Curriculum

This unit is designed to welcome students to a new year at The Friendship School. In this unit, students will learn the rules and routines of their classroom while building a community of learners. Students will engage in a variety of activities to foster their ability to form connections to peers and teachers while exploring learning and play activities. Students will be active participants in the formation of a Responsive Classroom community through interactive modeling, guided discovery, and the participation of morning meetings. 

At the end of this unit, students will be able to...

Engage in classroom rules and routines with prompting and support

Use classroom materials and supplies appropriately with prompting and support 

Develop trusting relationships with adults and peers

Participate in learning and play activities with peers and adults

Essential Questions

• How do I learn at school?
• How can I use tools and supplies at school?
• What rules do we follow at school?
• How can I be a friend?

Magnet Standards

Students will Notice Deeply by:

Observing and communicating details.

Making connections between observations and experiences.

Asking questions about observations and connections with adult support.

Students will Explore Boldly by:

Collaborating with peers and adults

Interacting with new environments and experiences

Expressing ideas and opinions about these explorations

Students will Create Joyfully by:

Engaging in creative, purposeful activities

Creating artifacts that demonstrate their learning

Reflecting on and recognizing their accomplishments

Magnet Connection

This unit focuses on introducing our instructional framework of Notice Deeply, Explore Boldly, and Create Joyfully into the daily practices and routines of school. As students explore new spaces, topics, and expectations they will be doing so through the lens of museum thinking.  Through practices such as guided discovery, students will observe and notice new tools, explore what they can do with the tools, and then use this new learning to create with the tools. 

Students will also explore the school setting as a museum and how their behavior is a key part of making the school museum successful. As students build class rules and routines they are learning how to work together to help everyone learn successfully in a museum setting. 

Literacy

• Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts (L.60.4)
• Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs) (L.60.5)
• Use an increasing variety and specificity of accepted works for objects, actions and attributes encountered in both real and symbolic contexts (L.60.8)
• Initiate, maintain and end conversations by repeating what the other person says and/or by asking questions (L.60.9)
• Know how print is read (e.g., left to right, top to bottom, front to back or according to convention of home language) (L.60.15) 

Cognition

• Model or teach peers how to use materials or complete a task (C.60.6)
• Hold in mind the topic of group discussion and contribute personal experience (e.g., when talking about something that is broken says, "My mom used a screwdriver to fix our shelf." ) (C.60.18)
• Typically resists impulses and can wait longer to respond in more structured settings (e.g., at a restaurant, in circle time in preschool) (C.60.20)

Social Emotional

• Recall and follow daily routines with little support, including adapting to changes in rules and routines (SE.60.7)
• Demonstrate increased confidence and a willingness to take risks when attempting new tasks and making decisions regarding activities and materials (SE.60.13)

Social Studies

• Demonstrate understanding of the reasons for rules and laws in the home, cultural community and/or classroom (SS.60.3)
• demonstrate awareness that people have a responsibility to take care of the environment (classroom) through active participation (SS.60.4)
• Demonstrate an understanding of why certain responsibilities are important and participate in fulfilling responsibilities at home, classroom or community (SS.60.6)

 

Literacy

Interactive Read Alouds:

How Do I sit on the Carpet?

1 Turn and Talk Lesson

2 Turn and Talk Lesson

3 Turn and Talk Lesson

4 Turn and Talk Lesson

Lola Goes to School

My Preschool

Know and Follow the Rules

Safe at School

All Are Welcome

Show Respect

Shared Reading:

The Friendship School Alphabet (Poem)

Museum Studies

Museum Lessons:

Routines

Launch

School Tour

Guided Discovery

Interactive Modeling

Creating Rules Part 1

Creating Rules Part 2

Creating Rules Part 3

Creating Rules Part 4

School Rules Lesson

Creating Rules Part 5

Baking up a Good Friend

Show Respect

Vocabulary

Key Words:

turn: to move in a different direction

talk: to share your thinking using your voice

listen: to hear someone's words when they talk

school: place where kids go to learn

teacher: one whose job is teaching; the person who leads the classroom

friend: a person you know and like to be with

rules: a direction that tells us how to act or behave

follow: to understand; to pay attention to closely

directions: information on which way to go or how to do something

safe: free from the risk of harm

welcome: to invite others and be happy people are here; accepting other people

community: a group of people working together

routines: a routine, rarely-changing activity

journal: a collection of our thoughts, feelings, and what we have learned in a book

expectations: something that is certain to happen

 

This unit is designed to introduce the concept of a museum and how our school is a museum. In this unit, students will learn to define a museum and tell why people visit museums. Students will learn about the rules and expectations for behavior in a museum and will replicate these behaviors around our school. Students will also learn the magnet standards: notice deeply, explore boldly, and create joyfully and use these standards in a variety of learning activities in this unit and beyond. 

