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Work, Betty, Ed.
Learning through the Eyes of a Child: A Guide to BestTeaching Practices in Early Education.
North Carolina State Dept. of Public Instruction, Raleigh.Early Childhood Section.2002-00-0038p.
Public Schools of North Carolina, State Board of Education,Department of Public Instruction, Publications Sales, 6306Mail Service Center, Raleigh, NC 27699-6306. Tel: 919 -807-3300; Web site: http://www.ncpublicschools.org.
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Class Organization; Classroom Design; Classroom Environment;*Developmentally Appropriate Practices; *Kindergarten;*Learning Centers (Classroom); *Play; State CurriculumGuides; Student Evaluation; *Teacher Student Relationship*Best Practices; North Carolina; *Play Learning
This guide was developed for North Carolina teachers in earlychildhood education and focuses on how play-based center activities inkindergarten teach literacy, mathematics, science, social studies, and thearts. Development of the guide was based on educators' experiences and theirunderstanding of how children learn. The guide's introduction asserts thatkindergarten programs organized around learning centers and interactive playactivities teach basic academic skills in such a way that young children canunderstand them, urges educators to resist temptations to teach kindergartenin the same way as the upper grades, and discusses ways to incorporateassessment of children's progress toward educational goals in the ongoingclassroom activities. The bulk of the guide is devoted to describing thefollowing learning centers, their basic equipment and organization, whatchildren learn at the center, vignettes of children's learning, observationsand ideas, and connections of the learning center to the state's curriculumgoals: (1) blocks; (2) sand and water; (3) art; (4) dramatic play; (5)
manipulatives; (6) science and discovery; (7) books and reading; (8) writingand printing; (9) carpentry; and (10) outdoor activities. An example isprovided of a simple and effective classroom design and tips are provided fororganizing the classroom. The North Carolina Standard Course of Study forKindergarten completes the guide. (KB)
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I I
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I I
A Guideto Best Teaching Practices
in Early Education
4,
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
6 6 VIAT4b
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Department of Public InstructionEarly Childhood Section
'Ili BEST COPY AVAILARE
Learning Through the Eyes of a ChildA Guide to Best Teaching Practices
in Early Education
Guidebook project managed byJohn Pruette, Early Childhood SectionN.C. Department of Public Instruction
Edited byBetty Work, Greensboro, N.C.
Designed byKevin Justice, Graham, N.C.
3
3311 Public Schools of North Carolina
State Board ofEducation
Departmentof Public Instruction
Phillip J. Kirk, Jr., Chairman
MichaelE. Ward, State Superintendent
www.ncpublicschools.org
September2002
Dear Colleagues,
We are very pleased to introduceLearning Through
the Eyes of a Child, a new guide
from the North Carolina Departmentof Public Instruction
for teachers in early
childhoodeducation.
The inspirationfor this book came from teachers and others in early education
who
voiced a need for such a resource and then joined in conceptualizingand developing
the format and content over the past two years.Based on their experiences
and
understandingsof how young children learn, these specialists
envisioneda guide that
would describe,clearly and simply, how play-based
center activities teach literacy,
math, science, social studiesand the arts. They saw it as a practical
tool to help teachers
make the connectionbetween what children were learning and how they could
enhance that learningin line with the North Carolina Standard Course of Study.
The result is this colorful, concise, durable and easy-to-useguide,
which we believe
meets all of those objectives.We think you will agree.
We dedicate this book to our many wonderfulearly childhood
teachers and invite
each of you to join us in the learning process that will continue beyond these pages. In
connectionwith the release of Learning
Throughthe Eyes of a Child, a special email
list, www.ncpublicschools.org/success/egroup.html,
has been establishedto collect and
share even more experiences,ideas and best practices
from professionalslike you.
There are a lot of wonderfulthings
going on in our early childhoodclassrooms.
We
look forward to hearing your stories!
Sincerely,
4.14Michael E. Ward
.4
AcknowledgmentsThis book became a reality through the inspiration
and collaboration of Department of Public Instructionstaff working with teachers and experts in earlychildhood education across North Carolina.
For all of their efforts on behalf of this project, aspecial acknowledgment to Lucy Roberts, Cindy Bagwell,Don Carter, Barbara Kuligowski, John Pruette andDwight Whitted of the Early Childhood Section andKathryn Baars of the Special Programs Section.
Also gratefully acknowledged is the role played bythese professionals in early childhood education, whobuilt the framework for this book through the generoussharing of their expertise and experiences: EmileeBelton, Brenda Boyt, Lana Dubose, Beverly Evans, AnneFarmer, Mary Jo Friday, Shari Funkhouser-Hinkle, SandyGuy, Sharon Haley, Karen Halford, Mandy Hite, LindaHobson, Kim Holliday, Pansy Mann, Marilyn Ornstein,Brenda Page, Leigh Ann Pernell, Jill Perry, BobbieRowland, Joann Springs, Barbara Taylor, Mary Turnstall,Doris Tursi, Corinne Watson and Sherry Willis.
Many of the photographs used in this book toillustrate "learning through the eyes of a child" weretaken in Shari Funkhouser-Hinkle's early-learningclassroom at Hunter Elementary School in Greensboro. Aspecial thank-you to the children and their teacher fortheir enthusiastic assistance.
ContentsIntroduction 7
Assessing Success 9
Learning CentersBlocks 10
Sand and Water 12
Art 14
Dramatic Play 16
Manipulatives 18Science and Discovery 20Books and Reading 22Writing and Printing 24Carpentry 26Outdoor Activities 28
Classroom Design 30
N.C. Standard Course of Study 32
6
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As greater focus is placed upon children'sacademic performance in the preschool years,activity-centered kindergarten programs are beingput in the spotlight. The children are obviouslyhaving fun in these bustling classrooms. But arethey learning what they need to get ready for thenext level of school? Shouldn't the kindergartenteacher be teaching them the "Three R's" instead?
The evidence might surprise parents andeducators alike and also reassure them.Kindergarten programs organized around learningcenters and interactive play activities do teach the"Three R's," but in a way that young children canunderstand them at their level of development.
One important thing we know about five-year-olds is that they learn best when allowed toactively explore their environment. They try tomake sense of common objects by prying intothem, taking them apart and manipulating themin a variety of ways. As they build with blocks,they are considering size, proportion andnumbers that will later help make higher-levelmathematics seem more sensible. As they draw,cut patterns, glue and paint, they develop the armand hand muscles needed for handwriting. Intheir year in kindergarten, children in fact absorba real depth of learning across the board inlanguage, mathematics, science, social studiesand the arts.
The instruction, exploration and discoverythat take place in a play-centered classroommeans much more than many may realize. Byfocusing on developing the whole child socially,emotionally, physically and intellectually itprovides a nurturing, safe environment that helpschildren enter their first years of formal schoolingwith a love of learning, an ability to socialize wellwith others and a desire to master all subjects.
The deskwork and drill-and-practice curriculacommon to upper grades, and unfortunatelybecoming increasingly more common inkindergartens, are still considered highly risky in
the teaching of young children. The NationalAssociation for the Education of Young Children,in its official position statement on schoolreadiness, soberly notes: "Whether the result ofparental pressures or the push to improve studentperformance on standardized tests ... childrenentering kindergarten are now typically expectedto be ready for what previously constituted thefirst-grade curriculum. As a result, more childrenare struggling and failing."
