Professional Development Guide

Texas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsCollege of Education, The University of Texas at Austin

Texas Education Agency

Implementing thePrekindergarten CurriculumGuidelines for Mathematicsand Science

ProfessionalDevelopment Guide

©2004, 2001 University of Texas System/Texas Education Agency

These materials are copyrighted © by and are the property of the Texas Education Agency and the University of Texas System and may not be reproduced or distributed without their written

permission. To obtain a license to reprint large quantities, contact [email protected].

www.texasreading.org

Implementing theImplementing theImplementing theImplementing theImplementing thePrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum Guidelines

for Mathematics and Sciencefor Mathematics and Sciencefor Mathematics and Sciencefor Mathematics and Sciencefor Mathematics and Science

AcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgmentsWe gratefully acknowledge the support of Jim Nelson, Commissioner of Education, TexasEducation Agency, and the following individuals and agencies for their contributions to thedevelopment of this professional development guide. This guide is the result of the excep-tional efforts and talents of many individuals and groups from around the state, includingthe Texas Education Agency, Education Service Center Early Childhood specialists, repre-sentatives of professional organizations, and preschool teachers who served on the focusgroups that advised the TCRLA team.

Texas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsTexas Center for Reading and Language ArtsDevelopment Team

Peggy Freedson GonzálezPam Bell Morris

Melanie RossMartha Smith

Sharon VaughnDesign

Elana Wakeman

The University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinCollege of EducationCollege of EducationCollege of EducationCollege of EducationCollege of EducationManuel J. Justiz, Dean

Marilyn Kameen, Associate Dean

Focus Group MembersFocus Group MembersFocus Group MembersFocus Group MembersFocus Group MembersWe would like to offer special thanks to the focus group members and reviewers whothoughtfully provided feedback for improving this guide’s content and presentation.

Cami Jones, Director of Early Childhood EducationDivision of Curriculum and Professional Development

Texas Education AgencyAustin

Kathy Brumley, Executive CoordinatorTexas Association for the Education of Young Children

Austin

Nell Carvell, Program DirectorHead Start Project

SMU Learning Therapy ProgramDallas

Mary Cisneros, Education SpecialistRegion IV Education Service Center

Houston

Carin Champion-Mullens, Preschool Programs forChildren with Disabilities (PPCD) teacher

Eanes Elementary, Eanes I.S.D.Austin

Cynthia Chavez, Literacy LeaderYsleta Prekindergarten Center, Ysleta I.S.D.

El Paso

Nelda Estringel, Prekindergarten TeacherMcAuliffe Elementary, McAllen I.S.D.

McAllen

Susan Gunniwig, Project ManagerCIRCLE (Center for Improving the Readiness of Children for Learning and Education)

Houston

44444 Implementing the Prekindergarten Curriculum Guidelines for Mathematics and Science

Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)

Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)

Dr. Forrest Hancock, Education SpecialistRegion XIII Education Service Center

Austin

Peggy Hamilton, Preschool Programs for Children with Disabilities (PPCD) TeacherBridge Point Elementary, Eanes I.S.D.

Austin

Sonja Hollan, Education SpecialistRegion IV Education Service Center

Houston

Michelle Huffman, Curriculum CoordinatorMt. Pleasant I.S.D. Child Development Center

Mt. Pleasant

Dr. Sandra Johnson, Educational ConsultantJohnson Consulting Services

Austin

Dr. Taddie Kelly, Director of Early ChildhoodFt. Worth I.S.D.

Ft. Worth

Lisa Rogers, Education SpecialistRegion XX Education Service Center

San Antonio

Al Stewart, Education SpecialistRegion X Education Service Center

Richardson

Janice Weston, Assistant PrincipalCowan Elementary, Austin I.S.D.

Austin

Implementing the Prekindergarten Curriculum Guidelines for Mathematics and Science

IntroductionIntroductionIntroductionIntroductionIntroductionThis professional development guide is based on the Prekindergarten Curriculum Guide-lines. These guidelines provide a means to align prekindergarten programs with the TexasEssential Knowledge and Skills (TEKS) curriculum, and are intended to assist educators inmaking informed decisions about curriculum content and implementing a comprehensivecurriculum that prepares children for success in later grades.

Organization and Content of the Professional Development GuideOrganization and Content of the Professional Development GuideOrganization and Content of the Professional Development GuideOrganization and Content of the Professional Development GuideOrganization and Content of the Professional Development GuideThis guide contains speaker notes, color transparencies, handouts, copies of transparenciesin notes view for participants (in Handout section), reprints, and suggested activities tosupport the application of the Prekindergarten Curriculum Guidelines for Mathematicsand Science to classroom practice.

TheSpeaker Notes section provides detailed information and suggested strategies designedto enhance presentation of the content. Snapshots of the presentation transparencies arepresented alongside the accompanying speaker notes. Information that appears on thetransparency is bulleted and bolded in the speaker notes (see Sample Speaker Notes Page,opposite). When a transparency describes a session activity, the required materials arelisted at the bottom of the corresponding speaker note page. This information is also pro-vided in table format in the introductory section (see Activities and Handouts Chart).

Resources and ReferencesResources and ReferencesResources and ReferencesResources and ReferencesResources and ReferencesThe last section includes a set of handouts that correlate the Prekindergarten CurriculumGuidelines for Mathematics and Science with other resources. First they are aligned withthe Kindergarten Texas Essential Knowledge and Skills (TEKS), and then they are corre-lated to national standards developed by the National Council for Teachers of Mathematicsand the National Research Council. The final resource is a glossary of terms used in mathand science. References follow the glossary.

Children’s BooksChildren’s BooksChildren’s BooksChildren’s BooksChildren’s BooksRequest participants to bring their favorite books for teaching Mathematics and Scienceto preschool children. The suggested activities based on these books draw on partici-pants’ knowledge and expertise and offer opportunities for practice.


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Citations are listed below the notes.

• List of handouts and materials for this transparency

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SAMPLE

TRAINER NOTES PAGEThis icon indicates an activity

Each trainer notes page corresponds to a transparency.

• Information in bold and preceded by a bullet is listed verbatimon the transparency. Please be sure to cover all of these points.

Directives for the trainer are highlighted, in italics.

SAMPLE

SPEAKER NOTES PAGE


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Trans-parency

Activity / Discussion Trainer Materials and Handouts

3 Participants complete a self assessment. Handout 1: “Self Assessment”

8 Jigsaw ActivityBase group members become experts onone area of the Guidelines and shareinformation through a billboardactivity.

Reprint: Prekindergarten Curriculum Guidelines

Handout 2: “Jigsaw Activity: Mathematics and ScienceGuidelines”

Materials:• Chart paper, 7 sheets• Markers for each chart• Timer, music, or bell

10 List participants’ responses to thequestion: What are some ways that youscaffold instruction?

Materials:• Blank transparency• Transparency marker

11 Provide six minutes to read through thehandout.

Handout 3: “Actively Engage Children in Math andScience Experiences”

14 Suggest that participants read throughthe handouts.

Handout 4: “Correlating Learning Centers to thePrekindergarten Curriculum Guidelines”

Handout 5: “Block Activities to Develop Math andScience Skills”

15 With partners, participants listmaterials for centers, using a “GrowingThings” theme.

Materials:• Sticky notes 4”X4” or larger• Chart paper

16 Suggest that participants read throughthe handout at their convenience.

Handout 6: “Teaching Through Daily Routines:Counting”

20 Participants select a book and completethe handout on reading booksemphasizing math and scienceconcepts.

Handout 7: “Reading Books Two Ways”

21 Participants read the handout anddiscuss how to implement thesuggested strategies.

Handout 8: “Teaching English as a Second LanguageThrough Math and Science”


Trans-parency

Activity / Discussion Trainer Materials and Handouts

22 Suggest that participants read throughthe handouts at their convenience.

Handout 9: “Scaffolding During Conversations andDiscussions”

Handout 10: “Questions to Stimulate Thinking andEncourage Discussion”

24 Provide two minutes to read throughthe handout.

Handout 11: “Demonstration Script: Mixing Colors”

27 Suggest that participants read throughthe handout at their convenience.

Handout 12: “Graphic Organizers and Data Collection”

28 Participants read the handout andidentify one area they want toemphasize more in their teaching.

Handout 13: “Features of Effective Math and ScienceInstruction”

29-35 A Day in the Life of a PrekindergartenTeacher story

36 Trainers model how to use the FeaturesChecklist. Participants evaluate thepractices in the Miss Patience storyaccording to the features of effectiveinstruction identified in the content ofthis session.

Handout 14: “Features Checklist”

Materials:• Transparency marker• Blank transparency

37 Participants evaluate the practices inthe Miss Patience story according to thefeatures of effective instructionidentified in the content of this session.

Handout 13: “Features of Effective Math and ScienceInstruction”

Handout 14: “Features Checklist”

Handout 15: “A Day in the Life of a PrekindergartenTeacher”

Handout 16: “Features Checklist” (Classroom Master)

38 Participants design an activityincorporating graphic organizers,discussion, transitions, learning centermaterials.

Handout 17: “Implementing the Mathematics andScience Prekindergarten Curriculum Guidelines”

Handout 18: “Lesson Plan”

The Texas Center for Reading and Language ArtsThe Texas Center for Reading and Language ArtsThe Texas Center for Reading and Language ArtsThe Texas Center for Reading and Language ArtsThe Texas Center for Reading and Language Artshttp://www.texasreading.orghttp://www.texasreading.orghttp://www.texasreading.orghttp://www.texasreading.orghttp://www.texasreading.org

The Texas Center for Reading and Language Arts (TCRLA) providesleadership to Texas educators through its partnership with the TexasEducation Agency (TEA) and the Education Service Centers (ESCs). Itsmission is to (a) enhance the knowledge, skills, and practices of educatorsin implementing the state curriculum—the Texas Essential Knowledge andSkills (TEKS); and to (b) enhance educators’ knowledge base in reading.The Center works through five organizational units: professionaldevelopment, research, evaluation, special education in reading, and familyliteracy.

Supplemental ResourcesSupplemental ResourcesSupplemental ResourcesSupplemental ResourcesSupplemental ResourcesAdditional products based on the Prekindergarten Curriculum Guidelinesinclude the following:

Video (33:21)—• Implementing the Texas Prekindergarten Curriculum Guidelines

(2001)

Booklet—• Activities to Implement the Prekindergarten Curriculum

Guidelines (2001)

Professional Development Guides—• Implementing the Prekindergarten Curriculum Guidelines for

Language and Early Literacy Part 1: Language Development(2000)

• Implementing the Prekindergarten Curriculum Guidelines forLanguage and Early Literacy Part 2: Early Literacy (2000)

• Implementing the Prekindergarten Curriculum Guidelines forSocial Studies (2001)

Texas CenterTexas CenterTexas CenterTexas CenterTexas Centerfor Readingfor Readingfor Readingfor Readingfor Readingand Language Artsand Language Artsand Language Artsand Language Artsand Language Arts

Professional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development GuideProfessional Development Guide

Implementing the Prekindergarten CurriculumImplementing the Prekindergarten CurriculumImplementing the Prekindergarten CurriculumImplementing the Prekindergarten CurriculumImplementing the Prekindergarten CurriculumGuidelines for Mathematics and ScienceGuidelines for Mathematics and ScienceGuidelines for Mathematics and ScienceGuidelines for Mathematics and ScienceGuidelines for Mathematics and Science

1. Introduction1. Introduction1. Introduction1. Introduction1. IntroductionIntroductionOrganization and Content of the Professional Development GuideChildren’s BooksSample Speaker Notes PageActivities and Handouts Chart

2. Speaker Notes2. Speaker Notes2. Speaker Notes2. Speaker Notes2. Speaker Notes3. Transparencies3. Transparencies3. Transparencies3. Transparencies3. Transparencies

Implementing the Prekindergarten Curriculum Guidelines forMathematics and Science

Session Overview (Organizing Topics)Self-Assessment (Activity 1)DiversityFeatures of Effective Math and Science Instruction

1. Build on the Prekindergarten Curriculum Guidelines2. Scaffold Children’s Learning3. Actively Engage Children in Math and Science Experiences4. Connect the Content Areas5. Monitor Children’s Progress

Features of Effective Math and Science Instruction ReviewA Day in the Life of a Prekindergarten TeacherFeatures of Effective Instruction ChecklistPutting it All TogetherSession Review

4. Handouts4. Handouts4. Handouts4. Handouts4. Handouts5. Resources and References5. Resources and References5. Resources and References5. Resources and References5. Resources and References

Prekindergarten Curriculum GuidelinesCorrelating the Prekindergarten Curriculum Guidelines for Mathematics and

Science to the Kindergarten TEKSCorrelating the Prekindergarten Curriculum Guidelines for Mathematics to the

Principles and Standards for School MathematicsCorrelating the Prekindergarten Curriculum Guidelines for Science to the

National Science Education StandardsReferences

ContentsContentsContentsContentsContents

Texas CenterTexas CenterTexas CenterTexas CenterTexas Centerfor Readingfor Readingfor Readingfor Readingfor Readingand Language Artsand Language Artsand Language Artsand Language Artsand Language Arts

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Texas Centerfor Readingand Language Arts

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Orient participants to the materials provided for this session, including:

• Presentation transparencies in notes-view format

• Handouts

• Reprint section

• Resource and reference section


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• What are the Prekindergarten CurriculumGuidelines for Mathematics and Science?

• What are the features of effectiveinstruction for these two areas?

• How can you implement thePrekindergarten Curriculum Guidelines forMathematics and Science in yourclassroom?

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Welcome to Implementing the Prekindergarten Curriculum Guidelinesfor Mathematics and Science.

Today we will answer three basic questions:

• What are the Prekindergarten Curriculum Guidelines forMathematics and Science?

• What are the features of effective instruction for these two areas?

• How can you implement the Prekindergarten CurriculumGuidelines for Mathematics and Science in your classroom?

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Early childhood teachers report they feel lessprepared to teach math and science than otherareas of the curriculum.

The foundation for children’s math and science

development is established early.

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How can this affect classroom practice?

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Fradd & Lee, 1995; National Committee on Science Education Standards andAssessment (NCSES), 1996; Patton & Kokoski, 1996

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• Handout 1: “Self Assessment”

• The foundation for children's math and science development isestablished early.

• Yet, early childhood teachers report that they feel less confident andprepared to teach math and science than other areas of thecurriculum.

• How can this (a teacher’s lack of confidence about knowledge and skillsin a specific subject area) affect classroom practice?

Elicit a few general responses from the audience. Answers may vary.

Teachers’ feelings of confidence about their expertise in mathematics andscience directly affect the emphasis on these subjects in their classrooms.

This, in turn, impacts the quality and richness of children’s experiences.

Think about how you teach math and science in your preschool classroom and what you want to know. Take 5 minutes to complete Handout 1: “Self Assessment.”

Allow 5 minutes.

Keep the thoughts you’ve recorded foremost in your minds as we worktogether.


4

Texas Centerfor Readingand Language ArtsDiversity

• The three- and four-year-old children who enter yourprekindergarten classrooms have diverse knowledgeand experiences.

• Their current knowledge and skills serve as a startingpoint for new experiences and instruction.

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• The three- and four-year-old children who enter yourprekindergarten classrooms have diverse knowledge andexperiences.

Some children are at the beginning of the learning continuum,while others are further along.

The instructional practices that we discuss today are designed tohelp you meet the needs of all the prekindergarten children inyour classrooms.

• Their current knowledge and skills serve as the starting pointfor new experiences and instruction.

Extend learning and appropriately challenge each and everychild.

For example, children with disabilities may need accommoda-tions and modifications. Children whose first language is notEnglish need instruction presented in a manner they canunderstand, with their native language serving as a foundationfor knowledge acquisition.

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• build on the Prekindergarten Curriculum Guidelines,• scaffold children’s learning,• actively engage children in math and science experiences,• make connections across content areas, and• monitor children’s progress.


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Research has identified broad-based principles of effective teaching.

• During this session, we’ll examine features of effective instructionin math and science.

The five components are:

• build on the Prekindergarten Curriculum Guidelines,

• scaffold children’s learning,

• actively engage children in math and science experiences,

• make connections across content areas, and

• monitor children’s progress.

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You will notice that the train graphic is used throughout this section. Aseach feature of effective instruction is discussed in detail, an icon thatrepresents that feature is added to the train.

For example, the icon that represents the first feature , “Build on thePrekindergarten Curriculum Guidelines,” is the Texas flag. Other iconsinclude a blue triangle for scaffolding instruction, a pile of rocks for activelyengaging children in math/science experiences, a wheel for connecting thecontent areas, and a clipboard for monitoring progress.


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• The first feature is build on the Prekindergarten CurriculumGuidelines. Guidelines were developed to be used at thediscretion of each school district to:

• articulate what 3- and 4-year-olds need to know and beable to do,

• provide a means to align a prekindergarten curriculumwith the Texas Essential Knowledge and Skills, and

• assist educators in making informed decisions aboutcurriculum content and implementation.

These guidelines can help you provide the type of instruction thatprepares children for success in later grades.

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“Curriculum is the way content is delivered: it includes the structure,organization, balance, and presentation of the content in the classroom.”

National Science Education Standards, 1996, p. 22

The guidelines address the content for preschool children to learnand the accomplishments that they can achieve.

• Fine Arts• Health and Safety• Personal and Social Development• Physical Development• Technology Applications

• Language and Early Literacy• Mathematics • Science• Social Studies


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• The National Science Education Standards define curriculum as“...the way content is delivered: it includes the structure,organization, balance, and presentation of the content in theclassroom.”

• The guidelines are organized to address both the content forpreschool children to learn and the competencies, oraccomplishments, that they can achieve. The guidelines describea comprehensive and integrated curriculum with interplaybetween language, early literacy, and other areas of development.

They are organized into broad areas, including:

• Language and Early Literacy,

• Mathematics,

• Science,

• Social Studies,

• Fine Arts,

• Health and Safety,

• Personal and Social Development,

• Physical Development, and

• Technology Applications.

NCSES, 1996





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• Reprint: Prekindergarten Curriculum Guidelines• Handout 2: “Jigsaw Activity: Mathematics and Science Guidelines”• Chart Paper: 7 sheets posted around the room, labeled 1 through 7 with topics• Markers for each chart• Timer, music, or bell




Find your reprint of the Prekindergarten Curriculum Guidelines sowe can examine them through a jigsaw activity. There are five topicareas for math and two topic areas for science.

• First, we’ll form base groups. Let’s number off one through seven.Remember your number.

(Some participants may need to join another table so that each group will haveseven people.)

• People with the same number will meet at a poster to becomeinformed about one of the guidelines. Then they will return to thebase group and share their knowledge.

Point to each chart to designate areas for base group to meet.

#1’s–Numbers and Operations, #2’s–Patterns, #3’s–Geometry andSpatial Sense, #4’s–Measurement, #5’s–Classification and DataCollection, #6’s–Science Processes, and #7’s–Science Concepts.

• Use the directions on Handout 2: “Jigsaw Activity: Mathematics andScience Guidelines” to guide your expert group discussion.

Then use the chart paper to create a billboard advertising your topic.Summarize your group’s discussion. You will have 15 minutes.Afterwards, the experts will report back to their base group. Arethere any questions?

Break into your expert groups. You have 15 minutes to create yourbillboard.

Allow approximately 15 minutes.

• Now, quickly reconvene with your base groups at these locations.

(Continued on next page)


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#8a:

• Reprint: Prekindergarten Curriculum Guidelines• Handout 2: “Jigsaw Activity: Mathematics and Science Guidelines”• Chart Paper: 7 sheets posted around the room, labeled 1 through 7 with topics• Markers for each chart• Timer, music, or bell

Assign groups to begin at different billboards.

• As a group, walk the room to review the PrekindergartenGuidelines for Mathematics and Science.

• When you reach your expert group’s billboard, give a one-minutepresentation of your topic to your base group. Rotate in aclockwise direction to the next billboard when you hear the signal.

Allow 2 minutes at each billboard. Use a timer, music, or bell to denoterotation. Have participants return to their seats at the end of the activity.




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(Continued from previous page)



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Texas Center for Reading and Language Arts (TCRLA), 2000b

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• The next feature of effective math and science instruction isscaffold children’s learning.

Just as a scaffold is used for a temporary support during buildingconstruction, scaffolded instruction serves as a temporary supportfor children.

Scaffolding is extending and adjusting support (e.g., teacher’slanguage, tasks, materials, group size) for children so they arechallenged and able to develop new skills and concepts.

Support is given when children need it.

Point to the word, “Teacher,” on the transparency.

When introducing a concept or skill, the level of teacher support ishigh.

As you read the next statement, slide your finger down the edge of thetriangle.

The amount and type of support is gradually reduced as childrenbecome more proficient with specific concepts and skills.

Use scaffolding with all children as they are learning new mathand science concepts and skills.



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Teachers scaffold instruction by:

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TCRLA, 2000a

• 1 blank transparency• Transparency marker

SS SScc ccaa aaff ffff ffoo ooll lldd dd CC CChh hhii iill lldd ddrr rree eenn nn’’ ’’ss ss LL LLee eeaa aarr rrnn nnii iinn nngg gg

• General ways to scaffold instruction include:

• Explaining–giving explicit statements to help childrenunderstand what is being learned and why, when, and how.

• Modeling–showing or demonstrating how one feels, thinks, oracts in a given situation and encouraging children to do thesame.

Modeling includes thinking aloud to help children understandthought processes by talking through the steps of a task as it iscompleted.

• Verifying and clarifying–checking for understanding andadding additional information as children practice new skillsand participate in challenging activities.

Place the blank transparency on the overhead projector.

What are some specific ways that you scaffold instruction?

Record participants’ responses on the right-hand side of the transparency.Responses may include: prompting, giving clues, using manipulatives,providing physical support, modifying the activity, asking questions, andproviding feedback.



11

AAAAccccttttiiiivvvveeeellllyyyy EEEEnnnnggggaaaaggggeeee CCCChhhhiiiillllddddrrrreeeennnn iiiinnnnMMMMaaaatttthhhh aaaannnndddd SSSScccciiiieeeennnncccceeee EEEExxxxppppeeeerrrriiiieeeennnncccceeeessss

Provide opportunities for children to:

• investigate and solve problems,• observe, count, measure, compare, and

classify,• explore patterns, shapes, numbers, and

space,• gather and organize information, and• communicate findings.


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#11:


AA AAcc cctt ttii iivv vvee eell llyy yy EE EEnn nngg ggaa aagg ggee ee CC CChh hhii iill lldd ddrr rree eenn nn ii iinn nn MM MM

aa aatt tthh hhaa aann nndd dd SS SScc ccii iiee eenn nncc ccee ee EE EExx xxpp ppee eerr rrii iiee eenn nncc ccee eess ss

Holt, 1993; Kilmer & Hofman, 1995; Lind, 1999; National Council ofTeachers of Mathematics (NCTM), 2000; NCSES, 1996; Richardson &Salkeld, 1995

Handout 3: “Actively Engage Children in Math andScience Experiences”

•The third feature of effective instruction is actively engage children in math and science experiences.

•Provide opportunities for children to:

• investigate and solve problems;

• observe, count, measure, compare, and classify;

• explore patterns, shapes, numbers, and space;

• gather and organize information; and

• communicate findings.

Many math and science concepts are developed in everyday activitiesand daily routines. For example, children learn about the concept ofparts and whole when they build a tower with blocks and watch itfall.

Handout 3: “Actively Engage Children in Math and ScienceExperiences” describes classroom environments that promotelearning math and science processes and skills. Take 6 minutes toread through this handout.

Allow 6 minutes.



12


• Small Groups

• Learning Centers

• Transitions

• Outdoor Learning

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#12:


Now let’s look at four optimal settings for math and scienceexperiences:

•Small Groups,

•Learning Centers,

•Transitions, and

•Outdoor Learning.





13

Frequently regroupchildren.

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Use different grouping formatsto facilitate teacher and childinteractions.


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#13:


• Organizing instruction to actively engage children in math andscience experiences includes using different grouping formats tofacilitate teacher and child interactions.

• Teacher-led groups provide children with opportunities toexpress what they know and receive immediate feedback fromyou and other children.

Working with small groups of children helps you provide a highlevel of support to meet their instructional and emotional needs.

While you teach one group, other children can work in smallgroups to complete tasks or activities. These activities provideopportunities for children to interact with one another as theypractice and talk about what they are learning.

• Frequently regroup children so they can interact with differentpeers in a variety of math and science experiences.

Dickinson, 2001; Morrow, 2001





14

LibraryCenter

Sand and Water

Block CenterScience Center

TechnologyCenter

Learning Centers


Science

Fine Arts

Mathematics

Language Development

Physical Development

Personal & Social Development

Health & Safety

Early Literacy

TechnologySocial Studies

Art Center

PrekindergartenCurriculum Guidelines

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#14:


• Handout 4: “Correlating Learning Centers to thePrekindergarten Curriculum Guidelines”

• Handout 5: “Block Activities to Develop Math and ScienceSkills”



• Learning centers provide a setting for children to practice mathand science skills and concepts.

Quickly look at the ideas in Handouts 4 and 5.

“Correlating Learning Centers to the Prekindergarten CurriculumGuidelines” illustrates how to implement the guidelines in avariety of learning centers. Notice that Language and EarlyLiteracy are addressed in every center.

“Block Activities to Develop Math and Science Skills” presentsdifferent accomplishments that can be addressed in one center.

Allow 2-3 minutes for participants to review handouts.



15

Classroom Library

Technology Center

Block Center

Science Center

Sand/Water

Art Center

Dramatic Play

Manipulatives

Learning Centers “Growing Things”


15

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#15:


• Sticky notes 4”X4” or larger• Chart paper



Prepare and display chart paper with headings for each learning center.

• Let’s think about ways to support math and science in the context oflearning centers.

Math-rich and science-rich environments are the result of carefulplanning on the teacher’s part. Make sure that materials areinteresting and are easily accessible to the children in your class.Provide ample time for children to explore and experiment in eachcenter.

• With a partner, look at the centers on the transparency and list someof the math and science materials, props, and books needed in twoof the centers for a “Growing Things” theme. Record one idea persticky note, listing the center and materials.

You have 5 minutes.

Provide 5 minutes.

Now post the notes on the appropriate poster as you leave for ashort break. Take time to read the suggested materials listed on thecharts during our breaks today.



16

Line Up: Patterns, Classification,Spatial Sense, Measurement

Clean Up: Sortand Categorize

Daily Routines: Transition Times


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#16:


• Let’s look at transition times.

