4th 9 Weeks - Week #6

Shared Reading

  

Ongoing

III.B.2 Phonological Awareness Skills - Child combines words to make a compound word
III.B.3 Phonological Awareness Skills - Child deletes a word from a compound word

III.B.4 Phonological Awareness Skills - Child combines syllables into words

III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (20 sounds)

III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)
III.D.1 Comprehension of text read aloud - Child retells or re-enacts a story after it is read aloud

• participates in acting out a story she is familiar with (in circle time or small group)
• retells and sequences the main events in a story
• connects personal experiences to an event in a story (personal expereinces to an event in a story)
• creates original or alternate endings for stories
• tells what might happen next if the story continued

Writing:
IV.B.1 Independently Conveys Meaning Skills - Child independently uses letters or symbols to make words or parts of words.

IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name and last name)

IV.A.1 Motivation to Write Skills - Child intentionally uses scribbles/writting to convey meaning (draws pictures & labels with beginning sound)

  

Ongoing

IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING: New for 4th 9 weeks
V.C.3 demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "in front of", "near", "far", etc)
V.E.3 recognizes and creates patterns (AB, ABB, ABC)
V.D.1 recognizes and compares heights or lengths of people of objects
V.A.7 uses the verbal ordinal terms  (first - fifth)
V.B.1 uses concrete models or makes a verbal word problem for adding up to 5 objects
V.D.3 informally recognizes and compares weights of objects or people

FOCUS THIS WEEK:

Week 6:    V.B.3 uses informal strategies to share or divide up to 10 items equally

• Teacher has a child helper provide each child in the class a certain number of buttons
• Teacher encourages children to share a set of hidden objects by covering it with a peice of   paper.  The child then takes the ojbects one at at ime and ahsre them with a friend
• The child trades small items or sets for a larger one (four small Tootsie Rolls that appear equal to one long Tootsie Roll)
• Uses language associated with fair-sharing: "one for you" "one for me"

• Read The Rainbow Fish by Marcus Pfister.  This book talks about a fish sharing its scales.  Then give each student 3 fish and 9 scales to share equally.  Scales can be cut out from different color tissue paper or construction paper.

• Give students a paper with a drawing of a boy and a girl.  Then give them 8 cookies to share equally.  Students cut and glue four cookies on top or next to the boy and four cookies next to por on top of the girl.

     


Online Lesson: Fair Share http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CMA_LP_S01_BJ_LPK_I17_01.pdf


REVIEW: http://www.ixl.com/math/pre-k

4th 9 weeks - week 4

Shared Reading

Phonological Awareness Skills

III.B.3 Child deletes a word from a compound word

•  takes compound words apart by deleting either the first or second part and stating the word that is left.

Comprehension of Text Read Aloud Skills

III.D.2 Comprehension of text read aloud 

• Child uses information learned from books by describing, relating, catagorizing or comparing & contrasting

  

Ongoing

III.B.2 Phonological Awareness Skills - child combines words to make a compound word

I.B.4 Phonological Awareness Skills - Child combines syllables into words

III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)

III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)
III.D.1 Comprehension of text read aloud - Child retells or re-enacts a story after it is read aloud

• participates in acting out a story she is familiar with (in circle time or small group)
• retells and sequences the main events in a story
• connects personal experiences to an event in a story (personal expereinces to an event in a story)
• creates original or alternate endings for stories
• tells what might happen next if the story continued

Writing:

IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name and last name)

IV.A.1 Motivation to Write Skills - Child intentionally uses scribbles/writting to convey meaning (draws pictures & labels with beginning sound)

Ongoing

IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING: New for 4th 9 weeks
V.C.3 demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "in front of", "near", "far", etc)
V.E.3 recognizes and creates patterns (AB, ABB, ABC)
V.D.1 recognizes and compares heights or lengths of people of objects
V.A.7 uses the verbal ordinal terms  (first - fifth)
V.B.1 uses concrete models or makes a verbal word problem for adding up to 5 objects
V.D.3 informally recognizes and compares weights of objects or people


FOCUS THIS WEEK:

Week 5:    V.D.2  recognize how much can be placed within an object

Estimation : Teach estimation with three dimensional examples

Fill three dramatically different sized jars with the same quantity of jelly beans, rice, buttons or sand.  Ask the children to guess or estimate which one contains the most.  Discuss how much each container could hold and compare the capacity of each jar.  Pour the contents of the jar into measuring cupsto show how the capacity cant trick us. 

