Pre-Kindergarten (3-5 years)	2021-2022

APPROACHES TOWARD LEARNING Trimester I through Il

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Initiative
Initiative and Curiosity

Initiative
Planning, Action and Reflection

Initiative
Engagement and Persistence

Initiative Persistence
	*Seek new and varied experiences and challenges (take risks).
*Demonstrate self-direction while participating in a range of activities and routines.
*Ask questions to seek explanations about phenomena of interest.

*Develop, initiate and carry out simple plans to obtain a goal.
*Use prior knowledge and information to assess, inform, and plan for future actions and learning.

*Focus on an activity with deliberate concentration despite distractions.

*Carry out tasks, activities, projects or experiences from beginning to end.

*Focus on the task at hand even when frustrated or challenged.
	Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play
	Informal teacher observation Informal teacher observation

Informal teacher observation

Informal teacher observation Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Creativity
Innovation and Invention
	
*Use imagination and creativity to interact with objects and materials. *Use creative and flexible thinking to solve problems.
*Engage in inventive social play.
	
Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
	
Informal teacher observation Informal teacher observation Informal teacher observation

Pre-Kindergarten	2021-2022

(3-5 years) APPROACHES TOWARD LEARNING

Trimester I through Ill

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Creativity
Expression of Ideas and Feelings through the Arts
	*Express individuality, life experiences and what he/she knows and is able to do through a variety of media.

*Express interest in and show appreciation for the creative work of others.
	Free Play, Circle Time, Centers, Sharing

Free Play, Circle Time, Centers, Sharing
	Informal teacher observation

Informal teacher observation

Pre-Kindergarten (3-5 years)	2021-2022

COGNITIVE AND GENERAL KNOWLEDGE Trimester I

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Cognitive Skills Memory

Cognitive Skills Symbolic Thought

Cognitive Skills
Reasoning and Problem-Solving

MATHEMATICS: Number Sense
Number Sense and Counting

Number Sense
Number Sense and Counting
	*Communicate about past events and anticipate what comes next during familiar routines and experiences.

*With modeling and support remember and use information for a variety of purposes.

*Demonstrate understanding that symbols carry meaning and use symbols to represent thinking (e.g., drawings, construction or movement).

*Demonstrate ability to solve everyday problems based upon past experience.

*County to 20 by ones with increasing accuracy.

*Identify and name numerals 1-9.

*Identify without counting small quantities of up to 3 items. (Subitize)
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time,
Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Monthly skills assessment, informal teacher observation Monthly skills assessment, informal teacher observation

Monthly skills assessment, informal teacher observation Monthly skills assessment , informal

	
*Demonstrate one-to-one correspondence when counting objects up to 10.
		teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment

Measurement and Data Data Analysis

Geometry
Spatial Relationships

Geometry
Analyze, Compare and Create Shapes

SOCIAL STUDIES: History
Historical Thinking and Skills

Government
Civic Participation and Skills
	*Understand that the last number spoken tells the number of objects counted.

*Collect data by categories to answer simple questions.

*Demonstrate understanding of the relative position of objects using terms such as in/on/under, up/down, inside/outside, above/below, beside/between, in front of/behind and next to.

*Compare two-dimensional shapes, in different sizes and orientations, using informal language.
*Create Shapes during play by building, drawing, etc.
*Combine simple shapes to form larger shapes.

*Demonstrate an understanding of time in the context of daily experiences.

*Understand that everyone has rights and responsibilities within a group.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Circle Time, Centers

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Play, Circle Time, Centers

Free Play, Circle Time, Centers

Free Play, Circle Time, Centers

Daily Schedule

Free Play.Circle Time, Centers, Outdoor Play
	Informal teacher observation

Informal teacher observation

Monthly skills assessment, informal teacher observation

Informal teacher observation

Informal teacher observation Informal teacher observation

Informal teacher observation

Informal teacher observation

*Demonstrate cooperative behaviors and fairness in social interactions.
	
