core beliefs and values - northwestern local preschool c… · web viewinteracts during...

Northwestern Local SchoolsGrade PreK - Course of Study

Reviewed and Revised School Year 2012 – 2013For use beginning school year 2013-2014

Northwestern Local School District

5610 Troy Road

Springfield, Ohio

Northwestern Local School District PreSchool Course of Study Adopted Spring 2013

Core Beliefs and ValuesWe Believe:

All individuals have worth and are entitled to be treated with respect. Responsible use of resources aids success. Collaboration and communication are essential to success. High expectations are the foundation of high achievement. Safety is essential.

VisionValuing one another, working with one another, succeeding together.

MissionNorthwestern Local Schools and its community provide the best educational foundation to help individuals develop to

their fullest potential.


Northwestern Local School District

Grade PreK

Comprehensive Course of Study

Board of Education

President—Russ Steele

Vice President— Gene Pencil

Member— Richard Birt

Member— Keith Baldwin

Member— Donna Myers


Statement of Approval

The Northwestern Local School Board of Education adopted the course of study for K-12 Health Education.

____________________________________________ _________________________________________

School Board President Signature School District Superintendent Signature

_______________________ _______________________

Date Date


Ohio’s Early Learning and Development Standards in All Essential Domains of School

The Northwestern preschool course of study aligns with Ohio’s Early Learning and Development Standards. These standards during the preschool years describe those developmental skills and concepts children should know and be able to do at the end of their preschool experience.

The standards promote the understanding of early learning and development, provide a comprehensive and coherent set of expectations for children’s development and learning, and guide the design and implementation of curriculum, assessment and instructional practices with young children.

Organization of the Standards

The standards within each domain are organized according to strands, the developmental or conceptual components within each domain. Each strand contains one or more topics, the area of focus within each strand, and the standard statements, those concepts and skills children should know and be able to do for the different age-groups

Creative Curriculum for PreschoolNorthwestern’s preschool teachers use the Creative Curriculum for Preschool, a written research-based curriculum created by Teaching Strategies as the primary instructional framework. The course of study aligns the Ohio’s Early Learning and Development Standards with the Creative Curriculum objectives.

Creative Curriculum for PreschoolNorthwestern uses The Creative Curriculum for Preschool, aligned to the Ohio Department of Education Early Learning Content Standards, as the educational framework for Preschool. Information provided by Teaching Strategies, creators of The Creative Curriculum for Preschooldescribes this framework as follows:

It is based on five fundamental principles:

1. Positive interactions and relationships with adults provide a critical foundation for successful learning.2. Social-emotional competence is a significant factor in school success.3. Constructive, purposeful play supports essential learning.4. The physical environment affects the type and quality of learning interactions.5. Teacher-family partnerships promote development and learning.


Curriculum Objectives for Development & Learning

Creative Curriculum is Northwestern Preschool’s primary instructional framework. There are 38 objectives.

Social–Emotional

1. Regulates own emotions and behaviors a. Manages feelings b. Follows limits and expectations c. Takes care of own needs appropriately

2. Establishes and sustains positive relationships a. Forms relationships with adults b. Responds to emotional cues c. Interacts with peers d. Makes friends

3. Participates cooperatively and constructively in group situationsa. Balances needs and rights of self and others b. Solves social problems

Physical

4. Demonstrates traveling skills

5. Demonstrates balancing skills

6. Demonstrates gross-motor manipulative skills

7. Demonstrates fine-motor strength and coordination a. Uses fingers and hands b. Uses writing and drawing tools

Language

8. Listens to and understands increasingly complex language a. Comprehends language b. Follows directions9. Uses language to express thoughts and needs

a. Uses an expanding expressive vocabulary b. Speaks clearly c. Uses conventional grammard. Tells about another time or place10. Uses appropriate conversational and other communication skills a. Engages in conversations b. Uses social rules of language

Cognitive

11. Demonstrates positive approaches to learning a. Attends and engages b. Persists c. Solves problems d. Shows curiosity and motivation e. Shows flexibility and inventiveness in thinking

12. Remembers and connects experiences a. Recognizes and recalls b. Makes connections

13. Uses classification skills

14. Uses symbols and images to represent something not present a. Thinks symbolically b. Engages in sociodramatic play

Literacy

15. Demonstrates phonological awareness a. Notices and discriminates rhyme b. Notices and discriminates alliteration c. Notices and discriminates smaller and smaller units of sound