Volume :  

Use different sized cups to demonstrate volume for the children.  Line up cups of varying size.  Be sure to include wide, narrow, short and tall.  Fill two cups at the same time with different amounts of water. Have children guess which cups have the most water.  You can further demonstrate by showing the class what happens when you pour water from one sized glass to another.  If water is too messy you can use rice. 

 

 

Here is a lesson for preschoolers about volume -  http://preschoollessonplans.info/590/measuring-volume/

4th 9 Weeks - Week 3

Shared Reading

Phonological Awareness Skills

III.B.10 Child recognizes and blends two phonemes into real words with pictorial support

•  Selects a picture and says the letter sounds for the word (/k/ + /i/ = key, /b/ + /i/ = bee, /n/ + /i/ = knee)

III.B.3 Child deletes a word from a compound word

•  takes compound words apart by deleting either the first or second part and stating the word that is left.

Comprehension of Text Read Aloud Skills

III.D.1 Child retells or re-enacts a story after it is read aloud

• participates in acting out a story she is familiar with (in circle time or small group)
• retells and sequences the main events in a story
• connects personal experiences to an event in a story (personal expereinces to an event in a story)
• creates original or alternate endings for stories
• tells what might happen next if the story continued

  

Ongoing

III.B.2 Phonological Awareness Skills - child combines words to make a compound word

I.B.4 Phonological Awareness Skills - Child combines syllables into words

III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)

III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)

Writing:

IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name and last name)

IV.A.1 Motivation to Write Skills - Child intentionally uses scribbles/writting to convey meaning (draws pictures & labels with beginning sound)

Ongoing

IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING: New for 4th 9 weeks
V.C.3 demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "in front of", "near", "far", etc)
V.E.3 recognizes and creates patterns (AB, ABB, ABC)
V.D.1 recognizes and compares heights or lengths of people of objects

FOCUS THIS WEEK:
Week 2:  V.A.7 uses the verbal ordinal terms  (first - fifth)

• Reads stories to children that provide a clear sequence of events, such as the Three Bears, and questions use to summarize story ("What happened first?")
• 
• Models opportunities to use ordinal terms throughout the day such as lining up, sitting at the lunch table, etc.

Week 3:  V.B.1 uses concrete models or makes a verbal word problem for adding up to 5 objects

• Models simple word problems such as "There is 1 bear in a cave. If 2 more bears walk in the cave, how many bears are in the cave altogether?"
• Use fingers to show children how to put together an addition

Week 4: V.D.3 informally recognizes and compares weights of objects or people

balance scale

• Teacher models using a balance scale to compare items.  Record answers.
• Teacher provides children objeccts of different weights to compare and asks, "Which weighs less?"  "Which weighs more?"  Record answers on charts.
• Student describes which weighs more using mathematical terms (heavy, light, more than)

Math - 4th 9 Weeks New TEEKS Roadmap

 

Math – New 4th Nine Week TEEKS
	ongoing	1	2	3	4	5	6	7	8	9
V,C,3 demonstrates use of location words (such as “over”, “under”, “above”, “on”, “besides”, “next to”, “between”, “in front of”, “near”, “far”,etc	x
V.E.3 recognizes and creates patterns (AB, ABB, ABC)	x
V.D.1 recognizes and compares heights or lengths of people or objects	x
V.A.7 uses the verbal ordinal terms (first -fifth)			X
V.B.1 uses concrete models or makes a verbal word problem for adding up to 5 objects				X
V.B.3 uses informal strategies to share or divide up to 10 items equally							X
V.D.2 recognizes how much can be placed within an object						X
V.D.3 informally recognizes and compares weights of objects or people					X

3rd 9 Weeks - Week # 9

Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word

• Creates a new word by putting two words together (Spanish: lava-manos, arco-iris English: rain-bow, hot-dog)
• Uses picture cards to create compound words
• Names the two words that are said in a compound word
• Makes compound words by responding with a second part after the teacher provides the first part.