To understand why this might happen, it'simportant to remember what five-year-olds arelike. Developing and changing at a rapid rate,they arrive at kindergarten with widely varyingskills and needs. They are just beginning to writeand to comprehend what they read. Many aretrying things for the first time. Though naturallycurious and enthusiastic, their attention span islimited, they tire easily, and they're wary of theunfamiliar. A classroom filled to the four cornerswith blocks and books, sand and water tables,painting easels and tiny chairs tells them thatcoming to school is something to look forward to.And that learning is fun.
Widespread concerns about the quality ofeducation have resulted in an increased emphasison academics and standardized testing in recentyears, even encompassing the youngest learnersin our public school system. Experts, nevertheless,continue to urge schools, teachers and parents toresist the temptation to teach kindergarten in thesame way as the upper grades. They argue thatformal instruction in reading or other academicsubjects is largely inappropriate for five-year-oldsbecause they are not yet mature enough to graspwhat is being taught.
As an authoritative source on good-teachingpractices has stated: "Getting kindergartenersready for elementary school does not meansubstituting academics for play time, forcingchildren to master first-grade 'skills,' or relying onstandardized tests to assess children's success."
Developed as the debate over developmentallyappropriate programs continues, the primaryobjective in creating this guidebook is to offerNorth Carolina's early childhood educators with
8O
SS
Early Learning Class atHunter Elementary School
Greensboro, North Carclii a
a practical, everyday reference. In a conciseformat, it brings together basic information aboutorganizing a classroom, ideas for enhancinglearning opportunities, and techniques forconnecting children's progress with theexpectations of the North Carolina StandardCourse of Study. This book is in no way intendedto narrowly prescribe how teachers teach orassess children. Nor does it attempt to becomprehensive. Rather, our hope is that it willprove to be a useful and much-used resourceand an inspiration for everyone in the earlychildhood education family.
Assessing SuccessAssessment plays a valuable role in helping to
evaluate overall progress toward educational goals.At the same time, among young students, it canbe a very difficult thing to do accurately and fairly.
Though standardized tests have become a stapleat all levels of education in recent years, theiruse in kindergarten or even earlier continues tobe questioned. Because of the rapid, unevendevelopment associated with young childrenas well as the vast differences in backgrounds,experiences and even primary languages theybring to the classroom formal assessment canopen the possibility of inappropriate conclusionsbeing made about an individual's capabilitiesand potential. At worst, this type of testing isjudgmental and might erroneously lowerexpectations for some children.
By contrast, a classroom built around activitycenters provides an ideal setting for makingassessment a natural and ongoing part of learning.Advocates of this approach point out that youngchildren are more likely to perform at their bestwhen engaged in interesting and meaningfulclassroom projects for example, real reading andwriting activities rather than only skills testing.
Through frequent and consistent observation ofthe work children do and how they go aboutdoing it, the teacher gains a true picture of theirprogress relative to established expectations. Usingthis information, the teacher can then focusinstruction to meet each boy and girl's individualneeds.
10
In this guidebook are many examples ofinformal assessment techniques designed tosupport these best practices: accurately measuringchildren's achievement toward goals set forth inthe Standard Course of Study and helping eachof these young North Carolinians to reach theirhighest potential.
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BlocksIn the Blocks Center, Children* Learn about height, width, depth and length
* Develop language and vocabulary in a varietyof situations
* Match objects in one-to-one correspondence
* Demonstrate concepts of part/whole andsame/different
* Form groups by sorting and matching objectsaccording to attributes
* Learn to cooperate, share, plan and negotiate* Develop large and small muscle coordination
and eye/hand coordination* Learn mapping skills
se I * Learn physical representations of addition1 and subtraction
* Learn size and shape differentiation, relationsand recognition
* Express relative sizes
* Understand gravity, stability, weight" 0"and balance
.
-__ .. Getting Organized
- ,0 The Blocks center encompasses so many- . learning concepts, it needs to be given as much
- - . room as possible. It should be large enough to. . , allow a number of children to work at once and
leave their houses, cities and landscapes on- . . - .
- -display for continued work at a later time. The
. . area's space should be carpeted to make it. A 1110 ' comfortable and appealing and to soften the noise
- " . . of falling blocks. Low shelves for storing unit. - - - I '. V - . blocks can help to define the area and slow down
. - : - , - - - or prevent traffic through the area.. - - . -
. Basic Equipment" . 500 to 750 blocks in a variety of shapes and sizes
Sets of farm and zoo animal figuresCars, trucks and other vehicles of different sizes
Sets of people figures of various ethnic groupsDollhouse furnitureLandscaping accessoriesBaskets for storing propsWriting and drawing materialsTape measure and rulersHatsPuppetsAt least three shelves at children's eye level for
blocks and suppliesCamera for taking photos of projects
Observations & IdeasCreativity can be encouraged in the Blocks
center by including accessories such as bridges,chimneys, ramps, different types of blocks,people, animals and vehicles.
Children value their structures whether or notthey represent specific things. Saying "Tell meabout what you made" encourages a dialog andoffers new opportunities to explore.
Thinking Outside the BlocksA teacher who had trouble finding volunteers totidy up the Blocks area created a way not onlyto accomplish that mission but also to teachsome new concepts to her class.
I brought a box of blocks and a container oflittle cars over to the rug and asked for avolunteer to build a road we could drive the carson. Our volunteer made a very creative highway,with turns and a tunnel. Next I asked forsomeone to drive a pink car to the end of theroad. I continued with different colors until wehad practiced with all of the colors. We talkedabout how our tractor would drive very slowly,but the racecar would drive very fast. After wefinished, two children were asked to put theblocks back in the box, and two more wereasked to put the cars back in their container.Others were chosen to carry the boxes back totheir storage areas and roll up the rug. Thechildren had learned how to take out and putaway the blocks and cars, how to drive thedifferent kinds of cars, and how to identify thecars by color.
What a childSCOS
S.S. 2.01Math 3.02
S.S. 2.02, 2.03
Sci. Goal 3,Math 2.02
Math 1.09, 2.05Sci. 4.03
Math 2.05, 4.03
Math 2.02
Math 1.02, 1.03
Math 2.04
Math 1.06
Math 2.02Sci. 3.01
Math 2.04
Math 2.05
Math 2.03
Science 3.03
Sci. 3.03
S.S. 2.01ELA 3.01, 3.04,4.02, 4.03, 4.04
SS 2.02, 2.03
may do in this centerPotential interactions
Puts blocks awayProvide patterns on shelves andlabeled baskets for cleanup
"Who is responsible for puttingblocks away? Which group?"
Fills up containers anddumps them out
"How many blocks do you thinkit will hold,"Provide additional containers:balance scale, bulldozer, dumptruck, front-end loader, etc.
Lines up blockshorizontally"Let's count the blocks.""Describe what youhave made."
Ask child to select certainblocks (first, third, etc.).
Stacks blocks"Describe the materials youused in your construction."
"Tell me how you builtyour structure."
"How tall is yourbuilding/structure? What canbe used to measure it?"
"Which is taller you oryour tower?"
Builds blocks up, thenknocks them down"Why did the structure fall down?"
Follows rules of safety in blocksAsk children to develop rules forthe blocks center as a sharedwriting activity.
"How many children should be inthe center at one time? How muchspace is appropriate for building?What kinds of materials areappropriate?"
12 BEST COPY AVAILABLE
0
Education is not the filling of abucket, but the lighting of a fire.
