experiences

SE.60.6 Initiate previously taught strategies to help delay gratification (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity)

SE.60.9 Recognize and show acknowledgement of the feelings, needs SE.48.11 Demonstrate and confidence in a range of rights of others through activities, routines and behavior (e.g., say “thank tasks and take initiative you,” share with others, in notice issues of fairness) attempting unfamiliar tasks SE.60.13 Demonstrate increased confidence SE.48.13 Interact with and a willingness to take one risks when attempting or more children new tasks and making (including decisions regarding small groups) beginning activities and materials

to work together to build or complete a project SE.48.15 Seek and accept adult help to solve conflicts with peers

SE.60.16 Cooperate with peers through sharing and taking turns SE.60.19 Engage in developing solutions and work to resolve conflict with peers

Understandings ● ●

● ● ● ●

●

Learning grows from reading, observing, questioning, and sharing ideas with one another. Speakers use various communication techniques to effectively present their message in formal and informal settings. Objects and sets of objects can be given numerical descriptions. Objects in the world can be described by their attributes. Shapes can be combined to create new shapes. Exploring authentic challenges requires deliberate practice, following routines, and learning from one another as they play. People use words, gestures and pictures to explain a problem, share ideas, and develop solutions.

Essential Questions ● ● ● ● ● ● ●

How do I use my words to play my role in the hair salon? How do I use counting as part of my role in the hair salon? (e.g., counting money, customers, tools) How do I show that I can take care of others in my role in the hair salon? (i.e. brushing, washing hair) How do I get new information and learn new skills from books we read? How do I use shapes to create objects in the hair salon? How do I show and share what I know? What celebrations and challenges did we experience today? How can we plan for next time?

Skills (Framed as Learning Targets)

● ● ● ● ● ● ● ● ●

I can count objects and sets of objects of up to 5 using 1:1 correspondence (bottles, customers, etc.) I can sort salon items or hair styles into two or more categories ( sort by size, then by color). I can measure objects (light/heavy; long/short) I can follow sequential steps (wash hair, paint nails, answer the phone, etc.) I can draw or write to convey meaning (list of salon services, signs, types of hairstyles, etc.) I can make props needed for a salon. I can practice being an active participant in an activity. I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn). I can ask an adult for help when I get stuck, frustrated, or sad.

● ● ● ● ● ● ● ● ● ●

I can be ok when things take more time than I would like. I can try new things and roles in the hair salon. I can use props for the hair salon as I play and solve problems. I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can answer simple questions and use language to express my wants/needs. (I like my hair shorter. I need a booster seat.) I can use vocabulary related to the hair salon (length, shampoo, conditioner, bangs, comb, scissors, hair spray, hair dryer) I can recognize words I already know in the salon. I can write down appointments, steps for hairstyles or hair care. I can learn and share information from books about hair salons. I can ask questions to learn more information about the hair salon. STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment

● ● ● ● ● ● ●

Observe students when they recognize a written number and count out that number with objects Identify vocabulary in a hair salon (e.g, circling pictures, writing/drawing/language sample, student talk) Observe students as they ask questions, respond to others, and solve problems. Observe students when they recognize a letter or word Observe students using specific vocabulary in verbal interactions Ask students to categorize and group objects with common characteristics Observe children as they use shapes to make props STAGE 3: LEARNING PLAN

First Topic: Building Background Knowledge: Getting to Know the Hair Salon Learning Targets: ● I can practice being an active participant in an activity. ● I can learn and share information from books about hair salons. ● I can ask questions to learn more information about the hair salon.

Essential Questions: ● How do I get new information and learn new skills from books we read? ● How do I show and share what I know?

Sample Learning Activities: - Community connection: invite or zoom with someone from your school or classroom community to share their experiences with working in a hair salon. - Webbing Activity (What do we know about Hair salons? What do we want to know?) - Introducing real life supplies or tools related to babies and the Hair Salon - Reading various fiction and non-fiction books related to the Hair Salon and hair styles:

Hair Love by Matthew A. Cherry My First Haircut by Yang Dong My Hair is Beautiful by Shauntay Grant

Second Topic: Prop Making

Estimated # of Lessons:

Learning Targets: ● I can make props needed for a salon. ● I can practice being an active participant in an activity. ● I can ask an adult for help when I get stuck, frustrated, or sad. ● I can be ok when things take more time than I would like. ● I can learn and share information from books about hair salons. ● I can ask questions to learn more information about the hair salon. ● I can draw or write to convey meaning (list of salon services, signs, types of hairstyles, etc.)

