Resource Guides for School Success: The Prekindergarten Early Learning Standards

RESOURCE GUIDES FOR

SCHOOL SUCCESS:

THE PREKINDERGARTEN EARLY LEARNING

STANDARDS

NEW YORK STATE EDUCATION DEPARTMENT 2019

PRE-K LEARNING STANDARDS

Table of Contents

Introduction .................................................................................................................................. 3

Purpose of this Document.................................................................................................. 3

Guiding Principles ................................................................................................................. 4

Students with Disabilities ................................................................................................... 5

Emergent Multilingual Learners ........................................................................................ 5

Key Terms and Concepts.................................................................................................... 6

The New York State Prekindergarten Learning Standards ........................................... 7

Organizational Structure.................................................................................................... 7

Domain 1: Approaches to Learning................................................................................. 9

Domain 2: Physical Development and Health ............................................................ 10

Domain 3: Social and Emotional Learning ................................................................... 12

Domain 4A: Communication, Language and Literacy............................................. 14

Part A: Approaches to Communication ........................................................................ 14

Domain 4B: Communication, Language and Literacy............................................. 16

Part B: English Language Arts and Literacy................................................................. 16

Domain 5a: Cognition and Knowledge of the World: Mathematics.................. 19

Domain 5b: Cognition and Knowledge of the World: Science.............................. 21

Domain 5c: Cognition and Knowledge of the World: Social Studies.................. 23

Domain 5d: Cognition and Knowledge of the World: The Arts ............................. 25

Domain 5e: Cognition and Knowledge of the World: Technology,

Computer Science, and Digital Literacy ....................................................................... 28

Planning Curriculum and Instruction .................................................................................... 29

References and Resources....................................................................................................... 80

PRE-K LEARNING STANDARDS

Introduction

The New York State Resource Guides for School Success: The Prekindergarten

Early Learning Standards

consolidates all learning standards for four-year-old

students into one document. This is the updated version of the New York State

Prekindergarten Foundation for the Common Core Learning Standards,

published in 2012.

Purpose of this Document

This resource was developed by the New York State Education Department’s offices of Early Learning and Curriculum

and Instruction. It is intended to be used as a reference tool by teachers, specialists, and administrators responsible for

designing programs for four-year-old prekindergarten students. This resource provides a uniform format for learning

standards in all content areas to make it easier for users to read and understand. However, users are encouraged to

review the full articulations of the New York State Learning Standards where links are provided since they provide a

higher level of detail, include additional introductory statements (linked below), and illustrate learning progressions to

upper grades.

Introductory Statements

Physical Education Social Emotional Learning English/Language Arts

Mathematics Science Social Studies

Arts Computer Science & Digital Fluency

From a planning perspective, this document highlights the importance of addressing young children’s development and

learning across all developmental domains. However, the New York State Prekindergarten Learning Standards (NYSPLS)

is not a curriculum, assessment or set of teaching strategies.

Rather than prescribe a lockstep progression of lessons or curricula for all children in all settings,

the standards serve to articulate the expectations of what children can learn and do as a result

of instruction that is not standardized, but personalized, dierentiated, adapted, culturally and

linguistically relevant, and context-based. While we may have the same learning objectives for

all children, our means for meeting these objectives are highly responsive to the individual child.

It is with these end-of-year expectations that local programs and schools can design, deliver, modify and adapt

curricula and instruction that meets the needs of children based on where they are developmentally, linguistically,

culturally and experientially. The NYSPLS Resource provides:

• a framework for all four-year-old prekindergarten children regardless of abilities, language, background or diverse

needs;

• a resource for planning professional learning opportunities; and

• a tool for focusing discussions on early learning by educators, policy makers, families and community members.

NYS Early Learning Standards Introduction

PRE-K LEARNING STANDARDS

Introduction

Guiding Principles for the NYSPLS Resource

The learning standards provided in this document serve as a resource for planning interdisciplinary curriculum and are

guided by the following principles:

All children are capable of learning, achieving and making developmental progress. The Standards

are intended for all children regardless of economic, linguistic, and cultural dierences or physical,

learning, and emotional challenges.

Children develop at dierent rates and each child is unique in their own development, growth, and

acquisition of skills. Appropriate and reasonable supports and accommodations, including home

language, trauma, and behavioral and instructional supports must be provided to empower all

children to succeed.

Children are active learners. A primary approach to learning is through purposeful play. Intentional

planning promotes rich learning experiences that encourage participation, involve multiple contexts,

and engage the senses that help children explore their environment.

Early development and learning are multi-dimensional. Children’s learning is integrated and occurs

simultaneously across all domains, which are interrelated and interactive with one another.

Children learn in the context of interactions and relationships with family members, caregivers,

teachers, and other children in their immediate environment and in their community.

The family is a signiﬁcant contributor to children’s lifelong development and learning. Actively

engaging caregivers in the early education of their children is essential to children’s success in the

elementary classroom and later learning.

These learning standards may be used as tools to empower parents, teachers, and caregivers to

better support and enhance young children’s development and learning.

These learning standards acknowledge, respect, and embrace children’s diverse backgrounds, their

heritage, cultures, and linguistic experiences.

These learning standards are guided by research, stakeholder feedback, and eective practice to

strengthen instruction and educational experiences across all settings. They are systemically aligned

with all of the New York State P-12 Learning Standards, performance indicators for bilingual and

preschool special education, Head Start Early Learning Outcomes, and the National Association for

the Education of Young Children guidelines.

The NYSPLS Resource is not:

• Intended to be used as a curriculum

• Intended to mandate speciﬁc teaching practices or materials

• Meant to stiﬂe the creativity of children, teachers, early educators or parents

• Intended to be used as a checklist, but can inform the development or selection of screening and progress monitoring

tools

• Intended to be used as an assessment tool

• Meant to bar children from kindergarten entry

• Meant to replace preschool students with disabilities’ individualized education program (IEP) goals and objectives

PRE-K LEARNING STANDARDS

Introduction

Students with Disabilities

Preschool children with disabilities and their typically developing peers are all capable of learning, achieving, and

making developmental progress. Prekindergarten children with disabilities may need specially designed instruction

and/or related services designed to address their disability and support their participation in appropriate activities

with typically-developing peers. Each prekindergarten child with a disability has an IEP which documents their

individual goals, supports, and services as determined by needs and strengths. For all domain areas and standards

preschool students with disabilities may have alternate goals outlined in their IEP. For more information about special

education support services for young children, see NYSED’s A Resource to Special Education Support Services.

Emergent Multilingual Learners

A command of the English language is not a precondition to meeting every standard. Children can demonstrate

mastery of many of the skills outlined in the standards bilingually or using their home languages. Children can

demonstrate they are building background knowledge (PK.AC.2), in their home language. Rather than hinder progress

towards the standards, the home language is an invaluable resource to advance learning. Intentional, strategic use

of children’s home languages in the prekindergarten classroom can, for example, enhance student engagement,

scaffold comprehension, support authentic assessment, and promote family involvement

. “Research highlights many

lifelong advantages associated with bilingualism. The ultimate purpose of the learning standards would be to develop

children’s potential, so they garner and sustain every possible advantage into adulthood. Promoting bilingualism

and multilingualism as children develop proficiency in the English language is in keeping with that purpose.” For more

information, see NYSED’s Emergent Multilingual Learners in Prekindergarten Programs.

• As a reminder, this resource, which is not a full articulation of the New York State Learning Standards, provides a

uniform format for learning standards in all content areas to make it easier for users to read and understand. However,

users are encouraged to review the full articulations of the NYS Learning Standards where links are provided

since they provide a higher level of detail, additional introductory statements and illustrate learning progressions to

upper grades. Please refer to introductory documents for each subject as applicable as well as the complete standards

documents, located on the Office of Curriculum and Instruction's website.

Adapted from the New York State Education Department’s New York State Next Generation Standards Early Learning Introduction.

PRE-K LEARNING STANDARDS

Introduction

Key Terms and Concepts

Below is a list of key terms and concepts with deﬁnitions. These terms and general concepts are discussed below to call

attention to the concepts and ensure that readers have a common understanding.

Prekindergarten

Prekindergarten is used generically in this document to include any program

serving children the year prior to kindergarten entry. For the purposes of this

document this refers to children who are 4 years old.

Communicate,

Communication

and Language

Throughout the standards and indicator statements, the terms communicate,

communication and language mean that children can express meaning and

understanding by using any language or mode of expression, including use of

home language, sign language or adaptive equipment.

Continuum and

Progression

The NYSPLS should be understood as a set of learning progressions that exist

on a continuum. The NYSPLS described in this document represent reasonable

expectations for the end of a full year of quality instruction. All children learn at

dierent rates; therefore, children’s learning is not uniform. Teachers might need

to look at related standards below or above the prekindergarten level to guide

instructional approaches.

Emergent Reader,

Early Reader

An emergent reader, including an emergent multilingual reader, is on the path

to ﬂuent literacy, before conventional reading and writing skills are developed.

One who begins to recognize letter sounds, learned sight words, or symbolic

representations of words. An early reader has moved beyond the emergent

reader stage and is able to apply some reading strategies to interact with texts.

An early reader begins to monitor their own reading and self-correct.

Domain

Domain refers to speciﬁc aspects of growth and change. When looking at child

development, several domains or developmental areas are considered. These

include approaches to learning; physical development and health; social and

emotional learning; communication, language and literacy; and cognition and

knowledge of the world.

Learning

Standards

Learning standards are goals for New York State students. The NYSPLS are

organized by developmental domains and connected to K-12 academic content

areas. Standards should be considered the destination; learning ideally intended

to be accomplished by the end of an instructional year.

Indicators

Indicators are observable and demonstrative and can be accomplished through

play and active engagement. They are examples of how students might

demonstrate they are moving towards or achieving the respective standard. The

lists of indicators are not exhaustive; they are samples of observable behaviors

children may exhibit. Some standards do not provide indicators while others have

several. The indicators are not in a speciﬁc order, nor should they be used as a

check-o list. Not all children will demonstrate how they are moving toward the

standard the same way.

Curriculum

Curriculum is an outline or scope and sequence of the content, concepts, and

skills students will learn. Curriculum addresses all domains of learning and all

types of learners.

Instruction

Instruction includes the ways (approaches, strategies, environments, materials,

interactions) Educators choose to teach the curriculum, based on the needs of

their students.

Assessment

Assessment includes the processes used to learn more about student learning

and progress. Assessment guides and informs teaching.

PRE-K LEARNING STANDARDS

The NYSPLS Resource

Organizational Structure of the

NYSPLS Resource

The Resource Guides for School Success: The Prekindergarten Early Learning Standards is organized by the following key

domains of learning:

DOMAIN 1: Approaches to Learning

How children become involved in learning and acquiring knowledge.

DOMAIN 2: Physical Development and Health

Children’s physical health and ability to engage in daily activities, both outdoors and inside.

DOMAIN 3: Social and Emotional Learning

The emotional competence and ability to form positive relationships that give meaning to children’s experiences

in the home, school, and larger community.

DOMAIN 4: Communication, Language, and Literacy Part A and Part B

How children understand, create, and communicate meaning.

DOMAIN 5: Cognition and Knowledge of the World (Mathematics, Science, Social Studies, Arts)

What children need to know and understand about their world and how they apply what they know.

In this document, each of the above key domains of learning is introduced with a brief context statement or set of

considerations to help with planning curriculum, instruction and assessment. Following the brief context, links and notes

to the original standards documents are provided. These domains are further categorized into topics. Following each

topic are learning standards, and in some cases, a set of indicators for the learning standard. Each prekindergarten

learning standard in this document uses a numbering system that includes PK, an abbreviation of the prekindergarten

domain name and an assigned number. For example, PK.MATH.1. In some cases, an additional reference code is

provided in brackets. This reference code is the number code used in the full articulation of the standards. For example,

PK.MATH.1 [PKCC.1]. This allows users to quickly refer to fully articulated standards documents and see how they exist

within a continuum across age-ranges and grades.

The illustration on the following page provides an explanation of the structure.

PRE-K LEARNING STANDARDS

The NYSPLS Resource

Figure 1: Explanation of the Structure of the Standards Resource

DOMAIN: COMMUNICATION, LANGUAGE AND LITERACY

PART B: ENGLISH LANGUAGE ARTS AND LITERACY

Students in prekindergarten are at the early emergent reader level

and have not yet developed the foundational word reading skills

necessary to read texts independently. Prekindergarten children

should experience a balance of literature and informational texts

in the context of instruction designed to create opportunities to

engage with a variety of topics, texts, and discussions that support

language development and knowledge building. Creating this

learning environment for emergent readers can take a variety of

formats, including read-alouds, shared readings, pretend readings,

learning activities and play that incorporates literacy materials,

talking, experimenting with written materials, and other literacy

activities. We refer to these instructional events as “reading or literacy

experiences” because the focus is on using texts, printed and visual,

to develop emergent readers’ concepts of how meaning is conveyed

through reading and writing while building their language and

background knowledge within responsive units of study.

For more information on New York State’s Next Generation ELA

Standards, including introductory statements, visit http://www.nysed.

gov/curriculum-instruction/english-language-arts-ela-literacy/. To

further support the implementation of the ELA Standards, additional

guidance is provided through a series of topic briefs here: http://

www. nysed.gov/bilingual-ed/linguistically-diverse-learners-and-

nys-next-generation-p-12-learning-standards

READING FOUNDATIONS

Print Concepts

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the organization

and basic features of print

PK.ELAL.1. Indicators:

a. Recognizes that words are read from left to right, top to bottom,

and page to page

b. Recognizes that spoken words are represented in written

language

c. Understands that words are separated by spaces in print

d. Recognizes and names some upper/lowercase letters of the

alphabet, especially those in own name

e. Recognizes that letters are grouped to form words

f. Dierentiates letters from numerals

g. Identiﬁes front cover and back cover

Prekindergarten domain

of learning

Learning domain context

and considerations

Links and notes to full articulation

of standards, if applicable

Prekindergarten code includes

PK for grade level, letters to

indicate the learning domain,

and a chronological number

Reference code from full

articulation of standards

document, if applicable

Learning Standard

Indicator(s)

Domain 1

PRE-K LEARNING STANDARDS

Domain 1: Approaches to Learning

The Practices

Throughout the New York State

P-12 Learning Standards, our prac-

tices represent the overarching

approaches to learning expected

of our students throughout their

educational career and beyond.

These include:

Lifelong Practices of Readers and

Writers: http://www.nysed. gov/

common/nysed/files/pro-grams/

curriculum-instruction/nys-next-

generation-ela-stan-

dards.pdf#page=8

Science and Engineering

Practices: http://www.nysed.gov/

common/nysed/files/programs/

curriculum-instruction/nysscien-

ceintro.pdf (page 4)

Social Studies Practices: http://

www.nysed.gov/common/nysed/

files/programs/curriculum-in-

struction/ss-framework-k-12-

intro. pdf (page 10)

Standards for Mathematical

Practice: http://www.nysed. gov/

common/nysed/files/pro-grams/

curriculum-instruction/nys-next-

generation-mathemat-ics-p-12-

standards.pdf (page 7)

DOMAIN: APPROACHES TO LEARNING (AL)

Approaches to Learning contains key skill areas for 21st Century learn-

ers to be integrated throughout the daily curriculum and embedded

within instructional practices. This domain provides speciﬁc learning

expectations that support the changing demands of the workforce

from rote functions to an emphasis on working with new information

and on solving unstructured problems. The skills outlined by these

learning standards emphasize metacognitive thinking and are the

result of the overall learning environment and culture, interactions,

language and instructional practices within classrooms. For exam-

ple, teachers can support these skill areas by ensuring a classroom

environment that fosters risk-taking, imaginative thinking, language

production, idea generation, collaboration, etc. Teachers can plan re-

sponsive activities and projects that create opportunities for children

to practice and be supported by adults on these skills, regardless of

the content being taught.

PLAY AND ENGAGEMENT IN LEARNING

PK.AL.1 Actively engages in play as a means of exploration and

learning

PK.AL.1 Indicators:

a. Interacts with a variety of materials and peers through play

b. Participates in multiple play activities with same material

c. Engages in pretend and imaginative play – testing theories,

acting out imagination

d. Self-selects play activity and demonstrates spontaneity

e. Uses “trial and error” method to ﬁgure out a task, problem, etc.

f. Demonstrates awareness of connections between prior and

new knowledge

PK.AL.2 Actively engages in problem solving

PK.AL.2 Indicators:

a. Identiﬁes a problem and tries to solve it independently

b. Attempts multiple ways to solve a problem

c. Communicates more than one solution to a problem

d. Engages with peers and adults to solve problems

CREATIVITY AND IMAGINATION

PK.AL.3. Approaches tasks and problems with creativity, imagination and/or willingness to try new experiences

PK.AL.3 Indicators:

a. Uses materials/props in novel ways to represent ideas, characters and objects

b. Identiﬁes new or additional materials to complete a task

c. Experiments to further knowledge

d. Seeks additional clarity to further understanding

e. Demonstrates innovative thinking

CURIOSITY AND INITIATIVE

PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences

PK.AL.4. Indicators:

a. Asks questions using who, what, how, why, when, where, what if

b. Expresses an interest in learning about and discussing a growing range of ideas

c. Actively explores how things in the world work

d. Investigates areas of interest

e. Takes objects and materials apart and attempts to reassemble them (e.g., puzzles, models, nuts and bolts)

f. Willingly engages in new experiences and activities

PERSISTENCE

PK.AL.5. Demonstrates persistence.

PK.AL.5. Indicators:

a. Maintains focus on a task

b. Seeks assistance when the next step seems unclear or appears too dicult

c. Modiﬁes strategies used to complete a task

PRE-K LEARNING STANDARDS

Domain 2

Domain 2: Physical Development

and Health

DOMAIN: PHYSICAL DEVELOPMENT AND HEALTH (PDH)

Many teachers are concerned about ensuring adequate physical development and health opportunities

without sacriﬁcing cognitive and academic learning time. The good news is that research has shown strong links

between healthy eating, physical activity, and improved academic achievement. Multiple opportunities are to

be built into the daily curriculum and routines to foster physical development and health. In addition to a daily

schedule that provides ample time for planned physical activities and outings, teachers can integrate physical

development and health with other domains of learning. For example, they can incorporate opportunities for

large and small muscle movement through games, music, dance, art; promote healthy habits in authentic ways

through learning centers and socio-dramatic play; and, build a sense of well-being through routines, integrated

curriculum design, and instructional strategies.

