Saturday, December 29, 2012


Oklahoma does not have any common core standards and With the new focus on common core I have been doing some research on other states that have common core for Pre-k.  My team of other pre-k teachers and I have decided we are going to use the New York Pre-K common core standards to drive our instruction.
Mathematics Pre-Kindergarten
Counting and Cardinality PK.CC
Know number names and the count sequence.
1.     Count to 20.
2.    Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no objects).

Count to tell the number of objects.
3. Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.

1.     Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number from 1–10, count out that many objects.

Compare numbers.
1.     Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 (1: up to 5 objects)
2.    Identify “first” and “last” related to order or position.

Operations and Algebraic Thinking PK.OA
Understand addition as adding to, and understand subtraction as taking from.
1.     Demonstrate an understanding of addition and subtraction by using objects, fingers, and responding to practical situations (e.g., If we have 3 apples and add two more, how many apples do we have all together?).

Understand simple patterns.
1.     Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.



Measurement and Data PK.MD
Describe and compare measurable attributes.
1.     Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

Sort objects and count the number of objects in each category.
1.     Sort objects into categories; count the numbers of objects in each category. 1 (limit category counts to be less than or equal to 10)

Geometry PK.G
Identify and describe shapes (squares, circles, triangles, rectangles).
1.     Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.
2.    Correctly name shapes regardless of size.
Analyze, compare, and sort objects.
1.     Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
2.    Create and build shapes from components (e.g., sticks and clay balls).




Reading Standards for Literature: RL
Prekindergarteners:
Key Ideas and Details
1. With prompting and support, ask and answer about detail(s) in a text.
2. With prompting and support, retell familiar stories.
3. With prompting and support, ask and answer questions about characters and major events in a story.
Craft and Structure
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).
6. With prompting and support, can describe the role of an author and illustrator.
Integration and Knowledge of Ideas
7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.
8. Not applicable to literature
9. With prompting and support, students will compare and contrast two stories relating to the same topic ( Mercer Meyer series)
a. With prompting and support, students will make cultural connections to text and self.
Research to Build and Present Knowledge
10. Actively engage in group reading activities with purpose and understanding.
Responding to Literature
11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).
Reading Standards for Informational Text: RI
Prekindergarteners:
Key Ideas and Details
1. With prompting and support, ask and answer questions about details in a text.
2. With prompting and support, retell detail(s) in a text.
3. With prompting and support, describe the connection between two events or pieces of information in a text.
Craft and Structure
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Identify the front cover, back cover; displays correct orientation of book, page turning skills.
6. With prompting and support, can describe the role of an author and illustrator.
Integration and Knowledge of Ideas
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person,
place, thing or idea in the text an illustration depicts).
8. Not applicable to prekindergarten.
9. With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g. illustrations,
descriptions or procedures).
Range of Reading and Level of Text Complexity
10. With prompting and support, actively engage in group reading activities with purpose and understanding.
Reading Standards Foundational Skills: RF
Prekindergarteners:
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
e. Recognize that letters are grouped to form words.
f. Differentiate letters from numerals.
Phonological Awareness
2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).
a. Engage in language play (e.g. alliterative language, rhyming, sound patterns).
b. Recognize and match words that rhyme.
c. Demonstrate awareness of relationship between sounds and letters.
d. With support and prompting, isolate and pronounce the initial sounds in words.
Phonics and Word Recognition
3. Demonstrate emergent phonics and word analysis skills.
a. With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.
b. Recognizes own name and common signs and labels in the environment.
Fluency
4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).
Writing Standards: W
Prekindergarteners:
Text Types and Purposes
1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like. because)
2. With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.
Production and Distribution of Writing
4. Not applicable to prekindergarten (begins in grade 3).
5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.
6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.
Research to Build and Present Knowledge
7. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
8. With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
9. Not applicable to prekindergarten (begins in grade 4).
Range of Writing
10. Not applicable to prekindergarten (begins in grade 3).
Responding to Literature
11. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with prompting and support as needed.
Speaking and Listening Standards: SL
Prekindergarteners:
Comprehension and Collaboration
1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.
a. Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Engage in extended conversations.
c. Communicate with individuals from different cultural backgrounds.
2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Demonstrate an emergent ability to express thoughts, feelings and ideas.
Language Standards: L
Prekindergarteners:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print some upper- and lowercase letters.(e.g. letters in their name).
b. Use frequently occurring nouns and verbs (orally).
c. With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) (orally).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. In speech, use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. With guidance and support, produce and expand complete sentences in shared language activities.
2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Capitalize the first letter in their name.
b. Attempt to write a letter or letters to represent a word.
c. With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships. Knowledge of Language
3. Use knowledge of language and how language functions in different contexts Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
5. With guidance and support, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites ( e.g., up, down, stop, go, in, out).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to

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