ฟอสซิสไดโนเสาร์

งานนี้เสียดายไม่ได้ถ่ายตอนพยายามขุดไดโนเสาร์
















มีแต่รูปกล่องค่า













รูปสำเร็จ

เจ้าไดโนเสาร์ตัวนี้แหละจุดประกายให้พี่ควินน์อยากเป็นนักโบราณคดี อิอิ (เรียกถูกหรือเปล่าคะ)

พระจันทร์ โดยพี่ควินน์

พระจันทร์ครึ่งเสี้ยว มีรอยขรุขระด้วยค่ะ

พี่ควินน์กับบล็อก

ของโปรดเลยหล่ะ

น้องลิสาแข่งรถขาไถขึ้นภูเขา

ได้ที่โหล่ 555 เพราะยังขี่ไม่เป็น อิอิ

กองเชียร์สนุกสุด ๆ

เทียนในน้ำเย็น vs น้ำอุณภูมิในบ้าน

ในแก้วจะมีน้ำเย็นกับน้ำอุณภูมิในบ้านหรือน้ำธรรมดาอย่างละ 1 แก้ว
ลองดูว่าไฟจะอยู่ในไหนได้นานกว่ากัน

เล่นสี

เลอะทั้งบ้าน

พี่ควินน์ vs น้องลิสาบนหาดทราย

ไม่มีคำบรรยาย

ตุ๊กตาตัวนี้ตัวละเท่าไหร่

ใครอยากได้ประมูลมาเลยค่า

วันที่ผิดเช่นเคย ถ่ายตั้งแต่ปลายปีที่แล้วโน่น

พี่ควินน์กับปลาเส้นทาโร่

เอามาประดิษฐ์ตัวอักษรค่ะ
บางครั้งก็ทำเป็นรูปบ้านหรือรูปอื่น ๆ ตามจินตนาการค่ะ
เป็นความคิดของพี่ควินน์ล้วน ๆ เลยค่ะ

ทำไว้เยอะมากค่ะ แต่ไม่ได้ถ่ายรูปเอาไว้

อุปกรณ์อื่นพี่ควินน์ก็เอามาประดิษฐ์ค่ะ เช่นดินสอ ตะเกียบ ช้อน กิ่งไม้

5555 วันที่ในรูปนั้นผิดแน่ ๆ เลย รูปนี้ถ่ายไว้ตั้งแต่ต้นปี อิอิ

พี่ควินน์กับก้อนหิน

พี่ควินน์ชอบเอามาเรียงเป็นรูปต่าง ๆ

นี่เป็นแค่ส่วนหนึ่งค่ะ บางครั้งเคยทำรูปจนเราต้องอึ้งก็มีแต่ไม่ได้ถ่ายเอาไว้

ทุกครั้งที่ได้เล่นควินน์จะเล่นเงียบ ๆ คนเดียวขณะเล่นก็จินตนาการเสียงดังไปด้วย

ควินน์กับกล้องดูดาว (พระจันทร์)

เป็นอีกความสนใจของควินน์ค่ะ

ควินน์จะตื่นเต้นตาลุกวาวทุกครั้งที่พูดถึงเรื่องดวงดาวและอวกาศ

วันลอยกระทงพระจันทร์เต็มดวงน้องควินน์ได้เห็นชัดจากกล้องตัวนี้เป็นครั้งแรกค่ะ หลังจากที่ฟ้ามืดมัวฝนอยู่นานตั้งแต่ซื้อมารวมเวลาก็หลายเดือนเหมือนกัน ทำเอาควินน์แทบเบื่อหน่ายไปกับกล้องนี้ แต่สุดท้ายก็มองเห็นจนได้ อิอิ

เที่ยวซาฟารีเวิลด์ต่อค่ะ

ในส่วนของ Eggs world

ใข่ชนิดต่าง ๆ

ควินน์ใช้เวลาในนี้นานมาก อยู่จนเขาปิดน่ะ

กระดูกของงูตรงนี้แหละทำให้ควินน์เริ่มสนใจเรื่องกระดูกของส้ตว์ชนิดต่าง ๆ

แล้วคริปนี้ก็จบลงทั้งสนุกและเหนื่อยที่สุดค่ะ

เที่ยวซาฟารีเวิลด์

วันเดินทาง 13 เมษายน 2551 ค่ะ

เก็บภาพไว้นานไปหน่อย อิอิ

วิวข้างทางค่ะ

















เสือนอนกันอย่างสบาย ๆ




















หมีค่ะ























นกยูงพี่ควินน์ชอบมาก













โชว์ที่เรียกเสียงหัวเราะได้ตลอดเวลา

























กินอาหารในมือ

















โชว์ปลาโลมา ไปช่วงสงกรานต์ร้อนมากขอบอก




















หน้าตายีราฟคอยาว




























อยู่กันเป็นฝูง อึดอัดไหมเนี่ย





























ขอถ่ายรูปคู่กับยีราฟ





















แมวน้ำหรือเปล่าเนี่ย









มีต่ออีกค่ะ

show and tell

พเพื่อฝึกให้พี่ควินน์ได้คิดและจินตนาการ

ให้พี่ควินน์เอาของเล่นมา 1 ชิ้น แล้วเล่าให้แม่ฟังว่าของเล่นชิ้นนี้ทำอะไรได้บ้าง
อย่างวันนี้น้องควินน์เอารถมา 1 คัน

พี่ควินน์บอกว่า รถคันนี้เป็นรถที่มีความพิเศษมากสำหรับ fantastic 4 (ครอบครัวของเราใช้ชื่อนี้ค่ะ) มี 4 ที่นั่ง สามารถบินได้ มีปืนอยู่ด้านล่าง วิธียิงก็แค่กดปุ่มสีแดงในรถก็จะยิงศัตรูได้ สามารถมองเห็นศัตรูได้ในระยะที่ไกลมาก........................