• Resource: http://www.brighthub.com/education/early-childhood/articles/70474.aspx

I.B.4 Phonological Awareness Skills - Child combines syllables into words

• Claps with the teacher as they say names, segments the parts
• Combines two syllables together to say a word
• Provides 2nd syllables of theme-related objects when teacher says 1st syllable
• li...bro = libro
• mon ...key = monkey
• Hears a familiar word (up to 3 syllables) and claps the syllables
• butterfly (bu..tter..fly)

III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)


Writing:
IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)
IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:

V.E.2 collects data and organizes it in a graphic representation

• Models and discusses the information collected ("How can we sort these teddy bears?")
• Models and discusses the the information collected on charts and graphs
• Using hula hoops to place items into different groups

SHOE SORTINGObjective: to sort shoes by attributes.
Materials: two jump ropes or hula hoops.
Procedure: gather children into a circle. Ask them to take off one shoe and hold it in their laps. Discuss with the children the ways you can sort shoes (color, size, type, laces, buckles, etc.) Place the jumpropes in the middle and make two circles.( or use hula hoops). Indicate which circle will hold those shoes that belong and the which will hold those that do not. Choose the attribute you are going to sort for and have the children place their shoes in the proper circle. Discuss the sort and how you might do it again. Gather the shoes and sort for another attribute.

KID SORTINGObjective: sorting students by attributes.
Materials: students and a jump rope
Procedure: Place students in a circle. Make a circle from the rope on the floor in the middle of the circle. Discuss attributes and sort - those with a particular attribute to the middle. Those that don't belong are left on the outside of the circle. Regroup and resort several times.

Graphing  

Use food items for graphing. Sort by color or shape. Place real items on the graph and then record.

M&Ms

Use a sorting mat to group M&Ms by color. Then use the sorted colors to graph them by color.

V.A..8 verbally identifies, without counting, the number of objects from 1 to 5

3rd 9 Weeks - Week # 8

Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word

• Creates a new word by putting two words together (Spanish: lava-manos, arco-iris  English: rain-bow, hot-dog)
• Uses picture cards to create compound words
• Names the two words that are said in a compound word
• Makes compound words by responding with a second part after the teacher provides the first part.

Resource: http://www.brighthub.com/education/early-childhood/articles/70474.aspx

List of Compound Words for Preschoolers

The following list of words are simple compound words that most preschoolers will know or can understand:

• applesauce
• bathroom
• bedroom
• birthday
• blueberry
• cupcake
• downstairs
• firefly
• goldfish
• grasshopper
• haircut
• inside
• mailbox
• outside
• playground
• snowflake
• toothbrush
• upstairs
• underwear
• watermelon

Clapping Activity 
Speak the first word of a compound word aloud. Instruct the children to say the word and clap. Then speak the second word of the compound aloud. Have the students repeat this word and clap. Then tell the preschoolers to say both words together and to clap for each word. For example: apple (clap) + sauce (clap) → apple (clap) sauce (clap). The clapping activity teaches preschool aged children that compounds consist of multiple words.

Picture Cards

For each compound word, make three picture cards. One card should include an image of the compound word while the other two cards should include images of the two words that form the compound. For example, use a picture of a tooth and a picture of a brush for the compound word toothbrush. As an activity, hold up the two cards that make up the compound. Have the preschoolers figure out the words and then the compound word. Once the students have figured out the compound, show them the picture of the compound word. This picture card activity also teaches young children that compounds are formed by combining two or more words.

Silly Compounds
For a fun compound word activity that preschoolers will love, have the students think up new and possibly silly compounds. Also have the children describe what their new words mean. For example, cat + shower → catshower (a shower for cats) and monkey + pants → monkeypants (pants for monkeys or pants with a monkey pattern). This activity helps reinforce the idea that compound words are new words that are made up of two other words.

III.B.4 Phonological Awareness Skills - Child combines syllables into words
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)


Writing:
IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)
IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
V.D.1 recognizes and compares heights lengths of people or objects (height)

• measure 2 students heights using paper towels.  Order the lengths of paper towels to determine who was taller and who was shorter.  Label the paper towels and keep in the classroom.
• . Students make towers with as many cubes as they want.  When finished, they spin the spinner with the words short and tall.  If the arrow stops on short, the student with the short tower wins.  If the arrow stops on tall, the student with the tall tower wins.
• Have students make buildings based on the number of the house using cubes. 
• For PK use numbers up to 10 with only two or three buildings on the page.  Then have students compe the height of their buildings (short/tall, shorter/short/tall, short/tall/taller)

3rd 9 Weeks - Week 7

Shared Reading and Writing Guidelines are the same for week 7.  Please refer to the previous blog to find them.


