Lessons

Lesson 1 – How do the children play?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To observe and document how the students interact during their free play time to see which forms of play they demonstrate.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will actively participate in free play during the allotted amount of time.

The students will interact with the other children in the class through their play.

The students will communicate with the other children through conversations with one another.

Materials:

• Blocks
• Puzzles
• Dolls
• Cars
• Books
• Magnets
• Paper
• Crayons

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they can have free play and are able to play with whatever toys or materials they want to in the classroom.

Assessment: 

• Observe and document how the children interact during free play. Do they play alone, with one other child, or a group of children?

 

Lesson 2 – Which toys are the children interested in?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To observe and document how the students interact during their free play time to see which forms of play they demonstrate.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes)

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will continue to actively participate in free play during the allotted amount of time.

The students will continue to interact with the other children in the class through their play.

The students will continue to communicate with the other children through conversations with one another.

Materials:

• Blocks
• Puzzles
• Dolls
• Cars
• Books
• Magnets
• Paper
• Crayons

Step-by-step sequence for the lesson:

1.    Introduction

• Explain to the students that they can have free play and are able to play with whatever toys or materials they want to in the classroom.

Assessment: 

• Observe and document how the children interact during free play. Do they play alone, with one other child, or a group of children?

 

Lesson 3 –  How do the children play by themselves?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use associative play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading)

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will actively participate in associative play during the allotted amount of time.

The students will interact with the other children in the class through their play.

The students will communicate with the other children through conversations with one another.

Materials:

• Blocks
• Puzzles
• Dolls
• Cars
• Books
• Magnets
• Paper
• Crayons

Step-by-step sequence for the lesson: 

1.   Introduction

• Explain to the students that they will now have 30 minutes to play within the classroom.

2.    Whole-class Discussion

• Tell the students that they will be able to use any of the toys or materials that they have been using during their free play time to play with their classmates.

3.    Key concept to review:

• Associative play – unorganized play.

Assessment: 

• Observe and document how the children interact during associative play. Do they play alone, with one other child, or a group of children?

 

Lesson 4 – In which ways do the children mimic how other children play?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use parallel play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will participate in parallel play.

The students will play independently.

The students will mimic the play the teacher modeled.

Materials:

• Cars
• Trucks
• Ramps

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they will be following the type of play that will be demonstrated to them using the cars, trucks, and ramps.

2.    Whole-class Discussion

• Model for the students that they will be using the different cars and trucks to go up and down the ramps.

3.    Key concept to review:

• Parallel play – independent play that is similar to another’s play.

Assessment: 

• Observe and document how the children perform parallel play. Do they mimic the form of play modeled?

 

Lesson 5 – How do the children play together?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use cooperative play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will participate in cooperative play.

The students will play together in small groups with the same materials.

The students will communicate with the other children through conversations with one another.

Materials:

• Blocks
• Puzzles
• Dolls
• Magnets

Step-by-step sequence for the lesson:

1.    Introduction

• Explain to the students that they will be choosing which center they want to play at with a small group of children in their class. Together they will be playing with the materials in that center.

2.    Whole-class Discussion

• Tell the students that they are able to choose from the following four centers to play in; blocks, puzzles, dolls, and magnets.
• Have the children walk to the center that they choose and begin playing with the materials and other students in that center.

3.    Key concept to review:

• Cooperative play – a group of children playing together with the same chosen objects.

Assessment: 

• Observe and document how the children interact during cooperative play. How do they play together with the same objects?

 

Lesson 6 – How do the children interact while playing?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use dramatic play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will play together in the dramatic play area set up as a restaurant.

The students will communicate with one another through conversations.

The students will role play different situations that they have seen while in a restaurant.

Materials:

• Restaurant center
  • Child-size stove, sink, and refrigerator
  • Miscellaneous plastic food
  • Plastic dishes, silverware and cups
  • Child-size table and chairs
  • Menus
  • Paper
  • Pencils and Crayons

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they will be playing in the dramatic play center that has been turned into a classroom restaurant.
• Give examples of what the children can do within the restaurant center; cook, be a waitress/waiter, be the costumer, etc.

2.    Key concept to review:

• Dramatic play – a designated area where children are able to use their creativity and imagination to role play.

Assessment: 

• Observe and document how the children interact during dramatic play. How do the children communicate with one another and problem solve?