To view the most recent NYS Learning Standards for Physical Education, visit http://www.nysed.gov/

curriculum-instruction/physical-education/

PHYSICAL DEVELOPMENT

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

PK.PDH.1. Indicators:

a. Identiﬁes sights, smells, sounds, tastes and textures

b. Compares and contrasts dierent sights, smells, sounds, tastes, and textures

c. Communicates to discuss sights, smells, sounds, tastes, and textures

PK.PDH.2. Uses sensory information to plan and carry out movements

PK.PDH.2. Indicators:

a. Demonstrates appropriate body awareness when moving in dierent spaces (i.e., aware of their own body)

b. Exhibits appropriate body movements when carrying out a task

c. Demonstrates awareness of spatial boundaries and the ability to work within them (i.e., aware of the things

around them)

PK.PDH.3. Demonstrates coordination and control of large muscles

PK.PDH.3. Indicators:

a. Displays an upright posture when standing or seated

b. Maintains balance during sitting, standing, and movement activities

c. Runs, jumps, walks in a straight line, and hops on one foot

d. Navigates stairs using alternating feet

e. Puts on age appropriate clothing items, such as shirts, jackets, pants, shoes, etc.

PK.PDH.4. Combines a sequence of large motor skills with and without the use of equipment

PK.PDH.4. Indicators:

a. Navigates age appropriate playground equipment

b. Explores, practices, and performs skill sets (e.g., throwing, pushing, pulling, catching, balancing, etc.)

c. Participates in a series of large motor movements or activities (e.g., dancing, pedaling, following the leader,

participating in games/sports)

PK.PDH.5. Demonstrates eye-hand coordination and ﬁne motor skills

PK.PDH.5. Indicators:

a. Demonstrates ability to use ﬁne motor skills (e.g., engages in ﬁnger plays, uses materials such as pencils,

paint brushes, eating utensils and blunt scissors eectively)

b. Manipulates small objects with ease (e.g., ﬁts objects into holes, strings wooden beads, stacks mini blocks,

uses geo boards, etc.)

c. Uses buttons, zippers, snaps, hooks, and tape successfully

PHYSICAL FITNESS

PK.PDH.6. Engages in a variety of physical ﬁtness activities

PK.PDH.6. Indicators:

a. Engages in rigorous large motor activities (e.g., marching, hopping, running, jumping, dancing) in

increasingly longer periods of time as skill and endurance develops

b. Participates in activities designed to strengthen major muscle groups

c. Participates in activities to promote balance and ﬂexibility

PHYSICAL HEALTH AND WELL-BEING

PK.PDH.7. Demonstrates personal care and hygiene skills

PK.PDH.7. Indicators:

a. Demonstrates growing independence in using personal hygiene skills (e.g., washing hands, brushing teeth,

toileting, etc.)

b. Exhibits self-help skills when dressing, cleaning up, participating in meals, etc.

c. Recognizes and communicates the need to use the restroom or when experiencing symptoms of hunger or

illness

PRE-K LEARNING STANDARDS

Domain 2

PK.PDH.8. Demonstrates awareness and understanding of healthy habits.

PK.PDH.8. Indicators:

a. Recognizes the importance of good nutrition, water, rest and sleep to be healthy

b. Demonstrates ways to self-soothe during times of stress

c. Talks about food choices in relationship to personal allergies and overall health

d. Relates healthy behaviors to good personal health (e.g., eating a balanced diet, exercising)

PHYSICAL SAFETY

PK.PDH.9. Demonstrates awareness and understanding of safety rules

PK.PDH.9. Indicators:

a. Verbalizes and demonstrates safety rules (e.g., bus safety, holding an adult’s hand when walking on

sidewalks or near a street)

b. Understands and communicates that some practices could be unsafe (e.g., playing with matches, playing

near a busy street, not wearing a bike helmet)

c. Participates in ﬁre evacuation drills, understands what the alarm bell is and the need to go to a safe

location, etc.

d. Explains how to get help in emergency situations (e.g., communicates their guardian’s name and phone

number)

PRE-K LEARNING STANDARDS

Domain 3

Domain 3: Social and Emotional

Learning

DOMAIN: SOCIAL AND EMOTIONAL LEARNING (SEL)

All children learn within social contexts and relationships. Learning through social context and relationships

is especially important for young children, making the social and emotional domain a key lever to support

children’s learning across all domains. Extensive research indicates that eective mastery of social emotional

competencies is associated with greater well-being and better school performance. It also supports the brain’s

ability to hold onto and work with information, concentrate, ﬁlter distractions, and adapt. This domain area has

become increasingly important across all age and grade spans, not only to support academic achievement,

but also for overall wellbeing through adulthood. Children require ample opportunities to develop and practice

social and emotional skills, observe and experience positive behavior models, and establish and reinforce

positive relationships with caring adults and peers.

NYSED developed the NYS Social Emotional Learning Benchmarks to support social and emotional

development for K-12. The K-12 Benchmarks are organized by grade bands. The Prekindergarten Social

Emotional Learning Standards are aligned to the K-12 Benchmarks to make it easier to see the progression of

skills from the prekindergarten level to early elementary. To explore the K-12 Benchmarks, visit http://www.p12.

nysed.gov/sss/documents/NYSSELBenchmarks.pdf

SELF-AWARENESS AND SELF-MANAGEMENT SKILLS

PRE-K LEARNING STANDARDS

Domain 3

PK.SEL.1. Regulates responses to needs, feelings and events

PK.SEL.1 Indicators:

a. Expresses feelings, needs, opinions and desires in a way that is appropriate to the situation

b. Appropriately names types of emotions (e.g., happy, excited, sad) and associates them with dierent

words and behaviors

c. Demonstrates an ability to independently modif y behavior in dierent situations

PK.SEL.2. Recognizes self as an individual having unique abilities, characteristics, feelings and interests

PK.SEL.2. Indicators:

a. Describes self, using several dierent characteristics

b. Identiﬁes self as being part of a family and identiﬁes being connected to at least one signiﬁcant adult

c. Demonstrates knowledge of own uniqueness (e.g., talent, interests, preferences, gender, culture, etc.)

d. Exhibits self-conﬁdence by attempting new tasks independent of prompting or reinforcement

e. Identiﬁes the range of feelings one experiences over time and that feelings can change

f. Identiﬁes likes and dislikes, needs and wants, strengths and challenges

g. Exhibits conﬁdence and pride in home language and culture

SOCIAL AWARENESS AND RELATIONSHIPS WITH OTHERS

PK.SEL.3. Demonstrates and continues to develop positive relationships with signiﬁcant adults (primary

caregivers, teachers, and other familiar adults)

PK.SEL.3. Indicators:

a. Interacts with signiﬁcant adults

b. Seeks guidance from primary caregivers, teachers and other familiar adults

c. Transitions into unfamiliar setting with the assistance of familiar adults

Note: In a culturally and linguistically responsive environment, students demonstrate progress toward this

goal in various ways.

PK.SEL.4. Develops positive relationships with their peers

PK.SEL.4. Indicators:

a. Approaches children already engaged in play

b. Interacts with other children (e.g., in play, conversation, etc.)

c. Shares materials and toys with other children

d. Sustains interactions by cooperating, helping, and suggesting new ideas for play

e. Develops friendship with one or more peers

f. Oers support to another child or shows concern when a peer appears distressed

PK.SEL.5. Demonstrates pro-social problem-solving skills in social interactions

PK.SEL.5. Indicators:

a. Seeks input from others about a problem

b. Uses multiple pro-social strategies to resolve conﬂicts (e.g., trade, take turns, problem solves)

c. Uses and accepts compromise; with assistance

DECISION-MAKING SKILLS

PK.SEL.6. Understands and follows routines and rules

PK.SEL.6. Indicators:

a. Displays an understanding of the purpose of rules

b. Engages easily in routine activities (e.g., story time, snack time, circle time)

c. Uses materials purposefully, safely and respectfully as set by group rules

d. With assistance, understands that breaking rules has a consequence

e. Applies rules in new, but similar situations

f. Demonstrates the ability to create new rules for dierent situations

ADAPTABILITY

PK.SEL.7. Adapts to change

PK.SEL.7. Indicators:

a. Easily separates themselves from parent or caregiver

b. Transitions, with minimal support, between routine activities and new/unexpected occurrences

c. When appropriate, adjusts behavior for dierent settings and/or events

d. Uses multiple adaptive strategies to cope with change (e.g., seeking social support from an adult or peer,

taking deep breaths, engaging in another activity)

PRE-K LEARNING STANDARDS

Domain 4

Domain 4A: Communication,

Language and Literacy

DOMAIN: COMMUNICATION, LANGUAGE AND LITERACY

PART A: APPROACHES TO COMMUNICATION (AC)

Building a strong foundation of oral language in the early years in English and/or the child’s home language(s)

contributes to learning to read. Young children need to hear conversation and practice speech with adults and

peers to strengthen communication skills. When children hear and use a lot of language substantially within

instructional frameworks, spontaneous interactions, and play, they learn new concepts, build background

knowledge, and gain meaning from print. Familiarity with conversation and talking lays the groundwork for

reading comprehension.

Communication is a gateway for children to express themselves, regulate behavior, feel understood, and

connect with others. Children should be encouraged to use the language they are most comfortable with,

especially when describing events, retelling stories, and playing. Approaches to communication is not an

isolated instructional event and is to be integrated throughout the curriculum.

New York State’s Next Generation English Language Arts (ELA) Standards do not include Approaches to

Communication, however, these areas are vital through 2nd grade. To further support the implementation of

these standards, additional guidance is provided through a series of topic briefs here:

http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-generation-p-12-learning-

standards.

MOTIVATION

PK.AC.1. Demonstrates motivation to communicate

PK.AC.1. Indicators:

a. Participates in small or large group activities for story-telling, singing or ﬁnger plays

b. Asks questions

c. Listens attentively for a variety of purposes (e.g., enjoyment, to gain information, to perform a task, to learn

what happened, to follow directions)

d. Initiates and extends conversations, both verbally and nonverbally

e. Makes choices about how to communicate the ideas they want to share (e.g., gestures, scribbles, home

language, sign language, speaking)

Note: In a culturally and linguistically responsive environment, students demonstrate progress toward this

goal in various ways.

BACKGROUND KNOWLEDGE

PK.AC.2. Demonstrates they are building background knowledge

PK.AC.2. Indicators:

a. Asks questions related to an item, event or experience

b. Correctly identiﬁes meanings of words in read-alouds, in conversation, and in descriptions of everyday

items in the world around them

c. Attempts to use new vocabulary correctly

d. Makes comparisons to words and concepts

VIEWING

PK.AC.3 Demonstrates understanding of what is observed

PK.AC.3. Indicators:

a. Uses vocabulary relevant to observations

b. Asks questions related to visual text and observations

c. Makes inferences or draws conclusions based on information from visuals, including observation of

situations, peers and adults (e.g., sees another child crying and says, “he is sad”)

VOCABULARY

PK.AC.4. Demonstrates a growing receptive vocabulary

PK.AC.4. Indicators:

a. Understands and follows spoken directions

b. Identiﬁes pictures related to words (e.g., points to the correct picture in book if prompted)

c. Responds/reacts to questions/comments indicating meaning is understood (e.g., body language,

gestures, facial expressions, and words, including home language use)

d. Expresses understanding of words used in read-alouds, in conversations and in descriptions of everyday

items in the world

PK.AC.5. Demonstrates a growing expressive vocabulary

PK.AC.5. Indicators:

a. Uses facial expressions, body language, gestures, home language, and/or sign language to engage in

reciprocal conversations

b. Increasingly uses more complex words in conversations

c. Uses new and rare words introduced by adults or peers

d. Begins to use appropriate volume and speed so that the spoken message is understood

e. Initiates conversations about a book, situation, event or print in the environment

PRE-K LEARNING STANDARDS

Domain 4

REPRESENTING

PK.AC.6. Demonstrates their ability to represent ideas using a variety of methods

PK.AC.6. Indicators:

a. Uses facial expressions, body language, gestures, or sign language to express ideas

b. Uses existing objects to represent desired or imagined objects in play or other purposeful way

c. Uses visual media to represent an actual experience

d. Reviews and reﬂects on their own representations

e. Writes and/or draws to communicate meaning with peers and adults during play

PRE-K LEARNING STANDARDS

Domain 4

Domain 4B: Communication,

Language and Literacy

DOMAIN: COMMUNICATION, LANGUAGE AND LITERACY

PART B: ENGLISH LANGUAGE ARTS AND LITERACY

Students in prekindergarten are at the early emergent reader level and have not yet developed the

foundational word reading skills necessary to read texts independently. Prekindergarten children should

experience a balance of literature and informational texts in the context of instruction designed to create

opportunities to engage with a variety of topics, texts, and discussions that support language development

and knowledge building. Creating this learning environment for emergent readers can take a variety of formats,

including read-alouds, shared readings, pretend readings, learning activities and play that incorporates

literacy materials, talking, experimenting with written materials, and other literacy activities. We refer to these

instructional events as “reading or literacy experiences” because the focus is on using texts, printed and visual,

to develop emergent readers’ concepts of how meaning is conveyed through reading and writing while building

their language and background knowledge within responsive units of study.

For more information on New York State’s Next Generation ELA Standards, including introductory statements,

visit http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy/. To further support the

implementation of the ELA Standards, additional guidance is provided through a series of topic briefs here

http://www.nysed.gov/bilingual-ed/news/new-topic-brief-series-linguistically-diverse-learners-and-nys-

next-generation-p

READING FOUNDATIONS

Print Concepts

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the organization and basic features of print

PK.ELAL.1. Indicators:

a. Recognizes that words are read from left to right, top to bottom, and page to page

b. Recognizes that spoken words are represented in written language

c. Understands that words are separated by spaces in print

d. Recognizes and names some upper/lowercase letters of the alphabet, especially those in own name

e. Recognizes that letters are grouped to form words

f. Dierentiates letters from numerals

g. Identiﬁes front cover and back cover

Note: Emergent Multilingual Learners can demonstrate this Standard when they recognize the

organization and basic features of print in English and/or their home language, even if it does not follow a

left to right, top to bottom format.

Phonological Awareness

PK.ELAL.2. [PKRF.2.] Demonstrates an emerging understanding of spoken words, syllables, and sounds

(phonemes)

PK.ELA.2. Indicators:

a. Begins to recognize and match spoken words that rhyme (e.g., songs, chants, ﬁnger plays)

b. Begins to recognize individual syllables within spoken words (e.g., cup-cake, base-ball)

c. Isolates and pronounces the initial sounds (phonemes) in spoken one-syllable words (e.g., the/m/in map)

Phonics and Word Recognition

PK.ELAL.3. [PKRF.3.] Demonstrates emergent phonics and word analysis skills

PKRF.3 Indicators:

a. Demonstrates one-to-one letter-sound correspondence by producing the primary sound of some

consonants

Note: Emergent Multilingual Learners can demonstrate this Standard when they recognize that letters

have similar and dierent sounds in English and their home language.

Fluency

PK.ELAL.4. [PKRF.4.] Displays emergent reading behaviors with purpose and understanding

READING

Key Ideas and Details

PK.ELAL.5. [PKR.1.] Participates in discussions about a text (e.g., during whole or small group interactive read-

aloud discussions, during peer sharing, within play scenarios)

Note: The word, “text” encompasses far more than printed material. Text may also refer to speech,

graphics, visual art, digital representations, video, and other visual and audio depictions of ideas,

concepts, and experiences.

PK.ELAL.6. [PKR.2] Retells stories or share information from a text

Note: Non-verbal learners can retell using sign language or a storyboard. Emergent Multilingual learners

can also use a storyboard or retell in English, their home language(s) or both.

PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and pieces of information

in a text

Craft and Structure

PK.ELAL.8 [PKR.4] Exhibits an interest in learning new vocabulary (e.g., asks questions about unfamiliar words)

PK.ELAL.9 [PKR.5] Interacts with a variety of genres (e.g., storybooks, poems, songs)

PK.ELAL.10 [PKR.6] Describes the role of an author and illustrator

PRE-K LEARNING STANDARDS

Domain 4

Integration of Knowledge and Ideas

PK.ELAL.11 [PKR.7] Describes the relationship between illustrations and the text (e.g., what person, place, thing

or idea in the text an illustration depicts)

PK.ELAL.12. [PKR.9] Makes connections between self, text, and the world (e.g., what is familiar, what does an

event/picture/character make them think of, what do they remember)

WRITING

Text Types and Purposes

PK.ELAL.13 [PKW.1] Uses a combination of drawing, dictating, oral expression, and/or emergent writing to state

an opinion about a familiar topic in child-centered, authentic, play-based learning

PK.ELAL.14. [PKW.2] Uses a combination of drawing, dictating, oral expression, and/or emergent writing to

name a familiar topic and supply information in child-centered, authentic, play-based learning

PK.ELAL.15. [PKW.3] Uses a combination of drawing, dictating, oral expression, and/or emergent writing to

narrate an event or events in a sequence

PK.ELAL.16. [PKW.4] Creates a response to a text, author, or personal experience (e.g., dramatization, art work

or poem)

Research to Build and Present Knowledge

PK.ELAL.17. [PKW.6] Develops questions and participates in shared research and exploration to answer

questions and to build and share knowledge (e.g., record and discuss an experiment of items that ﬂoat and sink)

PK.ELAL. 18. [PKW.7] Engages in a discussion using gathered information from experiences or provided

resources (e.g., collect materials from a nature walk; record and discuss what they are)

SPEAKING AND LISTENING

Comprehension and Collaboration

PK.ELAL.19. [PKSL.1] Participates in collaborative conversations with diverse peers and adults in small and large

groups and during play

PK.ELAL.19. Indicators:

a. Follows agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic

b. Participates in conversations through multiple exchanges

c. Considers individual dierences when communicating with others

PK.ELAL.20. [PKSL.2] Interacts with diverse formats and texts (e.g., shared read aloud, video clips, oral

storytelling)

PK.ELAL.21. [PKSL.3] Identiﬁes the speaker

Presentation of Knowledge and Ideas

PK.ELAL.22. [PKSL.4] Describes familiar people, places, things and events

PK.ELAL.23. [PKSL.5] Creates a visual display (e.g., drawing, art work, building, writing)

PK.ELAL.24. [PKSL.6] Expresses thoughts, feelings, and ideas (e.g., role-playing, music, drawing, art work,

building, writing)

Language

PK.ELAL.25. [PKL.1] Demonstrates command of the conventions of academic English grammar and usage when

writing or speaking. *Organized within grade bands. These banded skills can be found in Appendix A at the end

of the standards document. For the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades

PRE-K LEARNING STANDARDS

Domain 4

P-2, the student is expected to know and be able to use these skills by the end of 2nd grade.

PK.ELAL.26. [PKL.2] Demonstrates command of the conventions of academic English capitalization, punctuation,

and spelling when writing. *Organized within grade bands. These banded skills can be found in Appendix A at

the end of the standards document. For the Core Conventions Skills and Core Punctuation and Spelling Skills for

Grades P-2, the student is expected to know and be able to use these skills by the end of 2nd grade.