16. Demonstrates knowledge of the alphabet a. Identifies and names letters b. Uses letter–sound knowledge17. Demonstrates knowledge of print and its uses a. Uses and appreciates books b. Uses print concepts

18. Comprehends and responds to books and other texts a. Interacts during read-alouds and book conversations b. Uses emergent reading skills c. Retells stories

19. Demonstrates emergent writing skills a. Writes name b. Writes to convey meaning

Mathematics

20. Uses number concepts and operations a. Counts b. Quantifies c. Connects numerals with their quantities

21. Explores and describes spatial relationships and shapes a. Understands spatial relationships b. Understands shapes

22. Compares and measures

23. Demonstrates knowledge of patterns

Science and Technology

24. Uses scientific inquiry skills

25. Demonstrates knowledge of the characteristics of living things

26. Demonstrates knowledge of the physical properties of objects and materials

27. Demonstrates knowledge of Earth’s environment

28. Uses tools and other technology to perform tasks

Social Studies

29. Demonstrates knowledge about self

30. Shows basic understanding of people and how they live

31. Explores change related to familiar people or places

32. Demonstrates simple geographic knowledge

The Arts

33. Explores the visual arts

34. Explores musical concepts and expression

35. Explores dance and movement concepts

36. Explores drama through actions and language

English Language Acquisition

37. Demonstrates progress in listening to and understanding English

38. Demonstrates progress in speaking English


Teaching Strategies GOLD Assessment System The preschool program has adopted the teaching strategies GOLD assessment system that aligns with Creative Curriculum.

Ongoing, observation-based assessment that supports continual and deliberate documentation of what children do and say throughout each and every day.

Developmentally appropriate assessment system that it takes into consideration widely held expectations for children, focusing on the strengths of each individual child, and takes into account the social and cultural context in which each child is assessed.

To identify the knowledge, skills, and behaviors that are predictive of future school success, Aligns with Ohio’s Early Learning standards


Ohio Early Learning and Development Standards Pre-Kindergarten (3-5 years) Domain: Social and Emotional Development

Creative Curriculum Objectives for Development and Learning

Strand: Self Creative Curriculum Socio-Emotional, Language, Science, and Social Studies Objectives

Topic: Awareness and Expression of EmotionRecognize and identify own emotions and the emotions of others.Communicate a range of emotions in socially accepted ways

1. Regulates own emotions and behaviors a. Manages feelings10. Uses appropriate conversational and other communication skills b. Uses social rules of language

Topic: Self-ConceptIdentify the diversity in human characteristics and how people are similar and different. Compare own characteristics to those of others.

25. Demonstrates knowledge of the characteristics of living things29. Demonstrates knowledge about self30. Shows basic understanding of people and how they live

Topic: Self-RegulationManage the expression of feelings, thoughts, impulses and behaviors with minimal guidance from adults. Demonstrate the ability to delay gratification for short periods of Title. With modeling and support, show awareness of the consequences for his/her actions.

1. Regulates own emotions and behaviors a. Manages feelings b. Follows limits and expectations

Topic: Sense of Competence Show confidence in own abilities and accomplish routine and familiar tasks independently.

1. Regulates own emotions and behaviors b. Follows limits and expectationsc. Takes care of own needs appropriately

Strand: Relationships Creative Curriculum Socio-Emotional Objectives

Topic: AttachmentExpress affection for familiar adults. Seek security and support from familiar adults in anticipation of challenging situations. Separate from familiar adults in a familiar setting with minimal distress.

2. Establishes and sustains positive relationships a. Forms relationships with adults

Topic: Interactions with Adults Engage in extended, reciprocal conversations with familiar adults.Request and accept guidance from familiar adults.

2. Establishes and sustains positive relationships a. Forms relationships with adults


Topic: Peer Interactions and Relationships

Ohio Early Learning and Development Standards Pre-Kindergarten (3-5 years) Domain: Social and Emotional Development


Interact with peers in more complex pretend play including planning, coordination of roles and cooperation. Demonstrate socially competent behavior with peers. With modeling and support, negotiate to resolve social conflicts with peers.

