syllabus
4K Syllabus —2022-23
I. 4K Program Goal
The overall goal of 4K is to improve children’s understanding of the world and to strengthen their desire to continue learning. Appropriate, intellectually challenging learning opportunities are planned to help students meet state and district learner standards in language arts, mathematics, social studies, science, physical development, the arts, and personal/social development.
II. Daily Schedule
7:45-8:40 Sign-In and Morning baskets
8:40-9:00 Morning Meeting and Read a-loud
9:00-9:30 Breakfast and arrival of buses
9:30-10:00 Calendar Math and Music/Movement
10:00-10:30 Outside
10:30-11:15 Small Group 1
11:15-12:00 Planning/Worktime/Recall
12:00-12:30 Lunch
12:30-1:15 Small Group Rotation 2
1:15-1:25 Shared Reading
1:25-1:50 Quite Time
1:50 Bus Dismissal
2:25 Car Dismissal
III. Grade Level Standards in Each Subject
District standards (learner expectations) for 4K in all learning domains are attached
APPROACHES TO LEARNING
AL1 – engage in play
AL1.1 – creativity using materials
AL1.2 – lengthen attention span (10-20)
AL2 – show eagerness and curiosity
AL2.1 – questioning and adding ideas
AL2.2 – part. in increased variety of act.
AL3 – dem. engagement, persistence and initiative
AL3.1 – initiative in selecting/carrying out activities
AL3.2 – maintain interest in act. despite distractions/interruptions
AL3.3 – solve problems in play
AL3.4 – dem. satisfaction in completing a task, compl. act or solving problem
AL4 – ability to self organize
AL4.1 – understand steps in a task
AL4.2 – organize themselves and materials
AL4.3 – follow through with tasks/act.
AL5 – ability to reason and remember
AL5.1 – dev. more than one solution to a ques./task/problem
AL5.2 – take appropriate risks
AL6 – use prior knowledge to extend learning
AL6.1 – rep. events/experiences in several ways
AL6.2 – predict outcomes
AL6.3 – use prior knowledge to understand new experiences
SOCIAL AND EMOTIONAL DEV.
SE1 – display a healthy self-concept
SE1.1 – id similarities and diff. btw. self and others
SE1.2 – making choices, performing age-appropriate tasks
SE1.3 – standing up by asserting needs w/out being aggressive
SE1.4 – participating in class act., expressing emotions, exploring toys, interacting with others
SE2 – dem. self-control and respect for themselves and others
SE2.1 – follow rules and routines
SE2.2 – use materials carefully
SE 2.3 – adjust to changes (transitions)
SE3 – form healthy relationships
SE3.1 – rec. pos. and neg. feelings and be able to describe them
SE 3.2 – use self-help skills
SE3.3 – go from parallel to cooperative play by taking turns and talking
SE3.4 – interact with fam. adults
SE3.5 – part. in group life of class
SE3.6 – respond to peers in need with empathy
SE4 – solve social problems
SE4.1 – learn alternatives from adults for solving problems
LANGUAGE AND LITERACY
C1 – use speaking skills for large and small group situations
C1.1 – use app. volume/phrasing/syntax/ intonation when speaking
C1.2 – taking turns in conversation/staying on topic
C1.3 – respond in complete sentences
C1.4 – participate approp. in conversations
C1.5 – choral speaking (stories, songs, poems with patterns)
C1.6 – participate in creative dramatics
C1.7 – use oral language
C1.8 – gives one and two step directions
C1.9 – telling/retelling stories in order
C2 – use comprehension skills
C2.1 – follows one and two step directions
C2.2 – listening to literature read aloud
C2.3 – listening for meaning in conversations
C2.4 – focus attention on person speaking w/out interrupting
C3 – comprehend/analyze info. from non-print sources
C3.1 – recognizing non-print sources
C3.2 – making connections from non-print sources/prior knowledge/other sources/ the world
R1 – use strategies/cues to comprehend
R1.1 – show interest in reading act.
R1.2 – explore books independently
R1.3 – recog. assoc. btw. spoken and written words
R1.4 – make connections btw. prior knowledge and stories
R1.5 – retelling stories
R1.6 – asks and answers questions about stories
R1.7 – use pictures/words to make predictions
R1.8 – understands how books are viewed
R1.9 – recalls details from stories
R2 – use knowledge of writing to interpret various types of texts
R2.1 – indentify characters
R2.2 – understand feelings and motives of characters
R3 – use knowledge of graph phonics/word analysis to det. meaning of unfamiliar words
R3.1 – recog. environmental print
R3.2 – understand how print is organized and read
R3.3 – id places where words are found
R3.4 – recog. that words are made up of letters and letters make sounds
R3.5 – recog. letters in words
R3.6 – recog. rhyming words
W1 – use a process approach to writing
W1.1 – use oral language/pictures/letters to create stories
W1.2 – choose topics/ideas for writing
W1.3 – write using a variety of formats
W2 – write for a variety of purposes
W2.1 – use oral language/pictures/letters to explain
W3 – respond to text written by others
W3.1 – respond to text by talking and using pictures
W4 – create legible texts
W4.1 – copy or print letters in words, including name
RS1 – select a topic for exploration
RS1.1- asking how and why questions
RS2 – gather info. from a variety of sources
RS2.1 – id pictures as sources of info.
RS3 – prepare and present info.