 

Lesson 7 – How do the children socialize while playing?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use sociodramatic play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will play together in the sociodramatic play area set up as a veterinary office.

The students will interact and communicate with one another through conversations.

The students will role play the duties of a veterinarian and customers bringing in their sick or injured pets.

Materials:

• Veterinary office
  • Stuffed animals
  • Doctor bag with materials:
    • Thermometer
    • Stethoscope
    • Blood pressure cuff
    • Syringe
    • Bandage
    • Child sized lab coats (White button-down shirts)
    • Clipboards
    • Paper
    • Pencils and crayons
    • Books about pets

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they will be playing in the sociodramatic play center that has been turned into a veterinary office.
• Give examples of what the children can do within the restaurant center; be the veterinarian, the veterinarian’s assistant, be the costumer, etc.

2.    Key concept to review:

• Sociodramatic play – a designated area where children are able to use their creativity and imagination to role play while incorporating some form of literacy.

Assessment: 

• Observe and document how the children interact during sociodramatic play. How do the children communicate with one another and problem solve?

 

Lesson 8 – How do the children work together?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use Readers Theater in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will participate in Readers Theater.

The students will work together to reenact the story from the book; If You Give a Mouse a Cookie by Laura Numeroff.

The students will interact and communicate with one another through the conversations and situations that occur in the story.

Materials:

• Children’s book; If You Give a Mouse a Cookie, by Laura Numeroff
• Mouse costume
• Props for retelling: cookie, milk, straw, napkin, mirror, scissors, broom, mop, blanket and pillow, picture book, paper and crayons, pen, and tape.

Step-by-step sequence for the lesson:

1.    Introduction

• Explain to the students that they will be participating in a Readers Theater where they are going to act out their favorite children’s book; If You Give a Mouse a Cookie, by Laura Numeroff.

2.    Whole-class Discussion

• As a class, decide which children want to be responsible for which part of the story, who wants to play the role of the mouse and of the little boy.
• Go over the story with the children and make sure they are all comfortable with their individual roles.
• Be the narrator and read the story as the students act out the scenes from the book.

3.    Key concept to review:

• Readers Theater – putting on a play, skit or performance reenacting a story book.

Assessment: 

• Observe and document how the children interact during Readers Theater. How do the students work together to retell the story?

Resources:

• Numeroff, Laura. If You Give a Mouse a Cookie, New York; HarperCollins, 2008.

 

Lesson 9 – In what ways do the children use inquiry while playing?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To demonstrate, observe and document how the students use constructive play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will participate in constructive play.

The students will work together to create a building out of blocks.

The students will communicate with the other children through conversations with one another.

Materials:

• Blocks

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they will be working together in a small group using blocks to construct one building.
• Tell the children they can create any kind of building they want. 

2.    Key concept to review:

• Constructive play – a group of children that work together to create something.

Assessment: 

• Observe and document how the children interact during constructive play. How do the children communicate with one another and problem solve?

 

Lesson 10 – Which forms of play do the children prefer?

Grade Level: Prekindergarten

Time:  30 minutes

Rationale:To observe and document how the students use free play in the classroom to interact with the other children.

Alignment of NYS Prekindergarten Standards to K-12 Common Core State Standards:

Reading Standards: Foundational Skills Prekindergarten

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

Phonological Awareness

2. Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).

Phonics and Word Recognition

3. Demonstrate emergent phonics and word analysis skills.

Fluency

4. Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).

Speaking and Listening Standards: Prekindergarten

Comprehension and Collaboration

1. With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.

2. With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3. With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

6. Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards: Prekindergarten

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Use knowledge of language and how language functions in different contexts

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.

5. With guidance and support, explore word relationships and nuances in word meanings.

6. With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Objectives:

The students will actively engage in one of the forms of play demonstrated during the allotted amount of free time.

The students will interact with the other children in the class through their forms of play.

The students will communicate with the other children through conversations with one another.

Materials:

• Blocks
• Puzzles
• Dolls
• Cars
• Books
• Magnets
• Paper
• Crayons

Step-by-step sequence for the lesson: 

1.    Introduction

• Explain to the students that they can have free play and are able to play with whatever toys or materials they want to in the classroom.

Assessment: 

• Observe, document and reflect on how the children interact during free play. Which types of play are most relevant?