Georgia's Pre-K Program : content standards

Georgia's Pre-K Program
Content Standards
Revised February 2007

CONTENTS
Introduction
Introduction ...................................................................... 4 Acknowledgements ............................................................ 5 History of Georgia's Pre-k .................................................. 6 School Readiness Definition ............................................. 8 Kindergarten Readiness...................................................... 10 Kindergarten Transition Activities .................................... 11 Books for Kindergarten Transition ................................... 12 Inclusion Overview ............................................................ 13 English Language Learners ................................................. 14
Language and Literacy Development (LD)
Introduction and Inclusion Techniques ........................... 15 Listening .............................................................................16 Phonological Awareness ..................................................... 17 Vocabulary Development ................................................... 17 Expressive Language .......................................................... 18 Reading................................................................................ 19 Writing ................................................................................20 Home and Family Connections ........................................... 21 Teacher Resources ............................................................ 22 Suggested Children's Books ............................................... 23
Mathematics Development (MD)
Introduction and Inclusion Techniques ........................... 24 Numbers ............................................................................. 25 Patterns .............................................................................26 Sorting and Classifying ...................................................... 26 Geometry ............................................................................27 Measurement ..................................................................... 28 Home and Family Connections ........................................... 30 Teacher Resources ............................................................ 31 Suggested Children's Books ............................................... 32
Science Development (SD)
Introduction and Inclusion Techniques ........................... 33 Exploration ........................................................................34 Life Science .......................................................................34 Physical Science ................................................................. 35 Earth Science .................................................................... 35 Home and Family Connections ........................................... 36 Teacher Resources ............................................................ 37 Suggested Children's Books ............................................... 38
2

Social Studies Development (SS)
Introduction and Inclusion Techniques ........................... 39 Families and Community ..................................................... 40 Respect for Differences ................................................... 40 Geographical Thinking .......................................................41 Home and Family Connections ........................................... 42 Teacher Resources ............................................................ 43 Suggested Children's Books ............................................... 44
Creative Development (CD)
Introduction and Inclusion Techniques ........................... 45 Artistic Expression ............................................................ 46 Music and Movement ........................................................ 46 Drama ................................................................................. 47 Home and Family Connections ........................................... 48 Teacher Resources ............................................................ 49 Suggested Children's Books ............................................... 50
Social and Emotional Development (SE)
Introduction and Inclusion Techniques ..................51 Self-Awareness .........................................................52 Curiosity, Initiative, Self-Direction, Persistence .....53 Self-Control ..............................................................53 Interpersonal and Social Skills ..................................53 Home and Family Connections ..................................54 Teacher Resources ...................................................55 Suggested Children's Books ......................................56
Health and Physical Development (HPD)
Introduction and Inclusion Techniques ..................57 Gross Motor .............................................................58 Fine Motor ................................................................58 Health and Safety .....................................................58 Home and Family Connections ..................................59 Teacher Resources ...................................................60 Suggested Children's Books ......................................61
3

INTRODUCTION
Welcome to the 2007 edition of Georgia's Pre-K Program Content Standards, which provide the foundation for instruction in all Georgia Pre-K classrooms.
The 2007 edition of the Content Standards include: Correlations with Kindergarten Georgia Performance Standards (GPS)* Strategies to support inclusive classrooms "Learning in Action" suggestions for classroom practice Professional resources for each curriculum domain Lists of high quality children's literature for each curriculum domain Tips to support family involvement in the child's education
Please note one change to the Content Standards under Scientific Development: SD2c has been updated to read: Observes, explores, and describes a variety of living and non-living objects.
With the addition of the GPS correlations, it is clear how what is taught in Pre-K lays the foundation for expectations in Kindergarten. Each Pre-K Content Standard has been matched to an appropriate GPS. In some cases a Pre-K Content Standard will match several Kindergarten standards; however, there is not always a corresponding Kindergarten standard for every Pre-K Content Standard. Keep in mind that the Pre-K Content Standards and the Kindergarten performance standards reflect what children should know at the end of the Pre-K or end of the Kindergarten year not at the beginning. Seeing how these standards relate will be helpful to Pre-K teachers, Kindergarten teachers and parents all of whom have a part in making children successful in the early years.
The section on strategies to support inclusive classrooms will help individualize instruction to meet the needs of all of the students in your classroom. The "Learning in Action" section of the Content Standards provides examples of appropriate and fun activities to build these skills. The professional resources and children's literature for each domain will help in planning quality instruction based on current research. Family involvement and support, covered in the Home and Family Connection tips, are important to a child's academic success, so each learning domain now includes ideas for strengthening the connection between home and school.
The Content Standards are used for planning instruction, assessing growth and development, and sharing information with families. These standards are important for a number of reasons; the most important are: 1. Because Pre-K children learn and develop at varying rates, instruction must be planned to meet each child's individual needs; 2. Pre-K children learn best with a balance of teacherdirected and child-initiated activities that encourage thinking, reasoning and communication; 3. Pre-K children need movement, hands-on activities, lots of language, and a supportive environment.
National research shows that Pre-K programs with effective teaching practices and a challenging and appropriate curriculum enhance children's intellectual, physical, and emotional development. Bright from the Start hopes that these standards will help Pre-K programs exceed expectations in all program areas. For questions concerning these standards, contact Bright from the Start (404) 6565957, your Pre-K Consultant, or visit the Bright from the Start website at www.decal.state.ga.us.
* The Kindergarten Georgia Performance Standards for English Language Arts were approved by the Georgia Department of Education in July 2005. The Performance Standards for Mathematics were approved by the Georgia Department of Education for implementation in July 2006. Science and Social Studies have been approved and will be implemented in subsequent years. In Kindergarten the domains of Health and Physical Development, Social and Emotional Development and Creative Expression are covered under the Georgia Quality Core Curriculum Standards. For more information on the Kindergarten Georgia Performance Standards visit the Georgia Department of Education website at www.doe.k12.ga.us.
4

Acknowledgements
Bright from the Start: Georgia Department of Early Care and Learning would like to thank the Pre-K Content Standards Revision/Correlation Committee for their work and contribution to this document. The Revision/Correlation Committee and the staff of Bright from the Start designed this document to be a useful and practical tool to assist classroom teachers in planning and implementing high quality Pre-K programs. Georgia's Pre-K Program is grateful to all of the outstanding early childhood leaders throughout the state who continue to support Pre-K and provide quality instructional programs.
2005 Pre-K Content Standards Revision/Correlation Committee

Daphne Haley Pre-K Division Director Bright from the Start

Alice Smith Director of Reading Georgia Department of Education

Mary Rieck Pre-K Program Manager Bright from the Start

Lisa Copeland Program Specialist Georgia Department of Education

Charles Shepherd Pre-K Consultant Bright from the Start

Sally Mills Program Specialist Georgia Department of Education

Monica Warren Pre-K Consultant Bright from the Start
Megan Ewald Pre-K Consultant Bright from the Start
Peggy Kosater Pre-K Consultant Bright from the Start
Meghan McNail Statewide Inclusion Coordinator Bright from the Start

Jan Stevenson Young Children Consultant Georgia Department of Education Division for Exceptional Students
Mary Mazarky Early Childhood Coordinator DeKalb County Schools
Sherry Hancock Kindergarten Teacher DeKalb County Schools
Barbara Woods Pre-K Project Director Child Development Schools, Inc.

Georgeann Roberts Preschool Curriculum Coordinator Baldwin County Schools
Gina Dannelly Georgia Pre-K Teacher Muscogee County Schools
Gregory Hull Pre-K Coordinator Clarke County Schools
Alisa "Li" Massesy Director of Early Childhood Muscogee County Schools
Frances Brown -Simmons Resource Coordinator Muscogee County Schools
Laura Johnson Pre-K Lead Teacher Muscogee County Schools
Audrey Collier Director Scottsdale Child Development & Family Resource Center

Marsha H. Moore, Commissioner Bright From The Start
Georgia Department of Early Care and Learning
Karen Robinson, Assistant Commissioner for Programs Bright From The Start
Georgia Department of Early Care and Learning
5

Georgia's Pre-K Program
Georgia's Pre-K Program was established in 1993 through the Georgia Lottery for Education to provide Georgia's four-year-old children with high-quality preschool experiences. The goal of every Georgia Pre-K classroom is to provide Pre-K students with the learning experiences they need to prepare for Kindergarten.
History of Georgia's Pre-K Program The Pre-K Program began as a pilot program serving 750 at-risk four-year-old children and their families at 20 sites in 1992. The first lottery funds were utilized in 1993-94 to provide prekindergarten programs for more than 8,700 at-risk four-year-old children. In September 1995 the program was opened to all eligible four-year-old children, not just at-risk families. The program tripled its enrollment from 15,500 children in 1994-95 to 44,000 slots during the 1995-1996 school year. During this time the private sector became an integral part of the program, allowing the program to expand quickly without utilizing funds for capital outlay on new buildings or expansion facilities. A public/private partnership of this magnitude was a first in Georgia and the nation. Enrollment in Georgia's Pre-K program has continued to expand yearly with over 74,000 students currently being served each year. Over 100,000 students have participated in Georgia's Pre-K program since 1993.
Pre-K Program Components A national survey of public Kindergarten teachers noted three primary essentials for school readiness: children are physically healthy, rested, and well nourished; they are able to communicate needs, wants, and thoughts verbally; and they are enthusiastic and curious in approaching new activities. Georgia's Pre-K Program provides children with experiences that foster all these essentials.
An appropriate program for four-year-olds is not a watered down Kindergarten program. Children learn through play and learning centers, which are integral parts of Pre-K classrooms. Pre-K programs reflect an understanding of how children learn by emphasizing active learning, consistent daily routines, and the use of positive behavioral management and assessment strategies. The school readiness goals of the Pre-K program provide appropriate preschool experiences emphasizing growth in language and literacy, math concepts, science, social studies, arts, health and physical development, and social and emotional competence.
Health Services To ensure a healthy start, all children enrolled in the Pre-K program must have hearing, vision, and dental examination certificates on file within 90 days of starting the Pre-K program. Also, evidence of ageappropriate immunizations must be on file within 30 days of the start of the Pre-K program. At the end of the school year, parents are provided with comprehensive information on all health and entrance documentation necessary for successful entry into Kindergarten.
Parents as First Teachers Parents are encouraged to volunteer in the Pre-K classroom and to participate in meetings, parent group activities, or workshops. At least two individual conferences per year between the lead teacher and family must be offered by providers and documented in each child's on-site file.
The Pre-K program strongly encourages parents to read to their children on a daily basis. To foster this habit at the beginning of each school year, children in the program are provided with a special edition of a book selected by and including a personalized message from the Governor of Georgia.
6

Quality Outcomes An evaluation by Georgia State University found that children who attended Pre-K had higher academic and social ratings by their kindergarten teachers and better kindergarten attendance than children who did not attend preschool programs. Participation in a high-quality preschool program also helps children develop social and pre-academic skills that will help them succeed in kindergarten and throughout their educational experiences.
"Play is often talked about as if it were a relief from serious learning. But for children, play is
serious learning. Play is really the work of childhood." Fred Rogers
7