RS3.1 – organizing by constructing categories
RS3.2 – organizing on the basis of observation
RS3.3 – presenting findings in a variety of formats
MATH
N. -understand numbers/ways of rep. numbers/relationships among numbers.
N.A - count with understanding/recog. “how many”
N.A.1 – demonstrate one to one correspondence
N.A.2 – explore meaning of “more” and “less”
N.A.3 – understanding of number
N.B. connection btw. whole/ordinal/cardinal numbers
N.B.1- id positions “first”, “next” and “last”
N.B.2 – det. more, less and equals from counting
N.C. develop sense of and use whole numbers
N.C.1 – show awareness of numbers in the environment
N.D - connect number words to the quantities they represent
N.D.1- distinguish “one” from “many”
AL – understand patters/relationships/ functions
AL.A – sort, classify and order
AL.A.1 – recog. similar objects
AL.A.2 order 3 obj. by size
AL.B – recog., describe and extend patterns
AL.B.1 – recog. two-part pattern and extend
G – analyze characteristics/properties of two-dimensional shapes
G.A – recog./name/build/draw/compare/ sort two and three-dimensional shapes
G.A.1 – id/name/model/draw 2D shapes
G.A.2 – investigate 3D shapes
G.A.3 – sort 2D shapes
G.B – investigate the results of putting together/taking apart 2 and 3D shapes
G.B.1 – investigate results of combining/partitioning shapes
G2 – describe spatial relationships
G2.C – describe/name/interpret positions
G2.C.1 – use position words to descr. location of objects
G3 – use spatial reasoning to solve problems
G3.A – relate geometry to numbers
G3.A.1 – name obj. seen briefly
G3.A.2 – order 3 obj. by size
G3.B – recog. geometric shapes in the environment
G3.B.1 – locate shapes in the environment
M – understand measurable attributes of objects
M.A – recog. the attributes of length, volume, weight, area and time
M.A.1 – awareness that obj. can be compared
M.A.2 – id which of 2 obj. is heavier when picking them up
M.A.3 – demonstrate a beginning sense of time through talking
M.B – compare and order objects
M.B.1 – use basic comparison words
M.B.2 – describe similarities and differences in objects
M.C – understand how to measure using standard and nonstandard units
M.C.1 – use nonstandard units of measure to explore everyday objects
M.D – select appropriate unit and tool for object being measured
M.D.1 – id instrument used to measure time
M2 – apply appropriate techniques to measuring
M2.A – use tools to measure
M2.A.1 – show awareness of time concepts
DA – ask questions that can be answered by collecting data
DA.A – ask questions/gather data about themselves and surroundings
DA.A.1 – collect data by counting
DA.B – sort/classify and organize data about objects
DA.B.1 – sort/classify by single attribute and record data
DA.C – represent data using concrete objects/pictures/graphs
DA.C.1 – draw a picture to represent data
PHYSICAL DEVELOPMENT
PD – move to demonstrate control, balance and coordination
PD1.1 – move with balance while walking/ running/ jumping/marching/hopping/ galloping
PD1.2 – coordinate movements
PD2.1 – use strength and control
PD2.2 – use hand-eye coordination
PD2.3 – show control of drawing/writing tools
PD3.1 – perform self-care tasks
PD3.2 – follow health and safety rules
IV. Units of Instruction Aligned with Standards
The High/Scope preschool approach, key experiences, as well as, district learner expectations for 4K offers a complete overview of early childhood development. They are fundamental to early childhood construction of knowledge, repeated over an extended period of time, and describe the concepts and knowledge early childhood children are striving to understand.
These occur in an active learning classroom (outdoors and during field experiences) where students are offered opportunities to:
Ø make choices
Ø manipulate materials
Ø interact with peers and familiar adults
Ø experience related events
Ø reflect and recall on their actions/ideas
Ø use oral language in meaningful ways
Ø receive appropriate adult support
Offering young children with a well-established and structured learning environment that builds on children’s prior and familiar knowledge and their interests can be presented by integrating instruction through:
Ø interest based units of study
Ø literature
Ø projects
Integrated 4K Units/Projects
Long Range plans
The following outlines both content covered and skills children will be assessed for obtaining through the academic school year in six week increments. Broad units of study may include:
My School & Me : Line, Shape, and Name Study
Construction : Forming Letters, My Body, and Discovering Colors
Families : Mixing Colors and Sharing Soup
My Community/Transportation : Real/Make-Believe, Helping Others (Using: Pete the Cat and The Mitten), Different Stores/Shoes, and Transportation
Growing & Changing : Letters Make Sounds, Earth (insects/plants), Zoo/Farm, and Kindergarten Here We Come
The interests of the children might determine the length of a particular study and if additional avenues of discussion will be added. All topic areas will encourage and reinforce the early childhood standards listed in the areas of: Social/Emotional, Approaches to Learning, Physical Development & Health, Language and Literacy, and Mathematics. Kindergarten CCSS will be used as an on-going reference guide.
Attendance and Tardy Policies
Every learning day is important. Regular prompt attendance helps young children build a lifetime of good school habits. Families may be contacted when attendance or late arrival affects student learning.
If you are late, please stop by the office and inform the secretary. Please notify them if your child needs to be added to the lunch count.
. Building Responsible and Respectful Behavior
Our Class Rules:
Friendly Hands
Listening Ears
Quiet Voices
Walking Feet
Raise your hand
Our Success:
Be Safe
Be a Friend
Be Respectful
Teaching Team: Mary Cameron McCall and
Lynda Nasser
Overbrook CDC… WHERE ENLIGHTING STRIKES FIRST!