Knowledge of Language

PK.ELAL.27. [PKL.4] Explores and uses new vocabulary in child-centered, authentic, play-based experiences

Vocabulary Acquisition and Use

PK.ELAL.28. [PKL.5] Explores and discusses word relationships and word meanings

PK.ELAL.28. Indicators:

a. Sorts common objects into categories (e.g., shapes, foods) for understanding of the concepts the

categories represent

b. Demonstrates understanding of frequently occurring words by relating them to their opposites (e.g., hot/cold)

PK.ELAL.29 [PKL.6] Uses words and phrases acquired through language rich experiences, conversations,

reading and being read to, responding to texts, and child-centered, play-based experiences

PRE-K LEARNING STANDARDS

Domain 5

Domain 5A: Cognition and Knowledge

of the World: Mathematics

DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD

MATHEMATICS (MATH)

Mathematical learning in prekindergarten focuses on the exploration of concepts. Instructional time should

focus on: 1) developing number sense including concepts of correspondence, counting, cardinality, and

comparison; and 2) recognizing basic two and three-dimensional geometric shapes and describing shapes

found in their everyday environment.

Developmentally appropriate instructional tools include math manipulatives, games, learning centers; play;

and selected books or themes with mathematical concepts. The word “explore(s)” in the Prekindergarten Math

Standards below indicates that the topic is an important concept that builds the foundation for progression

toward master in later grades. Repeated experiences with these concepts, with immersion in the concrete,

are vital.

For more information on New York State’s Next Generation Mathematics Learning Standards, including

introductory statements, suggestions for connecting the Standards for Mathematical Practice to mathematical

content, within-grade connections, and coherence progressions, visit http://www.nysed.gov/curriculuminstruction/

new-york-state-next-generation-mathematics-learning-standards.

For additional information regarding learning progressions in mathematics, visit The University of Arizona, Institute

for Mathematics and Education Progression Documents (http://ime.math.arizona.edu/progressions/). Note: The

Progression Documents start at the kindergarten level.

PRE-K LEARNING STANDARDS

Domain 5

COUNTING AND CARDINALITY

Know number names and the count sequence

PK.MATH.1. [NY-PK.CC.1.] Counts to 20

Note: Emergent Multilingual Learners may demonstrate this Standard by counting in their home language(s).

PK.MATH.2. [NY-PK.CC.2.] Represents a number of objects (0-5), with a written numeral 0-5 (with 0

representing a count of no objects) Note: Students can select the corresponding number card and/or write

the numeral.

Counts to tell the number of objects

PK.MATH.3. [NY-PK.CC.3.] Understands the relationship between numbers and quantities to 10, connects

counting to cardinality

PK.MATH.3a. [NY-PK.CC.3a.] When counting objects, says the number names in the standard order, pairing

each object with one and only one number name and each number name with one and only one object. (1:1

correspondence)

PK. MATH.3b. [NY-PK.CC.3b.] Explores and develops the concept that the last number name said tells the

number of objects counted, (cardinality). The number of objects is the same regardless of their

arrangement or the order in which they were counted.

PK.MATH.4a. [NY-PK.CC.4a.] Answers counting questions using as many as 10 objects arranged in a line,

a rectangular array, and a circle. Answers counting questions using as many as 5 objects in a scattered

configuration (e.g., how many ____ are there?”)

Note: Non-verbal students may demonstrate this skill by using an answer card, objects, computer program,

or their ﬁngers.

PK.MATH.4b. [NY-PK.CC.4b] Given a number from 1-10, counts out that many objects

Compares numbers

PK.MATH.6. [NY-PK.CC.5.] Recognizes whether the number of objects in one group is more than, fewer than, or

equal to (the same as) the number of objects in another group (e.g., using matching and counting strategies

Note: Include groups with up to ﬁve objects

PK.MATH.7. [NY-PK.CC.6.] Identiﬁes ﬁrst and last related to order or position

OPERATIONS AND ALGEBRAIC THINKING

Understands addition as adding to, and understand subtraction as taking from

PK.MATH.8. [NY-PK.OA.1.] Explores addition and subtraction by using objects, ﬁngers, and responding to real

world situations (e.g., if we have 3 apples and add 2 more, how many apples do we have all together?)

Understands simple patterns

PK.MATH.9. [NY-PK.OA.2.] Duplicates and extends simple patterns using concrete objects (e.g., what comes next?)

MEASUREMENT AND DATA

Describes and compares measurable attributes

PK.MATH.10. [NY-PK.MD.1.] Identiﬁes measurable attributes of objects, such as length or weight, and describes

them using appropriate vocabulary (e.g., small, big, short, tall, empty, full, heavy, light)

Sorts objects and counts the number of objects in each category

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note:

Limit category counts to be less than or equal to 10

GEOMETRY

Identiﬁes and describes shapes (squares, circles, triangles and rectangles)

PK.MATH.12. [NY-PK.G.1.] Describes objects in the environment using names of shapes and describes the

relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind,

over, under, next to

PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

Explores and creates two and three-dimensional objects

PK.MATH.14. [NY-PK.G.3.] Explores two-and three-dimensional objects and uses informal language to describe

their similarities, dierences, and other attributes

PK.MATH.15. [NY-PK.G.4.] Creates and builds shapes from components (e.g., sticks, blocks, clay)

PRE-K LEARNING STANDARDS

Domain 5

Domain 5B: Cognition and Knowledge

of the World: Science

DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD

SCIENCE (SCI)

Prekindergarten students have a sense of wonder about the natural world and are curious about natural

phenomena. Educators can foster young learners’ natural inclination toward scientific exploration, discovery,

and experimentation by planning responsive, integrated units and themes. The inclusion of science topics

and scientific inquiry provides children time to develop questions, make and discuss predictions, engage in

hands-on experiments and observations, record observations, and compare and describe their ideas.

The standards included in this resource reflect the performance expectations from New York State’s P-12 Science

Learning Standards. Readers are strongly encouraged to reference the full articulation of the NYS P-12 Science

Learning Standards which includes connections to the NYS Next Generation Learning Standards and information

on the three dimensions of science learning, including the science and engineering practices, disciplinary core

ideas, and crosscutting concepts.

PHYSICAL SCIENCE

PK.SCI.1. [P-PS1-1.] Asks questions and uses observations to test the claim that different kinds of matter

exist as either solid or liquid

PK.SCI.1 Indicators:

a. Observes and describes similarities and dierences between solids and liquids based on their physical

properties

b. Compares and categorizes solids and liquids based on their physical properties

PK.SCI.2. [P-PS2-1.] Uses tools and materials to design and build a device that causes an object to move faster

with a push or a pull

PK.SCI.2 Indicators:

a. Explores forces (pushes and pulls) on objects, such as those caused by gravity, magnetism, and

mechanical forces (e.g., a string attached to an object being pulled or a ramp to increase the speed of an

object)

PRE-K LEARNING STANDARDS

Domain 5

PK.SCI.3. [P-PS4-1.] Plans and conducts investigations to provide evidence that sound is produced by

vibrating materials

PK.SCI.3 Indicators:

a. Investigates vibrating materials such as percussion instruments (e.g., drum, triangle), string instruments (e.g.,

guitar, piano), wind instruments (e.g., recorder, whistle), and audio speakers

LIFE SCIENCES

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals (including humans) and describes what they need to

survive

PK.SCI.4 Indicators:

a. Explores what a variety of living organisms need to live and grow (e.g., water, nutrients, environment)

PK.SCI.5. [P-LS1-2.] Plans and conducts investigations to determine how familiar plants and/or animals use

their external parts to help them survive in the environment

PK.SCI.5 Indicators:

a. Observes the relationships between the physical and living environment (e.g. views habitats of plants and

animals)

b. Recognizes the dierent structures of familiar plants and animals (e.g., roots, stems, leaves for plants and

eyes, ears, mouth, arms, legs for animals)

PK.SCI.6. [P-LS3-1.] Develops a model to describe that some young plants and animals are similar to, but not

exactly like, their parents.

PK.SCI.6 Indicators:

a. Observes and represents familiar plants and animals (e.g., draws pictures, builds and plays with toy or

model animals in their habitats)

b. Compares baby and adult animals and recognizes similarities (e.g., matches adult stued animals with

their baby in a play setting)

EARTH AND SPACE SCIENCES

PK.SCI.7. [P-ESS1-1.] Observes and describes the apparent motions of the sun, moon, and stars to recognize

predictable patterns

PK.SCI.7 Indicators:

a. Explores characteristics and movements of the sun, moon, stars and clouds (e.g., the sun and moon

appear to move across the sky in a predictable pathway, day and night follow predictable patterns,

seasons change in a cyclical pattern, the moon’s shape appears to change in a cyclical pattern, and stars

other than our Sun can be visible at night depending on local weather conditions)

PK.SCI.8. [P-ESS2-1.] Asks questions, makes observations, and collects and records data using simple

instruments to recognize patterns about how local weather conditions change daily and seasonally.

PK.SCI.8 Indicators:

a. Discusses daily weather conditions and the impact of weather (e.g., recorded over time and how those

conditions impact student activities and what clothes they wear)

b. Uses vocabulary to describe weather conditions (e.g., cloud cover (sunny, partly cloudy, cloudy, foggy),

precipitation (no precipitation, snow, hail, rain), wind (no wind, some wind, strong wind), and temperature

(cold, cool, warm, hot))

PK.SCI.9. [P-PS3-1.] Plans and conducts an investigation to determine the eect of sunlight on Earth’s surface.

PK.SCI.9 Indicators:

a. Discusses the eects of the sun (e.g., provides light, creates shadows, and the warming eect on living

organisms and nonliving things.)

ENGINEERING DESIGN

The Engineering Design standards are organized in grade bands. The student is expected to know and be

able to use these skills by the end of 2nd grade. While the Engineering Design standards do not begin until

kindergarten, prekindergarten teachers may wish to introduce students to the principles of Engineering Design.

PK.SCI.10. [K-2-ETS1-1.] Asks questions, makes observations, and gathers information about a situation people

want to change to deﬁne a simple problem that can be solved through the development of a new or improved

object or tool

PK.SCI.11. [K-2-ETS1-2.] Develops a simple sketch, drawing, or physical model to illustrate how the shape of an

object helps it function as needed to solve a given problem

PK.SCI.12. [K-2-ETS1-3.] Analyzes data from tests of two objects designed to solve the same problem to

compare the strengths and weaknesses of how each performs

PRE-K LEARNING STANDARDS

Domain 5

Domain 5C: Cognition and Knowledge

of the World: Social Studies

DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD

SOCIAL STUDIES (SOC)

Social Studies in prekindergarten focuses on children’s natural interest in learning about themselves and other

people, what they do, what languages they speak, and their roles and responsibilities. Prekindergarten children

begin to become curious about places and events that are meaningful to them within the context of their

own lives. They also have a strong sense of fairness and are honing their understanding of right and wrong in

the greater community. This natural curiosity about people sets the stage for teachers to incorporate learning

experiences that help children learn more about themselves and others. The Social Studies Practices, especially

civic participation (e.g., following rules in the classroom) and gathering as well as interpreting and using

evidence (e.g., asking questions to clarify something), should be woven into prekindergarten classroom practices.

To see how the NYSPLS align with New York State’s K-12 Social Studies Framework, visit

http://www.nysed.gov/curriculum-instruction/social-studies/

INDIVIDUAL DEVELOPMENT AND CULTURAL IDENTITY

PK.SOC.1. Develops a basic awareness of self as an individual, self within the context of group, and self within

the context of community

PK.SOC.1. Indicators:

a. Identiﬁes self by using characteristics such as eye color, hair color, age

b. Describes how each person is unique and important

c. Identiﬁes as a member of a group

PK.SOC.2. Demonstrates awareness and appreciation of their own culture and other cultures

PK.SOC.2. Indicators:

a. Talks about and/or shows items related to cultural traditions . [E.g. Describes some of the dances, foods,

and special events related to culture

b. Describes own community and/or cultural group

CIVIC IDEALS AND PRACTICES

PK.SOC.3. Demonstrates an understanding of roles, rights, and responsibilities

PK.SOC.3. Indicators:

a. Recognizes community workers and their roles and responsibilities (e.g., asks questions about and shows

an interest in the community jobs

b. Recognizes that people depend on community helpers to provide goods and services

c. Identiﬁes the tools and equipment that correspond to various roles and jobs

d. Recognizes that all children and adults have roles, rights, and responsibilities at home, school, and the

community

PK.SOC.4. Begins to learn basic civic and democratic principles

PK.SOC.4. Indicators:

a. Expresses that rules are for everyone

b. Identiﬁes rules that protect themselves and others

c. Describes possible consequences when rules are not followed

d. Participates in making group rules and/or rules for daily routines and transitions

e. Follows rules and may remind others of the rules

f. Demonstrates preferences and choices by participating when the class votes to make simple decisions

GEOGRAPHY, HUMANS AND THE ENVIRONMENT

PK.SOC.5 Demonstrates knowledge of the relationship between people, places, and regions

PK.SOC.5. Indicators:

a. Identiﬁes features of own home and familiar places

b. Names the street, neighborhood, city and/or town where they live

c. Uses words that indicate direction, position and relative distance

d. Creates representations of topographical features in art work, and/or while playing with blocks, sand or

other materials

TIME, CONTINUITY AND CHANGE

PK.SOC.6. Develops an understanding of how people and things change over time and how to relate past

events to their present and future activities

PK.SOC.6. Indicators:

a. Identiﬁes routines and common occurrences in own life

b. Identiﬁes changes over time in themselves, their families, and in the wider community

c. Retells important events in sequential order

d. Demonstrates interest in current events that relate to family, culture, and community

e. Uses words and phrases that dierentiate between events that happen in the past, present and future,

e.g., uses phrases like “when I was a baby” or “before I moved to my new house”

ECONOMIC SYSTEMS

PK.SOC.7. Develops a basic understanding of economic concepts within a community

PK.SOC.7. Indicators:

a. Recognizes that goods and services may be purchased using dierent forms of payment, (e.g., coins,

paper money, checks, electronic payment, credit cards, vouchers, food assistance programs)

PRE-K LEARNING STANDARDS

Domain 5

PRE-K LEARNING STANDARDS

Domain 5

Domain 5D: Cognition and Knowledge

of the World: The Arts

DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD

THE ARTS (ARTS)

The Arts develop a variety of children’s skills, thought processes, and socio-emotional understandings through

dance, music, theater, visual and media arts. The NYS P-12 Arts Standards explore four artistic processes: Create,

Present/ Perform/ Produce, Respond, and Connect. These processes provide an instructional frame to develop

children’s skills through dance, music, theater, visual and media arts. At the prekindergarten level, educators can

integrate the Arts by anchoring the artistic processes to interdisciplinary themes or units of study.

The NYS P-12 Art Standards provide additional instructional notes embedded throughout the indicators.

To see the full articulation of the Arts Standards and access glossaries and additional resources, visit

http://www.nysed.gov/curriculum-instruction/arts/

DANCE

PK.ARTS.1. [DA:Cr1-3.PK] Creates Dance

PK.ARTS.1. Indicators:

a. Expresses and engages using movement elements and skills (locomotor and non-locomotor) to a series of

sensory stimuli (e.g., music, visual cues)

b. Moves in spontaneous and imaginative ways to music, songs, rhythm, and silence

PK.ARTS.2. [DA:Pr4-6.PK] Performs Dance

PK.ARTS.2. Indicators:

a. Demonstrates basic full-body locomotor movements (crawl, walk, run), non-locomotor movements (bend,

twist, reach) and spatial relationships (over, under, around) while moving in general space

b. Identiﬁes the speed of a dance (for example fast vs. slow) and move to varied rhythmic sounds at dierent

tempo

c. Moves with opposing qualities (loose/tight, light/heavy, shaky/smooth) and explores movement with

simple props in response to verbal cues or expressive music

PK.ARTS.3. [DA:Re7-9.PK] Responds to Dance

PK.ARTS.3. Indicators:

a. Identiﬁes a movement in a dance by repeating it

b. Demonstrates observed or performed movements originating from diverse dance genres (e.g., tap, ballet,

contemporary) and imitate those dance movements

c. Observes a movement and shares impressions

PK.ARTS.4. [DA:Cn10-11.PK] Connects to Dance

PK.ARTS.4. Indicators:

a. Recognizes the expression of emotion while watching or performing a dance

b. Demonstrates a dance movement experienced at home or elsewhere

c. Observes a work of dance, replicates movements and asks questions about the choreography

MEDIA ARTS

PRE-K LEARNING STANDARDS

Domain 5

We recognize that not all prekindergarten programs have the technological supports for all items under the

media arts standards. However, simple media arts experiences can be designed with minimal technology, or

media technology found in most classrooms. A helpful idea is to think of media arts as “4-D art”, which includes

the element of time. Some examples include video, animation, a recording of viewer interaction with an artwork

that changes its physical qualities over time (e.g., an artwork made of food, which gets eaten over time), a

sequence or series of still images that are experienced simultaneously with sound patterns or music, etc.