Free Play.Circle Time, Centers, Outdoor Play
	
Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment

Government Rules and Laws

SCIENCE:
Science Inquiry and Application Inquiry

Earth and Space Science Explorations of the Natural World

Physical Science Explorations of Energy

*With modeling and support, demonstrate an understanding that rules play an important role in promoting safety and protecting fairness.

*Explore objects, materials and events in the environment.

*Make careful observations.

*Pose questions about the physical and natural environment

*Engage in simple investigations.

*With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time (e.g., soil, weather, sun and moon).

*With modeling and support, explore the properties of objects and materials (e.g., solids and liquids).

*With modeling and support, explore the position and motion of objects.

*With modeling and support, explore the properties and characteristics of sound and light.

Free Play,Circle Time, Centers, Outdoor Play

Free Play,Circle Time, Centers, Outdoor Play
Free Play,Circle Time, Centers, Outdoor Play
Free Play,Circle Time, Centers, Outdoor Play
Free Play,Circle Time, Centers, Outdoor Play

Circle Time, Centers, Outdoor Play

Circle Time, Centers, Outdoor Play

Free Play,Circle Time, Centers, Outdoor Play

Free Play,Circle Time, Centers, Outdoor Play

Informal teacher observation

Informal teacher observation Informal teacher observation Informal teacher observation Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Life Science
Explorations of Living Things
	*With modeling and support, identify physical characteristics and simple behaviors of living things.

*With modeling and support, demonstrate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking) in humans and other animals.
	Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play
	Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Listening and Speaking
Receptive Language and Comprehension

Listening and Speaking Expressive Language
	*Ask meaning of words.

*Follow two-step directions or requests.

*Use language to communicate in variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict, and seek new information.

*Speak audibly and express thoughts, feelings and ideas clearly (Articulation)

*Describe familiar people, places, things and experiences.

*Use drawings or other visuals to add details to verbal descriptions.
	Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment

Listening and Speaking Social Communication

Reading
Reading Comprehension
	*With modeling and support, use the conventions of standards English (Grammar)
-Use familiar nouns and verbs to describe persons, animals, places, events, actions, etc.
-Form regular plural nouns orally by adding Isl or /es/.
-Understand and use question words (interrogatives) (e.g., who, what, where, when, why, and how).
-Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

-Produce and expand complete sentences in shared language activities

*With modeling and support, follow typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed).

*Ask and answer questions, and comment about characters and major events in familiar stories.
*Identify characters and major events in a story.
*With modeling and support, describe what part of the story the illustrations depicts.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
Circle Time, Centers

Circle Time, Centers
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment

Reading Fluency

Reading
Letter and Word Recognition

Writing
Writing Application and Composition
	*With modeling and support, name and identify the topic of an informational text that has been read aloud.

*With modeling and support use phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts.

*With modeling and support, recognize and "read" familiar words or environmental print.
*With modeling and support, demonstrate understanding that alphabet letters are a special category of symbols that can be named and identified.

*"Read" what he/she has written.
	Circle Time, Centers

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Motor Development Large Muscle, Balance and Coordination

Motor Development
Small Muscle: Touch Grasp, Reach, Manipulate

Motor Development Oral-Motor

Physical Well-Being Physical Activity
	*Demonstrate locomotor skills with control, coordination and balance during active play (e.g., running, hopping, skipping).
*Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle).
*Use non-locomotor skills with control, balance and coordination during active play (e.g., bending, stretching and twisting).
*Demonstrate spatial awareness in physical activity or movement.

*Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
*Use classroom and household tools independently with eye-hand coordination to carry out activities.

*Demonstrate increasingly complex oral motor skills such as drinking through a straw, blowing bubbles, or repeating a tongue-twister.

*Participate in structured and unstructured active physical play exhibiting strength and stamina.
	Outdoor Play

Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers

Free Time, Circle Time, Centers, Outdoor Play

Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Physical Well-Being Self-Help

Physical Well-Being Safety Practices
	*Independently complete personal care tasks (e.g., toileting, teeth brushing, hand-washing, dressing etc.).

*Follow basic health practices.

*With modeling and support, demonstrate ability to follow emergency routines (e.g., fire or tornado drill).
	Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Circle Time, Monthly Practice Safety Drills
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Self
Awareness and Express of Emotion

Relationships Attachment
	*Recognize and identify own emotions and the motions of others.

