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Teacher Guide p. 402-403 - Story TimeTeacher Guide p. 406 - Story TimeRI9 CCR Anchor StandardAnalyze how two or more texts address similar themes or topics in order to build knowledge orto compare the approaches the authors take.Utah StandardStarfall Curriculum Alignment9. With prompting and support, participate indiscussions to identify the similarities anddifferences between two texts on the sametopic.Teacher Guide p. 406 S tory TimeTeacher Guide p. 464 - Library CenterTeacher Guide p. 512 - Library CenterRI10 CCR Anchor StandardRead and comprehend complex literary and informational texts independently and proficiently.Utah StandardStarfall Curriculum Alignment10. With modeling and support, activelyengage in group reading activities withpurpose and understanding.Teacher Guide p. 465 - Dramatic Play CenterTeacher Guide p. 465 Construction CenterTeacher Guide p. 472 - S tory TimeTeacher Guide p. 473 Morning Meeting: BigMachinesReading: Foundational SkillsRF1Demonstrate understanding of the organization and basic features of print.Utah StandardStarfall Curriculum Alignment1. With guidance and support, recognize printin everyday life, such as numbers, letters,one’s name, words, familiar logos and signs.Teacher Guide p. 43 C ircle Timea. Recognize that print is read from top tobottom and left to right.Teacher Guide p. 113 Circle Time: List Bb words,ASL BbTeacher Guide pp. 134 - 135 - Introduce TtTeacher Guide p. 185- G athering8

b. Recognize that spoken words arerepresented in written language.c. Understand that letters are grouped to formwords.d. Recognize some alphabet letters.e. Recognize print in everyday life (e.g.,numbers, letters, one’s name, words, familiarlogos, and environmental print).Teacher Guide p. 277 L ibrary CenterTeacher Guide p. 336 - Circle Time - ReviewBeginning SoundsTeacher Guide p. 354 - Small Group &ExplorationTeacher Guide p. 563 C ircle Time - Introduce Jj,List Jj Words, ASL JjRF2Demonstrate understanding of spoken words and sounds (phonemes).Utah StandardStarfall Curriculum Alignment2. With guidance and support, identify anddiscriminate between sounds (phonemes) inspoken language, such as attention tobeginning and ending sounds (phonemes) ofwords.a. Begin to supply rhyming words in familiarsongs/ jingles and orally match words thatrhyme.b. Identify and separate syllables (word parts)in words.c. Identify words by syllables, beginningsounds, or individual sounds.d. Recognize initial and final sound of words.Teacher Guide p. 89-G atheringTeacher Guide p. 117 - Circle Time - IntroduceFinal /b/Teacher Guide p. 328 - C ircle Time - Introduce /e/Teacher Guide p. 336 Circle Time - ReviewBeginning SoundsTeacher Guide p. 339 - Circle Timee. With modeling and support, identifyindividual phonemes (e.g., /d/, /s/, /t/).RF3Know and apply grade-level phonics and word analysis skills in decoding words.Utah StandardStarfall Curriculum Alignment3. With guidance and support, recognize thatwords are made up of letters and theirTeacher Guide p. 80 - Circle TimeTeacher Guide p. 110-111 C ircle Time9

sounds.a. Begin to associate names of letters withsounds of the alphabet (e.g., initial sound ofown name).Teacher Guide p. 243 - Small Group &ExplorationTeacher Guide p. 308 - L ist Cc Words, ASL CcTeacher Guide p. 369 - Writing Centerb. (Begins in kindergarten section.)c. Begin to recognize some words that areseen frequently.d. Distinguish between letters and words thatare the same or different.Teacher Guide p. 394 - I ntroduce /d/Teacher Guide p. 399 - Introduce Dd, List DdWords, ASL DdTeacher Guide p. 585 - Circle Time/Match Letterand Picture CardsWritingW1 CCCR Anchor StandardWrite arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.Utah StandardStarfall Curriculum Alignment1. Use a combination of drawing, dictating,scribbling, approximating letters, and usingknown letters to represent and share feelingsand ideas about a topic.Teacher Guide p. 85 - Small Group andExplorationTeacher Guide p. 226 - L ibrary CenterTeacher Guide p. 265 - Story TimeTeacher Guide p. 325 - Writing CenterTeacher Guide p. 390 - Art CenterTeacher Guide p. 416 - Writing CenterTeacher Guide p. 515 - Morning Meeting: ThingsWe Can DoW2 CCCR Anchor StandardWrite informative/explanatory texts to examine and convey complex ideas and informationclearly and accurately through the effective selection, organization, and analysis of content.Utah StandardStarfall Curriculum Alignment2. With modeling and support, use acombination of drawing, dictating, scribbling,Teacher Guide p. 111 - Small Group &Exploration10

