Kum Anaokulu /Speak’n Play (Level4)

•    Use expressive language to describe personal characteristics and feelings 
•    Take pride in ourselves and our abilities 
•    Intentionally impact the world and/or others
We learned it by;
•    Using favorite things, hobbies, and personal characteristics to make “all about me” collages 
•    Displaying our work on the walls for families and friends to see 

•    Use negotiation and conflict-resolution skills 
•    Understand how our actions affect others  
•    Demonstrate compassion and empathy for familiar and unfamiliar people
We learned it by;
•    Cooperatively playing in the dramatic play area 
•    Setting up a stuffed animal hospital 
•    Making get-well cards for a peer who is sick at home

•    Recall and follow multi-step directions 
•    Recognize phonemic patterns, such as rhyme and alliteration 
•    Participate in extended reciprocal conversations 
•    Expand receptive vocabulary
We learned it by;
•    Working with peers and teachers on long-term projects  
•    Reciting and singing poems and songs 
•    Initiating extended conversations with teachers and peers  
•    Hearing new vocabulary words in context on a regular basis

•    Use adjectives and other descriptive speech 
•    Speak fluently in past, present, and future tenses 
•    Ask progressively complex questions
We learned it by;
•    Sharing items from home at “show and share” time 
•    Reading high-quality literature with teachers and peers 
•    Hearing and using new vocabulary words related to time  
•    Hypothesizing about future outcomes, such as “What will happen to the seeds planted in the garden?”

•    Select and enjoy age- and comprehension-appropriate books that interest us  
•    Use language as a means of getting information 
•    Use visual and print clues to “read” a story on our own 
•    Understand concepts and features of print 
•    Identify alphabet letters and some letter sounds
We learned it by;
•    Accessing a library of high-quality, age-appropriate books 
•    Exploring meaningful print materials, such as activity instructions, recipes, menus, classroom signs, and  nonfiction books and magazines 
•    Using sight-word and letter stamps and stencils 
•    Following along in big books read to the class 
•    Playing letter bingo

•    Verbally compare and contrast items 
•    Distinguish between items with like characteristics 
•    Create and follow detailed patterns
We learned it by;
•    Writing a class book titled “Alike and Different” 
•    Responding to requests for the smallest green crayon, the largest block, or the longest piece  of yarn 
•    Following picture cards to make detailed patterns of colored cubes 

•    Understand segments of time, such as hours, minutes, and seconds 
•    Use time vocabulary, such as “later,” “before,” “often,” “more,” and “less” 
•    Understand spatial relations and proportions
We learned it by;
•    Using a timer in the dramatic play kitchen 
•    Hearing language to describe plans for a long-term project, such as “First, we will gather the materials. Later, we will organize them into piles.” 
•    Using a calendar to talk about dates in the past, present, and future 
•    Constructing complex block structures that include size comparisons and balancing
•    Following complex directions, such as “Place the bigger triangle on top of the smaller square” 

•    Demonstrate knowledge of number order 
•    Solve simple number problems 
•    Create and sort by sets 
•    Estimate with increased accuracy 
•    Match sets to the corresponding numerals 1–10
We learned it by;
•    Counting on an abacus 
•    Matching items by characteristics such as color  and size 
•    Estimating the number of seeds in a pumpkin or crayons in a box  
•    Matching teddy bear counters or marbles to numerals

•    Understand properties of specific shapes 
•    Create new shapes from existing shapes 
•    Use standard or nonstandard measurement tools to problem-solve or plan 
•    Explore different units of measurement
We learned it by;
•    Building a structure with various shapes of blocks 
•    Creating visual images with geometric puzzles 
•    Using different sizes of measuring cups and funnels while playing at the sand and water table 
•    Measuring our classmates’ height, jumping distance, etc.

•    Examine, describe, compare, and contrast the physical properties of two objects or materials 
•    Explore how properties can change 
•    Explore how objects can move in space
We learned it by;
•    Making charts of similar or contrasting properties such as hot/cold, big/small, or light/heavy 
•    Participating in cooking projects — such as baking muffins or preparing rice — that alter physical properties 
•    Using found objects to create sailboats to float in the water table 

•    Identify basic emotional reactions of others and their causes accurately
•    Initiate, join in, and sustain positive interactions with a small group of two to three children
•    Establish a special friendship with one other child
We learned it by;
•    Observing and commenting on other’s emotional reactions:  “Kari fell down. She is feeling sad.”  
•    Watching other children and offering ideas for play: “Let’s make a city with the blocks.”
•    Building with blocks, playing outdoors, or partaking in other activities with one special friend