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Kingsburg Elementary Charter School District, Washington School. Mrs Esau and Mrs. Lee March 2011

Nuts and Bolts of Building a

Transitional Kindergarten

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Foundation of Transitional Kindergarten The Kindergarten Readiness Act of 2010, allows for the creation of transitional kindergarten for the youngest kindergarten

students. (Trujillo) Kingsburg Elementary Charter School District began a journey to build a solid foundation for the youngest

kindergarten children, therefore, implementing a full-day transitional kindergarten programs defined by the Kindergarten Readiness

Act of 2010. Transitional Kindergarten emphasizes language, pre-literacy, and early math, based on the California kindergarten

standards, and uses developmentally appropriate strategies of pre-school foundations and standards for the youngest kindergarten

students. (Kingsburg Elem.) Transitional Kindergarten is a two year program where the second year is focused on mastery of the

kindergarten content standards. Many students can benefit academically, socially and developmentally from the gift of time provided

by the two-year transitional kindergarten program. (Preschool California, 2010)

California Ed Code 48000 states: “A child shall be admitted to a kindergarten maintained by the school district at the

beginning of a school year, or at a later time in the same year if the child will have his or her fifth birthday on or before one of the

following dates: December 2 of the 2011-12 school year, November 1 of the 2012-13 school year, October 1 of the 2013-14 school

year, September 1 of the 2014-15 school year and each school year thereafter.” The Kindergarten Readiness Act 2010, SB 1381

states, “It would require a child whose admission to a transitional kindergarten is delayed to be admitted to a transitional kindergarten

program, as defined. The bill would require pupils who are participating in transitional kindergarten to be included in computing the

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average daily attendance of a school district in accordance with specified requirements.” (WAIS Document Retrieval, Spring) Both

the Education Code and SB 1381 give a legal basis for a transitional kindergarten and allow for ADA as the funding source. Title 1

and EIA resources also can be allocated for this program if it is in the Single Plan for Student Achievement and has School Site

Council approval, as it is kindergarten.

Framework of Washington School

Washington School is school–wide Title 1, and the only kindergarten in Kingsburg. In the 2010-11 school year there were 274

students eligible for kindergarten. The school has 10 traditional kindergarten classes, four pre-school classes, and an Early

Intervention program that serves children with special needs that range in age of three to four. Therefore, the educational opportunity

of creating the transitional kindergarten was a natural fit for the Washington School campus. Only one transitional kindergarten class

was in this pilot program. Transitional kindergarten and traditional kindergarten students can ride the bus to school. Preschool

children are brought to school by their parents.

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Blueprint Stage

The planning began in 2008 when the Kingsburg Elementary Charter School District in cooperation with Fresno County Office

of Education formed a Pre-school network of pre-school and child-care providers in the Kingsburg area. This group created a Pre-

school to Kindergarten Articulation Plan that includes qualities of a good preschool, Pre-kindergarten Assessment, permission letter

for immunizations and kindergarten registration materials. This plan was posted on the Washington School web page:

www.kingsburg-elem.k12.ca.us.

The next steps were for the pre-schools and childcare providers to provide information to parents about the transitional

kindergarten. A brochure was provided that explained the program. (Kingsburg Elementary Charter School District, Sumer) The pre-

schools and child-care providers also assisted in kindergarten registration and discussed with parents if traditional or transitional

kindergarten would be most appropriate for the student.

As student registrations were entered in the school database the students with a birth date, between September 2nd to

December 2nd, were selected for transitional kindergarten. The parents of eligible students received a letter in the mail inviting them to

enroll their child in a voluntary transitional kindergarten. A fact sheet was included that explained what transitional kindergarten was

and how important this gift of time could be for their child.

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The criteria for transitional kindergarten enrollment were: birth date, pre-kindergarten assessment, parent referral, and

interviews with parents and pre-school providers. This made one class with 25 students in the following demographic groups: 12%

Special Needs students, 24% English Language Learners, 60% Socio-Economic Disadvantaged students.