• Integrating math and science experiences in daily routines helpschildren understand their value and importance in everyday life.

• As children line up, they can learn about:

• patterns (“Let’s line up in a pattern: boy, girl, boy, girl.”);

• classification (“If you are wearing red, line up behind Rico.If you are not wearing red, line up behind Becky.”);

• spatial sense (“Who is in front of you? Who is behind you?Who are you in front of? Who are you behind?”); and

• measurement. (“Which line is longer?”“How do youknow?” “Who is taller?” “Line up from shortest to tallest.”)

• As children clean up, they can sort and categorize. (“I'll pick upall the triangle shapes; you pick up the rectangles.”)

Handout 6: “Teaching Through Daily Routines: Counting”demonstrates how counting can be incorporated into dailyroutines.

• Handout 6: “Teaching through Daily Routines: Counting”

NCSES, 1996





17

in the classroom and outdoors

Incorporate Outdoor Learning


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#17:


• Children also need experiences interacting with nature, observingand caring for living things, both in the classroom and outdoors.

Activities–such as going on a nature walk, observing the world aftera rain, or looking under a rock–present opportunities to developconcepts and processes in science and math.

For example, as children take care of classroom pets, they use theirsenses to observe and learn, and they begin to understand the needsof all living things.

As children collect leaves, rocks, and sticks on the playground todecorate a sand cake, they develop concepts about the natural andthe constructed environment.

NCSES, 1996





18

• Using math and sciencetogether

• Fostering language andliteracy skills

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#18:


• The fourth feature of effective instruction involves makingconnections across content areas.

Integrating the guidelines from different content areas helps childrenlearn new concepts and skills. Many guidelines overlap. Theyinvolve children to apply math and science concepts or processes; touse language through listening, speaking, reading, and writing; or toexpress their ideas through art, music, and technology.

• In this section, we will look at two ways to make content areaconnections: integrating math and science and linking languageand literacy to math and science.

• Using math and science together helps children solve problems andunderstand the world around them.

• Fostering language and literacy skills within these experienceshelps children communicate their observations, draw conclusions,and make generalizations.

Let’s look at ways to help children see these connections.

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rr rree eeaa aass ss



19

Coordinating mathematics and science instruction reinforces connectionsbetween the two content areas.

comparing, measuring, andclassifyingMath

Scienceobserving, hypothesizing, and

defining and controlling variables

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#19:


• The National Science Education Standards emphasize theimportance of coordinating mathematics and scienceinstruction to reinforce the connections between the twocontent areas.

• Fundamental math skills, such as comparing, measuring, andclassifying, are used to solve science problems. Science skills,such as observing, hypothesizing, and defining andcontrolling variables, contribute to math understanding.

For example, math and science concepts are integrated whenchildren plant a seed and then measure its growth.

Basile, 1999; Lind, 1999; NCSES, 1996

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20

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• SSSSeeeelllleeeecccctttt bbbbooooooookkkkssss tttthhhhaaaatttt rrrreeeefffflllleeeecccctttt ccccuuuurrrrrrrreeeennnntttt tttthhhheeeemmmmeeeessss oooorrrr

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• PPPPrrrriiiioooorrrriiiittttiiiizzzzeeee ssssppppeeeecccciiiiffffiiiicccc mmmmaaaatttthhhh aaaannnndddd sssscccciiiieeeennnncccceeee ccccoooonnnncccceeeeppppttttssss

• EEEExxxxtttteeeennnndddd cccchhhhiiiillllddddrrrreeeennnn’’’’ssss lllleeeeaaaarrrrnnnniiiinnnngggg bbbbyyyy iiiinnnntttteeeeggggrrrraaaattttiiiinnnngggg

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CCCCoooonnnnnnnneeeecccctttt tttthhhheeee CCCCoooonnnntttteeeennnntttt AAAArrrreeeeaaaassssMath, Science, Language, and Literacy

20

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#20:


Baroody, 2000; Dickinson, 2001

• Handout 7: “Reading Books Two Ways"


• Quality instruction in math and science occurs in environments thatare rich in language and literacy.

Literacy materials–such as books and other materials to read, andtools for writing–create interest, encourage interactions betweenadults and children, and develop oral language skills, vocabulary,and concepts in content areas.

• Read aloud narrative (or story) and expository (or information)books to provide a way to link language and literacy to both mathand science.

• Select books that reflect current themes or topics of content-areastudy.

• Use repeated readings of the same book. Reading the same bookmore than once helps introduce and cover a variety of math andscience concepts or skills over time.

• Prioritize specific math and science concepts to address during areading session or activity.

• Extend children’s learning by integrating questions andconversations.

Find Handout 7: “Reading Books Two Ways.”

To illustrate how to coordinate the guidelines for math and science,select one of the books at your table. Working together, complete thehandout. You have 9 minutes.

Allow 9 minutes.



21

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• enhance children’s understanding of math andscience

• encourage children to use “contextualizedlanguage” as they talk about what is happeningduring hands-on math and science experiences

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Connect the Content AreasMath, Science, Language, and Literacy

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• Handout 8: “Teaching English as a Second LanguageThrough Math and Science”

Morrow, 2001; NCSES, 1996; NCTM, 2000; Owens, 1999; Padrón, 1999; Schwartz &Brown, 1995

Now, let’s look at the role discussion plays in math and scienceinstruction.

• Lively discussions and conversations are another way to enhancechildren’s understanding of math and science.

Discussions or dialogues, sometimes called “learning conversations,”challenge children and promote inquiry as teachers and peers share theirexperiences, explore understandings, and interact with one another.

• Incorporating discussions during hands-on math and scienceexperiences encourages children to use “contextualized language” asthey talk about what is happening during hands-on math and scienceexperiences. Questioning, making predictions, and testing possibilitiesare learned first-hand as children solve problems and draw conclusions.

• Be sure to scaffold the discussion so English language learners canparticipate.

Handout 8: ”Teaching English as a Second Language Through Math andScience” provides a list of suggestions for making math and sciencecomprehensible when working with children who are English languagelearners.

With a partner, read and discuss the suggested strategies. Choose oneidea and discuss how you can use it to facilitate math and sciencediscussions and conversations with English language learners.

You have 5 minutes.

Allow 5 minutes.




22

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• Activate and build background or priorknowledge of content and topics.

• Ask open-ended questions.


build background knowledge

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#22:


Find Handout 9: “Scaffolding During Conversations andDiscussions.”

• To scaffold children’s language and learning during conversationsand discussions:

•Activate and build background or prior knowledge of contentand topics.

Tailor discussions and conversations around the experiences ofthe children in the group.

Use objects, materials, and phenomena familiar to them, or onesthat can be easily linked to something they already know in theirhomes, neighborhoods, and classrooms.

•Ask open-ended questions such as those that begin with “why”or “how” to encourage children to put into words what they arethinking, doing, or observing.

Stimulate children’s thinking and hypothesizing: “How do youknow that?” or “Can you show us how you learned that so wecan think about it too?” These questions do not require a “right”or “wrong” answer.

Help children draw conclusions.

Accept a wide range of answers.

• Handout 9: “Scaffolding During Conversations andDiscussions”

• Handout 10: “Questions to Stimulate Thinking andEncourage Discussions”

Dickinson, 2001; Kilmer & Hofman, 1995

On Handout 10, different types of questions are presented thatstimulate children’s thinking and reasoning.




23

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• Use prompts to help children explain theiranswers and ask their questions.

• Restate and expand children’s ideas using newvocabulary and syntax.

• Request clarification.

• Encourage children to talk with each other andask each other questions.


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#23:


• Use prompts to help children explain their answers and ask theirquestions.

Encourage children to provide reasons for their ideas and actions.

Help children become aware of patterns in what they observe as theysupport their conclusions: “When you said, ‘Rain makes the plantsgrow,’ that reminds me of what we learned about people. Whatmakes you grow?”

Help them summarize their thinking and present their ideas in alogical sequence.

Give sufficient wait time before rephrasing a question or requestinghelp from another child.

• Restate and expand children’s ideas using new vocabulary andsyntax.

Model the use of extended language and rich vocabulary.

Rephrase what a child has said, adding more complex grammar orvocabulary: “You said the water went into the clouds when you leftit outside. In other words, the water evaporated.”

• Request clarification.

Extend their language by asking them to expand initial statements:“Tell me more about…” or “What do you mean by…”

• Encourage children to talk with each other and ask each otherquestions.

Children play an important role in supporting each others’ languagedevelopment. Create opportunities for peer-to-peer conversations tooccur throughout the day, such as during dramatic play and centertime.

Holt, 1993; Lind, 1999; TCRLA, 1999; Weaver & Gaines, 1999; Westby,Dezale, Fradd, & Lee, 1999




24

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• integrate experiences in language, literacy, math, andscience

• help children remember what they have learned

• link science processes with math skills

• promote language and literacy


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#24:


Copley, 2000; NCTM, 2000; Richardson & Salkeld, 1995

•Handout 11: “Demonstration Script: Mixing Colors”

• Graphic organizers are another way that you can integrateexperiences in language, literacy, math, and science.

• Graphic organizers help children remember what they have learned.

Scaffold their learning by showing them ways to use graphicorganizers to collect, represent, organize, and communicate ideas andinformation.

• Gathering and organizing data links the science processes withmath skills as young children strive to understand situations andsolve problems.

• Graphic organizers also promote language and literacy.

Children discuss their thinking, listen to what others have to say, andwrite down or represent their experiences with words, diagrams,pictures, or mathematical symbols.

Let’s look at a lesson on mixing colors that combines a scienceexperiment with a graphic organizer. Take 2 minutes to readHandout 11: “Demonstration Script: Mixing Colors.”

Allow 2 minutes.




25

Discuss

Experience

Represent


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#25:


After the demonstration, the activity continues as childrenexperiment with colors and color mixing.

One of the science guidelines is to share observations andfindings with others through pictures, discussions, ordramatizations.

After an experience, lead a discussion and create a graphicorganizer. Working together to represent the experience can beas powerful as the investigation itself.

Keep the information clear and comprehensible so the graphicorganizer can be used as an effective communication tool.

Children can refer back to it when talking about a pastexperience, using what is called “decontextualized language.”

Copley, 2000; NCTM, 2000




26

Concrete Abstract


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#26:


• Graphic organizers help preschool children move from concreteto abstract representations.

Begin with activities that sort your class into groups by a singlecharacteristic. For example,

— ALL of the children wearing tennis shoes stand here.

— Everyone in the class BUT Kristie is here today.

These activities are sometimes referred to as “People Sorts.”

Teach children that the data collected in an activity such as aPeople Sort can be recorded. Create a floor graph for children tostand on by drawing a grid on a long piece of butcher paper.Children line up in one of two lines on the grid.

—Are you a boy or a girl?

—Did you bring your lunch or buy your lunch today?

Teach children how to use the graph to represent the informationgathered in a People Sort.

Choose objects, pictures, or symbols to represent the children onthe grid (e.g., blocks, beanbags, photographs, stickers, names).

Copley, 2000; TCRLA, 1999




27

Red

Orange

Yellow

Green

Blue

Indigo

Violet

Object Sort—GraphingObject Sort—Grouping


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#27:


• Grouping by shared characteristics, the concept behind makingsets, builds important math and science vocabulary, including“alike,” “different,” “more than,” and “less than.”

• Help children transfer the sets to graphs, beginning with realobjects.

Teach them to record data using written symbols to represent theobjects.

Ask children to explain how and why they grouped the objects soyou can understand their thinking. Provide time for children toanswer questions from you and their peers.

Through activities like these, children begin to learn about thepower of content-related vocabulary.

Handout 12: “Graphic Organizers and Data Collection” providesmore information about using graphic organizers with youngchildren.

• Handout 12: “Graphic Organizers and Data Collection”




28

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Effective progress monitoring includes:

• observing, listening, and talkingwith children

• recording and reflecting on your

observations• adjusting instruction

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#28:


Copley, 1999; Helm & Katz, 2001; NCSES, 1996; NCTM, 2000; Westby, Dezale,Fradd, & Lee, 1999

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• The fifth feature of effective instruction is to monitor children’sprogress. Sound instructional decisions are based upon assessment.

For three- and four-year-old children, your assessment of theirprogress includes informal, systematic observation as they engage inappropriate activities.

Document children’s progress in a variety of ways and contexts usingdifferent forms of assessments, such as checklists, anecdotal records,portfolios, and interviews.

Collect information on a regular basis to inform your instruction.

• Effective progress monitoring includes:

• observing, listening, and talking with children,

• recording and reflecting on your observations, and

• adjusting instruction.

Use the information you gather for individual children to reflect on theinstruction you’ve provided. For example, ask yourself: “Do I needto reteach specific concepts?”, “Does this child need more practice?”,“Do I see evidence the children are generalizing what they havelearned?”

Let’s review the five features of effective math and science instruction.

Find Handout 13: “Features of Effective Math and Science Instruction.”

It gives additional information to help you incorporate the features inyour instructional planning.

Look at the handout quickly and identify one area that you would liketo emphasize more in your teaching.

Call on 3-4 participants for what they identified and why.

• Handout 13: “Features of Effective Math and Science Instruction”


29

Preparing for the DayTexas Centerfor Readingand Language Arts

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#29:


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In the next activity, we will evaluate the math and science instructionof a fictitious prekindergarten teacher, Miss Patience.

Listen carefully for examples of effective teaching practices in thevarious activities. After the story, you will discuss and evaluate MissPatience’s instruction.

Read the story aloud:

A Day in the Life of a Prekindergarten Teacher

• It’s spring and Miss Patience, a prekindergarten teacher, is in herclassroom preparing for the day ahead. As she considers her lessonplans, she looks around the room to make sure everything is ready.Small group supplies and materials are organized. The environmentis ready for learning!

Point to each picture on the slide as you read the descriptions.

The class is engaged in a study of “Growing Things,” and the theme isreflected throughout the classroom:

– flowers in a planter are ready for children to mist;

– beans and sweet potatoes have sprouted bright green leaves;

– earthworms are crawling in a terrarium habitat; and

– fruits and vegetables are ready for print-making in the Art Center.

Throughout the day, Miss Patience plans to monitor the progress ofall the children in her class. She uses a simple recording system:writing her notes on self-adhesive mailing labels attached to herobservation clipboard. Miss Patience reflects on the four children shewill closely observe during small groups and centers: Jorge, Christy,Mae, and Franklin.


30

We’re Here Today

Sign In

Morning Routine and Greeting CircleTexas Centerfor Readingand Language Arts

Center Time

Small Groups

Outdoor Learning

Goodbye Circle

Story Time

Greeting Circle

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#30:


• As the children arrive at school, they quickly begin the morningroutine. To check in, they write their names on either a lightgreen or a dark green circle to form a caterpillar. Their circlesextend an A-B pattern.

Miss Patience says, “We have lots of new books in our classroomlibrary. Look at the new set of books that are in the Math andScience baskets. Choose one while we’re waiting for everyone toarrive.”

Miss Patience helps Jessie select a book to read and assists Jeffreyas he writes his name.

• In the greeting circle, the class sings songs and talks about theirday. “Today,” recites Cindy, the classroom helper for the day,“we’re gonna do circle time and then we play in centers and thenwe’re gonna work in groups and then we go outside and then it’stime to say goodbye.”

“You did a great job telling us about our day, Cindy,” says MissPatience, “and I’m wondering if you can add more information.Tell us more. What can you tell us about storytime and smallgroup time?”

“Oh, yeah,” says Cindy, “we’re gonna read the carrot book andwe’re gonna learn about ladybugs.”

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oo oouu uutt ttii iinn nnee ee aa aann nndd dd GG GGrr rree eeee eett ttii iinn nngg gg CC CCii iirr rrcc ccll llee ee


31

Menu at the Happy Café

Texas Centerfor Readingand Language ArtsCenter Time

$3 Hamburger

$2 Hot dog

$1 Pie

Here’s our menu.What would you

like today?

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#31:


• Center time follows the morning circle.

Miss Patience added props to the Home Center to build newmath concepts: menus, a cash register, and some play money.Presto, the Home Center kitchen becomes a “real” restaurant.

Miss Patience takes a series of pictures of the children playingrestaurant. The pictures can be used for a sequencing activitylater in the week.

As she is putting away her camera, a discussion in the BlockCenter becomes louder. Miss Patience investigates.

CC CCee eenn nntt ttee eerr rr TT TTii iimm mmee ee


32

You’re 5 blocks long!


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#32:


Mae and Franklin are arguing about who is bigger.

“Hmmm,” says Miss Patience, “I wonder how we can figure thisout. Do you remember when we wanted to know how tall ourplants grew?”

“Yes,” Mae answers.

“What did we do?”

“We counted how many blocks high they were.”

Franklin suggests, “Hey! Let’s see how many blocks tall we are!”

The children begin to build a tower, but it keeps falling. MissPatience models how to lie down beside a row of blocks on thefloor. She explains how the blocks can be added or taken away.

Mae and Franklin lie down next to the blocks and compare theirsizes.

Miss Patience notes on her observation clipboard: “Encourageusing non-standard measurement tools such as crayons, blocks,shoes.”

CC CCee eenn nntt ttee eerr rr TT TTii iimm mmee ee


33

Home Center Technology Center

Science CenterArt Center

Texas Centerfor Readingand Language ArtsMonitoring Children’s Progress

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#33:


• During center time, Miss Patience monitors children’s progress.Jorge, Kristie, Mae, and Franklin are in four different centersengaged in a variety of activities. She observes:

• Kristie is in the Home Center writing lunch orders on a receiptpad in the “restaurant.”

• Franklin is in the Technology Center working on a program thathelps him practice sorting, sequencing, observing, predicting,and constructing.

• Jorge is in the Art Center drawing a colorful picture.

• Mae is in the Science Center watering the plants. She noticessome of the beans have sprouted and enthusiastically announcesher observation. Mae is soon surrounded by her classmates whoare just as excited.

Miss Patience listens carefully, noting the applications of newly-learned concepts and vocabulary in the context of play.

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34


Storytime Small Groups

Observe Ladybugs

Storytime and Small Groups

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#34:


• After playing in learning centers, the children are ready for theirfavorite activity, storytime. Miss Patience reads a story about achild who takes care of a garden. She incorporates a flannel boardactivity to help children retell the story.

• Small group work follows storytime. Some children work withpuzzles, others make block patterns, while some work with MissPatience.

Today Miss Patience’s group is observing ladybugs. She modelshow to record their observations on a chart.

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35

Do you want to goon a nature walk?

Make a check mark.

YesNo

Before After

What we found on ournature walk

plants seeds

rocks insects

sticks trash

Texas Centerfor Readingand Language ArtsOutdoor Learning

33335555

#35:


• When Small Group Time comes to a close, the class prepares forOutdoor Learning. One child suggests a nature walk instead ofrecess. The class votes to take a nature walk around the building.

On today’s walk, children notice puddles on the sidewalk andbutterflies in the garden. Miss Patience engages the children in alively discussion of the weather and the life cycle of the butterfly.Children use paper bags to collect rocks, acorns, twigs, and othertreasures.

After the walk, Miss Patience leads a discussion about thedifferent items they collected on their nature walk. She modelshow to classify some of them. Tomorrow they will sort theirindividual collections.

With the morning coming to a close, the children gather forGoodbye Circle. They review the day and plan for the next. Thechildren give Miss Patience hugs and big smiles as they head outthe door.

After all the children have left, Miss Patience prepares for thenext day as she reviews her notes and transfers comments tostudent files.

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36

Language and Early Literacy (L/EL) Health and Safety (H/S)Mathematics (M) Personal/Social Development (P/SD)Science (S) Physical Development (PD)Social Studies (SS) Technology Applications (TA)Fine Arts (FA)

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•Attempts to write name•Selects a book of personal interest•Recognizes and reproduces

simple patterns

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Features Checklist

Activity Settings

GuidelinesAddressedin theActivity

GuidelineAbbreviations

continued next page

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#36:


• Handout 14: “Features Checklist”• Blank transparency• Transparency markers

TCRLA, 1999

FF FFee eeaa aatt ttuu uurr rree eess ss CC CChh hhee eecc cckk kkll llii iiss sstt tt


• For our next activity, let’s determine how the features of effectiveinstruction were incorporated in the story.

Look at Handout 14: “Features Checklist.”

Point to each part of the checklist on the transparency as you explain it.

• In the left-hand column, the Prekindergarten Curriculum Guidelineshave been correlated to specific events in the story. Each guideline area iscoded, and specific guideline topics are numbered. An abbreviation keyis located at the bottom of the page.

• The five features of effective instruction are listed from left to right.

• Next, the activity settings, such as morning routine, are identified.Bulleted items below each activity setting describe specific events in thestory.

To evaluate Miss Patience’s instruction, review all the events for oneactivity setting. Then, look at each feature of effective instruction.Determine if it was incorporated in the setting. If the feature wasaddressed during any of the events, place a check mark in the box. Allfive features may not be present in one setting.

Place a blank transparency over the slide. Model how participants will use thehandout and complete the activity.

• Let’s read the events in the first activity setting, “morning routine”:attempts to write name, selects a book of personal interest, andrecognizes and reproduces simple patterns.

• Now, let’s look at the features. The first feature is “build on theguidelines.”

Point to the abbreviations in the left-hand column for “morning routine.”

• As you can see, the guidelines addressed during “morning routine” arethe ninth and tenth topics in Language and Early Literacy and thesecond topic in Mathematics.


37


1. Bu

ild o

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e Pr

e-K

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delin

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simple patterns

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caff

old

child

ren’

s le

arni

ng


3. A

ctiv

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ge c

hild

ren

4. M

ake

conn

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Features Checklist

Activity Settings



36

continued next page

Continued

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#37:


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TCRLA, 1999

• Place one check mark in the box under “Build on the Pre-KGuidelines.”

• Now let’s evaluate the second feature. Did Miss Patience scaffoldchildren’s learning?

Miss Patience scaffolds learning by helping Jessie select a book andassisting Jeffrey in writing his name.

Place one check mark in the box.

Are there any questions?

• Let’s examine the third feature of effective instruction, “actively engage children in math and science experiences.” What specificallyoccurred during the morning routine that addresses this feature?

Place one check mark in this column.

Place one large check mark in the first column on the transparency.

Allow time for participants to respond.

Place one large check mark in this column on the transparency.

Lead participants through the remaining features for “morning routine” if they still need practice:

Responses may include: a new set of books that reflect math and science concepts in the classroom library; children extend a pattern on the message board.

Place a check mark in this column on the transparency.



38


1. Bu

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e-K

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simple patterns

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child

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ren

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ake

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Features Checklist

Activity Settings



36

Continued

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#38:


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TCRLA, 1999

• Now the next feature is “making connections across content areas.”

Which event links both math and science?Answer: The signing-in procedure with its focus on patterns.

How were math and science linked to literacy?Answer: Books reflecting math and science concepts; writing names

on circles to sign in.

Place one check mark in the box.


• Let’s look at the final feature: Did Miss Patience monitor children’s progress?

Allow time for participants to respond.

By noticing that two of the children needed help, she was not only scaffolding their learning, but she was also monitoring their progress. Place one check mark in this box.



37

Center Time

Small GroupsOutdoor Learning

Story Time

Greeting Circle

Activity Settings

Features of Effective Instruction


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#37:


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• Handout 13: “Features of Effective Math and Science Instruction”

• Handout 14: “Features Checklist”• Handout 15: “A Day in the Life of a Prekindergarten Teacher”• Handout 16: “Features Checklist” (Classroom Master)

Now it’s your turn.

Assign one table per activity setting. Start with greeting circle.

• Complete the checklist for your group’s assigned activity settingusing Handout 13: “Features of Effective Math and ScienceInstruction” and Handout 15: “A Day in the Life of a PrekindergartenTeacher.”

Note: If you did not model all the features for “morning routine,” ask groupsto finish that section before they begin on the assigned setting.

Are there any questions? You have 6 minutes.

Allow 6 minutes.

Ask a volunteer from each table to provide an example of what was mosteffective and what was missing from their assigned activity setting.

Handout 16, a blank master checklist, is provided for you to use asyou plan instruction in your classroom.


38

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Learning Centers Transitions

Discussion Graphic Organizers


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#38:


• Handout 17: “Implementing the Mathematics and SciencePrekindergarten Curriculum Guidelines”

• Handout 18: “Lesson Plan”

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For our final activity, work individually or with a partner todevelop a lesson plan that you can use with your children.

Use Handout 17: “Implementing the Mathematics and SciencePrekindergarten Curriculum Guidelines” to help with yourplanning.

Use a book you brought from your classroom.

Complete Handout 18: “Lesson Plan.” Skim the book to determinespecific math and/or science concepts or skills to target.

In your lesson plan, include:

• a list of props, materials, books, and literacy tools you wouldinclude in two learning centers;

• transition activities that build math and/or science concepts orskills;

• a graphic organizer to support the discussion; and

• three open-ended questions to facilitate discussion or alearning conversation.

You have 10 minutes.

Provide 10 minutes.


39

“Quality programs that providechallenging but achievablecurriculum engage children inthinking, reasoning, andcommunicating with others.”

Prekindergarten Curriculum Guidelines, p. 1

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#39:


• “Quality programs that provide challenging but achievablecurriculum engage children in thinking, reasoning, andcommunicating with others.”

Remember to incorporate the features of effective math and scienceinstruction. With your direction and guidance, children will beginto develop math and science concepts and skills, as well as buildconnections across content areas.

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aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

•Sm

all G

roup

s

•Lea

rnin

g Ce

nter

s

•Tra

nsit

ions

•Out

door

Lea

rnin

g

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

13

Freq

uent

ly r

egro

upch

ildre

n.

SSSS mmmmaaaa llll

llll GGGGrrrr oooo

uuuu ppppssss

Use

diff

eren

t gr

oupi

ng fo

rmat

sto

faci

litat

e te

ache

r an

d ch

ildin

tera

ctio

ns.