William Butler Yeats
Through sand and water exploration,children begin to learn basic scientificand mathematical concepts, such asvolume and capacity, empty and full,floating and sinking. Also, by sifting sandand scooping water, they improvephysical dexterity. When children worktogether at the sand and water tables,they are faced with real problems thatrequire sharing, compromising andnegotiating. Sand and water play can betwo separate activities, but wet sand playallows children to encounter principles ofmath and science firsthand. In mixingsand and water, they discover that theyhave changed the properties of both.
o.)
and andIn the Sand and Water Center, Children* Learn about volume and measurement
* Learn to make predictions and estimate
* Explore force, cause and effect, and systems
* Make comparisons
* Discover properties of matter
* Learn about gravity, stability, weight and balance
* Know terms related to direction and location
* Use vocabulary to designate quantities such asmore than, less than, equal to, and as much as
* Acquire fundamental movement skills
* Develop perceptual awareness skills
* Develop awareness of cycle, interaction ofmaterials, and change
* Observe relationships between materials
Getting OrganizedIt goes without saying that the Sand and Water
area needs to be located near a water supply, eitherindoors or out of doors. Indoors, it should be in awaterproofed floor space rather than on carpet.Preferably, there should be space for both a watertable and a sand table adequate for more than onechild to work at a time, along with storage shelvesand a place for a broom, dustpan and mop.
Basic EquipmentDifferent grades of sandSterilized potting soil, bird seedToy cars, trucks, highway signs, construction
equipmentToy people and animalsBuckets and shovelsWater and water tableHeavy-duty plastic tubLiquid detergent for making bubblesLarge flat trays for soap solutions
WaterFunnels, sponges, corks and eyedroppersMeasuring cups, spoons and scoopsBoats, eggbeaters, bowls and strawsTempera paint, food coloringCoffee pot, squirt bottlesObjects that sink or float
Observations & IdeasAs the school year goes on, add or replace more
basic materials in the Sand and Water area withothers that require higher-order thinking. Forexample, items at the water table that earlierencouraged free exploration could besupplemented with fishing weights, corks, stones,string and tape. The children are now challengedto make floating things sink and sinkingthings float.
Mathematical concepts can be developed duringsand play by providing children with measuringspoons and cups and containers in a variety ofsizes and shapes. In observing children's sandplay, use mathematical terms like more/less,many/few, empty/full and heavy/light. Thenchallenge children to count how many scoops ittakes to fill a container.
Making a Splash
What a childSCOS
Science Goal 3S.S. 2.01-2.04Science 4.02
ELA Goal 1
ELA 1.03, 5.01
ELA 1.03, 5.01
Science 3.02Sci. 3.01, 3.02
ELA 4.04
Sci. Goal 3,Math Goal 2
Math 1.08Sci. 3.03
Sci. 3.03, 4.02
ELA 4.02
Math 2.01
Sci. 3.02, 3.03Math 2.01, 3.01
As this teacher observes, Sand and Water activities naturallylend themselves to the learning of scientific concepts.
At the sand table, children are shaping mounds withdepressions and covering them with small pieces of clearplastic. These they fill with water to make lakes so they canfloat the boats they've made at the carpentry center. At thewater table, children are pouring water through sieves they'vemade by hammering holes in tin pie pans and plastic foamtrays. Their voices are animated as they compare how theresults are affected by the size and number of holes anddiscover that you can make a bigger splash by holding thesieve higher as water is poured thr:9ugh it.
may do in this centerPotential interactions
Spills sand from sand table"What should you do now?How can you move the sandback to the table?"
Draws or writes inwet sand
"Tell me about what you havedrawn /written."
"Can you make the letters in yourname? What other things/wordscan you draw/write in the sand?"
Makes "sand food""How would you describe thefoods you have made?"
"What would happen if you atethe food you made?"
Makes a "boat" using avariety of materials
"What do you think wouldhappen if you put bearcounters on your boat?"
Pours water into variouscontainers (funnels,buckets, dishes, etc.)"What do you think wouldhave happened if someonewas holding the container?"
Blows bubbles through avariety of shaped wands
"How would you describe what ishappening?"
.41
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rtIn the Art Center, Children* Discover color, shape, texture and size by
seeing and feeling objects
* Experiment informally with a variety of media
* Look at and talk about artwork, includingprimary sources
* Use the senses to gain informationabout the environment
* Develop problem-solving skills
* Develop independence
* Develop organization skills
* Experiment with art materials to understandproperties and cause and effect
* Develop manipulative skills
* Develop eye-hand coordination* Respond to story-telling by
drawing or painting
* Make choices and decisions. O. . . - ..-" .- - ..- Getting Organized
. : - -. The Art center is preferably an uncarpeted area. - close to a sink for easy cleanup. A variety of tools
- . . . and materials should be easily accessible tochildren who want to work by themselves. The" "-area should also be large enough to accommodates.o- .special group activities that can be messy, such as.. .4) papier-mâché projects, finger painting and easel
- painting. Also consider having a project drying- - and storage area.
. o . .- . Basic Equipment
. - Double-sided easels and worktables- . Individual storage bins (such as baskets
and shoeboxes)Magazines, newspapers, catalogs and
wallpaper booksSoft clay or play dough, with airtight
bins for storage
.
. O'I O .
15
Plastic knives, scissors and hole punchesCrayons, markers and chalkPaints, pastels and brushesVarious kinds and grades of paperGlue and tapeCollage materials (buttons, beans, feathers,
fabric, greeting cards, yarn, glitter)Sponges, pipe cleaners and modeling toolsAprons and smocks
Observations & IdeasAlthough praising children's artwork may
always seem to be called for, the way in which anadult responds is the key to helping artisticdevelopment. Blanket comments like "Oh, that'spretty" or "I really like that" may in factdiscourage a child who wasn't thinking about"pretty" or producing something "likable" but wastrying to match up the edges of the pieces in acollage. Pay attention to what the child is actuallydoing and describe one thing you observe, such as"I see you used three red, patterned papers" or "Isee that all the blue papers are different shapes."
The teacher can encourage exploration andproblem solving through the strategic placementof materials. At the play dough table, providing ascale may lead a child to place a lump of dough inone pan and try to balance it by finding objectsaround the room to put in the other pan. A recipebook might encourage another child to make aplay dough cake, using measuring spoons andcups to portion out imaginary ingredients.
Collect one drawing a week from each childand put them in individual folders, making sureto keep them in order of completion. At the endof the school year, put a cover on the collection tocreate a booklet. Parents will be able to see andenjoy their child's drawing progress.
High PraiseThis teacher earns high marks for understanding that art capabilities can grow richly whenchildren's efforts are noticed and treasured.
In school at the end of the class, if I were to let the kids walk out with their drawings and saynothing, they would get the idea that what they did was of no particular interest. Instead, Isay, "I've got to have this. Leave your drawing with me. I need to look at it." Sometimes I'llsay to a child, "I want to make a copy of this for myself before I give it back to you."
What a childSCOS
Science Goal 3
ELA 4.03,4.04,Math 3.01,
Sci. 3.01, 3.02
ELA 3.04, 4.01,4.03-4.05
ELA 3.01, 3.04,4.03, 4.04
Science 4.02, 4.04
Science 4.02, 4.04
Math Goal 2
Science Goal 4
ELA Goal 4
ELA Goal 3
Math 2.01, 2.02
Math 2.01, 2.02,2.04, 2.05, 3.01, 3.02
ELA 4.01,Science Goal 4
Science Goal 3
may do in this centerPotential interactions
Mixes or blends art media(e.g., yellow and blue)
"What happened to the colors?What caused the colors tochange?"