อะไรประมาณนี้คะ

แทบทุกวันจะมีการเล่นนี้เกิดขึ้นในครอบคัว fantastic 4 ค่ะ

Parent - Did you remember to

กานต์จะติดไว้ข้างฝาเลยค่ะ เพื่อกันลืม

HUG กอด
READ TOGETHER อ่านหนังสือด้วยกัน
GIVE CHOICES เปิดโอกาสให้ลูกได้เลือก เช่นเลือกชุดใส่ชุดไหนระหว่างชุดสีแดงกับสีฟ้า
LISTEN ฟัง
ASK QUESTIONS ถาม
PRAISE ชื่นชม
HUG กอดอีกครั้งค่ะ

นิทานเรื่องนกกับงู (พี่ควินน์แต่ง)

กาลครั้งหนึ่งนานมาแล้ว ยังมีงูตัวหนึ่งกำลังหิวโซมันก็เลยออกหาอาหาร และก็เจอไดโนเสาร์ตัวหนึ่งกำลังจะจับงูเป็นอาหาร งูก็วิ่งหนีไปหาสัตว์อย่างอื่นที่งูกินได้ และก็เจอไดโนเสาร์อีกตัวหนึ่ง งูก็วิ่งหนีอีก แล้วงูก็เจอนกตัวหนึ่ง ยืนอยู่ริมคลอง แต่ว่านกตัวนั้นเป็นเพื่อนของงู งูพูดว่า "ทำไมยืนอยู่ริมคลองแบบนี้ เดี๋ยวไดโนเสาร์จะมากินนะ" ตอนที่นกกำลังจะบินไดโนสาร์ก็มากำลังจะจับนกและ
งูกิน งูก็พ่นพิษใส่ไดโนเสาร์ ไดโนเสาร์ก็ตาย แต่ว่ายังมีไดโนเสาร์อีกตัวหนึ่งมาต่อสู้กับงูแล้วงูก็พ่นพิษใส่ไดโนเสาร์อีก ทำให้ไดโนเสาร์ตาย นกขอบใจงูที่ช่วยชีวิตมันก็เลยให้งูกินมันเป็นอาหาร แต่งูก็ไม่กินเพราะว่างูคิดว่านกเป็นเพื่อนของงู

แล้วก็มีไดโนเสาร์มาอีก งูก็พ่นพิษใส่ไดโนเสาร์จนตายอีก นกก็ขอบใจอีกครั้งหนึ่งแล้วก็บินไป งูก็กลับบ้านแต่ว่ามีอาหารตั้งแยะแยะ เป็นของที่แม่งูซื้อมาให้ แล้วก็มีไดโนเสาร์อีกตัวหนึ่งพังบ้านของงู งูก็รีบกินอาหารแล้ววิ่งหนีไป ไดโนเสาร์ก็ตามมาและเจอนกกำลังจะนก แล้วงูก็เลยแปลงร่างเป็นไดโนเสาร์ทอเรอดอนที่บินได้แล้วกัดไดโนเสาร์จนตาย นกก็ขอบใจงูที่แปลงร่างแล้วอีกครั้งหนึ่ง

จบ

ทำไมหัวใจถึงเต้นตลอดเวลา ?

พี่ควินน์ถามว่า ทำไมหัวใจถึงเต้นล่ะมามี้ ทำไมเต้นตลอดเวลาเลย ไม่หยุดพักบ้าง สัก 2-3 นาทีน่ะ


นี่เป็นสิ่งที่พี่ควินน์สงสัยทำเอามามี้อึ้งไปเลยค่ะ
พี่ควินน์จะถามอะไรที่พิลึก ๆ ค่ะ

เช่น ฉี่บนดวงจันทร์แล้วจะเป็นยังไง ?
ทำไมพระจันทร์ถึงขรุขระ
ทำไมดอกไม้ถึงมีสีที่ต่างกัน ?
ทำไมคนชอบตาย ? (อ้าว! ไม่ชอบหรอกแต่มันตายเอง 555)
ทำไมไดโนเสาร์ถึงตาย ?
ทำไมไดโนเสาร์ไม่กลับมา ? หลังจากที่โลกของเรามีสิ่งมีชีวิตอื่นกลับมา (หลังจากโลกมีการเปลี่ยนแปลงที่ยังไม่มีใครทราบว่าทำไมไดโนเสาร์ถึงตาย)
ทำไมไฟดับแล้วเปิดคอมพิวเตอร์ไม่ได้ ?
ทำไมพอของตกแล้วถึงมีเสียงดัง ?
ทำไมเวลาของหลุดจากมือมันถึงตกลงบนพื้น ? (ประมาณว่าทำไมไม่ลอย)
ทำไมต้นไม้ถึงต้องการน้ำ ?
ทำไมเวลาเราพูดต้องอ้าปาก ?
ทำยังไงเราถึงหายป่วย ?
ทำไมต้นไม้ต้องการแสงแดด และน้ำฝน ?
ทำไมถ้าเราไม่กินน้ำเราจะเป็นลมตาย ?
ทำไมผมของควินน์มันกลม ๆ ? (ผมหยิก 555)
ทำไมตาดำของควินน์ถึงไม่เคลื่อนไหว?

Kindergarten : Reading/Language Arts

Standards and Instruction

Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
2.0 Reading Comprehension
3.0 Literary Response and Analysis


Writing
1.0 Writing Strategies

Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions

Listening and Speaking
1.0 Listening and Speaking Strategies
2.0 Speaking Applications (Genres and Their Characteristics)


Word Analysis, Fluency, and Systematic Vocabulary Development

Concepts About Print

A primary focus of language arts instruction in kindergarten is making sense of the alphabet and its role in reading. Familiarity with the letters of the alphabet is a powerful predictor of early reading success (Ehri and McCormick 1998). Moreover, letter-sound knowledge is not optional in an alphabetic writing system. By the end of kindergarten, students should be able to name all uppercase and lowercase letters and match all letters with their associated sounds.

Whether to teach letter names or letter-sound relationships irst remains unset?tled. Some reading programs recommend introducing letter names irst because they are typically easier and more familiar to children. Others teach letter-sound relationships before letter names. Likewise, the treatment of uppercase and lower?case letters has varied. In some programs both uppercase and lowercase letters are introduced concurrently; in others the introduction of capital letters dissimilar to their lowercase letters is delayed.

he kindergarten experience should also expose students to a range of print forms and functions. Students learn to use conventions of print not only to nego?tiate print but also to aid comprehension (e.g., Reading Comprehension Standard 2.1).
A recommended sequence is to present
(1) the particular concept of print (e.g., books are read front to back, print moves from left to right), as would be done with any other basic concept; and
(2) a learning activity in which books are used.

Phonemic Awareness

the most essential element of language arts instruction in kindergarten is the development of phonemic awareness; that is, teaching students the sound structure of language. Seven content standards (Reading Standards 1.7–1.13) progressively address phonemic awareness and its multiple dimensions. Phonemic awareness is:

1. he ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Moats 2000; Yopp 1988). Early phonemic awareness is all auditory; it does not involve print.
2. Fundamental to later mapping speech to print. If a child cannot hear that man and moon begin with the same sound or cannot blend the sounds /rrrrruuuuunnnn/ to run, that child typically has diiculty connecting sounds with their written symbols.
3. Essential to learning to read in an alphabetic writing system because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense.
4. A strong predictor of early reading success.

