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----UZ;oddd;vlj Unit One: Welcome to Pre-K Table of Contents I. Unit Snapshot............................................................................................ 2 II. Unit Introduction ....................................................................................... 4 III. Unit Framework......................................................................................... 6 IV. Ideas for Learning Centers.......................................................................... 9 V. Foundational and Supporting Texts ...........................................................22 VI. Inquiry and Critical Thinking Questions for Foundational Texts ..................24 VII. Sample Weekly Plan................................................................................. 26 VIII. Student Work Samples..............................................................................30 IX. Family Engagement..................................................................................32 X. Supporting Resources ...............................................................................33 XI. Foundational Learning Experiences: Lesson Plans......................................35 XII. Appendices ...............................................................................................55 Unit One: Welcome to Pre-K Interdisciplinary Unit of Study NYC DOE The enclosed curriculum units may be used for educational, nonprofit purposes only. If you are not a Pre-K for All provider, send an email to prekinstruction@schools.nyc.gov to request permission to use this curriculum or any portion thereof. Please indicate the name and location of your school or program and describe which units you would like to use and how you intend to use them. 2 I. Unit Snapshot Unit Topic: Welcome to Pre-K Essential Question What is Pre-K? Focus Questions What will I learn and do in pre-K? What do I bring to my classroom community? Who are the people in my classroom community? Who else is in my pre-K program? Student Outcomes Enduring understandings that the student should have by the end of the unit: My classroom and program are safe places where I have fun, play, and learn. I am an important member of my classroom community; my thoughts, needs, ideas and abilities matter. My family, my teachers*, and other children make up my classroom community; their backgrounds, thoughts, needs, ideas and abilities matter. The teachers and other adults at my program keep me safe, care about me, and support my learning. In my classroom, I use materials carefully and make choices about where I play and work. Classroom rules and routines help me learn and stay safe. *Includes all classroom staff such as lead and assistant teachers, paraprofessionals and/or SEITs Connected Academic Vocabulary This list should be adapted to fit the needs of individual programs and classrooms. angry brilliant centers classmates classroom community construction custodian difference disappointed discover embarrassed emotions expressions excited feelings friends frustrated helpful job library lonely manipulatives materials math movement passion peers play playground proud rules scared schedule science sharing silly taking turns teachers unique welcome Additionally, include specific support staff words based on program administration (e.g., director, principal, assistant principal, education director, custodian, etc.) Focus Standards From the New York State Prekindergarten Learning Standards (NYSPLS) Domain 1: Approaches to Learning PK.AL.1 Actively engages in play as a means of exploration and learning PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences Domain 2: Physical Development and Health PK.PDH.9. Demonstrates awareness and understanding of safety rules Domain 3: Social and Emotional Development PK.SEL.2. Recognizes self as an individual having unique abilities, characteristics, feelings and interests PK.SEL.3. Demonstrates and continues to develop positive relationships with significant adults (primary caregivers, teachers, and other familiar adults) PK.SEL.6. Understands and follows routines and rules Domain 4: Communication, Language and Literacy Part B: English Language Arts and Literacy Reading PK.ELAL.9 Interacts with a variety of genres (e.g., storybooks, poems, songs) Speaking and Listening PK.ELAL.22. Describes familiar people, places, things and events Domain 5: Cognition and Knowledge of the World Mathematics Counting and Cardinality PK.MATH.3. Understands the relationship between numbers and quantities to 10, connects counting to cardinality Science Life Sciences PK.SCI.5. Participates in investigations to determine how familiar plants and/or animals use their external parts to help them survive in the environment Social Studies Individual Development and Cultural Identity PK.SOC.1. Develops a basic awareness of self as an individual, self within the context of group, and self within the context of community Civic Ideals and Practices PK.SOC.3. Demonstrates an understanding of roles, rights, and responsibilities The Arts Music PK.ARTS.8. Creates Music 4 II. Unit Introduction The first few weeks of the pre-K year are an exciting time. Just like you, children and families wonder about the upcoming year and what it will bring. For some families, this will be their first experience with their child's pre-K program. Other families have had a number of experiences with their child's program and have begun to forge connections. You will be embarking on a parallel journey. Many of you have deep roots in early childhood education, while others of you will be new to pre-K but bring a wealth of professional experience from other fields. For some of you, this will be one of your first experiences as a classroom team member. As you begin in September, it is imperative that you recognize that children arrive with their own experiences and expectations. The first few weeks of the school year are an important time to acknowledge children's feelings, especially as you consider separation. As children separate from their families, both the children and their families look to you, the teaching team, to provide the care they need. During the first weeks of school, a child's emotions can range from excitement and confidence to anxiety and confusion. A child may fluctuate in and out of these emotions or hold onto one for an extended period. It is important to accept and acknowledge where each child is as they enter pre-K in order to help them acclimate and transition into their new classroom environment. Guiding Principle Two of the New York State Prekindergarten Learning Standards (NYSPLS) states that each child is unique in their development, growth, and acquisition of skills; you are charged with the important responsibility of enabling all children to succeed. Children's emotions provide deep insight into how we can support them and their families. Developing partnerships and fostering communication with families is especially important. As early childhood professionals, families look to you to provide structure and support during this time of transition. They expect you to hold their feelings and provide coping models for them. Children and families are attuned to you in many special ways, and it is important for you to be attuned to them as well. Children and families are attuned to you in many special ways, and it is important for you to be attuned to them as well; families are children's primary teachers and can share valuable information with you about children's feelings. This attunement helps to support the emotional connections and build bridges you need in order to create meaningful relationships with your children and families. NYSPLS Guiding Principle Five highlights the central role of relationships in each child's learning and Guiding Principle Six reminds us that "actively engaging caregivers in the early education of their children is essential to children's success." Begin to build trusting relationships with children and their families by getting to know them in a multitude of ways. The activities in this unit provide opportunities for families, children and teaching teams to share likes and dislikes, make connections between school and home, and set the stage for a year of collaborative and joyful learning. As you get to know your children and families, you will also be introducing the children to the materials and routines of the classroom and working to build a positive classroom culture. Introducing Tools of Autonomy, such as an attendance chart and daily schedule, ground the children in the daily routine and help create a flexible structure where expectations are developmentally appropriate and predictable (see "Tools of Autonomy" in Appendix A for details). Good morning songs and name games are predictable and enjoyable ways to build connections between all members of the classroom community. Additionally, throughout this unit and the units ahead, you have the exciting opportunity to set the tone for children's pre-K-12 educational experiences and lay the foundation for critical thinking and inquiry skills they will use from your classroom forward. Opportunities to develop these skills are woven throughout this unit. 5Practical tips for the beginning of the year Reach out to all families prior to the beginning of the school year through personalized letters, phone calls, and/or home visits to welcome them individually to your program. Get to know your families before the school year begins through thoughtful conversations and needs assessments. o Collect information from families regarding their child's strengths, interests and needs. o Ask families about their unique skills, backgrounds, values and hopes for their child. o Gather information from families regarding their language needs and preferences so that you can accommodate them accordingly (for example, through the Pre-K Language Needs Survey, http://openhousekids.org/wpcontent/uploads/2011/12/LanguageNeeds-Survey.pdf).
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