2. Establishes and sustains positive relationships b. Responds to emotional cues c. Interacts with peers

Topic: Empathy Express concern for the needs of others and people in distress. Show regard for the feelings of other living things. Primary Instructional Resources The Creative Curriculum for Preschool Teaching Guide: Beginning of the YearNursery Rhymes: Humpty Dumpty, Mary Had a Little Lamb"The Best Me I Can Be" picture books (e.g. I Am Confident!, I Have Manners)


Ohio Early Learning and Development Standards Pre-Kindergarten (3-5 years)Domain: Approaches Toward Learning


Strand: Initiative Creative Curriculum Cognitive ObjectivesTopic: Initiative and CuriositySeek new and varied experiences and challenges (take risks). Demonstrate self-direction while participating in a range of activities and routines. Ask questions to seek explanations about phenomena of interest.

11. Demonstrates positive approaches to learning a. Attends and engages b. Persists d. Shows curiosity and motivation

Topic: Planning, Action and ReflectionDevelop, initiate and carry out simple plans to obtain a goal. Use prior knowledge and information to assess, inform, and plan for future actions and learning.

11. Demonstrates positive approaches to learning a. Attends and engages b. Persists c. Solves problems d. Shows curiosity and motivatione. Shows flexibility and inventiveness in thinking

Strand: Engagement and Persistence Creative Curriculum Cognitive ObjectivesTopic: Attention Focus on an activity with deliberate concentration despite distractions. 11. Demonstrates positive approaches to learning

a. Attends and engagesTopic: Persistence Carry out tasks, activities, projects or experiences from beginning to end. Focus on the task at hand even when frustrated or challenged.

11. Demonstrates positive approaches to learning a. Attends and engages b. Persists

Strand: Creativity Creative Curriculum Cognitive ObjectivesTopic: Innovation and Invention Use imagination and creativity to interact with objects and materials. Use creative and flexible thinking to solve problems. Engage in inventive social play.

11. Demonstrates positive approaches to learningc. Solves problems d. Shows curiosity and motivation

Topic: Expression of Ideas and Feelings through the Arts Express individuality, life experiences, and what he/she knows and is able to do through a variety of media. Express interest in and show appreciation for the creative work of others.

14. Uses symbols and images to represent something not present a. Thinks symbolically b. Engages in socio-dramatic play2. Establishes and sustains positive relationshipsc. Interacts with peers


Primary Instructional ResourcesCreative Curriculum Intentional Teaching Cards: SE08, SE25, SE14, SE20Creative Curriculum Mighty Minutes 02, 80, 81, 63


Ohio Early Learning and Development Standards (3-5 years)Domain: Physical Well-Being and Motor Development


Strand: Motor Development Creative Curriculum Physical ObjectivesTopic: Large Muscle, Balance and CoordinationDemonstrate locomotor skills with control, coordination and balance during active play (e.g., running, hopping, skipping). Demonstrate coordination in using objects during active play (e.g., throwing, catching, kicking balls, riding tricycle). Use non-locomotor skills with control, balance and coordination during active play (e.g., bending, stretching and twisting). Demonstrate spatial awareness in physical activity or movement.

4. Demonstrates traveling skills5. Demonstrates balancing skills6. Demonstrates gross-motor manipulative skills

Strand: Motor Development Creative Curriculum Physical ObjectivesTopic: Small Muscle: Touch Grasp, Reach, Manipulate

Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements. Use classroom and household tools independently with eye-hand coordination to carry out activities.

7. Demonstrates fine-motor strength and coordination a. Uses fingers and hands b. Uses writing and drawing tools

Topic: Oral-Motor Demonstrate increasingly complex oral-motor skills such as drinking through a straw, blowing bubbles or repeating a tongue-twister. Topic: Sensory Motor Regulate reactions to external sensory stimuli in order to focus on complex tasks or activities.

11. Demonstrates positive approaches to learning a. Attends and engages

Strand: Physical Well-Being Creative Curriculum Physical, Social Studies, Science and Technology Objectives

Topic: Body Awareness Identify and describe the function of body parts. 29. Demonstrates knowledge about selfTopic: Physical Activity Participate in structured and unstructured active physical play exhibiting strength and stamina. Demonstrate basic understanding that physical activity helps the body grow and be healthy.