Instruction in phonemic awareness can span two years, kindergarten and irst grade. But in this aspect of teaching as in others, the teacher must be guided by the students’ developing competencies. Some students require little training in phonemic awareness; others might require quite a bit. Although early phonemic awareness is oral, the teacher must be careful not to delay in providing learning opportunities with print. Learning phonics and learning to decode and write words all help students continue to develop phonemic awareness. In addition, students who have developed or are successfully developing phonemic awareness should not have to spend an unnecessary amount of time being instructed in such awareness. Adequate, ongoing assessment of student progress is essential. Oral activities in kindergarten should focus on such simple tasks as rhyming, matching words with beginning sounds, and blending sounds into words. Midyear screening of all students to determine their phonemic awareness and need for further instruction is also important.

In a review of phonemic awareness interventions to enhance the early reading achievement of students with and without disabilities, the following instructional strategies were found efective (Smith, Simmons, and Kame’enui 1998):

1. Modeling phonemic awareness tasks and responses orally and following with students’ production of the task
2. Making students’ cognitive manipulations of sounds overt by using concrete representations (e.g., markers, pictures, and Elkonin boxes) or auditory cues that signal the movement of one sound to the next (e.g., claps)
3. Teaching skills explicitly and systematically
4. Adding letter-sound correspondence instruction to phonological awarenesinterventions after students demonstrate early phonemic awareness
5. Progressing from the easier phonemic awareness activities to the more diicult—from rhyming and sound matching to blending, segmentation, and manipulation
6. Focusing on segmentation or the combination of blending and segmenting
7. Starting with larger linguistic units (words and syllables) and proceeding to smaller linguistic units (phonemes)
8. Focusing beginning instruction on the phonemic level of phonological units with short words (two to three phonemes; e.g., at, mud, run)
9. Focusing irst on the initial sound (sat), then on the inal sound (sat), and lastly on the medial sound (sat) in words
10. Introducing several continuous sounds irst (e.g., /m/, /r/, /s/) before introducing stop sounds (e.g., /t/, /b/, /k/) because stop sounds are more diicult to isolate
11. Providing brief instructional sessions (Signiicant gains in phonemic awareness are often made in 15 to 20 minutes of daily instruction and practice over a period of 9 to 12 weeks.)



Decoding and Word Recognition

In kindergarten students begin to work with words in three important ways: decoding, spelling, and writing. Decoding is of primary importance. he students learn the prerequisites (phonemic awareness, letter-sound correspondences) and requisites (blending individual letter-sound correspondences to read whole words) of decoding. he ability to associate consonant and vowel sounds with appropri?ate letters is fundamental to reliable decoding and will be the focus of the curricu?lar and instructional proile presented later in this section. he selection, sequencing, review, and practice of letter-sound correspondences require careful analysis to optimize successful early reading. Selected guidelines include:

• Scheduling high-utility letter sounds early in the sequence (e.g., /m/, /s/, /a/, /r/, /t/)
• Including a few short vowels early in the sequence so that students can use let?ter-sound knowledge to form and read words
• Sequencing instruction, separating the introduction of letter sounds that are easily confused (e.g., /p/, /b/, /v/; /e/, /i/)
• Using student knowledge of letter-sounds to help them read and spell words (he diiculty of the words students spell should parallel the diiculty of the word patterns they read. Further speciications for the procedures for teaching word reading are found in the irst-grade presentation.)

Vocabulary and Concept Development

Curriculum and instruction in kindergarten must also develop understanding of concepts and vocabulary as building blocks of language: categories of color, shape, and words used in kindergarten instruction (e.g., group, pair, same). Vo?cabulary is developed through direct instruction in speciic concepts and vocabu?lary and exposure to a broad and diverse vocabulary while listening to stories. For students who enter kindergarten with limited knowledge of vocabulary, special instruction in concept and language development should be provided to help close the widening vocabulary gap between them and their peers (Biemiller 2001; Hart and Risley 2003, 1995).

Teachers should identify vocabulary words critical to listening comprehension and teach those words directly. Factors that inluence the learning of vocabulary are (1) providing multiple exposures to words; (2) selecting and teaching words that are important to understanding a story or are high-utility words; (3) having students process words deeply and in multiple contexts; and (4) providing deini?tional and contextual support (Beck, McKeown, and Kucan 2002).


Reading Comprehension
Most students are not able to read sophisticated stories in kindergarten on their own but learn to identify and use strategies to comprehend the stories that are read to them daily. In the kindergarten curriculum important strategies for teaching comprehension as students listen to stories are
(1) using pictures and context to make predictions;
(2) retelling familiar stories; and
(3) answering and asking questions about essential elements. Factors to be considered when introducing comprehension strategies are:


1. Easing into instruction, beginning with stories containing obvious information and considering the complexity of the text
2. Controlling the diiculty of the task initially by introducing the strategy irst in sentences and paragraphs and then in stories
3. Modeling multiple examples and providing extensive guided practice in listening-comprehension strategies
4. Inserting questions at strategic intervals to reduce the memory load for learners when introducing strategies in stories (For example, have students retell the important events after each page rather than wait for the end of the story.)
5. Using both narrative and expository text

Literary Response and Analysis

One of the most powerful structures students learn in kinder?garten is the schema or map of stories. he elements of story grammar (see glossary) can be applied to most stories and provide students with an important anchor when listening to stories, recalling them, and eventually writing their own. Story grammar can be used as a framework for beginning to teach higher-level compre-hension skills. Students who have learned story grammar can begin to summa?rize by using the elements to retell the story. In kindergarten three elements are introduced: setting, characters, and important events. he remaining elements are gradually introduced in successive grades. Suggested strategies for teaching story elements are to:

• Introduce stories where elements are explicit (e.g., setting is described specii?cally).
• Focus on only a few important elements and introduce additional elements when the students can reliably identify those previously taught.
• Model and guide the students through stories, thinking out loud as the ele?ments are being identiied.
• Have students discuss the elements orally and compare with other stories.
• Use elements of story grammar as a structure for recalling and retelling the story. Model retelling, using the setting, characters, and important events as re?call anchors. Provide picture cues to help students learn the essential elements.
• Provide plentiful opportunities to listen to and explore a variety of text forms and to engage in interactive discussion of the messages and meanings of the text. As students retell stories or answer questions about stories, they are pro?vided with models of oral English-language conventions together with oppor?tunities to produce complete, coherent sentences.


Writing Strategies

Kindergarten students learn not only to recognize, identify, and comprehend but also to write letters, words, and beginning narratives. he con?nections in content between reading and writing are important in reinforcing es?sential skills. As students study the sound structure of language and learn how to read phonetically regular words and to write letters, they begin to use that knowledge to document their ideas in words. he National Research Council (1998, 187) states that “at the earliest stages, writing may consist of scribbling or strings of letter-like forms. If opportunities to write are ample and well complemented by other literacy activities and alphabetic instruction, kindergartners should be using real letters to spell out words phonetically before the school year is out (Moats 2000). he practice of encouraging children to write and spell words as they sound (sometimes called temporary spelling) has been shown to hasten reinement of children’s phonemic awareness and to accelerate their acquisition of conventional spelling when it is taught in irst grade and up.”