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

14

Libr

ary

Cent

er

Sand

and

Wat

er

Blo

ck C

ente

rSc

ienc

e Ce

nter

Tech

nolo

gyCe

nter

Lear

ning

Cen

ters

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

Scie

nce

Fine

Art

s

Mat

hem

atic

s

Lang

uage

Dev

elop

men

t

Phys

ical

Dev

elop

men

t

Pers

onal

& S

ocia

l Dev

elop

men

t

Hea

lth &

Saf

ety

Early

Lit

erac

y

Tech

nolo

gySo

cial

Stu

dies

Art

Cen

ter

Prek

inde

rgar

ten

Curr

icul

um

Gui

delin

es

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

15

Clas

sroo

m L

ibra

ry

Tech

nolo

gy C

ente

r

Blo

ck C

ente

r

Scie

nce

Cent

er

Sand

/W

ater

Art

Cen

ter Dra

mat

ic P

lay

Man

ipul

ativ

es

Lear

ning

Cen

ters

“Gro

win

g Th

ings

”

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

15

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

16

Line

Up:

Pat

tern

s, Cl

assi

ficat

ion,

Spat

ial S

ense

, Mea

sure

men

tCl

ean

Up:

Sor

tan

d Ca

tego

rize

Dai

ly R

outi

nes:

Tra

nsit

ion

Tim

es

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

17

in t

he c

lass

room

and

outd

oors

Inco

rpor

ate

Out

door

Lea

rnin

g

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxx pppp

eeee rrrriiii eeee

nnnn cccceeee ssss

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

18

•U

sing

mat

h an

d sc

ienc

eto

geth

er

•Fo

ster

ing

lang

uage

and

liter

acy

skill

s

MMMMaaaa kkkk

eeee CCCC o

ooo nnnnnnnn eeee

cccc ttttiiii oooo

nnnn ssss AAAA

cccc rrrroooo ssss

ssss

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssss

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

19

Coor

dina

ting

mat

hem

atic

s an

d sc

ienc

e in

stru

ctio

n re

info

rces

con

nect

ions

betw

een

the

two

cont

ent a

reas

.

com

pari

ng, m

easu

ring

, and

clas

sify

ing

Mat

h

Scie

nce

obse

rvin

g, h

ypot

hesi

zing

, and

defin

ing

and

cont

rolli

ng v

aria

bles

CCCC oooo nnnn

nnnn eeeecccc tttt

MMMMaaaa tttt

hhhh aaaa nnnn

dddd SSSS cccc

iiii eeeennnn cccc

eeee TTTT oooo

gggg eeeetttt hhhh

eeee rrrr

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

20

•RRRR

eeee aaaadddd

aaaa lllloooo uuuu

dddd nnnn aaaa

rrrr rrrraaaa tttt

iiii vvvveeee

aaaa nnnndddd

eeee xxxxpppp oooo

ssss iiiitttt oooo

rrrr yyyy bbbb

oooo ooookkkk ssss

•SSSS eeee

llll eeeecccc tttt

bbbboooo oooo

kkkk ssss tttt

hhhh aaaatttt

rrrr eeeeffff llll eeee

cccc tttt cccc

uuuu rrrrrrrr eeee

nnnn tttt tttt h

hhh eeeemmmm

eeee ssss oooo

rrrr

tttt oooopppp iiii

cccc ssss oooo

ffff ccccoooo nnnn

tttt eeeennnn tttt

---- aaaarrrr eeee

aaaa ssss tttt

uuuu ddddyyyy

•UUUU

ssss eeee rrrr

eeee ppppeeee aaaa

tttt eeeedddd

rrrr eeeeaaaa dddd

iiii nnnngggg ssss

ooooffff t

ttt hhhheeee

ssss aaaammmm

eeee bbbb oooo

oooo kkkk

•PPPP rrrr

iiii oooorrrr iiii

tttt iiiizzzz eeee

sssspppp eeee

cccc iiiiffff iiii c

ccc mmmm

aaaa tttthhhh

aaaa nnnndddd

ssss cccciiii eeee

nnnn cccceeee

cccc oooonnnn cccc

eeee pppptttt ssss

•EEEE x

xxx tttteeee nnnn

dddd cccc hhhh

iiii llll ddddrrrr eeee


llll eeeeaaaa rrrr

nnnn iiiinnnn gggg

bbbbyyyy

iiii nnnntttt eeee

gggg rrrraaaa tttt

iiii nnnngggg

qqqq uuuueeee ssss

tttt iiiioooo nnnn

ssss aaaa nnnn

dddd cccc oooo

nnnn vvvveeee rrrr

ssss aaaatttt iiii

oooo nnnnssss

CCCC oooo nnnn

nnnn eeeecccc tttt

tttt hhhh eeee

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssssM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

20

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

21

LLLL iiiivvvv eeee

llll yyyy dddd

iiii sssscccc uuuu

ssss ssssiiii oooo

nnnn ssss aaaa

nnnn dddd cccc

oooo nnnnvvvv eeee

rrrr ssssaaaa tttt

iiii oooonnnn ssss

::::

•en

hanc

e ch

ildre

n’s

unde

rsta

ndin

g of

mat

h an

dsc

ienc

e

•en

cour

age

child

ren

to u

se “

cont

extu

aliz

edla

ngua

ge”

as t

hey

talk

abo

ut w

hat

is h

appe

ning

duri

ng h

ands

-on

mat

h an

d sc

ienc

e ex

peri

ence

s

BBBBeeee

ssss uuuurrrr eeee

ttttoooo

ssss ccccaaaa ffff

ffff oooollll dddd

tttthhhh eeee

ddddiiii ssss

cccc uuuussss ssss

iiii oooonnnn

ssss ooooEEEE n

nnn ggggllll iiii ssss

hhhh llll aaaa

nnnn gggguuuu aaaa

gggg eeee llll eeee

aaaa rrrrnnnn eeee

rrrr ssss cccc

aaaa nnnn pppp

aaaa rrrrtttt iiii

cccc iiiipppp aaaa

tttt eeee....

Conn

ect

the

Cont

ent

Are

asM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

22

TTTT oooo ssss

cccc aaaaffff ffff

oooo lllldddd

cccc hhhhiiii llll dddd

rrrr eeeennnn ’’’’

ssss llll aaaa

nnnn gggguuuu aaaa

gggg eeee aaaa

nnnn dddd llll eeee

aaaa rrrrnnnn iiii

nnnn ggggdddd uuuu

rrrr iiiinnnn gggg

ccccoooo nnnn

vvvv eeeerrrr ssss

aaaa ttttiiii oooo

nnnn ssss aaaa

nnnn dddd dddd

iiii sssscccc uuuu

ssss ssssiiii oooo

nnnn ssss::::

•A

ctiv

ate

and

build

bac

kgro

und

or p

rior

know

ledg

e of

con

tent

and

top

ics.

•A

sk o

pen-

ende

d qu

esti

ons.

CCCC oooo nnnn

nnnn eeeecccc tttt

tttt hhhh eeee

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssssM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

build

ba

ckgr

ound

kn

owle

dge

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

23

TTTT oooo ssss

cccc aaaaffff ffff

oooo lllldddd



ssss llll aaaa

nnnn gggguuuu aaaa

gggg eeee aaaa

nnnn dddd llll eeee

aaaa rrrrnnnn iiii

nnnn ggggdddd uuuu

rrrr iiiinnnn gggg

ccccoooo nnnn

vvvv eeeerrrr ssss

aaaa ttttiiii oooo

nnnn ssss aaaa

nnnn dddd dddd

iiii sssscccc uuuu

ssss ssssiiii oooo

nnnn ssss::::

•U

se p

rom

pts

to h

elp

child

ren

expl

ain

thei

ran

swer

s an

d as

k th

eir

ques

tion

s.

•R

esta

te a

nd e

xpan

d ch

ildre

n’s

idea

s us

ing

new

voca

bula

ry a

nd s

ynta

x.

•R

eque

st c

lari

ficat

ion.

•En

cour

age

child

ren

to t

alk

wit

h ea

ch o

ther

and

ask

each

oth

er q

uest

ions

.

CCCC oooo nnnn

nnnn eeeecccc tttt

tttt hhhh eeee

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssssM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

24

GGGGrrrr aaaa

pppp hhhhiiii cccc

OOOOrrrr gggg

aaaa nnnniiii zzzz

eeee rrrrssss ::::

•in

tegr

ate

expe

rien

ces

in la

ngua

ge, l

iter

acy,

mat

h, a

ndsc

ienc

e

•he

lp c

hild

ren

rem

embe

r w

hat

they

hav

e le

arne

d

•lin

k sc

ienc

e pr

oces

ses

wit

h m

ath

skill

s

•pr

omot

e la

ngua

ge a

nd li

tera

cy

CCCC oooo nnnn

nnnn eeeecccc tttt

tttt hhhh eeee

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssssM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

25

Dis

cuss

Expe

rien

ce

Rep

rese

nt

Conn

ect

the

Cont

ent

Are

asM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

26

Conc

rete

Abs

trac

t

Conn

ect

the

Cont

ent

Are

asM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

27

Red

Ora

nge

Yel

low

Gre

en

Blu

e

Indi

go

Vio

let

Obj

ect

Sort

—Gra

phin

gO

bjec

t So

rt—G

roup

ing

CCCC oooo nnnn

nnnn eeeecccc tttt

tttt hhhh eeee

CCCCoooo nnnn

tttt eeeennnn tttt

AAAArrrr eeee

aaaa ssssM

ath,

Sci

ence

, Lan

guag

e, a

nd L

iter

acy

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

28

MMMMoooo nnnn

iiii ttttoooo rrrr

CCCChhhh iiii

llll ddddrrrr eeee


PPPP rrrroooo gggg

rrrr eeeessss ssss

Effe

ctiv

e pr

ogre

ss m

onit

orin

g in

clud

es:

•ob

serv

ing,

list

enin

g, a

nd t

alki

ng

wit

h ch

ildre

n•

reco

rdin

g an

d re

flect

ing

on y

our

obse

rvat

ions

•ad

just

ing

inst

ruct

ion

29

Prep

arin

g fo

r th

e D

ayTe

xas

Cent

erfo

r R

eadi

ngan

d La

ngua

ge A

rts

30

We’

re H

ere

Toda

y

Sign

In

Mor

ning

Rou

tine

and

Gre

etin

g Ci

rcle

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

Cent

er T

ime

Smal

l Gro

ups

Out

door

Lea

rnin

g

Goo

dbye

Cir

cle

Stor

y Ti

me

Gre

etin

g Ci

rcle

31

Men

u at

the

Hap

py C

afé

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sCe

nter

Tim

e

$3 H

ambu

rger

$2 H

ot d

og

$1 P

ie

Her

e’s

our

men

u.W

hat

wou

ld y

oulik

e to

day?

32

You

’re 5

blo

cks

long

!

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sCe

nter

Tim

e

33

Hom

e Ce

nter

Tech

nolo

gy C

ente

r

Scie

nce

Cent

erA

rt C

ente

r

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sM

onit

orin

g Ch

ildre

n’s

Prog

ress

34

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

Stor

ytim

eSm

all G

roup

s

Obs

erve

La

dybu

gs

Stor

ytim

e an

d Sm

all G

roup

s

35

Do

you

wan

t to

go

on a

nat

ure

wal

k?

Mak

e a

chec

k m

ark.

Yes

No

Bef

ore

Aft

er

Wha

t w

e fo

und

on o

urna

ture

wal

k

plan

tsse

eds

rock

sin

sect

s

stic

kstr

ash

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sO

utdo

or L

earn

ing

36

Lang

uage

and

Ear

ly L

iter

acy

(L/

EL)

Hea

lth a

nd S

afet

y (H

/S)

Mat

hem

atic

s (M

)Pe

rson

al/

Soci

al D

evel

opm

ent

(P/

SD)

Scie

nce

(S)

Phys

ical

Dev

elop

men

t (P

D)

Soci

al S

tudi

es (S

S)Te

chno

logy

App

licat

ions

(TA

)Fi

ne A

rts

(FA

)

1. Build on the Pre-K Guidelines

DDDDuuuu rrrr

iiii nnnngggg

tttt hhhheeee

mmmmoooo rrrr

nnnn iiiinnnn gggg

rrrroooo uuuu

tttt iiiinnnn eeee

,,,,tttt hhhh

eeee cccc hhhh

iiii llll dddd::::

•Att

empt

s to

wri

te n

ame

•Sel

ects

a b

ook

of p

erso

nal

int

eres

t•R

ecog

nize

s an

d re

prod

uces

sim

ple

patt

erns

2. Scaffold children’s learning

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

3. Actively engage children

4. Make connections across content areas

5. Monitor progress

L/EL

-10

L/EL

-9

M-2PPPPrrrreeeekkkkiiiinnnnddddeeeerrrrggggaaaarrrrtttteeeennnn CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm

GGGGuuuuiiiiddddeeeelllliiiinnnneeeessss

AAAAcccc tttt

iiii vvvviiii tttt

yyyy SSSS eeee

tttt ttttiiii nnnn

gggg ssssFFFF eeeeaaaa tttt

uuuu rrrreeee ssss

ooooffff

EEEE ffff ffff

eeee cccctttt iiii

vvvv eeee MMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

IIII nnnnssss tttt

rrrr uuuucccc tttt

iiii oooonnnn

Feat

ures

Che

cklis

t

Act

ivit

y Se

ttin

gs

Gui

delin

esA

ddre

ssed

in t

heA

ctiv

ity

Gui

delin

eA

bbre

viat

ions

37

Cent

er T

ime

Smal

l Gro

ups

Out

door

Lea

rnin

g

Stor

y Ti

me

Gree

ting

Circ

le

Act

ivity

Set

tings

Feat

ures

of E

ffec

tive

Inst

ruct

ion

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

38

PPPP uuuutttt tttt

iiii nnnngggg

iiii tttt AAAA

llll llll TTTT oooo

gggg eeeetttt hhhh

eeee rrrr

Lear

ning

Cen

ters

Tr

ansi

tion

s

Dis

cuss

ion

Gra

phic

Org

aniz

ers

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

39

“Qua

lity

prog

ram

s th

at p

rovi

dech

alle

ngin

g bu

t ac

hiev

able

curr

icul

um e

ngag

e ch

ildre

n in

thin

king

, rea

soni

ng, a

ndco

mm

unic

atin

g w

ith

othe

rs.”

P

reki

nder

gart

en C

urri

culu

m G

uide

lines

, p. 1

SSSS uuuummmm

mmmmaaaa rrrr

yyyyTe

xas

Cent

erfo

r R

eadi

ngan

d La

ngua

ge A

rts

for Readingand Language Arts

Texas Center


Handout # Self Assessment

1. What are some of the ways that you help childrendevelop math and science concepts?

2. What questions do you have about teaching mathand science?

1

?

?

? ?

?

?


Texas Center


Handout #

As you review the guidelines, think about the following questions:

• What is it?

• Why is it important?

• What are some examples of the accomplishments children will develop?

(refer to bulleted items in guidelines)

• How can you summarize the topic?

Here is an example of a billboard from the Language and Early Literacy Guidelines forPhonological Awareness.

Jigsaw Activity: Mathematics and Science Guidelines

WWWWhhhhaaaatttt iiiissss iiiitttt???? Phonological Awareness refers to children’s understandingof the sounds of spoken language and how they can be segmented,combined, and manipulated.

WWWWhhhhyyyy iiiissss iiiitttt iiiimmmmppppoooorrrrttttaaaannnntttt???? Phonological awareness is linked to children’ssuccess as readers and writers and is a crucial step towards children’sunderstanding of the alphabetic principle.

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PoemsSSSSuuuummmmmmmmaaaarrrryyyy::::Preschool childrenbegin to developphonologicalawareness through:

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The child:

Rhyming Games

RhymingSongs

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• Create a classroom environment where children encounter interesting mathematicsand science wherever they turn.

• Provide opportunities for children to:• investigate and solve problems,• observe, count, measure, compare, and classify,• explore patterns, shapes, numbers, and space,• gather and organize information, and• communicate findings.

• Build and extend prior experiences and current interests of children.

• Make connections between prior learning and new learning. For example: “This islike the time when we made green eggs and ham. You wanted to add the eggs twoat a time so you made sets that had two eggs each,” or “Remember wheneveryone brought fruit for snack, and we put all the same kinds of fruit together?This time instead of fruit, let's put our shoes into groups.”

• Make sure that materials used in explorations are interesting and easily accessibleto the children in your class.

• Co-investigate with children until they are confident working on their own. Workalongside a child, sharing materials and providing support, such as adding languageto the task by labeling, questioning, or commenting on a child’s actions.

• Provide sufficient time for children to explore mathematical concepts.

• Present problems that challenge children.

• Provide hands-on activities that encourage children’s active participation andinvolvement with their surroundings. As children explore, they are learning aboutnew concepts and processes.

• Engage in spontaneous, as well as planned, activities. Help children see therelevance of science to their lives by having them investigate the world aroundthem. Liking science can lead to positive attitudes about science in future grades.

• Explore a wide range of science concepts, such as body, food, water, clothing,shelter, weather, wind, sound, light, living and non-living things, and ecosystems.

Actively Engage Children in Math and Science Experiences 3(1 of 2)


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• Early science experiences can develop concepts that will expand as children seepatterns and consistency in the workings of nature.

• Ask open-ended questions. Ask children about their opinions, feelings, experiences,and responses. Challenge children to think. Use open-ended questions to promptchildren to think aloud and use more elaborate language (What are you doing rightnow?), make predictions (What are you going to do next?), reflect on their actions(How did you know to do that?), and justify the choices they make (What made youdecide to do it that way?).

• Provide opportunities at the end of activities for children to share their methods andfindings with the class.

• Expect children to explain their thinking and give them many opportunities to talkand listen to their peers.

• Recognize that learning to analyze and reflect on what is said by others is essentialto develop an understanding of both content and process.

• When it is difficult for young children to follow the reasoning of a classmate, scaffoldtheir understanding by rephrasing with words that are easier to understand.

• Model the language of mathematics in the context of everyday conversations. “Theside of the scale that goes up weighs less than the side that goes down.”

• Provide different grouping arrangements for children as they explore and investigate.Sometimes children need to work independently, and other times they need to workin small groups to solve problems. Whole class discussions are appropriate settingsfor children to review and explain their experiences to others.

• Provide time for children to observe the results of their actions. Observation takestime and involves more than simply looking; it requires thinking, talking, explaining,and wondering.

Actively Engage Children in Math and Science Experiences (2 of 2)3

Adapted from: Holt, B. (1993). Science with young children (Rev. ed.). Washington, DC: National Association for theEducation of Young Children; Kilmer, S. J., & Hofman, H. (1995). Transforming science curriculum. In S.Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment: Vol. 2(pp. 43-63). Washington, DC: National Association for the Education of Young Children; Lind, K. K. (1999). Sciencein early childhood: Developing and acquiring fundamental concepts and skills. In American Association for theAdvancement of Science, Dialogue on early childhood science, mathematics, and technology education (pp. 73-83).Washington, DC: Author; National Council of Teachers of Mathematics. (2000). Principles and standards for schoolmathematics. Reston, VA: Author; National Committee on Science Education Standards and Assessment. (1996).National Science Education Standards. Washington,DC: National Academy Press; Richardson, K., & Salkeld, L.

(1995). Transforming mathematics curriculum. In S. Bredekamp & T. Rosegrant (Eds.), Readingpotentials: Transforming early childhood curriculum and assessment: Vol. 2 (pp. 23-42). Washington,DC: National Association for the Education of Young Children.


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Handout # Correlating Learning Centers to the Prekindergarten Curriculum Guidelines

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AAAArrrrttttProvide opportunities for children to:• experiment with paint, crayons, clay,scissors, paper, and paste

• express feelings and ideas• observe, create, and complete a project• learn and practice problem-solving skills• improve fine motor skills

BBBBlllloooocccckkkkssss ((((ssssmmmmaaaallllllll uuuunnnniiiitttt aaaannnndddd llllaaaarrrrggggeeee fffflllloooooooorrrr))))Provide children opportunities to develop:• social skills• problem-solving skills• fine and gross motor skills• planning skills• creative and imaginative play• classification and use of various sizes andshapes

DDDDrrrraaaammmmaaaattttiiiicccc PPPPllllaaaayyyy////HHHHoooommmmeeee LLLLiiiivvvviiiinnnnggggProvide children opportunities to develop:• role-playing activities• creative dramatic skills• social interaction• fine motor skills• language

LLLLiiiibbbbrrrraaaarrrryyyy////LLLLiiiisssstttteeeennnniiiinnnnggggProvide opportunities for children todevelop listening and visual skills by:• seeing words on the page• becoming familiar with letter forms• interpreting signs and symbols• enjoying books with narration andbackground music

· Fine Arts (Art)· Physical Development· Language and Early Literacy

· Personal and Social Development· Mathematics· Physical Development· Language and Early Literacy· Health and Safety

· Language and Early Literacy· Fine Arts (Theatre)· Personal and Social Development· Physical Development· Social Studies

· Language and Early Literacy· Fine Arts (Music)· Health and Safety

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MMMMaaaannnniiiippppuuuullllaaaattttiiiivvvveeeessssProvide opportunities to develop finemotor skills through activities whichencourage:• grasping, releasing, inserting,

assembling, or disassembling• problem solving and working

together• eye-hand coordination• development of concepts and

generalizations

MMMMaaaatttthhhheeeemmmmaaaattttiiiiccccssssProvide practice using mathematicalconcepts through the use ofmanipulative materials by:

• categorizing• sequencing• observing, creating, and completing

patterns• measuring• counting• practicing problem-solving skills

MMMMuuuussssiiiiccccProvide opportunities to:• use the body for self expression• learn to listen carefully• add new words to vocabulary• learn to respect and care for

instruments• learn to communicate feelings

· Physical Development· Personal and Social Development· Language and Early Literacy

· Mathematics· Personal and Social Development· Physical Development· Language and Early Literacy· Science

· Fine Arts (Music and Theatre)· Personal and Social Development· Language and Early Literacy· Physical Development

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Correlating Learning Centers to the Prekindergarten Curriculum Guidelines


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SSSScccciiiieeeennnncccceeeeProvide opportunities for students tolearn by encouraging:

• problem solving and workingtogether

• directed inquiry activities using manipulative materials• development of concepts and

generalizations• working with plants, animals, and

insects• making collections• categorizing and grouping

materials• performing simple experiments

WWWWaaaatttteeeerrrr////SSSSaaaannnndddd PPPPllllaaaayyyyProvide opportunities to:

• measure and compare• perform simple experiments• play creatively• solve problems• develop fine motor skills

· Personal and Social Development· Language and Early Literacy· Social Studies· Health and Safety· Science· Mathematics

· Mathematics· Science· Personal and Social Development· Language and Early Literacy· Physical Development

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Correlating Learning Centers to the Prekindergarten Curriculum Guidelines


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Handout #

Adapted from Church, E. B., & Miller, K. (1990). Learning through play: Blocks, a practical guide forteaching young children. New York: Scholastic.

Block Activities to Develop Math and Science Skills 5

Sorting and classifying

Problem-solving/sequencing

Knowledge of:• Equivalencies• Part/whole relationships• Shapes and patterns• Measurement• Number

Making comparisons or predictions

Using science vocabulary

Observing and describing

Experimenting with cause and effect

Experimenting with gravity andbalance

• Ask children to pick up all of one shape from the floor.• Provide a separate storage bin for each block shape.

• Create a simple block construction using variousshapes. Ask children how they could create astructure like it. (“How many square blocks would youneed?” or “What blocks would go on the bottomlevel?”)

• Show children that blocks can be put together tomake other shapes. For example, four triangles canmake a large square.

• Take photographs of various block patterns and havechildren try to copy the patterns using blocks.

• After building a structure with blocks, have childrenmeasure its height using number of blocks ormeasuring tape.

• Give children task cards specifying a certain shapeand number of blocks to use when putting blocksaway. (“Put away three triangle blocks”)

• Give children several blocks and ask them to make atower using a specific number of blocks.

• Give two children two sets of identical blocks. Allowthem to build structures with the blocks in differentcorners of the room, and then have them comparehow their structures are different.

• Encourage children to discuss the placement of blocksto help them develop comparative vocabulary, such ason top, between , on the bottom.

• Have children observe a classmate’s blockconstruction and then describe to others what it lookslike.

• Make a ramp with blocks, and have children roll avariety of objects down the ramp. Ask questions thatencourage children to compare the objects. Discusstheir similarities or differences. Make predictionsabout how a new object will roll down the ramp.

• Encourage children to build towers as tall as possible.Discuss why their towers eventually get too tall tostand.


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Handout #

This handout demonstrates how to teach counting in daily routines. Many other conceptsincluded in the Prekindergarten Curriculum Guidelines can be similarly addressed throughoutthe day.

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As children arrive, they move theirname and photograph on a chartdisplay.

Count the number of days until aspecial event, such as a birthday ora field trip. As the special eventgets closer, have children comparethe number of days left to thenumber of days when they firststarted counting.

Use a sign at each center to showhow many children can be there atone time.

Count the number of blocks in atower: “We're building a tower,we're building it tall, how manystack before it falls?”

Have children count how manyleaves they can hold in one hand.

Have children put away blocksaccording to their shape. ("I'll pickall the triangle shapes.")

Musical Chairs; Duck, Duck, Goose;Johnny Works with One Hammer;One Potato, Two Potato; 1-2, BuckleMy Shoe

• WWWWhhhhaaaatttt CCCChhhhiiiillllddddrrrreeeennnn LLLLeeeeaaaarrrrnnnn

• One-to-onecorrespondence

• Counting sets

• Counting• Comparison of size


• Comparison of set size

• Counting• Stability of structure• Gravity and balance• Experimentation

• Comparing quantity• Use of quantifiers: “more,” “fewer,” “some”

• Sorting and making sets

• Counting• One-to-one

correspondence• Comparison of set size

Teaching through Daily Routines: Counting

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• Make two lines, one with boys andthe other with girls. Ask children,“Which line is longer? Which lineis shorter? Why?”

• Count the number of teaspoons orcups in each step of a recipe.

• Count the number of ingredientsin a recipe.

• Count the number of cookies on acookie sheet or holes in a muffintin.

• Count how many spoonfuls ittakes to fill a cup.

• Have children act out songs thatcount down from 5 to 1, such as"5 little ducks went swimming oneday…"

• Have children play countinggames counting their own fingers("1-2-3-4-5, I caught a fish alive,6-7-8-9-10, I let him go again…”)

• Provide multiple activities to sortthe children into groups, thencount and compare group sizes.

• Have children form a line forchildren who ride the bus homeand a line for children who will bepicked up by a parent, thencompare the length of the lines.

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Adapted from: Schwartz, S. L. (1995). En-chanting, fascinating, useful number. Teaching childrenmathematics, 1(8), 486-491; Watson, L. R., Layton, T. L., Pierce, P. L., & Abraham, L. M. (1994).Enhancing emerging literacy in a language preschool. Language, speech, and hearing services inschools, 25, 136-145.