4. Demonstrates traveling skills5. Demonstrates balancing skills6. Demonstrates gross-motor manipulative skills25. Demonstrates knowledge of the characteristics of living things


Ohio Early Learning and Development Standards (3-5 years)Domain: Physical Well-Being and Motor Development


Topic: Nutrition Demonstrate basic understanding that eating a variety of foods helps the body grow and be healthy. Distinguish nutritious from non-nutritious foods.

25. Demonstrates knowledge of the characteristics of living things13. Uses classification skills1. Regulates own emotions and behaviorsc. Takes care of own needs appropriately

Topic: Self-Help Independently complete personal care tasks (e.g., toileting, teeth-brushing, hand-washing, dressing etc.). Follow basic health practices.

1. Regulates own emotions and behaviorsb. Follows limits and expectations

Topic: Safety Practices With modeling and support, identify and follow basic safety rules. Identify ways adults help to keep us safe. With modeling and support, identify the consequences of unsafe behavior. With modeling and support, demonstrate ability to follow emergency routines (e.g., fire or tornado drill). With modeling and support, demonstrate ability to follow transportation and pedestrian safety rules.

1. Regulates own emotions and behaviorsb. Follows limits and expectations

Primary Instructional Resources

Creative Curriculum Mighty Minutes 25, 30, 44, 72Creative Curriculum Intentional Teaching Cards P08, P23, P30, P33, LL16Picture Books: Eating the Alphabet by Lois EhlertGregory, the Terrible Eater by Mitchell SharmatYummy Yucky by Leslie Patricelli


Ohio Early Learning and Development Standards Domain: Cognition and General Knowledge (Grades 3-5)Includes SubDomains in Math, Social Studies, and Science


Strand: Cognitive Skills Creative Curriculum Cognitive ObjectivesTopic: MemoryCommunicate about past events and anticipate what comes next during familiar routines and experiences. With modeling and support remember and use information for a variety of purposes. Recreate complex ideas, events/situations with personal adaptations.

12. Remembers and connects experiences a. Recognizes and recalls b. Makes connections

Topic: Symbolic Thought Creative Curriculum Cognitive ObjectivesDemonstrate understanding that symbols carry meaning and use symbols to represent thinking (e.g., drawings, construction or movement). Participate cooperatively in complex pretend play, involving assigned roles and an overall plan.

14. Uses symbols and images to represent something not present a. Thinks symbolically b. Engages in socio-dramatic play

Topic: Reasoning and Problem-Solving Creative Curriculum Cognitive ObjectivesDemonstrate ability to solve everyday problems based upon past experience. Solve problems by planning and carrying out a sequence of actions.

11. Demonstrates positive approaches to learning c. Solves problems

Seek more than one solution to a question, problem or task. Explain reasoning for the solution selected.

11. Demonstrates positive approaches to learning c. Solves problems

Sub-Domain: MathematicsStrand: Number Sense Creative Curriculum Mathematics ObjectivesTopic: Number Sense and Counting Count to 20 by ones with increasing accuracy. Identify and name numerals 1-9. Identify without counting small quantities of up to 3 items. (Subitize) Demonstrate one-to-one correspondence when counting objects up to 10. Understand that the last number spoken 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.

20. Uses number concepts and operations a. Counts b. Quantifies c. Connects numerals with their quantities




Strand: Number Relationships and Operations Creative Curriculum Mathematics ObjectivesTopic: Number Relationships Count to solve simple addition and subtraction problems with totals smaller than 8, using concrete objects. Strand: Algebra Creative Curriculum Cognitive and Mathematics ObjectivesTopic: Group and Categorize Sort and classify objects by one or more attributes (e.g., size, shape). 13. Uses classification skillsTopic: Patterning Recognize, duplicate and extend simple patterns using attributes such as color, shape or size. Create patterns.

23. Demonstrates knowledge of patterns

Strand: Measurement and Data Creative Curriculum Mathematics, Cognitive, and Science Objectives

Topic: Describe and Compare Measureable Attributes Describe and compare objects using measureable attributes (e.g., length, size, capacity and weight). Order objects by measureable attribute (e.g., biggest to smallest, etc.). Measure length and volume (capacity) using non-standard or standard measurement tools.