Listening and Speaking Strategies; Speaking Applications

Kindergarten instruction focuses on the development of receptive and expres?sive language. Initially, preschool students learn to process and retain sentence-level instructions. Eventually, they begin to use their knowledge of sentence struc?ture to produce their own clear, coherent sentences. To do so, the students must have models of such sentences and opportunities to produce them. For some, instruction begins irst with statement repetition and progresses to statement pro?duction. Instruction in this focus area must be carefully organized to include:


1. Explicit modeling of standard English
2. Carefully constructed linguistic units that progress from short sentences to longer sentences
3. Frequent opportunities to repeat sentences
4. Additional, gentle modeling emphasizing speciic elements of sentences omitted or pronounced incorrectly
5. Strategically designed instruction that shifts from statement repetition to statement production
6. Structured statement production whereby students irst generate responses to questions from pictures or prompts and then generate questions or responses without prompts

Kindergarten students expand their speaking skills by reciting poems, rhymes, and songs. hey make brief oral presentations about familiar experiences or interests and learn to describe people, places, things, location, size, color, shape, and action.




Content and Instructional Connections

he following activities integrate standards across domains, strands, and academic disciplines. Teachers may wish to:
1. Read aloud and discuss quality literature to extend students’ oral vocabulary, concepts about print, and understanding of characters, settings, and important events.
2. Begin letter-sound instruction when students demonstrate some phonemic awareness. hen incorporate instruction in letter sounds and simple decoding to help phonemic awareness develop further.
3. Use only previously taught letters and letter-sound associations to spell words.
4. Use words students can read in writing activities.
5. Incorporate words from vocabulary instruction throughout the day and across subject disciplines.
6. Provide multiple opportunities for students to hear and practice new vocabulary.
7. Provide opportunities for students to retell stories and model retelling familiar stories, emphasizing English-language conventions.
8. Read aloud and discuss expository text consistent with the kindergarten science, mathematics, and history–social science standards. Please see Appendix B for examples of standards that span domains and strands.


Kindergarten Curricular and Instructional Proile

Reading Standard 1.14
DOMAIN Reading
STRAND 1.0 Word analysis, luency, and systematic vocabulary development
SUBSTRAND Decoding and word recognition
STANDARD 1.14 Match all consonant and short-vowel sounds to appropriate letters.

Prerequisite or corequisite standards. Kindergarten Word Analysis, Fluency, and Systematic Vocabulary Development Standards 1.6, 1.7, 1.8, 1.9. Standard
1.6: Recognize and name all uppercase and lowercase letters.Standard
1.7: Track and represent the number, sameness or difference, and order of two and three isolated phonemes. Standard
1.8: Track and represent changes in simple syllables and words with two and three sounds. Standard
1.9: Blend vowel-consonant sounds orally to make words or syllables.

Curricular and Instructional Decisions

Instructional Objectives

1. Determine whether letters and letter sounds will be introduced simultaneously or separately. his consideration is extremely critical for students who have diiculty acquiring and retaining information.
2. Deine the task for learners. Match implies that students produce the sound in response to a letter.
3. Determine when each letter-sound correspondence will be learned. To enable students to accomplish Reading Standard 1.15 (Read simple one-syllable and high-frequency words; i.e., sight words), the teacher must introduce more than just one letter-sound per week.

Instructional Design
1. Schedule the introduction of letter sounds to optimize learning.
2. Separate easily confused letters and sounds.
3. Introduce early in the sequence those letter sounds that occur in a large number of words.
4. Introduce early those letter sounds that relate to letter names (e.g., /s/, /r/, /m/) to facilitate learning.
5. Include a few short vowels early to allow students to build words easily.
6. Use several continuous sounds early that can be stretched (e.g., /m/, /n/, /s/) rather than stop or abrupt sounds (e.g., /t/, /b/, /d/) because continuous sounds facilitate blending.
7. Review letter sounds cumulatively to promote retention.
8. Determine whether students can handle uppercase and lowercase letters simultaneously. If so, introduce those letters in which uppercase and lowercase are similar (e.g., S s, P p, C c) before ones that are diferent (e.g., D d). For dissimilar letters withhold introducing the uppercase letter until later in the sequence.
9. Teach students to use letter sounds in simple word reading as soon as they have a group of letter sounds (four to six) from which to build words.
10. Include a phonemic awareness objective and parallel instruction focused on the phoneme level (e.g., Reading Standards 1.7, 1.8, 1.9).
11. Introduce simple word reading (e.g., vowel-consonant, as in an, or consonant-vowel-consonant, as in sat) once students have mastered a small number of letter-sound correspondences contained in those words.



Instructional Delivery

1. Model the process of producing the sound and matching it with the letter. Ensure that sounds are correctly pronounced and not turned into nonexistent syllables (not muh but mmm).
2. Use and allow students to use a variety of media (chalkboard, magnetic letters, magic slates, and sounds written on chart paper) to reinforce letter-sound practice.
3. Divide instruction into (a) new letter-sound instruction; and (b) discrimi?nation practice in which previously introduced letter-sounds are reviewed and distinguished from the newly introduced sound. If students do not know the sound, model the sound, provide an opportunity for them to identify or match the sound, and return to the letter sound later in the lesson to reinforce and review.
4. Teach letter sounds explicitly, using a teacher model, guided practice, and independent practice sequence.
5. Provide frequent, short periods of instruction and practice during the day.
6. Relate letter-sound instruction to the standard of hearing sounds in words (phonemic awareness). Discuss the connection of hearing sounds (aural) and mapping those sounds to print (alphabetic).


Assessment

Entry-Level Assessment

1. Entry-Level Assessment for Instructional Planning

a. Before instruction assess student knowledge by showing an array of all the letters ordered randomly on a page. An alternative is to order the letter sounds in the sequence to be introduced in the instruction. he font should be large enough that the letters can be easily distinguished. Model the task on a couple of letter sounds. Show a row or column of letters and ask the child to tell you the sound of the letter. If the child tells you the name, say, “hat’s the name of the letter. Can you tell me the sound it makes?” Continue until the student has completed the task or you have suicient information about the student’s knowledge of letter sounds. If the student misses ive consecutive sounds, stop testing.

b. his stage of assessment is important because it provides direct information for instruction. Examine the letter-sound proiles of students in the class to determine whether consistent errors on speciic letter-sound correspondences are evident.

c. Determine whether you are assessing for accuracy or for luency. Accuracy measures simply document whether letter sounds are identiied correctly or incorrectly. An alternative measurement procedure is to assess for luency of letter-sound knowledge. Provide the student a page of letter-sound correspondences arranged in rows in random order on the page. Ask the student to say the sound for each letter on the page. Allow one minute for the exercise. Record the letter-sound correspondences correctly identiied and those in error. Subtract the errors from the total. he resulting score will be the number of letter sounds per minute. his method allows you to monitor student growth over time by periodically administering one-minute assessments of letter-sound luency.
d. Knowledge of letter-sound correspondence is an important indicator for establishing lexible skill-based instructional groups. Review the class proile to determine which students have considerable knowledge, moderate knowledge, or limited knowledge. Design lexible groupings to accommodate instruction to the learners’ entry performance level.