*Communicate a range of emotions in socially accepted ways.

*Express affection for familiar adults.

*Seek Security and support from familiar adults in anticipation of challenging situations.

*Separate from familiar adults in a familiar setting with minimal distress.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

COGNITIVE AND GENERAL KNOWLEDGE Trimester II

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Cognitive Skills Symbolic Thought

Cognitive Skills
Reasoning and Problem-Solving

MATHEMATICS Number Sense
Number Sense and Counting

Algebra
Group and Categorize

Algebra Patterning
	*Demonstrate understanding that symbols carry meaning and use symbols to represent thinking (e.g., drawings, construction or movement).

*Participate cooperatively in complex pretend play, involving assigned roles and an overall plan.

*Solve problems by planning and carrying out a sequence of actions.

*Seek more than one solution to a question, problem or task.

*Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10.

*Sort and classify objects by one or more attributes (e.g., size, shape).

*Recognize, duplicate and extend simple patterns using attributes such as color, shape or size.

*Create patterns.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Monthly skills assessment , informal
teacher evaluation

Monthly skills assessment, informal teacher evaluation

Monthly skills assessment , informal teacher evaluation

Monthly skills assessment , informal teacher evaluation

WHCSD Scope and Sequence

Pre-Kindergarten (3-5 years)

2021-2022

2021-2022

COGNITIVE AND GENERAL KNOWLEDGE

Trimester II

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment

Algebra
Measurement and Data

Geometry
Identify and Describe Shapes

SOCIAL STUDIES: History
Heritage

Geography Human Systems
	
*Describe and compare objects using measurable attributes (e.g., length, size, capacity and weight).

*Order objects by measurable attribute (e.g., biggest to smallest, etc.).

*Measure length and volume (capacity) using non-standard or standard measurement tools.

*Understand and use names of shapes when identifying objects.

*Develop an awareness and appreciation of family cultural stories and traditions.

*Identify similarities and differences of personal, family, and cultural characteristics, and those of others.
	
Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers

Circle Time, Centers

Circle Time, Centers
	
Monthly skills assessment, informal teacher evaluation

Monthly skills assessment, informal teacher evaluation

Monthly skills assessment, informal teacher evaluation

Monthly skills assessment, informal teacher observation

Informal teacher observation

Informal teacher observation

2021-2022

Pre-Kindergarten (3-5 years)

COGNITIVE AND GENERAL KNOWLEDGE Trimester II

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Government
Civic Participation and Skills

Economics Scarcity

SCIENCE:
Science Inquiry and Application Inquiry
	*With modeling and support, negotiate to solve social conflicts with peers.

*With modeling and support, demonstrate an awareness of the outcomes of choices.

*With modeling and support, recognize that people have wants and must make choices to satisfy those wants because resources and materials are limited.

*Describe, compare, sort, classify, and order.

*Record observations using words, pictures, charts, graphics, etc.

*Use simple tools to extend investigation.

*Identify Patterns and relationships.

*Make predictions.
	Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
Free Play, Circle Time, Centers, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher pbservation
Informal teacher observation
Informal teacher observation
Informal teacher observation
Informal teacher observation

Earth and Space Science Explorations of the Natural World
	
*With modeling and support, develop understanding of the relationship between humans and nature; recognizing the difference between helpful and harmful actions towards the natural environment.
	
Free Play, Circle Time, Centers, Outdoor Play
	
Informal teacher observation

WHCSD Scope and Sequence	2021-2022

Pre-Kindergarten (3-5 years)

COGNITIVE AND GENERAL KNOWLEDGE Trimester II

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Life Science
Explorations of Living Things
	*With modeling and support, identify and explore the relationship between living things and their environments (e.g., habitats, food, eating habits, etc.).
	Circle Time, Centers, Outdoor Play
	Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Listening and Speaking Receptive Language and Comprehension

Listening and Speaking Expressive Language

Reading
Reading Comprehension
	*Demonstrate understanding of increasingly complex concepts and longer sentences.