At the end of this unit, students will be able to...

• Describe a museum and why you might visit one.
• Demonstrate Museum Behaviors with prompting.
• Explore and create different collections.
• Demonstrate museum thinking as they notice deeply, explore boldly, and learn creatively.

Essential Questions

• What is a museum and why is it important?
• Who do people go to a museum?
• How do I behave at a museum?
• How does a museum thinking (notice, explore, create) help me learn?

Magnet Standards

Students will Notice Deeply by:

• Observing and communicating details.
• Making connections between observations and experiences.
• Asking questions about observations and connections with adult support.

Students will Explore Boldly by:

• Collaborating with peers and adults.
• Interacting with new environments and experiences.
• Expressing ideas and opinions about these explorations. 

Students will Create Joyfully by:

• Engaging in creative, purposeful activities.
• Creating artifacts that demonstrate their learning.
• Reflecting on and recognizing their accomplishments.

Magnet Connection

This unit focuses on introducing our magnet standards of Notice Deeply, Explore Boldly, and Create Joyfully into a unit of study. Students will participate in a variety of activities to learn about museums and view these experiences through the lens of museum thinking. Students will be introduced to museum behavior and will replicate these behaviors around our school as a museum. These behaviors include: quiet voices, walking feet, calm bodies, focusing eyes, thinking brains, and caring hearts. Students will also create their first museum exhibit and each student will contribute an artifact to the classroom or team exhibit. The school community will then enjoy exploring the different exhibits throughout the hallways of our museum school. 

Literacy

• Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts (L.60.4)
• Use more complex words learned through books and personal experiences (L.60.5)
• Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts (L.60.8)

Social Studies

• Demonstrate an understanding of the reasons for rules and laws in the home, cultural community and/or classroom (SS.60.3)

Cognition

• Hold in mind the topic of group discussion and contribute personal experience (C.60.18)
• Social Emotional
• Show pride in accomplishments and abilities (SE.60.14)

Literacy

Interactive Read Alouds:

• A Visit to the Museum
• Meet Me at the Art Museum
• Noelle Goes to the Museum
• The Museum
• Mee at the Museum

Shared Reading:

• N/A

Museums Studies

Museum Lessons:

• Launch: Museums
• Virtual Expedition
• This or That Notice
• This or That Explore
• This or That Create
• The Museum
• Museum Behavior
• TFS Expedition

Vocabulary

Key Words:

Museum: a building where collections of the things are shown to the public; a place to see and learn about a collection of things

Exhibits: a collections of the things that are on display for many people to look at and interact with

Notice: look closely; observe 

Explore: to understand by examining carefully; to interact with a goal to learn more

Create: to make or do something new or with imagination

Learn: to get to know; gain knowledge
Museum behavior: the expectation of how to act when in a museum

This unit is designed to welcome students to their first year at the Friendship School. In this unit students will explore what it means to come to
school. Students will learn about the people in their classroom as well as the rules and routines followed at school. Students will begin to build
relationships with adults and peers while participating in learning and play activities. Students will be active participants in the formation of a
Responsive Classroom community through interactive modeling, guided discovery, and the participation of morning meeting.

At the end of this unit, students will be able to...
● Engage in classroom rules and routines with prompting and support
● Use classroom materials and supplies appropriately with prompting and support
● Develop trusting relationships with adults and peers
● Participate in learning and play activities with peers and adults

Essential Questions

• What is a school?
• What do we use at school? (tools and supplies)
• What are the rules at school?
• How can I make friends at school?