School Readiness Definition
The first of the National Education Goals states "all children will start school ready to learn." Georgia has formulated its definition of school readiness within the context of the nature of four-year-olds and how they learn. We believe school readiness must be defined within the context of families and how they live. It must be defined within the context of communities and the services they provide. And, it must be defined within the context of schools and their readiness for children.
A child's readiness for school is when . . . possible health barriers that block learning have been detected, suspected physical or mental disabilities have been addressed, enthusiasm, curiosity, and persistence toward learning is demonstrated, feelings of both self and others are recognized, social and interpersonal skills are emerging, communication with others is effective, early literacy skills are evident, and a general knowledge about the world, things, places, events, and people has been acquired.
Indicators for each dimension of school readiness include but are not limited to the following:
. . . possible health barriers that block learning have been detected Eye, ear, and dental screenings will detect problems related to seeing, hearing, and dental health. Immunizations will be on schedule. Diseases and other health issues will be detected as early as possible. Rate of growth and mobility within acceptable ranges will be determined.
. . . suspected physical or mental disabilities have been addressed Suspected physical and mental disabilities will be detected and referrals will be made as early as possible.
. . . enthusiasm, curiosity, and persistence toward learning is demonstrated Attitudes toward and interest in learning will demonstrate a readiness to learn. Persistence in completing tasks will be evident.
. . . feelings of both self and others are recognized Feelings will be identified and expressed appropriately. Feelings of others will be understood and accepted. An increasing capacity for self-control will be evident.
. . . social and interpersonal skills are emerging Ability to work or play cooperatively with others will be evident. Ability to form appropriate relationships with children and adults will be demonstrated. Emerging conflict resolution skills will be evident. Increasing capacity to follow rules and routines will be evident.
8

. . . communication with others is effective Listening skills will be evident. Ability to follow simple directions will be evident. Expressing needs and wants will be demonstrated. Use of language to interact socially with others will be demonstrated. Ability to describe people, places, things, and events will be evident. Ability to ask and answer age-appropriate questions will be demonstrated . . . . early literacy skills are evident Association between spoken and written words will be recognized. Understanding of beginning alphabetic knowledge will be demonstrated. Ability to discriminate sounds will be evident. Knowledge of basic book and story components will be evident. Use of shapes and marks to convey meaning will be demonstrated. Writing letters to represent word and syllables will be demonstrated . . . a general knowledge about the world, things, places, events, and people has been acquired Recognition of name will be evident. Basic awareness of self, family, and community will be demonstrated. Knowledge of simple science concepts will be evident. Knowledge of simple math concepts will be evident. Ability to count up to 10 will be evident. Basic understanding of shapes and colors will be demonstrated. Ability to sort and classify objects will be evident.
9

Getting a Bright Start to Kindergarten Strengthening the Transition from Pre-K to Kindergarten
Providing for a smooth transition from Pre-K to Kindergarten is a critical part of Georgia's Pre-K program. When looking at Kindergarten transition, it is important to remember that it is a year long process, not something that happens in April or May of the school year. Transition planning occurs at several levels and involves building relationships, aligning curriculum, and sharing information. Based on research by SERVE, the Regional Educational Laboratory key components of successful transition planning include:
Connecting Children to Children Plan activities to strengthen the relationships between Pre-K and Kindergarten students. This can involve a visit to a Kindergarten class, inviting a Kindergarten student to visit Pre-K, having a "reading buddy" from another grade level, or making a picture book or video about students in Kindergarten.
Connecting Children to Schools Begin practicing Kindergarten routines in the spring to familiarize Pre-K children with Kindergarten. This can involve adding cafeteria trays to the dramatic play area so students can practice walking while holding a tray, learning songs, or reading books about Kindergarten. Have students write a letter to the Kindergarten teacher telling about themselves and what they have learned in Pre-K.
Connecting Families to Schools Share school events and activities with families. Provide information to families concerning school organizations such as Parent Teacher Association or Parent Teacher Organization. Provide families with information on Kindergarten registration and required documentation.
Connecting Schools to Schools Strengthening relationships between your school the receiving Kindergarten schools will smooth the transition for children and families. This can involve joint workshops between Pre-K and Kindergarten staff, sharing of information between Pre-K and Kindergarten, or holding Kindergarten registration at the Pre-K site. The alignment of the Pre-K Content Standards with the Kindergarten Georgia Performance Standards provides for a smoother transition between the instructional programs.
Connecting Community to Schools Collaboration between community resources and instructional programs assist families in accessing services needed for the transition. These relationships can be strengthened through hosting resource or health fairs to provide screenings for the students and resources for the families.
Through planning processes and activities to strengthen these relationships, students and families will arrive at school feeling comfortable and ready to be involved in the educational process. Additional transition ideas are included in this document or visit the Bright from the Start website at www.decal.state.ga.us or SERVE's website at www.terrifictransitions.org.
10

Kindergarten Readiness Ideas to Practice Throughout the Pre-K Year
Practice the morning routines such as a "moment of silence" or pledge to the flag Have the children practice raising hands to answer questions Practice carrying items on cafeteria trays (or cookie sheets) - this can be done in centers as well as during meals and snacks or on the playground Learn to open individual milk cartons and straws Learn to open individual condiment (ketchup, mustard, etc.) packets Practice walking as a group from the classroom to other locations in the building Have the children go to another classroom so another teacher can "teach" them a brief special lesson (such as music or P.E). This helps the children get used to the idea that they may have other teachers for "specials" Answer "roll call" Practice getting on and off a school bus Practice checking out library books (using a card) from the public library, classroom library, or site office Read aloud children's books that are about Kindergarten Learn to sharpen a pencil Plan activities that require cooperative interaction. Some ideas are:
o Work with a friend to put together teacher made puzzles o Work with a friend to match simple word cards with symbol cards o Work with a friend to match classmates' name with their picture o Paint with a partner o Build with a buddy o Group or partner playground games Remember that these ideas are to familiarize the children with new concepts and/or routines, so we want to make them fun! Be sure to have many discussions (large group, small group, and individual) about why you are doing these things.
11

Suggested Books for Kindergarten Readiness
Annabelle Swift, Kindergartner by Amy Schwartz Boomer Goes To School by Constance W. McGeorge Countdown to Kindergarten by Alison McGhee Curious George Goes to School by Margret Rey David Goes To School by Shannon D Elizabeti's School by Stephanie Stuve-Bodeen First Day by Dandi Daley Mackall and Tiphanie Beeke First Day Jitters by Julie Danneberg First Day, Hooray! by Nancy Poydar Franklin Goes To School by Paulette Bourgeois Froggy Goes To School by Jonathan London I Want to Go to School Too: A Story about Kindergarten by Liza Alexander If You Take a Mouse to School by Laura Numeroff Little Cliff's First Day of School by Clifton L. Taulbert Look Out Kindergarten Here I Come by Nancy L. Carlson Miss Bindergarten Gets Ready for Kindergarten by Joseph Slate Mouse's First Day of School by Lauren Thompson My First Day of School by Patrick K. Hallinan My Teacher Sleeps in School by Leatie Weiss Sam and Gram and the First Day of School by Dianne L. Blomberg PhD, et al Sam Starts School by Barbara Taylor Cork The Kissing Hand by Audrey Penn, et al The Night Before Kindergarten by Natasha Wing Tom Goes to Kindergarten by Margaret Wild Twelve Days of Kindergarten by Deborah Lee Rose Welcome to Kindergarten by Anne F. Rockwell When You Go to Kindergarten by James Howe Who Is Going to School Today? by Karl Ruhmann Will I Have a Friend? by Miriam Cohen
12

Inclusive Learning Environments in Pre-K
Inclusion of children with special needs fosters caring attitudes and teaches children about acceptance of differences in each other. In high quality early childhood programs, inclusion is simply an example of best practice in meeting the individual needs of each child and their family. Under the Individuals with Disabilities Education Act (IDEA),
... to the maximum extent appropriate, children with disabilities in public or private institutions or other care facilities in Georgia shall be educated with students who are not disabled and shall attend the school they would ordinarily attend in their home area or neighborhood, with their age and grade peers in the general education classroom...
One of the ways to assist children with disabilities in the regular education environment is to provide accommodations and adaptations based on the needs of each child. Georgia Pre-K teachers can easily incorporate simple adaptations into their daily routine to create an inclusive environment. Some examples are:
Adjust the accessibility of materials to meet the needs of individual children. Define physical boundaries within activities (sitting on a carpet square during circle
time) Rearrange the classroom set up to meet the needs of a child. Use adaptive equipment (Big Mac Switches, touch screen for the computer, Alpha
Talkers for communication). Shorten circle time or allow child with attention issues to get up when needed.
A list with ideas to create an inclusive environment is included within each domain in the Content Standards. Suggestions are provided on how to adapt the domain to include children of varying ability levels. Children with diagnosed disabilities may have an Individual Education Program (IEP) through the local school system. Teachers should always consult Special Education personnel regarding specific adaptations and goals for children who have an IEP.
For more resources on inclusion, specific disabilities, adaptive equipment, and IDEA visit the DECAL website at www.decal.state.ga.us and click on Special Needs under Families or the Department of Education/Division of Exceptional Students at www.doe.k12.ga.us and click on Special Education.
13

Strategies to Support English Language Learners
The number of children entering Georgia's Pre-K Program speaking a language other than English increases each year. Georgia is currently the seventh most diverse state in the nation. A language-rich Pre-K classroom with a supportive teacher is an ideal place for children to become competent in English. Children learning a new language progress through four developmental levels; using the home language, entering into a non-verbal stage, using individual words or short sentences, and using productive language (Tabors). By providing individualized instruction, students gain skills in listening, understanding, and speaking English, which provides for a smoother transition to the program.
Environmental and Instructional Supports for English Language Learners Provide a language rich and emotionally supportive classroom that allows children many opportunities to hear and understand language Use repetition to allow children more than one opportunity to understand what is being said Emphasize words as they are spoken Extend children's language by adding more information Reinforce oral discussions with visual clues or gestures Provide a running commentary during activities Learn some phrases of the child's home language to use when greeting or during activities Sit with children during meals/snacks and facilitate natural conversations Connect new concepts with familiar experiences, objects and knowledge Provide a quiet place in the classroom where children can use manipulatives, puzzles or play dough Display pictures of the children and families Take field trips to locations recommended by English Language Learner's family Maintain established routines and daily schedules Provide organized small-group activities that include the English Language Learner Integrate cultural perspectives into everyday learning objectives, not as stand-alone curriculum Provide an English-speaking buddy or partner for the English Language Learner Provide multicultural literature, pictures, music, and props in the classroom Provide labels that reflect the languages of the children in the classroom Add props to the dramatic play area that represent the home languages of the students
Working with Families Invite families to visit the classroom and teach songs in the home language, demonstrate the national dress or read a book in the home language Include families in assisting with classroom routines Encourage families to continue to use the native language at home Use community resource personnel or bilingual parents to assist in translating during meetings with non-English speaking families
Teachers reinforce language development by observing children and by creating environments that set the stage for language use. Classrooms that support English Language Learners have an appropriate language-rich curriculum that includes parental involvement, supports the emotional development of children, and incorporates multicultural understanding.
Resources One Child, Two Languages. A Guide for Preschool Educators of Children Learning English as a Second Language, Patton Tabors Promising Practices for Improving the School Readiness of English Language Learners, Ready at Five Preschool Second Language Acquisition: What We Know and How We Can Effectively Communicate with Young Second Language Learners, Janet Quiones-Eatman Responding to Linguistic and Cultural Diversity: Recommendations for Effective Early Childhood Education, NAEYC
14

L A N G U A G E
& L I T E R A C Y

Pre-K children develop language and literacy through interactions with adults and other children, engagement with materials, and instructional experiences. In providing the foundation for later reading, Pre-K children should be exposed to activities that will develop the ability to listen for comprehension and to discriminate sounds in language. Children develop an awareness of print and books through a variety of activities and interactions. They begin writing using pictures, symbols and letters. Later reading success is directly correlated to the interaction of children with books through listening and responding to books read aloud and engaging in activities related to the stories.