6(2 of 2)Teaching through Daily Routines: Counting

WWWWhhhhaaaatttt CCCChhhhiiiillllddddrrrreeeennnn LLLLeeeeaaaarrrrnnnn

• Comparing quantity• Use of quantifiers such

as “longer” or “shorter”

• Counting• Equivalencies

• Counting• Large and small muscle

control• Eye-hand coordination

• Sorting• Comparison of set size


• Sorting


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Handout #

We want children to see math and science in use together, so they’ll begin to develop anunderstanding of how the subjects reinforce each other.

Fundamental mathematics concepts—comparing, classifying, and measuring—can beapplied to science problems. Science processes—observing, communicating,hypothesizing—are equally important for solving problems in math and science.

Select one of the books at your table.

What concepts or skills would you highlight if you were reading this book toemphasize science?

What concepts or skills would you highlight if you were reading this book toemphasize math?

How would you show children the link between math and science in this book?

Reading Books Two Ways

Adapted from: Lind, K. K. (1999). Science in early childhood: Developing and acquiring fundamentalconcepts and skills. In American Association for the Advancement of Science, Dialogue on early childhoodscience, mathematics, and technology education (pp. 73-83). Washington, DC: Author; National Committee onScience Education Standards and Assessment. (1996). National Science Education Standards. Washington, DC:National Academy Press.

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HHHHoooowwww TTTToooo DDDDoooo TTTThhhhiiiissss

Draw on all bilingual resources available.Involve bilingual teachers,paraprofessionals, parents, and othervolunteers as needed.

Encourage children to actively participatein a variety of ways.Allow children to observe withoutattempting communication in their newlanguage.Ask children to "show me" rather than "tellme.”

Use real life objects to demonstrate mathand science concepts.Model new skills and concepts.Think out loud.

Model the use of extended language andrich vocabulary. For example, during “showand tell,” describe your own “show and tell”object before children describe theirs.

Ask questions and use prompts to helpchildren reconstruct story events.

Take what children say and rephrase it in anew way, adding more complex grammar orvocabulary. For example, if a child tells you,“Look, I made a teddy bear,” you canrespond by saying, “Yes, I see you made abear with a big blue bow.”

Teaching English as a Second Language Through Math and Science 8

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When possible, use children'shome language to develop newconcepts and skills.

Respect the non-verbal periodof second language learning.

Show as you tell.

Scaffold learning throughguided practice.

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WWWWhhhhaaaatttt TTTTeeeeaaaacccchhhheeeerrrrssss DDDDoooo

Teach key vocabulary.

Integrate learning aroundmeaningful themes or projects.

Encourage English language learnersto teach words from their nativelanguage to their classmates—thiswill increase their confidence.

HHHHoooowwww TTTToooo DDDDoooo TTTThhhhiiiissss

Teach vocabulary in context. Use stories,pictures, charts, and graphs to teachvocabulary terms such as "observe" or"record." Emphasize the key vocabularyword. One way to do this is to put thekey vocabulary word at the end of thesentence.

Select a broad theme in math or science,identify the specific guidelines toaddress, and plan appropriate activitiestogether with children that integratedifferent areas of the PrekindergartenCurriculum Guidelines. For example,introduce the theme of “water” using astorybook or information book. Then,identify related songs, poems, chartstories, cassettes, or videos.

Ask English language learners to teachthe class how to say new vocabularywords in their native language. Forexample, when learning about weather,they could teach the class how to say“rain” in their native language.

The English language learner leads theclass in naming common objects in theclassroom, counting to 10, reciting thealphabet, nursery rhymes and songs.

Encourage parent participation.

Adapted from: Padrón, Y. N. (1999). Improving opportunities and access to mathematics learning in the early years. In J. V.Copley (Ed.), Mathematics in the early years (pp. 191-197). Reston, VA: National Council of Teachers of Mathematics; Weaver, L.R., & Gaines, C. (1999). What to do when they don’t speak English: Teaching mathematics to English-language learners in theearly childhood classroom. In J. V. Copley (Ed.), Mathematics in the early years (pp. 198-204). Reston, VA: National Council ofTeachers of Mathematics; Westby, C., Dezale, J., Fradd, S. H., & Lee, O. (1999). Teachers’ roles in promoting science inquirywith students from diverse language backgrounds. Educational Researcher, 28(6), 614-620.

Teaching English as a Second Language Through Math and Science(2 of 2)

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Handout # Scaffolding During Conversations and Discussions 9

To scaffold children’s language and learning during conversations and discussions:

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Tailor discussions and conversations around the experiences of the childrenin the group.

Use objects, materials, and phenomena familiar to them or ones that can beeasily linked to something they already know in their homes, neighborhoods,and classrooms.

Create an atmosphere that supports the idea that each child brings adifferent but equally important perspective.

•AAAAsssskkkk ooooppppeeeennnn----eeeennnnddddeeeedddd qqqquuuueeeessssttttiiiioooonnnnssss such as those that begin with “why” or “how” toencourage children to put into words what they are thinking, doing, or observing.

Stimulate children’s thinking and hypothesizing: “How do you know that?” or“Can you show us how you learned that so we can think about it too?” Thesequestions do not require a “right” or “wrong” answer.

Help children draw conclusions based on what they have seen and done.Accept a wide range of answers.

•UUUUsssseeee pppprrrroooommmmppppttttssss ttttoooo hhhheeeellllpppp cccchhhhiiiillllddddrrrreeeennnn eeeexxxxppppllllaaaaiiiinnnn tttthhhheeeeiiiirrrr aaaannnnsssswwwweeeerrrrssss aaaannnndddd aaaasssskkkk tttthhhheeeeiiiirrrr qqqquuuueeeessssttttiiiioooonnnnssss....

Encourage children to provide reasons for their ideas and actions.

Help children become aware of patterns in what they observe as they supporttheir conclusions.

Help them summarize their thinking and present their ideas in a logicalsequence.

Give sufficient wait time before rephrasing a question or requesting help fromanother child.

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Handout # Scaffolding During Conversations and Discussions 9

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Model the use of extended language and rich vocabulary to help children develop content area vocabulary, as well as ways to communicate with others.

Rephrase what a child has said, adding more complex grammar or vocabulary: “You said the water went into the clouds when you left it outside. In other words, the water evaporated.”

•RRRReeeeqqqquuuueeeesssstttt ccccllllaaaarrrriiiiffffiiiiccccaaaattttiiiioooonnnn....

When you are not sure you understand what a child means, ask for a morecomplete explanation.

Extend their language by asking them to expand initial statements: “Tell me more about…” or “What do you mean by…”

•EEEEnnnnccccoooouuuurrrraaaaggggeeee cccchhhhiiiillllddddrrrreeeennnn ttttoooo ttttaaaallllkkkk wwwwiiiitttthhhh eeeeaaaacccchhhh ooootttthhhheeeerrrr aaaannnndddd aaaasssskkkk eeeeaaaacccchhhh ooootttthhhheeeerrrr qqqquuuueeeessssttttiiiioooonnnnssss....

Children play an important role in supporting each others’ language development. Create opportunities for peer-to-peer conversations to occurthroughout the day, such as during dramatic play and center time.

Adapted from: Dickinson, D. K. (2001). Book reading in preschool classrooms: Is recommended practicecommon? In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language (pp. 175-204). Baltimore:Paul H. Brookes; Holt, B. (1993). Science with young children (Rev. ed.). Washington, DC: National Associationfor the Education of Young Children; Kilmer, S. J., & Hofman, H. (1995). Transforming science curriculum. InS. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment:Vol. 2 (pp. 43-63). Washington, DC: National Association for the Education of Young Children; Lind, K. K.(1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. In AmericanAssociation for the Advancement of Science, Dialogue on early childhood science, mathematics, and technologyeducation (pp. 73-83). Washington, DC: Author.; Texas Center for Reading and Language Arts. (1999).Kindergarten teacher reading academy. Austin, TX: Author; Weaver, L. R., & Gaines, C. (1999). What to do whenthey don’t speak English: Teaching mathematics to English-language learners in the early childhoodclassroom. In J. V. Copley (Ed.), Mathematics in the early years (pp. 198-204). Reston, VA: National Council ofTeachers of Mathematics; Westby, C., Dezale, J., Fradd, S. H., & Lee, O. (1999). Teachers’ roles in promotingscience inquiry with students from diverse language backgrounds. Educational Researcher, 28(6), 614-620.

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Handout #

OOOObbbbsssseeeerrrrvvvvaaaattttiiiioooonnnn qqqquuuueeeessssttttiiiioooonnnnssss::::

Have you seen _______?How does it look? Feel? Smell?Sound?

CCCCoooommmmppppaaaarrrriiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

How are these the same?Different?Which things go together?

QQQQuuuuaaaannnnttttiiiiffffyyyyiiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

How many?How long?How much?

OOOOrrrrggggaaaannnniiiizzzziiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

How can you put these ingroups?

CCCCllllaaaassssssssiiiiffffyyyyiiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

Which ones go together?

RRRReeeellllaaaattttiiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

What can you do to make it happen?What happens when you ______?When does it happen?

IIIInnnnffffeeeerrrrrrrriiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

What else can you think of thatdoes this?Why do you think that happens?

AAAAppppppppllllyyyyiiiinnnngggg qqqquuuueeeessssttttiiiioooonnnnssss::::

How can you use what youlearned?How can it help people?

Questions to Stimulate Thinking and Encourage Discussions

CCCCoooommmmmmmmuuuunnnniiiiccccaaaattttiiiinnnngggg ((((rrrreeeepppprrrreeeesssseeeennnnttttiiiinnnngggg)))) qqqquuuueeeessssttttiiiioooonnnnssss::::

How can you show others what you learned?What other ideas do you have?

Adapted from Kilmer, S. J., & Hofman, H. (1995). Transforming science curriculum. In S. Bredekamp &T. Rosegrant (Eds.), Reaching potentials: Transforming early childhood curriculum and assessment: Vol. 2. (pp.43-63). Washington, DC: National Association for the Education of Young Children.

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Handout # Demonstration Script: Mixing Colors

A preschool teacher models and explains a science experiment on mixing colorsbefore children experiment on their own.

We are going to experiment with colors, to see what happens when twodifferent colors mix together. For this experiment, we need water, food coloring,and an eyedropper. I’ve already added the food coloring to the water.

First I will squeeze a few drops of blue water using an eye dropper.

Next I will squeeze a few drops of yellow water next to the drops of blue water.

I wonder how I could make these two colors mix together? (Possiblesuggestions might be to stir them up or mix with a spoon.)

You came up with some very good suggestions, but I forgot to mention that Iwant to make these two colors mix together without using my hands. Whatcan I do to make it happen? (Possible suggestions are to jump up and down toshake the floor or blow on it to make the water droplets move.)

I think I’ll try blowing on the drop of blue water. I have a straw to help meblow. (Blow very lightly so one drop gets close to the other.)

What do you think will happen when the blue and yellow drops mix together?(They’ll make green!)

Let’s see if you’re right. (Blow until two drops join together.)

Yes, you are exactly right. The blue drop of water and the yellow drop of watermixed together to make a new color, green.

The food colors mix together and spread all around. We call that diffusion. Nowit’s your turn to experiment.

(This concludes the demonstration.)

Adapted from: National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.Reston, VA: Author; Copley, J. V. (Ed.). (2000). The young child and mathematics. Washington, DC: NationalAssociation for the Education of Young Children.

11


Texas Center


Handout # Graphic Organizers and Data Collection

• Begin with real objects and move to abstract representations.

• Data collection begins with children manipulating real objects and then usingabstract representations in chart forms.

• Data analysis is a way to help children answer their own questions.

• Yes/no questions such as, “Do you have a pet?”can be answered by sortingchildren into groups. As children become familiar with the process, move tousing graphic organizers to represent the data, such as the chart examplesabove.

• Begin with a people-sort chart.• Place photographs of children in the “yes” or “no” column depending on

how they answer the question “Do you have a pet?”• Next, provide children with two blocks, one green and one red. Teach them

that green represents “yes” and red represents “no.” Children place acolored block on a chart to represent their answer. Blocks can be stacked,lined up, or counted.

• To move to a more abstract representation of counting, yes/no questionscan be answered by children recording their answers using tally marks orcheck marks.

• Involve children in the development and completion of charts.

Yes NoYes No

People-Sort Chart Block Chart

Yes No

Tally Chart

Adapted from Copley, J. V. (Ed.). (2000). The young child and mathematics. Washington,DC: National Association for the Education of Young Children.

12


Texas Center


Handout # 13

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• Use children’s current strengths and skills to develop lessons that help them reachthe goals outlined in the Prekindergarten Curriculum Guidelines. The guidelinesdescribe a comprehensive and integrated curriculum between math, science,language, early literacy, and other areas.

• Activities that promote one area of development often reinforce skills and conceptsin other areas. For example, a lesson on using a prism can address the childaccomplishment in Science Processes: “The child begins to perform simpleinvestigations.” When children are encouraged to explain what and why they thinka science process happened, language development is also fostered.

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• Scaffolding instruction means adjusting and extending instruction so children arechallenged and able to develop new skills.

• Use scaffolding as an instructional tool with all children as they are learning newskills. Adjust the level of support as children achieve mastery.

• Build on children’s prior experiences or background knowledge to help children linknew knowledge to what they already know.

• Provide guidance and support while children are learning new concepts and skills.Model and explain procedures. For example, give a simple demonstration andexplanation of how a prism works as children begin to experiment with refraction:“Look at how the light bends as it passes through a prism. I will move the prismaround until I find the right angle for the light to pass through. Then we can see allthe colors in the rainbow.”

• Encourage further exploration by asking open-ended questions, such as:

• What happens when you use the prism in bright sunlight?• What happens when you use it in the shade?• Why do you think that?

(1 of 3)Features of Effective Math and Science Instruction


Texas Center


Handout #

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• Provide math and science experiences that challenge thinking and encourageexploration and investigation. Encourage children to observe, think, talk,explain, and wonder.

• Point out examples of math and science in everyday activities to help childrenunderstand how they are used in their lives.

• Graphic organizers help children remember what they have learned. Scaffoldlearning by showing children ways to use graphic organizers to collect,represent, organize, and communicate ideas and information.

• Work with children in different settings, such as in learning centers, duringtransition times throughout the day, and outdoors. Use small groups to provideopportunities for all children to participate.

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• Provide opportunities for children to use math and science together to solveproblems and to understand the world around them.

• Foster language and literacy skills within these experiences to help childrencommunicate their observations, draw conclusions, and make generalizations.

• Teacher read alouds of narrative (or story) and expository (or information)books provide a way to link language and literacy to both math and science.

• When selecting books for read alouds, reflect current themes or topics ofcontent-area study.

• Use repeated readings of the same book.

• Prioritize specific math and science concepts to address during a readingsession or activity. Reading the same book more than once helps introduceand cover a variety of math and science concepts or skills over time.

• Extend children’s learning by integrating questions and conversations.

• Discussions or dialogues, sometimes called “learning conversations,” challengestudents and promote inquiry.

Features of Effective Math and Science Instruction 13(2 of 3)


Texas Center


Handout #

• Incorporating discussions during hands-on math and science experiencesencourages children to use “contextualized language” as they talk about what ishappening. Questioning, making predictions, and testing possibilities are learnedfirst-hand as they solve problems and draw conclusions.

• Using graphic organizers is another way that you can integrate experiences inlanguage, literacy, math, and science.

• Gathering and organizing data links the science processes with math skills asyoung children strive to understand situations and solve problems.

• Children discuss their thinking, listen to what others have to say, and write downor represent their experiences with words, diagrams, pictures, or mathematicalsymbols.

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• Sound instructional decisions are based upon assessment. For three- and four-year-old children, assessment includes informal, systematic observation ofchildren as they engage in appropriate activities.

• To effectively monitor children’s progress, collect information on a regular basis toinform your instruction.

• Effective progress monitoring includes observing, listening, and talking withchildren, recording and reflecting on your observations, and adjusting instruction.

• Document children’s progress in a variety of ways and contexts using differentforms of assessments, such as checklists, anecdotal records, portfolios, andinterviews.

Features of Effective Math and Science Instruction 13(3 of 3)

Adapted from: Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children’sreading success. Washington, DC: National Academy Press; Copley, J. V. (Ed.). (2000). The young child and mathematics.Washington, DC: National Association for the Education of Young Children; Texas Center for Reading andLanguage Arts. (2000a). First grade teacher reading academy. Austin, TX: Author; Texas Center for Reading andLanguage Arts. (2000b). Implementing the prekindergarten curriculum guidelines for language and early literacy. Part I:Language development. Austin, TX: Author; Texas Center for Reading and Language Arts. (1999). Kindergarten teacherreading academy. Austin, TX: Author; Helm, J. H., Beneke, S., & Steinheimer, K. (1998). Window on learning:Documenting young children’s work. New York: Teachers College Press; Helm, J. H., & Katz, L. G. (2001). Younginvestigators: The project approach in the early years. New York: Teachers College Press; National Committee on ScienceEducation Standards and Assessment. (1996). National Science Education Standards. Washington, DC: NationalAcademy Press; National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.

Reston, VA: Author; Westby, C., Dezale, J., Fradd, S. H., & Lee, O. (1999). Teachers’ roles inpromoting science inquiry with students from diverse language backgrounds. EducationalResearcher, 28(6), 614-620.

FFFFeeeeaaaattttuuuurrrreeeessss CCCChhhheeeecccckkkklllliiiisssstttt Handout #14 (1 of 2)

Prekindergarten Curriculum Guidelines Abbreviations

Language and Early Literacy (L/EL)Mathematics (M) Science (S) Social Studies (SS) Fine Arts (FA)

Health and Safety (H/S)Personal /Social Development (P/SD)Physical Development (PD)Technology Applications (TA)


Texas Center

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FA-2

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DDDDuuuurrrriiiinnnngggg GGGGrrrreeeeeeeettttiiiinnnngggg CCCCiiiirrrrcccclllleeee,,,, tttthhhheeee cccchhhhiiiilllldddd::::• participates in classroom music activities

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attendance

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learning when choosing centers andmaterials

• arranges sets of objects in one-to-onecorrespondence when playing restaurant

• begins to be responsible for behavior andactions while playing in centers

• responds to the suggestions of othersduring cooperative play

• explores by manipulating materials withsimple equipment (misting plant, forexample)

• begins to make size comparisons bymeasuring with blocks

FFFFeeeeaaaattttuuuurrrreeeessss CCCChhhheeeecccckkkklllliiiisssstttt Handout #14 (2 of 2)

Prekindergarten Curriculum Guidelines Abbreviations




Texas Center

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storybooks read aloud• imitates the special language in storybooks

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DDDDuuuurrrriiiinnnngggg SSSSmmmmaaaallllllll GGGGrrrroooouuuupppp TTTTiiiimmmmeeee,,,, tttthhhheeee cccchhhhiiiilllldddd::::• gathers information about ladybugs using

simple tools such as a magnifying lens• shows an interest in investigating ladybugs• explores by manipulating materials with

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known words• sorts objects and organisms into groups

and begins to describe how groups areorganized

• groups organisms and objects as living ornonliving

• describes similarities and differencesbetween objects

• counts objects to five or higher


Texas Center


Handout #15 A Day in the Life of a Prekindergarten Teacher:Planning for Success (1 of 7)

Preparing for the DayTexas Centerfor Readingand Language Arts

It’s spring and Miss Patience, a prekindergarten teacher, is in herclassroom preparing for the day ahead. As she considers her lessonplans, she looks around the room to make sure everything is ready.Small group supplies and materials are organized. The environment isready for learning!

The class is engaged in a study of “Growing Things,” and the theme isreflected throughout the classroom:

–flowers in a planter are ready for children to mist;–beans and sweet potatoes have sprouted bright green leaves;–earthworms are crawling in a terrarium habitat; and–fruits and vegetables are ready for print-making in the Art Center.

Throughout the day, Miss Patience plans to monitor the progress of allher students. She uses a simple recording system: writing her notes onself-adhesive mailing labels attached to her observation clipboard. MissPatience reflects on the four students she will closely observe duringsmall groups and centers: Jorge, Christy, Mae, and Franklin.


Texas Center



We’re Here Today

Sign In

Morning Routine and Greeting CircleTexas Centerfor Readingand Language Arts

Center Time

Small Groups

Outdoor Learning

Goodbye Circle

Story Time

Greeting Circle

As the children arrive at school, they quickly begin the morning routine.To check in, they write their names on either a light green or a dark greencircle to form a friendly caterpillar. Their circles extend an A-B pattern.

Miss Patience says. “We have lots of new books in our classroom library.Look at the new set of books that are in the Math and Science baskets.Choose one while we’re waiting for everyone to arrive.”

Miss Patience helps Jessie select a book to read and assists Jeffrey as hewrites his name.

In the greeting circle, the class sings songs and talks about their day.“Today,” recites Cindy, the classroom helper for the day, “we’re gonna docircle time and then we play in centers and then we’re gonna work ingroups and then we go outside and then it’s time to say goodbye.”

“You did a great job telling us about our day, Cindy,” says Miss Patience,“and I’m wondering if you can add more information. Tell us more.Whatcan you tell us about storytime and small group time?”

“Oh, yeah,” says Cindy, “we’re gonna read the carrot book and we’regonna learn about ladybugs.”


Texas Center



Menu at the Happy Café


$3 Hamburger

$2 Hot dog

$1 Pie

Here’s our menu.What would you

like today?

Center Time follows the morning circle.

Miss Patience added props to the Home Center to build new mathconcepts: menus, a cash register, and some play money. Presto, the HomeCenter kitchen becomes a “real” restaurant.

Miss Patience takes a series of pictures of the children playing restaurant.The pictures can be used for a sequencing activity later in the week.

As she is putting away her camera, a discussion in the Block Centerbecomes louder. Miss Patience investigates.


Texas Center



You’re 5 blocks long!


Mae and Franklin are arguing about who is bigger.

“Hmmm,” says Miss Patience, “I wonder how we can figure this out. Do youremember when we wanted to know how tall our plants grew?”

“Yes,” Mae answers.

“What did we do?”

“We counted how many blocks high they were.”

Franklin suggests, “Hey! Let’s see how many blocks tall we are!”

The children begin to build a tower, but it keeps falling. Miss Patience modelshow to lie down beside a row of blocks on the floor. She explains how theblocks can be added or taken away.

Mae and Franklin lie down next to the blocks and compare their sizes.

Miss Patience notes on her observation clipboard: “Encourage using non-standard measurement tools such as crayons, blocks, shoes.”


Texas Center



Home Center Technology Center

Science CenterArt Center

Texas Centerfor Readingand Language ArtsMonitoring Children’s Progress

During Center Time, Miss Patience monitors children’s progress. Jorge, Kristie,Mae, and Franklin are in four different centers engaged in a variety of activities.She observes:

• Kristie is in the Home Center writing lunch orders on a receipt pad in the“restaurant.”

• Franklin is in the Technology Center working on a program that helps himpractice sorting, sequencing, observing, predicting, and constructing.

• Jorge is in the Art Center drawing a colorful picture.

• Mae is in the Science Center watering the plants. She notices some of thebeans have sprouted and enthusiastically announces her observation. Mae issoon surrounded by her classmates who are just as excited.

Miss Patience listens carefully, noting the applications of newly-learned conceptsand vocabulary in the context of play.


Texas Center



Storytime Small Groups

Observe Ladybugs

Texas Centerfor Readingand Language ArtsStorytime and Small Groups

After playing in learning centers, the children are ready for their favoriteactivity, Storytime. Miss Patience reads a story about a child who takescare of a garden. She incorporates a flannel board activity to helpchildren retell the story.

Small group work follows Storytime. Some children work with puzzles,others make block patterns, while some work with Miss Patience.

Today Miss Patience’s group is observing ladybugs. She models how torecord their observations on a chart.


Texas Center



Do you want to goon a Nature Walk?

Make a check mark.

YesNo

Before After

What we found on ourNature Walk

plants seeds

rocks insects

sticks trash

Texas Centerfor Readingand Language ArtsOutdoor Learning

When Small Group Time comes to a close, the class prepares for OutdoorLearning. One child suggests a Nature Walk instead of recess. The class votesto take a Nature Walk around the building.

On today’s walk, children notice puddles on the sidewalk and butterflies in thegarden. Miss Patience engages the children in a lively discussion of theweather and the life cycle of the butterfly. Children use paper bags to collectrocks, acorns, twigs, and other treasures.

After the walk, Miss Patience leads a discussion about the different items theycollected on their Nature Walk. She models how to classify some of them.Tomorrow they will sort their individual collections.

With the morning coming to a close, the children gather for Goodbye Circle.They review the day and plan for the next. The children give Miss Patiencehugs and big smiles as they head out the door.

After all the children have left, Miss Patience prepares for the next day as shereviews her notes and transfers comments to student files.

Features Checklist Handout #16Classroom Master

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Texas Center


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ogue

, suc

h as

, "D

oes

ever

yone

agr

ee?

” Th

eex

chan

ge o

f ide

as b

etw

een

peer

s is

an

impo

rtan

t pa

rt o

f lea

rnin

g m

athe

mat

ics.

Prek

inde

rgar

ten

Gui

delin

es f

or M

athe

mat

ics:

Num

ber a

nd O

pera

tions

arra

nges

set

s of

con

cret

e ob

ject

s in

one

-to-

one

corr

espo

nden

ce.

Ad

apte

d fr

om V

an d

e W

alle

, J.A

. (19

90).

Con

cept

s of

num

ber.

In J.

N. P

ayne

(Ed

.), M

athe

mat

ics

for

the

You

ng

Chi

ld (p

p. 6

3-88

). R

esto

n,V

A: N

atio

nal C

ounc

il of

Tea

cher

s of

Mat

hem

atic

s.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


Prek

inde

rgar

ten

Gui

delin

es f

or M

athe

mat

ics:

Pat

tern

s

reco

gniz

es a

nd re

prod

uces

sim

ple

patt

erns

of c

oncr

ete

obje

cts.

Look

ing

for

patt

erns

enc

oura

ges

child

ren

to u

se p

robl

em-s

olvi

ng s

kills

, wh

ich

are

impo

rtan

t in

bot

h sc

ienc

e an

dm

ath.

