(click above to open standards document) Suvada Cell: 515-240-7812 Directions: Work together to discuss the sequence in which you teach literacy skills throughout the year. The standards are linked above. Feel free to refer to other documents or work you may have created in the past. Think about the pacing: how long do you spend intentionally teaching each skill or standard and make sure to reflect that in the “month” column. “This isn't intended to capture EVERY single thing you teach but rather the ESSENTIAL skills in this area that all PK teachers will agree to teach and assess using this scope and sequence. This will help us be planful and intentional about our planning, teaching, and assessment in relation to the essential standards and skills as we navigate this year that may bring with it some unforeseen challenges. ing Standards: © Assessment-Is the standard directly assessed within GOLD? * Readiness--Does the standard need to be mastered for the student to be successful in kindergarten? If the student hasn't mastered the standard, what might that look like in kindergarten? « Leverage--Does the standard help the student learn or master skills across disciplines? Is it applied both within the content area and within other content areas? © Endurance--Does the standard represent learning that goes beyond one grade level? Are the skills represented within the standard absolutely necessary to be successful beyond preschool? Trimester | Essential Standards/Skills Month Aligned GOLD Objectives How will you teach it? (lowa Early Learning Standards) For which GOLD objectives will | What resources, tasks, and Which essential standards and skills you be able to collect student —_| activities will you use to support will be the focus of your instruction ‘evidence as a result of your student learning for these and assessment? instruction and assessment? —_| standards? What do we want all students to Assessment know and be able to do? How will we know when they have learned it? What would evidence look like? ‘Trimester 1 | Standard [Link] Children understand | September 20a: Counts Counts: counting, ways of representing 3 year old: 1. Counting Collections numbers, and relationships between Begins to verbally count to 10 2. Counting Fingerplays quantities and numerals. Begins to count up to five 3. Books and Number Rhymes‘Standard [Link] Ci pattems, Standard [Link] Children understand shapes and spatial relationships. [Link] Children understand comparison and measurements. objects accurately Using one number name for each object Ayear old: Begins to verbally count to 20; counts 10-20 objects accurately; knows the last number, states how many in all; tells what number (1-10) comes next in order by counting 4, Counting Playdough mats 5. Transition activities involving counting 6. Counting Calendar 2tc: Shapes Shapes year old: 1. Shape Books Begins to identify a few basic 2, Shape Hunt, look for in shapes (circle, square, triangle) environment and draw what 4year old: they see Begins to describe basic two- 3. Shape Songs and three- 4, Shape Sorts, dimensional shapes by using own words October 20B Quantifies Quantifies: 3 year old: Begins to combine and separate up to five objects and describe the parts year old: Recognizes and names the ‘number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 22 Compares/Measures 3 I: *Compares and orders a small set of objects as appropriate according to size, length, weight, area, 1. Counting Collections 2. 3. = Assessment Opportunity Card Number Talks Bean Bag Toss Activity from Erikson oo Compares/M 1 1, Model language, more less, same, or equal 2. Provide objects to compare 3. Use student attributes to compareor volume Knows usual sequence of basic daily events Knows a few ordinal numbers 4 year old: *Compares and orders a small sot of objects as appropriate according to size, length, weight, area, or volume *Knows usual sequence of basic daily events *Knows a few ordinal numbers 4. Assessing: putting picture cards in size order November 20c Connects Numerals to Quantity Syear old: Begins fo identify numerals to 5 by name and connect each to counted objects 4 year old: Identifies numerals to 5 by name and connects each to counted objects 23. Patterning 3 year olds: Copies simple repeating Pattems year old: Copies and extends simple repeating patterns Transition activities involving number recognition Post numerals 1-10 and simple pictures to show quantity Match number of objects to the written number 4. Songs 5. Use kinesthetics to count Patterning: 1. Provide collections of materials to play with patterning 2. Make pattems and ask what comes next 3. Erikson Activities 4. Ask “tell me about your pattern” 5, Search for patterns in your environment patterns Make other patternsbesides objects (sounds, etc) Trimester 2 | Standard [Link] Children understand | December 20a counts Counts: counting, ways of representing Syear old: 1. Counting Collections numbers, and relationships between Verbally counts to 10,counts up | 2. Counting Fingerplays quantities and numerals. to five objects accurately, 3. Books and Number Rhymes Standard [Link] Children understand using one number name for 4, Counting Playdough mats shapes and spatial