Monitoring Student Progress

2. Monitoring Student Progress Toward the Instructional Objective.
this assessment phase is designed to determine students’ progress and mastery of letter-sound knowledge. he options available are:

a. Maintaining a set of letter sounds that have been taught and assessing student performance at least biweekly to evaluate progress on those sounds. Document letter sounds students can and cannot identify.
b. Monitoring progress toward the long-term goal of knowledge of all letter-sound correspondences. Use a format similar to the entry-level assessment and monitor progress at least once every two weeks. Document performance (numbers of correct letter sounds and those in need of further instruction). Again, if a student makes ive consecutive errors, discontinue the assessment.


Post-test Assessment

3. Post-test Assessment Toward the Standard.
On completion of letter-sound instruction, assess student performance according to the procedures used to assess entry-level performance. he focus at this point should be on letter-sound luency, and the goal of instruction is that students identify letter sounds accurately and automatically, enabling the students to apply letter sounds to read simple vowel-consonant (VC) or consonant-vowel-consonant (CVC) words. A target for achievement is for students to read letter-sound correspondences at a rate of one per second. Post-test assessment should include a luency rate if it was not part of entry-level assessment. Note: Instruction in word reading can begin once students have learned a small number of consonants and vowels that enable them to read words.

Universal Access

Reading Dificulties or Disabilities

1. Students with Reading Diiculties or Disabilities

a. Determine whether the rate of introduction is acceptable for students with special needs. If the pace is too rapid, provide additional instruction, such as an extra preteaching period (before the lesson). If students are grouped heterogeneously, the entire group is given extra scafolded instruction. Homogeneous groups will allow the teacher to preteach only those students who need the extra help.

b. For students having diiculty in retaining letter-sound knowledge, schedule a booster session sometime during the day. Review troublesome letter sounds or newly introduced information for one to two minutes.

Advanced Learners

2. Students Who Are Advanced Learners. Assess students for both accuracy and luency. Keep in mind that when many advanced learners enter kindergarten, they may be reading at three to four or more grade levels above their age peers and may not need instruction in this skill area. Suggested procedures to follow are to:
a. Provide explicit instruction if many letter sounds are unfamiliar to students. Keep in mind that some students may acquire letter-sound knowledge very quickly. Accelerate movement through instructional materials if appropriate.
b. Design an instructional schedule to address any unknown skills if students have mastered the majority of letter-sound correspondences.
c. Assess higher-level reading skills if students are proicient in all letter sounds (i.e., can produce the sounds accurately and luently). On the basis of a thorough assessment, they should be placed at an appropriate instructional level that provides academic challenge. For advanced students who have already mastered the language arts standards for kindergarten, grouping those students with irst graders for language arts instruction is a simple and inexpensive way to provide the appropriate level of instruction. heir rate of learning should be subject to ongoing monitoring to ensure that they are learning at a rate commensurate with their ability.


English Learners

3. Students Who Are English Learners. the following suggestions assume that students will begin language arts instruction in English and that literacy instruction will be augmented by concurrent formal linguistic instruction in English (English-language development). If language arts instruction is provided in part in a primary language, instruction in the primary language should be designed according to the same standards and principles indicated for language arts instruction in this framework. Suggested procedures to follow are to:


a. Ensure that students have had suicient opportunities through prior activities in phonemic awareness to hear, distinguish, and produce sounds being introduced. Teachers should be aware of phonological diferences between English and the students’ primary language and provide additional exposure to and practice with the diicult sounds.
b. Provide students with additional systematic guidance and practice if they are unable to match all consonant and short-vowel sounds to appropriate letters.
c. Schedule additional brief practice sessions for English learners who have diiculty in learning letter-sound correspondences. hey should beneit from additional review and practice of particularly diicult letter sounds.
d. Ensure that
(1) students receive instruction or have had experiences (or both) with the words to be used in simple word reading; and
(2) they understand the meaning of the words. e. Encourage English learners to take home age-appropriate materials (e.g., lash cards, decodable text, handouts) related to the teaching objective.



Instructional Materials

1. Sequence the introduction of letter-sound correspondences, strategically separating easily confused sounds (e.g., /p/, /b/, /v/ and vowel sounds, especially /e/ and /i/) and introducing high-utility sounds irst.
2. Scan the introduction of letter sounds for potential problems. he goal of letter-sound instruction is to provide the tools needed for word reading. Instructional texts should irst introduce letter sounds in isolation. hen sounds that have been taught should be incorporated into words.
3. Include entry-level and progress-monitoring measures as well as assess?ments that allow teachers to identify advanced learners.
4. Ensure that similar skills (e.g., phonemic awareness and word reading) are correlated and that connections are made in instructional materials and instruction.
5. Proceed to simple instruction in word reading once students develop a set of letter sounds that allow them to read vowel-consonant or consonant-vowel-consonant words (not necessarily all sounds).


English–Language Arts Content Standards
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students know about letters, words, and sounds. hey apply this knowledge to read simple sentences.

Concepts About Print
1.1 Identify the front cover, back cover, and title page of a book.
1.2 Follow words from left to right and from top to bottom on the printed page.
1.3 Understand that printed materials provide information.
1.4 Recognize that sentences in print are made up of separate words.
1.5 Distinguish letters from words. 1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

Phonemic Awareness

1.7 Track (move sequentially from sound to sound) and represent the number, sameness/diference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
1.9 Blend vowel-consonant sounds orally to make words or syllables.
1.10 Identify and produce rhyming words in response to an oral prompt.
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.12 Track auditorily each word in a sentence and each syllable in a word.
1.13 Count the number of sounds in syllables and syllables in words.

Decoding and Word Recognition

1.14 Match all consonant and short-vowel sounds to appropriate letters.
1.15 Read simple one-syllable and high-frequency words (i.e., sight words).
1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.18 Describe common objects and events in both general and speciic language.

2.0 Reading Comprehension

Students identify the basic facts and ideas in what they have read, heard, or viewed. hey use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). he selections in Recommended Literature, Kindergarten hrough Grade Twelve (California Department of Education 2002) illustrate the quality and complexity of the materials to be read by students.


Structural Features of Informational Materials

2.1 Locate the title, table of contents, name of author, and name of illustrator.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Use pictures and context to make predictions about story content.
2.3 Connect to life experiences the information and events in texts.
2.4 Retell familiar stories.
2.5 Ask and answer questions about essential elements of a text.

