Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES SKILLS INSTRUCTIONAL TECHNIQUES EVALUATION Students will: • Learn and problem solving • Use logical Thinking • Use representation and symbolic thinking • Use scientific reasoning • Describe the world around them • Use scientific problem solving • Apply and adapt strategies to solve problems • Understand measurement • Understand comparisons and measurement • Understand numbers and operations Strategies for: • Observes objects and events with curiosity • Approaches problems with interest • Shows persistence in approaching tasks • Explores cause and effect • Applies knowledge or experience to a new context • Classifies objects • Compares/measures • Arranges objects in a series • Recognizes patters and can repeat them • Shows awareness of time, concepts and sequences Use of: • Pretend play • Asking questions • Role-play • Classroom rules and routines • Carpet games • Patterning and sequences • Classroom schedule and routine • Matching objects to numbers • Self-awareness • Role-play • Imaginary play • Creativity Use of: • Observations during circle time • Observations in the classroom • On-going observations on the rug and at tables
18
Embed
Grade: 3-year-olds Subject: Cognitive Development Division ... Curriculum... · Subject: Cognitive Development Division: Preschool ! ... 3-year-olds Subject: Cognitive Development
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
Students will:
• Learn and problem solving
• Use logical Thinking
• Use representation and symbolic thinking
• Use scientific reasoning
• Describe the world around them
• Use scientific problem solving
• Apply and adapt strategies to solve problems
• Understand measurement
• Understand comparisons and measurement
• Understand numbers and operations
Strategies for:
• Observes objects and events with curiosity
• Approaches problems with interest
• Shows persistence in approaching tasks
• Explores cause and effect
• Applies knowledge or experience to a new context
• Classifies objects
• Compares/measures
• Arranges objects in a series
• Recognizes patters and can repeat them
• Shows awareness of time, concepts and sequences
Use of:
• Pretend play
• Asking questions
• Role-play
• Classroom rules and routines
• Carpet games
• Patterning and sequences
• Classroom schedule and routine
• Matching objects to numbers
• Self-awareness
• Role-play
• Imaginary play
• Creativity
Use of:
• Observations during circle time
• Observations in the
classroom
• On-going observations on the rug and at tables
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
• Shapes and spatial relationships/geometry
• Understand graphing
• Explore the calendar
• Measurement of time
• Uses one-to-one correspondence
• Uses numbers and counting
• Shows awareness of position in space
• Takes on pretend roles and situations
• Makes believe with objects
• Makes and interprets representations
• Shows curiosity about living and non-living things
• Notices, describes and predicts chances in the environment
• Shows respect for living things
• Use his or her senses and variety of strategies to
• Cooperative learning
• Hands on experiments
• Growing plants
• Tend to the needs of classroom pet
• Making and playing with scented play dough
• Using estimation jars
• Asking “why” questions
• Asking “how” questions
• Matching, egg cartons,
muffin tins and buckets to sort
• Graphs and charts
• Play one-to-one
correspondence games
• Multi-sensory teaching techniques
• Numbers to theme
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
solve problems
• Invents strategies to figure out answers to problems
• When unsuccessful at solving problems, experiment and adapts strategies
• Sorts, classifies and puts objects in series, using a variety of properties
• Makes comparisons among several objects based on one or more attributes (length, size and weight) and using words such as shorter, taller, bigger, smaller, heavier and lighter
• Children will recognize numbers up to 20
• Writes numbers 1-5 (once masters children will write 6-10)
activities
• Number recognition games
• Number manipulatives
• Books, videos
• Puzzles
• Shape manipulatives
• Repetition
• Self discipline
• Social skills
• Puzzles
• Cooking
• Daily schedule
• Through morning/circle time songs
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
• Match numbers in a set to the correct number (1-10)
• Uses objects to model simple addition
• Sorts items by similar attributes (size, shape, color)
• Recognize and replicate simple shapes
• Compares sets of objects
• Identify ordinal position 1st through 3rd
• Puts events in a logical sequence
• Creates simple patters of color, shape, sound and movement
• Make geometric designs on a geo board
• Makes and covers
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
designs using pattern blocks
• Knows right from left
• Identifies simple shapes
• Recognizes two and three dimensional shapes in the environment
• Notices similarities and differences among shapes
• Notices how shapes fit together to form other shapes