Math:

ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time

NEW FOCUS:
V.E.3 recognizes and creates pattern AB, ABB

• create the "core unit" of the pattern and have students create the pattern using the core unit instead of each unifix cube.

3rd 9 Weeks - Week #6

Shared Reading
III.B.2 Phonological Awareness Skills - child combines words to make a compound word

• Creates a new word by putting two words together (Spanish: lava-manos, arco-iris  English: rain-bow, hot-dog)
• Uses picture cards to create compound words
• Names the two words that are said in a compound word
• Makes compound words by responding with a second part after the teacher provides the first part.

Resource: http://www.brighthub.com/education/early-childhood/articles/70474.aspx

List of Compound Words for Preschoolers

The following list of words are simple compound words that most preschoolers will know or can understand:

• applesauce
• bathroom
• bedroom
• birthday
• blueberry
• cupcake
• downstairs
• firefly
• goldfish
• grasshopper
• haircut
• inside
• mailbox
• outside
• playground
• snowflake
• toothbrush
• upstairs
• underwear
• watermelon

 

Palabras Compuestas

lavamanos (sink)

matamoscas (flyswatter)

pasamano (railing)

picaflor (hummingbird)

rompecabezas (puzzle)

sacapuntas (pencil sharpener)

salvavidas (lifeguard)

tocadiscos (record player)

camposanto (cemetery)

mediodía (noon)

Nochebuena (Christmas Eve)

pelirrojo (red-haired)

supermercado (supermarket)

puntapié (kick)

sordomudo (deaf-mute)

subibaja (seesaw)

Clapping Activity 
Speak the first word of a compound word aloud. Instruct the children to say the word and clap. Then speak the second word of the compound aloud. Have the students repeat this word and clap. Then tell the preschoolers to say both words together and to clap for each word. For example: apple (clap) + sauce (clap) → apple (clap) sauce (clap). The clapping activity teaches preschool aged children that compounds consist of multiple words.

Picture Cards

For each compound word, make three picture cards. One card should include an image of the compound word while the other two cards should include images of the two words that form the compound. For example, use a picture of a tooth and a picture of a brush for the compound word toothbrush. As an activity, hold up the two cards that make up the compound. Have the preschoolers figure out the words and then the compound word. Once the students have figured out the compound, show them the picture of the compound word. This picture card activity also teaches young children that compounds are formed by combining two or more words.

Silly Compounds
For a fun compound word activity that preschoolers will love, have the students think up new and possibly silly compounds. Also have the children describe what their new words mean. For example, cat + shower → catshower (a shower for cats) and monkey + pants → monkeypants (pants for monkeys or pants with a monkey pattern). This activity helps reinforce the idea that compound words are new words that are made up of two other words.

III.B.4 Phonological Awareness Skills - Child combines syllables into words
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)


Writing:
IV.B.1 Independently Conveys Meaning Skills - Child independently uses letters or symbols to make words or parts of words
IV.B.2 Independently Conveys Meaning Skills - Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)
IV.D.1 Concepts About Print Skills - Child uses some appropriate writing conventions when writing or giving dictation

• Begins writing at the top of a page
• Scribbles and/or writes on the left side of the paper and progresses to the right
• Scribbles or writes more or less in a horizontal line

Math:
ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
V.C.3 demonstrates use of location words (such as “over”, “under”, “above”, “on”, “beside”, “next to”, “between”, “in front of”, “near”, “far”, etc.)

• Make a class book with students' pictures showing them "near" the slide, "under" the playstructure, "beside" the tree etc.    
• Make a class book with pictures from around the school of different objects.  Attach the student's pictures to a piece of yarn and allow the students to move their pictures around the objects and tell where they are. 

3rd 9 Weeks - Week 5

Week 5
ELA Model 

Theme:  Go Texan Day

 

 

Shared Reading
III.B.4 Phonological Awareness Skills - Child combines syllables into words

III.C.1 Alphabet Knowledge Skills Child names at least 20 upper and at least 20 lower case letters. (15 upper and 15 lower)
III.C.2 Alphabet Knowledge Skills - Child recognizes at least 20 letter sounds. (15 sounds)
III.C.3 Alpahbet Knowledge Skills - Child produces sound for at least 10 letters. (10 letter sounds)



Branding Iron Painting:  This activity can be used to paint letters on the cow or have a cow with letters on it already and students use a stack of letter cards to match the letter (upper case/lower case).