Choosing the General Contractor – the Teacher

The teacher chosen was a current credentialed kindergarten teacher who was highly qualified with a child development

background and a vision for a high quality program that implements kindergarten standards at a developmentally appropriate pace.

The teacher was required to assist in the initial set-up of the new program from recruiting students, developing curriculum, and

assessments to evaluating the program. The teacher has been an advocate for the transitional kindergarten throughout the county and

state. In addition, the teacher needed to be comfortable with the media in the classroom, thus requiring good classroom management

skills.

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Building Partnerships

Washington School built partnerships with Fresno County Office of Education – Early Childhood Department, Packard

Foundation, First Five, and Preschool California. In addition the Washington School’s School Site Council was in support of a

transitional kindergarten. All these groups provided support for starting a transitional kindergarten. Fresno County Office of

Education provided transitional kindergarten professional learning community and financial support through a grant by the Packard

Foundation. This grant has enabled the teacher to attend the meetings at Fresno County Office of Education, and purchase materials,

and technology for the classroom. In addition, the teacher is part of a professional learning community at Washington School with the

kindergarten teacher, preschool, and special education teachers. Professional learning communities look at student data and

determine appropriate interventions and plan instruction together.

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Building Design

The first design step was to decide what would be different in curriculum and strategies between pre-school, transitional

kindergarten, and traditional kindergarten. Transitional kindergarten is different as the focus is on kindergarten standards using

developmentally appropriate strategies and curriculum blended with the Preschool Foundations, emphasizing language, pre-literacy,

early math to build a foundation for future learning. The kindergarten staff agreed that the transitional kindergarten would not use the

district adopted kindergarten curriculum because to be successful students would not have a repeat of instructional materials. The

kindergarten standards and preschool foundations would drive the curriculum choices. Field trips and assemblies would be the same

for transitional and traditional kindergarten in the first year. The use of California Preschool Learning Foundations and California

Preschool Curriculum Framework ensure developmentally appropriate strategies and delivery. The use of the California State

Standards for Kindergarten ensures rigor and mastery of the standards by the end of the two year kindergarten program.

The transitional kindergarten program started planning for instruction by looking at assessments. The following assessments

were chosen: Kingsburg Pre-kindergarten assessment, Children’s Progress Academic Assessment, Dynamic Indicators of Basic Early

Literacy Skills Benchmarks and progress monitoring (DIBELS Next, 2010), Emerging Literacy Survey Houghton Mifflin, Evan More

Math and English Language Arts Assessment Tasks, and Developmental Reading Assessment 2. These assessments would drive

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instruction and intervention. These assessments were also used to evaluate the successfulness of the transitional kindergarten program

and evaluate if the correct students are in the program. In 2010-11 the data shows that the correct students are in the class and that the

students are mastering the standards based on the above mentioned assessments.

The preschool and kindergarten standards are the basis of the suggested pacing guide that included the resources and

assessments. Kingsburg Elementary Charter School District had chosen essential standards that need to be mastered in kindergarten.

Appendix A- F show the standards, and pacing guide for English Language Arts and Mathematics. These were the focus areas for the

2010-11 school years.

Resources for community outreach and compliance are : What is Transitional Kindergarten ?, a letter to parents, a continuance

form for second year of kindergarten, newscasts, newspaper articles, Preschool California notifications, and meeting with

stakeholders. All forms are available on the Washington School website at: http//:www.kingsburg-elem.k12.ca.us

Design for Year Two - Kindergarten

The plans for year two is for the class of transitional kindergarten students to all go to the same kindergarten teacher. This

teacher will use the pacing guide, curriculum, and assessments for kindergarten but at an accelerated pace as the students are already

reading and writing and able to do math. There will be an emphasis on mastering all kindergarten standards.

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Improvements for communication for 2011-12

For the 2011-12 school year, there will a flyer at the stores, doctor offices, City Hall, Chamber of Commerce, and health

clinics. There will be an article in the local newspaper, signs for registration for pre-school, transitional kindergarten and traditional

kindergarten on the school fence that is on a main road in town, and more information on the district website and Washington School

web pages. Communication to the public and parents is extremely important. The preschool network is informed of the procedures for

admitting students into transitional kindergarten before registration. The preschools will assist in letting parents know about the

transitional kindergarten option.