PK.ARTS.5. [MA:Cr1-3.PK] Creates Media Arts

PK.ARTS.5. Indicators:

a. Discovers and explores media arts tools

PK.ARTS.6. [MA:Cr4-6.PK] Produces Media Arts

PK.ARTS.6. Indicators:

a. Explores various ways to present media artwork

PK.ARTS.7. [MA:Re7-9.PK] Responds and Connects to Media Arts

PK.ARTS.7. Indicators:

a. Explores and discusses the components of a variety of media artwork (i.e., still and moving images, human-

made images (like drawings, Claymation) or characters (puppets), real-life video, text, etc.)

b. Identiﬁes personal experiences with media artwork (e.g., talks about where they have seen media artwork,

such as tablets, TV, computers, museums, concerts, classroom

MUSIC

PK.ARTS.8. [MU:Cr1-3.PK] Creates Music

PK.ARTS.8. Indicators:

a. Explores and experiences a variety of music and favorite musical ideas (e.g., experiments with musical

instruments, makes up silly and rhyming verses, imitates rhythmic patterns, uses music to tell stories and

express feelings)

b. Shares musical ideas with peers

PK.ARTS.9. [MU:Pr4-6.PK] Performs Music

PK.ARTS.9. Indicators:

a. Performs music with expression (e.g., keeping rhythm using instruments, performing through oral, or visual

expression- singing songs, moving in time to the music with dance props or bodily movements)

b. Practices and demonstrates what they like about their own performances

PK.ARTS.10. [MU:Re7-9.PK] Responds to Music

PK.ARTS.10. Indicators:

a. Demonstrates and states personal preference for varied musical selections provided by the teacher

b. Explores and demonstrates awareness of the contrasts and expressive qualities of music (i.e., voice/sound

quality, tone, dynamics, pitch, and tempo)

c. Responds appropriately to aural and visual cues

PK.ARTS.11. [MU:Cn10-11.PK] Connects to Music

PK.ARTS.11. Indicators:

a. Explores and imitates sounds found in the environment

b. Imagines and describes places, times, and reasons for making and listening to music

c. Performs/explores folk music from a variety of cultures

d. Performs/explores music that tells a story, adding physical movements and/or experimenting with

loudness and softness (dynamics) and tempo to add expressivity and enhance story

THEATER

PK.ARTS.12. [TH:Cr1-3.PK] Creates Theatrical Arts

PK.ARTS.12. Indicators:

a. Transitions between imagination and reality in dramatic play

b. Uses non-representational materials to create props, puppets, and costume pieces for dramatic play

c. Uses gestures, words, sounds, and movements in dramatic play

PK.ARTS.13. [TH:Pr4-6.PK] Performs Theatrical Arts

PK.ARTS.13. Indicators:

a. Identiﬁes characters and setting in dramatic play or guided drama

b. Engages in dramatic play to tell known stories and newly imagined stories (i.e., re-enacts a story or creates

their own story to act out)

c. Uses body and voice to communicate emotions in dramatic play

PK.ARTS.14. [TH:Re7-9.PK] Responds to Theatrical Arts

PK.ARTS.14. Indicators:

a. Identiﬁes preferences in dramatic play (i.e., express their own feelings, roles, and use of materials)

b. Discusses the experiences of characters in dramatic play

c. Makes connections between themselves and a character

PK.ARTS.15. [TH:Cn10-11.PK] Connects to Theatrical Arts

PK.ARTS.15. Indicators:

a. Identiﬁes the similarities between a story and personal experiences in dramatic play

b. Identiﬁes stories that are similar to one another in dramatic play

c. Tells a short story in dramatic play

VISUAL ARTS

PK.ARTS.16. [VA:Cr1-3.PK] Creates Visual Arts

PK.ARTS.16. Indicators:

a. Engages in self-directed imaginative play with a variety of materials and/or art-making tools

b. Creates, shares and/or talks about art that communicates a familiar place or object (e.g., using blocks to

build a castle or clay to create a snake)

c. Shares and talks about personal artwork

PK.ARTS.17. [VA:Pr4-6.PK] Presents Visual Arts

PK.ARTS.17. Indicators:

a. Selects art objects for saving or display, explaining why they are chosen

b. Identiﬁes places, both inside and outside of school, where art can be displayed or saved

PK.ARTS.18. [VA:Re7-9.PK] Responds to Visual Arts

PK.ARTS.18. Indicators:

a. Recognizes and shares preferences and/or reactions to art in one’s environment

b. Distinguishes between images and real objects

c. Selects a preferred artwork

PK.ARTS.19. [Cn10-11.PK] Connects to Visual Arts

PK.ARTS.19. Indicators:

a. Imagines, invents, and creates art that tells a story about life

b. Recognizes that people make works of art and design

PRE-K LEARNING STANDARDS

Domain 5

PRE-K LEARNING STANDARDS

Domain 5

Domain 5E: Cognition and Knowledge

of the World: Technology, Computer

Science, and Digital Literacy

DOMAIN: COGNITION AND KNOWLEDGE OF THE WORLD

TECHNOLOGY, COMPUTER SCIENCE, AND DIGITAL LITERACY

Technology in a prekindergarten classroom is used to accomplish speciﬁc learning goals. It is not used in place

of high-quality adult-child interactions and activities. Technology tools are useful when used in intentional and

developmentally appropriate and responsive ways, when educators work with children to explore dierent types

of technology, when technology is incorporated in authentic ways into dierent learning centers, and when

children have equal access.

For more information about how technology and media might be used in preschool classrooms, visit the

National Association for the Education of Young Children, https://www.naeyc.org/resources/topics/technology-

and-media.

Computer Science and Digital Literacy Standards are currently under development at the New York State

Education Department.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Instructional unit

framework example

This instructional unit framework illustrates one way to

design an integrated thematic unit that aligns with the

prekindergarten standards, leaves room to build on

student interest, and can be tailored to meet individual

needs. While this unit centers on a traditionally

“scientiﬁc” theme, it is interdisciplinary as content from

all domains of learning is embedded throughout.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Unit Eight: Plants

Interdisciplinary Unit of Study

The enclosed curriculum unit may be used for educational, non-profit purposes only. If you are not a

Pre-K for All provider, send an email to [email protected] to request permission to use

this curriculum or any portion thereof. Please indicate the name and location of your school or program

and describe which units you would like to use and how you intend to use them. Additional units can

be found at http://bit.ly/PreKUnits.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

I. Unit Snapshot

Unit Topic: Student Outcomes

Plants Enduring understandings that the student should have

by the end of the unit:

Essential Question

• Plants are living things; every part of a plant has an

important function.

How do plants grow and why are they important?

• Plants grow from seeds and need water, nutrients, and

light to live.

Focus Questions

• Plants are all around us.

• What are plants?

• There are many dierent types of plants.

• What do plants need and where do we ﬁnd them?

• Plants are important for many reasons.

• What are some dierent kinds of plants?

• Why are plants important?

Connected Academic Vocabulary

This list should be adapted to ﬁt the needs of individual programs and classrooms.

botanist

environment

fruit

leaves

seaweed

tree

botany

evergreen

garden

medicine

seed

trunk

bouquet

fabric

gardener

nature

seedling

vegetables

branch

farm

grass

nursery

shade

vegetarian

bud

farmer

greenhouse

nutrients

shelter

vegetation

bulb

ﬁeld

ground

park

soil

vine

bush

ﬂoral arrange-

grow

patio

sprinkler

water

cactus

ment

habitat

petals

sprout

water lily

compost

ﬂorist

harvest

plant

stem

watering can

courtyard

ﬂower

herbs

pollen

succulent

weeds

dirt

food

landscape

rain

sunlight

wood

edible

forester

lawn

roots

terrarium

yard

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Focus Standards

From Resource Guides for School Success: The Prekindergarten

Early Learning Standards

Domain 1: Approaches to Learning

PK.AL.5. Demonstrates persistence

Domain 2: Physical Development and

Health

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

motor skills

Domain 3: Social and Emotional

Learning

PK.SEL.2. Recognizes self as an individual having unique

abilities, characteristics, feelings and interests

Domain 4: Communication,

Language and Literacy

Part A: Approaches to Communication

Background Knowledge

PK.AC.2. Demonstrates they are building background

knowledge

Viewing

PK.AC.3. Demonstrates understanding of what is observed

Vocabulary

PK.AC.5. Demonstrates a growing expressive vocabulary

Part B: English Language Arts and Literacy

Reading

PK.ELAL.7. [PKR.3.] Develops and answers questions about

characters, major events, and pieces of information in a

text

PK.ELAL.10. [PKR.6] Describes the role of an author and

illustrator

Writing

PK.ELAL.14. [PKW.2.] Uses a combination of drawing, dic-

tating, oral expression, and/or emergent writing to name

a familiar topic and supply information in child-centered,

authentic, play-based learning

PK.ELAL.16. [PKW.4.] Creates a response to a text, author,

or personal experience (e.g. dramatization, art work, or

poem)

Speaking and Listening

PK.ELAL.23. [PKSL.5.] Creates a visual display (e.g., drawing,

art work, building, writing)

Domain 5: Cognition and Knowledge

of the World

Mathematics

Measurement and Data

PK.MATH.10 [NY-PK.MD.1.] Identify measurable attributes of

objects such as length or weight, and describe them using

appropriate vocabulary (e.g., small, big, short, tall, empty,

full and light)

Science

Life Sciences

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals

(including humans) and describes what they need to sur-

vive

PK.SCI.5. [P-LS1-2] Plans and conducts investigations to

determine how familiar plants and/or animals use their

external parts to help them survive in the environment

PK.SCI.6. [P-LS3-1.] Develops a model to describe that

some young plants and animals are similar to, but not

exactly like, their parents

Social Studies

Economic Systems

PK.SOC.7. Develops a basic understanding of economic

concepts within a community

The Arts

Theater

PK.ARTS.1. [DA:Cr1-3.PK] Creates Dance

PK.ARTS.3. [DA:Re7-9.PK] Responds to Dance

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

II. Introduction

Welcome to Unit 8: Plants, Pre-K for All’s eighth Interdisci-

plinary Unit of Study. In Unit 8: Plants, children move from

exploring the properties and uses of water to observing

and learning about dierent kinds of plants. This unit, like

all Pre-K for All units, provides opportunities for children

to observe objects and phenomena in their environment

with increasing complexity, and apply knowledge and

skills learned in previous units. Activities throughout the

unit prompt children to learn

In the ﬁnal week of the unit, children will carefully consider

and explore the dierent uses of plants and why dier-

ent kinds of plants are important. As children discuss the

role of water in plant growth and health, help them make

connections to Unit 7: Water. Throughout the unit, but

especially in this ﬁnal week, we encourage the children

to explore the dierent kinds of plants that they eat, in-

cluding fruit, vegetables, herbs, seeds etc. These investi-

gations will build their under-

about plants through hands-

standing of the parts of plants

on explorations and provide

and increase their awareness

As you prepare to teach this

opportunities to observe

of healthy eating, where food

plants in their immediate en-

unit, consider how dierent

comes from and how plants

vironment. As you prepare to

help us stay healthy and grow.

teach this unit, consider how

kinds of plants are a part of

This is also a great way to

dierent kinds of plants are

encourage families to engage

a part of your children’s daily

your children’s daily lives.

in conversation with their child

lives. Additionally, use the op-

about what they eat and the

portunity of changing seasons

to discuss and observe how plants grow and change over

time. For example, you may have a tree in your neighbor-

hood that you can observe throughout the unit and into

later units as it changes with the seasons.

All Interdisciplinary Units of Study are structured around

focus questions. Each focus question is designed to take

about one week to explore. In the ﬁrst week, children

consider the question, “What are plants?” and observe

and identify the dierent parts of plants. In the second

and third week, children have increased opportunities

to observe plants in their environment and learn about

dierent kinds of plants. In these weeks, we encourage

you to go outside of the classroom to observe dierent

kinds of plants in your immediate community. Throughout

New York City, there are opportunities to explore parks,

neighborhood gardens, botanical gardens, ﬂorist shops

or gardening stores. These resources help children to

tangibly observe and apply what they are learning and

builds appreciation for our natural environment. Please

see the resources in Section VIII to help get you started in

accessing and partnering with community organizations,

and tips for how you can be creative in reaching out for

additional resources in your neighborhood.

plants with which they are the

most familiar. You can even invite families and sta who

visit or are from dierent geographical areas, either in

New York or throughout the world, to share stories about

dierent kinds of plants, and the impact that climate

and/or location has on plants. This is a great way to build

your pre-K program community and build a common

understanding of dierent experiences.

Opportunities for growing plants are woven throughout

this unit, further developing children’s scientiﬁc skills of

observation, prediction and drawing conclusions that

they have started developing in previous units such as

My Five Senses, Light and Water. There are a variety

of ways that you can explore growing plants with your

pre-K children - for example, you can plant bean seeds

in small pots and observe them as they grow, or access

a community garden or outside space where you can

plant ﬂowers and/or vegetables. You may already have

classroom plants or a garden that the children observe

on a regular basis. In growing and observing plants, there

are many opportunities for children to learn about taking

care of themselves and the environment with discussions

about eating healthy food and helping to protect, nur-

ture and grow plants. Make sure that children understand

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

that not all plants are safe to touch. You should always

be certain that plants are not poisonous, pose no harm

to children and are maintained safely. In addition, you

should be sure that children are not allergic to any of the

plants in the classroom.

Throughout this unit, there are opportunities to develop

children’s literacy and language skills. Children will enjoy

literature, engage in discussions around stories, and retell

and act out stories they have read. Children will build

on what they know about plants through informational

texts. They will explore new vocabulary words such as

“habitat” and “nutrients” to continue to develop their

language skills as they engage in scientiﬁc explorations

and thinking. In Unit 7: Water, there were opportunities

to help children learn about the sounds that dierent

letters make. In addition to continuing to build these skills,

in this unit there are increased opportunities for children

to express themselves through authentic writing experi-

ences and various modes of storytelling. Remember that

children will be in dierent stages of understanding and

developing their own narratives. Continue to use your

authentic assessment data as you determine how best to

support each student in your class.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

III. Unit Framework

These are key components of each Pre-K for All Unit of Study.

Essential Question

This is a child-friendly question that connects the knowl-

edge and skills that children should develop throughout

the unit.

Focus Questions

These represent the major inquiries of the unit. They build

over time and require children to make connections across

all content areas. Each focus question is designed to take

about one week to explore.

Foundational Learning Experiences

These are experiences (e.g., whole group, small group

lessons, ﬁeld trips, observations, center activities) for each

subtopic that provide many opportunities to deepen chil-

dren’s understanding of the Focus Questions.

Foundational Texts

These are a combination of literary and informational texts

that can be read throughout the unit. See Section VI for

text-based critical thinking questions to support the read

aloud experience.

Engaging, informative and literary texts provide oppor-

tunities for exploring content, expressing ideas using

one’s imagination and critical thinking that are enhanced

through multiple readings of the same book. Reading

books multiple times helps all children build a deeper

understanding of content, make meaningful connections

between content and other concepts or experiences and

builds their conﬁdence as learners and as future readers.

Key Vocabulary

These are academic vocabulary words that help children

understand the unit focus questions and access complex

texts. These words can be supplemented by vocabulary in

read alouds.

Family and Community Engagement

These are ideas for inviting families to share their experi-

ence and knowledge with the class, or for extending learn-

ing outside of the classroom. Each activity is aligned to the

NYC Department of Education Division of Early Childhood

Education Early Childhood Framework for Quality (EFQ).

See Section IX: Supporting Resources for more information

about Family Engagement Practices.

Culminating Celebration

This is an opportunity to reﬂect on the unit with the chil-

dren, as well as to note and celebrate the growth and

learning that has occurred.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Unit Eight: Plants

Essential Question: How do plants grow and why are they important?

Week One Week Two Week Three Week Four

Focus Questions What are plants? What do plants need

and where do we ﬁnd

What are some

dierent kinds of

Why are plants important?

them?

plants?

Foundational

Learning

Experiences

Large Group

Foundational Text Read

Aloud: See page 40 for

lesson plan and Section

VI for Inquiry and Critical

Thinking Questions.

PK.AC.1. Demonstrates

motivation to

communicate

Walking Trip

Walking Field Trip: Invite

children to join on a

walking ﬁeld trip to look

for plants in the program

neighborhood.

PK.ELAL.23. [PKSL.5]

Creates a visual display

See page 45 for lesson

plan.

Small Group

Class List Poem: Introduce

children to poetry,

speciﬁcally List Poems,

and generate a List Poem

about plants together as

a class.

PK.ELAL.9. [PKR.5] Interacts

with a variety of genres

(e.g., storybooks, poems,

songs)

See page 49 for lesson

plan.

Small Group

Plant Taste Test: Talk with

children about where food

comes from and why it is

important for their bodies.

Highlight plant based foods

and parts of plants that people

commonly eat. Supply a variety

of plants for children to sample.

PK.SCI.4. [P-LS1-1.] Observes

familiar plants and animals

(including humans) and

describes what they need to

survive

See page 53 for lesson plan.

Foundational

Up in the Garden and

The Curious Garden by An Orange in January by The Vegetables We Eat by Gail

Down in the Dirt by Kate

Peter Brown Dianna Hutts Aston Gibbons

Texts

Messner

Key Vocabulary

botany, branch, bud, bulb,

botanist, bouquet,

dirt, ﬂower, food, fruit,

courtyard, environment,

grow, leaves, nutrients,

farm, farmer, ﬁeld, forester,

petals, plant, pollen, rain,

ﬂoral arrangement,

roots, seed, seedling, soil,

ﬂorist, garden, gardener,

sprinkler, sprout, stem,

greenhouse, ground,

sunlight, trunk, vine, water,

landscape, lawn, nature,

watering can

nursery, park, patio,

terrarium, vegetation,

yard

bush, cactus, evergreen,

compost, edible, fabric, habitat,

grass, herbs, seaweed,

harvest, medicine, shade,

succulent, tree, weeds,

shelter, vegetarian, wood

vegetables, water lily

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Week One Week Two Week Three Week Four

Focus Questions What are plants? What do plants need

What are some

Why are plants important?

and where do we ﬁnd

dierent kinds of

them?

plants?

Family and

Community

Engagement

Did you eat any roots/

leaves/stems today

(for example, potatoes,

lettuce or celery)?

Ask families to ﬁnd and

observe a plant together.

They can talk about what

the plant looks like, how

Invite families to go on

a plant scavenger hunt

together. Provide a list of

things for them to look for

Use dirt from the sensory table

and recycled containers to

plant a seed with each child.

If families are available, invite

EFQ 4: High quality

Encourage children and

it smells, the way it feels

such as a patch of grass,

them to the classroom to help

programs promote

families to talk about

etc. After observing the

a tree taller than they are,

plant the seeds. If desired,

families’ role as

the parts of a plant and

plant they can write or

something with petals, or

children can take the planted

primary caregivers,

discuss what kinds of

draw about it and bring

other plant parts or types

seeds home.

teachers, and

plants they eat.

their reﬂections back to

that can be found in the

advocates

the class for a class book

program neighborhood.

or display.

Culminating

Terrarium. Create a terrarium together as a class or invite children to create their own terrariums. See Section XI:

Appendices for directions and examples.

Celebration

PK.SCI.5. [P-LS1-2.] Plans and conducts investigations to determine how familiar plants and/or animals use their

external parts to help them survive in the environment

Class Botanical Garden. Create a botanical garden using the three-dimensional plants children created in the Art

Center as well as the plants the class grew throughout the study. Invite families, building sta and/or other classes to

tour the garden. Children can create labels for the plants and signs to place throughout the building advertising the

garden and directing visitors to the classroom. During the tour, children can take on jobs such as ticket sales, garden

guides etc.

PK.AC.6. Demonstrates their ability to represent ideas using a variety of methods

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

IV. Ideas for Learning Centers

Learning Centers should advance the unit’s essential and

focus questions, as well as the enduring understandings,

reﬂect the unit of study, and the needs of your children.

This time of year can be especially important for teaching

teams to help children go deeper in their inquiry, prob-

lem solving and concept development during centers.

Children’s play will have increased in complexity between

the beginning of the year and now and they will likely be

ready to make connections between previous learning

and the current unit of study. The interactions between

adults and children oer an opportunity to model, en-

courage and facilitate the use of language to ask higher

order thinking questions as well as create meaningful

entry points into new content. Eective concept devel-

opment strategies and questions help children obtain a

deeper understanding of concepts and develop analyt-

ical thinking skills. Children understand concepts when

teachers provide opportunities to analyze and problem

solve, rather than just memorize and recite facts. One

way to build higher order thinking skills is to create con-

nections to the real world and to the prior experiences of

children.

On each page, critical thinking

questions/statements and

text suggestions (if applicable)

are listed in the left column.

Activity suggestions, which will

change from unit to unit, are

listed in the right two columns.

In this unit there are many opportunities to build on

students’ prior knowledge and make connections to the

world around them as you discuss the needs of plants.

Unit 7: Water wrapped up by studying how water is

helpful. In Unit 8: Plants, you have the opportunity to

build on this knowledge as you help children understand

that plants need water to live. As you play with children

and they play with each other in centers, consider how

you can deepen this understanding as well as share new

content.