Writing:
IV.B.1 Independently Conveys Meaning Skills Child independently uses letters or symbols to make words or parts of words
IV.B.2 Independently Conveys Meaning Skills Child writes own name , not necessarily with full correct spelling or well-formed letters (first name)


Math




ONGOING:
V.A.2 uses words to rote count from 1 to 30
V.A.9 recognizes one-digit numerals, 0-9
V.D.4 uses language to describe concepts associated with the passing of time
FOCUS THIS WEEK:
V.E.1 sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different (one attribute: color, shape, size, thickness, # of sides)

3rd 9 weeks - Week 4

Week 4
ELA Model 


Theme:  Valentine's Day and Friendship


Froggy's First Kiss
Clifford's First Valentine
Friend for Growl Bear





Shared Reading
III.A.3 Motivation to Read Skills Child asks to be read to or asks the meaning of written text
III.D.1 Comprehension of Text Read Aloud Skills Child retells or renacts a story after it is read aloud. (characters, setting, problem)
III.C.1 Alphabet Knowledge Skills Child names at least 20 upper and at least 20 lower case letters. (15 upper and 15 lower)
III.B.4 Phonological Awareness Skills Child combines syllables into words


Writing:
IV.A.1 Motivation to Write Skills Child intentionally uses scribbles/writing to convey meaning
IV.B.1 Independently Conveys Meaning Skills Child independently uses letters or symbols to make words or parts of words
IV.B.2 Independently Conveys Meaning Skills Child writes own name , not necessarily with full correct spelling or well-formed letters


Math
V.C.1 names common shapes [circle, square, triangle, rectangle, oval, rhombus]
V.C.2 creates shapes [circle, square, triangle, rectangle, oval, rhombus]
V.C.4 slides, flips and turns shapes to demonstrate that the shapes remain the same [circle, square, triangle, rectangle, oval, rhombus]

Week 3

3rd 9 weeks
ELA Model Week 3

Shared Reading
Reading Domain


III.A.3 Motivation to Read Skills 
      Child asks to be re3ad to or asks the meaning of written text
III.D.1 Comprehension of Text Read Aloud Skills 
      Child retells or renacts a story after it is read aloud. (characters, setting & problem)
III.B.7 Phonological Awareness Skills 
      Child can produce a word that begins with the same sound as a given pair of words. 
III.C.1 Alphabet Knowledge Skills 
      Child names at least 20 upper and at least 20 lower case letters. (15 upper and 15 lower at this time)




Writing Domain:


IV.A.1 Motivation to Write Skills 
      Child intentionally uses scribbles/writing to convey meaning




Math:


V.A.4 demonstrates that the order of the counting sequence is always the same, regardless of what is counted
V.A.3 counts 1-10 items, with one count per item (0-10)
V.A.5 counts up to 10 items, and demonstrates understanding that the last count indicates how many items     were counted (0-10)
V.A.6 demonstrates understanding that, when counting, the items can be chosen in any order

Math Road Map - 3rd 9 Weeks

 

	Ongoing	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7	Week 8	Week 9
V.A.2 uses words to rote count from 1 to 30	X
V.A.9 recognizes one-digit numerals, 0-9	X
V.D.4 uses language to describe concepts associated with the passing of time	X
V.A.1 knows that objects, or parts of an object, can be counted (ex: days on the calendar)			X
V.A.4 demonstrates that the order of the counting sequence is always the same, regardless of what is counted				X
V.A.3 counts 1-10 items, with one count per item				X
V.A.5 counts up to 10 items, and demonstrates that the last count indicates how many items were counted				X
V.A.6 demonstrates understanding that, when counting, the items can be chosen in any order				X
V.C.1 names common shapes (circle, square, triangle, rectangle, oval, rhombus)					X
V.C.2 creates shapes (circle, square, triangle, rectangle, oval, rhombus)					X
V.C.4 slides, flips, and turns objects to demonstrate that the shapes remains the same					X
V.E.1 sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different (one attribute: color, shape, size, thickness, # of sides)						X
V.C.3 demonstrates use of location words (such as “over”, “under”, “above”, “on”, “beside”, “next to”, “between”, “in front of”, “near”, “far”, etc.)							X
V.E.3 recognizes and creates pattern AB, ABB								X
V.D.1 recognizes and compares heights lengths of people or objects (height)									X
V.E.2 collects data and organizes it in a graphic representation										X
V.A..8 verbally identifies, without counting, the number of objects from 1 to 5										X