Essential Questions: ● How do I use shapes to create objects in the hair salon? ● How do I show and share what I know?

Sample Learning Activities: -

Observe the children as they explore new materials provided. Have additional materials available as they come up with new ideas (i.e. “the hair salon needs styling tools”). Use these additional materials to create new props for the children to use in the bakery..

Additional/Recycled Materials: boxes, toilet paper rolls, egg carton, markers, paper, shredded paper, pipe cleaners, tissue paper, ribbon, tape, pom poms, cellophane, plant styrofoam, cups, clipboard, paint Prop Ideas: Hair tools (i.e. hair brush, blow dryer, hair straightener), bottles of products (i.e. shampoo, conditioner, hair dye), order forms, welcome signs, Third Topic: Playing Out Experiences using Roles and Props Learning Targets: ● I can follow sequential steps (wash hair, paint nails, answer the phone, etc.) ● I can practice being an active participant in an activity. ● I can take turns using materials and objects as I play with my peers (sharing objects, waiting my turn).

Essential Questions: ● How do I use my words to play my role in the hair salon? ● How do I use counting as part of my role in the hair salon? (e.g., counting money, customers, tools) ● How do I show that I can take care of others in my role in the hair salon? (i.e.

● ● ● ● ●

I can try new things and roles in the hair salon. I can use props for the hair salon as I play and solve problems. I can take several turns during conversation with my peers during play (ask a question, wait for peer to respond) I can answer simple questions and use language to express my wants/needs. (I like my hair shorter. I need a booster seat.) I can use vocabulary related to the hair salon (length, shampoo, conditioner, bangs, comb, scissors, hair spray, hair dryer)

brushing, washing hair)

Roles and Actions Cashier: ● Welcome customers ● Take orders ● Fulfill orders ● Tally money ● Collect money ● Photograph hairstyles Hairdresser: ● Welcome customer ● Washing and caring for hair ● Styling hair Customer: ● Choosing a hairstyle ● Giving money to the cashier ● Using good manners to communicate Props: shampoo bottles, cash register, money, salon signs, hair styling tools

100

101

102

Course Name: Preschool

Study: Fundations

Focus: Letters are fun! They are all around us and make up words like our names. We will learn about the names of the letters, the sounds they make, and the way we write them. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

Transfer Goals

4-5 Early Literacy

Show curiosity in a topic as they find out more about the world around them. For example: L.48.19 Recognize L.60.20 Recognize and writing letters and familiar words like names in the some letters especially name known letters of writing center, clapping out syllables in songs, those in one’s own the alphabet in familiar identifying known and familiar letters within the name and unfamiliar words classroom PH.48.7 Use writing/ L.60.21 Make some drawing tools with letter-sound Communicate effectively based on purpose, increased precision to connections task, and audience using gestures, pictures, draw simple shapes, PH.60.4 Have and/or language. For example: State letter names pictures and/or sufficient control of letters. May have writing implements to and sounds, identifying letters from Fundations immature pencil grasp copy simple forms or picture cards with 3-5 fingers on geometric shapes and pencil shaft write some letters Demonstrate increased sophistication in gross (e.g., may write own and fine motor skills. For example: using writing name since these are tools to form letters and letter-like shapes most familiar) Understandings Letters have unique names and sounds that are the building blocks of text.

Essential Questions -

Knowledge A letter is made up of lines and curves. Letters make sounds. There is a proper formation to follow when writing letters.

What is the name of this letter? What sound does this letter make? How do I learn how to write this letter? Skills (Framed as Learning Targets)

I can identify letters. I can identify the sounds the letters make. I can identify the sound of the letter with a picture. I can begin to write letters using letterlike formations or controlled scribbles. I can identify the grass, sky, plane, worm lines.

103

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Measure of letter identification in a one to one conference. Measure letter sound identification in a one to one conference. Observations of letter writing through name writing, writing center activities, and playbased learning scenarios. STAGE 3: LEARNING PLAN

Trimester 1: Introduction of alphabetic principle of letter-sound, letter-sound correspondence. Learning Targets (excerpted from Stage 1): - I can identify letters. - I can identify the sounds the letters make. - I can identify the sound of the letter with a picture.

Essential Questions (excerpted from Stage 1): - What is the name of this letter? - What sound does this letter make?

