Pre-K Long-Term Plan 2017-2018

This is a long-term plan for Pre-K which uses the NYC Pre-K Explore curriculum. It is standards-
based and allows for opportunities for students to learn through play. The individual unit lengths
take into account the school calendar.

COURSE OVERVIEW & TIMING

This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length

Unit 1: Welcome to Pre-K 4 weeks

Unit 2: My Five Senses 4 weeks

Unit 3: All About Us 4 weeks

Unit 4: Where We Live 4 weeks

Unit 5: Transportation 4 weeks

Unit 6: Light 3 weeks

Unit 7: Water 3 weeks

Unit 8: Plants 4 weeks

Unit 9: Babies 4 weeks

Unit 10: Transformation 4 weeks

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length

Total number of instructional weeks/days in school year: 38 weeks

Total number of instructional weeks/days for all units included in Long-Term Plan: 38 weeks

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if
any).
UNIT 1: Welcome to Pre-K UNIT 1 LENGTH: 4 Weeks

UNIT 1 LEARNING GOALS

PK.AL.1: Actively and confidently engages in play

as a means of exploration and learning.

PK.AL.4: Exhibits curiosity, interest, and

willingness in learning new things and having new
experiences.

PK.PDH.9: Demonstrates awareness and • Students will be able to understand:

understanding of safety rules.
• My classroom and program are safe places where I learn, play and
PK.SED.1: Recognizes himself/herself as a unique have fun.
individual having his/her own abilities,
characteristics, feelings and interests.
• I am an important member of my classroom community; my thoughts,
PK.SED.3: Demonstrates and continues to develop needs, ideas and abilities matter.
positive relationships with significant adults.

PK.SED.6: Understands and follows routines and • My family, my teachers*, and other children make up my classroom
rules. community; their backgrounds, thoughts, needs, ideas and abilities

Speaking and Listening
 matter.

PK.CLL.4: Describe familiar people, places, things
and events, and with prompting and support, • The teachers and other adults at my program keep me safe, care
provide additional detail.
about me and support my learning.
Reading Standards for Literature

PK.CLL.5: Students interact with a variety of • In my classroom I use materials carefully and make choices about
common types of texts.
where I work and play.
Mathematics

PK.CKW.3 (Counting and Cardinality): Understand • Classroom rules and routines help me learn and stay safe.
the relationship between numbers and quantities to
10; connect counting to cardinality.

Social Studies

PK.CKW.1: Develops a basic awareness of self as
an individual, self within the context of family, and
self within the context of community.

PK.CKW.5: Demonstrates an understanding of

roles, rights and responsibilities.

Spiraling • N/A

Remedial (R) • Small groups/centers

Enrichment (E)
 Performance Tasks:
Other Evidence:
* Through what authentic performance tasks will students demonstrate
the desired understandings?

- Class Book "All About Us”

Assessment
* Through what other evidence (e.g. quizzes, tests, academic prompts,
observations, homework, journals) will students demonstrate
achievement of the desired results?
- Shares
- Small groups
- Centers
- Observations
UNIT 2: My Five Senses UNIT 2 LENGTH: 4 Weeks

UNIT 2 LEARNING GOALS

PK.AL.4: Exhibits curiosity, interest, and willingness in

learning new things and having new experiences.

PK.PDH.1: Uses senses to assist and guide learning.

PK.PDH.9: Demonstrates awareness and understanding

of safety rules.

PK.SED.6: Understands and follows routines and rules.

PK.CLL.7: With prompting and support, describe the
relationship between illustrations and the text in which
they appear (e.g., what person, place, thing or idea in the
text an illustration depicts).
PK.CLL.4: Displays emergent reading behaviors with
purpose and understanding (e.g., pretend reading).
PK.CLL.1: With prompting and support, use a
combination of drawing, dictating, or writing to express
an opinion about a book or topic (e.g., I like....
because...).
• Students will be able to understand that:
• There are five senses. They are smell, taste, touch, sight
and hearing.
• We use our senses to understand our bodies, learn what
they need and keep us safe.
• We use our senses to learn about the people, places,
objects and environment around us.
• We experience and interact with the world differently when
our senses, such as vision or hearing, are impaired.

PK.CKW.1: Asks questions and makes predictions based

on observations and manipulation of things and events in
the environment.

PK.CKW.2: Tests predictions through exploration and

experimentation.

Spiraling • Everyone in our Pre-K community is learning together.

Remedial (R)
Enrichment (E) • Small groups/centers
(to be completed after receiving diagnostic assessment
results)
 Performance Tasks:
Other Evidence:
* Through what authentic performance tasks will students
demonstrate the desired understandings?

- It Looked Like Spilt Milk project

- Applesauce
- Pumpkin Exploration
Assessment
* Through what other evidence (e.g. quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?
-Shares
-Small groups
- Centers
- Observations
UNIT 3: All About Us UNIT 3 LENGTH: 4 Weeks

UNIT 3 LEARNING GOALS

PK.CKW.1: Develops a basic awareness of self

as an individual, self within the context of a
family and self within the context of
community.

PK.CKW.2: Demonstrates awareness and

appreciation of their own culture and other
cultures.

PK.CKW.8: Demonstrates interest and

awareness about a wide variety of careers and
work environments. • Students will be able to understand that:

PK.CKW.1: Expresses oneself and represents
what he/she knows, thinks, believes and feels
through visual arts.
-I am unique; there is no one who looks, feels, thinks and acts exactly
like I do.
- I feel different ways at different times for different reasons.