22. Compares and measures

Topic: Data Analysis Collect data by categories to answer simple questions. 14. Uses symbols and images to represent something not present

a. Thinks symbolically24. Uses scientific inquiry skills

Strand: Geometry Creative Curriculum Mathematics ObjectivesTopic: Spatial Relationships Demonstrate understanding of the relative position of objects using terms such as in/on/under, up/down, inside/outside, above/below, beside/between, in front of/behind and next to.

21. Explores and describes spatial relationships and shapes a. Understands spatial relationships

Topic: Identify and Describe Shapes Understand and use names of shapes when identifying objects. Name three-dimensional objects using informal, descriptive vocabulary (e.g., “cube” for box, “ice cream cone” for cone, “ball” for sphere, etc.).

21. Explores and describes spatial relationships and shapes b. Understands shapes

Topic: Analyze, Compare and Create Shapes


Compare two-dimensional shapes, in different sizes and orientations, using informal language. Create shapes during play by building, drawing, etc. Combine simple shapes to form larger shapes.

21. Explores and describes spatial relationships and shapes b. Understands shapes

Primary Instructional ResourcesCreative Curriculum Intentional Teaching Cards: M05, M11, M23, M25, M28, M38, M56, M59Mighty Minutes 15, 19, 52, 62, 97iPad Apps: Monkey Preschool Lunchbox, Counting Race, Toddler Teasers (Shapes)




Strand: History Creative Curriculum Social Studies ObjectivesTopic: Historical Thinking and Skills Demonstrate an understanding of time in the context of daily experiences. Develop an awareness of his/her personal history.

9. Uses language to express thoughts and needsd. Tells about another time or place29. Demonstrates knowledge about self

Topic: Heritage Develop an awareness and appreciation of family cultural stories and traditions. 30. Shows basic understanding of people and how they liveStrand: Geography Creative Curriculum Social Studies ObjectivesTopic: Spatial Thinking and Skills Demonstrate a beginning understanding of maps as actual representations of places. 14. Uses symbols and images to represent something not present

a. Thinks symbolically32. Demonstrates simple geographic knowledge

Topic: Human Systems Identify similarities and differences of personal, family and cultural characteristics, and those of others.

29. Demonstrates knowledge about self30. Shows basic understanding of people and how they live

Strand: Government Creative Curriculum Social Studies ObjectivesTopic: Civic Participation and Skills Understand that everyone has rights and responsibilities within a group. Demonstrate cooperative behaviors and fairness in social interactions. With modeling and support, negotiate to solve social conflicts with peers. With modeling and support, demonstrate an awareness of the outcomes of choices.

3. Participates cooperatively and constructively in group situations a. Balances needs and rights of self and others b. Solves social problems

Topic: Rules and Laws With modeling and support, demonstrate understanding that rules play an important role in promoting safety and protecting fairness.Ohio Early Learning and Development Standards Domain: Cognition and General Knowledge (Grades 3-5)Includes SubDomains in Math, Social Studies, and Science


Strand: Economics Creative Curriculum Social Studies ObjectivesTopic: Scarcity With modeling and support, recognize that people have wants and must make choices to satisfy those wants because resources and materials are limited.

3. Participates cooperatively and constructively in group situations


a. Balances needs and rights of self and others

Topic: Production and Consumption With modeling and support, demonstrate understanding of where goods and services originate and how they are acquired. With modeling and support, demonstrate responsible consumption and conservation of resources. Sub-Domain: Science Primary Instructional ResourcesPicture Books: We Are All Alike, We Are All Different , Whoever you Are by Mem Fox, A World of Families by Trish Holland, Love is a Family by Roma Downey, My Street (Usborne Publishing), Only One Neighborhood by Marc Harshman.

Creative Curriculum Intentional Teaching Cards: SE25, SE09, SE11, M60, Creative Curriculum Mighty Minutes: 01, 11

Strand: Science Inquiry and Application Creative Curriculum Science and Technology ObjectivesTopic: Inquiry Explore objects, materials and events in the environment. Make careful observations. Pose questions about the physical and natural environment. Engage in simple investigations. Describe, compare, sort, classify, and order. Record observations using words, pictures, charts, graphs, etc. Use simple tools to extend investigation. Identify patterns and relationships. Make predictions. Make inferences, generalizations and explanations based on evidence. Share findings, ideas and explanations (may be correct or incorrect) through a variety of methods (e.g., pictures, words, dramatization).