Makes statements or asksquestions before, during, afterinvolvement in art activity
"Would you like to tell me aboutyour picture?"
"What materials do you need tomake your project?"
"How are you going to useyour materials?"
Creates collage, using avariety of materialsIncrease the variety of materialsand tools for use.
Invite artists to share work andto work with other children.
Link prior experiences toartwork and encouragechildren to do so.
Explores 2-D/3-D media(cardboard, clay, playdough, wood, plasticfoam, etc.) while creating
Invite visitors (craft persons,visual artists) to demonstrate3-D work.
"Describe how you made yourstructure stand."
"Why did you select those materialsto make your structure?"
.)5r-i
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. .The Dramatic Play area needs sufficient
- - - equipment and material to stimulate role-playing,- - - self-expression and initiative. It should be a
. . - clearly defined area that provides a sense of- . separation from the other activity centers. Shelves
- . or cupboards can provide low walls that give thechildren some privacy but still allow the teacher- .
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In the Dramatic Play Center, Children* Expand their vocabulary in a variety
of situations
* Match objects in one-to-one correspondence
* Identify basic economic concepts
* Experience consequences of actions insocial relationships
* Practice self-help skills
* Develop concepts of family by practicing rolesand sequences in basic family routines
* Learn to work cooperatively andto observe rules
* Engage in creative dramatic activities
* Discover cause and effect, interaction ofmaterials, and change
* Learn to sort and classify objects
* Participate in leader/follower roles
* Make choices and decisions' .
- . Getting Organized
. -to monitor activities.
." - - . Basic Equipment- . - - .
Stove, sink or refrigerator and kitchen supplies- .
Theme props (hospital, restaurant, space lab,- - museum, grocery store, office)
- - . Dolls and hand puppets (multicultural)- Table and chairs
O 17
TelephonesCash registerFull-length mirrorPlay foodDress-up clothesToy iron and ironing boardPrint materials (maps, phone books, coupons)Writing materialsSteering wheelKeysFlowers and plants to arrangeDoctor and nurse kits
Observations & IdeasChildren are fascinated by what people do for a
living. The Dramatic Play area can be transformedinto a post office, fire station, beauty parlor orgrocery store through a variety of prop boxes. Ahospital prop box could be filled with bandages,stethoscopes, black bags, pill bottles and hot waterbottles. Prompt the creation of a shoe store bycollecting a box containing an assortment ofshoes, shoeboxes, and shoeshine kits with clearpolish and rags.
Don't be afraid of child-directed activities.Young children learning social skills need to learnto negotiate, compromise, persuade andcooperate. When allowed to play, they will do allof these things with one another. Rather thanstepping in to referee each conflict, teachersshould observe and be ready to help childrenwork out problems through discussion whennecessary. This will allow children to practicethose skills.
Lesson LearnedAs this classroom vignette illustrates, it's a wise teacher who knows when toobserve learning from the sideline.
Several children are working together to build a boat from large blocks. Twoboys use empty paint cans and large brushes from the Dramatic Play center topaint the vessel, taping "Wet Paint" signs all over the deck when they're done.Two other children make signs that say "Our Big Boat" (though these mightlook like mere scribbles to someone else). Since they will be sailing across theocean, the children bring maps from the Reading area and pile up toy food.Their ensuing voyage is quite an adventure pirates' treasure, sharks. There ismuch talk and laughter, give and take, and fierce enthusiasm. I would no moreinterrupt them for a "lesson" viar4 try to stop the ocean tide!
What a childSCOS
ELA Goal 1, 3, 4
may do in this centerPotential interactions
Makes marks on paper(e.g., a list, message, note)
ELA 1.04, 3.01, 3.02, "Would you like to read what you3.04, 4.02, 4.04 wrote to me?" Teacher may
model writing.
S.S. Goal 1
Math 1.01, 1.04, 1.09
S.S. 6.03, 6.05
S.S. 6.03, 6.05
ELA 2.03, 3.01,3.02, 3.03
ELA 4.01, 4.02
ELA 4.01, 4.04, 4.05
ELA 4.01, 4.04, 4.05
Math Goal 1, 3
Math 1.01, 1.03,1.07, 1.08, 3.01
Math 1.01, 1.03,1.07, 1.08, 3.01
Dresses in role-playing clothes(police officer, letter carrier,family member, etc.)Provide props and materials.
"How many firefighters would youneed to put out the fire?"
"Tell me about your job.""How do you know where todeliver the mail?"
Practices life skills(ironing, sweeping,putting awaygroceries, etc.)
"Why did you put the fruit inthe refrigerator?"
"What will you eat now andwhat will you save for later?"
"How/where did you getthe groceries?"
Collects and manipulatesobjects (e.g., pretends towash dishes, deliver mail,prepare for a picnic)
"What else do you need toset the table?"
"Why did you use (spoons,plates, etc.)?"
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ManipulcIn the Manipulatives Center, Children* Use vocabulary to define quantities and
relationships and make comparisons
* Demonstrate concepts of part and whole* Form groups by sorting and matching
* Develop perceptual awareness skills
* Practice counting
* Experience basic addition/subtraction concepts
* Discover similarities and differences
* Learn the letters of the alphabet anddistinguish between upper and lower caseletters
* Repeat simple patterns using objects
* Make predictions and explain why
* Discover color, shape, line and texture
* Explore money and units of time
Getting OrganizedFor children to use puzzles and other small-
!). - . scale manipulative materials, there needs to be a. . - defined area for their use away from foot traffic.
. - - - . - There should be small tables, benches and anopen space with a floor mat where individuals or11 ' . . -
-small groups can play games. Many varied and. - . . . .interesting materials can be assembled for use in
' - - - . this area anything that invites children to- . " - JP ' IP" Ill construct, fit things together or develop patterns.
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Basic EquipmentPuzzles of varying difficulty and puzzle rackMatching gamesLacing boardTable blocksTinker toysBeads and string with bead patternsButton, zip and snap boards
19
Counting objectsSorting boards and gamesParquet blocks with patternsPegs with boards and patternsBuilding setsPlaying cardsDominoes
Observations & IdeasStirring, pouring, opening boxes and closing
jars are safe things that children can do to helpthem practice using their hands and fingers.
Pieces of games and puzzles can be placed inzippered bags or plastic tubs with lids. The plasticbags can be hung from a string with clothespins.Virtually everything should be labeled. Label thebacks of puzzle pieces so that lost pieces can beeasily returned to the right hag. Label the storagecrate or shelf with a list of materials that can befound there.
Questions to facilitate the exploration of theconcept of area with manipulatives could include:"How many pennies/hands/buttons do you thinkit will take to cover the circle? How couldyou check?"
Questions and AnswersToo often, well-meaning adults interfere withchildren's learning by trying to shape the play orby asking a string of questions that serve todiscourage thinking. (What shape did you use?Which of these things is your favorite?) A moreappropriate way to guide learning is to join in theplay and engage children in meaningfulconversation. Asking questions that arise naturallyfrom what they are doing will encouragevocabulary and the use of more sophisticatedsentences as well as strengthen the abilityto reason.
What a childSCOS
Math 2.02
Math 3.03, 3.04
Math 1.03Math 1.05, 1.07,
1.08, 1.11
Math 1.03Math 3.02
Math Goal 3,Science Goal 1
Math Goal 3
Math 3.02
Math 3.02
Math Goal 2
Math 2.02
may do in this centerPotential interactions
Connects legos, unifix cubes,snap blocks, etc.Make a simple pattern as a prompt."Can you make/construct a patternof your own?"
