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Available in English and Spanish!
MATH
On Color background
FosteringMathematical Thinking for Preschool and Beyond
On Color background/1C
Mathematical Thinking to Nurture Young Mathematicians For over 100 years, Scholastic has created educational materials that inspire lifelong learning. We’re proud to continue that tradition with PreK on My Way: Math : a supplemental program that celebrates mathematical thinking as a natural part of young children’s play and everyday experiences. Developed in partnership with Dr. Jie-Qi Chen, cofounder of the Early Math Collaborative at the Erikson
Lala the Lizard guides children on their math learning journey Institute, PreK On My Way: Math uses authentic literature and hands-on activities to help children talk about and use math to problem-solve and mathematize while exploring the world around them.
PreK On My Way: Math fosters the development of essential processes that build mathematical understanding—and help young children manage information and solve problems across all areas of learning:
Find or make a meaningful set, such as a collection of items or a repeating pattern.
Unitizing
Compare items to order them.
Relating and Organizing
Take apart and put together parts into a whole.
Decomposing and Composing
Notice the rules that always apply.
Looking for Patterns and Structures
PreK On My Way: Math uses multiple representations to develop a deep understanding of math with books, activities, and purposeful play with math actions, symbols, and images:
Actions
Images
Symbols
Children use active gestures to dramatize quantities, comparisons, patterns, and operations.
Children see and create both concrete and mental images through drawing, writing, graphing, photos, arts and crafts, and more.
Children learn to use language and written symbols to describe the math they see and create in everyday life.
Build math knowledge through a diverse collection of authentic narrative and informational books.
A
ll summer Oliver and his dad played together, laughed together, sang together, and read together. Now it’s the first day of school! Oliver is ready but his dad isn’t . . . Suddenly Oliver’s dad feels nervous and would rather stay home. But Oliver isn’t convinced. What if the first day is really fun? What if it’s the start of an exciting year? In this charming story of first-day jitters, acclaimed creator Mike Wohnoutka perfectly captures the mixed emotions felt by kids and their parents when big changes are afoot.
Mike Wohnoutka
Cover illustrations © 2015 by Mike Wohnoutka This edition is available for distribution only through the school market.
ISBN 978-1-338-04517-8
9 781338 045178
B L OOMS B U R Y
Math Our Community | 2.3.1
VOCABULARY
INTRODUCE
count Repeat Say this word after me: count. Define When you count, you say the numbers in order . Describe This boy is counting fruit. 1, 2, 3... Act It Out Let’s act out counting by pretending to count o
Develop math and language skills using an evidence-based, interactive read-aloud model with open-ended prompts, peer-to-peer discussions, and a range of scaffolds that support or challenge as needed.
ur fingers.
RETEACH
count Repeat Say this word after me: count. Define When you count, you say the numbers in order . Discuss We see that we can count fruit. What else can
we count?
Repeat, rephrase, or expand.
EC3-5_VC_Eng_Math_T2W03.indd 2
Introduce and reteach high-value vocabulary , including important academic vocabulary, through explicit routines with illustrative photos and total physical response. 11/26/19 4:21 PM
Math
Our Community | 2.3.1 TEACHER CARD
MATCHING: MEASURING TOOLS
Math 2.3
Differentiation
Name:
Date:
Dr w and Write with Lala!
Support Complete the activity with the cards fac
This week read Whose Hands are These? by Miranda Paul . It is about dif ferent helpers working in the community. What kind of community helper would you like to be?
e up rather than face down. s children to focus just on
Removing the memory challenge allow learning about the tools and their uses .
OR
Multilingual learner supports are integrated throughout the program.
Challenge Have children identify another tool tha
t measures the same attribute
as their Activity Cards. For example, if a balance scales, that child could name a
child found the match for the produce scale or bathroom
scale as another example of a tool that
measures weight.
Modifications
Multilingual Learners
For children who need additional langu tool using these sentence frames: This is a
age support, present each
. It measures
.
Encourage children to use these frame
s each time they name a tool.
Fine Motor Development
Fine motor skills can be supported by h
aving children take turns -down grid on the table. They
arranging the cards in a face-up or face can practice placing the cards precisel
y in position.
EC3-5_TC_Eng_Math_T2W03.indd 2
02/09/20 1:55 PM
EC 3-5_RP_Eng_Math.in d 7
23/12/19 11:50 AM
Support math skill development through small-group activities with hands-on learning and extended multiple-turn conversations.
Continue the learning and discussion with response prompts for writing, drawing, and/or storytelling.