Funding for sustainability

Funding is Revenue Limit Average Daily Attendance reimbursement, Economic Impact Aid, Title 1, Class Size Reduction,

and a Packard Foundation grant through Fresno County Office of Education. Washington School believes that the above funds can

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sustain the program. Since all the students were eligible for kindergarten, one kindergarten class was closed to make a transitional

kindergarten class. In 2011-12, Washington School will close another kindergarten class if there are enough students eligible for a

second transitional kindergarten. The district will not need to pay for additional teachers, as the current teachers will be reassigned.

The start up cost for curriculum and supplies was $8495. The purchases are listed in Appendix A.

Results

The assessment data for 2010-11 has shown that the children in the transitional kindergarten program are benefitting from an

extra year of school. The students were the youngest five’s and are being successful in a developmentally appropriate placement that

emphasizes early literacy and is focused on California Kindergarten Standards. We have collected data using DIBLES, DRA and

CPAA.

Parents have been pleased with the program and see how their child has benefitted from having received the gift of time. The

parents have volunteered in the classroom and have been the spokespeople for the program.

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Appendix A: Purchases English Language Arts Handwriting Without Tears, Jan Z. Olsen, OTR and Emily F. Knapton OTR/L, 2008 Word Time, Jan Z. Olsen, OTR , Handwriting Without Tears, 2010 Stepping Stones to Literacy, Sopris West Educational Services 2004-2005 Sound Partners, Patricia Vadasy, Susan Wayne, Rollanda O’Connor, Joseph Jenkins, Kathleen Pool, Mary Firebaugh, Julia Peyton, Sopris West Educational Services, 2005 50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction, Judith Dodson, Sopris West Educational Services, 2008 Ready to Read Read Along Songs, Primary Concepts, 2006 Making Words K, Dorothy P. Hall, Patricia M. Cunningham, Pearson Education, Inc., 2009 Teaching Writing in Kindergarten, Randee Bergen, Scholastic, 2008 The New Kindergarten Teaching Reading, Writing and More, Constance J. Leueberger, Scholastic, 2003 The Complete Year in Reading and Writing, Karen McNally and Pam Allyn, Scholastic 2008 The Three Billy Goats Gruff, Paul Galdone, Clarion Books, 2001 Realia Making Language Real, Primary Concepts, 2007

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Ready to Read, Read Along Songs, Joan Westley, Primary Concepts, 2006 Year Round Dramatic Play

Math Fall into Math and Science K-1, Robin Adair, Jill Ewing, Shirley Faircloth, Janice Nikoghosian, Cynthia Peterson, Darlene Smith, Sheila Wiebe, AIMS Education Foundation, 1987 Glide into Winter with Math and Science K-1, Robin Adair, Jill Ewing, Shirley Faircloth, Janice Nikoghosian, Cynthia Peterson, Darlene Smith, Sheila Wiebe, AIMS Education Foundation, 1987 Spring into Math Science K-1, Robin Adair, Jill Ewing, Shirley Faircloth, Janice Nikoghosian, Cynthia Peterson, Darlene Smith, Sheila Wiebe, AIMS Education Foundation, 1987 Solve It! K-1 Problem-Solving Strategies K-1, AIMS Education Foundation, 2007 Touchmath Kindergarten Kit 1, 2, &3, Innovative Learning Concepts Inc, 2009 Math Assessment Tasks Pre-K, Decki Dios, Nancy Gist, Joy Evans, Camille Liscinsky, Evan-Moor Educational Publishers Math Assessment Tasks K, Decki Dios, Nancy Gist, Joy Evans, Camille Liscinsky, Evan-Moor Educational Publishers Classroom materials:

I Can Spell Mat

Beanbag seat

Five senses discovery

Textured pillows

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Dramatic play center

Puppets

Pattern beads

Geometric Solids

Rhythm instruments

Technology purchases:

Four student computers

Mimeo interactive white board and Student Response System

DVD player

Kindergarten Mountain Math Online

DIBLES Next Online

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Appendix B California Preschool Learning Foundations Vol. 1

Social-Emotional Development

1.1 Compare their characteristics with those of others and display a growing awareness if their psychological characteristics, such

as thoughts and feelings.