Magnet Standards

Students will Notice Deeply by:

• Observing and communicating details.
• Making connections between observations and experiences.
• Asking questions about observations and connections with adult support

Students will Explore Boldy by:

• Collaborating with peers and adults
• Interacting with new environments and experiences
• Expressing ideas and opinions about these explorations

Students will Create Joyfully by:

• Engaging in creative, purposeful activities
• Creating artifacts that demonstrate their learning
• Reflecting on and recognizing their accomplishments

Magnet Connection

This unit focuses on introducing our instructional framework of Notice Deeply, Explore Boldy, and Create Joyfully into the daily practices and routines of school. As students explore new spaces, topics, and expectations they will be doing so through the lends of museum thinking. Through practices such as guided discovery, students will observe and notice new tools, explore what they can do with the tools, and then use this new learning to create with the tools. 

Students will also explore the school setting as a museum and how their behavior is a key part of making the school museum successful. As students build class rules and routines they are learning hot to work together to help everyone learn successfully in a museum setting.

Literacy

• Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or jog) (L.48.5)

Social Emotional

• With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine) (SE.48.4)
• Interact with a variety of children in the program (SE.48.14)

Cognition

• Seek out new challenges and novel experiences (C.48.3)
• Help and cooperate in group (C.48.5)
• With adult reminders can briefly inhibit initial response (e.g., stop imitating inappropriate behaviors of peers, wait turn to respond to question or prompt in group setting) (C.48.18)

Social Studies

• Demonstrating an understanding of some reasons for basic rules in the home, cultural community and/or classroom (SS>48.4)
• Understand the use of tools, including technology, for a variety of purposes (SS.48.10)

 

Literacy

Interactive Read Alouds

• How Do I sit on the Carpet?
• 1 Raising Hands to Talk
• 2 Raising Hands to Talk
• 3 Raising Hands to Talk
• Noah Goes to Preschool IRA Content
• Rosie Goes to Preschool IRA Oral Language
• Mining Goes to School IRA Oral Language
• Llama Llama Times to Share IRA Content

Shared Reading

• Here We Sit Together Shared Reading

Museum Studies

Museum Lessons

• Routines
• LAUNCH
• Going to School 
• School Tour (optional)
• Guided Discovery
• Interactive Modeling
• Travel Journals
• Classroom Rules
• School Rules
• Let's Be Friends
• Sharing and Taking Turns
• Show Respect

Vocabulary

Key Words

• teacher: one whose job is teaching; the person who leads the classroom
• student: a person who goes to school
• preschool: a school for children who are 3 and 4 years old
• school: a place where a person lives
• learn: to find out about; gain knowledge
• friend: a person you know and like to be with
• home: a place where a person lives
• journal: a collection of our thoughts, feelings, and what we have learned in a book
• picture: a drawing
• safe: careful, free from the risk of harm
• learn: to find out and know something
• rules: things that tell you what you may or may not do

This unit is designed to introduce the concept of a museum and how our school is a museum. In this unit students will learn to tell about museums
and what people do while visiting museums. Students will learn about the rules and expectations for behavior in a museum and will practice these
behaviors around our school. Students will also learn the magnet standards: notice deeply, explore boldly, and create joyfully. Students will use
these standards in a variety of learning activities in this unit and beyond.

At the end of this unit, students will be able to...
● Describe a museum and why you might visit one.
● Demonstrate Museum Behaviors with prompting
● Explore and add to a collection of things
● Demonstrate museum thinking as they notice deeply, explore boldly, and learn creatively

Essential Questions

• What is a museum?
• What can I do at a museum?
• How do I act at a museum?
• How can I use museum thinking to notice, explore and create?

Magnet Standards

Students will Notice Deeply by:
● Observing and communicating details.
● Making connections between observations and experiences.
● Asking questions about observations and connections with adult support.
 

Students will Explore Boldy by:
● Collaborating with peers and adults
● Interacting with new environments and experiences
● Expressing ideas and opinions about these explorations
 

Students will Create Joyfully by:
● Engaging in creative, purposeful activities
● Creating artifacts that demonstrate their learning
● Reflecting on and recognizing their accomplishments

Magnet Connection

This unit focuses on introducing our magnet standards of Notice Deeply, Explore Boldly, and Create Joyfully into a unit of
study. Students will participate in a variety of activities to learn about museums and begin to view these experiences through
the lens of museum thinking. Students will be introduced to museum behavior and will practice these behaviors around our
school as a museum. These behaviors include: quiet voices, walking feet, calm bodies, focusing eyes, thinking brains, and
caring hearts. Students will also create their first museum exhibit and each student will contribute an artifact to the
classroom exhibit. The school community will then enjoy exploring the different exhibits throughout the hallways of our
museum school.