relationships. each object 5. Transition activities Standard [Link] Children Ayear old: involving counting demonstrates the process of data Verbally counts to 20; counts 6. Counting Calendar analysis by sorting and classifying, 10-20 objects accurately; knows asking questions, and finding answers the last number, states how many in all; tells what number (1-10) comes next in order by ‘counting January 20b quantifies Quantifies: Syear old: 1, Counting Collections Begins to recognize and name Songs the number of items in a small 2. Transition activities from set (up to five) instantly, begins Erikson to combine and separate up to 3. Assessment Opportunity five objects and describe the Card parts 4 year old: Begins to make sets of 6-10 objects and then describe the parts; identify which part has more, less, or the same; counts all or counts on to find out how many 24c Shapes ‘Syear old: Begins fo describe basic two- and three- dimensional shapes by using own words; begins to recognize basic shapes when 4, Number Talks 5. Bean Bag Toss Activity from Erikson Shapes: 1. Shape Books 2, Shape Hunt, look for in environment and draw what they see 3. Shape Songsthey are presented in a new orientation 4 year old: 4, Shape Sorts 5. Collections of 3D objects that you can sort and Describes basic two- and three- describe dimensional shapes by using ‘own words; recognizes basic shapes when they are presented in a new orientation February 20c connects numerals to _| Connects Numerals to Quantity: quantity 4. Transition activities 3year old: involving number Begins to identify numerals to 5 recognition by name and connect each to 2. Post numerals 1-10 and counted objects simple pictures to show 4 year old quantity Begins to identify numerals to 3. Match number of objects to 10 by name and connects each the written number to counted objects 4, Songs 5. Use kinesthetics to count 13 classification Classification: Byear old: 1. Erikson activities for sorting Places objects in two or more 2. Use a variety of attributes to groups based on differences in sort a single characteristic, @.9., 3. Purposely describe color, size, or shape collections in multiple ways Ayear old: 4, Have children sort Groups objects by more than themselves by what they one characteristic, then notice regroups them using a different characteristic and indicates the reason Trimester 3 | Standard [Link] Children understand | March 20a counts Counts: counting, ways of representing 3. year old: 1. Counting Collections numbers, and relationships between quantities and numerals. Standard [Link] Children understand Begins to count verbally to 20, begins to count 10-20 objects accurately, begins to know that 2. Counting Fingerplays 3. Books and Number Rhymes 4. Counting Playdough matspatterns. [Link] Children understand comparison and measurements. the last number states how many in all Ayear old: Verbally counts to 20; counts 10-20 objects accurately; knows the last number, states how many in all; tells what number (1-10) comes next in order by counting 22 comparesimeasures ear old: *Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume “Knows usual sequence of basic daily events *Knows a few ordinal numbers 4-year old: *Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools Begins to use measurement words and some standard measurement tools accurately +Relates time to daily routines and schedule “Begins to create and read simple graphs; use simple ‘comparison and ordinal terms to describe findings 5. Transition activities involving counting 6. Counting Calendar Compares/Measures: 1. Model language, more less, ‘same, or equal 2. Provide objects to compare 3. Use student attributes to compare 4. Assessing: putting picture cards in size order 5. Measure using non-standard units of measure 6. Add standard measuring tools for students to explore 7. Model the use of measurement tools and describe what they measure 20b quantifies Syear old:Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts Ayear old: ‘Makes sets of 6-10 objects and then describe the parts; identify which part has more, less, or the same; counts all or counts on to find out how many 23 patterning Syear old: Copies simple repeating pattorns Ayear old: Begins to recognize, create, and explain more complex repeating and simple growing pattems Songs Transition activities from Erikson Assessment Opportunity Card Number Talks Bean Bag Toss Activity from Erikson Patterning: 1 Provide collections of materials to play with patterning Make patterns and ask what comes next Erikson Activities Ask “tell me about your pattern” Search for patterns in your environment Use children to create patterns ‘Make other patterns besides objects (sounds, etc) Children create and describe their own patterns May 20¢ connects numerals to quantity 3 year old: Identifies numerals to 5 by name and connects each to counted Transition activities involving number recognition Post numerals 1-10 andobjects Ayear old: Identifies numerals to 10 by name and connects each to counted objects simple pictures to show quantity 3. Match number of objects to the written number 4. Songs 5. Use kinesthetics to count Don't forget to use these resources! Erikson Math Institute ning Trajectoris Assessment