Counts objects/materialsPut out numeral cards, paper andpencils to stimulate exploration.
"Can you give your friend the samenumber/more/less than you have?"
Matches objects"Tell me about what youare doing."
Sorts objects(bears, buttons, beads,marbles, seashells, leaves,animals, etc.)Introduce graduated, coloredcounting bears to children.
"All the big, red bears need togo to school. Can yousort/separate them from thewhole group?"
Ask what rules they use forsorting and suggest otherpossibilities.
Puts puzzles togetherand/or takes them apart
"What shape/piece do youneed next?"
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DiscoveryIn the Science and DiscoveryCenter, Children* Classify materials and make predictions
* Measure by weight and distance
* Develop motor skills by using hand magnifiersand balances
* Count and expand vocabulary
* Learn to use the senses (sight, hearing, touch,smell, taste) to gain information
* Compare similarities and differences amongobjects
* Observe color, texture, size and shape ofobjects
* Learn about change and cause and effect
* Develop curiosity about the natural world
* Observe relationships between objects
* Investigate forces such as gravity andmagnetism
* Match, sort, classify and group objects
Getting OrganizedA well-equipped Science and Discovery center
should contain materials that require looking,probing, touching and all types of sensoryexploration. Try to include a hand lens, plasticknives, microscope, science books and posters. Ifit's feasible, use both indoor and outdoor settingsfor scientific observations and explorations.
Basic Equipment. - - - . Weighing devices and small items to be weighed. (shells, bottle tops, rocks, rice, buttons). .
- . - Real and play clocksLarge wooden beads. I. - .Markers and pencils, glue, scissorsPaper to record observations
21
Collections of natural objectsInsects and small animals from the
everyday worldMicroscope and magnifying glassesSmall mirrors and flashlightsMagnets and magnetic materialsPulleys and simple machinesPlants, seeds and gardening toolsThermometer, weatherboardScience-related books and toys
Observations & IdeasAn explorations area, including a table to
display various collections (stones, leaves, fossilsand shells, for example) demonstrates to childrenthat their personal interests are important toothers. Caring for pets and plants, if possible inthe context of the classroom or outdoor area,offer new experiences to think about and newthings to try, as well as the opportunity todevelop respect for the environment and a senseof responsibility.
When exploring the concept of capacity withpourable substances, questions that could guideobservations and experimentation include: "Howcan you tell which container holds more water?Less water? The same amount?"
Mirror, MirrorTeaching fairly complex concepts to youngchildren doesn't require textbooks or lectures, asthis teacher's experience shows.
Early in the school year I give mirrors to thechildren so they can explore the light that shinesin our classroom window. They enthusiasticallymanipulate their mirrors, experimenting anddiscussing their captured sunlight, sharing andcopying each other's discoveries. They build theirscience vocabulary by talking about the path oflight. They are delighted to use terms like"reflection," "projection" and "screen" as Iparaphrase their statements and model the newwords for them. Soon the language of light is partof their everyday talk.
2 2
What a childSCOS
Math Goal 3
Math 3.01, 3.02
Math 1.09,Science 1.01
Math 1.09,Science 1.01
Math 4.01
Math 3.02
Science 3.03ELA 4.01, 4.02
Science Goal 3
Math 3.02
Math 1.07, 1.08
Math 1.03
ELA 2.02, 3.01
Math 3.04
ELA 4.01, 4.03, 4.04
Math 1.09
Math 1.03
Science 4.03
Math 2.05
ELA 4.02, 4.03
may do in this centerPotential interactions
Sorts leaves that classhas collected
"How did you decide where to putyour leaves? What was your rule forsorting?" (e.g., child responds,"these are crunchy, these are soft.")
"Can you guess/estimate how manycrunchy leaves you have?"
"Are there more soft leaves orcrunchy leaves?"
°Let's make a graph of what youhave discovered."
"Are there any other ways to groupyour leaves?*
Manipulates magnets°Can you describe what ishappening?"
Touches/feels differenttextures using shells
"How can you sort or groupyour shells?"
"Can you put the shells intogroups that are equalin number?"
"Count the shells ineach group.°
°Can you find and identify yourshells in this book aboutshells?"
Makes a repeatingpattern using differenttypes of seeds
"Describe your pattern to me.°"Which seeds do you have more of?"
"How can we find out?"
Places objects on balance scale,manipulates scale"Show me what happens when youput more/less on one side ofthe scale."
°Describe what is happening.Why is this happening?"
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* Learn that printed words have meaning* Develop left-to-right directionality
* Interpret what is read or heard
* Learn about ideas, people and places
* Develop verbal and listening skills
* Learn to retell a familiar story
* Recognize and compare familiar andunfamiliar sounds
* Learn to use a variety of words to expressfeelings and ideas
* Identify authors and illustrators as being thecreators of stories
* Learn to distinguish between real and make-believe
* Follow simple story lines in stories read aloud
* Recognize that everyone has experiences towrite about
Getting OrganizedSet up a comfortable, quiet area where you can
read to the children and where the children canspend individual time with favorite books. Carpet,cushions, a couch, chair, rocking chairs andpillows make a welcoming environment.
Basic EquipmentWide variety of books and books-on-tape,
refreshed regularlyDisplay unit for booksTape or CD player
Paper, pencils, crayons, felt pens, colored pencilsNon -hook items such as menus, recipes, boxes,
labels, calendars, catalogs and telephonebooks that can be shared with other activitycenters
Flannel boards, flannel board stories, puppets
Observations & IdeasRotate hooks frequently and be sure to have on
hand extra copies of very popular books.
Display books so that children can see thecovers and titles. Label all storage areas clearlyand teach children to recognize the labels.
Learning opportunities during storytellinginclude asking thought-provoking questions suchas "Why did that happen?" and "What do youthink will happen next?"
Teachers need to educate parents about thepower of fun. Help them to understand that theplayful, creative child who comes to love learningis more likely to achieve and succeed than theanxious, pressured five-year-old who knows that"grades are everything."
Planting Ideas
What a childSCOS
ELA 1.01, 2.02
ELA 2.04, 2.05
ELA 1.04, 2.05
ELA 1.01
ELA 1.01, 1.02
ELA 2.01, 4.01- 4.04
ELA 1.01
ELA 1.03
ELA 2.02, 4.01,4.02, 4.03, 4.04,Math 1.03, 2.06
ELA 3.01, 4.04
Science 1.02, 1.04ELA 3.01, 4.04
This teacher's technique for teaching reading is built on anunderstanding that young children vary widely in their levelsof development.
It is helpful for those who have had more experience to sharetheir thinking with others. I might ask, "How did you knowthe animal in the story was a cow?" A pre-reader mightrespond that there is a cow in the picture. An emergentreader might notice that the word started with a "c." A childat the fluent stage would recognize "c-o-w" as the word cow.These discussions plant ideas for students to help them moveon to the next reading stage. Also, hearing language helpschildren develop the phonemic awareness that is crucial tobeginning reading. Songs and rhyming games ("I'm thinkingof a word that rhymes with cat. It's something you wear onyour head.") can fill other transitions.
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may do in this centerPotential interactions
Chooses and looks atbooks independentlyTeacher and child discuss illustrationon the cover of a book
"What do you think is going tohappen in the story? Let's readtogether to find out "
Runs finger over text left toright, top to bottom whilepretending to read
"Point to each word as weread together "
After reading, ask the child toretell the story.
Points out print inthe environment.
"Can you use this pointer to'read' the room?"