In o

rder

to

wor

k su

cces

sful

ly w

ith

patt

erns

, chi

ldre

n m

ust

be a

ble

to:

•id

enti

fy s

imila

riti

es a

nd d

iffer

ence

s w

ithi

n a

patt

ern

•id

enti

fy w

hen

the

first

ele

men

ts o

f a p

atte

rn b

egin

to

repl

icat

e th

emse

lves

•no

te h

ow m

any

elem

ents

are

in a

rep

eati

ng g

roup

•pr

edic

t w

hat

com

es n

ext

Patt

erns

can

be

base

d on

diff

eren

t at

trib

utes

, inc

ludi

ng:

•co

lor

(e.g

., red

, blu

e, g

reen

)•

num

ber

(e.g

., tw

o bu

tton

s, th

ree

butt

ons,

two

butt

ons,

thre

e bu

tton

s)•

posi

tion

(e.g

., hor

izon

tal c

raft

sti

ck, v

erti

cal c

raft

sti

ck, h

oriz

onta

l cra

ft s

tick

, ver

tica

l cra

ft s

tick

)

Child

ren

can

also

lear

n th

roug

h m

ovem

ent

patt

erns

(cla

p yo

ur h

ands

, sla

p yo

ur k

nees

) and

lang

uage

pat

tern

s(p

atte

rn b

ooks

, son

gs, a

nd c

hant

s).

Teac

hing

Sug

gest

ions

:•

Crea

te s

impl

e pa

tter

ns w

ith

real

obj

ects

and

hav

e ch

ildre

n pr

acti

ce r

eadi

ng t

he p

atte

rns.

Use

rea

dily

ava

ilabl

em

ater

ials

suc

h as

cra

ft s

tick

s, bu

tton

s, bo

ttle

cap

s, c

olor

ed b

lock

s, or

inte

rlock

ing

cube

s.•

Dis

play

pat

tern

s on

an

over

head

pro

ject

or u

sing

rea

l obj

ects

. H

ave

child

ren

repr

oduc

e a

patt

ern

usin

g th

eir

own

sets

of t

he s

ame

mat

eria

ls.

•Pl

ay g

ames

wit

h pa

tter

ns, i

nclu

ding

“pe

ople

pat

tern

s” in

whi

ch c

hild

ren

phys

ical

ly p

arti

cipa

te in

a p

atte

rn.

For

exam

ple,

hav

e ch

ildre

n ar

rang

e th

emse

lves

in a

sta

ndin

g/si

ttin

g pa

tter

n an

d th

en r

ead

the

patt

ern

toge

ther

.•

Enco

urag

e ch

ildre

n to

cre

ate

thei

r ow

n pa

tter

ns.

Ad

apte

d fr

om W

orth

, J. (

1990

). D

evel

opin

g pr

oble

m-s

olv

ing

abili

ties

and

att

itud

es. I

n J.

N. P

ayn

e (E

d.),

Mat

hem

atic

s fo

r th

e yo

ung

child

(pp.

39-

62).

Res

ton,

VA

: Nat

iona

l Cou

ncil

of T

each

ers

of M

athe

mat

ics.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


be

gins

to r

ecog

nize

, des

crib

e, a

nd n

ame

shap

es (e

.g., c

ircl

es, t

rian

gles

, rec

tang

les)

.

Prek

inde

rgar

ten

Gui

delin

es f

or M

athe

mat

ics:

Geo

met

ry a

nd S

patia

l Sen

se

Child

ren

lear

n ab

out s

hape

s th

roug

h di

rect

exp

erie

nces

wit

h bo

th t

wo-

dim

ensi

onal

and

thr

ee-d

imen

sion

alob

ject

s. P

rovi

de o

ppor

tuni

ties

for

child

ren

to m

anip

ulat

e m

odel

s of

geo

met

ric

figur

es, s

uch

as a

ttri

bute

blo

cks

or p

arqu

etry

squ

ares

, and

to

draw

, cop

y, a

nd t

race

the

se m

ater

ials

. H

elp

child

ren

to s

ee th

at a

n ob

ject

can

chan

ge p

osit

ion

and

orie

ntat

ion,

but

th

at it

doe

sn’t

chan

ge it

s sh

ape.

Child

ren

need

exp

erie

nces

wit

h th

ree-

dim

ensi

onal

sha

pes,

incl

udin

g ge

omet

ric

solid

s, su

ch a

s sp

here

s, cy

linde

rs,

cube

s, co

nes,

and

pyra

mid

s. C

hild

ren

do n

ot n

eed

to le

arn

the

nam

es o

f the

sol

ids,

but

shou

ld s

ee h

ow t

hey

rela

te to

tw

o-di

men

sion

al s

hape

s. F

or e

xam

ple,

whe

n yo

u tr

ace

the

face

of a

rec

tang

ular

blo

ck y

ou d

raw

are

ctan

gle,

and

whe

n yo

u tr

ace

the

end

of a

cyl

indr

ical

blo

ck y

ou d

raw

a c

ircl

e. C

olle

ct a

num

ber

of r

ecyc

labl

ebo

xes

and

cont

aine

rs, s

uch

as c

ardb

oard

tub

es fr

om p

aper

tow

els,

bask

ets

from

str

awbe

rrie

s, to

othp

aste

box

es,

and

cere

al b

oxes

. A

s th

ey e

xplo

re t

he

diff

eren

t sh

apes

, chi

ldre

n ca

n so

rt t

he c

onta

iner

s in

to g

roup

s, su

ch a

s“r

olls

or

does

n’t r

oll,”

“st

acks

or

does

n’t s

tack

,” or

“po

inte

d to

p or

flat

top.

”

Teac

hing

Sug

gest

ions

:•

Hav

e ch

ildre

n fin

d sh

apes

in t

hei

r en

viro

nmen

t (e

.g., “

Wha

t do

you

see

that

is s

hap

ed li

ke a

cir

cle?

”).

•Pl

ay tr

easu

re-h

unt g

ames

. Ch

ildre

n ga

ther

sha

pes

in th

e cl

assr

oom

acc

ordi

ng to

a s

hape

map

and

sor

t th

esh

apes

into

gro

ups.

•Cu

t out

sha

pes

from

mag

azin

e pi

ctur

es a

nd m

ake

a co

llage

or

a ch

art.

•R

ead

and

disc

uss

book

s ab

out

shap

es.

•Pr

ovid

e a

vari

ety

of g

eom

etri

c-sh

aped

rub

ber

stam

ps fo

r ch

ildre

n to

use

in p

rint

-mak

ing.

•A

ssem

ble

a tu

b of

pre

-cut

sh

apes

for

child

ren

to u

se in

art

wor

k. A

sk c

hild

ren

to f

ind

the

shap

es t

hey

wou

ldne

ed t

o m

ake

a ce

rtai

n pi

ctur

e, s

uch

as a

hou

se, a

tra

in, o

r a

boat

.•

Prov

ide

diff

eren

t si

zes

and

type

s of

eac

h sh

ape

so c

hild

ren

lear

n th

at c

erta

in s

hape

s ha

ve d

iffer

ent

form

s. F

orex

ampl

e, t

rian

gles

do

not

all l

ook

the

sam

e: s

ome

are

“fat

” (e

quila

tera

l tri

angl

es),

and

som

e ar

e “n

arro

w”

(isos

cele

s tr

iang

les)

, but

th

ey a

re s

till

tria

ngle

s.

Ad

apte

d fr

om B

runi

, J.V

., &

Sei

den

stei

n, R

.B. (

1990

). G

eom

etri

c co

ncep

ts a

nd s

pati

al s

ense

. In

J. N

. Pay

ne (E

d.),

Mat

hem

atic

s fo

r th

e yo

ung

child

(pp.

203

-228

). R

esto

n, V

A: N

atio

nal C

ounc

il of

Tea

cher

s of

Mat

hem

atic

s.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


begi

ns to

ord

er tw

o or

thre

e ob

ject

s by

siz

e (s

eria

tion)

, (e.

g., l

arge

st to

sm

alle

st).

(Age

4)

Prek

inde

rgar

ten

Gui

delin

es f

or M

athe

mat

ics:

Mea

sure

men

t

Seri

atio

n in

clud

es t

he

abili

ty t

o th

ink

abou

t tw

o or

mor

e th

ings

in r

elat

ions

hip

to e

ach

othe

r.

Teac

hing

Sug

gest

ions

:

Child

ren

lear

n to

use

voc

abul

ary

such

as

bigg

er a

nd s

mal

ler

as th

ey c

ompa

re t

he

size

s of

item

s in

a s

et.

Com

pari

ng t

wo

item

s is

eas

ier

than

com

pari

ng t

hree

item

s, be

caus

e th

e re

lati

onsh

ip is

less

com

plex

. B

egin

wit

htw

o it

ems,

and

grad

ually

bui

ld t

he n

umbe

r in

the

set

unt

il ch

ildre

n ca

n or

der

seve

ral o

bjec

ts b

y si

ze.

Prov

ide

oppo

rtun

itie

s fo

r ch

ildre

n to

use

:•n

esti

ng c

ups

•sta

ckin

g ri

ngs

•mea

suri

ng c

ups

•set

s of

sm

all,

med

ium

, and

larg

e ob

ject

s•d

iffer

ent

size

d un

it b

lock

s•s

ets

of p

ots

and

pans

or

bow

ls th

at s

tack

Seve

ral o

f the

cla

ssic

fair

y ta

les

have

set

s of

th

rees

tha

t ca

n he

lp d

evel

op t

he s

kill

of o

rder

ing

by s

ize.

Pro

psfr

om d

ram

atic

-pla

y ac

tivi

ties

bas

ed o

n “T

he T

hree

Bea

rs”

or ”

The

Thre

e B

illy

Goa

ts G

ruff

,” fo

r ex

ampl

e, c

an b

eus

ed t

o pr

ovid

e ex

peri

ence

s w

ith

seri

atio

n. S

ets

of t

hre

e bo

wls

can

be

arra

nged

from

sm

alle

st to

larg

est a

ndth

en fr

om la

rges

t to

smal

lest

. A

ddit

iona

l bow

ls c

an b

e ad

ded

to e

ncou

rage

furt

her

com

pari

sons

of s

ize.

Ad

apte

d fr

om W

orth

, J. (

1990

). D

evel

opin

g pr

oble

m-s

olv

ing

abili

ties

and

att

itud

es. I

n J.

N. P

ayn

e (E

d.),

Mat

hem

atic

s fo

r th

e yo

ung

child

(pp.

39-

62).

Res

ton,

VA

: Nat

iona

l Cou

ncil

of T

each

ers

of M

athe

mat

ics.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


sort

s ob

ject

s in

to g

roup

s by

an

attr

ibut

e an

d be

gins

to e

xpla

in h

ow th

egr

oupi

ng w

as d

one.

Prek

inde

rgar

ten

Gui

delin

es f

or M

athe

mat

ics:

Cla

ssifi

catio

n an

d D

ata

Colle

ctio

n

Clas

sific

atio

n is

the

pro

cess

of g

roup

ing

or s

orti

ng o

bjec

ts a

ccor

ding

to s

ome

syst

emat

ic s

chem

e. C

lass

ifica

tion

isus

eful

bec

ause

it h

elps

org

aniz

e la

rge

num

bers

of o

bjec

ts in

to m

anag

eabl

e se

ts.

A s

et is

a c

olle

ctio

n of

obj

ects

wit

h at

leas

t one

sha

red

char

acte

rist

ic.

Teac

hing

Sug

gest

ions

:

•Foc

us o

n an

obv

ious

cha

ract

eris

tic,

suc

h as

col

or, s

hape

, or

size

.

•Co

lor—

have

chi

ldre

n so

rt b

utto

ns in

to p

iles

of r

ed b

utto

ns a

nd b

lue

butt

ons

•Sh

ape—

have

chi

ldre

n so

rt w

oode

n un

it b

lock

s in

to s

ets

of s

quar

es a

nd t

rian

gles

•Si

ze—h

ave

child

ren

plac

e al

l the

larg

e ba

lls in

one

tub

and

all t

he s

mal

l bal

ls in

ano

ther

•Si

nk a

nd fl

oat—

have

chi

ldre

n so

rt o

bjec

ts b

y w

het

her

they

sin

k or

whe

ther

th

ey fl

oat

•To

sim

plify

the

tas

k, s

elec

t it

ems

that

are

obv

ious

ly q

uite

diff

eren

t. To

incr

ease

the

diff

icul

ty o

f the

tas

k, in

crea

seth

e nu

mbe

r of

item

s to

sor

t or

th

e le

vel o

f abs

trac

tion

invo

lved

. En

cour

age

child

ren

to c

reat

e th

eir

own

clas

sific

atio

n sy

stem

for

grou

ps o

f obj

ects

.

•To

exte

nd t

he c

lass

ifica

tion

act

ivit

y, c

reat

e a

larg

e flo

or g

rid

(a c

lear

sh

ower

cur

tain

mar

ked

wit

h co

lore

d ta

pe,

for

exam

ple)

and

sho

w c

hild

ren

how

the

obje

cts

they

sor

ted

can

be c

hart

ed o

n a

grap

h. “

Put a

ll th

e re

d ap

ples

inth

is r

ow a

nd th

e gr

een

appl

es in

this

row

. Now

we

can

coun

t an

d co

mpa

re th

e si

ze o

f eac

h gr

oup

to s

ee w

hich

one

has

mor

e.” A

dap

ted

from

Lin

d, K

. K. (

1999

). Sc

ienc

e in

ear

ly c

hild

hood

: Dev

elop

ing

and

acq

uiri

ng

fund

amen

tal c

once

pts

and

ski

lls. I

n A

mer

ican

Ass

ocia

tion

for

the

Ad

vanc

emen

t of S

cien

ce, D

ialo

gue

on e

arly

chi

ldho

od s

cien

ce, m

athe

mat

ics,

and

tech

nol

ogy

educ

atio

n (p

p. 7

3-83

).W

ashi

ngto

n, D

C: A

utho

r.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


begi

ns to

dem

onst

rate

saf

e pr

actic

es a

nd a

ppro

pria

te u

se o

f mat

eria

ls.

Prek

inde

rgar

ten

Gui

delin

es f

or S

cien

ce: S

cien

ce P

roce

sses

Child

ren

lear

n sa

fe p

ract

ices

and

app

ropr

iate

use

of m

ater

ials

whe

n th

ey a

re t

augh

t to

car

e fo

r eq

uipm

ent

and

tofo

llow

saf

ety

proc

edur

es. T

his

req

uire

s ca

refu

l pla

nnin

g by

tea

cher

s. B

efor

e in

trod

ucin

g an

y sc

ienc

e ac

tivi

ty,

iden

tify

pot

enti

al h

azar

ds, a

nd h

ave

a pl

an in

the

eve

nt t

hat

an

acci

dent

occ

urs.

Care

ful c

onsi

dera

tion

is g

iven

to

pote

ntia

l ris

ks s

uch

as h

eat s

ourc

es, a

nim

als,

plan

ts, a

nd m

ach

ines

.

Cons

ider

invo

lvin

g ch

ildre

n w

hen

deve

lopi

ng r

ules

for

app

ropr

iate

use

of m

ater

ials

. So

me

rule

s ar

e no

n-ne

goti

able

,su

ch a

s w

ashi

ng h

ands

bef

ore

hand

ling

food

or

uten

sils

. Dev

elop

oth

er r

ules

dep

endi

ng o

n th

e ac

tivi

ty a

ndm

ater

ials

. Inc

lude

lim

itat

ions

on

the

num

ber

of c

hild

ren

invo

lved

in a

n ac

tivi

ty a

t on

e ti

me,

the

leve

l of

supe

rvis

ion

requ

ired

, and

the

app

ropr

iate

use

of

equi

pmen

t. H

elp

child

ren

lear

n to

use

tool

s sa

fely

so

they

are

not

hurt

.

Teac

hing

Sug

gest

ions

:•

Mak

e su

re t

hat a

ll cl

assr

oom

mat

eria

ls a

re n

on-t

oxic

, cle

an, a

nd in

goo

d co

ndit

ion.

Whe

n gl

ass

is u

sed

in t

hecl

assr

oom

(e.g

., aqu

ariu

ms

and

terr

ariu

ms)

be

sure

to

chec

k re

gula

rly fo

r cr

acks

or

chip

s. W

atch

for

shar

p ed

ges,

sliv

ers,

and

rust

spo

ts o

n al

l equ

ipm

ent.

Rep

lace

mat

eria

ls w

hen

they

sho

w w

ear

and

tear

.•

Rea

d an

d fo

llow

dir

ecti

ons

and

prec

auti

ons

wit

h al

l sci

ence

toys

and

equ

ipm

ent.

•Su

perv

ise

anyt

hing

tha

t is

hot

, inc

ludi

ng k

itch

en a

pplia

nces

, hot

pla

tes,

croc

k po

ts, a

nd e

lect

ric

skill

ets.

•Cl

osel

y su

perv

ise

child

ren

arou

nd w

ater

, inc

ludi

ng p

onds

, poo

ls, w

ater

tab

les,

pails

, and

sin

ks.

Child

ren

can

drow

n in

onl

y a

few

inch

es o

f wat

er.

•Pr

ovid

e sa

fety

gog

gles

whe

n ch

ildre

n ar

e us

ing

equi

pmen

t th

at m

ay c

ause

spl

ashe

s or

spl

inte

rs.

•H

ave

adul

ts in

flate

bal

loon

s, si

nce

this

act

ivit

y po

ses

a ch

okin

g ri

sk t

o ch

ildre

n.•

Supe

rvis

e cl

assr

oom

pet

s w

hile

chi

ldre

n ha

ndle

the

m. C

lean

and

dis

infe

ct c

ages

reg

ular

ly.

Pay

atte

ntio

n to

the

heal

th o

f the

ani

mal

s, an

d ob

tain

all

pets

from

rel

iabl

e so

urce

s.

Ad

apte

d fr

om H

olt,

B. (

1993

). S

cien

ce w

ith

youn

g ch

ildre

n (R

ev. e

d.).

Was

hing

ton

, DC

: N

atio

nal A

ssoc

iati

on fo

r th

e E

duc

atio

n of

You

ng C

hild

ren.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

CCCC hhhh iiii

llll dddd AAAA

cccc ccccoooo mmmm

pppp lllliiii ssss

hhhh mmmmeeee nnnn

tttt :::: T

he c

hild


obse

rves

and

des

crib

es p

rope

rtie

s of

rock

s, so

il, a

nd w

ater

.

Prek

inde

rgar

ten

Gui

delin

es f

or S

cien

ce: S

cien

ce C

once

pts

Child

ren

lear

n to

obs

erve

and

des

crib

e pr

oper

ties

of r

ocks

, soi

l, an

d w

ater

thr

ough

dir

ect

expe

rien

ces

wit

h th

ese

mat

eria

ls.

Obs

erva

tion

invo

lves

mor

e th

an lo

okin

g at

som

ethi

ng a

nd w

atch

ing

for

chan

ge. F

or p

resc

hool

ers,

itre

quir

es t

he u

se o

f sev

eral

sen

ses

at a

tim

e. P

rovi

de o

ppor

tuni

ties

for

child

ren

to h

andl

e ro

cks,

sort

thro

ugh

dirt

,an

d po

ur w

ater

in o

rder

for

them

to le

arn

abou

t the

mat

eria

ls’ p

rope

rtie

s.

Obs

erva

tion

req

uire

s th

at c

hild

ren

focu

s th

eir

atte

ntio

n di

rect

ly o

n a

spec

ific

acti

vity

or

obje

ct a

nd h

ave

tim

e to

expe

rien

ce a

nd p

roce

ss t

he in

form

atio

n. B

ackg

roun

d ex

peri

ence

s, in

tere

sts,

and

cul

ture

aff

ect

how

long

chi

ldre

nsp

end

in o

bser

vati

on a

nd t

hei

r ea

gern

ess

to in

vest

igat

e, e

xplo

re, a

nd o

bser

ve p

heno

men

a.

Teac

hing

Sug

gest

ions

:•

Teac

h ch

ildre

n ho

w t

o ob

serv

e th

roug

h lo

okin

g, li

sten

ing,

tou

chin

g, t

asti

ng, s

mel

ling,

and

the

n di

scus

sing

the

irex

peri

ence

s. R

ecor

d ex

peri

ence

s in

a n

umbe

r of

way

s, in

clud

ing

usin

g a

tape

rec

orde

r, di

ctat

ing

a st

ory

abou

tth

e ex

peri

ence

, rol

e pl

ayin

g w

hat

hap

pene

d, o

r dr

awin

g a

pict

ure

and

expl

aini

ng w

hat

it r

epre

sent

s.•

Obs

erve

chi

ldre

n as

the

y ar

e in

volv

ed in

obs

erva

tion

s. Sh

ow y

ou a

re in

tere

sted

in t

heir

inve

stig

atio

n by

wat

chin

g w

hat

they

do

and

prov

idin

g su

ppor

t as

nee

ded.

•Ta

lk w

ith

child

ren

abou

t th

eir

expe

rien

ces.

Enco

urag

e th

em t

o de

scri

be t

hei

r ex

peri

ence

s: “

Wha

t ca

n yo

u te

ll m

eab

out

wat

er?

Can

you

tell

me

how

it fe

els?

How

it ta

stes

? W

hat i

t loo

ks li

ke?”

•Le

t ch

ildre

n sh

are

thei

r ob

serv

atio

ns w

ith

othe

rs.

They

may

dem

onst

rate

wha

t th

ey le

arne

d (e

.g., a

ct o

ut a

seed

’s g

row

th o

r a

clou

dbur

st) o

r si

mpl

y te

ll ab

out

thei

r ex

peri

ence

. Pro

vide

tim

e fo

r ch

ildre

n to

ask

eac

h ot

her

ques

tion

s.

Ad

apte

d fr

om H

olt,

B. (

1993

). S

cien

ce w

ith

youn

g ch

ildre

n (R

ev. e

d.).

Was

hing

ton,

DC

: N

atio

nal A

ssoc

iati

on fo

r th

e E

duc

atio

n of

You

ng C

hild

ren.


Texas Center


Handout # Lesson Plan 18

Targeted math and/or science concepts or skills

Discussion or Learning ConversationWrite three open-ended questions to help children understand the targetedconcepts or skills.

1.

2.

3.

(1 of 2)


Texas Center


Handout # Lesson Plan 18 (2 of 2)

Graphic Organizer

Learning CentersList materials, books, props, and literacy tools for two learning centers.

Transition Activities

1. 2.

NNNNoooo tttt

eeee ssss

1

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sIIII mmmm

pppp lllleeee mmmm

eeee nnnntttt iiii

nnnn gggg tttt

hhhh eeee

PPPP rrrr eeee

kkkk iiiinnnn dddd

eeee rrrrgggg aaaa

rrrr tttteeee nnnn

CCCCuuuu rrrr

rrrr iiiicccc uuuu

llll uuuummmm

GGGGuuuu iiii


eeee ssssffff oooo

rrrr MMMM

aaaa tttthhhh eeee

mmmmaaaa tttt

iiii ccccssss

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

NNNNoooo tttt

eeee ssss

2

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

•W

hat

are

the

Prek

inde

rgar

ten

Curr

icul

umG

uide

lines

for

Mat

hem

atic

s an

d Sc

ienc

e?

•W

hat

are

the

feat

ures

of e

ffec

tive

inst

ruct

ion

for

thes

e tw

o ar

eas?

•H

ow c

an y

ou im

plem

ent

the

Prek

inde

rgar

ten

Curr

icul

um G

uide

lines

for

Mat

hem

atic

s an

d Sc

ienc

e in

you

rcl

assr

oom

?

SSSS eeeessss ssss

iiii oooonnnn

OOOOvvvv eeee

rrrr vvvviiii eeee

wwww

NNNNoooo tttt

eeee ssss

3

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

Early

chi

ldho

od t

each

ers

repo

rt t

hey

feel

less

prep

ared

to

teac

h m

ath

and

scie

nce

than

oth

erar

eas

of t

he c

urri

culu

m.

The

foun

dati

on fo

r ch

ildre

n’s

mat

h an

d sc

ienc

e

deve

lopm

ent

is e

stab

lishe

d ea

rly.

SSSS eeeellll ffff

AAAAssss ssss

eeee ssssssss mmmm

eeee nnnntttt

H

ow c

an t

his

affe

ct c

lass

room

pra

ctic

e?

NNNNoooo tttt

eeee ssss

4

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

Div

ersi

ty

•The

thr

ee-

and

four

-yea

r-ol

d ch

ildre

n w

ho e

nter

you

rpr

ekin

derg

arte

n cl

assr

oom

s ha

ve d

iver

se k

now

ledg

ean

d ex

peri

ence

s.

•The

ir c

urre

nt k

now

ledg

e an

d sk

ills

serv

e as

a s

tart

ing

poin

t fo

r ne

w e

xper

ienc

es a

nd in

stru

ctio

n.

4

NNNNoooo tttt

eeee ssss

5

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

FFFF eeeeaaaa tttt

uuuu rrrreeee ssss

ooooffff

EEEE ffff ffff

eeee cccctttt iiii

vvvv eeee MMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

IIII nnnnssss tttt

rrrr uuuucccc tttt

iiii oooonnnn

•bui

ld o

n th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es,

•sca

ffol

d ch

ildre

n’s

lear

ning

,•a

ctiv

ely

enga

ge c

hild

ren

in m

ath

and

scie

nce

expe

rien

ces,

•mak

e co

nnec

tion

s ac

ross

con

tent

are

as, a

nd•m

onit

or c

hild

ren’

s pr

ogre

ss.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

NNNNoooo tttt

eeee ssss

6

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

AAAArrrr tttt

iiii ccccuuuu llll

aaaa tttteeee

wwwwhhhh aaaa

tttt 3333 -

--- aaaa nnnn

dddd 4444 -

--- yyyyeeee aaaa

rrrr ----oooo llll

dddd ssss nnnn

eeee eeeedddd

tttt oooo kkkk

nnnn oooowwww

aaaannnn dddd

bbbbeeee

aaaa bbbbllll eeee

tttt oooo

dddd oooo....

PPPP rrrr oooo

vvvv iiiidddd eeee

aaaa mmmm

eeee aaaannnn ssss

tttt oooo

aaaa lllliiii gggg

nnnn aaaa

pppp rrrreeee kkkk

iiii nnnndddd eeee

rrrr ggggaaaa rrrr

tttt eeeennnn

cccc uuuurrrr rrrr

iiii ccccuuuu llll

uuuu mmmm wwww

iiii tttthhhh

tttt hhhheeee

TTTT eeeexxxx aaaa

ssss EEEE ssss

ssss eeeennnn tttt

iiii aaaallll KKKK

nnnn oooowwww

llll eeeedddd gggg

eeee aaaa nnnn

dddd SSSS kkkk

iiii llll llllssss ....