Literacy

• Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or job) (L.48.5)

Social Studies

• Demonstrate an understanding of some reasons for basic rules in the home, cultural community and/or classroom (SS.48.4)

Cognition

• Engage in and complete learning activities with peers (C.48.4)

Social Emotional

• Interact with a variety of children in the program (ES.48.14)

Literacy

Interactive Read Aloud

• A Day at the Children's Museum IRA Oral Language
• Going to a Museum IRA Content
• Maisy Goes to the Museum IRA Oral Language
• Museum ABC IRA Oral Language
• Me at the Museum IRA Content

Shared Reading

• N/A

Museum Studies

Museum Lessons

• LAUNCH: Museum
• Collection of Things
• My Museum
• Exhibit Creation
• NOTICE, Explore, Create
• Notice, EXPLORE, Create
• Notice, Explore, CREATE
• Museum Behavior
• TFS Expedition

Vocabulary

Key Words

• museum: a building where collections of things are shown to the public; a place to see and learn about a collection of things
• exhibits: a collection of things that are on display for many people to look at and interact with
• learn: to find out about
• notice: observe or see something
• explore: to understand by examining carefully; to interact with a goal to learn more
• creative: to make or do something new or what imagination
• museum behavior: the expectation of how to act when in a museum

Dates	Days	-2(3/4 year old students)	-1(4/5 year old students)
8/29-8/30	2 half days	First two days of school!	First two days of school!
9/3-9/27	19	Welcome to School!	Welcome to School!
9/30-10/11	10	Me and the Museum	Me and the Museum
10/15-11/8	19	All About Me and My Family/ How We Express Ourselves	All About Me and My Family/ Let's Be Healthy
11/12-12/13	22	How We Express Ourselves/ All About Me and My Family	Let's Be Healthy/ All About Me and My Family
12/16-12/20	5	Open Inquiry	Open Inquiry
1/2-1/3	2	Welcome Back	Welcome Back
1/6-1/31	19	School Community/ Community Helpers	Friendship/ Town Community
2/3-2/28	18	Community Helpers/ School Community	Town Community/ Friendship
3/3-3/15	10	Open Inquiry	Open Inquiry
3/17-4/11	20	Exploring the Seasons/ Animal Life Cycles	Plant Life Cycles/ Exploring Our Senses
4/21-4/20	20	Animal Life Cycles/ Exploring the Seasons	Exploring Our Senses/ Plant Life Cycles
5/19-6/6	14	Open Inquiry	Open Inquiry
6/9-6/11	3	Wrap Up the Year!	Wrap Up the Year!

 

Program	-2 (3/4 year old)	Min	-1 (4/5 year old)	Min
Classroom Community	Responsive Classroom	15/5	Responsive Classroom	20/5
Essentials	Library, Music, Art, PE	35/4	Library, Music, Art, PE	35/4
Program	NESS	35/1	NESS	35/1
Recess/Lunch	Recess/Lunch	60/5	Recess/Lunch	60/5
Rest	Rest Time	60/5	Rest Time	45/5
Social-Emotional Learning	Second Step	10/5	Second Step	10/5
Math	Bridges-Number Corner and Calendar	15/5	Bridges-Number Corner, Calendar, Story Collection, Work Stations	20/5
Phonemic Awareness	Heggerty Teal	10/3	Heggerty Purple	15/3
Phonics	Get Set for School (Learning Without Tears)	10/3	Foundations Pre-K	15/3
Read Aloud	Read Aloud (Oral Language, literacy, Enjoyment, Museum)	15/5	Read Aloud (Oral Language, Literacy, Enjoyment, Museum)	15/5
Museum	Magnet Mini-Lesson	15/3	Magnet Mini-Lesson	15/3
Daily Minutes Breakdown	School Day Minutes/Instructional and Scheduled Minutes/ Unscheduled Minutes	345/245/100	School Day Minutes/ Instructional and Scheduled Minutes/ Unscheduled Minutes	345/250/95

 

SEL Assessment	e-DECA (3 times per year)		e-DECA (3 times per year)
Literacy Assessment	PELI (2 times per year)		PELI (3 times per year)
Math Assessment	Prepositional Phrases (2 times per year) Math Inventory (3 times per year)		Prepositional Phrases (2 times per year) Math Inventory (3 times per year)