Strategies to support inclusive learning environments:

Use various modes of communication with children (pictures, sign language,

Braille, Story Boards, augmentative devices, Closed Captioning with TV/Movie

activities, and Interpreter)

Prompt questions with WH words (who, what, and where)

Make eye contact with student

Get a child's attention with auditory cuing (calling out their name, having a

special word or phrase)

Use books on tape and earphones/verbal output device

Use a cued or key word to facilitate communication

Use a favorite toy, activity or person to encourage communication

Ask frequent questions throughout a story

Create Social Stories to help with appropriate sequencing skills (breaking

down a skill into steps)

Use various adaptive devices for writing (slant board, pencil grip, large

crayons, marker holder made out of plaster, cookie worksheet with magnetic

numbers/letters, and PVC pen holder) Provide adaptive computer pieces (head

pointer,

large

mouse1,5and

software)

when needed

Language & Literacy Development

LD 1. Children will develop skills in listening for the purpose of comprehension

LD 1 a LD 1 b LD 1 c LD 1 d LD 1 e LD 1 f LD 1 g
LD 1 h

Performance Indicators
Listens to and follows spoken directions
Responds to questions
Listens to recordings and shows understanding through body language or by interacting appropriately. Listens to stories read aloud and shows understanding through body language or by interacting appropriately. Begins to distinguish fact from fiction in a read aloud text
Makes predictions from pictures and titles
Uses pictures or symbols to identify concepts
Becomes increasingly familiar with the structure of stories (characters, events, plot, resolution of story)

Learning in Action
Follows directions such as, "Hang up your jacket and come to the group area."
Repeats an instruction to a friend
Answers questions from familiar adults and peers
Responds to questions during causal conversation

K GPS
ELAKLSV1b Follows two-part oral directions.

Sings along with songs on tape Turns pages of books

Leans forward or smiles as books are read during group time
Repeats the rhyme in a repetitive book

ELAKR6a Listens to and reads a variety of literary and informational texts to gain knowledge and for pleasure.

Tells whether story is real or make-believe

ELAKR6d Begins to tell fact from fiction in a read aloud

text.

Predicts what happens next in a ELAKR6b

picture walk using picture clues Makes predictions from

or title of a book

pictures and titles.

ELAKR6f

Tells what comes next in a

Uses prior knowledge, graphic features

pictorial schedule.

(illustrations), and graphic organizers to

understand text

Retells the main events in a

ELAKR6c

story Discusses the characters in a
story

Asks and answers questions about essential narrative elements

Uses illustrations to predict

printed text, such as saying,

"Goldilocks is running away!"

"(When reading to children...) The more expressively we read, the more fantastic the experience will be. The more fantastic the experience, they more our kids will love books, and the more they'll "pretend" read. And the more the "pretend" read, the quicker they will learn to read. So reading aloud is not quite enough--we need to read aloud well."
Mem Fox Reading Magic, 2001

16

Language & Literacy Development

LD 2. Children will learn to discriminate the sounds of language (phonological awareness)

LD 2 a
LD 2 b LD 2 c LD 2 d LD 2 e

Performance Indicators
Differentiates sounds that are the same and different
Repeats rhymes, poems and finger plays
Recognizes the same beginning sounds in different words (alliteration) Shows growing ability to hear and discriminate separate syllables in words
Creates and invents words by substituting one sound for another

Learning in Action
Recognizes that "Mark" and "Matt" begin with the same sound
Identifies common environmental sounds or animal sounds
Repeats rhymes such as "Humpty Dumpty"
Repeats finger plays and poems such as "Itsy Bitsy Spider"
Plays with repetitive sounds such as snakes slither or the big blue ball bounces
Claps hands for syllables in names or other familiar words
Sings the "Name Game" or "Willoughby Wallaby Woo" and substitutes different beginning sounds for names

K GPS
ELAKR2a Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and nonrhyming words. See also: ELAKLSV1c, ELAKLSV1d ELAKR2b Identifies component sounds in spoken words.
ELAKR2c Blends and segments syllables in spoken words. ELAKR2a Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and nonrhyming words.

LD 3. Children will develop an understanding of new vocabulary introduced in conversations, activities, stories or books

LD 3 a LD 3 b LD 3 c

Performance Indicators
Increases vocabulary through everyday communication
Uses new vocabulary words correctly within the context of play or other classroom experiences
Connects new vocabulary with prior educational experiences

Learning in Action
Participates in "Daily Message/Daily News"
Expresses ideas heard in stories
After discussing community helpers, child says, "I want to be a veterinarian and take care of animals."
Creates a story for a wordless picture book.
Helps create a language experience chart after participating in a field trip

K GPS
ELAKLSV1f Increases vocabulary to reflect a growing range of interests and knowledge.
ELAKR5a Listens to a variety of texts and uses new vocabulary in oral language.
ELAKLSV1g Communicates effectively when relating experiences and retelling stories heard.

"Everyone has gifts, they just open them on different occasions." Author unknown
17

Language & Literacy Development

LD 4. Children will develop and expand expressive language skills (speaking)

LD 4 a LD 4 b LD 4 c LD 4 d

Performance Indicators
Uses language for a variety of purposes
Engages in conversations with adults and children
Uses complete sentences of increasing length in conversation
Uses language to pretend or create

Learning in Action
Uses language to express needs, feelings or preferences
Uses different voices for characters in a story
Asks and answers questions for information and to solve problems
Tells personal narrative Engages in turn-taking
conversations Uses descriptive words Expands on ideas
Pretends with words or actions Tells real or make-believe
stories

K GPS
ELAKR5a Listens to a variety of texts and uses new vocabulary in oral language. See also: ELAKLSV1e ELAKLSV1a Listens and speaks appropriately with peers and adults. See also: ELAKR5a
ELAKLSV1h Uses complete sentences when speaking. See also: ELAKR5a, ELAKR6h Retells important facts in the student's own words. See also: ELAKR5a

"Behold the turtle. He only makes progress when he sticks his neck out." James Bryant Conant
18

Language and Literacy Development

LD 5. Children will begin to develop age-appropriate strategies that will assist in reading

LD 5 a LD 5 b LD 5 c LD 5 d LD 5 e LD 5 f LD 5 g LD 5 h LD 5 I LD 5 j LD 5 k LD 5 l LD 5 m

Performance Indicators
Demonstrates an interest in books or stories
Discusses books or stories read aloud
Exhibits book-handling skills
Associates symbols with objects, concepts and functions
Recognizes that print represents spoken words
Dramatizes, tells and retells poems and stories
Identifies some individual letters of the alphabet Shares books and engages in pretend-reading with other children Recognizes books as a source of information
Connects information and events in books to real-life experiences
Participates in oral reading activities
Recognizes that sentences are composed of separate words
Uses pictures or symbols to identify concepts

Learning in Action
Chooses to look at books independently
Requests that books be read
Asks questions about a story or illustration
Adds personal information to a story
Looks at books appropriately, left to right, top to bottom, turning one page at a time, front to back of book
Recognizes familiar logos Checks class job chart to find
out whose job it is to wash the tables after snack Uses labels in classroom to put away materials Sees a word in the environment and asks the teacher about the word
Uses puppets or flannel board to retell a story
Tells a story to friends
Identifies letters when using alphabet play dough cutters
Identifies letters in name or in the environment
Shares a book with another child at the library center
Asks the teacher to read a book about the classroom pet
Sees a fire truck outside and selects a book about fire trucks
When reading a book about a dog, talks about the pet at home

K GPS
ELAKR1a Recognizes print and pictures can inform, entertain, and persuade.
ELAKR1c Tracks text read from left to right and top to bottom.
ELAKR1a Recognizes print and pictures can inform, entertain, and persuade.
ELAKR1b Demonstrates that print has meaning and represents spoken language in written form. ELAKR6e Retells familiar events and stories to include beginning, middle, and end. ELAKR1d Distinguishes among written letters, words, and sentences.
ELAKR1b Demonstrates that print has meaning and represents spoken language in written form. ELAKR1a Recognizes print and pictures can inform, entertain, and persuade.
ELAKR6g Connects life experiences to readaloud text.

Participates in oral reading activities (morning message, rebus story, experience story)
Counts words in a sentence using a big book read aloud
Counts words in sentences during the morning message
Tells what comes next in a pictorial schedule.

ELAKR4b Reads previously taught grade-level text with appropriate text.
ELAKR1e Recognizes that sentences in print are made up of separate words.
ELAKR6f Uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

19

Language & Literacy Development

LD 6 Children will begin to develop age-appropriate writing skills

LD 6 a
LD 6 b
LD 6 c LD 6 d LD 6 e

Performance Indicators
Experiments with a variety of writing tools, materials and surfaces
Uses scribbles, shapes, pictures and letters, or other forms of writing
Stages of writing: Pictures Scribbles (squiggle lines and shapes) Letter-like forms Copies letters/words from the
environment Uses letters to represent sounds in
words Labels objects in drawings Connects words to form sentences Creates a story with beginning,
middle, and end

Learning in Action
Draws or writes using pencils, markers, crayons, paint, shaving cream
Draws or writes on paper, cardboard, chalkboard, dryerase board
Uses scribble writing and letterlike forms
Draws pictures to represent ideas
Copies word cards from the writing center
Writes name or names of friends
Copies words from environment

K GPS
ELAKW1b Uses drawings, letters, and phonetically spelled words to create meaning. See also: ELAKW1c



Understands that print is used to

communicate ideas and



information (writing for a purpose)


Begins to dictate words, phrases, and sentences to an adult



recording on paper


Uses left-to-right patterns

Writes list in the dramatic play area Makes signs in the block center Writes messages for friends or adults Writes name on work to show ownership Tells an adult a story to record Identifies objects in drawing/ painting for adult to record
Uses tracking when reading and writing the morning message and stories

ELAKR3a Demonstrates an understanding that there were systematic and predictable relationships between print and spoken sounds.
ELAKW1a Writes or dictates to describe familiar persons, places, objects or experiences. ELAKW1d Uses left-to-right pattern of writing.

Teachers in Action

Add vocabulary related to the current topic or interest to your writing area.

Be sure to add pictures or symbols to help your non-readers

Get to know your local librarian and ask him/her to help you select books

related to your current topics

Change your writing materials often to keep your children's interest

Let children help you label materials in your classroom as you introduce them

Invite celebrity readers to your classroom

Use different voices as you read to represent different characters in the

story

Put words and symbols on chart stories, labels, etc.

Use familiar rhymes for transitions

Model appropriate writing daily. Be sure to use correct grammar

Have children sign in daily. This can be saved for assessment to show growth

and development in writing

Create enough class-made books for each child to have one to take home at

the end of the year

Mini photo albums can become great storage for vocabulary cards

Create portable writing centers in purses, tool boxes, suitcases, briefcases,

and fishing tackle boxes, and place them around the room and for children to take outside

20

Create a morning message daily

Language & Literacy Development

Home and Family Connections
Play some classic games like "Simon Says" or "Mother, May I?" Give one-step commands at first and then progress to two or three-step commands. "Simon says turn around, clap your hands and touch your toes."
Read a favorite story together, and ask your child to give a signal each time he hears a particular word. For example, "Clap your hands when you hear me say the word bear."
Go outside and identify sounds you hear.
Teach your child some hand clapping chants or jump rope rhymes you remember from childhood.
Talk to your child while you are engaged in household activities like cooking, gardening, or fix-it chores. Explain what you are doing, and tell them the names of the tools you are using. Spatula, spade, or wrench will soon become part of your child's growing vocabulary.
Discuss the day's events after your return from an outing or special event.
Give your child lots of opportunities to engage in conversation with adults.
Let them order for themselves in a restaurant or answer the telephone using phrases you have rehearsed ahead of time.
Create silly stories together while riding in the car or waiting at a restaurant.
Practice reading environmental print street signs, store names, favorite foods.
Cut out logos from the ad section of the newspaper or the grocery store circular. Paste them on paper, or put them in a photo album to make a book that your child will love to read often.
Discuss books with your child after reading them together. Ask "How " and "Why" questions to extend their learning.
Use newspaper and magazines for letter find activities. Children love to find and circle the letters in their names.
Invite your child to "write when you write."
Let your child write on old calendars, order forms, check registers, or grocery lists. Provide a "grown-up" pen or pencil.
Encourage all forms of writing, from scribbling to forming letters.
21