2.1 Regulate attention, feelings, and impulses more consistently, although adult guidance is sometimes necessary.

3.1 Begin to comprehend the mental and psychological reasons people act as they do and how they contribute to differences

between people.

4.1 Respond to another’s distress and needs with sympathetic caring and are more likely to assist.

5.1 Take greater initiative in making new discoveries, identifying new solutions and persisting in trying to figure things out.

Social Interaction

2.0 Participate in longer and more reciprocal interactions with familiar adults and take greater initiative in social interactions.

2.1 More actively and intentionally cooperate with each other.

2.2 Create more complex sequences of pretend play that involve planning, coordination of roles, and cooperation.

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2.3 Negotiate with each other, seeking adult assistance when needed, and increasingly use words to respond to conflict.

Disagreements may be expressed with verbal taunting in addition to physical aggression.

3.1 Participate positively and cooperatively as group members.

4.1 Have growing capacities for self-control and are motivated to cooperate in order to receive adult approval and think

approvingly of themselves.

California Preschool Learning Foundations – English Language Arts Language Use and Conventions

1.1Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced

purposes including reasoning, predicting, problem-solving, and seeking new information.

1.2 Speak clearly enough to be understood by familiar and unfamiliar adults and children

1.3 Use accepted language and style during communication with both familiar and unfamiliar adults and children.

1.4 Use language to construct extended narratives that are real or fictional.

Vocabulary

2.1 Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in

both real and symbolic contexts.

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2.2 Understand and use accepted words for categories of objects encountered in everyday life.

2.3 Understand and use both simple and complex words that describe the relations between objects.

Grammar

3.1 Understand and use increasingly complex and longer sentences, including sentences that combine tow or three phrases or two

or three concepts to communicate ideas.

3.2 Understand and typically use age-appropriate grammar, including accepted word forms such as subject-verb agreement,

progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns and possessives.

Reading

1.1 Display appropriate book-handling behaviors and knowledge of print conventions.

1.2 Understand that print is something that is read and has specific meaning.

2.1 Orally blend and delete words and syllables without the support of pictures or objects.

2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete onsets of words with the support of pictures or objects

3.1 Recognize own name or other common words in print.

3.2 Match more than half uppercase letter names and more than half of lowercase letter names to their printed forms.

3.3 Begin to recognize that letters have sounds

4.1 Demonstrate knowledge of details in a familiar story, including characters, events, and ordering of events through answering

questions, retelling, reenacting, or creating artwork.

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4.2 Use information form informational text in a variety of ways, including describing, relating, categorizing, or comparing and

contrasting

5.1 Demonstrate, with increasing independence, enjoyment of literacy and literacy-related activities.

5.2 Engage in more complex routines associated with literacy activities.

Writing

1.1 Adjust the grip and body position for increased control in drawing and writing.

1.2 Write letters or letter-like shapes to represent words or ideas.

1.3 Write first name correctly.

Appendix C California Standards for Kindergarten, Kingsburg Elementary Charter

School Essential standards: English Language Arts / Reading

* Common Core Standard correlation

* R1.2 Follow words from left to right and from top to bottom on the printed page.

*R 1.6. Recognize and name all uppercase and lowercase letters of the alphabet.

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*R1.8 Track and represent changes in simple syllables and words with two or three sounds as one sound is added, substituted,

omitted shifted or repeated ( e.g., vowel-consonant, consonant- vowel or consonant-vowel-consonant)

*R1.9 Blend vowel-consonant sounds orally to make words or syllables.

*R1.10 Identify and produce rhyming words in response to an oral prompt.

*R. 1.14 Match all consonant and short-vowel sounds to appropriate letters.

*R 1.15 Read simple one-syllable and high-frequency words

*R2.4 Retell familiar stories.