3.0 Literary Response and Analysis

Students listen and respond to stories based on well-known characters, themes, plots, and settings. he selections in Recommended Literature, Kindergarten hrough Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Distinguish fantasy from realistic text.
3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
3.3 Identify characters, settings, and important events.





Writing

1.0 Writing Strategies
Students write words and brief sentences that are legible.

Organization and Focus

1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3 Write by moving from left to right and from top to bottom.

Penmanship

1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Written and Oral English Language Conventions

he standards for written and oral English language conventions have been placedbetween those for writing and for listening and speaking because these conventions are essential to both sets of skills.


1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

Sentence Structure

1.1 Recognize and use complete, coherent sentences when speaking.

Spelling

1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.


Listening and Speaking


1.0. Listening and Speaking Strategies

Students listen and respond to oral communication. hey speak in clear and coherent sentences.


Comprehension

1.1 Understand and follow one- and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

2.0. Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiencesor interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students:

2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence.


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Kindergarten : Mathematics Content Standards

By the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects and develop a sense of properties and patterns.

Number Sense

1. Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement):

1.1 Compare two or more sets of objects (up to 10 objects in each group) and identify which set is equal to, more than, or less than the other.





Are there more circles or more triangles in the following collection?






1.2 Count, recognize, represent, name, and order a number of objects (up to 30).

Which numbers are missing if we are counting by ones?
(11, 12, 13, __, __, 16, 17, __, __, __, 21, 22, 23, 24)

1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.

2.0 Students understand and describe simple additions and subtractions:



2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10)





Pair up as many groups of beans from the left column with groups of beans from the right column so that each group adds up to 10 beans




















3.0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places:

3.1 Recognize when an estimate is reasonable.


Algebra and Functions


1.0 Students sort and classify objects:

1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red)

Students compare objects:

1. Which pencil is longer? Shorter?

2. Describe how the following 2 objects are the same or different?

3. Show students buttons sorted into 3 sets as shown and ask them to identify how buttons were sorted.


Measurement and Geometry

1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties:

1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more)

Who is the tallest girl in the class? The tallest boy? Which container holds more?

1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar)

If the teacher says to a class that a substitute will be teaching for the next four school days, when can the class expect their teacher to probably return? Tomorrow? Next week? Next month?Next year?

1.3 Name the days of the week.

1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night)


2.0 Students identify common objects in their environment and describe the geometric features:

2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).

Which of these is a square?

Given 5 squares of the same size, can you make use of some or all of them to form a bigger square?

2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).

Statistics, Data Analysis, and Probability

1.0 Students collect information about objects and events in their environment:

1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.

1.2 Identify, describe, and extend simple patterns (such as circles orftriangles) by referring to their shapes, sizes, or colors.

Mathematical Reasoning

1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.

2.0 Students solve problems in reasonable ways and justify their reasoning:

2.1 Explain the reasoning used with concrete objects and/or pictorial representations.
2.2 Make precise calculations and check the validity of the results in the context of the problem.

In a bag there are 4 apples, 3 oranges, 5 banana, and 3 water bottles. How many pieces of fruit are in the bag altogether? How many different kinds of fruit are in the bag? How many objects altogether are in the bag?

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kindergarten : Visual and Performing Arts Framework

kindergarten students dance,sing,act and paint exploring their world through their senses and improving their perceptual skills soimportant to learning and performing in the arts. They can act like cats; move to music rhythm and sounds; and turn everyday movements such as walking and jumping into dance. Listening to music, they repeat the tempo with rhythm sticks and pretend and act out the stories they hear and the pictures they see by performing group pantomimes and improvisations. They like to talk about what they see in pictures and use glue and scissors with enthusiasm while learning about line, color, shape, exture, value, and space in the world around them and in works of art. While learning vocabulary in each of the arts disciplines, they see, listen and respond to dance, music, theatre and the visual arts from various cultures and time periods. For kindergarten students the arts are among their first exciting adventures in learning. They are beginning to develop the vocabulary and skills unique to thearts.


Dance

Students learn many ways to move through space and respond to their teachers instructions to hop,turn, wiggle, or be still. They use this ability to control their movements,express ideas,and respond to different types of music. By learning folk and traditional dances,they can talk about how the dances are the same or different by using such terms as costume, vspeed,and force. They also learn to distinguish between everyday movements and dance movements.



Music
In music students sing and play instruments become aware of music in their daily experience and learn about music from various cultures. Creating movements in response to music helps them connect to dance and discern variations in rhythm,tempo,and dynamics.

Theatre
In theatre students learn the difference between an actor portraying an imaginary character and a real person. Like actors,they begin to use their senses to observe the world and people and re-create in their minds a feeling or situation to help with character development. They learn that sense memory, which involves sight, smell, touch, taste, or hearing, is an important skill for actors to develop. With their newly acquired skills, they can retell a familiar story, myth, or fable and enjoy adding costumes and props to their performance. By portraying firefighters,teachers, and clerks, they learn acting skills. And by developing important skills through working together in dramatizations, they begin to understand what it means to be a member of the audience.

Visual arts
In the visual arts students may walk ogether and observe the repeated patterns made by the leaves on a tree or the bricks on the side of a building. They also may identify lines, colors, shapes and forms, and textures and observe changes in the shadows and in sunlight. And they may begin to talk about perspective, noticing how objects appear to be larger when close and smaller when far away. Students use this visual information to create works of art on paper and in three-dimensional constructions using geometric shapes and lines that express feelings. Then they advance into analysis as they discover meaning and stories in works of art and see how other artists use the same lines, colors, shapes, and textures as the students did in their own work. Now they have a vocabulary to use as they tell why they like a work of art they made and learn about a variety of artwork in the world around them.

Component Strand: 1.0 Artistic Perception

Dance

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance

Students perceive and respond, using the elements of dance. They demonstrate movement skills, process ensory information, and describe movement, using the vocabulary of dance.

Development of Motor Skills and Technical Expertise

1.1 Build the range and capacity to move in a variety of ways.

1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).

Comprehension and Analysis f Dance Elements

1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).

Development of Dance Vocabulary

1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

Music

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music

Students read, notate, listen to, analyze, and describe music and other aural information, using the terminologyof music.

Read and Notate Music

1.1 Use icons or invented symbols to represent beat.

Listen to, Analyze, and Describe Music

1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).

Theatre

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre

Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as actor, character, coopera?tion, setting, the five senses, and audience, to describe theatrical experiences.

Comprehension and Analysis of the Elements of Theatre

1.2 Identify differences between real people and imaginary characters.

Visual Arts

Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts

Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary

1.1 Recognize and describe simple patterns found in the environment and works of art.

1.2 Name art materials (e.g., clay, paint, and crayons) introduced in lessons. Analyze Art

Elements and Principles of Design

1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, empha?sizing line, color, and shape/form.