The following suggestions supplement standard center

materials, such as blocks in the Blocks/Construction Area,

assorted dress-up materials in Dramatic Play, paper and

a variety of writing utensils in the Writing Center, etc. As

you plan your learning centers, also consider how you will

provide multiple entry points into the materials for all the

children in your classroom. The suggested materials and

activities are intended to be relatable and fun! This is not

an exhaustive list of materials and can be supplemented

by other materials relevant to the unit and your class-

room.

While the materials you select for centers are extremely

important, learning is enhanced through the interac-

tions adults and children have during Center Time. EFQ

Element 3 states, “High quality programs advance play-

based learning and responsive instruction” and highlights

the importance of play-based learning experiences and

opportunities for teaching teams to extend children’s

thinking and communication skills through intentional

and responsive interactions. When teaching sta interact

with children in centers they can model language through

initiating, joining and extending conversations, using self

and parallel talk, and asking open-ended questions that

deepen engagement and inquiry while developing prob-

lem solving and critical thinking skills.

Play is an important vehicle for developing a variety of

skills outlined in the NYSPLS and is essential to the EFQ.

Rather than detracting from academic learning, pur-

poseful play supports the abilities that underlie such

learning. When children have a sucient amount of time

to play and can access learning centers and the mate-

rials in them, they have some of the essential supports

necessary for their play to continue developing in com-

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

plexity. The play-based learning that happens in centers

addresses NYSPLS Standard PK.AL.1 (Actively engages in

play as a means of exploration and learning). This same

play helps children develop the background knowledge of

NYSPLS Standard PK.AC.2 (Demonstrates they are build-

ing background knowledge) which is essential for making

connections and deepening understandings. For these

reasons, teachers should ensure that children have access

to and can choose from a variety of learning center mate-

rials for one-third of the pre-K day, and support children’s

engagement in play during Center Time, making adjust-

ments to the daily schedule to weave in small and whole

group activities without infringing on that time. NYSPLS

standards are included for all of the activity suggestions

here and opportunities for assessment are included as

well. Text suggestions that complement these materials

and activities are also included.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Blocks/Construction

Critical thinking questions/statements:

Tell me about your work.

I notice that you ____.

What are some other things you could add?

I wonder what would happen if ____.

How do you know?

How could you build ____?

What is your conclusion?

Suggested Text:

Underground by Denise Fleming.

Invite children to use blocks to create their own

underground environments.

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

motor skills needed to manipulate objects

Plant Pictures:

Add pictures of plants, gardens, green roofs, farms etc. to

the walls of the Blocks/Construction Center for children to

reference as they work.

PK.AC.2. Demonstrates they are building background

knowledge

Rooftop Gardens:

Invite children to use toy trees, bushes, ﬂowers etc. to

create gardens or green roofs for their structures.

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

motor skills needed to manipulate objects

Build Plants:

Wrap blocks in green and brown paper (and other colors

as desired) and invite children to use them to create stems,

tree trunks, soil etc. Supply paper, scissors and tape for

children to use to create leaves, ﬂowers etc. to add to their

plants. Also, consider hanging pictures of a wide variety of

plants for children to reference as they build. As children

create their plants, talk with them about the parts of the

plants and types of plants they are creating, highlighting

vocabulary words such as branch, ﬂower, leaves and stem.

PK.AL.1. Actively engages in play as a means of

exploration and learning

Container Gardens:

Provide shoe boxes or other boxes for children to use as

a container for a garden. They can use the plants they

create in the Build Plants activity to create a container

garden. Children can choose the focus of the garden

(herbs or succulents, for example) according to their

interests. If desired, children can add a name label for their

gardens.

PK.ELAL.27. [PKL.4] Explores and uses new vocabulary in

child-centered, authentic, play-based experiences

Landscape:

Provide toy trees, bushes, ﬂowers etc. for children to add

as landscaping to their structures. Invite them to use these

vocabulary words as they play with the materials.

PK.AC.2. Demonstrates they are building background

knowledge

√ Opportunity for Assessment

How is the child using the new plant-based vocabulary

words? How do they use them in connection to words and

concepts they already know?

Build a Park:

Invite children to build a park using the blocks and

materials in the center. They can build a park for toy

people or build on a larger scale and create a park for

themselves.

PK.AL.3. Approaches tasks and problems with creativity,

imagination and/or willingness to try new experiences

Signs and Labels:

Supply small cards or pieces of paper as well as writing

utensils for children to use to create labels for their

gardens, plants, parks, etc.

PK.ELAL.29. [PKL.6.] Uses words and phrases acquired

through language rich experiences, conversations, reading

and being read to, responding to texts, and child-

centered, play-based experiences

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Dramatic Play

Critical thinking questions/statements:

Who are you going to be today?

I wonder what would happen if ____?

What will you do next?

What do you think about ____?

What does that remind you of?

Suggested Text:

Lola Plants a Garden by Anna McQuinn.

Children can reference how Lola builds a garden as they

build their own gardens.

PK.AC.2. Demonstrates they are building background

knowledge

Flower Shop:

Turn Dramatic Play into a ﬂower shop by adding pretend

ﬂowers, containers and pictures of ﬂower arrangements

as well as a cash register, notepad, writing utensils, etc.

to the center. Children can pretend to make, buy, and sell

ﬂoral arrangements, and explore the idea of buying and

selling goods or services. As you play with the children, use

and highlight vocabulary words such as bouquet, ﬂoral

arrangement, ﬂorist, and ﬂower.

PK.SOC.7. Develops a basic understanding of economic

concepts within a community

√ Opportunity for Assessment

What does the child understand about the relationship

between buying and selling goods?

Garden:

Turn Dramatic Play into a garden. Add seeds, pretend fruit,

vegetables, ﬂowers, trees etc. as well as tools such as gar-

dening gloves, planting pots, trowels, hand hoes, watering

cans, etc., to the center. Invite children to create labels for

the garden in the Writing Center. Children can care for the

garden, and pretend to plant and harvest crops.

PK.AC.2. Demonstrates they are building background

knowledge

Park:

Turn Dramatic Play into a park. Recreate a local park or

build a new one. Consider adding plants, benches (or

using chairs to create benches), a pretend lawn, garden,

ﬂowers, a fountain, etc., to the center. Children can play

in the park or have a picnic. Children can take on roles of

the people who maintain parks in New York City such as

maintenance workers, recreational sta, gardeners, forest-

ers, scientists, or builders. The children can name the park,

create a sign to welcome visitors to the park, and state the

park rules.

PK.SOC.5. Demonstrates knowledge of the relationship

between people, places, and regions

Farm:

Turn Dramatic Play into a farm. Create ﬁelds of vegetables

or plants for children to harvest or invite children to help

with the planting and growing of pretend plants. Consider

adding, or working with the children to create a farm stand

for them to pretend to buy and sell what they grow.

PK.SOC.7. Develops a basic understanding of economic

concepts within a community

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Art

Critical thinking questions/statements:

Tell me about your art.

What did you notice about ____?

I notice that you ____. How did you do that?

What will you try next? Why?

How does this picture, painting, drawing, etc. make you

feel? Why?

Suggested Text:

A Seed is Sleepy by Dianna Hutts Aston.

Invite children to reﬂect on the art in this book and share

their thoughts and opinions.

PK.ARTS.18. [VA:Re7-9.PK] Responds to Visual Arts

Note:

Children have varying levels of sensitivity to sensory ex-

periences. Do not force children to touch materials. Invite

children to participate, and observe their behavior careful-

ly. Respond to the cues they give you about their readiness

to participate.

Plant Stamps:

Provide parts of plants such as ﬂowers or leaves and invite

children to dip them into a small amount of paint and

press them (as they would a stamp) onto a piece of paper.

PK.AL.3. Approaches tasks and problems with creativity,

imagination and/or willingness to try new experiences

Paint Flowers:

Hang pictures of paintings of ﬂowers near the easel (such

as Sunﬂowers by Claude Monet, Man Loaded with Lilies

by Diego Rivera, Poppy by Georgia O’Keefe, Flowers by

Andy Warhol, a Kehinde Wiley ﬂoral backdrop, Garland of

Flowers by Auguste Renoir, or consider other artists that

are interesting or relevant to the children). Invite children

to reﬂect on these paintings. Consider providing prompts

such as, “What do you notice in this picture?” and “How

does this picture make you feel?” After children reﬂect,

they can paint their own pictures of ﬂowers.

PK.ARTS.18. [VA:Re7-9.PK] Responds to Visual Arts

3-D Plants:

Invite children to use recycled materials such as cardboard

boxes or tubes, and empty, clean food containers, to

create three-dimensional plants. Supply live plants, plastic

or silk plants, or pictures of plants for children to reference

as they build their own plants. Encourage children to name

the plants and make their own labels for them.

PK.AL.3. Approaches tasks and problems with creativity,

imagination and/or willingness to try new experiences

Paper Flowers:

Supply pipe cleaners as well as tissue paper circles (sev-

eral inches in diameter). Children can pierce the middle of

the tissue paper circles with the pipe cleaner, adding as

many as they would like, then fold the circles up to create

a ﬂower. After creating these ﬂowers children can use them

in the Dramatic Play garden or ﬂower shop, or use them

in the Math/Manipulatives area to create ﬂower arrange-

ments.

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

motor skills needed to manipulate objects

Floral Still Life:

Provide or create a ﬂoral arrangement for children to care-

fully observe and then paint or draw what they see with

various mediums (e.g., charcoal or oil pastels).

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

motor skills needed to manipulate objects

Leaf Rubbing:

Supply leaves and crayons for children to use in creating

leaf rubbings. Remove the paper casing from the cray-

ons, place the leaves under a piece of paper and invite

children to rub the side of the crayon over the paper and

watch for the shape of the leaf to emerge. Encourage

children to persist until the entire leaf is visible.

PK.AL.5. Demonstrates persistence

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Flower or Leaf Pounding:

Gather ﬂowers or leaves, trim them so they can lay ﬂat,

and place them on a piece of muslin fabric, watercolor

or other thick, acid free paper. Place a piece of paper

towel over the leaves or ﬂowers and invite children to use

a mallet to tap gently on the leaves or ﬂowers. Periodically

remove the paper towel and gently lift the edge of a leaf

or ﬂower petal until a print of the leaf or ﬂower is visible.

Encourage children to work carefully and persistently until

the entire ﬂower, leaf or plant print is visible. If the leaf or

ﬂower is too wet to remove, allow some time for it to dry

before pulling it up from the paper.

PK.AL.5. Demonstrates persistence

√ Opportunity for Assessment

Does the child continue to work on the project until a print

of the entire ﬂower or leaf is visible? If they encounter a

problem while working, how do they attempt to resolve it?

Plant Painting:

Instead of a paintbrush, invite children to paint with parts

of plants such as ﬂowers, stems or twigs. Encourage

children to consider what type of mark each plant piece

will make. As they explore painting with the dierent plant

parts, be sure to highlight the name of each part (e.g.,

ﬂower, leaves, stem and roots).

PK.AC.2. Demonstrates they are building background

knowledge

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Science/Discovery

Critical thinking questions/statements:

What did you observe here/when ____?

What did your sense of ____ tell you about ____?

What will you try next?

I wonder what would happen if ____?

How do you know? How could we ﬁnd out?

Suggested Text:

Seed to Plant by Kristin Baird Rattini.

Have this book on hand for children to use as a reference

throughout the unit.

PK.ELAL.7. [PKR.3] Develops and answers questions about

characters, major events, and pieces of information in a

text

Class Plants:

Add plants to the science area or throughout the class-

room for children to observe and assist in caretaking.

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals

(including humans) and describes what they need to

survive

Plant Life Cycle:

Provide individual pictures of each part of the plant life

cycle. Invite children to sequence the pictures. Provide

pictures or diagrams for them to reference as they play.

Note their observations and understandings, and use this

information to talk with them about each stage of the life

cycle.

PK.SCI.6. [P-LS3-1.] Develops a model to describe that

some young plants and animals are similar to, but not

exactly like, their parents

Herb Garden:

Plant an herb garden with the class. Use the word herb

frequently throughout the activity. Invite children to create

labels for the garden. Encourage them to use their senses

to observe the herbs and draw or write about what they

see, smell, feel, hear and taste. Guide the children through

the tasting portion of the observation making sure to

follow proper procedures around eating in the classroom.

After children have sampled the herbs, they can write

about the experience. They can write about how the herbs

look, feel, smell, sound and taste.

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

Where Does This Plant Grow?

Supply pictures of a variety of plant types as well as

pictures of the landscapes in which each type of plant

grows. Invite children to match the plant to its habitat. For

example, include a cactus and a desert scene, seaweed

and an ocean scene, a palm tree and a beach scene. This

can also be played as a memory game.

PK.AC.5. Demonstrates a growing expressive vocabulary

Class Plant:

Pick seeds that grow quickly, such as lima beans, to plant

in the classroom. Create a class chart of predictions on

how long it will take the seeds to grow. Invite the children

to measure the plant growth periodically, and record the

results.

PK.MATH.10. [NY-PK.MD.1.] Identiﬁes measurable attributes

of objects, such as length or weight, and describes them

using appropriate vocabulary (e.g., small, big, short, tall,

empty, full, heavy, light)

Plants and Light:

Allow children to use the light table to examine plant parts

such as ﬂowers and leaves.

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

Observe Seeds:

Provide an assortment of seeds from fruits and vegetables

with which the children are familiar. Place them in speci-

men jars or small, sealable plastic bags, with wet cotton

balls, or a small amount of soil. Invite children to observe

and write or draw their observations. Talk with the children

about the types of seeds and discuss their experiences

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

with these fruits and vegetables throughout the activity. As

the plants grow, children can draw and write about the life

cycle of the plants.

PK.SCI.6. [P-LS3-1.]: Develops a model to describe that

some young plants and animals are similar to, but not

exactly like, their parents

Dissect a Seed:

Soak a bean or seed (e.g., lima bean, corona bean) in wa-

ter until it is soft enough to open. Provide a diagram of the

parts of a seed (see Section XI: Appendices) and tooth-

picks for children to use to dissect the bean. Encourage

children to refer to the diagram and ﬁnd each part.

PK.AC.3. Demonstrates understanding of what is observed

√ Opportunity for Assessment

Is the child able to use vocabulary relevant to their obser-

vations? Do they ask questions, make inferences and draw

conclusions based on the diagram and the seed?

Compare and Contrast:

Provide several types of seeds and invite children to

compare and contrast them. This can also be done with

leaves, ﬂowers or other plant parts.

PK.AC.2. Demonstrates they are building background

knowledge

Regrow Vegetables:

Some vegetable scraps such as carrot tops, scallions and

celery (base) will continue to grow when placed in water.

Put each vegetable in a small bowl or container, add a

small amount of water and place in a location where the

vegetable will get plenty of natural light. Invite children to

predict, observe and record what happens through draw-

ing and writing.

PK.SCI.5. [P-LS1-2.] Plans and conducts investigations to

determine how familiar plants and/or animals use their

external parts to help them survive in the environment

How Fast Do They Grow?

Plant multiple seeds in separate containers. Ask children to

predict which one will grow fastest. Use a chart to record

their predictions. Invite children to monitor and compare

the growth daily.

PK.MATH.10. [NY-PK.MD.1.] Identiﬁes measurable attributes

of objects, such as length or weight, and describes them

using appropriate vocabulary (e.g., small, big, short, tall,

empty, full, heavy, light)

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Toys and Games /

Math Manipulatives

Critical thinking questions/statements:

I notice that you ____. What do you notice?

What happened when you ____?

Why do you think that happened?

If I want to ____, what should I do? Why?

Tell me about ____.

How do you know?

Tell me why ___.

Suggested Text:

Ten Red Apples by Pat Hutchins.

Cut out small apples from paper about the size of the ap-

ples in the book. Invite children to use them as they read or

retell this story.

PK.MATH.3. [NY-PK.CC.3.] Understands the relationship

between numbers and quantities to 10, connects counting

to cardinality

Food and Plant Memory:

Create a memory game that includes pictures of food as

well as where the food grows. For example, a picture of an

apple and an apple tree would be a match, grapes and a

grape vine would be a match, and a coconut and a palm

tree would be a match. Wherever possible, use plants that

are relevant to the children. Consider adding the name of

each plant to the picture and highlighting the ﬁrst letter.

PK.SCI.5. [P-LS1-2.] Plans and conducts investigations to

determine how familiar plants and/or animals use their

external parts to help them survive in the environment

Puzzles:

If available, provide puzzles that include dierent types

of plants, such as puzzles depicting farms, rain forests,

gardens, ﬂowers or trees. Invite children to assemble the

puzzles and encourage them to work to completion. As

children assemble the puzzles, highlight relevant vocabu-

lary words such as farm, ﬂower, garden, fruit, grow, habitat

or plant by using them frequently and pointing out corre-

sponding pictures in the puzzles.

PK.AL.5. Demonstrates persistence

Seed Sort:

Provide an assortment of seeds and beans as well as trays

or containers for sorting. Children can sort by seed color,

size, design, or by categories of their choosing. If children

need assistance in determining categories for sorting,

model sorting for them, sharing your thoughts and sorting

criteria aloud as you work.

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into

categories; counts the objects in each category.

Seeds in a Strawberry:

Cut out several paper strawberries. Add a number to each

one and ask children to put the appropriate number of

seeds on each strawberry. This can also be implemented

with another type of fruit or by putting petals on a ﬂower,

leaves on a plant etc. Consider using plants that are rele-

vant to the children. Encourage children to write their own

numbers as they are ready.

PK.MATH.3. [NY-PK.CC.3.] Understands the relationship

between numbers and quantities to 10, connects counting

to cardinality

Seed Patterns:

Provide an assortment of seeds as well as a large ﬂat sur-

face and invite children to create patterns with the seeds.

Explain that a pattern is made of a core unit that repeats

(e.g., red, blue, and red, blue, and red, blue). For children

who need extra support, consider starting patterns, and

asking the children to extend them.

PK.MATH.8. [NY-PK.OA.2.] Duplicates and extends simple

patterns using concrete objects (e.g., what comes next?)

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Flower Arrangements:

Provide a colander and fake ﬂowers. Turn the colander

upside down and invite children to stick the stems of the

ﬂowers through the holes in the colander to create a

ﬂower arrangement. Provide paper or gift tags and writing

utensils and invite children to create cards to go with the

arrangements.

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

motor skills needed to manipulate objects

√ Opportunity for Assessment

What do you notice about the child’s attempts to place

the stems in the holes in the colander?

Compare Heights:

Cut out a tree that is approximately the same size as

many of the children in the class. Hang it on the wall and

invite children to see if they are taller or shorter than the

tree. Children can write their names on, or near, the tree to

indicate their own height.

PK.MATH.10. [NY-PK.MD.1.] Identiﬁes measurable attributes

of objects such as length, or weight, and describes them

using appropriate vocabulary (e.g., small, big, short, tall,

empty, fully, heavy, light)

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Sand and Water / Sensory

Critical thinking questions/statements:

What happens when ___? Why?