Writing

*W1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects events.

W 1.3 Write by moving from left to right and top to bottom.

*W1.4 Write uppercase and lowercase letters of the alphabet independently attending to form and proper spacing of the letters

*WOLC 1.1 Recognize complete coherent sentences when speaking.

*LS 1.1 Understand and follow one- and two-step oral directions.

*LS 1.2 Share information and ideas, speaking audibly in complete, coherent sentences.

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Appendix D California Preschool Foundations – Mathematics Number Sense

NS.1.0 Children expand their understanding of numbers and quantities in their everyday environment.

NS 1.1 Recite numbers in order to with increasing accuracy.

NS 1.2 Recognize and know the name of some written numerals

NS 1.3 Identify, without counting, the number of objects in a collection of up to four objects.

NS 1.4 Count up to ten objects, using one-to-one correspondence.

NS 1.5 understand, when counting, that the number name of the last object counted represents the total number of objects in the

group.

NS 2.0 Children expand their understanding of number relationships and operations in their everyday environment.

NS 2.1 Compare by counting or matching two groups of up to five objects and communicate “more”, “same as”, or “fewer”.

NS 2.2 Understand that adding one or taking away one changes the number in a small group of objects by exactly one.

NS 2.3 Understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken

apart into smaller groups.

NS 2.3 Solve simple addition and subtraction problems with a small number of objects (sums up to 10), usually by counting.

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Algebra and Function

AF1.0 Children expand their understanding of sorting and classifying objects in their everyday environment.

AF1.1 Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy.

AF 2.0 Children expand their understanding of simple, repeating patterns.

AF 2.1 Recognize and duplicate simple repeating patterns.

AF 2.2 Begin to extend and create simple repeating patterns.

Measurement

M 1.0 Children expand their understanding of comparing, ordering, and measuring objects.

M1.1 Compare two objects by length, weight, or capacity directly or indirectly.

M 1.2 Order four or more objects by size.

M 1.3 Measure length using multiple duplicates of the same size concrete units laid end to end.

Geometry

G 1.0 Children identify and use a variety of shapes in their everyday environment.

G1.1 Identify, describe, and construct a variety of different shapes, including variations of a circle, triangle, rectangle, square, and

other shapes.

G1.2 Combine different shapes to create a picture or design

G2.0 Children will expand their understanding of positions in space.

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G2.1 Identify positions of objects and people in space, including in/on/under/up/down/inside/outside/beside/between, and in

front/behind.

Mathematical Reasoning

MR 1.0 Children expand the use of mathematical thinking to solve problems that arise in their everyday environment.

MR 1.1 Identify and apply a variety of mathematical strategies to solve problems in their environment.

Appendix E California Kindergarten Standards

Mathematics Essential Standards for Kingsburg Elementary Charter School District

* Corresponds with Common Core Standards

Number Sense

*NS1.1 Compare two or more sets of objects (up to 10 objects in a group) and identify which set is equal to, more than, or less

than.

*NS1.2 Count recognizes, represent, name, and order a number of objects (up to 20).

*NS1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.

Algebra and Functions

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*AF 1.1 Identify, sort, classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls

are green, those are red.)

Measurement and Geometry

*M.G. 1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note

which object is shorter, longer, taller, lighter, heavier, or holds more).

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

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Appendix F: Pacing Guide for ELA and Mathematics based on Preschool Foundations

and California Kindergarten Standards English Language Arts - Transitional Kindergarten

Time Frame

Preschool Foundations CA Standards (Essential or Key)

Concepts/Skills Resources Assessments

Aug. Soc-Emotional 1.1 , 3.1 Soc. interaction 1.2, 2.1, 2.2, 4.1 L1.1, L1.2, L1.3, R3.2, R3.3

LS 1.2, R 1.6 Recognize and name all uppercase and lowercase letters of the alphabet, Share information and ideas, Complete sentences

50 Nifty Activities Teacher created lessons Word Time

Pre –K Assessment

Sept. Voc.2.2, Voc.2.3, Voc.2.4, R2.2, R 3.3, W1.2, R3.1

LS1.2,R1.6,R1.10,R1.14,R 1.15

Sight words: I, see, a, the Alphabet, rhyming words, consonant and short vowel sounds to letters,