Component Strand: 2.0 Creative Expression

Dance

Creating, Performing, and Participating in Dance

Students apply choreographiprinciples, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

Creation/Invention of Dance Movements

2.1 Create movements that reflect a varietyof personal experi?ences (e.g., recall feeling happy, sad, angry, excited).

2.2 Respond to a variety ofstimuli (e.g., sounds, words, songs, props, animages) with original movements.

2.3 Respond spontaneouslyto different types of music, rhythms, and sounds.

Music

Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills inperforming a varied reper?toire of music. They composand arrange music and improvise melodies, variations, andaccompaniments, using digitaelectronic technology when appropriate.

Apply Vocal and Instrumental Skills

2.1 Use the singing voice toecho short, melodic patterns.

2.2 Sing age-appropriatesongs from memory

2.3 Play instruments anmove or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

Compose, Arrange, and Improvise

2.4 Create accompanimentusing the voice or a variety of classroom instruments.

Theatre

Creating, Performing, and Participating in Theatre

Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

Development of Theatrical Skills

2.1 Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).

Creation/Invention in Theatre

2.2 Perform group pantomimes and improvisations to retell familiar stories.

2.3 Use costumes and propsin role playing.

Visual Arts

Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communi?cate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools

2.1 Use lines, shapes/forms, and colors to make patterns.

2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional con?struction.

2.3 Make a collage with cut or torn paper shapes/ forms.

Communication and Expression Through Original Works of Art

2.4 Paint pictures expressing ideas about family and neighborhood.

2.5 Use lines in drawings and paintings to express feelings.

2.6 Use geometric shapes/ forms (circle, triangle, square) in a work of art.

2.7 Create a three-dimen-sional form, such as a real or imaginary animal.

Component Strand: 3.0 Historical and

Cultural Context

Dance

Understanding the Historical Contributions and Cultural Dimensions of Dance

Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

Development of Dance

3.1 Name and perform folk/traditional dances from the United States and other countries.

Music

Understanding the Historical Contributions and Cultural Dimensions of Music

Students analyze the role of music in past and present cultures throughout the world, noting cultural diver-sity as it relates to music, musicians, and composers.

Role of Music

3.1 Identify the various uses of music in daily experiences.

Diversity of Music

3.2 Sing and play simple singing games from various cultures.

3.3 Use a personal vocabu?lary to describe voices and instruments from diverse cultures.

3.4 Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).

Theatre

Understanding the Historical Contributions and Cultural Dimensions of Theatre

Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

Role and Cultural Significance of Theatre

3.1 Retell or dramatize stories, myths, fables,and fairy tales from various cultures and times.

3.2 Portray different community members, such as firefighters, family, teach-ers, and clerks, through role-playing activities.

Visual Arts

Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts

Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts

3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.

3.2 Identify and describe works of art that show people doing things together.

Diversity of the Visual Arts

3.3 Look at and discuss works of art from a variety of times and places.

Component Strand: 4.0 Aesthetic Valuing

Dance

Responding to, Analyzing, and Making Judgments About Works of Dance

Students critically assess and derive meaning from works of dance, performance of dancers, and original works based on the elements of dance and aesthetic qualities.

Description, Analysis, and Criticism of Dance

4.1 Explain basic fea?tures that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, set?ting, music).

Music

Responding to, Analyzing, and Making Judgments About Works of Music

Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aes?thetic qualities, and human responses.

Derive Meaning

4.1 Create movements that correspond to specific music.

4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).

Theatre

Responding to, Analyzing, and Critiquing Theatrical Experiences

Students critique and derive meaning from works of theatre, film/video, elec?tronic media, and theatrical artists on the basis of aes?thetic qualities.

Critical Assessment of Theatre

4.1 Respond appropriately to a theatrical experi?ence as an audience member.

Derivation of Meaning from Works of Theatre

4.2 Compare a real story with a fantasy story.

Visual Arts

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning

4.1 Discuss their own works of art, using appropriate art vocabu?lary (e.g., color, shape/ form, texture).

4.2 Describe what is seen (including both literal and expressivecontent) in selected works of art.

Make Informed Judgments

4.3 Discuss how and why they made a specific work of art.

4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary.

Component Strand: 5.0 Connections,

Relationships, Applications

Dance

Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

Connections and Applications Across Disciplines

5.1 Give examples of the relationship between everyday movement in school and dance movement.

Music

Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers

Students apply what they learn in music across subject areas. They develop compe?tencies and creative skills in problem solving, communica?tion, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications

5.1 Use music, togetherwith dance, theatre, and the visual arts, for storytelling.

Careers and Career-Related Skills

5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.

Theatre

Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms andSubject Areas and to Careers

Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

Connections and Applications

5.1 Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on,through, over, under.

Careers andCareer-Related Skills

5.2 Demonstrate the ability to participate coopera?tively in performing a pantomime or dramatiz-ing a story.

Visual Arts

Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and manage-ment of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications

5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.

5.2 Look at and draw something used every day (e.g., scissors, tooth-brush, fork) and describehow the object is used.

Visual Literacy

5.3 Point out images (e.g., photographs, paint?ings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.

Careers and Career-Related Skills

5.4 Discuss the various works of art (e.g., ceram?ics, paintings, sculpture) that artists create and the type of media used.

จบแล้วค่ะ

Kindergarten Science Content Standards?

science study provides children in kindergarten with a unique opportunity Grade Five to explore the world around them. It is important to teach kindergarten stu?Sdents to be objective observers and to know the difference between an obser?vation and an opinion. Students begin their study of science by observing and noting the similarities, differences, and component parts of materials, plants and animals, and the earth. They also observe processes and changes over time. Observational activities must always be designed with safety as a foremost consideration. Students learn how to classify, compare, sort, and identify common objects. They expand their skills in descriptive language by learning to observe, measure, and predict the properties of materials. Activities related to freezing, melting, and evaporation can provide ways to stimulate classroom discussions. Studies of plants and animals, landforms, and weather allow students to recount personal stories and speak of familiar experiences and interests. In doing so they learn new vocabulary and have opportunities to practice mathematics. In the kindergarten curriculum, as students listen to stories, teachers may use important strategies for teaching compre?hension by

(1) using pictures and context to make predictions;

(2) retelling familiar stories; and

(3) answering and asking questions about essential elements.

STANDARD SET 1. Physical Science

Standard Set 1 begins the study of the properties of matter and its transformations. While learning these standards, students build a foundation for making observations and measurements. The three standards call attention to the properties of common objects (most of which are solids) and to the properties of water. Teachers introduce the term physical property to students by asking them to observe the properties of a variety of objects. Students will be able to predict on the basis of some initial observations what will happen under different conditions rather than make random guesses.