AAAAssss ssss

iiii sssstttt

eeee dddduuuu cccc

aaaa ttttoooo rrrr

ssss iiii nnnn

mmmmaaaa kkkk

iiii nnnngggg

iiii nnnnffff oooo

rrrr mmmmeeee dddd

ddddeeee cccc

iiii ssssiiii oooo

nnnn ssss aaaa

bbbb oooouuuu tttt

cccc uuuurrrr rrrr

iiii ccccuuuu llll

uuuu mmmm cccc

oooo nnnntttt eeee

nnnn tttt aaaa

nnnn dddd iiii mmmm

pppp lllleeee mmmm

eeee nnnntttt aaaa

tttt iiii oooo nnnn

....

BBBBuuuu iiii

llll dddd oooo

nnnn tttt hhhh

eeeePPPP r

rrr eeeekkkk iiii

nnnn ddddeeee rrrr

gggg aaaarrrr tttt

eeee nnnn CCCC

uuuu rrrrrrrr iiii

cccc uuuullll uuuu

mmmm GGGG

uuuu iiiidddd eeee


NNNNoooo tttt

eeee ssss

7

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

“Cur

ricu

lum

is t

he w

ay c

onte

nt is

del

iver

ed: i

t in

clud

es t

he s

truc

ture

,or

gani

zati

on, b

alan

ce,

and

pres

enta

tion

of t

he c

onte

nt in

the

cla

ssro

om.”

N

atio

nal S

cien

ce E

duca

tion

Stan

dard

s, 19

96, p

. 22

The

guid

elin

es a

ddre

ss t

he c

onte

nt fo

r pr

esch

ool c

hild

ren

to le

arn

and

the

acco

mpl

ishm

ents

tha

t th

ey c

an a

chie

ve.

•Fi

ne A

rts

•H

ealth

and

Saf

ety

•Pe

rson

al a

nd S

ocia

l Dev

elop

men

t•

Phys

ical

Dev

elop

men

t•

Tech

nolo

gy A

pplic

atio

ns

•La

ngua

ge a

nd E

arly

Lit

erac

y•

Mat

hem

atic

s •

Scie

nce

•So

cial

Stu

dies

BBBBuuuu iiii

llll dddd oooo

nnnn tttt hhhh

eeeePPPP r

rrr eeeekkkk iiii

nnnn ddddeeee rrrr

gggg aaaarrrr tttt

eeee nnnn CCCC

uuuu rrrrrrrr iiii

cccc uuuullll uuuu

mmmm GGGG

uuuu iiiidddd eeee


NNNNoooo tttt

eeee ssss

8

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

3rdWWWW

aaaa llllkkkk

tttt hhhheeee

RRRRoooo oooo

mmmm////

GGGGiiii vvvv

eeee OOOO

nnnn eeee---- MMMM

iiii nnnnuuuu tttt

eeee PPPP r

rrr eeeessss eeee

nnnn ttttaaaa tttt

iiii oooonnnn

EEEE xxxx pppp

eeee rrrrtttt

GGGGrrrr oooo

uuuu pppp DDDD

iiii sssscccc uuuu

ssss ssssiiii oooo

nnnn ssss

#1111

NNNNuuuu mmmm

bbbb eeeerrrr ssss

aaaannnn dddd

OOOOpppp eeee

rrrr aaaatttt iiii

oooo nnnnssss

#### 2222

PPPP aaaa tttt

tttt eeeerrrr nnnn

ssss#### 3333

GGGG

eeee oooommmm

eeee ttttrrrr yyyy

aaaannnn dddd

SSSSpppp aaaa

tttt iiiiaaaa llll

SSSSeeee nnnn

ssss eeee#### 4444

MMMM

eeee aaaassss uuuu

rrrr eeeemmmm

eeee nnnntttt

#### 5555

CCCC llll aaaa

ssss ssssiiii ffff i

iii ccccaaaa tttt

iiii oooonnnn ////

DDDDaaaa tttt

aaaa CCCC o

ooo llllllll eeee

cccc ttttiiii oooo

nnnn#### 6666

SSSS cccc

iiii eeeennnn cccc

eeee PPPP rrrr

oooo cccceeee ssss

ssss eeeessss

#### 7777

SSSS cccciiii eeee

nnnn cccceeee

CCCC oooo nnnn

cccc eeeepppp tttt

ssss

1stFFFF oooo

rrrr mmmm BBBB

aaaa sssseeee

GGGGrrrr oooo

uuuu ppppssss

BBBBuuuu iiii

llll dddd oooo

nnnn tttt hhhh

eeeePPPP r

rrr eeeekkkk iiii

nnnn ddddeeee rrrr

gggg aaaarrrr tttt

eeee nnnn CCCC

uuuu rrrrrrrr iiii

cccc uuuullll uuuu

mmmm GGGG

uuuu iiiidddd eeee


2nd

NNNNoooo tttt

eeee ssss

9

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

sSSSS cccc

aaaa ffffffff oooo

llll dddd CCCC

hhhh iiiillll dddd


ssss LLLL eeee

aaaa rrrrnnnn iiii

nnnn ggggAAAAmmmmoooouuuunnnntttt ooooffff SSSSuuuuppppppppoooorrrrtttt

CCCC oooo nnnn

cccc eeeepppp tttt

ssss

Texa

s Ce

nter

for

Rea

ding

and

Lang

uage

Art

s

NNNNoooo tttt

eeee ssss

10

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

SSSS ccccaaaa ffff

ffff oooollll dddd

CCCChhhh iiii

llll ddddrrrr eeee


LLLL eeeeaaaa rrrr

nnnn iiiinnnn gggg

•EEEExxxx pppp

llll aaaaiiii nnnn

iiii nnnngggg

•MMMMoooo dddd

eeee lllliiii nnnn

gggg

•VVVVeeee rrrr

iiii ffffyyyy iiii

nnnn gggg aaaa

nnnn dddd cccc

llll aaaarrrr iiii

ffff yyyyiiii nnnn

gggg

Teac

hers

sca

ffol

d in

stru

ctio

n by

:

NNNNoooo tttt

eeee ssss

11

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

Prov

ide

oppo

rtun

itie

s fo

r ch

ildre

n to

:

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE n

nnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

EEEE xxxxpppp eeee

rrrr iiiieeee nnnn

cccc eeeessss

•inv

esti

gate

and

sol

ve p

robl

ems,

•obs

erve

, cou

nt, m

easu

re, c

ompa

re, a

ndcl

assi

fy,

•exp

lore

pat

tern

s, sh

apes

, num

bers

, and

spa

ce,

•gat

her

and

orga

nize

info

rmat

ion,

and

•com

mun

icat

e fin

ding

s.

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

NNNNoooo tttt

eeee ssss

12

Texa

s Ce

nter

for

Rea

ding

and

Lang

uag

e A

rts

AAAAcccc tttt

iiii vvvveeee llll

yyyy EEEE

nnnn ggggaaaa gggg

eeee CCCC h

hhh iiiillll dddd

rrrr eeeennnn

iiii nnnnMMMM

aaaa tttthhhh

aaaa nnnndddd

SSSS cccciiii eeee

nnnn cccceeee

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14

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hem

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17

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18

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20

Texa

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Texa

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Rea

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Texa

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Texa

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Texa

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35

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36

Texa

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uag

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Lang

uage

and

Ear

ly L

itera

cy (L

/EL

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H

ealth

and

Saf

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(H/

S)M

athe

mat

ics

(M)

Pers

onal

/So

cial

Dev

elop

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)Ph

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PD)

Soci

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tudi

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S)Te

chno

logy

App

licat

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(TA

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ne A

rts

(FA

)

1. Build on the Pre-K Guidelines

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int

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ecog

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s an

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prod

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sim

ple

patt

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2. Scaffold children’s learning

Texa

s Ce

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ding

and

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rts

3. Actively engage children

4. Make connections across content areas

5. Monitor progress

L/EL

-10

L/EL

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ttin

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37

Texa

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ding

and

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Cent

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CONTENTS

Prekindergarten Curriculum Guidelines............. 1

Language and Early Literacy ............................. 2

Mathematics ...................................................... 8

Science.............................................................11

Social Studies...................................................13

Fine Arts ..........................................................16

Health and Safety .............................................18

Personal and Social Development.....................20

Physical Development ......................................21

Technology Applications..................................23

Acknowledgments ............................................24

PREKINDERGARTENCURRICULUM GUIDELINES

Research confirms the value of early education for young children. Prekindergartenprograms that support effective teaching practices have been shown to lead to importantgrowth in children’s intellectual and social development, which is critical to their futureacademic success. Quality programs that provide challenging but achievable curriculumengage children in thinking, reasoning, and communicating with others. With teacherdirection and guidance, children respond to the challenge and acquire important skills andconcepts.

The purpose of this document is to help educators make informed decisions aboutcurriculum content for prekindergarten children. The guidelines are based on knowledgeof theory and research about how children develop and learn; they reflect the growingconsensus among early childhood professional organizations that a greater emphasis beplaced on young children’s conceptual learning, acquisition of basic skills, andparticipation in meaningful and relevant learning experiences. The guidelines alsodelineate the content that children are to learn and what they should be able to achieve.Finally, the guidelines provide a means to align the prekindergarten programs with theTexas Essential Knowledge and Skills (TEKS).

The guidelines describe specific goals for prekindergarten children in each content area.The intent of this organizational design is to ensure that all three- and four-year-oldchildren have the opportunity to strive towards these goals. Due to age differences andprevious experiences, however, children will have a great diversity of knowledge. Somechildren, regardless of their age level, will be at the beginning of the learning continuum,while others will be further along. Children with disabilities may need accommodationsand modifications of the guidelines in order to benefit from them. For children whosefirst language is not English, the student’s native language serves as a foundation forknowledge acquisition. Students in a prekindergarten English as a Second Language(ESL) program should receive instruction in a manner they can understand and that iscommensurate with their proficiency level in English. Children’s current strengths andskills should serve as the starting point for new experiences and instruction rather thanbecome a limitation. To use these guidelines to the best advantage and to extend thelearning of skills and concepts, teachers must build on children’s existing competencies.

These guidelines are important tools to help teachers define and implement acomprehensive curriculum. Such a curriculum helps to build connections between subjectmatter disciplines by organizing the large amounts of information children must learninto a set of meaningful concepts. Using concepts from the guidelines, teachers can workacross disciplines to provide many opportunities for children to achieve knowledge andskills.___________________________________________________________________________

This document presents the commissioner’s guidelines for prekindergarten curriculum.Because there is no state-required prekindergarten curriculum, use of these guidelines is

voluntary. Texas Education Code § 29.153 contains statutory requirements concerningprekindergarten.

Prekindergarten Guidelines

Language and Early Literacy

During the prekindergarten years, children’s experiences with communication and literacybegin to form the basis for their later school success. Given adequate opportunities to interactwith responsive adults and peers in language and print-rich environments, young childrendevelop vocabulary, extended language skills, and knowledge of the world around them.They develop listening comprehension and phonological awareness; understanding of theeveryday functions of print; motivation to read; appreciation for literary forms; and printawareness and letter knowledge. They learn what books are and how to use them.Understanding the value of literacy as a means of communication, as well as coming to enjoyreading, are accomplishments typical of the future good reader. These language and literacyaccomplishments are best achieved through activities that are integrated across differentdevelopmental areas: cognitive development, fine and gross motor development, and socialand emotional development. It is important to consider native language, augmentativecommunication, and sensory impairments in accomplishing these guidelines.

Prekindergarten educators should provide opportunities to promote language and literacylearning in children who speak a language other than English. Except where specified, thefollowing guidelines outline language and literacy accomplishments for three- and four-year-old children in their native language. For students whose first language is other than English,the native language serves as the foundation for English language acquisition. Specificguidelines for the language and literacy development of prekindergarten children whose homelanguage is not English in English-only settings appear below in each domain.

Language and Early Literacy Development

(1) Listening Comprehension

Prekindergarten-aged children are able to comprehend what they hear in conversations and instories read aloud with increasing accuracy, though three-year-old children may respond insingle words or brief phrases to some questions, especially “why,” “how,” and “when”questions. Children demonstrate understanding through their questions, comments, andactions. Prekindergarten children in English as Second Language (ESL) settings listenpurposefully to English-speaking teachers and peers to gather information about their newlanguage.

The child:

• listens with increasing attention

• listens for different purposes (e.g., to learn what happened in a story, to receiveinstructions, to converse with an adult or a peer)

• understands and follows simple oral directions• enjoys listening to and responding to books

• listens to and engages in several exchanges of conversations with others• listens to tapes and records, and shows understanding through gestures, actions, and/or

language• listens purposefully to English-speaking teachers and peers to gather information and

shows some understanding of the new language being spoken by others (ESL).

(2) Speech Production and Speech Discrimination

Young children must learn to vocalize, pronounce, and discriminate the sounds and words oflanguage. Although most children in prekindergarten can accurately perceive the differencebetween similar-sounding words, they continue to acquire new sounds and may mispronouncewords quite often in their own speech. The ability to produce certain speech sounds such as/s/ and /r/ improves with age. Just as infants and toddlers develop control over the sounds oftheir first language, young children in ESL settings gradually learn to pronounce the sounds ofthe English language.

The child:

• perceives differences between similar sounding words (e.g., “coat” and “goat,” “three”and “free,” [Spanish] “juego” and “fuego”)

• produces speech sounds with increasing ease and accuracy• experiments with new language sounds• experiments with and demonstrates growing understanding of the sounds and

intonation of the English language (ESL).

(3) Vocabulary

Prekindergarten children experience rapid growth in their understanding of words and wordmeanings. Vocabulary knowledge reflects children’s previous experiences and growingknowledge of the world around them and is one of the most important predictors of laterreading achievement. As children learn through experiences, they develop concepts, acquirenew words, and increasingly refine their understanding of words they already know.

The child:

• shows a steady increase in listening and speaking vocabulary

• uses new vocabulary in everyday communication• refines and extends understanding of known words

• attempts to communicate more than current vocabulary will allow, borrowing andextending words to create meaning

• links new learning experiences and vocabulary to what is already known about atopic

• increases listening vocabulary and begins to develop a vocabulary of object namesand common phrases in English (ESL).

(4) Verbal Expression

Effective communication requires that children use their knowledge of vocabulary, grammar,and sense of audience to convey meaning. Three- and four-year-old children becomeincreasingly adept at using language to express their needs and interests, to play and pretend,and to share ideas. Children’s use of invented words and the overgeneralization of languagerules (for example, saying “foots” instead of “feet” or [Spanish]“yo no cabo” instead of “yono quepo”) is a normal part of language acquisition. Second language learners in English-only prekindergarten settings may communicate nonverbally (e.g., through gestures) beforethey begin to produce words and phrases in English. The ESL accomplishments noted belowrepresent a developmental sequence for second-language acquisition in young children.

The child:

• uses language for a variety of purposes (e.g., expressing needs and interests)

• uses sentences of increasing length (three or more words) and grammaticalcomplexity in everyday speech

• uses language to express common routines and familiar scripts• tells a simple personal narrative, focusing on favorite or most memorable parts• asks questions and makes comments related to the current topic of discussion

• begins to engage in conversation and follows conversational rules (e.g., staying ontopic and taking turns)

• begins to retell the sequence of a story• engages in various forms of nonverbal communication with those who do not

speak his/her home language (ESL)• uses single words and simple phrases to communicate meaning in social situations

(ESL)• attempts to use new vocabulary and grammar in speech (ESL).

(5) Phonological Awareness

Phonological awareness is an auditory skill that involves an understanding of the sounds ofspoken words. It includes recognizing and producing rhymes, dividing words into syllables,and identifying words that have the same beginning, middle, or ending sounds. Phonologicalawareness represents a crucial step toward understanding that letters or groups of letters canrepresent phonemes or sounds (i.e., the alphabetic principle). This understanding is highlypredictive of success in beginning reading. Some basic proficiency in English may beprerequisite to the development of phonological awareness in English for second-languagelearners.

The child:

• becomes increasingly sensitive to the sounds of spoken words• begins to identify rhymes and rhyming sounds in familiar words, participates in

rhyming games, and repeats rhyming songs and poems• begins to attend to the beginning sounds in familiar words by identifying that the

pronunciations of several words all begin the same way (e.g., “dog,” “dark,” and“dusty,” [Spanish] “casa,” “coche,” and “cuna” )

• begins to break words into syllables or claps along with each syllable in a phrase• begins to create and invent words by substituting one sound for another (e.g.,

bubblegum/gugglebum, [Spanish] calabaza/balacaza).

(6) Print and Book Awareness

Through their daily experiences with reading and writing, prekindergarten children learn basicconcepts about print and how it works. They learn that print carries meaning and can be usedfor different purposes. They begin to differentiate writing from other graphic symbols andrecognize some of the common features of print (for example, that writing moves from left toright on a page and is divided into words).

The child:

• understands that reading and writing are ways to obtain information andknowledge, generate and communicate thoughts and ideas, and solve problems

• understands that print carries a message by recognizing labels, signs, and otherprint forms in the environment

• understands that letters are different from numbers• understands that illustrations carry meaning but cannot be read• understands that a book has a title and an author

• begins to understand that print runs from left to right and top to bottom• begins to understand some basic print conventions (e.g., the concept that letters are

grouped to form words and that words are separated by spaces)• begins to recognize the association between spoken and written words by

following the print as it is read aloud

• understands that different text forms are used for different functions (e.g., lists forshopping, recipes for cooking, newspapers for learning about current events, lettersand messages for interpersonal communication).

(7) Letter Knowledge and Early Word Recognition

Letter knowledge is an essential component of learning to read and write. Knowing howletters function in writing and how these letters connect to the sounds children hear in wordsis crucial to children’s success in reading. Combined with phonological awareness, letterknowledge is the key to children’s understanding of the alphabetic principle. Children willuse this sound/letter connection to begin to identify printed words.

The child:

• begins to associate the names of letters with their shapes

• identifies 10 or more printed alphabet letters• begins to notice beginning letters in familiar words

• begins to make some letter/sound matches• begins to identify some high-frequency words (age 4).

(8) Motivation to Read

Prekindergarten children benefit from classroom environments that associate reading withpleasure and enjoyment as well as learning and skill development. These early experienceswill come to define their assumptions and expectations about becoming literate and influencetheir motivation to work toward learning to read and write.

The child:

• demonstrates an interest in books and reading through body language and facialexpressions

• enjoys listening to and discussing storybooks and information books read aloud• frequently requests the re-reading of books

• attempts to read and write independently• shares books and engages in pretend-reading with other children• enjoys visiting the library.

(9) Developing Knowledge of Literary Forms

Exposure to storybooks and information books helps prekindergarten children becomefamiliar with the language of books and story forms. Children develop concepts of storystructure and knowledge about informational text structures, which influences how theyunderstand, interpret, and link what they already know to new information.

The child:

• recognizes favorite books by their cover• selects books to read based on personal criteria

• understands that books and other print resources (e.g., magazines, computer-basedtexts) are handled in specific ways

• becomes increasingly familiar with narrative form and its elements by identifyingcharacters and predicting events, plot, and the resolution of a story

• begins to predict what will happen next in a story

• imitates the special language in storybooks and story dialogue, and uses it inretellings and dramatic play [(such as “Once upon a time…”)]

• asks questions and makes comments about the information and events from books• connects information and events in books to real-life experiences

• begins to retell some sequences of events in stories• shows appreciation of repetitive language patterns.

(10) Written Expression

Prekindergarten-aged children generate hypotheses about how written language works andbegin to explore the uses of writing for themselves. They also begin to ask adults to writesigns and letters for them. Through these early writing experiences, young children developinitial understandings about the forms, features, and functions of written language. Over time,children’s writing attempts more closely approximate conventional writing.

The child:

• attempts to write messages as part of playful activity

• uses known letters and approximations of letters to represent written language(especially meaningful words like his/her name and phrases such as “I love you”or [Spanish] “ Te quiero”)

• attempts to connect the sounds in a word with its letter forms• understands that writing is used to communicate ideas and information

• attempts to use a variety of forms of writing (e.g., lists, messages, stories)• begins to dictate words, phrases, and sentences to an adult recording on paper

(e.g., “letter writing,” “storywriting”).


Mathematics

Mathematics learning builds on children’s curiosity and enthusiasm, and challenges childrento explore ideas about patterns and relationships, order and predictability, and logic andmeaning. Consequently, quality instruction occurs in environments that are rich in language,encourage children’s thinking, and nurture children’s explorations and ideas. These ideasinclude the concepts of number pattern, measurement, shape, space, and classification.

(1) Number and Operations

Understanding the concept of number is fundamental to mathematics. Children come toschool with rich and varied informal knowledge of number. A major goal is to build on thisinformal base toward more thorough understanding and skills. Children move from beginningto develop basic counting techniques in prekindergarten to later understanding number size,relationships, and operations.

The child:

• arranges sets of concrete objects in one-to-one correspondence• counts by ones to 10 or higher

• counts concrete objects to five or higher• begins to compare the numbers of concrete objects using language (e.g., “same” or

“equal,” “one more,” “more than,” or “less than”)• begins to name “how many” are in a group of up to three (or more) objects without

counting (e.g., recognizing two or three crayons in a box)• recognizes and describes the concept of zero (meaning there are none)

• begins to demonstrate part of and whole with real objects (e.g., an orange)• begins to identify first and last in a series

• combines, separates, and names “how many” concrete objects.

(2) Patterns

Recognizing patterns and relationships among objects is an important component in children’sintellectual development. Children learn to organize their world by recognizing patterns andgradually begin to use patterns as a strategy for problem-solving, forming generalizations, anddeveloping the concepts of number, operation, shape, and space. Pattern recognition is thefirst step in the development of algebraic thinking.

The child:

• imitates pattern sounds and physical movements (e.g., clap, stomp, clap, stomp,…)

• recognizes and reproduces simple patterns of concrete objects (e.g., a string ofbeads that are yellow, blue, blue, yellow, blue, blue)

• begins to recognize patterns in their environment (e.g., day follows night, repeatedphrases in storybooks, patterns in carpeting or clothing)

• begins to predict what comes next when patterns are extended.

(3) Geometry and Spatial Sense

Geometry helps children systematically represent and describe their world. Children learn toname and recognize the properties of various shapes and figures, to use words that indicatedirection, and to use spatial reasoning to analyze and solve problems.

The child:

• begins to recognize, describe, and name shapes (e.g., circles, triangles,rectangles—including squares)

• begins to use words that indicate where things are in space (e.g., “beside,”“inside,” “behind,” “above,” “below”)

• begins to recognize when a shape’s position or orientation has changed• begins to investigate and predict the results of putting together two or more shapes

• puts together puzzles of increasing complexity.

(4) Measurement

Measurement is one of the most widely used applications of mathematics. Early learningexperiences with measurement should focus on direct comparisons of objects. Children makedecisions about size by looking, touching, and comparing objects directly while buildinglanguage to express the size relationships.

The child:

• covers an area with shapes (e.g., tiles)• fills a shape with solids or liquids (e.g., ice cubes, water)

• begins to make size comparisons between objects (e.g., taller than, smaller than)• begins to use tools to imitate measuring

• begins to categorize time intervals and uses language associated with time ineveryday situations (e.g., “in the morning,” “after snack”)

• begins to order two or three objects by size (seriation) (e.g., largest to smallest)(age 4).

(5) Classification and Data Collection

Children use sorting to organize their world. As children recognize similarities anddifferences, they begin to recognize patterns that lead them to form generalizations. As theybegin to use language to describe similarities and differences, they begin sharing their ideasand their mathematical thinking. Children can be actively involved in collecting, sorting,organizing, and communicating information.

The child:

• matches objects that are alike

• describes similarities and differences between objects• sorts objects into groups by an attribute and begins to explain how the grouping

was done• participates in creating and using real and pictorial graphs.


Science

Young children are natural scientists. They are eager to discover all they can about the worldin which they live. In prekindergarten, children participate in simple investigations that helpthem begin to develop the skills of asking questions, gathering information, communicatingfindings, and making informed decisions. Using their own senses and common tools, such asa hand lens, students make observations and collect information. Through these processes,prekindergarten children learn about their world.

Children enter the prekindergarten classroom with many conceptions about the natural andconstructed world-ideas that they have gained from prior experiences. Meaningful sciencelearning experiences help children investigate those pre-existing ideas while building afoundation for additional knowledge. These meaningful experiences increase children'sunderstanding of the natural world, living things, cycles, change, and patterns—concepts thatorganize the learning of science.

(1) Science Processes

Children use the processes of science to develop an understanding about their world. Theyuse their senses to gather information, make tentative statements about events andrelationships, and begin to test observations, draw conclusions, and form generalizations.Children learn by participating in a simple investigation (for example, adding water to a dried-up sponge), and then thinking about it, and finally discussing what happened. This inquiryapproach enables students to build understanding over time.

The child:

• begins to demonstrate safe practices and appropriate use of materials

• asks questions about objects, events, and organisms• shows an interest in investigating unfamiliar objects, organisms, and phenomena

• uses one or more senses to observe and learn about objects, events, and organisms• describes observations

• begins to perform simple investigations• gathers information using simple tools such as a magnifying lens and an

eyedropper• explores by manipulating materials with simple equipment, (e.g., pouring from a

cup, and using a spoon to pick up sand or water)• uses simple measuring devices to learn about objects and organisms

• compares objects and organisms and identifies similarities and differences• sorts objects and organisms into groups and begins to describe how groups were

organized• begins to offer explanations, using his or her own words

• predicts what will happen next based on previous experience

• solves simple design problems (e.g., making a box into a little house for astorybook character, toy, or pet)

• participates in creating and using simple data charts• shares observations and findings with others through pictures, discussions, or

dramatizations.

(2) Science Concepts

As prekindergarten children learn science skills, they develop concepts about the natural andconstructed environment. They identify components of the natural world including rocks,soil, and water. Children observe and describe changes, and they name organisms anddescribe basic needs of living things. Prekindergarten children observe cycles (for example,wet and dry) and structures (such as fences or buildings) and describe simple patterns thathelp predict what will happen next. They compare and sort objects and organisms based onobservable differences and similarities. The children begin using what they know to solveproblems, such as where to hang a wet cloth so it will dry quickly. The prekindergartenchildren can also develop an awareness that investigations help them learn about the naturalworld, that certain questions can be answered by investigations, and that those answers canchange as new observations are made.