approximating letters, invented spelling, andusing known letters to extend learning abouta topic.Teacher Guide p. 332 - Small Group &ExplorationTeacher Guide p. 351 - Small Group &ExplorationW3 CCR Anchor StandardWrite narratives to develop real or imagined experiences or events using effective technique,well-chosen details, and well-structured event sequences.Utah StandardStarfall Curriculum Alignment3. With modeling and support, use acombination of drawing, dictating, scribbling,approximating letters, and using knownletters to describe parts of a story (e.g.,characters, setting, sequence of events).Teacher Guide p. 179 - Writing CenterTeacher Guide p. 240 - Small Group &ExplorationTeacher Guide p. 455 - Small Group &ExplorationW5 CCR Anchor StandardDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach.Utah StandardStarfall Curriculum Alignment5. With modeling, guidance, and support fromadults, review drawing, dictation ordevelopmentally appropriate writing.Teacher Guide p. 325 - Writing Centera. Demonstrate an ability to listen anddiscuss drawing, dictation or developmentallyappropriate writing.Teacher Guide p. 498 - Small Group &Explorationb. Respond to others and answer questionsabout drawing, dictation and/or writing.c. Start to produce writing that is legible,including the conventional formation of someupper- and lowercase manuscript letters,including those in own name.Teacher Guide p. 416 - Writing CenterTeacher Guide p. 501 - Small Group &ExplorationTeacher Guide p. 545 - Small Group &Exploration11

W6 CCR Anchor StandardUse technology, including the Internet, to produce and publish writing and to interact andcollaborate with others.Utah StandardStarfall Curriculum Alignment6. Use a variety of writing/drawing tools andforms (e.g., notes, labels, letters, signs,stories, tape recorder, and computer) tocreate and share ideas.Teacher Guide p. 51 - Writing CenterTeacher Guide p. 127 - Writing CenterTeacher Guide p. 369 - Writing CenterTeacher Guide p. 514 - Writing CenterStarfall.com: Let’s Make a CalendarStarfall.com: Be My ValentineW7 CCR Anchor StandardConduct short, as well as more sustained, research projects based on focused questions,demonstrating understanding of the subject under investigation.Utah StandardStarfall Curriculum Alignment7. With guidance and support, participate ingroup activities that use developmentallyappropriate writing to represent knowledgeand/or opinion on a topic.Teacher Guide p. 259 - Story TimeTeacher Guide p. 400 - Small Group & ExplorationTeacher Guide p. 416 - W riting CenterTeacher Guide p. 501 S mall Group & ExplorationW8 CCR Anchor StandardGather relevant information from multiple print and digital sources, assess the credibility andaccuracy of each source, and integrate the information while avoiding plagiarism.Utah StandardStarfall Curriculum Alignment8. With guidance and support, recallinformation from provided sources (e.g.,books, videos, pictures) to answer aquestion.Teacher Guide pp. 107 - 108 - Story TimeTeacher Guide pp. 183 - 184 - Story TimeTeacher Guide p. 395 - Story TimeTeacher Guide p. 545 - Small Group &Exploration12

Speaking & ListeningSL1 CCR Anchor StandardPrepare for and participate effectively in a range of conversations and collaborations withdiverse partners, building on others’ ideas and expressing their own clearly and persuasively.Utah StandardStarfall Curriculum Alignment1. Engage in conversations with peers andadults in small and larger groups, by talkingabout pictures, topics, and text.Teacher Guide p. 13 - Circle Timea. Use rules for discussions (e.g., listening toothers and taking turns speaking about thepicture, topics, and text).Teacher Guide pp. 229 - 230 - Morning Meeting:Safety: Inside School and On the Playgroundb. Take multiple turns during conversations.Teacher Guide p. 114 - Story TimeTeacher Guide p. 567 - Story TimeSL2 CCR Anchor StandardIntegrate and evaluate information presented in diverse media and formats, including visually,quantitatively, and orally.Utah StandardStarfall Curriculum Alignment2. With guidance and support, ask andanswer questions and make comments aboutprint material, oral information, and othermedia (e.g., ask questions using where,when, why, and how).Teacher Guide p. 401 - Introduce Ocean AnimalsTeacher Guide p. 515 - Morning Meeting: ThingsWe Can DoTeacher Guide p. 559 - Morning Meeting:Growing and ChangingTeacher Guide p. 586 - Story TimeSL3 CCR Anchor StandardEvaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Utah StandardStarfall Curriculum Alignment3. With guidance and support, ask andanswer questions to seek help or to learnmore.Teacher Guide p. 135 - Story TimeTeacher Guide p. 259 - Small Group &ExplorationTeacher Guide p. 383 - Morning Meeting: ReviewPets, Farm Animals, and Wild Animals13