PK.CKW.3: Expresses oneself by engaging in - I am part of a family and a classroom community.

musical activities.
- My family is important and unique.
PK.CKW.1: Describes types of materials and
how they’re used. - My classroom is a community. All of the people in my class are
important and unique.
PK.SED.1: Recognizes himself/herself as a
unique individual having his/her own abilities, - I can help make my classroom a fun, safe and exciting place.
characteristics, feelings and interests.

PK.SED.4: Develops positive relationships

with their peers.

PK.SED.5: Demonstrates pro-social problem

solving skills in social interactions

• Everyone in our Pre-K community is learning together.

Spiraling • We use our five senses when we are learning.

Remedial (R)
Enrichment (E) • Small groups/centers
(to be completed after receiving diagnostic
assessment results)
 Performance Tasks:
* Through what authentic performance tasks will students
demonstrate the desired understandings?

-Community Quilts
- Self-portraits

Assessment Other Evidence:

* Through what other evidence (e.g. quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?

-Shares
-Small groups
- Centers
- Observations

UNIT 4: Where We Live UNIT 4 LENGTH: 4 Weeks

UNIT 4 LEARNING GOALS
PK.ATL.5: Demonstrates persistence.

PK.PDH.5: Demonstrates eye-hand coordination and

dexterity needed to manipulate objects.

PK.SED.4: Develops positive relationships with their

peers.

PK.CLL.4: Demonstrates his/her ability to express ideas

using a variety of methods.

PK.CLL.1: With prompting and support ask and answer

detail(s) about a text.

PK.CLL.9: With prompting and support, identify basic

similarities and differences between two texts on the
same topic (e.g., illustrations, descriptions or
procedures).

• Students will be able to understand that:

PK.CLL.5: With guidance and support, respond to
questions and suggestions and add details to strengthen
- Homes are the places where we live.

illustration or writing, as needed.
- Animals and people have many different types of

PK.CLL.6 Demonstrate an emergent ability to express homes.


thoughts, feelings and ideas. - Some animals live with people.


- People and animals make homes.
PK.CKW.1 (Geometry): Analyze, compare and sort two
and three-dimensional shapes and objects, in different
sizes, using informal language to describe their
similarities, differences, and other attributes (e.g. color,
size and shape).

PK.CKW.5 Observes and describes characteristics of

living things.

PK.CKW.1: Develops a basic awareness of self as an

individual, self within the context of a family and self
within the context of community.

PK.CKW.3: Demonstrates knowledge of the relationship

between people, places and regions.

PK.CKW.5: Demonstrates an understanding of roles,

rights and responsibilities.
 • Everyone in our Pre-K community is learning
together.
Spiraling • We use our five senses when we are learning.
• We are all different and this is what makes us
unique.

Remedial (R)
Enrichment (E) • Small groups/centers
(to be completed after receiving diagnostic assessment results)

Performance Tasks:
* Through what authentic performance tasks will
students demonstrate the desired understandings?

- Big Orange Splot houses

- A House For Hermit Crab project
- making a city using recycled material

Other Evidence:
Assessment
* Through what other evidence (e.g. quizzes, tests,
academic prompts, observations, homework, journals)
will students demonstrate achievement of the desired
results?

-Shares
-Small groups
- Centers
- Observations

UNIT 5: Transportation UNIT 5 LENGTH: 4 Weeks

 UNIT 5 LEARNING GOALS

PK.AL.3: Approaches tasks, activities and

problems with creativity, imagination and/or
willingness to try new experiences or activities.

PK.AL.4: Exhibits curiosity, interest, and

willingness in learning new things and having new
experiences

PK.PDH.5: Demonstrates eye-hand coordination

and dexterity needed to manipulate objects.

PK.PDH.9: Demonstrates awareness and

understanding of safety rules. Students will be able to understand:

PK.SED.2: Regulates his/her responses to needs,

- I use transportation to get to pre-K and other places.
feelings and events.
- We use different types of transportation for different
PK.CLL.4: Exhibit curiosity and interest in reasons.

learning new vocabulary.

- Vehicles move in different ways.
PK.CLL.4: Exhibit curiosity and interest in
- My family is important and unique.
learning new vocabulary.

- Some vehicles are operated by community helpers such as

PK.CLL.2: Demonstrate an emerging
bus drivers, conductors, firefighters, police officers and mail
understanding of spoken words, syllables and
carriers.
sounds (phonemes).

- There are many ways to stay safe when using

PK.CLL.3: With guidance and support, ask and
transportation.
answer questions in order to seek help, get
information or clarify something that is not
understood.

PK.CLL.1: Demonstrate command of the

conventions of standard English grammar and
usage when writing or speaking.

PK.CKW.5 (The Arts): Participates in a variety of

dramatic play activities to represent fantasy and
real life experiences.
 • Everyone in our Pre-K community is learning together.
• We use our five senses when we are learning.
Spiraling • We are all different and this is what makes us unique.

Remedial (R)
Enrichment (E) • Small groups/centers
(to be completed after receiving diagnostic assessment
results)

Performance Tasks:
* Through what authentic performance tasks will students
demonstrate the desired understandings?

- Classroom transportation museum

- Transportation graph
- traffic lights
- airplanes

Assessment Other Evidence:

* Through what other evidence (e.g. quizzes, tests, academic
prompts, observations, homework, journals) will students
demonstrate achievement of the desired results?

-Shares
-Small groups
- Centers
- Observations