Language & Literacy Development

Teacher Resources
Access For All, Closing the Book Gap for Children in Early Education - Neuman, S.B., Celano, A.N., & Shue, P
Beginning to Read: Thinking and Learning about Print. - United States Department of Education, Marilyn Adams
Creating a Classroom Literacy Environment - www.readingaloud.com
Creating Readers Pam Schiller
Fee, Fi, Phonemic Awareness High/Scope
Learning to Read and Write: Developmentally Appropriate Practices for Young Children Neuman, Capple, Bredekamp, NAEYC
Let the Words Work their Magic Lucy Caulkins - www.readingaloud.com
Literacy Development in the Early Years Leslie Morrow
Much More Than ABC's: The Early Stages of Reading and Writing NAEYC
On the Road to Reading Beatrice Davis
Oral Language and Early Literacy in Preschool: Talking, Reading and Writing International Reading Association Phonemic Awareness in Young Children Adams, Foorman, Lundberg, Beeler
Preventing Reading Difficulties in Young Children National Research Council
Reading Magic: Why Reading Aloud to Children Will Change Their Lives Forever Mem Fox
Starting Out Right: A Guide to Promoting Children's Reading Success Burns, Griffin & Snow, Washington D.C. NAEYC
Teaching Other People's Children: Literacy and Learning in a Bilingual Classroom Ballenger
"Very early, children who turn out to be successful in learning to read use phonological recoding, which helps the child acquire high-quality word representations. Gains in fluency (automaticity) come with increased experience, as does increased lexical knowledge that supports word identification."
Preventing Reading Difficulties in Young Children National Research Council
22

Language & Literacy Development

Suggested Children's Books

Book Title

Author

Abiyoyo

Pete Seeger

Alexander and the Terrible, Horrible, No Good, Very Bad, Day Judith Viorst

All the Colors of the Earth

Sheila Hamanaka

Alphabet Under Construction

Denise Fleming

And to Think That I Saw It On Mulberry Street

Dr. Seuss

Ashanti to Zulu

Margaret Musgrove

Barnyard Banter

Denise Fleming

Bear Snores On

Karma Wilson

Blueberries for Sal Brown Bear, Brown Bear, What Do You See?

Robert McCloskey Bill Martin, Jr.

Caps for Sale

Traditional

Chicka Chicka Boom Boom

Bill Martin , Jr. & John Archambault

Chicken Soup with Rice

Maurice Sendak

Children's Garden of Verse

Robert Louis Stevenson

Chrysanthemum

Kevin Henkes

Click, Clack, Moo Cows That Type

Doreen Cronin

Corduroy

Don Freeman

Firefighters A to Z

Chris L. Demarest

Five Little Monkeys Jumping on the Bed

Eileen Chrsitelow

Go Away, Big Green Monster!

Ed Emberley

Grandmother's Garden

John Archambault

In the Tall, Tall Grass

Denise Fleming

Jump Frog Jump

Robert Kalan

Miss Mary Mack

Mary Ann Hoberman

My Teacher Sleeps in School

Leatie Weiss

Pancakes, Pancakes! Tacky the Penguin

Eric Carle Helen Lester

The Big, Hungry Bear

Audrey Wood

The Little Engine that Could

Watty Piper

The Little Red Hen The Napping House

Paul Galdone Audrey Wood

There Was an Old Lady Who Swallowed a Fly

Traditional

Three Billy Goats Gruff

Traditional

Where is the Green Sheep?

Mem Fox

Where the Wild Things Are

Maurice Sendak

23

Mathematical instruction in Pre-K builds on the child's natural curiosity and desire to make order in the surrounding world. The instruction and the environment challenge children to explore ideas related to patterns, shapes, numbers, and space with increasing sophistication. Mathematical concepts develop as counting activities are built into the daily routine and activities are planned to reinforce the concept of one-to-one correspondence. Children develop an understanding of patterns and predictability as they participate in reading predictable books, see patterns in the environment, use classroom materials, and engage in patterning activities. As teachers use mathematical language, children are able to connect concepts of "more or less" with concrete objects. An understanding of size and measurement develops as children use non-standard or standard means to measure classroom materials. The experience of developing math concepts in Pre-K, using hands-on materials, lays the foundation for later abstract mathematical thinking.

M A T H

Strategies to Support Inclusive Learning Environments
Simplify a complicated task by breaking it into smaller parts or reducing the number of steps. Model instruction Use pictures/visual aides throughout daily activities. Ensure that students understand the meaning of key mathematical words (sorting, counting, adding, and total). Use real items to understand part and whole (real apple cut into pieces) Use modeling clay to form shapes instead of play dough with a child who has low muscle tone. Provide raised/textured objects for children with visual impairments. Adapt the length of the activity based on the needs of the child.
24

Mathematical Development

MD 1 Children will begin to develop an understanding of numbers

MD 1 a MD 1 b MD 1 c
MD 1 d
MD 1 e MD 1 f MD 1 g MD 1 h
MD 1 i MD 1 j

Performance Indicators
Counts by rote Arranges sets of objects in oneto-one correspondence Counts objects using one-to-one correspondence
Compares sets of objects using language
Begins to understand concept of part and whole using real objects Begins to identify ordinal numbers Associates numeral name with set of objects
Begins to understand the concept of currency as a means of exchange
Begins to understand the concept of estimation
Begins to recognize numbers

Learning in Action
Counts in finger plays or rhymes Sings a counting song
Matches blocks with animals Places a spoon on each plate at
the table Counts manipulatives Counts the number of children
present Identifies "more than, less than
or same" when comparing two groups Explains that all of the long sticks are in one box and all the short sticks are in another box
Recognizes the difference between a whole apple and part of an apple
Lines objects on table and points to first in line and the last in line
Standing in line and says, "I am first, and you are second"
Counts four objects and says, "I have four bears."
Sorts coins during a small group activity
Uses play money to purchase items from a pretend classroom store
Estimates the number of marbles in a jar
Estimates how many steps it will take to get to the playground
Estimates how many cups of water it will take to fill a pitcher
Says, "I see the number 2," while pointing to the morning message board
Matches the correct number of counters to the number card and says, "Here is the number 4."

K GPS
MKN1a Count a number of objects up to 30 SKCS2a MKN1a Count a number of objects up to 30
MKN1a Count a number of objects up to 30
MKN1e Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. MKN2a Use counting strategies to find out how many items are in two sets when they are combined. MKN2b Build number combinations up to 10 and for doubles to 10. MKN2c Use objects, pictures, numbers, or words to create, solve, and explain story problems for two numbers that are each less than 10. MKN1g Use informal strategies to share objects equally (divide) between two to three people or sets. MKN1d Sequence and identify using ordinal numbers (1st 10th).
MKN1c Write numerals through 20 to label sets. SSKE3b MKN1h Identify coins by name and value (penny, nickel, dime, quarter) MKN1i Count out pennies to buy items that together cost less than 30 cents. MKN1j Make fair trades involving combinations of pennies and nickels or pennies and dimes. MKN1f Estimate quantities using five and ten as a benchmark. SKCS2b
MKN1c Write numerals through 20 to label sets.

25

Mathematical Development

MD 2 Children will create and duplicate simple patterns

MD 2 a MD 2 b
MD 2 c MD 2 d MD 2 e

Performance Indicators
Copies a pattern using sounds or physical movements
Recognizes and reproduces simple patterns of objects
Reproduces and extends a pattern using objects
Independently creates patterns using objects
Spontaneously recognizes and identifies patterns in the environment

Learning in Action
Snaps, claps, stomps a rhythmic pattern
Creates patterns using manipulatives, blocks or other objects in the classroom
Sees the pattern in a string of beads and determines which bead is needed to continue the pattern
Creates patterns using manipulatives, blocks, or other objects in the classroom
Recognizes patterns in rugs, clothes, daily schedule
Recognizes repeated phrases in stories

K GPS
MKG3b Extend a given pattern and recognize similarities in different patterns.
MKG3a Identify a missing shape with a given pattern of geometric shapes. MKG3b Extend a given pattern and recognize similarities in different patterns. MKG3a Identify a missing shape with a given pattern of geometric shapes. MKG3b Extend a given pattern and recognize similarities in different patterns.
MKG3b Extend a given pattern and recognize similarities in different patterns.
MKG3a Identify a missing shape with a given pattern of geometric shapes. MKG3b Extend a given pattern and recognize similarities in different patterns.

MD 3 Children will sort and classify objects

MD 3 a MD 3 b
MD 3 c MD 3 d MD 3 e
MD 3 f

Performance Indicators
Matches like objects
Sorts objects using one characteristic
Classifies objects using more than one characteristic Sorts and classifies objects using self-selected criteria Explains sorting or classifying strategy
Participates in creating and using real and pictorial graphs or other simple representations of data

Learning in Action
Places all of the dinosaurs together
Places all of the red blocks together and all of the green blocks together
Places the big animals in one group and small animals in another group
Sorts all of the pennies, nickels, and dimes into the appropriate groups.
Makes a grouping of red triangles, green triangles, red squares, and green squares (sorted by color and shape)
Sorts through a box of buttons and makes up rules for organization
Sorts items and says, "I put all of the big animals together."
Helps to create a graph of types of shoes worn in the classroom by placing shoes on a floor graph
Helps to creates a chart of favorite foods by placing name or symbol under the correct column

K GPS
SKP1a, SKP1b
SKP1a, SKP1b, SKP2a
SKP1a, SKP1b, SKL1b, SKL1c
SKP1a, SKP1b, SKL1b, SKL1c
SKL2a, SKL2b, SKL2d MKD1 Pose information questions, collect data, organize, and record results using objects, pictures, and picture graphs.

26

Mathematical Development

MD 4 Children will develop a sense of space and an understanding of basic geometric shapes

MD 4 a MD 4 b MD 4 c

Performance Indicators
Recognizes, describes and compares basic geometric shapes
Uses classroom materials to create shapes
Uses language to indicate where things are in space: positions, directions, distances, order

Learning in Action
During group time says, "I am sitting on a square."
Notes that the classroom door is a rectangle
Using unit blocks, notices that a square has four sides and a triangle has three sides
Combines unit blocks to make shapes
Forms shapes using play dough
Uses positional words such as over, under, behind during play
Places an object inside and outside, behind and in front, under and above, beside and on a box on a table

K GPS
MKG1a Recognize and name the following basic twodimensional shapes: triangles, rectangles, squares, and circles. MKG1e Compare geometric shapes and identify similarities and differences of the following two and threedimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. SKCS5a
MKG1c Observe concrete objects in the environment and represent the objects using basic shapes, such as drawing a representation of a house using a square together with a triangle for the roof. MKG1d Combine basic shapes into basic and more complicated shapes, and will decompose basic shapes into combinations of basic shapes. MKG1e Compare geometric shapes and identify similarities and differences of the following two and threedimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes.
MKG2a Identify when an object is beside another object, above another object, or below another object. MKG2b Identify when an object is in front of another object behind another object, inside another object or outside it.

27

Mathematical Development

MD 5 Children will learn how to use a variety of non-standard and standard means of measurement

MD 5 a
MD 5 b MD 5 c MD 5 d MD 5 e MD 5 f MD 5 g

Performance Indicators
Associates and describes the passage of time with actual events
Uses mathematical language to describe experiences involving measurement
Measures the passage of time using non-standard or standard measures
Measures the length of objects using non-standard or standard measures
Measures the volume (capacity) of objects using non-standard or standard measures Measures and compares the weight of objects using nonstandard or standard measures
Orders two or more objects by size (seriation)

Learning in Action
Notes that snack time is after outdoor time
Remarks that yesterday was special because of the trip to the library
Recalls daily schedule Uses words to describe time
intervals such as, yesterday, today, and tomorrow
Uses comparison terms, such as, "My block is longer than yours" (heavy/light, big/little, tall/short)
Uses the sand timer to measure time at the computer

K GPS
MKM2a Know the names of the days of the week. MKM2b Know the months of the year. MKM3a Order daily events. MKM3b Tell the time when daily events occur, such as lunch, to the nearest hour. MKM3c Know the name of the day of the week when weekly events occur in class. SSKH3a, SSKH3b, SSKH3c, SSKH3d, SSKH3e, SSKH3f, SSKH3g, SKE1a
MKM1a Compare and order objects on the basis of length. MKM1b Compare and order objects on the basis of capacity. MKM1c Compare and order objects on the basis of height. MKM1d Compare and order objects on the basis of weight.
SKE1a

Uses links to measure the length of a table
Uses hands, feet, or string to measure length
Uses a ruler to measure the length of a block

MKM1a Compare and order objects on the basis of length. MKM1c Compare and order objects on the basis of

height.