24. Uses scientific inquiry skills



Strand: Earth and Space Science Creative Curriculum Science and Technology ObjectivesTopic: Explorations of the Natural World


With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time (e.g., soil, weather, sun and moon). With modeling and support, develop understanding of the relationship between humans and nature; recognizing the difference between helpful and harmful actions toward the natural environment.

27. Demonstrates knowledge of Earth’s environment

Strand: Physical Science Creative Curriculum Science and Technology ObjectivesTopic: Explorations of Energy With modeling and support, explore the properties of objects and materials (e.g., solids and liquids). With modeling and support, explore the position and motion of objects. With modeling and support, explore the properties and characteristics of sound and light.

26. Demonstrates knowledge of the physical properties of objects and materials

Strand: Life Science Creative Curriculum Science and Technology ObjectivesTopic: Explorations of Living Things With modeling and support, identify physical characteristics and simple behaviors of living things. With modeling and support, identify and explore the relationship between living things and their environments (e.g., habitats, food, eating habits, etc.). With modeling and support, demonstrate knowledge of body parts and bodily processes (e.g., eating, sleeping, breathing, walking) in humans and other animals. With modeling and support, demonstrate an understanding that living things change over time (e.g., life cycle). With modeling and support, recognize similarities and differences between people and other living things.

25. Demonstrates knowledge of the characteristics of living things

Primary Instructional ResourcesCreative Curriculum Intentional Teaching Cards: LL61, LL63, M52, LL45, M32Mighty Minutes 31, 48Picture books: I Am An Apple by Jean Marzollo, Leaves by Melvin and Gilda Berger, Butterfly by Susan Canizares


Ohio Early Learning and Development Standards Domain: Language and Literacy Development (3-5 Years)


Strand: Listening and Speaking Creative Curriculum Language ObjectivesTopic: Receptive Language and ComprehensionDemonstrate understanding of increasingly complex concepts and longer sentences. Ask meaning of words. Follow two-step directions or requests.

8. Listens to and understands increasingly complex language a. Comprehends language b. Follows directions

Topic: Expressive LanguageUse language to communicate in a variety of ways with others to share observations, ideas and experiences; problem-solve, reason, predict and seek new information. Speak audibly and express thoughts, feelings and ideas clearly. (Articulation) Describe familiar people, places, things and experiences. Use drawings or other visuals to add details to verbal descriptions. With modeling and support, use the conventions of standard English (Grammar): • Use familiar nouns and verbs to describe persons, animals, places, events, actions etc. • Form regular plural nouns orally by adding /s/ or /es/. • Understand and use question words (interrogatives) (e.g., who, what, where, when, why and how). • Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for of, by, with). • Produce and expand complete sentences in shared language activities. With modeling and support, use words acquired through conversations and shared reading experiences. (Vocabulary) With modeling and support, determine the meanings of unknown words/concepts using the context of conversations, pictures that accompany text or concrete objects. (Vocabulary) Identify real-life connections between words and their use. (Vocabulary) With modeling and support, explore relationships between word meanings (e.g., categories of objects, opposites, verbs describing similar actions - walk, march, prance, etc.). (Vocabulary)

8. Listens to and understands increasingly complex language a. Comprehends language b. Follows directions9. Uses language to express thoughts and needs a. Uses an expanding expressive vocabulary b. Speaks clearly c. Uses conventional grammar d. Tells about another time or place10. Uses appropriate conversational and other communication skills a. Engages in conversations b. Uses social rules of language

Topic: Social Communication With modeling and support follow typical patterns when communicating with others (e.g., listens to others, takes turns talking and speaks about the topic or text being discussed).With modeling and support, continue a conversation through multiple exchanges.

10. Uses appropriate conversational and other communication skills a. Engages in conversations b. Uses social rules of language




Strand: Reading Creative Curriculum Literacy ObjectivesTopic: Reading Comprehension Ask and answer questions, and comment about characters and major events in familiar stories. Retell or re-enact familiar stories. Identify characters and major events in a story. Demonstrate an understanding of the differences between fantasy and reality. With modeling and support, describe what part of the story the illustration depicts. With modeling and support, name the author and illustrator of a story and what part each person does for a book. With modeling and support, identify the topic of an informational text that has been read aloud. With modeling and support, describe, categorize and compare and contrast information in informational text. With modeling and support, discuss some similarities and differences between two texts on the same topic (e.g., illustrations, descriptions). Actively engage in group reading with purpose and understanding.