RESEARCH FOUNDATION PAPER
A Holistic Approach to Teaching Early Childhood Mathematics
PreK On My Way provides evidenced-based instructional routines that develop mathematical skills and knowledge to ensure that every child has the skills and confidence they’ll need to succeed in elementary school and beyond!
A Holistic Approach to Teaching Early Childhood Mathematics Written by Jie-Qi Chen, Ph.D. Founder, Early Math Collaborative at the Erikson Institute
1
Immerse Children in Math Learning with Thematic Instruction Through eight monthly themes, children discover a diverse range of topics across all domains of learning. Read-alouds, small-group activities, and independent centers support children as they build essential math skills, content knowledge, and curiosity about the world around them.
THEME 1
THEME 2
THEME 3
THEME 4
OUR COMMUN TY
LET’S NVEST GATE
D SCOVER AN MALS Animal Families
ME AND YOU All About Me
Our School
Five Senses
What can we learn from using our senses?
What makes us who we are?
How do animals help their babies
WEEK 1
What do we do at school?
learn, live, and grow?
Feelings
Where We Live What is it like where we live?
Weather
Caring for Pets
How do we talk about and manage our feelings?
How can we help animals stay healthy?
WEEK 2
How can weather affect us?
Family
Helpers
Measure It!
Animal Homes
What is it like where animals live?
How do we measure how big, how much, or how many?
Who are the people who help in our community?
WEEK 3
What makes a family?
Friends
Vehicles at Work
Make It Move
Animal Features
How can we be a good friend to others?
What vehicles do we know about? How do they help us?
What body parts do animals have? How do they use them?
How can we make things go?
WEEK 4
2
Scholastic PreK On My Way: Math
THEME 5
THEME 6
OUR EARTH THEME 7
THEME 8
LET’S CREATE
READY, SET, GO We Can Do It
HEALTHY ME
My Body
Tell a Tale
Day and Night
What stories do we like to tell?
What are the parts of our bodies? What do they do?
What do we do during the day and at night?
What can we do better together?
Let’s Eat!
Sing and Dance
Seasons
Try It!
What do we do during
What foods do we like? Where do they come from?
How can we express ourselves through music and dance?
What can happen when we try something new?
different seasons?
Taking Care
Picture This
Caring for Plants
Growing Up
How can we stay healthy?
How can we express ourselves through making art?
How can we help plants grow?
How have we changed?
Safe and Sound
Build It
Protect the Earth
Dream Big
Why do we build things?
We’re ready. What’s next?
How can we protect ourselves and our bodies?
How can we care for our world?
3
Develop Mathematical Thinking in Early Learners
2 DAY
WEEK 1: Our School
LARGE GROUP
20 min
(20 minutes x 1 rotation)
Circle Time and Story Time
Dad ’ s First Day First D
N
N A G
E
O A
A
ll summer Oliver and his dad played together, laughed together, sang together, an d read together. Now it’s the first day of schoo l! Oliver is ready but his dad isn’t
. . . Suddenly Oliver’s dad feels
nervous and would rather stay h
ome. But Oliver isn’t convinced. What What if it’s the start of an exciti In this charming story of first-da Mike Wohnoutka perfectly captu kids and their parents when big changes ng year?
if the first day is really fun?
Math: Counting Mind Builder: Social Development
y jitters, acclaimed creator res the mixed emotions felt by
Mike Wohnoutka
are afoot.
Cover illustrations © 2015 by Mike Wohnoutka This edition is available for distributi on only through the school market.
Language: Vocabulary
ISBN 978-1-33
8-04517-8
9 781338 0451
78
B L OOMS B U R Y
Book: Dad’s First Day
In this lesson, you will:
DAY 4
ALL ABOUT ME | WEEK 1: ME AND Y OU
CIRCLE
TIME
• Use Circle Time to learn about to and introduce vocabulary (
ME AND YOU
LANGUAGE
5 min
Talk About What You Like to Do Talk with children about what di erent people like to do. Discu ss how doing things they like can make them happy.
CIRCLE
TIME
Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as the ir own names. Model with your na me.