Uses a flannel board toretell The Very HungryCaterpillar"Have you ever felt like thecaterpillar after eating toomuch? What did you do tomake yourself feel better?"
"How did the caterpillar growand change in the story? Howdo you grow and change?"
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WritingPrintingIn the Writing and Printing Center,Children* Learn they can communicate with squiggles
and written words
* Strengthen and develop small muscles
* Use a variety of writing tools to conveythoughts and feelings
* Recognize that writing can entertain andinform
* Create stories using invented spelling
* Learn to respond to simple directions,commands and questions
* Use oral language in a variety of situations
Getting OrganizedThe Writing and Printing center should be
located in a quiet area with an ample worksurface, shelving for supplies, enough chairs forseveral children to work at once and a range ofmaterials and tools.
Basic equipmentTable and shelvesVariety of papers, cards, envelopes, formsPencils, crayons, pens, chalkScissors, hole punchYarn, ribbon, stringAlphabet booksDictionariesTape, glue, art gumSmall chalkboardTypewriter, computer, printer
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Observations & IdeasFold a large piece of construction paper in half
and put blank pages in the middle to form ajournal for each child to write and drawwhenever he or she wishes. Staple the bookacross the top and glue a picture of the child onthe front for easy identification. When onejournal is filled, start a new one, but keep thecompleted ones to share during circle time. It's agreat way to track their progress in book form.
One of the oldest methods of teaching spellingis having students write a word fifteen or moretimes. Research clearly demonstrates that thismethod has never worked and probably neverwill work. Yet it seems so logical that it's almostimpossible to fight it. And why doesn't it work? Itseems that spelling occurs as a natural progressionof learning, not through unconscious,unthinking repetition.
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Der Parints,
Az ur child brings home riting for the ferst tim, do notbe serprized at the speling. The Inglsh langwij isconfuzing for students. Prematur insistints that studentsuz standurd, or "correct" speling inhibits thair dezir andability to rit. We wil uz "invntd speling" in r wrk. Azparints, u can hip ur child by prazing awl thair riting. Letur child red thair riting to u. Displa thair riting aroundur hom. No that as ur child becomz famiiyer with riting,he or she wil mak the tranzishun to standard speling.
Thank u,
Techer
* This note was sent to parents of children attendingkindergarten at a school in Wisconsin.
What a childSCOS
ELA 1.03
ELA 5.02
ELA 1.02
ELA 5.01
ELA 1.03, 5.01
ELA 1.01, 1.03, 5.01
ELA Goal 4
ELA 4.01,4.02, 4.03
ELA 1.02, 4.01,4.02,4.03, 5.01
ELA Goal 1
ELA 1.02, 5.01, 5.02
may do in this centerPotential interactions
Uses alphabet stamps andnames some of the letters"Can you find the letters to spellyour first name?"
Asks teacher to make a "DoNot Disturb" sign for his/herblock constructionTeacher writes the words for thesign, emphasizing letter sounds,and asks the child to create thefinal product.
Copies friends' namesfrom the cubbies
"Can you use this clipboard andpaper to write other wordsyou know from around theroom?"
Draws a picture torepresent an ideaor thought
"Can you describe or tell uswhat the picture is about?"
Teacher records and repeatswords dictated by child,emphasizing the sounds linkedwith various letters.
"Can you write a sentencedescribing the picture andwhat it represents?"
Experiments withdifferent writing toolsTeacher asks child to write all the
letters, words and names thathe/she knows.
,gentryIn the Carpentry Center, Children* Develop fine motor skills and coordination
* Learn to work with measurement tools* Explore relationships and interaction
of materials
* Learn to work independently
* Develop a willingness to try new things andto try again
* Understand stability and balance
* Develop safety awareness
* Explore force, cause and effect, and propertiesof materials
* Know and observe rules. * Develop safety awareness
I I* Use the senses to gain information about
the environment
* Make choices and decisions
Getting Organized- - .
The Carpentry center is intended to provide asafe place for children to engage in the simple,satisfying activities of hammering, sawing, gluingand clamping. The area for this activity should bewell defined and contained, with space for two orthree children to work. Locate it out of the line oftraffic and use carpet to minimize noise. The areaneeds to be visible from all parts of the room sothe teacher can easily observe and supervise.
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Basic equipmentWorkbench or low, fairly heavy table
Sturdy tool rack, mobile if possible
Vise, wrench, pliers, saws, hammers,hand drills, screwdrivers
Sandpaper
Woods
Nails, nuts, bolts
27
Paints and brushes
Safety goggles and hard hats
Paper and pencils to draw plans
Tape measures and rulers
Foam pieces, golf tees and wooden malletsfor beginners
Observations & IdeasStore and label each tool's space on a tool rack
or pegboard to show that organization isimportant. It's also a good idea to trace the shapesof the tools onto the pegboard with a permanentmarker so children know where to store them.Shelves are needed for labeled containers of nailsand screws.
Care should be taken to select appropriatewood pieces. They should be sanded thoroughlyin order to be splinter-free. Treated wood, whichcontains chemicals, should not be used.
Students' sense of time can be developed byemphasizing tasks and completion of activities:"Tell me about your picture (construction,experiment, etc.). Where did you get your ideas?If you were to change anything, what would itbe? How will you know when your project isfinished?"
The Right ToolContinually refreshing the props in activity centersis a sure way to keep children's learning levelhigh, as this teacher's experience indicates.
After a few weeks of hammering golf tees intothick chunks of packing foam, I remove thehammers and golf tees from the Carpentry centerand introduce screwdrivers and screws. Thechildren and I talk and decide which screwdriver -regular or Phillips head - matches which screw. Itis so important for the children to understand anduse the right tool for the right job. Mashed-upfoam can get messy, but it's worth the mess.
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What a childSCOS
Science Goal 4
ELA 4.02
S.S. 2.01-2.04Sci. 4.02
ELA 4.01,Math Goal 2
ELA 4.01
Math 2.03,2.04, 2.05
Math 2.01, 2.02
Science 4.02
ELA 3.01
Science Goal 4
ELA 4.01Math 1.06
ELA 4.04
Math 2.04
Math 2.04
Math 2.04
Science Goal 3Science Goal 3
Science Goal 3
may do in this centerPotential interactions
Participates in supervisedexploration of toolsObserve children's knowledge oftools and their use.
Use observations to plan instructionon proper use of the center.
Expresses desire to engagein project making
"Tell me what you wouldlike to make."
"What will you need in orderto achieve your plan?"
"What shapes/pieces doyou need?"
"What tools will you use?""Draw your plan on apiece of paper."
Chooses appropriate toolsand materials (nails,screwdrivers, pieces ofwood, etc.)
"How did you use the ?
What did you use first?""What could you have usedinstead of the ?"
Engages in conversationusing positional/directional words
"Does this part go on thetop/bottom of your ?"
"Where do you want thispiece to go?"
Tests motion/ability of project"You've made a boat/car. Whatwould you like to do with it now?"
"How can we find out if the boat/carwill float/go far?"