18. Comprehends and responds to books and other texts a. Interacts during read-alouds and book conversations b. Uses emergent reading skills c. Retells stories

Topic: Fluency With modeling and support use phrasing, intonation and expression in shared reading of familiar books, poems, chants, songs, nursery rhymes or other repetitious or predictable texts.

18. Comprehends and responds to books and other texts a. Interacts during read-alouds and book conversations

Topic: Print Concepts Demonstrate an understanding of basic conventions of print in English and other languages. Orient books correctly for reading and turn pages one at a time. Demonstrate an understanding that print carries meaning.

17. Demonstrates knowledge of print and its uses a. Uses and appreciates books b. Uses print concepts

Topic: Phonological Awareness With modeling and support, recognize and produce rhyming words. With modeling and support recognize words in spoken sentences. With modeling and support identify, blend and segment syllables in spoken words.


With modeling and support, orally blend and segment familiar compound words. With modeling and support, blend and segment onset and rime in single-syllable spoken words. With modeling and support identify initial and final sounds in spoken words.



Topic: Letter and Word Recognition With modeling and support recognize and “read” familiar words or environmental print. With modeling and support, recognize and name some upper and lower case letters in addition to those in first name. With modeling and support, demonstrate understanding that alphabet letters are a special category of symbols that can be named and identified. With modeling and support, recognize the

16. Demonstrates knowledge of the alphabet a. Identifies and names letters b. Uses letter–sound knowledge

Topic: Letter and Word Recognition With modeling and support recognize and “read” familiar words or environmental print. With modeling and support, recognize and name some upper and lower case letters in addition to those in first name. With modeling and support, demonstrate understanding that alphabet letters are a special category of symbols that can be named and identified. With modeling and support, recognize the sounds associated with letters. Primary Instructional ResourcesAge appropriate books with repetitious textsBooks with rich vocabulary, sophisticated words that are new to children.Nursery rhymes Books of different genresPicture sorting with words with the same beginning sound/rhymingMagnetic lettersName Puzzles

Picture Books: Brown Bear, Brown Bear, What Do You See by Bill Martin, Bear Snores On by Karma Wilson, The Napping House by Audrey Wood, Silly Sally by Audrey Wood.

Intentional Teaching Cards: LL06, LL07, LL11, LL12, LL19

iPad apps: Rhymes For Tots, Dora’s Skywriting ABC’s, Lakeshore Sound Sorting Beginning Sounds, Nursery Rhymes Tap, preschool and grade K learning games.




Strand: Writing Creative Curriculum Language, Literacy, and Physical Objectives

Topic: Writing Process Use a 3-finger grasp of dominant hand to hold a writing tool.Demonstrate an understanding of the structure and function of print.With modeling and support, print letters of own name and other meaningful words with mock letters and some actual letters.With modeling and support, demonstrate letter formation in “writing.”With modeling and support show awareness that one letter or cluster of letters represents one word.

7. Demonstrates fine-motor strength and coordination a. Uses fingers and hands b. Uses writing and drawing tools19. Demonstrates emergent writing skills a. Writes name b. Writes to convey meaning

Topic: Writing Application and Composition “Read” what he/she has written. With modeling and support, notice and sporadically use punctuation in writing. With modeling and support, use a combination of drawing, dictating and emergent writing for a variety of purposes (e.g., letters, greeting cards, menus, lists, books). With modeling and support, use a combination of drawing, dictating and emergent writing to tell a story, to express ideas, and to share information about an experience or topic of interest. (Composition) With modeling and support, discuss and respond to questions from others about writing/drawing. With modeling and support, participate in shared research and writing projects using a variety of resources to gather information or to answer a question. With modeling and support, explore a variety of digital tools to express ideas.

19. Demonstrates emergent writing skills b. Writes to convey meaning

Primary Instructional ResourcesCreative Curriculum Intentional Teaching Cards: LL01, LL04. LL02, LL13, LL57, LL58, LL60iPad Apps: Pain for Kids, Dora’s Skywriting ABC’s.


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