How do you think that works? Why?

How could you change that?

What does that remind you of? Why?

What would happen if ___? Tell me more.

Suggested Text:

Ocean Sunlight: How Tiny Plants Feed the Seas

by Molly Bang

Invite children to reference this book as they create or play

with underwater environments (i.e. Seaweed or Frog Pond

activity suggestion).

PK.AC.2. Demonstrates they are building background

knowledge

Note:

Children have varying levels of sensitivity to sensory ex-

periences. Do not force children to touch materials. Invite

children to participate and observe their behavior careful-

ly. Respond to the cues they give you about their readiness

to participate.

There should always be materials available in a sensory

table that allow children to dig, scoop, pour, ﬁll containers,

and experiment with sand/water.

Soil and Seeds:

Add potting soil and seeds to the sensory table as well

as gardening tools such as gloves, small spades, trow-

els, rakes, watering cans etc. Invite children to play with

the materials and observe the seeds over the course of a

few days (make sure that the soil is dry, so that it remains

pourable).

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals

(including humans) and describes what they need to survive

Seaweed:

Add water beads, plants or seaweed (plastic or real, if

available) to the water in the sensory table along with

shells, pieces of coral, pretend ﬁsh, toy boats etc. Invite

children to explore the ocean scene and discuss the dif-

ferent places where plants live, and how plants might live

underwater

PK.SCI.4. [P-LS1-1]. Observes familiar plants and animals

(including humans) and describes what they need to

survive

√ Opportunity for Assessment

What ideas does the child have about where plants grow

as well as how plants grow underwater?

Frog Pond:

Use green foam pieces to create water lilies, add them to

the water in the sensory table along with toy frogs and

invite children to play in the pond.

PK.AL.1. Actively engages in play as a means of

exploration and learning

Plant Parts:

Place an assortment of plant parts in a sensory table or

supplemental tray or bin. Invite children to explore. Consid-

er adding ﬂowers, stems from various plants, a variety of

leaves, bark from trees, small twigs as well as roots. Supply

paper and writing utensils as well so children can draw or

write about their observations.

PK.SCI.6. [P-LS3-1.] Develops a model to describe that

some young plants and animals are similar to, but not

exactly like, their parents

Build a Greenhouse:

Add empty, clean, clear plastic recycled containers such

as berry containers, 2-liter bottles cut in half, take-out

containers etc. as well as small cups or planting contain-

ers, dirt or soil, and seeds to the sensory table for children

to use to create their own greenhouses. Use the word

greenhouse frequently as children play and create. Con-

sider hanging pictures of greenhouses on the wall near the

sensory table and be sure to oer a description of green-

houses and their purpose for children who may be unfamil-

iar with them. Include paper and writing utensils if children

would like to name and create a sign for their greenhouses.

PK.AL.3. Approaches tasks and problems with creativity,

imagination and/or willingness to try new experiences

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Library

Critical thinking questions/statements:

Tell me about this book.

What do you like about this book?

What is your favorite part of this book? Why?

What do you notice?

What do you think is happening?

What will happen next?

Does that remind you of anything? What?

Would you recommend this book to a friend?

Why or why not?

Plant Library:

Add a selection of both ﬁction and nonﬁction books from

the Supporting Text List in Section V for children to access

and independently explore related to the study.

PK.ELAL.11 [PKR.7.] Describes the relationship between

illustrations and the text (e.g., what person, place, thing or

idea in the text an illustration depicts)

Felt Board Story:

Create felt board pictures for a favorite class book on

plants. Invite children to use the pictures to retell the story.

PK.ELAL.6. [PKR.2.] Retells stories or share information from

a text

√ Opportunity for Assessment

How does the child retell a familiar story? What details do

they include?

Plant Growth:

Create felt board pieces that represent the growth of a

plant. Invite children to sequence the pieces. Be sure to

use the appropriate vocabulary words with children such

as seed, bud, bulb, seedling, and sprout as you scaold

children’s learning.

PK.SCI.5. [P-LS1-2.] Plans and conducts investigations to

determine how familiar plants and/or animals use their

external parts to help them survive in the environment

Author Study:

Place several of Lois Ehlert’s plant-related books (e.g.,

Growing Vegetable Soup, Planting a Rainbow, Red Leaf,

Yellow Leaf) in a basket in the library. Share that the same

person wrote the words for all of these books so they all

have the same author. Encourage children to explore the

books and provide reactions to them. Consider prompts

such as, what do you think about the books? What do you

think about the illustrations? Which book do you like best?

Why?

PK.SEL.2. Recognizes self as an individual having unique

abilities, characteristics, feelings and interests

Gardening Magazines:

Add an assortment of gardening magazines or other print

materials that have pictures of plants and invite children

to read the materials. Talk with the children about the

magazines.

PK.ELAL.7. [PKR.3] Develops and answers questions about

characters, major events, and pieces of information in a

text

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Cooking and Mixing

(as needed)

Critical thinking questions/statements:

Why do you think we are adding ____?

What would happen if ____?

What do you notice as we do this?

How does it smell/feel/look/sound/taste?

What does this remind you of?

Suggested Text:

Eating the Alphabet: Fruits and Vegetables from A to Z by

Lois Ehlert.

As children use this Center, invite them to consider the ﬁrst

letter of the foods they are using and/or eating.

PK.ELAL.3. [PKRF.3.] Demonstrates emergent phonics and

word analysis skills

Note:

Be mindful of children’s food intolerances and allergies by

connecting with families before you do cooking activities

and explicitly teaching children how being aware of aller-

gies keeps us safe.

Children must always wash hands before and after cook-

ing experiences.

Snacks and meals must be of adequate nutritional value.

When providing snacks and meals, supplement with other

components of a healthy meal/snack according to ap-

propriate meal guidelines in order to make sure children’s

nutritional needs are met.

PK.PDH.7. Demonstrates personal care and hygiene skills

Vegetable or Fruit Salad:

Invite children to create a list of vegetables or fruits that

people eat (this list can be made up of words, drawings, or

both). Use this list to provide vegetables or fruit for a salad.

Provide and read aloud to the children a child-friendly

recipe with step-by-step directions (see Unit 2: My Five

Senses for a sample child-friendly recipe format) for them

to follow as they make the salad.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the

organization and basic features of print

Eating Seeds:

Invite children to observe as you carefully cut open a

squash (or another fruit or vegetable, as applicable), and

then help remove the seeds for roasting. After the seeds

are roasted, children can eat them.

PK.AL.4. Exhibits curiosity, interest, and willingness to learn

new things and have new experiences

Taste Test:

Invite children to sample a variety of fruits and vegetables.

Create a chart for them to record their favorites. Use the

word edible frequently throughout this activity to help

children learn this vocabulary word.

PK.SEL.2. Recognizes self as an individual having unique

abilities, characteristics, feelings and interests

√ Opportunity for Assessment

Is the child able to identify and share preferences about

fruits and vegetables they sampled? What are their pref-

erences?

Playdough Prints:

Invite the children to help create a batch of playdough. As

you prepare the playdough talk with the children about

how the ingredients came from plants such as how the

ﬂour was grown, harvested, and ground. After the dough

is complete, allow children to use parts of plants such as

leaves, stems, ﬂowers etc. to create prints in the dough.

PK.AC.1. Demonstrates motivation to communicate

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Computer/Technology

Critical thinking questions/statements:

I notice that you ____.

How did you ﬁgure that out?

What will you do next?

What if you try ____?

How could you ____?

Content should be free of product placement/advertising.

Children are not to use computers or other devices with

screens more than 15 minutes per day, with a maximum of

30 minutes per week. Exceptions to this limit may be made

for children with disabilities who require assistive computer

technology as outlines in their Individualized Education

Program. Prescreen images and videos to make sure they

are appropriate for children and not frightening or explicit.

Do not use personal devices and ensure that you have

signed permission before taking photographs of children.

Plants Around the World:

Pull up pictures of plants that grow in dierent parts of the

world or may be novel to the children. For example, succu-

lents, palm trees, and cattails may be plants that children

in New York City do not see on a regular basis (be mindful

of the experiences and cultures of the children in your class

as you consider novelty). Invite children to take notes while

they look at dierent types of plants. For example, they

can draw pictures of what they see or write letters they

hear or see in the names of plants. Provide various types of

paper commonly used for notetaking such as lined paper,

post-it notes etc. Children can draw or write what they ﬁnd

and use these pictures and notes to inﬂuence their work in

other centers such as when they build gardens in Dramatic

Play or make 3-D plants in the Art Center.

PK.ELAL.14. [PKW.2.] Uses a combination of drawing,

dictating, oral expression, and/or emergent writing to

name a familiar topic and supply information in child-

centered, authentic, play-based learning

Recipe Search:

Work with children to use the internet to ﬁnd recipes they

can use to cook various fruits or vegetables. Help them

compare and contrast the recipes and determine which to

prepare. After selecting a recipe, try making it as a class.

Consider recipes that reﬂect the daily lives and cultures of

the children in your class.

PK.ELAL.12. [PKR.9.] Makes connections between self, text,

and the world (e.g., what is familiar, what does an event/

picture/character make them think of, what do they

remember)

Waltz of the Flowers:

Use a search engine to show children Tchaikovsky’s Waltz

of the Flowers from the Nutcracker Ballet. Invite them to

share their impressions of the dancing, and if space per-

mits, try to imitate some of the moves they observed in the

ballet. Encourage the children to connect the ballet with

their knowledge of plants. Also, consider implementing this

activity with another dance, which connects to plants, and

may be more relevant to the children in the class.

PK.ARTS.3. [DA:Re7-9.PK] Responds to Dance

√ Opportunity for Assessment

What does the child notice about the movements in the

dance? What thoughts and/or feelings do they share?

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Outdoors / Playground

Critical thinking questions/statements:

I saw you ____.

What will you do next?

If you try ____, what do you notice?

How did you do ____?

How does it feel outside today?

What do you see?

Suggested Text:

Wiggling Worms at Work by Wendy Pfeer.

After reading about worms, invite children to dig in the dirt

outside, if possible, and look for worms. Be sure children

wash their hands when ﬁnished.

PK.AL.4: Exhibits curiosity, interest, and willingness to learn

new things and have new experiences

Plant Study:

Choose a nearby tree or plant for the class to observe.

Provide paper and writing utensils for children to re-

cord their observations through drawing and/or writing.

Encourage children to observe the plant/tree carefully

and notice dierences from observation to observation. In

spring, focus on when trees begin to form buds, and when

the buds open to produce leaves.

PK.AC.3. Demonstrates understanding of what is observed

Community Walk:

Go on a community walk. Encourage children to note what

plants they see on the walk. Highlight any plants you see

that are also on the vocabulary list such as evergreen,

bush, ﬂower and grass. Consider inviting children to bring a

clipboard, paper and writing utensil on the walk to record

their observations independently. When you return to the

classroom, encourage children to refer to their notes and

write or draw about the walk and the plants they saw.

PK.ELAL.23. [PKSL.5.] Creates a visual display (e.g. drawing,

art work, building, writing)

√ Opportunity for Assessment

What does the child draw or write? What details do they

include?

Class Garden:

If possible, create a class garden outdoors. If necessary,

begin the garden inside and move the plants outside

when the weather permits. Invite children to help plan the

garden by considering what to plant and what you will

need to do to begin planting. Help them consider what

to grow, how to prepare, and how to maintain the garden

over time.

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals

(including humans) and describes what they need to

survive

Plant Count:

Invite children to count the plants they can ﬁnd in the

playground or outdoor space. For each plant they ﬁnd,

note that they found one more and highlight the plus one

pattern in counting (i.e. “You had three, you found ONE

more, now you have four”). If children would like, they can

also draw pictures or write the names of the plants.

PK.MATH.8. [NY-PK.OA.1.] Explores addition and

subtraction by using objects, ﬁngers, and responding to

real world situations (e.g., if we have 3 apples and add two

more, how many apples do we have all together?)

Landscape Painting:

Bring painting materials outside and invite children to

paint what they see. If desired, pick a speciﬁc area of the

space that includes the highest concentration of plants

or ask them to pay special attention to the plants around

them. Use the word landscape, and encourage children to

use this word as they paint and reﬂect on their paintings.

PK.AC.3. Demonstrates understanding of what is observed

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Writing

Critical thinking questions/statements:

I notice that you ____.

That reminds me of ____.

What if you try ____?

How could we ﬁnd out _____?

Suggested Text:

Chicka Chicka Boom Boom by Bill Martin, Jr.

Add an assortment of small plastic letters and a drawing

of a tree. Invite children to use the letters to retell the story.

PK.ELAL.1 [PKRF.1.] Demonstrates understanding of the

organization and basic features of print

Stop and Smell the Flowers:

Provide several types of ﬂowers and invite children to smell

them. Children can also write or draw what they noticed

about the smells, or the smell they like best and why. Be

mindful of allergies when selecting ﬂowers for this activity.

PK.SEL.2. Recognizes self as an individual having unique

abilities, characteristics, feelings and interests

Plant Encyclopedia:

Create a plant encyclopedia with pictures and names of

an assortment of plants that may be familiar as well as

those that may be novel to the students (be mindful of the

experiences and cultures of the children in your class as

you consider familiarity and novelty). Children can draw

and label pictures of plants that are near the places they

live or on their way to school, or they can focus on other

plants they ﬁnd interesting.

PK.ELAL.14 [PKW.2.] Uses a combination of drawing,

dictating, oral expression, and/or emergent writing to

name a familiar topic and supply information in child-

centered, authentic, play-based learning

Gardening Magazine:

After exploring gardening magazines in the library, invite

children to create their own gardening magazines. As they

create, they can write articles, draw or add pictures, and

talk about the roles of author and illustrator.

PK.ELAL.10. [PKR.6.] Describes the role of an author and

illustrator

√ Opportunity for Assessment

What does the child know about the role of an author and

an illustrator?

Garden Labels:

Invite children to create labels for the plants in the Dra-

matic Play garden or other plants the class decides to

grow throughout the unit.

PK.ELAL.14. [PKW.2] Uses a combination of drawing,

dictating, oral expression, and/or emergent writing to

name a familiar topic and supply information in child-

centered, authentic, play-based learning

Seed Letters:

Write letters on index cards. Provide seeds for children to

place on the letters. Talk with the children about the letters

they chose to create and some of the words that start with

those letters. Children can glue the seeds on to the letters

or do this activity without glue, then empty and reuse the

cards after each use.

PK.ELAL.3 [PKRF.3.] Demonstrates emergent phonics and

word analysis skills

List Poems:

After creating a class list poem, invite children to create

their own poems in the Writing Center. Children can create

a poem about plants and refer to the various books on

plants or the Plant Encyclopedia when creating their po-

ems, or create a poem in response to an experience.

PK.ELAL.16. [PKW.4.] Creates a response to a text, author,

or personal experience (e.g. dramatization, art work, or

poem)

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Music and Movement

Critical thinking questions/statements:

I see you moving like this.

I heard you ____.

I saw you ____.

Tell me about that.

Let’s try playing the music loud (or soft, fast, slow).

Can you try this?

How does this music make you feel?

Have you heard music like this before? Where?

Suggested Text:

Flip, Float, Fly: Seeds on the Move by JoAnn Early Macken.

Invite children to act out and explore some of the move-

ment words from this text.

PK.PDH.2. Uses sensory information to plan and carry out

movements

Felt Songs:

Cut out felt pieces that coordinate with a few of the

children’s favorite plant songs (see Section VIII: Support-

ing Resources) and provide them for independent or small

group play.

PK.ELAL.9. [PKR.5} Interacts with a variety of genres

Dance Sentence:

Pick three words that connect to plant growth such as

open, grow and bend. Create pictures of each of these

words. Introduce the words, pictures and ways children

can move their bodies to represent these words in rela-

tion to plants and then hang the pictures in the Music and

Movement area to inspire children’s independent dance.

PK.ARTS.1. [DA:Cr1-3.PK] Creates Dance

√ Opportunity for Assessment

How does the child engage with the dance pictures?

Movement Dice:

Use a large die or a box or cube large enough to include

pictures of various plant types or stages of the plant life

cycle and put the pictures on the sides of the die. Invite

children to toss the die then use their bodies to represent

what they see.

PK.ARTS.1. [DA:Cr1-3.PK] Creates Dance

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

V. Foundational and

Supporting Texts

Books are essential to a well-planned unit and ground the learning experiences for children. Engage children with

books throughout the day. Read alouds can occur in large group and small group as well as in centers. Books can be

incorporated throughout the room and enhance children’s learning through play. Some books are read repeatedly

throughout the unit; these are foundational texts. Some books will be read only once or twice throughout the unit;

these are supporting texts. Supporting texts compliment focus questions and areas of interest or may be related to the

essential question or enduring understandings of the unit. Select the books that seem most relevant to your classroom

community. Additionally, the following list is not exhaustive and can be supplemented by similar books. Not only can

these books be read aloud both formally and informally, but children should also be able to access and read these

books on their own. Allowing children access to classroom books encourages children to display emergent reading

behaviors and address PK.ELAL.4 Displays emergent reading behaviors with purpose and understanding.

*Books with an asterisk are also available in languages other than English

Foundational Texts

Up in the Garden and Down in the Dirt by Kate Messner:

Explore the hidden world of a garden.

The Curious Garden by Peter Brown: A little boy named

Liam discovers a struggling garden and decides to take

care of it.

An Orange in January by Dianna Hutts Aston: A celebra-

tory picture of how oranges ﬁnd their way to the grocery

store.

The Vegetables We Eat by Gail Gibbons: Vegetables come

in many shapes, colors and forms.

How to Use Foundational Texts

When you have a text that draws the interest of the chil-

dren in your class, consider one or more of the following

techniques for reading the book multiple times to extend

children’s thinking:

• Take a “picture walk” through the book the ﬁrst time

you read it by just showing the pictures and asking the

children what they see and what they think the book is

about.

• Consider reading the book once without pausing so that

children hear the cadence of the words and hear the

story in its entirety.

• Model skills readers use to gain greater understanding

of content by thinking aloud about the meaning of a

word in context or drawing a conclusion based on prior

knowledge.

• Write down and post children’s responses to questions

that may have more than one possible answer.

• Ask children to make predictions based on what they

know so far and encourage them to explain their think-

ing.

• Pause throughout the book and ask children to share a

new word or idea they heard and explain it using familiar

words or contexts.

• Invite children to make connections between the book

and their own life experiences.

• Brainstorm potential solutions to a problem a character

might be facing.

• Ask children what the character could do dierently or

ask them what they might do if they were in the place of

the main character.

• As the book becomes familiar to the children, ask for

volunteers to “read” it to you or small groups of children,

letting them describe the pictures and the story in their

own words.

• Compare and contrast books with similar content,

themes, or structures.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

• Preview or review texts or parts of texts (particularly

vocabulary) for children who need additional language

or learning support.

• As children become more familiar with the story or infor-

mation, use this as the beginning of extension activities

like acting out a story, painting or drawing something

inspired by the text, or creating puppet shows.

