Nevada Pre-Kindergarten Standards

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Content Standard H1: People, Cultures, and Civilizations Indicator H=History H1.PK.1 Children begin to complete simple tasks together. H1.K.1 Discuss the importance of working together to complete tasks. H1.PK.2 Be exposed to stories of family members, local residents, and prominent figures. H1.K.2 Listen to stories of family members, local residents, and prominent figures to highlight the human experience. H1.PK.3 Share information about their family practices, customs, and culture H1.K.3 Listen to stories of people and families around the world. Content Standard H2: Nation Building & Development Indicator H=History H2.PK.1 Begin to recognize that problems can occur in groups. H2.K.1 Identify problems that occur when people live and work together. Content Standard H3: Social Responsibility & Change Indicator H=History H3.PK.1 Begin to understand that differences exist between home and school. H3.K.1 Recognize differences between home and school. Social Studies/Social Emotional Pre-Kindergarten Standards: Social Studies/Social Emotional Examples: Children will/may... Work together to complete a task (e.g., cleaning up the classroom or working on a project together). Begin to become familiar with diverse family practices, customs and cultures. Be aware of some local and community people and events. Want to share information about their family practices, customs, and culture. Bring in materials to share with the class about their family’s culture. Examples: Children will/may... Understand that conflicts happen between people. Be able to discuss the reason behind conflicts. Examples: Children will/may... Understand that there are different rules and expectations for school and home. Discuss and understand how important it is to work together. Supportive Practice: Practitioner/Adult will… Discuss characters in books, talk about feelings of the characters, similarities and differences in appearances, etc., Read books and listen to music that represents a variety of cultures and traditions. Model kindness and caring for all people. Invite community members or other speakers to share their culture with the children. Provide children with opportunities to experience other cultures through speakers, activities, music, books, and food. Supportive Practice: Practitioner/Adult will… Model kindness and caring for all people. Provide children with opportunities to solve problems through discussion and other appropriate techniques. Supportive Practice: Practitioner/Adult will… Provide children with opportunities to discuss and understand differences between home and school (e.g., rules, food, and nap time). 43
See Social Emotional 1.0: Self-confidence; 4.0 Interactions with Other Children and Adults; 5.0 Pro-social behaviors) H3.K.2 Describe the importance of working together to complete tasks. H3.K.3 Identify the occupations of people in their school. H3.K.4 Demonstrate respect for each other in the classroom and school. H3.K.5 Share those events that are important to the students and their families Content Standard G5: The World in Spatial Terms Indicator G=Geography G5.PK.1 Identify direction and location (e.g., up/down and above/below). G5.K.1 Recognize that a globe is a representation of Earth, and use of vocabulary related to direction and location (i.e., up/down, left/right, near/far and above/beyond). Content Standard G6: Places & Regions Indicator G=Geography G6.PK.1 Identify different areas of the classroom and home. G6.K.1 Identify areas that have different purposes in the home (i.e., kitchen, bedroom) or in the classroom (i.e., exit door, teacher desk). Social Studies/Social Emotional Recognize the different jobs that everyone has at their school. Show respect for themselves and others. Examples: Children will/may... Identify direction and location (e.g., up/down, above/below). Ask many questions about what he/she sees and finds. Move in directions by a command (e.g., forward, backward, sideways, left, right). Identify and locate familiar places. Make roads for toy trucks, bikes, or cars. Examples: Children will/may... Learn the name of his/her own city or town. Give information about where he/she lives. Model the importance of working together to accomplish a task (e.g., building a structure from blocks, cleaning up the classroom). Discuss the various jobs that everyone has at the school. Encourage parents and families to participate in the classroom. Model respect, tolerance and kindness in the classroom. Supportive Practice: Practitioner/Adult will… Allow children to climb, run, jump, and roll to physically experience space. Play games such as “Simon Says” and “Mother May I” to help children move in various directions. Use positional and directional words like “above” and “below”, or “left” and “right.” Use words that describe color, size, shape, etc. Read and use maps and globes. Provide maps and discuss routes for trips. Supportive Practice: Practitioner/Adult will… Discuss the city, state, and country where your family lives in relation to other people. Allow many opportunities for children to explore environments. 44
Page 1 and 2: Nevada Pre-Kindergarten Standards R
Page 3 and 4: TABLE OF CONTENTS Acknowledgements
Page 5 and 6: Keith Allred, Nevada Department of
Page 7 and 8: Nevada Pre-Kindergarten Content Sta
Page 9 and 10: History of the Nevada Pre-K Standar
Page 11 and 12: 4. Each Child is an Individual lear
Page 13 and 14: Common Core Standards This is a sta
Page 16 and 17: Professional Development System The
Page 18 and 19: Researchers at the Early Childhood
Page 20 and 21: Low Teacher-Child Ratios and Small
Page 22 and 23: Early Learning & Pre-Kindergarten S
Page 24 and 25: Content Standard 1.0: Numbers, Numb
Page 26 and 27: Content Standard 4.0: Spatial Relat
Page 28 and 29: Science Introduction Pre-Kindergart
Page 30 and 31: E.PK.2 Observe and identify water i
Page 32 and 33: L.PK.6 Identify animals and their h
Page 34 and 35: Content Standard 1.0: Word Analysis
Page 36 and 37: 3.PK.5 Listen and respond to rhythm
Page 38 and 39: 5.PK.2a Experiment with beginning t
Page 40 and 41: Content Standard 7.0: Listening Ind
Page 42 and 43: 8.PK.5 Use language to repeat simpl
Page 46 and 47: G6.PK.2 Begin to recognize characte
Page 48 and 49: Content Standard C13: Citizenship a
Page 50 and 51: Content Standard 3.0: Identificatio
Page 52 and 53: Social Studies/Social Emotional Act
Page 54 and 55: Pre-Kindergarten Standards: Creativ
Page 56 and 57: Content Standard 1.0: Music and Mov
Page 62 and 63: Content Standard 3.0: Dramatic Play
Page 64 and 65: Content Standard 2.0: Visual Arts -
Page 66 and 67: Content Standard 6.0: Visual Arts -
Page 68 and 69: Physical Development & Health Intro
Page 70 and 71: Content Standard 1.0: Development o
Page 72 and 73: Content Standard 4.0: Health Enhanc
Page 74 and 75: Content Standard 1.0: Core Concepts
Page 76 and 77: Content Standard 5.0: Interpersonal
Page 78 and 79: Nevada Grades K-12 Content and Comm
Page 80 and 81: Organisms and Their Environment L2C
Page 82 and 83: 4.0 Students understand the visual
Page 84 and 85: Criteria: A physical characteristic
Page 86 and 87: Number: A unit belonging to a mathe
Page 88 and 89: BILINGUAL RESOURCES APPENDIX Bredek
Page 90 and 91: www.naeyc.org (see Position Stateme
Page 92 and 93: Gonzalez-Mena, J. (2001). Multicult
Page 94 and 95:
www.teachersandfamilies.com/open/ps
Page 96 and 97:
Brewer, JoAnn. Introduction to Earl
Page 98 and 99:
Myrick W. M. (2007). Problem Solvin
Page 100 and 101:
Ogbu, J. U. (1992). Understanding c
Page 102:
National Association for the Educat
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Nevada Pre-Kindergarten Standards

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