The child:

• observes and describes properties of rocks, soil, and water• describes properties of objects and characteristics of living things

• begins to observe changes in size, color, position, weather, and sound• identifies animals and plants as living things

• groups organisms and objects as living or nonliving and begins to identify thingspeople have built

• begins to recognize that living things have similar needs for water, food, and air• begins to identify what things are made of (e.g., distinguishing a metal spoon from

a plastic spoon)

• uses patterns (such as growth and day following night to predict what happensnext)

• identifies similarities and differences among objects and organisms• begins to use scientific words and phrases to describe objects, events, and living

things.


Social Studies

Social studies concentrate on the nature of people and their world, the heritage of the past, andcontemporary living and culture. The social studies are both integral to young children’s livesand of great interest to them. Driven by a desire to know and achieve mastery over self andtheir environment, children are eager to gain understanding of the many aspects of theircultural and environmental world. Through social studies, children begin to develop the self-understanding that will serve as a foundation for learning about others and the world aroundthem.

Although all aspects of education have the goal of preparing children to become contributingmembers of society, social studies are particularly well suited to foster the skills and attitudesnecessary for participation in a democracy. Skills such as problem-solving, decision-making,and working independently and with others in a classroom prepare children to become fullyfunctioning citizens.

(1) Individual, Culture, and Community

All children live in some type of group or social organization. Prekindergarten children mustlearn the skills of communicating, sharing, cooperating, and participating with others. Theseindividual skills are necessary for all groups to function successfully and fairly. The betterchildren are able to understand others, the more they will feel a sense of community andconnection with other people and with their world.

The child:

• shares ideas and takes turns listening and speaking• cooperates with others in a joint activity

• identifies and follows classroom rules• participates in classroom jobs and contributes to the classroom community

• identifies similarities among people like himself/herself and classmates as well asamong himself/herself and people from other cultures

• begins to examine a situation from another person’s perspective.

(2) History

Prekindergarten children are aware of time and begin to organize their lives around it. Three-and four-year-old children learn to depend on events and routines that occur in a regular andpredictable order. They begin to understand past events and how these events relate topresent and future activities, demonstrating evidence of their growing understanding of time,change, and continuity.

The child:

• identifies common events and routines (e.g., snack time, storytime)

• begins to categorize time intervals using words (e.g., “today,” “tomorrow,” “nexttime”)

• recognizes changes in the environment over time (e.g., growth, seasonal changes)• connects past events to current events (e.g., linking yesterday’s activity with what

will happen today)• begins to understand cause-and-effect relationships (e.g., if one goes outside in the

rain, one will get wet).

(3) Geography

Geographic thinking for young children begins with the concepts of location and direction.Children use directions to locate their relative position in space and to locate their home andschool in their community. They learn to recognize common features in their immediateenvironment and begin to represent them symbolically through drawings and constructions.

The child:

• identifies common features in the home and school environment (e.g., the library,the playground)

• creates simple representations of home, school, or community through drawings orblock constructions

• begins to use words to indicate relative location (e.g., “front,” “back,” “near,”“far”)

• identifies common features of the local landscape (e.g., houses, buildings, streets).

(4) Economics

In prekindergarten, children learn about the world of work in their community. They explorethe roles and relationships of consumers and producers, and become aware that peopleproduce services as well as goods. Children learn that their community benefits from manydifferent people working in many different ways.

The child:

• understands the basic human needs of all people for food, clothing, and shelter

• understands the roles, responsibilities, and services provided by communityworkers

• becomes aware of what it means to be a consumer.


Fine Arts

Young children express their ideas, thoughts, and feelings using a variety of symbols.Through their art, music, and dramatic play, children actively engage in representing whatthey know and how they think, using problem-solving strategies to express ideas in differentforms. The fine arts enhance children’s ability to interpret symbols and are associated withgrowth in all areas of development, including academic learning.

(1) Art

Children explore a wide variety of materials and make discoveries about color, shape, andtexture through art experiences. They learn to express what they know and begin to recognizehow others express themselves through art. They also begin to gain control of fine-motormuscles and practice hand-eye coordination.

The child:

• uses a variety of materials (e.g., crayons, paint, clay, markers) to create originalwork

• uses different colors, surface textures, and shapes to create form and meaning

• begins to use art as a form of self-expression• shares ideas about personal artwork

• begins to show interest in the artwork of others.

(2) Music

Three- and four-year-old children express themselves through singing and movement, and byplaying simple instruments. Like art, music is a form of experiencing, learning, andcommunicating with others. Children learn to experiment with music concepts, volume,tempo, and sound. They begin to appreciate different types of music.

The child:

• participates in classroom music activities

• begins to sing a variety of simple songs• begins to play classroom instruments

• begins to respond to music of various tempos through movement• begins to distinguish among the sounds of several common instruments.

(3) Dramatic Play

Creative drama in prekindergarten involves young children in expressive and spontaneousproductions. Children demonstrate their unique interpretation to music, songs, and storiesthrough movement and dramatic experiences. These experiences contribute to children’sability to communicate more effectively and engage in cooperative activity with others.

The child:

• expresses feelings through movement• begins to create or recreate stories, moods, or experiences through dramatic

representations• begins to engage in dramatic play with others.


Health and Safety

Young children learn health-promoting habits and routines in prekindergarten. In these earlyyears, they develop basic concepts, attitudes, and skills about nutrition, safety, hygiene, andphysical activity that contribute to their well being. Children’s experiences with their healthand discovery of ways to improve it enhance their desire and ability to make wise decisionsfor healthy living in the future.

(1) Health

Health education includes personal hygiene and nutrition education. Children learn thatregular hygiene routines and good nutrition are important to their health.

The child:

• becomes aware of routine healthy behaviors (e.g., brushing teeth)• begins to follow health-promoting routines (e.g., washing hands)• begins to understand the need for exercise and rest

• refines use of eating utensils• begins to recognize and select healthy foods

• prepares simple healthy snacks.

(2) Safety

Prekindergarten children acquire everyday routines and procedures to remain safe and avoidinjury. They learn about fire, traffic, environmental and personal safety, and what to do inemergency situations.

The child:

• recognizes the danger of fire and learns to treat fire with caution• responds appropriately during a fire drill

• knows how to seek help in an emergency• knows how to cross a street safely

• recognizes the symbol for poison• knows never to eat substances that are not food

• recognizes the danger of poisonous substances, including drugs• knows not to talk to, accept rides from, or take treats from strangers• knows how to get help from a parent and/or trusted adult when made to feel

uncomfortable or unsafe by another person/adult• knows never to take medicine unless it is administered by an adult

• knows about safe behavior around bodies of water (e.g., pools, lakes).


Personal and Social Development

Prekindergarten children develop personal and social skills that enable them to function wellwithin the social setting of the classroom. Children develop a sense of who they are and theircapabilities, and establish positive relationships with others, which enables them to effectivelyparticipate in class and community and accomplish meaningful tasks.

(1) Personal Development

Children develop a sense of self in prekindergarten. They begin to show initiative in learningand begin to take greater responsibility for their own behavior. They learn to channel theirenergies in ways that promote effective learning experiences.

The child:

• develops a sense of personal space• expresses interests and self-direction in learning• begins to show self-control by following classroom rules

• begins to be responsible for individual behavior and actions• begins to show greater ability to control intense feelings (e.g., anger).

(2) Social Development

Children develop interpersonal and social skills for communicating with others. They learnalternatives for resolving conflicts and communicating their needs and feelings verbally, andthey begin to develop and maintain productive relationships with other children.

The child:

• begins to share and cooperate with others in group activities

• respects other people’s space and personal belongings• begins to develop friendships with others

• begins to express thoughts, feelings, and ideas through language as well as throughgestures and actions

• responds to the suggestions of others.


Physical Development

Movement is at the center of young children’s lives. Prekindergarten children participate inexperiences that foster fundamental motor and movement skills, such as walking and running,which are necessary for participation in games and sports throughout life. They begin todevelop gross motor skills that involve throwing, catching, and kicking, and fine motor skillsthat involve greater precision and accuracy of movement.

(1) Physical Movement

Children explore their physical space and understand how their bodies function in spacethrough active movement experiences. They become more skillful and expressive in theirmovement from one point in space to another through running, jumping, hopping, andskipping movements.

The child:

• explores moving in space• shows an awareness of name, location, and relationship of body parts• moves within a space of defined boundaries, changing body configuration to

accommodate the space• becomes more able to move from one space to another in different ways (e.g.,

running, jumping, hopping, skipping)• becomes more able to move in place (e.g., axial movements such as reaching,

twisting, turning, and bending)• begins to move in rhythm

• begins to participate in group games involving movement (e.g., Duck, Duck,Goose).

(2) Gross-Motor Development

Gross-motor development requires thought and deliberate movement. Three- and four-year-old children develop greater control of gross-motor manipulative movements that involvegiving force to objects and receiving force from objects. Throwing, catching, bouncing, andkicking are fundamental gross-motor manipulative skills.

The child:

• begins to throw or kick an object in a particular direction• begins to play catch with a bean bag or a large ball

• bounces a large ball and catches it• begins to coordinate arms and legs (e.g., swinging, stretching).

(3) Fine-Motor Development

Fine-motor manipulative movements involve object-handling activities that emphasize motorcontrol, precision, and accuracy of movement. Using a computer mouse, cutting withscissors, and drawing are the foundational skills needed for the demands of handwriting andother small-motor skills in later school years.

The child:

• begins to develop pincer control in picking up objects (e.g., weaving, touchingsmall objects)

• begins to practice self-help skills (e.g., zipping, buttoning)• begins to hold writing tools with fingers instead of with a fist

• begins to manipulate play objects that have fine parts• begins to use scissors.


Technology Applications

Young children have much to gain from use of technology. In prekindergarten, they expandtheir ability to acquire information, solve problems, and communicate with others. Regularaccess and exposure to computers and related technology can enhance this learning. Childrenuse engaging, age-appropriate, and challenging software, and technology to extend theirknowledge and to enrich their learning of curriculum content and concepts. Thesetechnologies serve as important learning tools and are integrated throughout the instructionalprogram.

Children learn the basic functions of the computer and related technologies. They developtechniques for handling and controlling various input devices, and become increasinglyconfident and independent users of age-appropriate software programs.

The child:

• starts, uses, and exits software programs

• uses a variety of input devices, such as mouse, keyboard, voice/sound recorder, ortouch screen

• begins to use technical terminology, such as “mouse,” “keyboard,” “printer,”“CD-ROM”

• follows basic oral or pictorial cues for operating programs successfully

• enjoys listening to and interacting with storybooks and information texts (e.g.,multimedia encyclopedia) in electronic forms

• uses a variety of software packages with audio, video, and graphics to enhancelearning experiences (e.g., improving vocabulary, increasing phonologicalawareness).

ACKNOWLEDGMENTS

WORK GROUP MEMBERS

ELSA CARDENAS-HAGAN, Owner NELL CARVELL, DirectorValley Speech and Language Center Learning Therapy ProgramBrownsville, Texas Southern Methodist University

Dallas, TexasMICHAEL HINOJOSA, SuperintendentHays Consolidated I.S.D. PAULA JONES, DirectorBuda, Texas Federal Programs

Lubbock I.S.D.DR. REBECCA PALACIOS, Professor Lubbock, TexasTexas A & M Corpus ChristiEarly Childhood Development Center B. ALEXANDER “SANDY” KRESSCorpus Christi, Texas Attorney at Law

Akin, Gump, Strauss, Hauer & Field,DR. SUSAN LANDRY, Professor L.L.P.University of Texas Health Science Center Austin, TexasHouston, Texas

KATHERINE (TADDIE) KELLYDR. CHARLOTTE J. PARKER, Principal Early Childhood CoordinatorRoosevelt Elementary Waco I.S.D.Houston, Texas Waco, Texas

GRACIELA PEREZ, Prekindergarten Teacher PHYLLIS PARKER, DirectorWoodstone Elementary Elementary SchoolsSan Antonio, Texas Garland I.S.D.

Garland, TexasLIZ QUINTELA, Bilingual/ESL TeacherEctor County I.S.D. JACQUIE PORTEROdessa, Texas Prekindergarten Specialist

Austin I.S.D.LYNN STEAKLEY, Teacher Austin, TexasCasis ElementaryAustin, Texas DR. SUE WORTHAM, Professor

Early Childhood EducationAL STEWART University of Texas at San AntonioPreschool Consultant Wimberley, TexasRegion X Education Service CenterRichardson, Texas

PROFESSIONALORGANIZATIONS

AND FOCUS GROUPHOSTS

Texas Association of Administrators and SupervisorsOf Programs for Young Children (TAASPYC)

Sidney Roach, PresidentPaula Jones, Past President

Kindergarten Teachers of Texas (KToT)Frankie Jarrell, President

Texas Association for the Education of Young Children (TAEYC)Chris Webster, President

Texas Elementary Principals and Supervisors Association (TEPSA)Sandi Borden, Executive DirectorGretchen Ricker and Bill Bechtol,

Associate Executive Directors

Intercultural Development Research Association (IDRA)Bradley Scott, Host

Early Childhood Intervention (ECI)Bonnie Voss, Host

Texas Council of Administrators of Special Education (TCASE)Connie Locklear, Host

Early Childhood Development CenterTexas A & M at Corpus Christi

Dr. Jane Wilhour, Director

Region X Education Service CenterAl Stewart, Host

TEA PROJECT STAFF

FELIPE ALANIS, Deputy CommissionerPrograms and Instruction

ROBERT MULLER, Associate CommissionerContinuing Education and School Improvement Initiatives

ANN SMISKO, Associate CommissionerCurriculum, Assessment, and Technology

ROBIN GILCHRIST, Assistant CommissionerStatewide Reading Initiatives

MINDY SITTON, DirectorSchool Improvement Initiatives

MARIANNE VAUGHAN, DirectorStatewide Initiatives

DAVID D. ANDERSON, CoordinatorCurriculum and Professional Development

TEA RESOURCE STAFF

KATHY CLAYTON, Director INES GARCIA, DirectorPrograms Special Education Languages Other Than English

TOMMY FLEMING, Director CAMI JONES, DirectorHealth and Physical Education Early Childhood Education

BILL HOPKINS, Director ANN ROGERS, DirectorMathematics Social Studies

KAREN KAHAN, Director MARIA SEIDNER, DirectorTechnology Applications Bilingual Education

JEANNE ROLLINS, DirectorFine Arts

CHRIS COMER, DirectorScience

CONTRACTED WRITERS

MARILYN FOWLERTexas Statewide Systemic InitiativeCharles A. Dana CenterThe University of Texas at Austin

MARGARET E. MEYERSTexas Statewide Systemic InitiativeCharles A. Dana CenterThe University of Texas at Austin

DR. PAM BELL MORRISTexas Center for Reading and Language ArtsThe University of Texas at Austin

PEGGY FREEDSON GONZALEZTexas Center for Reading and Language ArtsThe University of Texas at Austin

ANITA UPHAUSAustin Independent School District

EDUCATION SERVICE CENTERREGION XIII

STATEWIDE INITIATIVES &TEXAS MENTOR SCHOOL NETWORK

STAFF

DR. ROY C. BENAVIDES, Executive DirectorRegion Education Service Center XIII

DR. SUSAN BARNES, DirectorStatewide Initiatives

DR. SHARON JACKSON, CoordinatorEarly Childhood and Elementary Mentor Schools Network

MARILYN BUCKNER, ConsultantEarly Childhood and Elementary Mentor Schools Network

JAN IRVIN, ConsultantEarly Childhood and Elementary Mentor Schools Network

DAVID CORONADO, Design Specialist

CARLA GILMORE, Administrative Secretary

JANET PALMS, Desktop Publisher

HARRY REED, Statewide Planner

Texas Education Agency1701 North Congress Avenue

Austin, Texas 78701-1494

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mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

The

chi

ld:

•im

itat

es p

atte

rn s

ound

s an

d p

hysi

cal

mov

emen

ts (e

.g.,

clap

, sto

mp,

cla

p,st

omp,

…)

•re

cogn

izes

and

rep

rod

uces

sim

ple

patt

erns

of c

oncr

ete

obje

cts

(e.g

., a

stri

ng o

f bea

ds

that

are

yel

low

, blu

e,bl

ue, y

ello

w, b

lue,

blu

e)

•be

gins

to r

ecog

nize

pat

tern

s in

thei

ren

viro

nmen

t (e.

g., d

ay fo

llow

s ni

ght,

repe

ated

phr

ases

in s

tory

book

s,pa

tter

ns in

car

peti

ng o

r cl

othi

ng)

Pat

tern

s, R

elat

ion

ship

s,an

d A

lgeb

raic

Th

ink

ing

Pat

tern

s

(K.5

) The

stu

den

t id

enti

fies

, ext

end

s,an

d c

reat

es p

atte

rns.

The

stu

den

t is

expe

cted

to:

•id

enti

fy, e

xten

d, a

nd c

reat

epa

tter

ns o

f sou

nds,

phy

sica

lm

ovem

ent,

and

con

cret

e ob

ject

s.

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

10 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

The

chi

ld:

•be

gins

to p

red

ict w

hat c

omes

nex

tw

hen

patt

erns

are

ext

end

ed

Pat

tern

s, R

elat

ion

ship

s,an

d A

lgeb

raic

Th

ink

ing

Pat

tern

s

(K.6

) The

stu

den

t use

s pa

tter

ns to

mak

e pr

edic

tion

s.

The

stu

den

t is

expe

cted

to:

(A) u

se p

atte

rns

to p

red

ict w

hat

com

es n

ext,

incl

udin

g ca

use-

and

-ef

fect

rel

atio

nshi

ps; a

nd

(B) c

ount

by

20’s

to 1

00.

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

11 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.9

) The

stu

den

t rec

ogni

zes

char

acte

rist

ics

of s

hape

s an

d s

olid

s.

The

stu

den

t is

expe

cted

to:

(A) d

escr

ibe

and

com

pare

rea

l-lif

eob

ject

s or

mod

els

of s

olid

s;

(B) r

ecog

nize

sha

pes

in r

eal-

life

obje

cts

or m

odel

s of

sol

ids;

and

(C) d

escr

ibe,

iden

tify

, and

com

pare

circ

les,

tria

ngle

s, a

nd r

ecta

ngle

sin

clud

ing

squa

res.

The

chi

ld:

•be

gins

to r

ecog

nize

, des

crib

e, a

ndna

me

shap

es (e

.g.,

circ

les,

tria

ngle

s,re

ctan

gles

—in

clud

ing

squa

res)

Geo

met

ry a

nd

S

pat

ial R

easo

nin

g

Geo

met

ry a

nd

Sp

atia

l S

ense

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

12 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.7

) The

stu

den

t des

crib

es th

e re

lati

vepo

siti

ons

of o

bjec

ts.

The

stu

den

t is

expe

cted

to:

(A) d

escr

ibe

one

obje

ct in

rel

atio

n to

anot

her

usin

g in

form

al la

ngua

ge s

uch

asov

er, u

nder

, abo

ve, a

nd b

elow

; and

(B) p

lace

an

obje

ct in

a s

peci

fied

pos

itio

n.

The

chi

ld:

•be

gins

to u

se w

ord

s th

at in

dic

ate

whe

re th

ings

are

in s

pace

(e.g

.,“b

esid

e,”

“ins

ide,

” “b

ehin

d,”

“abo

ve,”

“be

low

”)

Geo

met

ry a

nd

S

pat

ial R

easo

nin

g

Geo

met

ry a

nd

Sp

atia

l S

ense

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

13 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.1

0) T

he s

tud

ent u

ses

attr

ibut

essu

ch a

s le

ngth

, wei

ght,

or c

apac

ity

toco

mpa

re a

nd o

rder

obj

ects

.

The

stu

den

t is

expe

cted

to:

(A) c

ompa

re a

nd o

rder

two

or th

ree

obje

cts

acco

rdin

g to

leng

th (s

hort

er o

rlo

nger

), ca

paci

ty (h

old

s m

ore

or le

ss),

or w

eigh

t (lig

hter

or

heav

ier)

; and

(B) f

ind

con

cret

e ob

ject

s th

at a

re a

bout

the

sam

e as

, les

s th

an, o

r gr

eate

r th

ana

give

n ob

ject

acc

ord

ing

to le

ngth

,ca

paci

ty, o

r w

eigh

t.

The

chi

ld:

•be

gins

to m

ake

size

com

pari

sons

betw

een

obje

cts

(e.g

., ta

ller

than

,sm

alle

r th

an)

•be

gins

to o

rder

two

or th

ree

obje

cts

by s

ize

(ser

iati

on) (

e.g.

, lar

gest

tosm

alle

st) (

age

4)

Mea

sure

men

tM

easu

rem

ent

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

14 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K-1

1) T

he s

tud

ent u

ses

tim

e an

dte

mpe

ratu

re to

com

pare

and

ord

erev

ents

, sit

uat

ions

, and

/or

obj

ects

.

The

stu

den

t is

expe

cted

to:

(A) c

ompa

re s

itua

tion

s or

obj

ects

acco

rdin

g to

tem

pera

ture

suc

h as

hott

er o

r co

lder

;

(B) c

ompa

re e

vent

s ac

cord

ing

tod

urat

ion

such

as

mor

e ti

me

or le

ssti

me

than

;

(C) s

eque

nce

even

ts; a

nd

(D) r

ead

a c

alen

dar

usi

ng d

ays,

wee

ks, a

nd m

onth

s.

The

chi

ld:

•be

gins

to c

ateg

oriz

e ti

me

inte

rval

san

d u

ses

lang

uage

ass

ocia

ted

wit

hti

me

in e

very

day

sit

uati

ons

(e.g

., “i

nth

e m

orni

ng,”

“af

ter

snac

k”)

Nu

mb

er, O

pera

tion

s, a

nd

Q

uan

tita

tive

Rea

soni

ng

Nu

mb

er a

nd O

per

atio

ns

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

15 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.1

2) T

he s

tud

ent c

onst

ruct

s an

dus

es g

raph

s of

rea

l obj

ects

or

pict

ures

to a

nsw

er q

uest

ions

.

The

stu

den

t is

expe

cted

to:

(A) c

onst

ruct

gra

phs

usin

g re

al o

bjec

tsor

pic

ture

s in

ord

er to

ans

wer

ques

tion

s; a

nd

(B) u

se in

form

atio

n fr

om a

gra

ph o

fre

al o

bjec

ts o

r pi

ctur

es in

ord

er to

answ

er q

uest

ions

.

The

chi

ld:

•m

atch

es o

bjec

ts th

at a

re a

like

•d

escr

ibes

sim

ilari

ties

and

dif

fere

nces

betw

een

obje

cts

•so

rts

obje

cts

into

gro

ups

by a

nat

trib

ute

and

beg

ins

to e

xpla

in h

owth

e gr

oupi

ng w

as d

one

•pa

rtic

ipat

es in

cre

atin

g an

d u

sing

rea

lan

d p

icto

rial

gra

phs

Pro

bab

ilit

y an

d S

tati

stic

sC

lass

ific

atio

n a

nd

Dat

aC

olle

ctio

n

Prek

ind

erga

rten

Cur

ricu

lum

Gui

del

ines

for

Mat

hem

atic

sPr

ekin

der

gart

en C

urri

culu

mG

uid

elin

es fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

Kin

der

gart

en T

EK

S fo

r M

athe

mat

ics

16 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

Scie

nce

Pro

cess

es

Rel

atio

nshi

ps

Cyc

les

Pat

tern

s

Cha

nge

Liv

ing

Thi

ngs

Roc

ks, S

oil,

Wat

er

Non

-Liv

ing

Thi

ngs

Con

stru

ctio

ns

Scie

nce

Con

cept

s

17 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(1) I

n K

ind

erga

rten

, sci

ence

intr

oduc

es th

e us

e of

sim

ple

clas

sroo

m a

nd fi

eld

inve

stig

atio

ns to

hel

p st

uden

tsd

evel

op th

e sk

ills

of a

skin

g qu

esti

ons,

gat

heri

ng in

form

atio

n, c

omm

unic

atin

g fi

ndin

gs, a

nd m

akin

g in

form

edd

ecis

ions

. Usi

ng th

eir

own

sens

es a

nd c

omm

on to

ols

such

as

a ha

nd le

ns, s

tud

ents

mak

e ob

serv

atio

ns a

nd c

olle

ctin

form

atio

n. S

tud

ents

als

o us

e co

mpu

ters

and

info

rmat

ion

tech

nolo

gy to

ols

to s

uppo

rt th

eir

inve

stig

atio

ns.

(2) A

s st

uden

ts le

arn

scie

nce

skill

s, th

ey id

enti

fy c

ompo

nent

s of

the

natu

ral w

orld

incl

udin

g ro

cks,

soi

l, an

d w

ater

.St

uden

ts o

bser

ve th

e se

ason

s an

d g

row

th a

s ex

ampl

es o

f cha

nge.

In a

dd

itio

n, K

ind

erga

rten

sci

ence

incl

udes

the

iden

tifi

cati

on o

f org

anis

ms

and

obj

ects

and

thei

r pa

rts.

Stu

den

ts le

arn

how

to g

roup

livi

ng o

rgan

ism

s an

dno

nliv

ing

obje

cts

and

exp

lore

the

basi

c ne

eds

of li

ving

org

anis

ms.

(3) S

cien

ce is

a w

ay o

f lea

rnin

g ab

out t

he n

atur

al w

orld

. Stu

den

ts s

houl

d k

now

how

sci

ence

has

bui

lt a

vast

bod

y of

chan

ging

and

incr

easi

ng k

now

led

ge d

escr

ibed

by

phys

ical

, mat

hem

atic

al, a

nd c

once

ptua

l mod

els,

and

als

o sh

ould

know

that

sci

ence

may

not

ans

wer

all

ques

tion

s.

(4) A

sys

tem

is a

col

lect

ion

of c

ycle

s, s

truc

ture

s, a

nd p

roce

sses

that

inte

ract

. Stu

den

ts s

houl

d u

nder

stan

d a

who

le in

term

s of

its

com

pone

nts

and

how

thes

e co

mpo

nent

s re

late

to e

ach

othe

r an

d to

the

who

le. A

ll sy

stem

s ha

ve b

asic

prop

erti

es th

at c

an b

e d

escr

ibed

in te

rms

of s

pace

, tim

e, e

nerg

y, a

nd m

atte

r. C

hang

e an

d c

onst

ancy

occ

ur in

syst

ems

and

can

be

obse

rved

and

mea

sure

d a

s pa

tter

ns. T

hese

pat

tern

s he

lp to

pre

dic

t wha

t will

hap

pen

next

and

can

chan

ge o

ver

tim

e.