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OutdporActivitiesIn the Outdoor Activities Center,Children* Explore ideas and concepts in nature
* Develop an appreciation for the environment
* Learn and practice new skills
* Make scientific observations
* Gain self-confidence
* Increase physical fitness
* Practice taking informed risks
* Solve problems
* Learn to take turns* Increase communication skills
* Act out home and community experiences
* Explore nature
Getting OrganizedA well-designed outdoor learning environment
stimulates the imagination of children and allowsthem to test their abilities as well as enjoy thebenefits of fresh air and vigorous physicalexercise. A variety of equipment suitable formany children to use at once is preferable to onelarge all-purpose structure that limitsparticipation. Establish sand, water and mud playI - - . stands. Bring prop boxes from the classroom to
- - - - further encourage imaginative play. The outdoors
- should provide for a range of observation and.exploration opportunities the weather, the sky,.
can be planned as an extension of the classroom.- . . - Weather permitting, art, music and dance,
storytelling, dramatic play, carpentry and caring. . for classroom pets all can take place outdoors.
.11
the seasons, plant and animal life. The play area
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Basic EquipmentClimbing structures with lots of moving parts
(swings, ropes, bars, ladders, hanging ringsand enclosures)
Binoculars or telescope
Suspension bridgesRamp and tunnelsShort sliding barsSlidesStairways, stepladdersSand, water, pebbles and garden dirtTubs, buckets, cups, scoops, small shovels, etc.Movable objects such as tires, hollow blocks,
planks and cratesVinyl-covered picnic table or other tableGarden box or plot, child-size gardening toolsEquipment for hauling, building and ridingBalls of varying types and sizes, hula hoops,
jump rope, etc.
Observations & IdeasMany science activities can and should take
place outdoors. Keep plastic bags and othercontainers readily available for the manytreasures children find outdoors. Take prop boxesoutside for additional play experiences. An oldtree stump could be used for hammering nails; ahula-hoop can be hung from a tree branch forchildren to throw beanbags or balls through.
Set up a semi-permanent "gas station" on theplayground. Attach an old garden hose to a postfor use as a gas hose and use other hoses for airand water. Label them. Place a "tool box" nearthe gas station with toy tools.
Exercising the ImaginationThis playground experience provides more thanfresh air and exercise, as the teacher encouragesthe children to stretch all of their senses.
Everyone, stretch! Take a deep breath. Shake yourlegs, one at a time. Now we are ready! Theteacher says, "Follow me! I wonder what we'll seeon our walk?" We walk briskly around theplayground to loosen up our muscles. We pretendto approach a thick jungle. It is too thick to walkthrough. We need to crawl! There's a large lake inthe distance. We run to it, jump in, and pretendto swim. Next we arrive at a mountain to climb.Climb a climbing structure on the playground orslide down a slide. See an unexpected bear. Run!Find a hiding place. Send someone out to see ifthe bear has gone away. The walk in the grass isalmost over. Walk slowly. Look around. Lie on thegrass. What do you see? What do you hear? Whata wonderful walk!
30
What a childscos
S.S. 2.01, 2.03
ELA 2.03-2.05, 2.07
ELA 2.01, 2.02,4.01, 4.02, 4.03
S.S. 2.01,2.03, 7.02
Math 2.04
S.S. 2.01, 2.03
Sci. 1.03, 3.03
Science 1.02,ELA 4.03
Science 1.04
Science 1.02, 3.03
Science 2.03
Math 4.01, Sci. 2.03,ELA 4.01, 4.04, 4.06
S.S. 2.01, 2.02, 5.02 ,Sci. 1.01, 4.01, 4.02,
Math 2.04, 3.03,ELA 4.03
may do in this center
Takes his/her turn movingacross a swinging bridgeIntroduce and read Three BillyGoats Gruff to the children.
Act as narrator as childrendramatize/recreate the story usingthe swinging bridge as a prop.
Rides tricycle on hardtop
Use traffic cones to establishtricycle path/course.
Place traffic signs at strategic spotsto establish traffic patterns andencourage following of trafficrules (stop, slow, etc.).
Observes birds atbird feeder
"Tell me/describe whatyou see."
"What do birds need to live andgrow? Is that different fromwhat you need? What are thethings you need to liveand grow?"
"How are the birds you see likeyou? How are they different?"
Observes and commentson signs of spring(blooming flowers, newleaves on trees,green grass)Provide a shared writing experienceto record observations.
Plan, plant and care for anoutdoor garden.
Children welcome here:An example of a simpleand effective classroomdesign
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Organizing the ClassroomSpontaneous play in an activity-centeredenvironment is characteristic of effectivekindergarten programs Learning centeractivities and experiences develop languageskills and mathematics concepts as well asknowledge in other discipline areas A well-organized classroom allows for successfullearning activities and promotes appropriatesocial behavior Some key considerations inplanning the space
Make it usable for children View eachactivity center from knee level
. Keep quiet areas separate from activeor noisy areas Books should be distantfrom blocks, carpentry ordramatic play
Centers should address alldevelopmental areas cognitive,language, creative, self-help andsocial/emotional
to es or eginningto explore basicmathematical andscientific concepts
Multipleopportunities for socialstudies experiences
through classroominteractions
An outdoors area for exercise, sharingand exploration
A carpentry space for exercising smallmuscles and developing eye-handcoordination
Provide space where children can goto be alone but still remain in full viewof the teacher
Define boundaries with furniture andfloor coverings so children can tellwhere learning centers start and end.
Avoid large open areas to reducerunning and aimless wandering.
For safety, separate the carpentryworkbench from other activity areasand limit the number of children whocan work there at once.
Equip the learning centers withmaterials for everyone and includeduplicates of favorite toys.
Provide each child with a personalcubby to store belongings.
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English Language ArtsCompetency Goal 1:The learner will develop and apply enablingstrategies and skills to read and write.
1.01 Develop book and print awareness:identify the parts of books and functionof each part.demonstrate an understanding ofdirectionality and voice-print match byfollowing print word for word whenlistening to familiar text read aloud.demonstrate an understanding ofletters, words, and story.
1.02 Develop phonemic awareness andknowledge of alphabetic principle:
demonstrate understanding that spokenlanguage is a sequence of identifiablespeech sounds.demonstrate understanding that thesequence of letters in the written wordrepresents the sequence of sounds in thespoken word.demonstrate understanding of thesounds of letters and understandingthat words begin and end alike (onsetsand rimes).
1.03 Demonstrate decoding and wordrecognition strategies and skills:
recognize and name upper and lowercase letters of the alphabet.
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recognize some words by sight includinga few common words, own name, andenvironmental print such as signs,labels, and trademarks.recognize most beginning consonantletter-sound associations in one-syllablewords.
1.04 Read or begin to read:read or attempt to read owndictated story.attempt to read/reads simple patternedtext, decodable text, and/or predictabletexts using letter-sound knowledge andpictures to construct meaning.
1.05 Interact for at least 10 minutes daily withself-selected texts that are consistent withthe student's independent reading level.
Competency Goal 2:The learner will develop and apply strategiesand skills to comprehend text that is read,heard, and viewed.
2.01 Demonstrate sense of story (e.g.,beginning, middle, end, characters,details).
2.02 Demonstrate familiarity with a variety oftypes of books and selection (e.g., picturebooks, caption books, short informationaltexts, nursery rhymes, word plays/fingerplays, puppet plays, reenactments offamiliar stories).
2.03 Use preparation strategies to activateprior knowledge and experience before andduring the reading of a text.
2.04 Formulate questions that a text mightanswer before beginning to read (e.g.,what will happen in this story, who mightthis be, where do you think this happens).
2.05 Predict possible events in texts before andduring reading.
2.06 Understand and follow oral-graphic directions.
2.07 Demonstrate understanding of literarylanguage; e.g., "once upon a time" andother vocabulary specific to a genre.
Competency Goal 3:The learner will make connections through theuse of oral language, written language, andmedia and technology.