1. Properties of materials can be observed, measured, and predicted. As a basis for understanding this concept:

a. Students know objects can be described in terms of the materials they are made of (e.g., clay, cloth, paper) and their physical properties (e.g., color, size, shape, weight, texture, flexibility, attraction to mag?nets, floating, sinking).

Students learn how to compare objects on the basis of characteristics and physical properties, such as color, size, shape, weight, texture, flexibility, attraction to magnets, and floating and sinking in water. By working with objects and noting their physical properties and characteristics, students develop their ability to make observations and use appropriate academic science language that is expressive and descriptive.

Teachers may provide a variety of objects that students can investigate by using the senses of sight, sound, and touch. Activities involving the sense of smell and taste should be done only at home under parental supervision. In the classroom students use sight, sound, and touch to sort objects according to their physical properties.

The next step is for students to sort objects according to properties that do not manifest themselves directly to those three senses. For example, they might test different objects for the ability to float or sink in a small container of water. The list might include wood blocks, sponges, solid rubber balls, metal washers, small rocks, and Styrofoam balls. Students can test a few of these objects by observing which ones sink or float, then test their predictions experimentally. They may be surprised to see that a heavy piece of wood will float, but a lighter metal washer will sink.

Those observations are important to discuss because the behavior of the object depends on its density and not its weight. Density is a topic that is covered formally in grade seven, but students need to get a ifeeli for it in earlier grades. Similarly, the property of magnetism is discussed in some detail in grade four, but students in kindergarten may enjoy learning that magnets stick only to certain types of metal and that the most common magnetic metal is iron.

b. Students know water can be a liquid or a solid and can be made to change back and forth from one form to the other.

Observing the change from ice to liquid water and back to ice builds studentsi understanding that a substance may have both solid and liquid forms. Freezing and then melting water shows students that the water is returned exactly to its original state. A teacher may consider reading a story about winter ice and snow to the class to help develop vocabulary and comprehension.

c. Students know water left in an open container evaporates (goes into the air) but water in a closed container does not.

Students can observe a cup of water covered or uncovered in the classroom during several days or weeks. The gradual evaporation of water offers an opportu?nity for students to record observations and develop vocabulary related to time periods that extend beyond a single day. The rate of evaporation will depend on the temperature and room humidity and on the type of container chosen. Stories in which it rains and then the water dries up may also provoke interesting discussions. When rain forms puddles on the ground, some of the water may evaporate and some of it may sink into the soil where it can be taken up by plants. Students may observe evaporation in classroom demonstrations. Water vapor in the air may be condensed to liquid water and collected on a cold surface. For example, a teacher might hold a hand-mirror over a container of hot tap water to show that the water vapor rises and fogs the mirror and that small droplets of water may form.

STANDARD SET 2. Life Sciences

2.Different types of plants and animals inhabit the earth. As a basis for understanding this concept:

a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).

Teachers guide students to learn that all plants and animals need air, food, and water to grow and be healthy. Students also learn that most animals are able to move about from place to place, which helps them find food to eat. Terrestrial plants, on the other hand, are usually rooted in one place and must obtain their nutrients and energy from the surrounding air, soil, water, and sunlight.

b. Students know stories sometimes give plants and animals attributes they do not really have.

Real plants and animals do not talk, wear clothing, or walk like humans. Scientific observation of plants and animals helps students in kindergarten to understand the difference between characteristics of the real world and of fantasy.

c.Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).

Students increase the detail of their understanding of plants and animals as they learn about the major structural components of common plants and animals and their functions. For example, students might plant some seeds in pots, care for the plants that sprout, and note how the different structures (such as stems, leaves, and roots) change during growth and development. A comparison of different leaves is also instructive. Leaves that are good to study have smooth or jagged edges; are wide or narrow; and are of a different color, odor, or texture. Keeping some small animals (such as goldfish and hamsters) in the classroom will provide opportunities for students to learn new vocabulary related to major structures. Students should also learn that scientists are responsible for the ethical care of laboratory animals and that classroom animals deserve no less care

STANDARD SET 3. Earth Sciences

Mountains, valleys, plains, rivers, lakes, and oceans are all features of the surface of Earth. Forces within Earth uplift the land; and the actions of wind, water, and ice carve Earthis surface into topographic features. Contrasts be?tween rivers and oceans, mountains and deserts, and hills and valleys can become the natural settings for students to begin studying the earth sciences. Changing weather conditions (such as rain, wind, and temperature) pro?vide students with opportunities to make observations and measurements. Record?ing changes in the weather provides a rich opportunity for class discussion and builds listening comprehension. The materials that make up Earthis surface provide resources for human activities. Students learn that human consumption leads to waste that must be disposed of. This understanding will help them appreciate the importance of recycling and conserving Earthis resources.

3. Earth is composed of land, air, and water. As a basis for under?standing this concept:

a. Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.

Students can explore the variability of landforms by means of tangible experiences (such as making direct observations, hearing stories and seeing pictures, and making models on sand/water tables). They learn to identify the mountains, rivers, oceans, valleys, deserts, and other landforms in photographs or models. This activ?ity will also help improve their vocabulary for describing things.

b. Students know changes in weather occur from day to day and across seasons, affecting Earth and its inhabitants.

Students know that they do not wear the same clothes on a wet, windy day as they do on a hot, sunny day. They now need to extend their concept of the conse?quences of weather changes beyond their personal lives. Students make weather observations and note how the weather changes over a period of days, weeks, and months. They observe the generic effects of weather and seasons on the land and living organisms.

c.Students know how to identify resources from Earth that are used in everyday life and understand that many resources can be conserved.

Students need to learn the connection between materials and the resources from which the materials were derived. Students learn the importance of science in understanding the need for good air to breathe and clean water to drink. Students may explore ways in which to conserve, recycle, and reuse materials, especially within the classroom and school site environment. It is important they learn that everything has an origin. For example, drinking water is derived from streams and lakes, wood and paper from trees, and bricks and metals from Earth.

STANDARD SET 4. Investigation and

Experimentation

The ability to observe and describe common objects develops early and is enhanced by kindergarten instruction when students are introduced to the properties of solids and liquids, plants and animals, and landforms and weather conditions. Students can also be taught to compare and sort objects on the basis of the objectsi properties and be encouraged to use mathematics to communi?cate some of their observations.

4. Scientific progress is made by asking meaningful questions and con?ducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Stu?dents will:

a. Observe common objects by using the five senses. [Caution: Observa?tional activities associated with tasting and smelling should be conducted only under parental supervision at home.]

b. Describe the properties of common objects.

c. Describe the relative position of objects using one reference (e.g., above or below).

d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight).

e. Communicate observations orally and through drawings.

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