SKCS3a

Uses a cup or plastic container to measure the water in the sensory table
Uses measuring cups to

MKM1b Compare and order objects on the basis of capacity.

measure ingredients for a recipe

Holds a block in each hand and MKM1d

identifies which is heaviest

Compare and order

Uses balance scale to compare objects on the basis of

weight of small blocks and plastic cubes

weight. SKCS4b, SKCS4c, SKCS6b

Uses blocks of three different

SKCS4c

sizes and places in order of

size-small, medium, large

Arranges four rods from shortest

to longest

28

Mathematical Development

Teachers in Action
Use real objects for counting, sorting and patterning Read books containing math concepts Use empty egg cartons or muffin tins for sorting Help children identify geometric shapes using sample floor plans in the block area Make your own scales with coat hanger, yarn, and small plastic cups Create class phone books for children to help identify numbers Go on a shape hunt Develop daily calendar activities (identify numbers on the calendar, briefly expose children to time concepts such as a day, a week, etc.) Use transitions as a time to incorporate math (sort children by gender, clothing, etc.) Create a class grocery store and price all of the items. Add pretend money for children to purchase items Talk about birthdates Use cooking activities to incorporate measuring Add many measuring cups, spoons and containers to your sensory table Use your daily schedule to help children understand the concept of time Have an estimation jar and change the materials to relate to your current topic (marbles, jelly beans, pom poms, etc.
29

Mathematical Development

Home and Family Connections
Encourage children to identify coins by name by helping them to say the name of the coins as they place them in a piggy bank.
Let your child count out coins for purchase at a store.
Before giving your child a snack, have him/her estimate how many (crackers, cookies, etc.) are in the container.
Estimate how many steps it will take to walk from the kitchen to the front door.
Encourage counting frequently in daily routines, such as counting the forks as you put them away. Create games around counting common objects, such as counting the number of doors, windows and telephones in your home.
Choose books from you local library that encourage counting, such as Splash by Ann Jonas.
Build one-to-one correspondence by letting your child set the table. Show him how to put one plate, one cup and one fork at each place.
Ask your child to find shapes by saying, "Find something that is round or something that is a triangle."
When riding in the car, identify the shape of street signs.
Put your child's shoes in a pile and have them match the pairs of shoes and then put them away.
Develop the concept of part to whole by doing puzzles. Make your own puzzles by cutting apart magazine pictures and gluing them back together again.
Have your child help sort laundry before you wash by putting all the socks in a pile, all the shirts in a pile, and all the towels in a pile.
"We worry about what a child will become tomorrow, yet we forget that he is someone
today."
Stacia Tauscher
30

Mathematical Development

Teacher Resources
1-2-3 Math Jean Warren Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary and Special Education Teachers Arthur J. Baroody Circle Time Math Teaching and Learning Company Counting Caterpillars and Other Math Poems Betsy Franco Early Childhood Where Learning Begins, Mathematics Carol Sue Fromboluti Engaging Young Children in Mathematics: Standards for Early Mathematics Education Douglas H. Clements, Julie Sarama and Ann-Marie Dibiase Enriching Early Mathematics Learning Cook, Jones, Murphy, Thurnston Four Seasons Math Jean Warren Graphing Across the Curriculum Valeriein Williams Hands on Math Scott Foresman Learning Through Play: Math, a Practical Guide Sandra White-Stupiansky Math for the Very Young: A Handbook of Activities for Parents and Teachers Lydia Polonsky, Dorothy Freedman, Susan Lesher, Kate Morrison Mathematics in the Early Years Juanita V. Copley More Than Counting Redleaf Press Much More Than Counting Redleaf Press Number in Preschool and Kindergarten: Educational Implications of Piaget's Theory (NAEYC) Constance Kamii Showcasing Mathematics for the Young Child: Activities for Three-, Four-, and Five-YearOlds Juanita Copley The Young Child and Mathematics NAEYC
"Children are like wet cement. Whatever falls on them makes an impression."
Haim Ginott
31

Mathematical Development

Suggested Children's Books

Title Anno's Counting Book At The Edge of The Woods Big Fat Hen Chicka Chicka 1,2,3 Construction Countdown Count! Eating Fractions Feast For 10 Fish Eyes! Five Little Ducks Five Little Monkeys Bake A Cake Five Little Monkeys Jumping On The Bed Five Little Monkeys Sitting In A Tree Five Little Monkeys Wash A Car How Do Dinosaurs Count To Ten? How Many Feet In The Bed? Is A Whale the Biggest Thing There Is? Let's Count Let's Go Visiting Miss Spider's Tea Party and Counting Book Moo, Moo Brown Cow Over In The Meadow Roar! A Noisy Counting Book Seven Blind Mice Sheep In A Jeep So Many Bunnies Splash! Spots Ten Apples On Top Ten Black Dots Ten Terrible Dinosaurs The Doorbell Rang The Greedy Triangle The Grouchy Ladybug Turtle Splash

Author Mitsumasa Anno Cynthia Cotton Keith Baker John Archambault K. C. Olson Denise Fleming Bruce McMillan Catheryn Fallwell Lois Elhert Eileen Christelow Eileen Christelow Eileen Christelow Eileen Christelow Eileen Christelow Jane Yolen and Mark Teague Diane Johnston Hamm Robert E. Wells Tana Hoban Julie Vivas David Kirk Jakki Wood Ezra Jack Keats Pamela Duncan Edwards Ed Young Nancy Shaw Rick Walton Ann Jonas Laura Regan Dr. Seuss Donald Crews Paul Strickland Pat Hutchins Marilyn Burns Eric Carle Katheryn Falwell

32

Pre-K children are naturally curious about their world. Pre-K science activities encourage the student to explore, investigate, observe and record changes in the environment. Children learn to use their senses and simple tools such as magnets and magnifiers to make observations and collect information. Activities such as noting the changes in the seasons, caring for animals and classroom pets, and exploring simple machines encourage the further development of scientific thinking.

S C I E N C E

Strategies to Support an Inclusive Learning Environment
Use a type of graphic organizer (story board, flow chart) to determine knowledge of sequence of events and prediction of what will come next. Use visual aides when talking about weather and environment. Encourage hands-on and sensory experiences such as touching, holding, exploring, tasting, smelling, and manipulating objects. Provide physical guidance/hand over hand support when using science tools.
33

Scientific Development

SD 1 Children will use processes of science to actively explore and increase understanding of the environment

Performance Indicators
Asks questions about objects, SD 1 a organisms, or events in
environment

SD 1 b

Uses senses to observe, classify, and learn about objects

SD 1 c

Uses language to describe observation

Uses simple equipment to SD 1 d experiment, observe, and increase
understanding

SD 1 e SD 1 f

Records observations through dictating to an adult, drawing pictures, or using other forms of writing
Predicts what will happen next based on previous experience

Learning in Action
Notes the different ways that insects can move
Inspects a bird's nest and wonders how it was constructed
Sees a rainbow and asks how it was formed
Identifies scent containers by sense of smell
Identifies objects in a "feely" bag by touch
Separates objects by texture Notes that the hamster is small,
furry, and soft Notes that the turtle moves
slowly, and the hamster moves quickly
Uses magnet wands to identify magnetic items in science center
Looks through prism and says, "I can see a rainbow."
Draws pictures documenting result of an experiment using magnets
Keeps a pictorial log of plant growth
After planting a seed, says "We planted seeds at our house and grew flowers."

K GPS
SKCS1
SKCS1a SKE2a SKE2b SKP1a SKCS5a SKL2a SKL2b
SKCS3a SKCS6b
SKCS5b
SKCS1

SD 2 Children will acquire scientific knowledge related to life science

SD 2 a
SD 2 b SD 2 c SD 2 d SD 2 e

Performance Indicators
Observes, explores, and describes a wide variety of animals and plants
Recognizes there are basic requirements for all common life forms Observes, explores, and describes a variety of living and non-living objects
Understands that plants and animals have varying life cycles
Participates in activities related to preserving the environment

Learning in Action
Uses picture cards and matches animals and their offspring
Describes the different types of leaves on the trees on the playground
Sorts animals according to skin coverings (feathers, fur, and scales)
Takes care of familiar plants and animals in the classroom
Makes collections of non-living objects such as rocks and buttons
Observes life cycle of insects or amphibians
Reads books about life cycles such as The Very Hungry Caterpillar
Places scrap paper in the classroom recycling bin
Assists in planting a tree

K
SKL1b SKL1c SKL2d

GPS

SD 2b SKL1a SKCS6c
SKE2c SKL1a

34

SD 3 Children will acquire scientific knowledge related to physical science

Performance Indicators

SD 3 a

Investigates and describes the states of matter

SD 3 b

Describes objects by their physical properties

SD 3 c Explores simple machines

SD 3 d

Investigates different types/speeds of motion

Learning in Action
Observes ice melting Describes the difference
between liquid and solid objects
Describes the difference between the wet sand and the dry sand
Describes how water flows through a tube in the sensory table
Creates a ramp for cars in the block center
Plays follow the leader with different types of motion
Rolls objects on various ramps in the block center
Comments, "My car goes faster than Johnny's truck."

K GPS
SKCS4b
SKE2a SKE 2b SKP1a SKCS4b
SKP2b SKCS4b

Scientific Development

SD 4 Children will acquire scientific knowledge related to earth science

SD 4 a SD 4 b
SD 4 c

Performance Indicators
Investigates, compares, and contrasts seasonal changes in the immediate environment Discovers through observations that weather can change from day to day
Participates in activities to explore the earth (rocks, soil, air) and sky (clouds, sun, moon, stars)

Learning in Action
Notes that it is necessary to wear jackets in the winter, because it is cold outside.
Draws a picture of the weather outside
Graphs daily weather Reads outside thermometer and
records observations in a weather journal
Listens to stories about the earth and sky such as Good Night Moon, In the Tall Tall Grass, It Looked Like Spilt Milk
Observes and draws pictures of clouds
Observes and draws pictures of shadows at varying times of the day
Collects rocks and classifies by size, color, shape, texture
Classify objects according to those seen in the day sky and those seen in the night sky.