• Together to form other shapes
• Demonstrates understanding of special words such as up, down, over, under, top, bottom, inside, outside, in front and behind
• Teacher assisted graphing and reading of
Grade: 3-year-olds Subject: Cognitive Development Division: Preschool LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
data
• Makes simple Predictions
• Looks for a pattern
• Draws a picture
• Divides a shape in half/symmetry
• Identifies halves
• Reads the calendar and identifies the date
• Identifies the days of the week and the months of the year
• Identifies hot and cold weather
• Identifies weather/different seasons
Grade: 3-year-olds Subject: Language Development Division: Preschool
LEARNING OBJECTIVES
SKILLS INSTRUCTIONAL TECHNIQUES
EVALUATION
Students will:
• Use age appropriate language skills
• Speak in complete sentences
• Learn to speak clearly
• Recognize that spoken words can be written and convey meaning
• Recognize and name letters in their names
• Recognize and name some lower case letters
• Differentiate letters from numbers
• Recognize letter shape
• Recognize sound • Correct letter
formation
• Recognize “Letterland” characters and begin to connect to
Strategies for:
• Hears and discriminates the sounds of language
• Expresses self using words
and expanded sentences
• Understands and follows oral directions
• Answers questions
• Asks questions
• Actively participates in
conversations
• Demonstrates knowledge of the alphabet
• Follows a storyline and
make predictions
• Begins to match letters with their sounds
• Say and point to at least 10 letters in the alphabet
• Begins to connect sounds to
letters
Use of:
• Reading and listening to stories
• Asking the children questions
• Interactive teaching
• Technology (smart board and videos)
• Modeling
• Allowing students to speak during Show-n-Tell
• Repetition of phonics
programs
• Smart board
• CDs, videos and books
• Letter buckets
• Identifying objects of the letter
• Tracing letters
Use of:
• On-going observations and assessments during circle, carpet and table times
• Observations
through circle time, free play, all on-going
its sound with support demonstrate an emerging understanding of spoken words, syllables and sounds
• Makes comparisons among several objects based on one or more attributes (length, size and weight) and using words such as shorter, taller, bigger, smaller, heavier and lighter
• Usage of vocabulary such as Mitzvot (Good Deeds), Kavod (care for people), Hachnasat(care for people) , Orcheem (care for people), and Tzesdakah,(care for people) Tikkum Olam (care for the earth), and Tza’ar Ba’alay (care for animals)
• Understand the important
moral values embedded in vocabulary
Use of:
• Learning and putting together the Mitzvah tree and Mitzvah leaves
• Learning to be a Mitzvah Mench
• Tzadakah boxes
• Participation in Tikkum Olam projects
• Participation of Tza’ar Ba’aly Chayim project (ASPCA)
Use of:
• Students bring in their Mitzvah leaves
• Report completion of
Mitzvah • Students bring Tzedakah • Students talk about their
and understand the names and concepts incorporated in each Torah story
• Understand the values
related to each Torah story
Use of:
• Reenacting the Torah story using props, puppets, and dress-up
• Use mathematics concepts relating to stories
• Use of music and movement to correlate with each story
• Use of visual and auditory aids
• Creative projects correlating the Torah stories
Use of:
• Whole class discussion with teacher
• Observation of students
during play • Listen to students while
retelling stories
Grade: 3-year-olds Subject: Music and Movement Division: Preschool
LEARNING OBJECTIVES SKILLS INSTRUCTIONAL
TECHNIQUES EVALUATION
Students will:
• Experience many opportunities to extend their language, musical and physical abilities
• Be encouraged to sing
songs, listen to recordings, play of circle and movement games
• Participate in group music and movement activities
Strategies for:
• Supporting the child’s total development—physical, emotional, social and cognitive
• Providing opportunities for children to choose from among a variety of music and movement activities, materials, and equipment of varying degrees of difficulty
• Allowing children time to explore music and movement through active involvement
• Facilitating learning through active interaction with adults and other children as well as with music and movement materials
Use of:
• Providing plenty of space and time indoors and outdoors
• Allow children to explore
and exercise skills such as running, jumping, galloping, catching a ball, etc.
• Positive and pleasurable
experiences with rhythm and movement will encourage children to repeat these experiences
Use of:
• Systematic observation of behavior as time on task, number of instances of an event or behavior, and participation tendencies over time
• Checklist or reports to
record and describe verbal and nonverbal behavior
• Rating scales to provide
data related to quality of responses, such as degrees of accuracy, originality, or involvement