50 Nifty Activities, Stepping Stones to Literacy , Word Time

Emerging Literacy Survey, DIBELS Next, Evan Moor Assessment Task for ELA

Oct. L1.2,L1.3, Voc2.2, Voc. 2.3, Voc. 2.4, Grammar 3.1,R3.3, Writing 1.1, Writing 1.2

LS1.2,R1.6,R1.10,R1.14,R 1.15, R1.9, R1.2, W1.1, W1.3, W1.4

Sight words: I, see, a, the, like, is Alphabet, rhyming words, consonant and short vowel

50 Nifty Activities, Stepping Stones to Literacy, Word Time

DIBELS Next Progress Monitoring, Evan Moor Assessment

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sounds to letters, short a, phonetic spelling, CVC words, left to right, top to bottom, all of alphabet with spacing

Handwriting without Tears

Task for ELA, Children’s Progress Academic Assessment

Nov. L1.2,L1.3, Voc2.2, Voc. 2.3, Voc. 2.4, Grammar 3.1, Writing 1.1, Writing 1.2, R1.4,R4.2,R1.1,R1.2,R2.1,R2.2, R3.3

R1.2, R1.6,R1.8,R1.9, R1.14, R1.15, W1.1, W1.3,W1.4,W1.2

Sight words: I, see, a, the, like, is, was, to Alphabet, rhyming words, consonant and short vowel sounds to letters, short a, phonetic spelling, CVC words, left to right, top to bottom, all of alphabet with spacing

50 Nifty Activities, Stepping Stones to Literacy, Word Time Handwriting without Tears, Rode to the Code, Leveled Readers

DIBELS Next Progress Monitoring, Evan Moor Assessment Task for ELA, Children’s Progress Academic Assessment

Dec. Grammar 3.1, Grammar 3.2, R2.1, R2.2, R3.3,

R1.8,R1.9,R1.15, Sight words: I, see, a, the, like, is, was, to, on Short i V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words

50 Nifty Activities, Stepping Stones to Literacy, Rode to the Code, Leveled Readers


Jan. Grammar 3.1, Grammar 3.2, R2.1, R2.2, R3.3,W1.1, W1.2

R 1.8, R1.9, R1.15, R2.4, W1.1, W1.2, W1.3, LS 1,2

Sight words: I, see, a, the, like, is, was, to, on, and, here

50 Nifty Activities, PALS, Rode to

DIBELS Next Progress Monitoring,

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Short i V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words

the Code, Leveled Readers, Drama center

Evan Moor Assessment Task for ELA, Children’s Progress Academic Assessment

Feb. R 1.8, R1.9, R1.15, R2.4, W1.1, W1.2, LS 1,2

Sight words: I, see, a, the, like, is, was, to, on, and, here, go, for Short e V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words

50 Nifty Activities, PALS, Rode to the Code, Leveled Readers, Drama center

DIBELS Next Progress Monitoring, Evan Moor Assessment Task for ELA, Children’s Progress Academic Assessment, Emerging Literacy Survey

Mar. R 1.8, R1.9, R1.15, R2.4W1.1, W1.2, LS 1,2

Sight words: I, see, a, the, like, is, was, to, on, and, here, go, for, he, you Short e / o V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words



APR R 1.8, R1.9, R1.15, R2.4W1.1, W1.2, LS 1,2

Sight words: I, see, a, the, like, is, was, to, on, and, here,

50 Nifty Activities, PALS, Rode to

DIBELS Next Progress Monitoring,

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go, for, he, you, she Short o V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words

the Code, Leveled Readers, Drama center

Evan Moor Assessment Task for ELA, Children’s Progress Academic Assessment

MAY R 1.8, R1.9, R1.15, R2.4W1.1, W1.2, LS 1,2

Sight words: I, see, a, the, like, is, was, to, on, and, here, go, for, he, you, she Short o, u V-C, CVC, CV, Blend VC sounds to make words, Read one syllable words and high frequency words