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square
5 min
STORY
TIME
15 min
STORY
Share the Big Chart of Big Ideas Show Big Chart 1.1.4 This week we are going to read I like to. . . . It is an informational text in the form of a poster. Informational texts give true facts. Use Scout puppet. Scout loves to look at informational posters. They give great information! Connect the Texts Alma and How She Got Her Name and I like to . . . both talk about things that dierent people like to do. Let’s see if we can find any other connections. Show Alma and How She Got Her Name book cover. Revisit the Concept Question As we read the Big Chart, let’s
TIME
think about how it connects to this week’s concept question: What makes us who we are? Close Read: Connect to All About Me Read aloud the Big Chart. Then use the following prompts to discuss the poster.
lerating frustration
read? How do you feel when you read your favorite book? Eat Pizza Who can come point to the children who are eating pizza? Name a food that you like to eat. Do the children in this picture look happy or sad? Extended Play Invite children to play charades . Children would think of somethi ng they like to do and then act it out for the other children withou t using any words. Challenge the children watching to guess wha t it is that the child likes to do. Mod el for children. Shared Writing Provide a writing prompt about something children like to do with their families. Give ongoing feedback as children draw and write in response to the prompt.
15 min
NI
S
Use equity sticks during reading to pick children to answer question s. Play Catch The girl is trying to catch the ball. What games do you like to play with a ball? Revisit catch Vocabulary Card. Make a Square What is the girl using to draw? What shapes do you see in her drawing? Revisit square Vocabulary Card. Read a Book The boy is reading a book. What kind of books do you like to
N A G
E
O A
frustrated, worried ).
Big Book: I Am a Cat
• Begin Story Time by connecting
Child Development: Mind Builder Being able to identify emotions
in others is a critical part of child
ren’s emotional development. The more children listen to Alma’s story, they will start to understand that other people have perspectives and feelings di erent from their own. Provide as many opportunities as you can to help children identify other people’s feelings. (MB)
the Mind Builder to
Dad’s First Day . • Read closely to notice and talk a bout the Mind Builder, as well as describe expe riences using ordinal numbers. • Offer an extended play opportu nity. • Share the daily writing option.
Large Group Card
DAY 5
ALL ABOUT ME | WEEK 1: ME AND YOU
ME AND YOU
LANGUAGE
CIRCLE
TIME
CIRCLE
5 min
TIME
5 min
Act It Out Invite children to act out the
B-I-N-G-O Sing the song B-I-N-G-O with children. Ask children if y think Bingo is a good name for a dog. Why or why not? Ask children to share the names they like better.
Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
movements of painting pictures on the wall like Alma and her grandfather. Have them reach up high and then go down low to paint.
STORY
TIME
STORY
TIME
15 min
15 min
Retell the Big Book Show the book cover.
her name? Show the look she has on her face. pages 14–15 Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a kitty cat for her daddy. What do you like to draw? pages 18–19
Possible respons s: • Knowing the st ry of my name can make me feel happy. • Knowing the story of my name can make me feel proud. • Knowing the story of my name can make me feel special.
Today we are g ing to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This boo is a narrative. That means it is a stor that the author made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about
A G NI
E
Support 1 Can learning about your name make you feel happy?
O A
N
2 Learning about my
Alma is wearing a red string around her wrist. Why is she wearing it? page 29
name can mak me feel h_____ (happy) .
Big Book: I Am a Cat
Alma and where her long name came from. As we read the book one more time, I want you to think about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity sticks to pick children to actively participate in the prompts below. page 2
3 Learning about my
At the end f the book, Alma says she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her face. Talk About It Invite children to Turn and Talk about the guiding question: How can learning the story of your name make you feel? Give a moment for Turn and Talk. Then, pick 2–3 children with equity sticks to share.
name can make me feel happy.
OR
Challenge How could learning the story of your name make you feel special? Interactive Writing Invite children to draw or write about the dierent people in their families.
Alma thinks her name is too long. Does she feel happy or sad about
Child Development: Social Studies People from dierent parts of the world have dierent names, live in dierent pl Emphasize the importance of accepting and respecting the dierences between
aces, and have dierent traditions. people from dierent parts of the
world.