*With modeling and support, use words acquired through conversations and shared reading experiences. (Vocabulary)

*With modeling and support, determine the meanings of unknown words/concepts using the context of conversations, pictures that accompany text or concrete objects. (Vocabulary)

*Identify real-life connections between words and their use. (Vocabulary)

*With modeling and support, explore relationships between word meanings (e.g., categories of objects, opposites, verbs describing similar actions - walk, march prance, etc.). (Vocabulary)

*With modeling and support, continue a conversation through multiple exchanges.

*Retell or re-enact familiar stories.

*Demonstrate an understanding of the differences between fantasy and reality.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Reading
Reading Comprehension

Reading
Print Concepts

Reading
Phonological Awareness Reading
Letter and Word Recognition
	*With modeling and support, name the author and illustrator of a story and what part each person does for a book.

*With modeling and support, discuss some similarities and differences between two texts on the same topic (e.g., illustrations, descriptions).

*Actively engage in group reading with purpose and understanding.

*Demonstrate an understanding of basic conventions of print in English and other languages.

*Orient books correctly for reading and turn pages one at a time.

*Demonstrate an understanding that print carries meaning.

*With modeling and support, recognize and produce rhyming words.

*With modeling and support recognize and name some upper and lower case letters in addition to those in first name.

*With modeling and support, recognize the sounds associated with letters.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine

Free Time, Circle Time, Centers, Daily Routine

Free Time, Circle Time, Centers, Daily Routine Free Time, Circle Time, Centers, Daily Routine

Free Time, Circle Time, Centers, Daily Routine Free Time, Circle Time, Centers, Daily Routine

Free Time, Circle Time, Centers, Daily Routine

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Writing
Writing Process

Writing
Writing Application and Composition
	*Demonstrate an understanding of the structure and function of print.

*With modeling and support, print letters of own name and other meaningful words with mock letters and some actual letters.

*With modeling and support, demonstrate letter formation "writing."

*With modeling and support, show awareness that one letter or cluster of letters represents one word.

*With modeling and support, use a combination of drawing, dictating and emergent writing for variety of purposes (e.g., letters, greeting cards, menus, lists, books).

*With modeling and support, use a combination of drawing, dictating and emergent writing to tell a story, to express ideas, and to share information about an experience or topic of interest. (Composition)

*With modeling and support, discuss and respond to questions from others about writing/drawing.

*With modeling and support, explore a variety of digital tools to express ideas.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers
	Informal teacher observation, monthly assessments Informal teacher observation, monthly assessments

Informal teacher observation, monthly assessments Informal teacher observation, monthly assessments

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

PHYSICAL WELL-BEING AND MOTOR DEVELOPMENT

Trimester II

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Motor Development Sensory Motor

Physical Well-Being Body Awareness

Physical Well-Being Physical Activity

Physical Well-Being Nutrition

Physical Well-Being Safety Practices
	*Regulate reactions to external sensory stimuli in order to focus on complex task or activities.

*Identify and describe the function of body parts.

*Demonstrate basic understanding that physical activity helps the body grow and be healthy.

*Demonstrate basic understanding that eating a variety of foods helps the body grown and be healthy.

*Distinguish nutritious from non-nutritious foods.

*With modeling and support, identify and follow basic safety rules.

*Identify ways adults help to keep us safe.

*With modeling and support, identify consequences of unsafe behavior.

*With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules.
	Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Free Time, Circle Time, Centers, Outdoor Play

Breakfast/Lunch, Free Time, Circle Time, Centers

Breakfast/Lunch, Free Time, Circle Time, Centers

Free Time, Circle Time, Centers, Outdoor Play Free Time, Circle Time, Centers, Outdoor Play Free Time, Circle Time, Centers, Outdoor Play Free Time, Circle Time, Centers, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation Informal teacher observation Informal teacher observation Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Self
Self-Concept

Self
Self-Regulation

Self
Sense of Competence

Relationships Interactions with Adults

Relationships
Peer Interactions and Relationships
	*Identify the diversity in human characteristics and how people are similar and different.

*Compare own characteristics to those of others.