Learning Activities: - Display Fundations linear alphabetic chart for student interaction - Introduce each letter card with pairing phrases such as “A apple /a/” Trimester 2: Letter formation skills with lowercase letters and association of a sound with a letter that is written Learning Targets: Essential Questions: - I can identify letters. - What is the name of this letter? - I can identify the sounds the letters - What sound does this letter make? make. - How do I learn how to write this letter? - I can identify the sound of the letter with a picture. - I can begin to write letters using letterlike formations or controlled scribbles. - I can identify the grass, sky, plane, worm lines. Learning Activities: - Practice each letter card with pairing phrases such as “A apple /a/” - Display Fundations letter lines - Introduce Fundation letter lines - sky line, plane line, grass line and worm line - Teacher demonstrates lowercase letter formations - Students practice letter formation by writing letters in the air - Students interact with Fundation letter lines and practice tracing and writing lowercase letters

104

Trimester 3: Letter formation skills with uppercase letters and association of a sound with a letter that is written Learning Targets: Essential Questions: - I can identify letters. - What is the name of this letter? - I can identify the sounds the letters - What sound does this letter make? make. - How do I learn how to write this letter? - I can identify the sound of the letter with a picture. - I can begin to write letters using letterlike formations or controlled scribbles. - I can identify the grass, sky, plane, worm lines. Learning Activities: - Practice each letter card with pairing phrases such as “A apple /a/” - Display Fundations letter lines - Continue Fundation letters line work - sky line, plane line, grass line and worm line - Teacher demonstrates uppercase letter formations - Students practice letter formation by writing letters in the air - Students interact with Fundation letter lines and practice tracing and writing uppercase letters - Fundation puzzle game - match pictures to letters - Have students isolate sounds of letters and the naming of letters

105

Course Name: Preschool

Study: Heggerty

Focus: Playing with sounds in words is fun! We can clap out syllables, isolate sounds, and match and generate rhyming words. STAGE 1: DESIRED RESULTS Established Goals (standards) 3-4 Early Literacy

Transfer Goals

4-5 Early Literacy

Show curiosity in a topic as they find out more about the world around them. For example: L.48.19 Recognize L.60.20 Recognize and rhyming words together in songs we sing, noticing some letters especially name known letters of repeating sounds in stories we read those in one’s own the alphabet in name familiar and unfamiliar Communicate effectively based on purpose, L.48.20 Recognize words task, and audience using gestures, pictures, rhyming words in L.60.21 Make some and/or language. For example: participating by songs, chants or letter-sound echoing sounds and words in the routines of poems connections Heggerty L.48.21 Identify when L.60.22 Produce initial sounds in words rhyming words or are the same words that have same Demonstrate increased sophistication in gross initial sound and fine motor skills. For example: coordinating L.60.23 Recognize movement with phonological awareness skills (i.e. which words in a set chopping syllables) of words begin with the same sound L.60.24 Distinguish syllables in words

Understandings Letters make different sounds. Letter sounds put together make words. Breaking words into separate parts grows my capacity as a reader.

Essential Questions -

Knowledge Objects in the environment make different sounds. Rhyming words sound the same at the end.

What are the names of letters? Which words rhyme? Which words start with the same sound? What sound do words start with? Can you clap the parts of a word? Skills (Framed as Learning Targets)

I can listen for sounds in my environment (i.e. knocking on a door, bell ringing). I can echo rhyming words . I can imitate the production of initial

106

Every word has an initial sound at the beginning.

How to blend, segment, and manipulate sounds. Words can be separated into syllables.

sounds. I can imitate clapping out words and syllables. I can sing the Alphabet song. I can participate in reciting nursery rhymes. I can say words that start with the same letter sound. I can put words together to make a new one.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Formative Assessment -

Observation and anecdotal data collected around alphabet knowledge, phonological awareness skills (rhyming, phoneme isolation, and blending/segmenting) STAGE 3: LEARNING PLAN

Year Long Scope and Sequence (Unit 1: weeks 1-11, Unit 2: weeks 12-25, Unit 3: weeks 26-35) Learning Targets: Essential Questions: - I can listen for sounds in my - What are the names of letters? environment (i.e. knocking on a door, - Which words rhyme? bell ringing). - Which words start with the same sound? - I can echo rhyming words . What sound do words start with? - I can imitate the production of initial - Can you clap the parts of a word? sounds. - I can imitate clapping out words and syllables. - I can sing the Alphabet song. - I can participate in reciting nursery rhymes. - I can say words that start with the same letter sound. - I can put words together to make a new one. Learning Activities: - See the scope and sequence down below. - This is a proprietary resource that is being used from Preschool to Grade 5

107

108