Saint Francis University

Education Department

Unit Plan

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study:
Pennsylvania Learning Standards
for Early Childhood
PRE-KINDERGARTEN
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
Pennsylvania Learning Standards
for Early Childhood
PRE-KINDERGARTEN
Content Area: Math/Counting
Grade Level: Pre-K
This week’s math will continue to build on the counting skills we have been working on in earlier
weeks. We will place in emphasis on verbal counting, the counting of small collections, counting
out/producing small collections, and comparing small quantities. As we continue to build on these
skills the students will understand that counting helps tell how many and describes order.
 2.1 PK.A.1 Know number names and the count sequence.
 2.1 PK.A.2 Count to tell the number of objects.
 2.1 PK.A.3 Compare numbers.
Concepts and Competencies:
 Rote count up to 10.
 Subitize (visually quantify) to determine how many: attach a numerical value to a set of
objects without counting up to five.
 Use one-to-one correspondence when counting to 10.
 State the total number of objects counted, demonstrating understanding that the last number
named tells the number of objects counted.
 Identify whether the number of objects in one group is greater than, less than, or equal to
 the number of objects in another group up to 10.

2b. Key vocabulary for all students  Group or Collection- describes one or more items placed or organized together.

3. Instructional Process - Domain III

Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and
Components for ALL students as they access the general curriculum. Consider: the Modifications
modes in which instruction and materials are presented, how students
will interact, respond, and demonstrate what they know, and ways to
adjust levels of challenge and maintain engagement. Barriers to Access
Instructional Materials, Resources Assessment
Practices and Tools

 Whole group  Question their  Paper plates  Informal  Not able to  Work one-on-
activities. reasoning.  Counters observation count. one with
 Small group  Repeating  Opaque while  Not able to students
activities. whole group containers observing recognize struggling.
 Provide activities in a  Paper students groups up to 5.  Start with
examples for small group  Crayons complete  Not able to smaller
students to setting or one-  Towel hands-on make groups numbers to
imitate. on-one.  Treasure Chest activities. up to 5. ensure they are
 Provide hands Counters  Informal  Fine motor getting the
 Re-checking
on observations of skills are basics.
answers
opportunities students lacking.  Give a longer
for students.  Hands on peek time for
participating in
activities students
 Relate whole group
activities to a  Games activities. struggling to
story or real-  Stories  Collect subitize.
life situation. documentation  Allow scribble
marks rather
 Informal then definitive
observations of shapes.
students
 counting.
 Formal
documentation
of student’s
ability to
count.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
A Not Applicable Not Applicable Not Applicable
B Not Applicable Not Applicable Not Applicable
C Not Applicable Not Applicable Not Applicable