DIBELS Next Progress Monitoring, Evan Moor Assessment Task for ELA, Children’s Progress Academic Assessment End of Year Benchmark, Emerging Literacy Survey

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Mathematics Pacing Guide Time

Frame

Preschool

Foundations

CA

Standards (

(Essential or

Key)

Concepts/Skills Resources Assessments

2 weeks AF1.0,AF1.1 AF1.1 Alike, different, big, small,

sorting

Touch Math, AIMS Evan Moor Assessment

Tasks

3 weeks NS1.0,NS 1.4,NS2.1 NS1.1 Oral counting, more than,

less/fewer than, equal to, 1:1

correspondence

Touch Math Evan Moor Assessment

Tasks

2 weeks NS1.0, NS1.1,

NS1.2, NS1.4, NS

1.2

NS1.2 #1-5 counting, sequencing,

writing

Touch Math, AIMS, Evan Moor Assessment

Tasks

2 weeks NS1.0, NS1.1, NS1.2 #6-10 counting, sequencing, Touch Math, AIMS, Evan Moor Assessment

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NS1.2, NS1.4, NS

1.2

writing, graphing Tasks

2 weeks NS1.1, NS1.4,

NS2.1, AF2.0, AF

2.1

NS1.2, NS

1.31.3

#1-10 greater than, less than, 10

frame, patterning

Touch Math, AIMS,

Mountain Math

Evan Moor

Assessments

2 weeks G1.0, G1.1, MG2.1 Describe and identify plane

shapes, circle, square, triangle,

rectangle

Touch Math, AIMS,

Mountain Math

Evan Moor

2 weeks G 1.1 MG 2.1 Describe and identify solid

shapes, cone, cube, sphere,

cylinder

Touch Math,

Mountain Math,

AIMS

Evan Moor

3 weeks NS 1.2,1.3 #11-15 counting, sequencing,

writing, greater than, less than,

graphing, 10 frame

Touch Math,

Mountain Math,

AIMS

Evan Moor

4 weeks NS2.2, NS 2.3, NS

2.4

NS 2.1 1 digit addition to 1-10 using

concrete objects

Touch Math,

Mountain Math,

Evan Moor

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AIMS

2 weeks M1.0,M1.1, M1.2,

M1.3

MG 1.1 Comparing length, weight,

capacity

Touch Math,

Mountain Math

AIMS

Evan Moor

3 weeks MR1.1, MR1.0 NS 1.2, NS

1.3

#16-20; counting, addition; time

of day, sequencing daily events

Touch Math,

Mountain Math,

AIMS

Evan Moor

2 weeks MR 1.0, MR 1.1 NS 1.2, NS

1.3, NS 2.1

Review # 1-20; addition, time of

day, sequencing daily events

Touch Math,

Mountain Math

AIMS

Evan Moor

Assessments, Touch

Math Skills Test

5 weeks NS2.2 NS 2.1 Review, Subtraction within 10

using concrete objects; location

words

Touch Math,

Mountain Math,

AIMS

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References

California Department of Education (2000). Mathematics Framework for California Public Schools kindergarten Through Grade

Twelve (Rev ed.). Sacramento, CA: CDE Press.

California Department of Education (2008). California Preschool Foundations Volume 1. Sacramento, CA: CDE Press.

California Department of Education (2010). California Preschool Curriculum Framework, Volume 1. Sacramento, CA: CDE Press.

California Department of Education (1999). Reading/Language Arts Framework for California Public Schools. Sacramento, CA: CDE

Press.

Cambium Learning Group. (1/8/2010). DIBLES Next. Retrieved from https://secure.vport.voyagerlearning.com/vip/

Children's Progress. (1/8/2011). Children’s Progress Academic Assessment. Retrieved from http://www.childrensprogress.com/

EDBrief. (10/8/2010). Governor Signs kindergarten readiness Bill Children Must Be Five-years-Old to Start. Retrieved from

http://www.educationmediagroup.com/legAdv101007_k1Readiness.php

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