Teacher Guide p. 395 - Story TimeTeacher Guide p. 525 - Morning Meeting:Determine Living and NonlivingSL4 CCR Anchor StandardPresent information, findings, and supporting evidence such that listeners can follow the line ofreasoning and the organization, development, and style are appropriate to task, purpose, andaudience.Utah StandardStarfall Curriculum Alignment4. With prompting and support, describefamiliar people, places, things, and eventsTeacher Guide pp. 129 - 130 - IntroduceNeighbors and CommunityTeacher Guide pp. 237 - 238 - Morning Meeting:Safety: Tub and Shower and At the PoolTeacher Guide p. 327 - Morning Meeting: PetsTeacher Guide p. 374 - M orning Meeting:Compare and Contrast HabitatsSL5 CCR Anchor StandardMake strategic use of digital media and visual displays of data to express information andenhance understanding of presentations.Utah StandardStarfall Curriculum Alignment5. With prompting and support, recognize thatobjects, symbols, and pictures can provideadditional detail.Teacher Guide pp. 36 - 37 - Analyze the SpiceGraphTeacher Guide p. 56 - Small Group & Exploration Teacher Guide p. 135 - Story TimeTeacher Guide p. 562 - Introduce the ButterflyLife Cycle14

SL6 CCR Anchor StandardAdapt speech to a variety of contexts and communicative tasks, demonstrating command offormal English when indicated or appropriate.Utah StandardStarfall Curriculum Alignment6. Speak audibly and express thoughts,feelings, and ideas clearly.Teacher Guide p. 16 - Circle TimeTeacher Guide p. 214 - Story TimeTeacher Guide p. 404 - Ocean MuralTeacher Guide p. 431 - “ My Turn, Your Turn” LanguageL1 CCR Anchor StandardDemonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.Utah StandardStarfall Curriculum Alignment1. Demonstrate command of the conventionsof standard English grammar and usagewhen writing or speaking.a. Print some letters of the alphabet,including those in own name.Teacher Guide p. 77 - W riting Centerb. Use frequently occurring nouns and verbs.Teacher Guide p. 259 - Small Group &Explorationc. Orally use singular and plural nouns, (e.g.,bird, birds; house, houses; tree, trees).Teacher Guide p. 335 - Small Group &Explorationd. Respond to and ask questions (e.g., who,what, where, when, why, and how).Teacher Guide p. 347 - W riting CenterTeacher Guide p. 514 - Writing Centere. Use common prepositions (e.g., to, from,in, out, on, off, for, of, by, with).f. Speak in sentences of varying lengths andcomplexity to communicate ideas.15

L2 CCR Anchor StandardDemonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.Utah StandardStarfall Curriculum Alignment2. Demonstrate command of the conventionsof standard English capitalization,punctuation, and spelling when writing.a. Recognize that there are upper and lowercase letters.b. (Begins in kindergarten.)c. (Begins in kindergarten.)Teacher Guide p. 103 - W riting CenterTeacher Guide p. 136 S mall Group & ExplorationTeacher Guide p. 547 - Circle Timed. With modeling and support, identifyindividual phonemes (e.g., /d/, /s/, /t/).L4 CCR Anchor StandardDetermine or clarify the meaning of unknown and multiple-meaning words and phrases by usingcontext clues, analyzing meaningful word parts, and consulting general and specializedreference materials, as appropriate.Utah StandardStarfall Curriculum Alignment4. With prompting and support, clarify themeaning of unknown and multiple meaningwords and phrases.a. With prompting and support, connect newvocabulary with known words andexperiences.b. With prompting and support, use someknown inflections and affixes with familiarwords (e.g., -ed, -s, re-, un-, pre-, -ful, -less).Teacher Guide pp. 16-17 - Story TimeTeacher Guide pp. 59 - 60 - StoryTimeTeacher Guide pp. 78 - 79 - Morning Meeting:Introduce Red and OrangeTeacher Guide pp. 131 - 132 S tory Time16

L5 CCR Anchor StandardDemonstrate understand of figurative language, word relationships, and nuances in wordmeanings.Utah StandardStarfall Curriculum Alignment5. With guidance and support, explore wordrelationships and nuances in word meanings.a. Discuss commonalities and differencesand sort objects (e.g., shapes, foods).b. Compare commonalities and differencesby identifying opposites using descriptivewords (e.g., big/little, short/ long, large/small,happy/sad).c. Access prior knowledge and experiencesto identify connections between words andtheir applications to real life.d. Distinguish shades of meaning amongverbs describing the same general actionthrough creative or dramatic play, (e.g.,whisper, speak, and yell).Teacher Guide pp. 18-19 - Morning Meeting:What’s the WeatherTeacher Guide p. 77 - Math CenterTeacher Guide p. 236 - Small Group &ExplorationTeacher Guide p. 361 - Small Group &ExplorationTeacher Guide p. 514 - Math CenterTeacher Guide p. 523 - Story TimeL6 CCCR Anchor StandardAcquire and use accurately a range of general academic and domain-specific words andphrases sufficient for reading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gathering vocabulary knowledge whenencountering an unknown term important to comprehension or expression.Utah StandardStarfall Curriculum Alignment6. With prompting and support, use wordsand phrases acquired through conversations,reading and being read to, and responding totexts.Teacher Guide p. 70 - Circle TimeTeacher Guide p. 245 - Story TimeTeacher Guide p. 373 - Story Time17