3.01 Connect information and events intext to experience.
3.02 Discuss concepts and information in a textto clarify and extend knowledge.
3.03 Associate target words with priorknowledge and explore an author'schoice of words.
3.04 Use speaking and listening skills andmedia to connect experiences and text:
listening to and re-visiting stories.discussing, illustrating, anddramatizing stories.discovering relationships.
Competency Goal 4:The learner will apply strategies and skills tocreate oral, written, and visual texts.
4.01 Use new vocabulary in own speechand writing.
4.02 Use words that name and words that tellaction in a variety of simple texts.
4.03 Use words that describe color, size, andlocation in a variety of texts: e.g., oralretelling, written stories, lists, journalentries of personal experiences.
4.04 Maintain conversation and discussions:attending to oral presentations.taking turns expressing ideas andasking questions.
4.05 Use a variety of sentence patterns such asinterrogative requests (Can you go withme?) and sentence fragments that conveyemotion (Me, too!).
4.06 Write and/or participate in writingbehaviors by using authors' modelsof language.
Competency Goal 5:The learner will apply grammar and languageconventions to communicate effectively.
5.01 Develop spelling strategies and skills by:representing spoken language withtemporary and/or conventional spelling.writing most letters of the alphabet.analyzing sounds in a word and writingdominant consonant letters.
5.02 Use capital letters to write the word I andthe first letter in own name.
MathematicsNumber Sense, Numeration, andNumerical Operations
Competency Goal 1:The learner will recognize, model, and writenumbers through 10.
1.01 Model numbers in a variety of ways.
1.02 Read, write and count using wholenumbers; rote count forward to 30 orbeyond and backward from 10.
1.03 Use 1-1 correspondence to identifyhow many (0 - 10).
1.04 Recognize numerals and matchto sets 0 - 10.
1.05 Write numerals 0-9 in meaningfulcontexts.
1.06 Use ordinals first through fifth.
1.07 Create and identify sets with more, less, orequal members by matching.
1.08 Combine and remove objects from sets,describe results.
1.09 Estimate quantities less than 20.
1.10 Create and solve story problemswithin a group.
1.11 Share equally (divide) between twopeople; explain solution.
Spatial Sense, Measurement,and Geometry
Competency Goal 2:The learner will explore concepts of geometryand non-standard measurement.
2.01 Recognize basic two-dimensional (plane)figures: circle, square, triangle, andrectangle. Describe their likenesses anddifferences and identify them in theenvironment.
2.02 Complete simple spatial visualizationtasks and puzzles.
2.03 Compare and order objects usingappropriate vocabulary.
2.04 Model and use directional andpositional words.
2.05 Use non-standard measurement of length,weight, capacity, and time.
2.06 Name the days of the week.
Patterns, Relationships, andFunctions
Competency Goal 3:The learner will model simple patterns andsorting activities.
3.01 Describe likenesses and differencesbetween and among objects.
3.02 Sort by a given attribute; sort by ownrule and explain.
3.03 Identify, copy, continue, anddescribe patterns.
3.04 Create patterns with actions,words and objects.
Data, Probability, and Statistics
Competency Goal 4:The learner will gather and organize datain a group setting.
4.01 Collect data to create concrete andpictorial graphs and describe the resultsas a group activity.
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Competency Goal 1:The learner will build an understanding ofsimilarities and differences in plants andanimals.
1.01 Identify the similarities anddifferences in plants:
Appearance.Growth.Change.Uses.
1.02 Identify the similarities anddifferences in animals:
Appearance.Growth.Change.Purpose.
1.03 Observe the different ways animals movefrom place to place, and how plants movein different ways.
1.04 Observe the similarities of humans toother animals and their basic needs.Observe how humans grow and change.
Competency Goal 2:The learner will build an understanding ofweather concepts.
2.01 Observe daily weather changesthroughout the year.
2.02 Identify types of precipitation, variationsin wind, sky conditions and dayand night changes.
2.03 Observe the seasonal and daily changes inweather: similarities and differences,temperature changes.
Competency Goal 3:The learner will build an understanding of theproperties/movement of common objects andorganisms.
3.01 Describe objects in terms of the mmiterials3n
they are made of (clay, metal, cloth, paper,etc.), their physical properties (color, size,shape, weight, texture, flexibility), andhow they are used.
3.02 Describe how objects look, feel, smell,taste, and sound using all the senses.
3.03 Describe motion when an object, a person,an animal, or anything goes from oneplace to another.
Competency Goal 4:The learner will increase his/her understandingof how the world works by using tools.
4.01 Describe the functions of tools.
4.02 Determine the usefulness of tools to helppeople: scissors, pencils, crayons, paperclips, hammers, etc.
4.03 Apply nonstandard units of measure.
4.04 Conclude that tools extend humancapabilities.
Social StudiesCompetency Goal 1:The learner will investigate how individuals,families, and groups are similar and different.
1.01 Describe how individuals are unique andvalued.
1.02 Identify different groups to whichindividuals belong.
1.03 Examine diverse family structures aroundthe world.
1.04 Recognize that families and groups havesimilarities and differences.
1.05 Compare and contrast customs of familiesin communities around the world.
Competency Goal 2:The learner will identify and exhibit qualities ofresponsible citizenship in the classroom, school,and other social environments.
2.01 Exhibit citizenship traits such as integrity,
responsibility, and trustworthiness in theclassroom, school, and other socialenvironments.
2.02 Participate in democratic decision making.
2.03 Describe the importance of rules and laws.
2.04 Analyze classroom problems and suggestfair solutions.
Competency Goal 3: The learner willrecognize and understand the concept ofchange in various settings.
3.01 Observe and describe how individuals andfamilies grow and change.
3.02 Evaluate how the lives of individuals andfamilies of the past are different from whatthey are today.
3.03 Observe and summarize changeswithin communities.
3.04 Recognize changes in the classroom andschool environment.
Competency Goal 4: The learner will explaincelebrated holidays and special days incommunities.
4.01 Explore how families express their culturesthrough celebrations, rituals,and traditions.
4.02 Identify religious and secular symbolsassociated with famous people, holidays,and special days of diverse cultures.
4.03 State reasons for observing special,religious, and secular holidays ofdiverse cultures.
Competency Goal 5: The learner will expressbasic geographical concepts in real lifesituations.
5.01 Locate and describe familiar places in thehome, school, and other environments.
5.02 Create and interpret simple maps, models,and drawings of the home, school, andother environments.
5.03 Describe the functions of places in thehome, school, and other environments.
5.04 Recognize and explain seasonal changes ofthe environment.
5.05 Identify and state how natural and humanresources are used within the community.
Competency Goal 6: The learner will applybasic economic concepts to home, school,and community.
6.01 Distinguish between wants and needs.
6.02 Examine the concept of scarcity and how itinfluences the economy.
6.03 Identify examples of how families andcommunities work together to meet theirbasic needs and wants.
6.04 Give examples of how money is usedwithin the communities, such as spendingand savings.
6.05 Explore goods and services providedin communities.
Competency Goal 7: The learner willrecognize how technology is used at home,school, and the community.
7.01 Identify different types of media and formsof communication.
7.02 Explore modes of transportation at homeand around the world.
7.03 Describe functions of computers and otherelectronic devices used in the home,school, and other environments.
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Public Schools of North CarolinaState Board of Education, Department of Public Instruction
Publications Sales6306 Mail Service CenterRaleigh, NC 27699-6306
(919) 807-3300www.ncpublicschools.org
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
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