Supporting Texts

Bee-bim Bop! by Linda Sue Park: A hungry Korean-Ameri-

can child tells about helping her mother make a traditional

Korean dish.

*The Carrot Seed by Ruth Krauss: Everyone thinks the seed

won’t grow except for the young boy who planted it.

Chicka Chicka Boom Boom by Bill Martin, Jr: Can the

whole alphabet ﬁt in the coconut tree?

Cooking With Sunshine: How Plants Make Food by Ellen

Lawrence: Explore the process of photosynthesis and how

it powers the lives of plants.

Composting: Nature’s Recyclers by Robin Koontz: Dive in

to composting!

Eating the Alphabet: Fruits and Vegetables from A to Z by

Lois Ehlert: An alphabetic introduction to fruits and vege-

tables from around the world.

Flip, Float, Fly: Seeds on the Move by JoAnn Early Macken:

A gust of wind lifts a maple seed, sending it spinning like a

shiny green helicopter through the sky. Where will it land?

Flowers are Calling by Rita Gray: Flowers are calling to the

animals of the forest.

*Food from Farms by Nancy Dickmann: There are many

dierent farms which produce many dierent types of

food.

From Flower to Honey by Robin Nelson: Follow each step in

the production of honey.

From Seed to Plant by Gail Gibbons: Explore the intricate

relationship between seeds and the plants they produce.

From Wheat to Bread by Stacy Taus-Bolstad: An introduc-

tion to the process of making bread from wheat.

Go, Go, Grapes! A Fruit Chant by April Pulley Sayre: Cele-

brate the joy of healthy eating.

Green Kid’s Guide to Composting by Richard Lay: How to

make a compost bin and use compost to fertilize a garden

without the use of chemicals.

Green Kid’s Guide to Watering by Richard Lay: How to

plant seeds in a raised bed and keep it properly watered.

*Growing Vegetable Soup by Lois Ehlert: A father and child

plant a family garden.

*How a Seed Grows by Helene J. Jordan: How does a tiny

acorn grow into an enormous oak tree?

How Does a Seed Sprout? And Other Questions About

Plants by Melissa Stewart: A virtual garden of information

on seeds and plants.

If You Plant a Seed by Kadir Nelson: Small acts can have

great power.

Let’s Go Nuts! Seeds We Eat by April Pulley Sayre: What do

nuts, beans, grains and even some spices have in com-

mon?

The Little Red Hen by Paul Galdone: No one wants to help

the Little Red Hen make the cake but everyone wants to

eat it!

Lola Plants a Garden by Anna McQuinn: After Lola reads

a book about garden poems she wants to plant some

ﬂowers.

Ocean Sunlight: How Tiny Plants Feed the Seas by Molly

Bang: A picture of the life cycles and food chains deep

within our oceans.

Plants Feed Me by Lizzy Rockwell: Explore the edible parts

of plants such as leaves, ﬂowers, stems, roots and seeds.

*Planting a Rainbow by Lois Ehlert: A guide to understand-

ing how to plant bulbs, seeds and seedlings as well as

nurture their growth.

Poetrees by Douglas Florian: A poetic exploration of trees.

Rah, Rah, Radishes! A Vegetable Chant by April Pulley

Sayre: Veggies take the stage in a rollicking ode to healthy

eating.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Red Leaf, Yellow Leaf by Lois Ehlert: An introduction to the

life of a tree.

Seeds by Ken Robbins: Learn how seeds grow as well as

how they vary in shape, size and dispersal patterns.

A Seed Is Sleepy by Dianna Hutts Aston: An informative

look at the intricate, complex and often surprising world of

seeds.

Seed to Plant by Kristin Baird Rattini: See how plants grow.

Seed to Plant by Lisa M. Herrington: The bright, giant sun-

ﬂower begins as a tiny black seed.

So Happy! by Kevin Henkes: There once was a boy, a rab-

bit, a magic seed and a book…

Stone Soup by Heather Forest: If each person makes a

small contribution the result can be huge.

Tap the Magic Tree by Christie Matheson: Help a tree

change through the seasons.

Ten Red Apples by Pat Hutchins: There are ten red apples

hanging on the tree. Yippee, ﬁddle-dee-fee!

The Tiny Seed by Eric Carle: The life cycle of a ﬂower told

through the adventures of a tiny seed.

Titch by Pat Hutchins: Titch is little and so is everything he

has until one day his little seed grows much bigger than

everything he has.

Underground by Denise Fleming: The down and dirty se-

crets of underground creatures.

The Watermelon Seed by Greg Pizzoli: What will happen if

a crocodile swallows a watermelon seed?

Wiggling Worms at Work by Wendy Pfeer: Explore how

worms enrich the cycle of life.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

VI. Inquiry and Critical

Thinking Questions for

Foundational Texts

Critical thinking skills are foundational to learning and educational success.

These questions are based around Webb’s Depth of Knowledge Wheel

, which provides a vocabulary and critical think-

ing frame of reference when thinking about our children and how they engage with unit content.

Re-read foundational texts throughout the unit, starting with Level 1 questions, and adding more complex questions

each time you read them.

Up in the Garden and Down in the Dirt

by Kate Messner

PK.AC.1. Demonstrates motivation to communicate

Level 1: Recall

What are some things that happen up in the garden?

What are some things that happen down in the dirt?

What happens in the garden at night?

Level 2: Skill/Concept

What does it mean for some things to be up in the garden

and other things to be down in the dirt?

Why do the little girl and Nana water the garden?

Level 3: Strategic Thinking

What happens in the garden in the fall?

What does the garden do in the winter?

Level 4: Extended Thinking

Why do dierent things happen in the garden at dierent

times?

The words in this book make a pattern. We hear about

things that are up in the garden, down in the dirt, then up

and back down again. The pattern is up, down, and up,

down, and up, down. Can you ﬁnd another pattern some-

where in our classroom?

The Curious Garden by Peter Brown

PK.ELAL.12.[PKR.9} Makes connections between self, text,

and the world (e.g. what is familiar, what does an event/

picture/character make them think of, what do they

remember)

Level 1: Recall

Where did the garden start growing?

Where did the garden spread?

What did Liam do in the winter?

Level 2: Skill/Concept

How does the city look at the beginning of the book? How

does the city look at the end of the book? Do you prefer

the way it looks at the beginning or the end? Why?

The book says that Liam didn’t feel like a gardener at ﬁrst

but after a while he did. Why do you think that happened?

Other people in the city decided to be gardeners too. Why

do you think they wanted to be gardeners?

Level 3: Strategic Thinking

Do you think the people in the city felt dierent after there

were many gardens and plants growing in the city? Why or

why not?

How do plants and gardens make you feel?

http://schools.nyc.gov/NR/rdonlyres/522E69CC-02E3-4871-BC48-BB575AA49E27/0/WebbsDOK.pdf

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Level 4: Extended Thinking

Can you be a gardener? Why or why not?

If you were going to grow a garden, what would you

need? What would you do?

An Orange in January

by Diana Hutts Aston

PK.ELAL.10. [PKR.6.] Describes the role of an author and

illustrator

Level 1: Recall

Where was the orange at the beginning of the book?

Where was the orange at the end of the book?

How did the orange get from the tree to the grocery store?

Level 2: Skill/Concept

The book says, “The petals fell away and the orange be-

gan to grow into what it was meant to be.” What was the

orange meant to be?

How did the boy get the orange?

Level 3: Strategic Thinking

The boy shared the orange. Why do you think he did that?

How do you think the other children felt when he shared

the orange with them?

Level 4: Extended Thinking

The illustrator of this book, Julie Maren, used curly lines to

show the wind. Why do you think she did that? How would

you show wind in a picture?

How did Julie Maren illustrate the sun? Why do you think

she did that? How would you show the sun in a picture?

How did Julie Maren illustrate the rain? Why do you think

she did that? How would you show the rain in a picture?

This book talks about how an orange grows and travels.

How do you think other fruits grow and travel?

The Vegetables We Eat

by Gail Gibbons

PK.AC.4. Demonstrates a growing receptive vocabulary

Level 1: Recall

What parts of plants can be vegetables?

What are some dierent types of vegetables?

Where do vegetables grow?

How do vegetables get to grocery stores?

Level 2: Skill/Concept

What are some dierent ways that you eat vegetables?

What are some things people have to do if they want to

grow a vegetable garden?

Level 3: Strategic Thinking

Some people grow their own vegetable garden. If you

were going to grow a vegetable garden, what vegetables

would you grow? Why?

Why do you think farmers on big farms sometimes use

machines to harvest the vegetables?

Level 4: Extended Thinking

Vegetables are good for your body. How do they help your

body?

Why is it important to take good care of your body?

Vegetables can be dierent colors. Why do you think veg-

etables are dierent colors?

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

VII. Sample Weekly Plan

On the following pages you will ﬁnd a sample weekly lesson plan. Use the additional information included in the unit to

create detailed weekly plans for each focus question in the unit. Plans will reﬂect individual schedules, students’ and

families’ needs, school context, etc.

Quick Tips for Small Group: If children decline to participate…

1. Use exciting language and aect to Have a private conversation with the child as they play to

describe the small group activity. understand why they did not want to join. Take that into

consideration and adjust the small group materials to reﬂect

2. Use hands-on materials that children are

the needs of the child.

encouraged to explore.

Modify the small group activity so that you can do it with the

3. Preview small group activities in whole

materials that the child is using in the center of their choice.

group.

Facilitate a conversation between the child and a friend who

4. Link the activity to children’s previous

enjoyed the small group activity to generate excitement about

experiences

the activity.

WEEK ONE

Essential Question: How do plants grow and why are they important?

Focus Question: What are plants?

Focus Vocabulary: botany, bud, bulb, branch, dirt, ﬂower, food, fruit, grow, leaves, nutrients, petals, plant, pollen, rain,

roots, seed, seedling, soil, sprinkler, sprout, stem, sunlight, trunk, vine, water, watering can

Week 1 Monday Tuesday Wednesday Thursday Friday

Greeting Routine

Continue to supply a table with child-sized pencils, crayons or other writing tools, half sheets of paper or large chart

paper, and a basket of name/picture cards for each child (laminated cards with each child’s picture and ﬁrst name,

with the ﬁrst letter in red). Remind children to sign in if necessary and continue to encourage any mark children make

according to their individual needs, but be prepared to help children who are ready for additional challenges. For

children who are ready for additional challenges, consider adding the ﬁrst letter of their last name, their entire last

name, encouraging them to look closely at the model letters on their name card to improve accuracy, or allowing

them to sign in without using their name/picture card. Observe children’s writing and refer to the stages of prewriting

(in unit three, “All About Us”) to determine what to expect next and how to best support the continued development

of the child. This activity can be done as children arrive or later in the day. If children seem uninterested in signing in

this way, consider encouraging them to write their names throughout their Center Time play. For example, children

can add their own names to their artwork or create their own name cards to save their structures in the Block/Con-

struction Area.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

WEEK ONE continued...

Week 1 Monday Tuesday Wednesday Thursday Friday

Large Group

What do you know

Plant Song: Share the

Parts of a Plant Dia-

Foundational Text Sing: And the Green

about plants? Ask

song below with the

gram: Show children

Read Aloud: Read Up Grass Grew All

Meeting

children to share

class. Sing or chant it

a real plant. Tell them

in the Garden Down Around, All Around.

In order to reduce

what they know

multiple times inviting

you are going to

in the Dirt by Kate See section IX: Sup-

the amount of time

about plants. Chart

children to join in

draw the plant. Ask

Messner aloud to the porting Resources for

that children spend

their responses.

as they feel com-

the children what

class. See page 40 lyrics. Write the lyrics

in large group and

Help children make

fortable. Consider

they notice about

for lesson plan and out for the children

ensure that children

connections to Unit

adding gestures to

the plant, and on a

Section VI for Inquiry on large chart paper.

have enough time to

7: Water (i.e. plants

the song as well.

large piece of paper,

and Critical Thinking Sing the song for the

engage in mean-

need water).

using only one color,

Questions. children, repeating

Plants need soil,

ingful play, teachers

draw a basic dia-

as necessary and

Note any words that

should think strate-

Plants need light.

gram of the parts of

invite them to join as

may be new to the

gically about other

the plant the children

they feel comfort-

class as you build on

Water plants so they

large group activities

notice. Use the ap-

able.

the vocabulary they

grow right.

and whether they are

propriate vocabulary

already know. You

PK.ARTS.9. [MU:Pr4-6.

essential to the day.

If you want your

words as children

can note these words

PK] Performs Music.

plants to grow,

share them and/or

by highlighting them

as you add them to

This is what you need

or by jotting them

the diagram. There

to know.

down separately.

may be parts of the

Plants need soil,

PK.ELAL.18. [PKW.7]

plant children do not

Engages in a discus-

mention. Highlight

Plants need light.

sion using gathered

these parts for them

Water plants so they

information from

and add them to the

grow right.

experiences or pro-

diagram. Tell children

vided resources

PK.SCI.4. [P-LS1-1.]

they will have an

Observes familiar

opportunity to look

plants and animals

at the plant closer

(including humans)

during small group.

and describes what

If you do not have a

they need to survive.

plant available, use

a picture of a plant

instead.

See Section XI:

Appendices for a

diagram of basic

plant parts.

PK.SCI.4. [P-LS1-1.]

Observes familiar

plants and animals

(including humans)

and describes what

they need to survive.

Foundational

Up in the Garden Up in the Garden Up in the Garden Up in the Garden Up in the Garden

Down in the Dirt Down in the Dirt Down in the Dirt Down in the Dirt Down in the Dirt

Text

by Kate Messner by Kate Messner by Kate Messner by Kate Messner by Kate Messner

Supporting Text

How a Seed Grows Let’s Go Nuts! Seeds The Watermelon If You Plant a Seed Lola Plants a Garden

by Helene J. Jordan We Eat by April Pulley Seed by Greg Pizzoli by Kadir Nelson by Anna McQuinn

Sayre

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

WEEK ONE continued...

Week 1 Monday Tuesday Wednesday Thursday Friday

Small Groups

LITERACY SMALL

MATH SMALL GROUP

SMALL GROUP #3

Foundational Text

CATCH-UP DAY

GROUP

Read Aloud: Read Up

Use this as an op-

Measuring Plants.

Invite children to fur-

Implement at least

in the Garden Down

two of the three small

Write out/draw a

Supply several small

ther explore the plant

portunity to com-

in the Dirt by Kate

group activities per

recipe for a salad

plants or pictures of

you diagrammed

plete small groups

Messner aloud to the

with children you

week.

that includes many

small plants as well

in Whole Group.

class. See page 40

dierent plant parts

as a container of

Engage children in

may have missed

for lesson plan and

Small groups can be

such as leaves

small cubes (All of

discussions about

throughout the week.

Section VI for Inquiry

implemented during

(lettuce or spinach),

the cubes should be

the parts of the plant

and Critical Thinking

Children to work with

center time or at an-

roots (carrots), stems

the same size). Invite

and why each piece

Questions.

today (initials):

other time during the

(celery) and fruit

children to use the

is important. Addi-

day. Invite 2-4 chil-

(apple). See Unit 2:

cubes to measure

tionally, children can

Between Monday

dren to participate

My Five Senses for a

the plants and share

draw or write about

and Thursday, im-

at a time. Although

sample child-friendly

how many cubes tall

their experiences.

plement two to three

children are typically

recipe. Invite children

each plant is.

small group activities.

PK.AC.5. Demon-

excited about the

to read through the

PK.MATH.10. [NY-PK.

strates a growing

Write children’s ini-

opportunity to work

recipe with you and

MD.1.] Identiﬁes mea-

expressive vocab-

tials below:

closely with a teach-

follow the recipe

surable attributes

ulary.

er, children may de-

Group 1:

directions to create

of objects, such as

cline the opportunity

Write children’s ini-

their own salad.

length or weight, and

to participate. Each

tials below:

small group should

PK.ELAL.1. [PKRF.1.]

describes them using

Group 2:

not exceed 10 min-

Demonstrates un-

appropriate vocab-

Group 1:

utes in length. Work

derstanding of the

ulary (e.g., small, big,

with a couple of

organization and ba-

short, tall, empty, full,

Group 3:

groups per day and

sic features of print.

heavy, light)

Group 2:

spend the remainder

Write children’s ini-

of the time engaging

Group 4:

tials below:

Group 3:

with children in the

interest areas.

Group 1:

Group 5:

Group 4:

Group 2:

Group 5:

Group 3:

Group 4:

Group 5:

Outdoors

See Section IV, Ideas for Learning Centers.

Lunch

Are you eating any plants? Discuss the plants the children are eating. If children are eating multiple plants, compare

them. If children are eating food made from plants, discuss the plants and the process of preparing the food.

Centers

See Section IV, Ideas for Learning Centers.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

WEEK ONE continued...

Week 1 Monday Tuesday Wednesday Thursday Friday

Opportunities for

dierentiation

and integration

of goals for chil-

dren with IEPs

To be completed as needed by teachers.

Dierentiation for

children whose

home language is

a language other

than English.

To be completed as needed by teachers.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

VIII. Student Work Samples

Below are examples of student work from activities in this unit. Note the alignment to standards and the relationship to

the focus question and NYSPLS standard. Some examples may ﬁt under more than one standard and/or focus question.

Example 1: Class Plants

Activity Type: Center Time

NYSPLS Standard: PK.SCI.4 [P-LS1-1] Observes familiar plants and animals (including humans) and describes what they

need to survive.

“I’m observing our plants. It only needs a little water.

I’m going to draw it so I’m looking at it carefully.”

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Example 2: 3-D Plants

Activity Type: Center Time

NYSPLS Standard: PK.AL.3. Approaches tasks and problems with creativity, imagination and/or willingness to try new

experiences.

“I’m making a cactus. The spines are sharp.

They are the parts sticking out. I am painting it

green because my cactus at home is green.”

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

IX. Supporting Resources

Teacher Texts

Hollyhocks and Honeybees: Garden Projects for Young

Children by Sara Starbuck, Marla Olthof and Karen Midden

Involving Families and Community Through Gardening by

Sara Starbuck and Marla R. Olthof

Science Education Through Gardening and Nature Based

Play by Alyse C. Hachey and Deanna L . Butler

Teacher Websites

Brooklyn Botanic Garden: http://www.bbg.org/

Central Park Conservancy:

http://www.centralparknyc.org/

GreenThumb Community Gardening:

http://www.greenthumbnyc.org/

Kidsgardening.org - A resource of the national gardening

association: http://www.kidsgardening.org/

New York Botanical Garden: http://www.nybg.org/

New York Restoration Project: https://www.nyrp.org/

Prospect Park Alliance: https://www.prospectpark.org/

Prospect Park Audubon Center: https://www.prospect-

park.org/visit-the-park/places-to-go/audubon-center/

Queens Botanical Garden:

http://www.queensbotanical.org/

Urban Park Rangers:

http://www.nycgovparks.org/programs/rangers

Wave Hill Public Garden and Cultural Center:

https://www.wavehill.org/

Zucker Natural Exploration Area: https://www.prospect-

park.org/visit-the-park/places-to-go/playgrounds/

zuck-er-natural-exploration-area/

Music: Songs with Lyrics

These are common preschool songs sung by teachers

throughout New York City and the world. Where possible,

tunes and lyrics are included. If you don’t know the tune,

you can make one up that works for you or chant the

words to a beat. Disclaimer: the lyrics provided are only

for use by classroom teachers and are provided for the

speciﬁc, non-proﬁt educational purpose of supporting

interdisciplinary learning in your classroom.