Vocabulary Cards
SKILLS FOCUS
Math • Counting: Use verbal ordinal terms. ( TX.V.A.7 )
• Measurement: Use language to describe concepts associated with passing of time. ( TX.V.D.4 ) Mind Builder • Social Development: Use effective verbal and nonverbal communication skills to build relationships with teachers/adults. ( TX.I.C.1, MB )
Language • Vocabulary: Use a large speaking vocabulary, adding several new words daily. ( TX.II.D.4 )
• Spatial Sense: Demonstrate use of location words (such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” “far,” etc.) ( TX.V.C.3 )
16 | Math | Our Community
EC3-5_TG_Eng_Math_T2W01_014-023
16
4
Scholastic PreK On My Way: Math
Circle Time and Story Time
A G
E
O A
Math: Counting; Spatial Sense; Measurement Mind Builder: Emotional Development
Language: Vocabulary
In this lesson, you will: • Use Circle Time to introduce ordinal numbers, ask children about their morning routines, and introduce vocabulary (first, nervous) . • Begin Story Time by asking, How does Dad feel about the first day of school? • Read for enjoyment, discussing ordinal numbers in context. • Check understanding, differentiating as needed. • Share the daily writing option. Small Group
Daily small-group math activities support learning: Act It Out: Children practice specific hands-on math skills to better understand the real-world value of quantities and number. Matching Game: Children match different sets to show that a quantity stays the same even if materials and arrangements change. Graph It! In the same way that we use writing to tell stories, we can use graphs to share information. 5s CHALLENGE
Book: Dad’s First Day
ME AND YOU LANGUAGE
DAY 4
ME AND YOU
LANGUAGE
ALL ABOUT ME | WEEK 1: ME AND YOU
ND YOU
ALL ABOUT ME | WEEK 1: ME A
DAY 5
CIRCLE
TIME
CIRCLE
TIME
5 min
5 min
5 min
TIME
CIRCLE
Talk About What You Like to Do Talk with children about what di erent people like to do. Discuss how doing things they like can make them happy.
Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as their own names. Model with your name. B-I-N-G-O Sing the song B-I-N-G-O w ith children. Ask children if Bingo is a good name for
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
5 min
TIME
CIRCLE
Act It Out Invit children to act out the movements of painting pict on the wall like Alma and h er grandfather. Have them rea high and then go down low
y think
ures
dog. en to
Why or why not? Ask childr share the names they like b
ch up
etter.
to paint.
STORY
TIME
15 min
STORY
TIME
15 min
15 min
TIME
STORY
Share the Big Chart of Big Ideas Show Big Chart 1.1.4 This week we are going to read I like to. . . . It is an informational text in the form of a poster. Informational texts give true facts. Use Scout puppet. Scout loves to look at informational posters. They give great information! Connect the Texts Alma and How She Got Her Name and I like to . . . both talk about things that dierent people like to do. Let’s see if we can find any other connections. Show Alma and How She Got Her Name book cover. Revisit the Concept Question As we read the Big Chart, let’s
think about how it connects to this week’s concept question: What makes us who we are? Close Read: Connect to All About Me Read aloud the Big Chart. Then use the following prompts to discuss the poster. Use equity sticks during reading to pick children to answer questions. Play Catch The girl is trying to catch the ball. What games do you like to play with a ball? Revisit catch Vocabulary Card. Make a Square What is the girl using to draw? What shapes do you see in her drawing? Revisit square Vocabulary Card. Read a Book The boy is reading a book. What kind of books do you like to on her face. pages 14–15
read? How do you feel when you read your favorite book? Eat Pizza Who can come point to the children who are eating pizza? Name a food that you like to eat. Do the children in this picture look happy or sad? Extended Play Invite children to play charades. Children would think of something they like to do and then act it out for the other children without using any words. Challenge the children wat hing to guess what it is that the child likes to do. Model for children. Shared Writing Provide a writing prompt about something children like to do with their families. Give ongoing feedback as children draw and write in response to the prompt. Challenge How could learning the story of your name make you feel special? OR Possible respons s: • Knowing the st ry of my na c n make me feel happy. • Knowing the story of my na can make me feel proud. • Knowing the story of my na can make me feel special. Support 1 Can learning about your name make you feel happy? me me me 3 Learning about my name can make me feel happy. 2 Learning about my name c n mak m feel h_____ (happy) .
her name? Show the look she ha s
15 min
TIME
STORY
Retell the Big Book Show the book cover. Today we are going to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This boo is a narrative. That means it is a stor that the autho r made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about Alma and where her long name came from. As we read the book one more time, I want you to thin k about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact
A G NI
Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a kitty ca t for her daddy. What do you like t o draw? pages 18–19 Alma is wearing a red string around her wrist. Why is she wearing it? page 29 At the end f the book, Alma say s
E
O A
S
A G
E
O A
Big Book: I Am a Cat
Big Book: I Am a Cat
she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her fac e. Talk About It Invite children to Turn and T alk about the guiding question : How can learning the story of
4s DEVELOPING TYPICALLY
Reread and retell the book together. Use equity sticks
to pick
Interactive Writing Invite children to draw or w about the dierent people i
ate in
rite
children to actively particip
n their
the prompts below. page 2 Alma thinks her name is too long . Does she fe l happy or sad abou t
your name make you feel? Give a moment for Turn and
Talk.
families.
