Curriculum Corner
VPK Skills & Standards for the 1st Nine Weeks
VPK's 1st Nine Week's Skills
VPK's 1st Nine Weeks Skills
Student Objectives for Approaches to Learning Skills, Speaking and listening, Self Regulation, Pre-Reading Skills, and pre-writing Skills:
(These objectives/ Pre-K Standards will be modeled and practiced in Unit One for the first 9 weeks.)
Approaches to Learning:
Creativity: Actively engage in learning with curiosity, flexibility, and openness to new ideas.
- Independently interact with a variety of materials through multiple play activities.
- Self-select play activities to support own curiosity and to engage in pretend and imaginative play (e.g., testing theories, acting out imagination).
- Choose materials/props and use novel ways to represent ideas, characters, and objects in symbolic play.
- Demonstrate a willingness to engage in new experiences and activities.
Self-Regulation: Engage in learning to effectively plan and problem-solve.
- Maintain focus appropriate to completing a task and/or learning activity.
- Persist in solving a problem or question, with adult prompting.
- Reflect and plan a logical series of steps to accomplish a task, such as writing a message, completing a puzzle, drawing a picture, or building a block structure.
Critical Thinking: Actively inquire and reflect about new ideas and activities.
- Seek additional clarity to further own knowledge (e.g., asks what, how, why, when, where, and/or what if).
- Demonstrate an awareness of the connection between prior and new knowledge
Communication & Collaboration:
- Seek assistance and/or information when needed to complete a task.
- Engage in play-based, student-directed activities with a peer or peers (e.g., dramatic play, block building, symbolic play in recess) for at least 15 consecutive minutes, at multiple times throughout the year.
- Demonstrate a willingness to collaborate with others to solve a problem.
Speaking & Listening:
- I can participate in class discussions with conversational interactions including taking turns, listening, speaking, answering questions, and wait time.
On-Going Skills
- I can participate in class by speaking clearly.
- I can, express thoughts, feelings, and ideas through speaking with prompting and support.
- I can participate in class by waiting for my turn.
Self Awareness & Self Management: Demonstrate an awareness of emotions, personal qualities and interests, personal abilities, and sense of personal responsibility. Understand and use strategies for managing emotions and behaviors constructively.
- Demonstrate the ability to modify behavior in different situations using multiple problem-solving strategies (e.g., trade, take turns, share, wait) with or without adult guidance and support.
- Express feelings, needs, opinions, and desires and begin to identify causal relationships.
- Seek and accept guidance from primary caregivers, teachers, and other familiar adults.
- Describe self-using several different identifying characteristics and/or unique qualities (e.g., abilities, interests, gender, culture).
- Demonstrate an understanding of rules through actions and conversations.
On-Going Skills
- I can follow directions the first time they are given.
- I can sit quietly and attentively through a lesson or my teacher reading a book.
- I can express my feelings, needs, opinions, and desires in a way that is appropriate to the situation.
- Appropriately name types of emotions (e.g., happy, sad, frustrated) and associate them with different facial expressions, words, and behaviors.
- Maintain focus appropriate to complete a task and/or learning activity.
- Demonstrate an understanding of rules through actions and conversations.
Social Awareness: Demonstrate awareness and consideration of other people’s emotions,
perspectives, and social cues.
- Show empathy and caring for others.
- Demonstrate an understanding of how personal choices impact others.
- Initiate play and interact positively with another child or children.
- Develop friendship skills (e.g., help, share, take turns, give compliments) with increasing ease and comfort to sustain interaction by cooperating, helping, and suggesting new ideas for play.
Pre-Reading Skills:
- I know the difference between letters and numbers.
- Begin to print the distinctive features of letterforms (circle, line, diagonal, crossed lines, etc.).
- With guidance and support, understand that words are made up of alphabet letters. With modeling or verbal prompts, orally produce complete sentences.
Ongoing skills
- I can use pictures to help me understand what a book says.
- I can tell what the author and illustrator do for a book.
- I can show the front cover, back cover, and title page of a book.
- I can hold a book properly.
- I can follow along while my teacher reads.
Pre-Writing:
- I can recognize my name in print.
- I can identify all the letters in my name.
- I can write my first name by myself. (Only the first letter is upper case, all letters are in the correct order, and all letters are facing the correct way.)
Math Skills:
- Begin to count forward from 1 to 30.
- Begin to name numerals 0-10.
- When counting objects, say the number names in the standard order, using one-to-one correspondence.