K GPS
SKE1b SKE1c SKE2a SKE2b SKE2c SKP3 b

Teachers in Action
Use cooking activities often to help with science concepts Change your materials in your sensory table often. The materials can relate to your current topic Use real and found materials to help children identify magnetic properties Let children help care for class pets and plants Science is best explained through reading materials with real pictures Grow seeds and let children record the changes and growth
35

Scientific Development

Home and Family Connections
Create a "feely" bag using a paper bag or an old sock. Place a variety of objects in the bag and have your child identify the objects by touching only. Ask your child to identify the object and describe how it feels (soft/hard, smooth/bumpy, etc.).
Help your child learn about life science through planting a seed (such as a bean or grass seeds) in a small cup or pot. Talk with your child about what the plant needs to grow, such as water and light. Have you child draw a picture of the plant once a week to chart the plant's growth.
Help your child understand the different properties of matter by making gelatin. Have them use their senses to observe and describe the changes from liquid to solid. Eat and enjoy!
On the weekend allow your child to check the weather and decide what to wear.
Take a nature walk and collect rocks. Have you child sort the rocks by as many ways possible (size, color, texture, shape, etc.).
Check out books from your local library about animals, plants, and other science concepts.
During bath time provide several different objects for your child to play with in the tub a rubber duck, a metal spoon, and a plastic bowl, for example. Talk about why some sink and some float. Do some "experiments" to see if you can change what they do. Fill the bowl with water, for example, to see if it will sink.
Look at the night sky for several weeks around the same time and locate the moon. Is it behind a tree, over the garage, or across the street? Does it change places? Does it seem higher or lower in the sky? Does it change shape? Invite your child to draw a picture showing all the different ways he has seen the moon.
"I did then what I knew to do.... But when I knew better, I did better."
Maya Angelou
36

Scientific Development

Teacher Resources
202 Science Investigations - Marjorie Frank Bubbles, Rainbows & Worms - Sam Ed Brown Dialogue on Early Childhood, Science, Mathematics and Technology Education - American Association for the Advancement of Science
Discovering Nature With Young Children Chalufour and Worth Everybody Has a Body: Science from Head to Toe/Activities Book for Teachers of Children Ages 3-6 - Rockwell, R.E., Williams, R.A. and Sherwood, E.A. Everyday Discoveries: Amazingly Easy Science and Math Using Stuff You Already Have Sharon MacDonald Exploring Science in Early Childhood: A Developmental Approach - Karen K. Lind Hollyhocks and Honeybees: Garden Projects For Young Children Midden, Olthof, Starbuck Math and Science for Young Children 4E - Rosalind Charlesworth and Karen K. Lind More Mudpies to Magnets - Williams, R.A., Rockwell, R.E., and Sherwood, E. Mudpies To Magnets - Williams, R.A., Rockwell, R.E., and Sherwood, E. My Big World of Wonders: Activities for Learning About Nature and using Natural Resources Wisely Griffin, S. Quick and Easy Science Fun - The Mailbox Science Experiences for the Early Childhood Years: An Integrated Approach - Jean D. Harlan and Mary S. Rivkin Science is Simple: Over 250 Activities for Preschoolers Ashbrook Worms, Shadows and Whirlpools: Science in the Early Childhood Classroom - Karen Worth and Susan Grollman Young Children and Technology: A World of Discovery - Susan W. Haugland and June L. Wright
37

Scientific Development

Suggested Children's Books

Title A Cold Day A House For Hermit Crab A Walk In The Rainforest Animal Babies in Grassland Apple Farmer Annie Bear Snores On Bugs! Bugs! Bugs! Cloudy Day, Sunny Day Flower Garden Froggy Gets Dressed Goodnight Moon In The Small, Small Pond Is Your Mama A Llama? It Looked Like Spilt Milk Listening Walk Little Penguins Tale Mooncake My Five Senses Old MacDonald Had A Farm Our Earth Planting A Rainbow Push, Pull, Empty, Full Red Leaf, Yellow Leaf Seasons Snowmen at Night Stone Soup The Carrot Seed The Dairy Group The Enormous Potato The Kissing Hand The Snowy Day The Surprise Garden The Tiny Seed The Very Hungry Caterpillar The Wind Blew What Color is Nature?

Author Lola Schaefer Eric Carle Kristen J. Pratt Jennifer Schofield Monica Wellington Karma Wilson Bob Barner Donald Crews Eve Bunting Jonathan London Margaret Wise Brown Denise Fleming Deborah Guarino Charles Shaw Paul Showers Audrey Penn Frank Asch Aliki Raffi Ann Rockwell Lois Ehlert Tana Hoban Lois Ehlert Charlotte Zolotow Caralyn Buehner Marcia Brown Ruth Krauss Helen Frost Aubrey Davis Audrey Penn Ezra Jack Keats Zoe Hall Eric Carle Eric Carle Pat Hutchins Stephen Swineburne

38

S O C I A L
S T U D I E S

Social Studies in Pre-K is the development of meaningful knowledge about the people, jobs, landmarks, and cultures of the surrounding community. Children also learn how to contribute to the successful functioning of the classroom. They become aware of the similarities and differences among people and how each person is an important member of the community. As children learn about responsibility in the classroom community, they begin building skills needed for participating in a democracy.
Strategies to Support an Inclusive Learning Environment
Use picture schedules to identify classroom jobs (picture of child next to the job they are responsible for) Use books, dolls, and puppets that depict children of varying ability levels Incorporate people with disabilities in all areas to represent awareness of differences at home, school, and in the community

39

Social Studies Development

SS 1 Children will develop an appreciation of his/her role as a member of the family, the classroom, and the community

Performance Indicators

SS 1 a

Begins to understand family structures and roles

Participates in classroom jobs and SS 1 b contributes to the classroom
community

Becomes aware of the roles, SS 1 c responsibilities and services
provided by community workers
Becomes aware of family and SS 1 d community celebrations and events

Learning in Action
Identifies different family structures
Looks at photographs of classmates' families
Reads stories about different family structures
Participates in dramatic play in "home" setting, using dress-up clothes
Feeds fish, picks up paper off the floor, passes out napkins during snack, helps during clean-up time
Describes and identifies necessary classroom jobs (ex: cleaning tables, feeding class pets).
Pretends to be a store salesperson or mail carrier (or other community worker) during dramatic play
Identifies community workers by the uniform worn or the equipment used
Completes the community worker puzzle and describes the various jobs
Describes family celebrations (birthdays, family gatherings, holidays)
Participates in community events (parades, festivals, fairs, picnics)

K GPS
SSKE1 SSKE2
SSKE1 SSKE2 SSKCG2 SSKE1
SSKH1 SSKG1

SS 2 Children will develop a respect for differences in people

SS 2 a SS 2 b SS 2 c

Performance Indicators
Identifies similarities and differences among people
Demonstrates an emerging awareness and respect for culture and ethnicity
Demonstrates emerging awareness and respect for abilities

Learning in Action
Recognizes that classmates have hair, but it can be different colors, lengths, and textures
Uses multicultural dolls/books/ materials. Materials should represent differing ethnicity, culture, ages, ability, and gender.
Learns some words of other languages
Tastes a snack that a classmate from another culture brings to school
Reads a story about a child with a disability
Includes children with disabilities in play/conversation

K GPS
SSIP 1
SSKG1
SSIP 1 SSKCG2

40

Social Studies Development

SS 3 Children will express beginning geographic thinking

Performance Indicators

SS 3 a

Identifies common features in the home and school environment

SS 3 b

Creates simple representations of home, school, or community

Uses and responds to words to SS 3 c indicate directionality, position, and
size

Develops awareness of the SS 3 d community, city, and state in which
he/she lives

SS 3 e

Recognizes characteristics of other geographic regions and cultures

Learning in Action
Describes what is seen on the way to school
After touring the school, draws a picture about what was seen
Builds a familiar street with blocks
Draws a simple map of classroom or school
Drives toy cards on roads made from blocks or uses blue paper to represent water
Identifies objects that are near and far
Talks about the largest (smallest) building in the city
Identifies buildings that are close to or far from the school.
Takes a walking field trip to explore the local community
Identifies the name of the city and state in which he/she lives
Becomes familiar with community and state landmarks (city hall, police stations, grocery store, museums, capital).
Explores the characteristics of arctic animals
Reads a story about life in the rain forest

K GPS
SSKG2 SSKG3
SSKG2 SSKG3 SSMG1
SSMG1
SSKH2 SSKG2 SSKG3
SSKG2 SSKG1

Teachers in Action
Invite parents to talk about different family cultures and traditions. Ask them to cook an authentic dish to share with the class Invite community workers to your classroom Add a globe and maps to your classroom to talk about different locations Explore your community on a walking field trip Add community helper clothing to your center areas Help children identify what city and town they live in Discuss various celebrations around the world Add real pictures of different regions of the world Collect postcards and travel brochures from different places families have visited Do a "Flat Stanley" project Use books and literature to lead discussions on differences between themselves and others

41

Social Studies Development

Home and Family Connections
Create an "All About My Family" Book. Let the child bring to class to share information and pictures about their family. Invite parents to the classroom to share information about their jobs. Encourage families to identify "jobs" children can help with at home (sorting silverware, folding laundry, cleaning up toys, feeding pets, helping with siblings). Talk about how everyone in the family should help make the home a comfortable place to live. Provide families with lists of community landmarks (library, local historical sites, parks) to visit. Encourage children to look for community helpers such as mail carriers, police officers, bus drivers, teachers, doctors, nurses, cashier, custodians, crossing guards, and firemen. Go through old magazines and cut out "people pictures." Point out differences in hair color, length, style and texture, skin color, ages, genders, and abilities. Produce and distribute a class cookbook of favorite family recipes (from children in the classroom). Create self-portraits, suggest using mirrors to examine individual differences. Draw the outline of the home. Point out the windows and doors. Invite children to draw beds and other room furnishings. Visit the local library and choose books relating to various cultures, grandparents, babies, genders, and disabilities.
"There are no seven wonders of the world to a child. There are seven million."
Walt Streightiff
42

Social Studies Development

Teacher Resources
A Critical Theory of Education: Habermas and Our Children's Future R.R. Young Alike and Different: Exploring Our Humanity With Young Children C.B. Phillips, and B. Neuebauer Caring: A Feminine Approach To Ethics And Moral Education N. Noddings Elementary School Social Studies: Research As A Guide To Practice V.A. Atwood If This Is Social Studies, Why Is It Boring? S. Steffey and W. Hood Learning Opportunities Beyond the School C.S. Sunal, L.M. Christensen, and D.W. Sunal Let's Be Friends: Peer Competence and Social Inclusion in the Early Childhood Program K. Mary and M.Kemple Renewing The Social Studies Curriculum W.C. Parker The Child's Understanding Of Economics - A.E. Berti and A.S. Bombi The Theme Immersion Compendium for Social Studies Teaching M.Manning, G.Manning, and R.Long
43

Social Studies Development

Suggested Children's Books

Title

Author

A Rainbow All Around Me

Sandra Pinkney

A Weed is a Flower

Aliki

ABC for You and Me

Margaret Girnis

All Kinds of Children

Norma Simon

All the Colors of the Earth

Shelia Hamanaka

America the Beautiful

Katharine Lee Bates Wendell Minor

America: A Patriotic Primer

Lynne V. Cheney Robin Preiss Glasser

Be Quite, Marina!

Kristen Debear

Career Day

Anne Rockwell

Children Around the World

Donata Monanari

Families

Ann Morris

Friends at School

Rochelle Bunnett

Friends at Work and Play

Rochelle Bunnett

Full, Full, Full of Love

Trisha Cooke

Grandparents Are the Greatest Because

Adele Aron Greenspan Joan Swartz

Happy Birthday, America

Marsha Wilson Chall Guy Porfirio

I Pledge Allegiance

Bill Martin Jr. Michael Sampson

Lucky Pennies and Hot Chocolate

Carol Shields

My Family

Debbie Bailey

No Mirrors in My Nana's House

Ysaye M. Barnwell

One Is a Drummer

Roseanne Thong

Our Granny

Margaret Wild

Pingo the Plaid Panda

Loreen Leedy

Rolling Along with Goldilocks

Cindy Meyers

Round is Mooncake

Roseanne Thong

Shades of Black

Sandra L. Pinkney

Special People, Special Ways

Arlene Maguire

Susan Laughs

Jeanne Willis Tony Ross

The Colors of Us

Karen Katz

Three Friends / Tres Amigos: A Counting Book Tona Wilson Maria Brusca

Two Homes

Clarie Masurel

We All Sing with the Same Voice

J. Philip Miller

We Can Do It!

Laura Dwight

What Grandmas/Grandpas Do Best

Laura Numeroff Joffe

Whoever You Are

Mem Fox

44

The creative arts, including art, music, and drama, provide opportunities for the application of individual ideas, feelings and expression. Creative expression connects to later reading success by fostering eye-hand coordination and the concept of symbolic representation. By experimenting with sounds, colors, forms, motion and words, children communicate in ways that are distinctly their own and that reflect their learning style. Children also learn to appreciate the contributions of other children and adults in the world of the arts.