And the Green Grass Grows All Around

There was a tree,

In the middle of the ground,

The prettiest tree,

That you ever did see.

A tree in a hole,

A hole in the ground,

And the green grass grows all around, all around,

And the green grass grows all around.

And on that tree,

There was a branch,

The prettiest branch,

That you ever did see.

A branch on the tree,

The tree in the hole,

A hole in the ground,

And the green grass grows all around, all around,

And the green grass grows all around.

And on the branch,

There was a nest,

The prettiest nest,

That you ever did see.

A nest of the branch,

The branch on the tree,

The tree in the hole,

The hole in the ground,

And the green grass grows all around, all around,

And the green grass grows all around.

And in that nest there was an egg…

Additional Song Titles

The Farmer in the Dell

Mary, Mary Quite Contrary

John the Rabbit

Tree Song by Lorraine Hammond

My Roots Go Down by Sarah Pirtle

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

X. Foundational Learning

Experiences: Lesson Plans

Documentation: Based on the Focus Question, Objective, and Focus Standard as well as the Authentic Assessment

items, teachers will determine what they hope to see children do in an activity. They should take notes as children are

working to record the skills and growth children demonstrate. For the lesson plans included in this unit, a note-taking

form is included. Please note the NYSPLS standards and assessment items listed in each lesson plan. Keep in mind that

you may be addressing additional assessment items and standards.

Lesson: Up in the Garden and Down in the Dirt by Kate Messner

Type: Read Aloud

Unit of Study: Plants Focus Question: What are plants?

Objective: Children will listen attentively to the book and respond to questions the teacher asks about the book.

NYSPLS Focus Standard:

PK.AC.1. Demonstrates motivation to communicate.

Additional NYSPLS Standards:

PK.ELAL.5. [PKR.1.] Participates in discussions about a text (e.g.,

during whole or small group interactive read-aloud discussions,

during peer sharing, within play scenarios)

Link to Authentic Assessment Systems

WSS:II.A.I: Gains meaning by listening

TSG:8: Listens to and understands increasingly complex language

COR:M: Listening and comprehension

Materials: Vocabulary:

Up in the Garden and Down in the Dirt by Kate Messner dirt, grow, plant, rain, tools, soil, sunlight, water, watering can

Procedure:

Hook: Show children the cover of the book.

Beginning:

Share the title of the book.

Share the author ’s name as well as the illustrator’s name.

Ask the children what they think this book is about.

Middle:

Read the book to the children.

Pause throughout the book to ask a few of the questions suggested in Section VI.

End:

Brieﬂy summarize the story for the children.

Ask any additional questions from Section VI as applicable.

Assessment: What does the child do during the read aloud? How do they engage with the book? How did they respond to the questions?

Dierentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For ex-

ample, repeat directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Read a few pages in the story rather than reading the entire book. Also, consider inviting these

children to sit next to a teacher.

For children who are ready for a challenge: Invite these children to think of other things that can happen up in the garden or down in the dirt.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What speciﬁc accommodations or modiﬁcations will I

make? How will I collaborate with SEIT and/or related service providers?

Emergent Multilingual Learners: What language is needed to understand the lesson and activity instructions and to participate in the activ-

ity and discussion?

Preview new vocabulary words with pictures. Use both English and children’s home language(s) if possible.

Point to the pictures as you read this book with the children.

Teacher Tip: As the children become familiar with the book, invite them to join you as you read the repetitive lines, “Up in the garden” and,

“Down in the dirt.”

Teacher Reﬂection: What went well? Why? What will I do dierently given what I have learned from observing children during this activity?

Which children needed dierentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

NYSPLS Focus Standard:

Read Aloud Experience: Up in the Garden and

PK.AC.1. Demonstrates motivation to communicate.

Down in the Dirt by Kate Messner

Authentic Assessment Alignment:

WSS:II.A.I: Gains meaning by listening

TSG:8: Listens to and understands increasingly complex

language

COR:M: Listening and comprehension

What did the child do during the read aloud? How did the child respond to

Child’s name How did they engage with the book? questions? Notes

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Lesson: Local Plants

Type: Walking Trip

Unit of Study: Plants Focus Question: What do plants need and where

do we ﬁnd them?

Objective: Children will create drawings to share information.

NYSPLS Focus Standard:

PK.ELAL.23 (PKSL.5): Creates a visual display.

Additional NYSPLS Standards:

PK.AC.2: Demonstrates they are building background knowledge.

Link to Authentic Assessment Systems

WSS:II.D.1: Represents ideas and stories through pictures, dictation

and play

TSG 14: Uses symbols and images to represent something not present

COR:X. Art

Materials:

Pictures of plants that are common in the program neighborhood or

the city of New York

Park, garden, gardening store or greenspace within walking distance

of site

Vocabulary:

courtyard, ﬁeld, garden, greenhouse, ground, landscape, lawn,

nature, nursery, park, patio, yard

Procedure:

Hook: Share pictures of plants that are common in the program neighborhood or the city of New York. This may include pictures of trees on

the streets, ﬂowers at a store, a plant growing on a classroom ledge etc. Ask children where they think they might ﬁnd these plants or where

they have seen similar plants.

Beginning:

Introduce that today you will go on a walk to look for plants. Share with the children where you are going.

Invite children to look for plants on this trip. List some of the dierent types of plants they may see.

Remind children of the rules for staying safe on a classroom walk.

Middle:

Transition to outside, making sure that you have enough adults and reminding children of safety rules, as needed.

Point out some of the plants you see on the walk and ask children to point out some of the plants they see as well.

When you arrive at your destination, ask children to look carefully at the plants around them. If possible, invite children to touch and smell the

plants. Model looking, touching and smelling the plants for the children. Highlight interesting details about the plants as well as where they

are growing.

End:

When you return to the classroom, invite children to describe the plants they saw as well as where they saw them. Record the children’s

thoughts on chart paper.

Provide children with paper and writing utensils and ask them to draw pictures of the trip and the responses you charted.

Assessment: What was the child able to recall about the trip? What did they include in their drawing?

Dierentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For ex-

ample, repeat directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Take pictures on the walk to provide visual cues for children who may need help recalling what

they saw.

For children who are ready for a challenge: Invite these children to add their own text to their drawings.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What speciﬁc accommodations or modiﬁcations will I

make? How will I collaborate with SEIT and/or related service providers?

Emergent Multilingual Learners: What language is needed to understand the lesson and activity instructions and to participate in the activ-

ity and discussion?

On the walk, take pictures of some of the plants the children ﬁnd especially interesting. Have the pictures available for these children to refer-

ence as they talk and draw about the trip. Invite a family or sta member who speaks children’s home language(s) to join the walking trip.

Teacher Tip: If a walking ﬁeld trip is not possible for this activity, consider inviting someone who works with plants to visit the classroom. See

Section VII: Supporting Resources for community resource suggestions.

Teacher Reﬂection: What went well? Why? What will I do dierently, given what I have learned from observing children during this activity?

Which children needed dierentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Walking Trip: Local Plants

NYSPLS Focus Standard:

PK.ELAL.23 (PKSL.5): Creates a visual display.

Authentic Assessment Alignment:

WSS: II.D.1: Represents ideas and stories through pictures,

dictation and play

TSG 14: Uses symbols and images to represent something not present

COR: X: Art

Child’s name Information shared Details included in drawing Notes

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Lesson: List Poem

Type: Large Group Activity

Unit of Study: Plants Focus Question: What are some dierent kinds of

plants?

Objective: Children will be introduced to the concept of poetry and work together to create a list poem.

NYSPLS Focus Standard:

PK.ELAL.9 [PKR.5.] Interacts with a variety of genres (e.g., storybooks,

poems, songs).

Additional NYSPLS Standards:

PK.AC.5. Demonstrates a growing expressive vocabulary.

Link to Authentic Assessment Systems

WSS:II.D.1: Represents ideas and stories through pictures, dictation

and play

TSG:18: Comprehends and responds to books and other texts

COR: N/A

Materials:

Sample list poem

Chart paper

Marker

Index cards

Vocabulary:

bush, cactus, evergreen, ﬂower, fruit, grass, herbs, seaweed,

succulent, tree, vegetables, water lily, weeds

Procedure:

Hook: Read a list poem to the children. See Section XI: Appendices for a sample list poem.

Beginning:

Ask children if they know what a poem is. Allow them to share their responses. If necessary, share that a poem is a group of words that ex-

presses a person’s feelings or ideas. Poems sometimes include words that rhyme or they may have a special rhythm.

Share with children that you are going to create a poem together as a class. The type of poem you are going to create is called a list poem.

A list poem has a beginning, a list (middle) and an end.

Middle:

Refer back to the list poem you read with the children in the hook portion of this activity. Point out the beginning, the list (middle) and the

end.

Ask children to help you create a list poem about plants. To do this you will need to create a list of plants.

Invite children to create a list of plants. Ask them to share dierent types of plants with you. Write the children’s responses on an index card

(one per card).

After the list is complete, ask children to help you write a beginning and an end for the poem.

Add the beginning and the end to the poem.

End:

Read the poem aloud to the class.

Share with children that they will have the opportunity to create their own list poems in the Writing Center during Center Time.

Assessment: How does the child participate in the writing process? E.g., suggests plant(s), creates a beginning, listens carefully etc.

Dierentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For ex-

ample, repeat directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: In advance, read a couple of list poems with these children to familiarize them with the type of

poetry.

For children who are ready for a challenge: Invite these children to draw pictures of the types of plants the class includes in the poem.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What speciﬁc accommodations or modiﬁcations will I

make? How will I collaborate with SEIT and/or related service providers?

Emergent Multilingual Learners: What language is needed to understand the lesson and activity instructions and to participate in the activ-

ity and discussion?

Add a visual for each type of plant the children suggest.

Teacher Tip: This activity is designed to introduce children to the concept of poetry—list poetry in particular—and provides background

knowledge for them to create and present their own poems as suggested in the PKFCC focus standard. Depending on the needs of your

class you may begin the list poem during this lesson and add to it throughout the day or in a subsequent lesson/day.

As an extension, children can create illustrations for the poem during small group or Center Time.

Teacher Reﬂection: What went well? Why? What will I do dierently, given what I have learned from observing children during this activity?

Which children needed dierentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Large Group Experience: List Poem

NYSPLS Focus Standard:

PK.ELAL.9. [PKR.5.] Interacts with a variety of genres (e.g., storybooks,

poems, songs)

Authentic Assessment Alignment:

WSS:II.D.1: Represents ideas and stories through pictures,

dictation and play

TSG:18: Comprehends and responds to books and other texts

COR: N/A

Child’s name Contribution to the poem Notes

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Lesson: Plant Taste Test

Type: Small Group Activity

Unit of Study: Plants Focus Question: Why are plants important?

Objective: Children will understand that some plants can be a source of food.

NYSPLS Focus Standard:

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals (including

humans) and describes what they need to survive.

Additional NYSPLS Standards:

PK.SEL.2. Recognizes self as an individual having unique abilities,

characteristics, feelings and interests.

Link to Authentic Assessment Systems

WSS:IV.B.1: Explores the properties of objects and materials and how

they change

TSG:27: Demonstrates knowledge of the Earth’s environment

COR:DD: Natural and physical world

Materials:

Vocabulary:

edible, fruit, harvest, herbs, leaves, nutrients, plant, roots, seed, stem,

vegetable, vegetarian

Variety of plant-based foods for children to sample

Paper and writing utensils for children to record taste test preferences

Procedure:

Hook: Show children a variety of real fruits or vegetables or labeled pictures.

Beginning:

Share that all living things (including plants and people) need food in order to live and grow.

Ask children if they know where these fruits and vegetables come from. If necessary, share where each item grows and reinforce that these

fruits and vegetables are plants or parts of plants.

Ask children if they have tried these fruits and vegetables before.

Share that they will be able to try them today.

Middle:

Place pieces of each fruit or vegetable on a plate.

Place a piece of paper next to each plate.

Invite children to taste each piece of fruit or vegetable.

After children try a fruit or vegetable, ask them to record their thoughts on the corresponding paper. Consider the best system for recording

thoughts based on the class’ interests, strengths, and needs. For example, children may make tallies under “like” and “dislike” headings, add

tallies under smiling or frowning faces, write an L for “like” or a D for “dislike,” or use a green marker to indicate that they enjoy the food and a

red to indicate that they do not enjoy the food.

End:

Talk with children about their preferences and what they recorded when they have ﬁnished trying the items.

Ask children which item they liked best and see if they can recall where this item grows.

Assessment: How did the child demonstrate their understanding that some plants can be a source of food?

Dierentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs?

For example, repeat directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Some children may be uncomfortable trying dierent types of food. Allow children to opt out of

trying foods if desired.

For children who are ready for a challenge: Provide pictures of where each item grows. Invite children to match these pictures to the food

items.

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What speciﬁc accommodations or modiﬁcations will I

make? How will I collaborate with SEIT and/or related service providers?

Emergent Multilingual Learners: What language is needed to understand the lesson and activity instructions, and to participate in the activ-

ity and discussion?

Prior to the activity, try to learn the names of the fruits and vegetables that you will use in the children’s home language(s). Use these names

throughout the activity.

Teacher Tip: Be intentional about the fruits and vegetables you select for this activity. Consider items that are interesting and novel for the

class.

Be mindful of student allergies when selecting the fruits and vegetables for this activity.

Teacher Reﬂection: What went well? Why? What will I do dierently given what I have learned from observing children during this activity?

Which children needed dierentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Small Group Experience: Plant Taste Test

NYSPLS Focus Standard:

PK.SCI.4. [P-LS1-1.] Observes familiar plants and animals (including hu-

mans) and describes what they need to survive

Authentic Assessment Alignment:

WSS:IV.B.1: Explores the properties of objects and materials and how

they change

TSG:27: Demonstrates knowledge of the Earth’s environment

COR:DD: Natural and physical world

Child’s name Evidence of knowledge that plants can be food Notes

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

XI. Appendices

Appendix A: Vocabulary

Botanist: A scientist who specializes in the ﬁeld of botany.

Botany: The science of plant life.

Forester: A person who practices forestry, the science, art and profession of managing forests.

Terrarium: Clear containers, either sealable or open to the atmosphere, in which plants can be grown. They are typically

decorative. Closed terrariums create a unique environment for plant growth as a water cycle develops within.

www.wikipedia.org

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Appendix B: Terrarium

A terrarium is a small garden grown in an enclosed or partially enclosed container. They are typically made of clear plas-

tic or glass. Succulents are often grown in terrariums but ferns and ground covers also work well. Plants that thrive in high

humidity should be grown in closed terrariums. Terrariums can also house decorative rocks, sticks or small ﬁgurines.

To build a terrarium start with a layer of gravel (1-2 inches deep) in the bottom of the container. Add a layer of soil on top

of the gravel and then add the plants. After the plants are planted, add decorative items as desired.

Containers that work well for terrariums:

• Glass bowls

• Jars

• Fish tanks

• Empty two-liter or other plastic bottles

• Recycled clear plastic food containers.

www.kidsgardening.org www.climatekids.nasa.gov

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Appendix C: Seed Parts

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Appendix D: List Poetry

A list poem is a type of poem that consists of a beginning, a list and an end. The items in the list are typically carefully

arranged but do not have to rhyme and the closing line of the poem is generally declarative, humorous or explanative.

Vegetables

Outside

Other list poems include:

Mom says

I like

Examination by Shel Silverstein

Carrots

Running

Sick by Shel Silverstein

Celery

Jumping

Bleezer’s Ice Cream by Jack Prelutsky

Peas

Stomping

Broccoli

Shouting

Spinach

Sliding

And peppers

Riding

Eat your vegetables.

Bikes

Trikes

It is fun!

PRE-K LEARNING STANDARDS

Instructional Unit Framework Example

Appendix E: Plant Diagram

PRE-K LEARNING STANDARDS

References and Resources

Lesaux, N. K., Galloway, E. P. (2017). A Series of Topic Briefs focused on Advanced Literacies designed to aid New

York State educators in implementing the NYS Next Generation Learning Standards. Albany, NY. New York State

Education Department. http://www.nysed.gov/bilingual-ed/linguistically-diverse-learners-and-nys-next-

gen-eration-p-12-learning-standards

Morell, Z. and Medellin, C. (2018). Core Principles for Supporting Emergent Multilingual Learners (EMLLs). New

York, NY. New York City Department of Education Division of Early Childhood Education. https://

infohub.nyced.org/docs/default-source/default-document-library/emll-core-principles.pdf?

sfvrsn=84952a93_2

New York State Education Department. (2016). Introduction to the NYS Next Generation Early Learning Stan-

dards. By Zoila Morell in partnership with the New York State Education Department. Albany, NY.

Articulating the New York State Learning Standards for children in prekindergarten through third grade

required particular attention to the nature of learning in early childhood. The purpose of this document is to

articulate this. http://www.nysed.gov/common/nysed/files/introduction-to-the-nys-early-learning-

standards.pdf

Early Childhood Advisory Council. Developmentally Appropriate Practice Briefs: Behavior; Leadership; Curricula;

Environments; Interaction; Assessment; and Family Engagement. https://www.ccf.ny.gov/council-initiatives/ecac/

New York State Education Department. (2018). Office of Early Learning Prekindergarten Curriculum Field Memo.

Albany, NY. http://www.p12.nysed.gov/earlylearning/

New York State Education Department. (2017). Planning for High-Quality Prekindergarten Programs: Building a

Foundation for School Success. Albany, NY. The University of the State of New York. http://www.p12.nysed.gov/

earlylearning/documents/2017PreschoolPlanningGuide.pdf

Northeast Comprehensive Center. (2017). A Resource for Understanding the Relationships Between the State

Standards and the P3 Instructional Cycle. In partnership with the New York State Education Department.

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/standards-and-the-

instruction-al-cycle-document-11-30-17-conference.pdf

New York Education Department. (2017). Emergent Multilingual Learners in Prekindergarten: A Protocol for

Identification, Instructional Planning, and Programming. By Zoila Morell in partnership with the New York State

Education Department. Albany, NY. http://www.nysed.gov/bilingual-ed/emergent-multilingual-learners-pre-

kindergarten-programs

RESOURCE GUIDES

FOR SCHOOL

SUCCESS:

THE PREKINDERGARTEN EARLY LEARNING

STANDARDS

New York State Education Department 2019