Child Development: Mind Builder Being able to identify emotions in others is a critical part of children’s emotional Then, pick 2–3 children wit h equity sticks to share.
development. The more children listen to Alma’s story, they will start to understand that other people have perspectives and feelings di erent from their own. Provide as many opportunities as you can to help children identify other people’s feelings. (MB)
3s SUPPORT
Child Development: Social Studi es People from dierent parts of the world have dierent
itions.
names, live in dierent pla ces, and have dierent trad ople from dierent parts of
the
the dierences between pe
of accepting and respecting
Emphasize the importance
world.
Large Group Card
Vocabulary Cards
See the Large Group Card for dierentiation options.
SKILLS FOCUS
Large Group
15/11/19 1:50 AM
Real-world examples of math concepts and language help children explore and understand: Unitizing Decomposing and composing
Math • Counting: Correctly use ordinal terms, including first through fifth, next, and last. • Spatial Sense: Use position words such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” and “far,” “top,” “bottom,” “up,” “down,” and “behind.”
Language • Vocabulary: Understand and use varied types of words.
• Measurement: Describe the passing of time. Mind Builder • Emotional Development: Tolerate frustration as a step to learning. (MB)
Relating and organizing Looking for patterns and structures and organization information
5
14 | Math | Our Community
Module Components
PreK On My Way: Math provides all the instructional materials you’ll need to engage students in educationally rich, hands-on, and diverse activities throughout the year. Easy-to- use materials guide instruction to supplement your half-day or full-day PreK program.
Also Available in Spanish!
MATH
I
2
N
Let’s get to know the people, places , and resources in our community as we d evelop Math skills across all domains of lea rning!
WEEK 1 Our School WEEK 2 Where We Live WEEK 3 Helpers WEEK 4 Vehicles at Work
n
e
GUIDE IMPLEMENTATION
MIND BUILDERS
c
S
he comprehensive early childhood gram that uses authentic books and urposeful play to ensure all children develop the foundational skills they need for a lifelong love of learning!
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c
TX
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n
PreK_TG_Cover_T2_Math.indd All Pag es
12/6/19 1:31 PM
L
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Scholastic Inc., 557 Broadway, New York, NY 10012 Printed in the U.S.A.
2/10/20 12:29 PM
Implementation Guide
Teaching Guides
Observational Assessment Checklists
Large Group
Small Group
32 Vocabulary Card Packs
32 Large Group Cards
Response Prompts (1 per read-aloud book)
Number Cards (32 cards )
Read-Alouds (24 books, 8 big books)
32 Activity Card Packs
Big Chart of Big Ideas
6
Scholastic PreK On My Way: Math
Independent Centers
Classroom Resources
i l
Two-Color Counters (set of 100)
Magnetic Numerals (numerals 0–9)
s
B i g
t .
Y e
Pattern Blocks (set of 16 double-sided theme-specific cards and 125 blocks)
Reusable Class Book (to hold completed Response Prompts)
Geoboards (set of 6)
Connecting Cubes (set of 100)
8 Classroom Library Books
Catches S ky
l
_
_ _
Math Module Poster
Mind Builders Poster
8 Theme Posters
Pocket Chart
Equity Sticks
4 Binder Clips
Clifford the Big Red Dog Plush Puppet
Lala the Lizard Stick Puppets
Teacher Binder
Digital Resources
Teacher Hub Family Exchange Little eReaders Song Collection
7
Digital Resources Teacher Hub
Organized by themes, skills, and resources, the Teacher Hub houses PreK On My Way’s wealth of instruction in one place. Assessment tools allow teachers to focus on specific skills that individual students might need help with. Teachers can easily navigate through every lesson and browse the materials by categories and skills.
The Teacher Hub allows teachers to find and plan lessons and small- group activities that target specific skills. Support options for large- group and small-group materials help scaffold children’s learning.
Downloadable instructional resources include a year at a glance, printable family engagement resources, songs and fingerplays, letter formation supports, and more!
8
Scholastic PreK On My Way: Math
Little eReaders A collection of 32 theme-aligned narrative and informational digital books—in English and Spanish! These books can be automatically read aloud to children with high-quality recorded audio.
Song Collection A diverse collection of 32 songs in English and Spanish connected to each theme. Artists—including Grammy Award winners— represent children’s classic and contemporary genres. There is something in this collection to get every child moving!
Family Exchange The Family Exchange is the digital space that connects teachers and families. It includes links to the song collection, weekly family bulletins, family activities, and more!
9
MATH
scholastic.com/prekonmyway
Item# 745388 3863-114 1/22
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