C R E A T I V E

Strategies to Support an Inclusive Learning Environment
Utilize adaptive equipment when necessary (adaptive scissors, large crayons, and various sized paint containers) Use pictures/story board to prompt/facilitate communication regarding painting or drawing Use visual cues (smiling, clapping) with child to show appreciation for others work Use various types of assistive technology as appropriate with music and movement activities Simplify directions as needed Use a tape recorder
45

Creative Development

CD 1 Children will explore and use a variety of materials to develop artistic expression

Performance Indicators

Learning in Action

K GPS

Experiments with a variety of CD 1 a materials and activities for sensory

Uses markers, paint, crayons, modeling clay, collage

Kindergarten GPS Standards are not yet

experience and exploration

materials, play dough

available for this domain.

CD 1 b

Uses materials to create original work and for self-expression

Uses collage materials to create a picture
Creates a sculpture using clay

Shares details about personal CD 1 c creations (paintings, drawings, 3-D

Explains painting or drawing to another person
Creates an airplane with

sculptures, block structures)

materials and tells teacher how each part makes it work

Watches classmates perform a

puppet show or a dance they

have created

Expresses interest in and shows

Comments with enthusiasm on

CD 1 d appreciation for the creative work of

the construction, artwork, or writing that classmates have

others

created

Shows interest in illustrations in

books or pieces of art work in

the environment

CD 2 Children will participate in music and movement activities

Performance Indicators
Uses music and movement to CD 2 a express thoughts, feelings, and
energy
Participates in group singing or CD 2 b other musical activities

CD 2 c

Participates in creative movement and dance

Explores various music types, CD 2 d musical instruments, and music
from various cultures.

Learning in Action
Uses props to respond with expression to music of various tempos
Interprets emotions through music
Develops movements that express concepts (feelings, directions, words, ideas)
Sings a song with the group during circle time
Plays the classroom musical instruments
Creates a movement that responds to the beat of a record
Exhibits a variety of ways to move (forward, backward, sideways)
Shows creativity in movement (marching, hopping, jumping, snapping, twisting, dancing, swaying, stomping, turning)
Uses headphones to listen to classical music
Uses maracas as a musical prop during music and movement
Uses materials to create a musical instrument

K GPS
Kindergarten GPS Standards are not yet available for this domain.

46

CD 3 Children will use drama to express individuality

Performance Indicators

CD 3 a

Participates in dramatic play to express feelings, dramatize stories, reenact real-life roles and experiences

CD 3 b

Recreates a story or poem through drama

CD 3 c

Participates in activities using symbolic materials and gestures to represent real objects and situations

Learning in Action
Puts on the fireman's hat and pretends to put out a fire
Uses a note pad to take a restaurant order in the home living area
Pretends to be a waiter and serves food to friends sitting at the pretend restaurant table
Uses props to retell the story of The Three Little Pigs
Pretends to be "Jack Be Nimble" and jumps over a block representing a candlestick
Uses a block to represent a telephone
Claps hands to represent thunder
Uses a scarf to symbolize the wind blowing

K GPS
Kindergarten GPS Standards are not yet available for this domain.

Creative Development

Teachers in Action
Add real and found materials as collage items Change painting materials and media often to keep children's interest Use real and found materials for 3-D structures Take art activities outdoors Create large group murals Use real and found materials for music props Let children create their own musical instruments for a "marching band" Encourage children to make props to retell stories Act out traditional stories Use puppets and language props to retell stories Let children make their own puppets Change dramatic play props often to keep children's interest Ask parents to donate items or let you borrow items to go along with a current topic or interest
47

Creative Development

Home and Family Connection
Give your child markers or crayons and a variety of surfaces to draw on newspaper, waxed paper, foil, pages from an old phone book, cardboard, or Styrofoam.
Make some homemade paint from food color and water, or food color and liquid starch. Or add water to backyard soil for a wonderful "mud paint."
Put some shaving cream on a tray and finger paint to music.
Visit a museum or art gallery, and talk to your child about what they see. Explain what an artist is. Let your child become an artist when you return home.
Help your child learn about different kinds of music. Find the jazz station on the radio and listen together for a while. Talk about the sounds of the instruments and how the music makes you feel. Then try a different station with a different style of music.
Roll a section of newspaper tightly and tape it together in several places to form a stick. Cut it in half to make a pair. Turn on some lively music and encourage your child to play his drumsticks on a variety of surfaces around the house the kitchen table, the back of the sofa, his own knees. What makes the best drum?
Sing songs together. Sing in the car, at home, or outside. Recall some songs from your own childhood.
Fill a cardboard box with old scarves, hats, purses, and other dress up props. Invite your child to dress up and act out a favorite slogan, song, or jingle.
Practice making faces together in front of a mirror. Who can make the scariest face? Who can look the most surprised?
Use your hand or another object to pretend it is a phone. Carry on a pretend phone conversation with your child.
"The art of teaching is the art of assisting discovery."
Mark Van Doren
48

Creative Development

Teacher Resources
101 Rhythm Instrument Activities For Young Children Conners, A.F. A Creative Adventure: Supporting Development and Learning Through Art, Music, Movement and Dialogue: A Guide For Parents and Professionals Education Services, Inc. Before And After School : Creative Experiences NAEYC Building Structures With Young Children Chalufour and Worth Creative Experiences For Young Children Chenfeld, M.B. Creative Play Activities for Children With Disabilities: A Resource Book For Teachers and Parents, 2nd Edition Morris & Schulz Dramatic Play: More Than Playing House NAEYC How to Foster Creativity in All Children Mayesky, M. Just Pretend Judy Nyberg Music Play: Bah Bah Be-Bop NAEYC The Block Book NAEYC
49

Creative Development

Suggested Children's Books

Title A Color of His Own A Visit To The Farm A Visit to the Supermarket Apples Best Mouse Cookie Caps, Hats, Socks and Mittens Corn Don't Forget The Bacon! Froggy Gets Dressed I Smell Honey I Want to Be a Doctor I Want To Be A Firefighter I Want to Be a Pilot If You Give A Pig A Pancake Jesse Bear, What Will You Wear? Keeping You Safe: A Book About Police Officers Kevin and His Dad Lucy's Picture Lunch Mommies at Work Mouse Paint Mrs. Wishy-Washy's Farm My Car My World of Color Old MacDonald Had A Workshop Taking You Places: A Book About Bus Drivers The Best Father of All The Little Red Hen Makes A Pizza The Napping House The Tortilla Factory We Need Firefighters We Need Nurses What Do You Want To Be? What Mommies/Daddies Do Best Zin! Zin! Zin! A Violin

Author Leo Lionni B.A. Hoena & Gail Saunders-Smith,PhD B.A. Hoena & Gail Saunders-Smith, PhD Ann L. Burckhardt Laura Numeroff Louise Borden Ann. L. Burckhardt Pat Hutchins Jonathan London Andrea and Brian Pinkney Firefly Books Firefly Books Firefly Books Laura Numeroff Nancy White Carlstrom
Ann Owens Irene Smalls Nicolas Moon Denise Fleming Eve Merriman Ellen Stoll Walsh JoyCowley Byron Barton Margaret Wise Brown Lisa Shulman
Ann Owens Peter Horn Philemon Sturges Audrey and Don Wood Gary Paulsen Lola M. Schaefer Lola M. Schaefer Ron Ellsworth Laura Numeroff Lloyd Moss

50

S O C I A L
&
E M O T I O N A L

In Pre-K, children develop social and emotional skills that allow them to successfully participate in society. A key to social and emotional development is building secure and positive relationships in a supportive environment. Interpersonal and social skills for communicating with others and learning how to express emotions in socially acceptable ways are taught through direct and indirect instruction. Attention is also given to helping children develop positive attitudes to learning such as initiative, curiosity, and persistence in performing tasks.
Strategies to Support an Inclusive Learning Environment
Provide choices so all children have more control over their environment (show two pictures and have child pick, use communication aides for child with limited speech) Use photographs and mirrors to recognize uniqueness of self and others. Facilitate/model communication between children to promote appropriate relationships Classroom rules and expectations need to be available in many different forms (pictures, words, and Braille) so all children can understand them. Use various methods (timer, clock, verbal, or picture schedule) to prepare children for transition time Allow children to carry an item (meaningful symbol or toy) during transition from one activity to another To reduce frustration, which may lead to behavior problems, divide skills into smaller steps
51

Social & Emotional Development

SE 1 Children will develop confidence and positive self-awareness

Performance Indicators

SE 1 a

Demonstrates knowledge of personal information

SE 1 b SE 1 c

Recognizes self as a unique individual and becomes aware of the uniqueness of others
Demonstrates confidence in his/her range of abilities and expresses pride in accomplishments

SE 1 d Develops personal preferences

Learning in Action
Describes self using several basic characteristics (gender, name, age)
Says name when asked or sings name in a song
States, "I have brown eyes, Mary has blue eyes."
Says, "My hair is short, and my friend has long hair."

K GPS
Kindergarten GPS Standards are not yet available for this domain.

Says, "Watch me. I can do it by myself."

Makes choices during independent activities
Chooses a favorite color, food, song, etc.

SE 2 Children will develop curiosity, initiative, self-direction and persistence

Performance Indicators
Shows interest in learning new SE 2 a concepts and trying new
experiences
SE 2 b Initiates interaction with others

SE 2 c

Demonstrates self-direction in use of materials

SE 2 d

Develops independence during activities, routines, play

SE 2 e

Sustains attention to a task or activity appropriate for age

Learning in Action
Investigates and experiments with materials
Asks questions about the people in the classroom environment
Introduces himself to a new classmate
Invites other children to join play Chooses learning activities Chooses to use the writing
center to make a card for a friend Becomes involved with classroom materials without teacher prompting
Selects additional materials to complete a project
Hangs up book bag/jacket upon arrival to school
Builds an extensive block structure
Completes a challenging puzzle

K GPS
Kindergarten GPS Standards are not yet available for this domain.

Teachers in Action
Provide opportunities for children to make choices throughout the day Model vocabulary for expressing feelings through language Listen to children's explanations and support their efforts towards solving problems with peers Have class meetings to discuss events and issues, solve problems, and share celebrations and news Set up small group activities to allow for child choice and free exploration of materials Model appropriate interactions for inviting others into a group activity
52

Social & Emotional Development

SE 3 Children will increase the capacity for self-control

Performance Indicators

SE 3 a

Helps to establish classroom rules and routines

SE 3 b

Follows rules and routines within the learning environment

SE 3 c

Uses classroom materials purposefully and respectfully

Manages transitions and adapts to SE 3 d changes in routine

Expresses feelings through SE 3 e appropriate gestures, actions and
language

Examples

K GPS

Provides ideas to make the

Kindergarten GPS

classroom run smoothly

Standards are not yet

Discusses rules for being safe outdoors

available for this domain.

Remembers to follow simple

rules such as walking in the

hallways

Participates in simple non-

competitive games

Uses materials and equipment

without breaking or destroying

the items

Puts materials back into the

assigned spaces

Moves smoothly from one

routine to another

Understands and follows daily

schedule

Identifies common emotions

such as:

" I am happy," or "That made me

sad."

Uses words to express

frustration rather than hitting

another child

SE 4 Children will develop interpersonal and social skills for relating with other members of the learning community

SE 4 a SE 4 b SE 4 c SE 4 d SE 4 e

Performance Indicators
Interacts appropriately with peers and familiar adults
Begins to recognize the needs and rights of others
Shows empathy and understanding to others
Participates successfully as a member of a group
Participates in resolving conflicts and disagreements with others

Learning in Action
Follows suggestions given by a friend concerning their play
Greets the teacher or other adults when arriving at school
Gives assistance to peers who are trying to solve a problem such as zipping coats or tying shoes
Responds appropriately to a friend when he/she says, "No"
Respects personal space and belongings of others
Is concerned and wants to help when a classmate falls
Helps a classmate pick up spilled toys
Carries something for a child who is unable to do so
Cooperates with other children during dramatic play or in building block structures
Works with other children to complete a project
Develops friendships with peers Settles a dispute with another
child through negotiation Takes turns without pushing or
other conflict Seeks help from a teacher when
needed

K GPS
Kindergarten GPS Standards are not yet available for this domain.