*Manage the expression of feelings, thoughts, impulses and behaviors with minimal guidance from adults.

*With modeling and support, show awareness of the consequences of his/her actions.

*Show confidence in own abilities and accomplish routines and familiar tasks independently.

*Engage in extended, reciprocal conversations with familiar adults.

*Request and accept guidance from familiar adults.

*Demonstrate socially competent behavior with peers.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Relationships Empathy
	*Express concerns for the needs of others and people in distress.

*Show regard for the feelings of other living things.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Cognitive Skills Memory

Cognitive Skills
Reasoning and Problem-Solving

MATHEMATICS
Number Relationships and Operations
Number Relationships

Geometry
Identify and Describe Shapes
	*Recreate complex ideas, events/ situations with personal adaptations.

*Explain reasoning for the solution selected.

*Count to solve simple addition and subtraction problems with totals smaller than 8, using concrete objects.

*Name three-dimensional objects using informal, descriptive vocabulary (e.g., "cube" for box, "ice cream cone" for cone, "ball" for sphere, etc.).

*Develop an awareness of his/her history.

*Demonstrate a beginning understanding of maps as actual representations of places.

*With modeling and support, demonstrate understanding of where goods and services originate and how
they are acquired.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers

Free Play, Circle Time, Centers

Circle Time, Centers

Circle Time, Centers
	Informal teacher observation

Informal teacher observation

Monthly skills assessment, informal teacher evaluation

Monthly skills assessment, informal teacher evaluation

Informal teacher observation

Informal teacher observation

Informal teacher observation

SOCIAL STUDIES:
History
Historical Thinking and Skills

SOCIAL STUDIES: Geography
Spatial Thinking and Skills

Economics
Production and Consumption

	

*With modeling and support, demonstrate responsible consumption and conservation of resources.
	
Circle Time, Centers

Informal teacher observation

Strand Topic

SCIENCE:
Science Inquiry and Application Inquiry

Life Science
Explorations of Living Things
	
*Standard Statement

*Make inferences, generalizations and explanations based on evidence.

*Share findings, ideas and explanations (may be correct or incorrect) through a variety of methods (e.g., pictures, words, dramatizations)

*With modeling and support, demonstrate an understanding that living things change over time (e.g., life cycle).
*With modeling and support, recognize similarities and differences between people and other living things.
	
Daily Framework

Free Play, Circle Time, Centers, Outdoor Play

Free Play, Circle Time, Centers, Outdoor Play

Circle Time, Centers, Outdoor Play

Circle Time, Centers, Outdoor Play
	
Assessment

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Reading
Reading Comprehension

Reading
Phonological Awareness

Writing
Writing Process

Writing
Writing Application and Composition
	*With modeling and support, describe, categorize and compare and contrast information in informational text.

*With modeling and support, recognize words in spoken sentences.

*With modeling and support, identify, blend and segment syllables in spoken words.
*With modeling and support, orally blend and segment familiar compound words. *With modeling and support, blend and segment onset and rime in single-syllable spoken words.
*With modeling and support, identify initial and final sounds in spoken words.

*Use a 3-finger grasp of dominant hand to hold a writing tool.

*With modeling and support, notice and sporadically use punctuation in writing.

*With modeling and support, participate in shared research and writing projects using a variety of resources to gather information or to answer a question.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Circle Time, Centers
	Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation

Informal teacher observation, monthly assessment

Informal teacher observation

Informal teacher observation

WHCSD Scope and Sequence	2021-2022

Pre-Kindergarten (3-5 years)

SOCIALAND EMOTIONAL DEVELOPMENT Trimester Ill

Strand Topic
	
*Standard Statement
	
Daily Framework
	
Assessment
	
Self
Self-Regulation

Relationships
Peer Interactions and Relationships
	*Demonstrate the ability to delay gratification for short periods of time.

*Interact with peers in more complex pretend play including planning, coordination of roles and cooperation.

*With modeling and support, negotiate to resolve social conflicts with pers.
	Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play

Free Time, Circle Time, Centers, Daily Routine, Outdoor Play
	Informal teacher observation

Informal teacher observation

Informal teacher observation