MathematicsCOUNTING AND CARDINALITY (CC)Cluster: Know number names and count sequence.Utah StandardsStarfall Curriculum Alignment1. Begin to count to 20 by ones.Teacher Guide p. 12 - GatheringTeacher Guide pp. 205-206 - Morning Meeting:Let’s Stay HealthyTeacher Guide p. 514 - Math Center2. in the sequence of 1–10, understand thatnumbers come “before” or “after” oneanother.Teacher Guide p. 37 - Circle TimeTeacher Guide p.42 - G atheringTeacher Guide p. 307- M orning Meeting: TheStars3. Count a number of objects 0–10 andassociate with a written numeral.Teacher Guide p. 81 - Small Group andExplorationTeacher Guide p. 180 - MathCenterTeacher Guide p. 191 - Small Group &ExplorationTeacher Guide p. 287 - Small Group &ExplorationCluster: Count to tell the number of objects.4. Understand the relationship betweennumbers and quantities; connect counting tocardinality.a. Use one-to-one correspondence whencounting objects.b. Develop ability to respond to the question“how many” after counting the objects in a set(beginning cardinality understanding).Teacher Guide p. 22 - GatheringTeacher Guide p. 42 - G atheringTeacher Guide p. 81 - Small Group & ExplorationTeacher Guide p. 104 - Math CenterTeacher Guide p. 204 - M ath CenterTeacher Guide p. 228 - M ath Center18

c. Understand that each number name insequence 0–10 means one more.5. Count as many as 10 objects arranged in aline.Teacher Guide p. 12 - G atheringTeacher Guide p. 38 - Small Group & ExplorationTeacher Guide p. 377 - M orning Meeting:Estimate Frog HopsCluster: Compare numbers.6. With modeling and support, identifywhether the number of objects in onegroup is greater than, less than, or equal tothe number of objects in another group (e.g.,by using matching and counting strategies).Teacher Guide p. 38 - Small Group & ExplorationTeacher Guide p. 396 - Small Group &ExplorationTeacher Guide p. 491- Small Group & ExplorationTeacher Guide p. 549 - Graph Favorite Fruits &Vegetables7. Associate quantities with written numerals1–10.*(Include groups with up to ten objects.)Teacher Guide p. 104 - Math CenterTeacher Guide p. 128 - M ath CenterTeacher Guide p. 152 - Math CenterStarfall.com - Math: Songs, NumbersTeacher Guide p. 440 - Computer CenterMathematicsOPERATIONS AND ALGEBRAIC THINKING (OA)Cluster: UNDERSTAND ADDITION AS PUTTING TOGETHER AND ADDING TO, ANDUNDERSTAND SUBTRACTION AS TAKING APART AND TAKING FROM.Utah StandardsStarfall Curriculum Alignment1. Explore adding and taking away withconcrete objects and patterns (e.g.,fingers,blocks, dominoes, Unifix cubes, two-sidedcounters, toys).Teacher Guide p. 37 - Circle TimeTeacher Guide p. 208 - Small Group &ExplorationTeacher Guide p. 469 - Small Group &19

ExplorationStarfall.com - Math: Add and Subtract2. Begin to explore adding and taking away ofobjects in a set.a. Solve an addition problem by combining (adding) two or more sets of objects tofind out how many in all (within five).b. Solve a subtraction problem by removing(subtracting) objects from a set of up to fiveobjects.3. Explore different ways a set of objects canbe decomposed within five.4. Explore different ways sets of objects canbe combined to make a new set within five.a. Begins to recognize that a set remains thesame amount if physically rearranged.5. Say the number created by combining(adding) or removing (subtracting) objectswithin five.6. Duplicate, extend, and create simplepatterns (e.g., ababab).Tea

Resource Title : Starfall Pre K 4 Curriculum Publisher : Starfall Education Foundation ISBN : 1,000000000,STARFALL EDUCATION FOUNDATION Media : Starfall.com (*Please see attached document for directions/access to electronic instructional materials.) . Reviewer of research to support preschool curriculum development and alignment 1 . Utah's .