53

Social & Emotional Development

Home and Family Connections
Make an "I Can" can with your child. Cover a clean can with paper and decorate it. Each week, write a new skill on a strip of paper ("I can hop on one foot," " I can feed the dog," "I can sing a new song", etc.) and place it in the can. Look through photos with your child often. Point out how she has grown and changed over time. Make plans for independent "time alone" play. Talk with your child afterwards and encourage him to tell you about what he did. Give your child some choices throughout the day. "Should we get out the LEGOS or the play dough now?" "Would you like noodle soup or tomato soup for lunch?" Remind your child that every place has its own rules. Practice being quiet in the library and waiting your turn at the bank or the ice cream store. Take turns speaking or listening. During dinner let each person take a turn "in the spotlight" to share something about their day. When reading with your child, talk about how the book characters feel. Point out their facial expressions, their actions, and their words. Say "Show me how you look when you're disappointed," or "How do people look if they're excited?"
"You can learn many things from children. How much patience you have, for instance."
Franklin P. Jones 54

Social & Emotional Development

Teacher Resources
Building Bridges With Multicultural Picture Books for Children 3-5. Beaty
Caring Classrooms/Intelligent Schools: The Social Emotional Education of Young Children Jonathan Cohen
Conscious Discipline Dr. Becky A. Bailey
Diversity in the Classroom: New Approaches to the Education of Young Children Kendall, R.E College Teachers Press
Easy to Love, Difficult to Discipline: The 7 Basic Skills for Turning Conflict into Cooperation Dr, Becky A. Bailey
Fostering Children's Social Competence: The Teacher's Role Lilian G. Katz and Diane E. McClellan Guiding Children's Social Development: Theory to Practice (4th ed) Kostelnik, Whiren, Soderman, Stein, Gregory
Language and Culture: Respecting Family Choices Perez-Mendez and Moore
Let's Be Friends: Peer Competence and Social Inclusion in Early Childhood Programs Kristen Mary Kemple
Making It Better: Activities for Children Living in a Stressful World Barbara Oehlberg
Pathways to Competence: Encouraging Healthy Social and Emotional Development in Young Children Sarah Landy
Promoting Social and Moral Development of Young Children: Creative Approaches for the Classroom Carolyn P. Edwards
Raising Self-Reliant Children in a Self-Indulgent World: Seven Building Blocks for Developing Capable Young People H. Stephen Glenn and Jane Nelsen
Serving Families of Diverse Cultures Rowan, Meyden, Pehrson
The Emotional Development of Young Children: Building an Emotion-Centered Curriculum Marilou Hyson
You Can't Come to My Birthday Party: Conflict Resolution with Young Children Betsy Evans
55

Social & Emotional Development

Suggested Children's Books

Title

Author

Across The Stream

Mirra Ginsburg

Daddy's Lullaby

Tony Bradman

Giraffes Can't Dance

Giles Andrea

I'm Gonna Like Me

Jamie Lee Curtis

I'm Sorry

Sam McBratney

I'm Tougher than Asthma

Alden Carter

I'm Tougher than Diabetes

Alden Carter

It's Okay to Be Different

Todd Park

Kevin and His Dad

Irene Smalls

Let's Talk about Extraordinary Friends Fred Rogers

Love You Forever

Robert N. Munsch

Mama, Do You Love Me?

Babraba M. Joosse

Mommy's Best Kisses

Margaret Anastas

My Friend and I

Lisa Jahn-Clough

Night Shift Daddy

Eileen Spinelli

No, David

David Shannon

On Mother's Lap

Ann Herbet Scott

Seeing Things My Way

Alden Carter

Shelly the Hyperactive Turtle

Deborah Moss

Stretching Ourselves

Alden Carter

Taking Autism to School

Andreanna Edwards

The Best Father of All

Peter Horn

The Crayon Box That Talked

Shane DeRolf

The Feel Good Book

Todd Park

The Kissing Hand

Audrey Penn

The Little Engine That Could

Watty Piper

The Very Best Daddy of All

Marion Dane Bauer Leslie Wu

The Very Lonely Firefly

Eric Carle

Today I Feel Silly

Jamie Lee Curtis

We'll Paint the Octopus Red

Stephanie Stuve-Bodeen Pam DeVito

Wemberly Worried

Kevin Henkes

What Daddies Do Best

Laura Numeroff

What Mommies Do Best

Laura Numeroff

When Mama Comes Home Tonight Eileen Spinelli

When You're Mad and You Know It Elizabeth Crary

Will You Still Love Me

Jean Baptiste Baronian

56

H E A L T H
&
P H Y S I C A L

Health and physical development impact a child's ability to learn in all curriculum areas. Young children begin to establish life-long eating habits that can help prevent disease, obesity, and other health problems. Children need to understand sound health practices, nutritional choices, and safety measures to optimize the capacity for learning. Physical development is an essential part of the instructional program and activities should be structured to encourage children to explore the world, promote agility and strength, and to develop balance and coordination. Materials and activities for fine motor muscles develop the muscles that are needed for later academic tasks.
Strategies to Support an Inclusive Learning Environment
Define boundaries to promote body and spatial awareness Assign a peer who can model the desired actions and assist with activities Provide physical guidance/support for children having difficulty with motor tasks Provide adaptive puzzles, switches, and toys to foster fine motor development Utilize storyboards to explain self-help skills
57

HPD 1 Children will participate in a variety of gross-motor activities to develop control, balance, strength and coordination

Health & Physical Development

Performance Indicators

HPD 1 a

Develops coordination and balance

HPD 1 b

Coordinates movements to perform tasks

HPD 1 c

Participates in a variety of indoor and outdoor activities that increase strength, endurance, and flexibility.

Learning in Action
Carries a glass of water across the room without spilling it
Peddles and steers a tricycle Walks on balance beam Balances on one foot Walks, gallops, jumps and runs
in rhythm to simple tunes and music patterns Climbs a slide ladder using arms and feet Moves body into position to catch or kick a ball Builds strength and stamina in movement activities Uses outdoor large motor equipment daily.

K GPS
Kindergarten GPS Standards are not yet available for this domain.

HPD 2 Children will participate in activities that foster fine motor development

HPD 2 a HPD 2 b HPD 2 c

Performance Indicators


Performs fine-motor tasks that

require small-muscle strength and

control





Uses eye-hand coordination to



perform fine-motor tasks





Exhibits manual coordination


Learning in Action
Tears a piece of tape off a roll of tape Uses paper punch or stapler Works with play dough Uses writing tools Puts together puzzles Strings beads or puts pegs into boards Uses scissors and art materials Uses hands and fingers to act out finger plays and songs Begins to practice self-help skills in zipping and buttoning

K GPS
Kindergarten GPS Standards are not yet available for this domain.

HPD 3 Children understand healthy and safe living practices

Performance Indicators

Learning in Action

K GPS

Washes hands after

Kindergarten GPS

toileting/before eating

Standards are not yet

HPD 3 a

Participates in activities related to health and personal care routine.



Dramatizes health care professional roles Uses the tooth model to

available for this domain.

demonstrate how to properly

brush teeth

Identifies healthy foods

HPD 3 b

Participates in activities related to nutrition



Sorts the plastic food in the dramatic play area into groups

of fruits and vegetables

Knows to call 911 in an

HPD 3 c

Discusses and utilizes appropriate safety procedures

emergency Discusses safety rules for
playground Participates in activities to learn

to avoid dangerous situations

58

Health & Physical Development

Home and Family Connections
Talk about the different colors of healthy foods. Make a simple chart and have your child color in a square for each food she eats during a day a brown square for cereal or a green square for broccoli. At the end of the day, have him/her decide if she "ate a rainbow."
Talk about ways to stay safe before going on outings to stores, restaurants, or playgrounds.
Show your child how to roll socks together to make a ball and practice tossing them into an empty laundry basket.
Make a bean bag by filling a small zip-lock bag with beans or rice and taping securely closed. Encourage your child to balance the beanbag on different parts of his/her body. Can she walk with it on her shoulder? Jump with it on her head?
Play the mirror game. Face your child and ask him/her to copy your movements put hand on head, touch nose, etc. Then switch places, and you copy his/her movements.
The kitchen is a great place to develop the fine motor skills and eye-hand coordination needed for handwriting. Give your child lots of opportunities to use tongs, tweezers, spatulas, hand juicers, and clothespins. Learn to use chopsticks together if you don't already know how.
Let your child cut magazines or newspapers before your recycle. Cutting also develops small muscles in the hands necessary for writing.
String O-shaped cereal on lengths of yarn and hang over an outside bush or tree limb for the birds and squirrels to enjoy. Stringing also helps to develop small motor muscles.
Make healthy snacks with pretzel sticks and cheese cubes. Spear the cheese with the pretzel and enjoy.
Let your child squeeze playdough to further develop small muscles in hands. You can also make homemade play dough with your child.
cup salt 1 cup flour 1 tablespoon cream of tarter 1 tablespoon oil 1 cup water food color
Combine ingredients in saucepan. Heat gently, stirring all the time. When dough has good consistency, take it off the heat and allow to cool.
59

Health & Physical Development

Teacher Resources
Growing, Growing Strong Connie Jo Smith, Charlotte Hendricks, Becky Bennett Healthy Me Michelle O'Brien-Palmer Preschool Fun For Kids Clearvue Reducing the Risk: A Child Care Provider Educational Training Package Early Childhood Directors Association, Red Leaf Press The Outside Play and Learning Book Karen Miller Tooth Wisdom: Your Teeth and How To Take Care of Them Clearvue Using Children's Literature to Learn About Disabilities and Illness Blaska Welcoming All Children: Creating Inclusive Child Care Freeman, Hutter-Pishhahi, Traub
Teachers in Action
Providing ample space for active indoor and outdoor play Schedule daily opportunities for movement activities in addition to outdoor play Provide fine motor activities often to help develop small muscles necessary for writing Model hygienic behaviors and give explanations about "why" Model and discuss the importance of safe behavior
60

Health & Physical Development

Suggested Children's Books

Title

Author

Berenstain Bears and Too Much Junk Food

Berenstain & Berenstain

Don't You Feel Well, Sam?

Amy Hest

Eat Healthy Feel Great

William Sears

Eating Right

Helen Frost

Eating the Alphabet: Fruits and Vegetables from A

to Z

Lois Ehlert

Eyes, Nose, Fingers and Toes

Judy Hindley

Froggy Goes to the Doctor

Jonathan London,Frank Remkiewicz

From Head to Toe

Eric Carle

Green Eggs and Ham

Dr. Seuss

Growing Like Me

Anne Rockwell

Here Are My Hands

Bill Martin,Jr., John Archambault

How Do Dinosaurs Get Well Soon?

Jane Yolen

I Eat Fruit

Hannah Tofts

I Eat Vegetables

Hannah Tofts

I Went Walking

Sue Williams

Mouse Mess

Linnea Riley

My Five Senses

Aliki

My Trip to the Hospital

Mercer Mayer

Play It Safe

Mercer Mayer

Safety on the Playground

Lucia Raatma

Safety on Your Bicycle

Lucia Raatma

Susan Laughs

Jeanne Willis

The Biggest Pumpkin Ever

Steven Kroll

The Foot Book

Dr. Seuss

The Fruit Group

Helen Frost

The Grain Group

Helen Frost

The Meat and Protein Group

Helen Frost

The Sick Day

Patricia MacLachlan & Jane Dyer

The Vegetable Soup

Helen Frost

Those Mean Nasty Dirty Downright Disgusting But

Invisible Germs

Judith Anne Rice

Two Eyes, A Nose and A Mouth

Roberta Grobel Intrater

What to Expect When You Go to the Dentist

Heidi Murkoffi & Lauren Rader

When I Grow Up

Mercer Mayer

61

10 Park Place South, Suite 200 Atlanta, GA 30303 404-656-5957 888-4 GA PREK www.decal.state.ga.us
62