34-YEAR-OLD PROGRAM

ESSENTIAL UNIT 4 (E04)

Theme Group B

(Animals)

(July 2012)

Unit Statement: In this unit, the student will explore various concepts through the following themes: Farm Animals, Zoo Animals, Bugs, and More Bugs.

Essential Outcomes:(assessed for mastery)

(Refer to the pages in the Teacher’s Manual for lessons and activities for the following TSWs).

Language/Literacy outcomes:

Suggested 4-Year-Old

  1. The Student Will blend phonemes and count syllables.
  2. TSW identify letter names and sounds (refer to the Alphabet and Handwriting section in the Course outcomes).
  3. TSW expand new vocabulary and link to personal experience.
  4. TSW recognize alliteration.
  5. TSW retell information and describe pictured objects.
  6. TSW clap words in a sentence.
  7. TSW identify and produce rhymes/rhyming words Pg. 144).

Suggested 3-Year-Old

  1. The Student Willlearn the letter names.
  2. TSW develop new vocabulary.
  3. TSW answer questions and participates in discussion.
  4. TSW obtain information from pictures.
  5. TSW orally describe pictures.

Mathematics outcomes:

Suggested 4-Year-Old

  1. The Student Will combine and separate sets (Pgs. 19, 25 & 53).
  2. TSW track while counting (Pgs. 13, 65, 71 & 77).
  3. TSW explore and solve a simple, orally presented problem (Wk. 2).
  4. TSWrecognize simple patterns (2 objects).

Suggested 3-Year-Old

  1. The Student Willidentify and extend patterns.
  2. TSW track while counting.
  3. TSW explore parts and whole.
  4. TSW compare using the concept of long and short/longer and shorter.

Science/Social Studies/Health outcomes:

Suggested 4-Year-Old

  1. The Student Willdiscuss about animals and farms (Pgs. 52, 63, 70 & 117).
  2. TSW investigate with senses (Pg. 147).
  3. TSW describe patterns in nature (Pg. 151).

Suggested 3-Year-Old

  1. The Student Willmatch animals with their homes.
  2. TSW discuss how plants grow.
  3. TSW name plant parts.

Gross Motor Development outcomes:

  1. The Student Will show balance in movement (Pgs. 66 & 146).
  2. TSW demonstrates basic locomotor skills (running, jumping, hopping, clapping, skipping, galloping) (Pg 118).
  3. TSW show body awareness (Pgs. 61 & 141).

Fine Motor Development outcomes:

Suggested 4-Year-Old

  1. The Student Will manipulate small objects to create animals.

1.TSW use small tools to move objects.

2.TSW cut on line (straight, curve, complete shapes).

Suggested 3-Year-Old

  1. The Student Will fold and crease paper.
  2. TSW strings 10 or more beads on a big and small string.

Fine Arts outcomes:

  1. TSW perform dance moves.
  2. TSW reenact a song.
  3. TSW participate in role-playing.

Social/Emotional Development outcomes:

  1. TSW respect and help others.
  2. TSW express opinions (Pgs. 158 & 159)
  3. TSW play cooperative games.
  4. TSW accept responsibility for actions.

Suggested Materials from Splash into Pre-K by Houghton Miffin:

  • Story Folders: “Half-Chicken”, “Itsy Bitsy Spider”, “Old MacDonald”, “There Was an Old Lady Who Swallowed a Fly”, “Zanzibar Zoo”
  • Rebus Poster: “How to Paint at the Easel”
  • Manipulatives: Alphafriend cards, Attribute Buttons, Compound Word Cards, Connecting Cubes, Frog Counters, Magnetic Letters, Pattern Blocks, Photo Activity Cards, Plastic Links, Pocket Letter Cards, Pocket Photo Cards, Sequence Cards, Vocabulary Cards
  • CDs and Software

Splash into Pre-K Literature Resources:

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QSI 3 & 4-Year-Old Theme Group B E04

Copyright © 1988-2012

  • Anthology of Traditional Tales
  • Can You Move with Me?
  • Critter Hide-and-Seek
  • Edie’s Backyard Bugs
  • Fanny Frog’s Fantastic Poems and Rhymes
  • Farm Animals
  • Five Silly Monkeys
  • The Gift
  • How Do Animals Use their Ears?
  • How Do Animals Use their Mouths?
  • In the Cow’s Backyard
  • Nursery and Cultural Rhymes Flip Chart
  • Sara Sidney’s Runaway Adventure
  • Shubert’s Helpful Day
  • Shubert’s New Friend
  • The Song of the Teeny Tiny Mosquito
  • Welcome to Zippity Zoo

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QSI 3 & 4-Year-Old Theme Group B E04

Copyright © 1988-2012

Additional Support Materials:

  • Conscious Discipline Materials (refer to TM and website:
  • Developmentally Appropriate Practice in Early Childhood by Sue Bredekamp and Carol Copple, NAEYC.

*The above mentioned books mentioned as support materials may or may not be available at your school.

Suggested Assessment Tools:

Refer to the checklist for yearlong evaluation and/or the Progress Reports for the end of each Quintile/Term evaluation (see Appendix).

Refer to the appendix section for an optional assessment for students that are new to the program. (Independent/ Self Help Skills).

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QSI 3 & 4-Year-Old Theme Group B E04

Copyright © 1988-2012