(5) I

nves

tiga

tion

s ar

e us

ed to

lear

n ab

out t

he n

atur

al w

orld

. Stu

den

ts s

houl

d u

nder

stan

d th

at c

erta

in ty

pes

ofqu

esti

ons

can

be a

nsw

ered

by

inve

stig

atio

ns, a

nd th

at m

etho

ds,

mod

els,

and

con

clus

ions

bui

lt fr

om th

ese

inve

stig

atio

ns c

hang

e as

new

obs

erva

tion

s ar

e m

ade.

Mod

els

of o

bjec

ts a

nd e

vent

s ar

e to

ols

for

und

erst

and

ing

the

natu

ral w

orld

and

can

sho

w h

ow s

yste

ms

wor

k. T

hey

have

lim

itat

ions

and

, bas

ed o

n ne

w d

isco

veri

es, a

reco

nsta

ntly

bei

ng m

odif

ied

to m

ore

clos

ely

refle

ct th

e na

tura

l wor

ld.

Scie

nce

in th

e K

ind

erga

rten

TE

KS

Scie

nce

in th

e K

ind

erga

rten

TE

KS

Scie

nce

in th

e K

ind

erga

rten

TE

KS

18 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.1

) The

stu

den

t par

tici

pate

s in

clas

sroo

m a

nd fi

eld

inve

stig

atio

nsfo

llow

ing

hom

e an

d s

choo

l.

The

stu

den

t is

expe

cted

to:

(A) d

emon

stra

te s

afe

prac

tice

s d

urin

gcl

assr

oom

and

fiel

d in

vest

igat

ions

;an

d

(B) l

earn

how

to u

se a

nd c

onse

rve

reso

urce

s an

d m

ater

ials

.

The

chi

ld:

•be

gins

to d

emon

stra

te s

afe

prac

tice

san

d a

ppro

pria

te u

se o

f mat

eria

ls

Sci

ence

Pro

cess

esS

cien

ce P

roce

sses

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

19 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.2

) The

stu

den

t dev

elop

sab

iliti

es n

eces

sary

to d

o sc

ient

ific

inqu

iry

in th

e fi

eld

and

the

clas

sroo

m.

The

stu

den

t is

expe

cted

to:

(A) a

sk q

uest

ions

abo

ut o

rgan

ism

s,ob

ject

s, a

nd e

vent

s;

(B) p

lan

and

con

duc

t sim

ple

des

crip

tive

inve

stig

atio

ns;

(C) g

athe

r in

form

atio

n us

ing

sim

ple

equi

pmen

t and

tool

s to

ext

end

the

sens

es;

(D) c

onst

ruct

rea

sona

ble

expl

anat

ions

usin

g in

form

atio

n; a

nd

(E) c

omm

unic

ate

find

ings

abo

ut s

impl

ein

vest

igat

ions

.

The

chi

ld:

•as

ks q

uest

ions

abo

ut o

bjec

ts, e

vent

s,an

d o

rgan

ism

s

•d

escr

ibes

obs

erva

tion

s

•be

gins

to p

erfo

rm s

impl

ein

vest

igat

ions

•sh

ares

obs

erva

tion

s w

ith

othe

rsth

roug

h pi

ctur

es, d

iscu

ssio

ns, o

rd

ram

atiz

atio

ns

Sci

ence

Pro

cess

esS

cien

ce P

roce

sses

Prek

ind

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rten

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ricu

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G

uid

elin

es fo

r Sc

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der

gart

en C

urri

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m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

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ind

erga

rten

TE

KS

for

Scie

nce

20 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.4

) The

stu

den

t use

s ag

e-ap

prop

riat

e to

ols

and

mod

els

tove

rify

that

org

anis

ms

and

obj

ects

and

part

s of

org

anis

ms

and

obj

ects

can

be

obse

rved

, des

crib

ed, a

nd m

easu

red

.

The

stu

den

t is

expe

cted

to:

(A) i

den

tify

and

use

s se

nses

as

tool

sof

ope

rati

ons;

and

(B) m

ake

obse

rvat

ions

usi

ng to

ols

incl

udin

g ha

nd le

nses

, bal

ance

s, c

ups,

bow

ls, a

nd c

ompu

ters

.

The

chi

ld:

•us

es o

ne o

r m

ore

sens

es to

obs

erve

and

lear

n ab

out o

bjec

ts, e

vent

s, a

ndor

gani

sms

•ga

ther

s in

form

atio

n us

ing

sim

ple

tool

s su

ch a

s a

mag

nify

ing

lens

and

an e

yed

ropp

er

•ex

plor

es b

y m

anip

ulat

ing

mat

eria

lsw

ith

sim

ple

equi

pmen

t (e.

g., p

ouri

ngfr

om a

cup

, and

usi

ng a

spo

on to

pic

kup

san

d o

r w

ater

)

Sci

ence

Pro

cess

esS

cien

ce P

roce

sses

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

21 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.1

0) T

he s

tud

ent k

now

s th

at th

ena

tura

l wor

ld in

clud

es r

ocks

, soi

l, an

dw

ater

.

The

stu

den

t is

expe

cted

to:

(A) o

bser

ve a

nd d

escr

ibe

prop

erti

es o

fro

cks,

soi

l, an

d w

ater

; and

(B) g

ive

exam

ples

of w

ays

that

roc

ks,

soil,

and

wat

er a

re u

sefu

l.

Sci

ence

Con

cep

tsS

cien

ce C

once

pts

The

chi

ld:

•ob

serv

es a

nd d

escr

ibes

pro

pert

ies

ofro

cks,

soi

l, an

d w

ater

•d

escr

ibes

pro

pert

ies

of o

bjec

ts a

ndch

arac

teri

stic

s of

livi

ng th

ings

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

22 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

The

stu

den

t is

expe

cted

to:

(A) o

bser

ve, d

escr

ibe,

and

rec

ord

cha

nges

in s

ize,

mas

s, c

olor

, pos

itio

n, q

uant

ity,

tim

e, te

mpe

ratu

re, s

ound

, and

mov

emen

t;

(B) i

den

tify

that

hea

t cau

ses

chan

ge, s

uch

as ic

e m

elti

ng o

r th

e su

n w

arm

ing

the

air,

and

com

pare

obj

ects

acc

ord

ing

tote

mpe

ratu

re;

(C) o

bser

ve a

nd r

ecor

d w

eath

er c

hang

esfr

om d

ay to

day

and

ove

r se

ason

s; a

nd

(D) o

bser

ve a

nd r

ecor

d s

tage

s in

the

life

cycl

e of

org

anis

ms

in th

eir

natu

ral

envi

ronm

ent.

Sci

ence

Con

cep

tsS

cien

ce C

once

pts

The

chi

ld:

•be

gins

to o

bser

ve c

hang

es in

siz

e,co

lor,

pos

itio

n, w

eath

er, a

nd s

ound

(K.7

) T

he s

tud

ent k

now

sth

at m

any

type

s of

cha

nge

occu

r.

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

23 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.8

) T

he s

tud

ent k

now

s th

e d

iffe

renc

ebe

twee

n liv

ing

orga

nism

s an

d n

on-l

ivin

gob

ject

s.

The

stu

den

t is

expe

cted

to:

(A) i

den

tify

a p

arti

cula

r or

gani

sm o

rob

ject

as

livin

g or

non

-liv

ing;

and

(B) g

roup

org

anis

ms

and

obj

ects

as

livin

gor

non

-liv

ing.Sci

ence

Con

cep

tsS

cien

ce C

once

pts

The

chi

ld:

•id

enti

fies

ani

mal

s an

d p

lant

s as

livin

g th

ings

•gr

oups

org

anis

ms

and

obj

ects

as

livin

g or

non

livin

g an

d b

egin

s to

iden

tify

thin

gs p

eopl

e ha

ve b

uilt

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

24 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.9

) T

he s

tud

ent k

now

s th

at li

ving

thin

gs h

ave

basi

c ne

eds.

The

stu

den

t is

expe

cted

to:

(A) i

den

tify

bas

ic n

eed

s of

livi

ngor

gani

sms;

(B) g

ive

exam

ples

of h

ow li

ving

orga

nism

s d

epen

d o

n ea

ch o

ther

; and

(C) i

den

tify

way

s th

at th

e E

arth

can

prov

ide

reso

urce

s fo

r lif

e.

Sci

ence

Con

cep

tsS

cien

ce C

once

pts

The

chi

ld:

•be

gins

to r

ecog

nize

that

livi

ng th

ings

have

sim

ilar

need

s fo

r w

ater

, foo

d,

and

air

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce

25 of 25Te

xas

Cen

ter

for

Rea

ding

and

Lang

uage

Art

sCo

rrel

atin

g th

e Pr

ekin

derg

arte

n Cu

rric

ulum

Gui

delin

es f

or M

athe

mat

ics

and

Scie

nce

to th

e K

inde

rgar

ten

TEKS

Resource Section

(K.5

) T

he s

tud

ent k

now

s th

at o

rgan

ism

s,ob

ject

s, a

nd e

vent

s ha

ve p

rope

rtie

s an

dpa

tter

ns.

The

stu

den

t is

expe

cted

to:

(A) d

escr

ibe

prop

erti

es o

f obj

ects

and

char

acte

rist

ics

of o

rgan

ism

s;

(B) o

bser

ve a

nd id

enti

fy p

atte

rns

incl

udin

g se

ason

s, g

row

th, a

nd d

ay a

ndni

ght a

nd p

red

ict w

hat h

appe

ns n

ext;

and

(C) r

ecog

nize

and

cop

y pa

tter

ns s

een

inch

arts

and

gra

phs.

Sci

ence

Con

cep

tsS

cien

ce C

once

pts

The

chi

ld:

•us

es p

atte

rns

(suc

h as

gro

wth

and

day

follo

win

g ni

ght t

o pr

edic

t wha

tha

ppen

s ne

xt)

Prek

ind

erga

rten

Cur

ricu

lum

G

uid

elin

es fo

r Sc

ienc

ePr

ekin

der

gart

en C

urri

culu

m

Gui

del

ines

for

Scie

nce

Kin

der

gart

en T

EK

Sfo

r Sc

ienc

eK

ind

erga

rten

TE

KS

for

Scie

nce


Texas Center

Resource Section

Prekindergarten CurriculumGuidelines—Mathematics

National Council of Teachers of Mathematics:Principles and Standards for School Mathematics—PreK-2

The child counts concrete objectsto five or higher.

The child counts by ones to 10 orhigher.

The child begins to name “howmany” are in a group of up tothree or more objects withoutcounting.

The child begins to demonstratepart of and whole with real objects(e.g., an orange).

The child imitates pattern soundsand physical movements.

The child begins to recognizepatterns in their environment.

The child begins to predict whatcomes next when patterns areextended.

The child matches objects that arealike.

The child counts with understanding.

The child recognizes “how many” in setsof objects.

The child develops a sense of wholenumbers and represents them in flexibleways, including relating, composing, anddecomposing numbers.

The child understands and representscommonly used fractions (e.g.,1/4, 1/3,1/2).

The child recognizes, describes, andextends patterns, such as sequences ofsounds and shapes or simple numericpatterns, and translates from onerepresentation to another.

The child describes qualitative change,such as a student’s growing taller.

The child sorts, classifies, and ordersobjects by size, number, and otherproperties.

Correlating the Texas Prekindergarten Curriculum Guidelinesfor Mathematics to National Standards (1 of 3)


Texas Center

Resource Section

The child sorts and classifies objectsaccording to their attributes andorganizes data about the objects.

The child uses concrete, pictorial, andverbal representations to develop anunderstanding of invented andconventional symbolic notations.

The child represents data using concreteobjects, pictures, and graphs, and createsand uses representations to record andcommunicate mathematical ideas.

The child recognizes, names, builds,draws, compares, and sorts anddescribes two- and three-dimensionalshapes; describes attributes and parts oftwo- and three-dimensional shapes.

The child investigates and predicts theresults of putting together and takingapart two- and three-dimensional shapes.

The child describes, names, andinterprets relative positions in space andapplies ideas about relative position.

The child describes, names, andinterprets direction and distance innavigating space and applies ideas aboutdirection and distance.

The child sorts objects intogroups by an attribute and beginsto explain how the grouping wasdone.

The child participates in creatingand using real and pictorialgraphs.

The child begins to recognize,describe, and name shapes (e.g.,circles, triangles,rectangles—including squares).

The child begins to investigateand predict the results of puttingtogether two or more shapes.



The child begins to use wordsthat indicate where things are inspace (e.g., “beside,” “inside,”“behind,” “above,” “below”).



Texas Center

Resource Section



The child compares and orders objectsaccording to the attributes of length,volume, weight, area, and time.

The child develops common referentsfor measures to make comparisons andestimates.

The child uses tools to measure.

The child measures with multiplecopies of units of the same size such aspaper clips laid end to end.

The child uses repetition of a singleunit to measure something larger thanthe unit, for instance, measuring lengthof a room with a single meterstick.

The child analyzes how both repeatingand growing patterns are generated.

The child recognizes and applies sides,flips, turns.

The child recognizes and representsshapes from different perspective

The child begins to categorize timeintervals and uses languageassociated with time in everydaysituations.

The child begins to order two orthree objects by size (seriation).

The child begins to make sizecomparisons between objects (e.g.,taller than, smaller than).

The child begins to use tools toimitate measuring.

The child recognizes andreproduces simple patterns ofconcrete objects (e.g., a string ofbeads that are yellow, blue, blue,yellow, blue, blue).

The child begins to recognizewhen a shape’s position ororientation has changed.

The child puts together puzzles ofincreasing complexity.

Adapted from: Texas Education Agency. (1999). Prekindergarten curriculum guidelines. Austin,TX: Author; National Council of Teachers of Mathematics. (2000). Principles and standards forschool mathematics. Reston, VA: Author.



Texas Center

Resource Section

Prekindergarten CurriculumGuidelines—Science

National Science Education Standards,Chapter 6: Science Content Standards—K-4

The child asks questions aboutobjects, events, and organisms.

The child describes observations.

The child begins to perform simpleinvestigations.

The child gathers informationusing simple tools such as amagnifying lens and aneyedropper.

The child explores bymanipulating materials with simpleequipment (e.g., pouring from acup, and using a spoon to pick upsand or water).

The child uses simple measuringdevices to learn about objects andorganisms.

An ability necessary for children to doscientific inquiry is asking questions aboutobjects, organisms, and events in theenvironment.

In grades K-4, children can be encouragedto develop their observation anddescription skills and make explanationsbased on observations. Young childrencan be encouraged to talk about and drawwhat they see and think.

An ability necessary for children to doscientific inquiry is planning andconducting a simple investigation.

Correlating the Texas Prekindergarten Curriculum Guidelinesfor Science to National Standards (1 of 4)


Texas Center

Resource Section



Through the observation, manipulation,and classification of common objects,children reflect on the similarities anddifferences of the objects.

In classroom activities such asclassification, younger elementarystudents generally use mutually exclusiverather than hierarchical categories. Youngchildren, for example, will use twogroups, but older children will use severalgroups at the same time.

Students learn through the inquiry processhow to communicate about their own andtheir peers’ investigations andexplanations.

As a result of science and technologyactivities, all children develop abilities oftechnological design. This begins theunderstanding of the design process, aswell as the ability to solve simple designproblems. Child investigations and designproblems should incorporate more thanone material and several contexts inscience and technology. For example,making a device to shade eyes from thesun.

By recording data and making graphs andcharts, children can search for patternsand order in their work and that of theirpeers.

The child compares objectsand organisms and identifiessimilarities and differences.

The child sorts objects andorganisms into groups andbegins to describe howgroups were organized.

The child begins to offerexplanations, using his orher own words.

The child solves simpledesign problems (e.g.,making a box into a littlehouse for a storybookcharacter, toy, or pet).

The child participates increating and using simpledata charts.



Texas Center

Resource Section

Children can act as scientists by makingthe results of their investigations publicand describing their investigations in waysthat enable others to repeat theinvestigations.

Organisms have basic needs. For example,animals need air, water, and food; plantsrequire air, water, nutrients, and light.

By carefully observing and describing theproperties of many rocks, children willbegin to see that some rocks are made of asingle substance, but most are made ofseveral substances.

In lower elementary grades, manychildren associate “life” with any objectsthat are active in any way. This view oflife develops into one in which movementbecomes the defining characteristic.

When children describe and manipulateobjects, they also begin to focus on theposition and movement of objects. Asthey observe changes, such as themovement of an object’s shadow duringthe course of a day, and the positions ofthe sun and the moon, they will find thepatterns in these movements.

In lower elementary grades, manychildren associate “life” with any objectsthat are active in any way. This view oflife develops into one in which movementbecomes the defining characteristic.Eventually children incorporate otherconcepts, such as eating, breathing, andreproducing to define life.

The child shares observationsand findings with othersthrough pictures, discussions,or dramatizations.

The child names organismsand describes basic needs ofliving things.

The child observes anddescribes properties of rocks,soil, and water.

The child describes propertiesof objects and characteristicsof living things.

The child begins to observechanges in size, color,position, weather, and sound.

The child identifies animalsand plants as living things.





Texas Center

Resource Section

By grade 4, distinctions between theproperties of objects and materials can beunderstood in specific contexts, such as aset of rocks or living materials.

As a result of activities in grades K-4, allstudents can develop an understandingthat organisms have basic needs. Forexample, animals need air, water, andfood.

Young children begin their study ofmatter by examining and qualitativelydescribing objects and their behavior.Objects can be described by the propertiesof the materials from which they aremade, and those properties can be used toseparate or sort a group of objects ormaterials. Objects are made of one ormore materials, such as paper, wood, andmetal.

As children become more familiar withtheir world, they can be guided to observechanges, including cyclic changes, such asnight and day and the seasons, predictabletrends, such as growth and decay, and lessconsistent changes, such as the weather orthe appearance of meteors.

The child groups organismsand objects as living ornonliving and begins toidentify things people havebuilt.

The child begins to recognizethat living things have similarneeds for water, food, and air.

The child begins to identifywhat things are made of (e.g.,distinguishing a metal spoonfrom a plastic spoon).

The child uses patterns (suchas growth and day followingnight) to predict what happensnext.

Adapted from: Texas Education Agency. (1999). Prekindergarten curriculum guidelines. Austin,TX: Author; National Committee on Science Education Standards and Assessment. (1996).National science education standards. Washington, DC: National Academy Press.





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Acid: A material that reacts with bases and tastes sour, such as vinegar.Active Process: Implies physical and mental activity, as in active learning, where childrenlearn through direct experience with various materials they have chosen to manipulate.Adhesion: A force that causes molecules to be attracted to the molecules of other materials.Air: A colorless, odorless, tasteless, gaseous mixture of elements that supports life on Earth.Contains nitrogen, oxygen, other gases, pollutants, and a variety of tiny particles ofmaterials.Attract: To pull or draw towards, as with magnets.Balance: Stability of an object or a structure’s ability to remain standing; has equal weighton both sides.Base: A material that reacts with acids and tastes bitter, such as baking soda.Buoyancy: The upward force that a liquid exerts on an object. The force is equal to theweight of the liquid that is pushed aside when the object enters the liquid.Chlorophyll: Green pigments found in plants that trap energy from sunlight.Classifying: Sorting objects into categories or groups, such as by how things feel, smell,sound, taste, or look.Cohesion: A force that causes molecules to hold together which is a stronger force thanadhesion.Condensation: Tiny drops of water on cold things which form when water vapor in the aircools and turns back into water.Containment: When an object is enclosed completely within another object, such aschildren in a school building.Counting: Using the number word sequence to keep track of how many.Crystals: Materials that have definite internal structures and external shapes arranged inpatterns, such as salt, ice, and minerals.Diffusion: Spontaneous movement of molecules from a place of higher concentration to oneof lower concentration, resulting in a uniform mixture.Direction: Areas in space based on the location of the observer such as left, right, up, down,top, bottom, in, and out.Dissolve: The complete mixing of a solid in a liquid which then forms a new substance.When sugar dissolves in water, the new substance is sugar water.Division: Separation of an object into discrete parts that can be used separately.Enclosure: A structure that surrounds something or holds something in, such as fish in anaquarium.Energy: Usable power, as shown in action, exertion, performance, or movement.Engineering: The design, construction, and operation of structures, equipment, and systems.Estimating: Making an educated guess about the size or amount of something. To estimateaccurately, numbers and size have to have meaning to a child and he or she must understandconcepts such as bigger, smaller, more, and less.

Glossary of Terms Used in Mathematics and Science (1 of 4)


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Evaporation: The conversion of a liquid to a vapor, which occurs when a liquid isheated to a certain point.Filter: To separate solids or suspended particles from a liquid by passing it througha layer of sand, fiber, or charcoal.Fractions: Discrete units that represent parts of a whole.Freezing point: The temperature at which a liquid becomes a solid.Friction: Resistance between two materials caused by rubbing the two materialstogether.Gases: Matter which has low density, expands and contracts readily, and distributesuniformly through any container.Gears: Combinations of wheels with teeth around the edge that work together toeffect movement.Geometry: An area of mathematics that involves size, shape, space, position,direction, and movement. It classifies and describes the physical world around usand involves angles, shapes, and solids.Germinate: To sprout or start to sprout and grow from a seed. Water and sunlightare necessary for germination.Gluten: A glue-like substance found in flour.Graphing: Representing numerical data in a visual manner, such as on graph paper.Gravity: The attraction between two objects associated with their mass anddistance; gravity on Earth pulls everything toward its center.Image: The light seen when it bounces off a surface; in a mirror, the reflectionbounces off as an image.Insoluble: Cannot be dissolved or mixed. Oil and water will not mix well evenwhen shaken or stirred.Light: A form of energy; part of the electromagnetic spectrum.Liquid: A state of matter where molecules move freely.Magnet: An object that attracts or repels certain materials due to an invisible force.Matching: Finding two objects with the same characteristics.Measurement: Finding the length, width, height, and weight of an object usingunits of measurement such as inches, feet, and pounds.Melting point: The temperature at which a solid becomes a liquid.Molecule: The tiny particle produced by the linking of two or more atoms.Everything is made up of tiny particles called molecules.Number value: The value of a given number in relation to other numbers.Numeracy: The understanding of how to use mathematics.One-to-one correspondence: The idea that one object goes with another object; aprecursor to counting and number value.

(2 of 4)Glossary of Terms Used in Mathematics and Science


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Opaque: Cannot be seen through and does not allow rays of light to pass through.Oral counting: Stating the number words in the correct order; usually 4-5 year olds willmemorize the number word sequence to 12 or so, after that they use patterns.Patterns: Repeating sequences found in such things as music, art, and nature.Plants: Any organisms, not animal, with cellulose cell walls, that grow, lack locomotion,and lack organs or nervous tissue. Usually have roots, blossoms, and leaves and are oftengreen.Pressure: The application of continuous force or force applied over a surface.Proximity: The concept of an object in space and its direction, position, and distance inrelationship to other objects.Reflection: The image or light seen when rays of light bounce off of a surface.Repel: To push away, as with magnets.Rocks: Any relatively hard, naturally formed mass of minerals or petrified material.Scientific inquiry: Refers to the way that scientists study the natural world and proposeexplanations based on observation and evidence. When used to describe a learningprocess, refers to children’s activities which lead to the understanding of scientific ideasas well as the understanding of how scientists study the natural world.Scientific knowledge: Refers to the understanding of scientific facts, concepts,principles, laws, and theories. Also includes the ability to see the relationships betweenthese ideas, the reasons for these relationships, and the ability to use this knowledge tomake informed decisions.Scientific literacy: The understanding of science and the processes of science: knowingand understanding the natural world.Science subject matter: Knowledge specifically associated with the physical, life, andearth sciences.Separation: Division into discrete parts. For example, when an object is broken into twoor more pieces, the pieces are separate.Sequence: The order in which a series of events takes place.Shapes: Geometric forms such as circles, squares, triangles, and rectangles.Solid: A substance that is compact; neither liquid nor gaseous.Soluble: Capable of being dissolved, such as salt in water.Solution: Liquid containing a dissolved substance.Sorting: Finding objects with similarities or differences and putting them into categoriesaccording to those characteristics.Spectrum: The colors found in white light—red, orange, yellow, green, blue, indigo, andviolet.Static electricity: An accumulation of negative charges (electrons) that stays in oneplace, rather than flowing through things, as electrical currents do.



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Resource Section

Surface tension: The stretchy skin of a liquid, which is caused by the attraction ofmolecules on its surface.Symmetry: Balance, matching arrangement of pattern, or equal and exact matching, as intwo sides of a design that mirror each other exactly.Texture: The appearance and feel of something. Sandpaper has a rough texture whileglass has a smooth texture.Time: A way of measuring hours, days, months, or years based on the revolution androtation of the Earth. Time is measured using hours, seconds, and minutes.Translucent: Light can shine through but cannot be seen through.Transparent: Light can shine through and can be seen through.Water vapor: Tiny droplets of water in the air too small to see and formed byevaporation.Weathering: Actions that occur in nature by which natural materials are graduallybroken down through exposure to the elements, such as the grinding action that makessand.Weight: The heaviness of something according to a scale of measurement.White light: A band of seven different colors—red, orange, yellow, green, blue, indigo,and violet. Each color has a different wavelength. All the colors mixed together makewhite light.Whole versus parts: A whole object is a distinct, single object that can be broken downinto parts that make up the whole objects. For example, a completed puzzle is a whole,but it is made up of individual puzzle pieces, which are the parts.Wind: Air movement.

Adapted from: Fromboluti, C., & Rinck, N. (2000). Early childhood: Where learning begins:Mathematics. Jessup, MD: U.S. Department of Education; High/Scope Press. (1995). Activelearning participant guide. Ypsilanti, MI: Author; Kohl, M., & Gainer, C. (1996). MathArts:Exploring math through art for 3 to 6 year olds. Beltsville, MD: Gryphon House; Kohl, M., &Potter, J. (1993). ScienceArts: Discovering science through art experiences. Bellingham, WA:Bright Ring; National Committee on Science Education Standards and Assessment.(1996). National science education standards. Washington, DC: National Academy Press.


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