Early Learning Curriculum - uaschools.org

RBANK EARLY CHILDHOOD SCHOOL

Early Learning Curriculum Updated 7/2018

SOCIALJEMOTIONAL DEVELOPMENT

• Shows developmentally appropriate level of accountability.

• Separates easily from adults.

• Interacts comfortably with adults.

• Interacts comfortably with peers/able to form friendships.

• Participates in or initiates a variety of activities.

• Shows pride in self and accomplishments

• Accepts limits set by adults.

• Responds appropriately to redirection.

• Able to make appropriate choices during play.

• Able to make appropriate choices during conflict resolution.

• Able to follow daily routine and transitions.

• Display a developmentally appropriate attention span.

• Able to verbalize emotions.

• Able to follow directions (individually).

• Able to follow directions (in a group).

LANGUAGE ARTS I Pre-K

READING STANDARDS FOR LITERATURE

I Key Ideas and Detai Is

With prompting and support children wm be able to:

• Ask and answer detailed questions such as "who", "why" and "when" questions. • Retell main points of favorite stories. • Names story characters and major events.

I Craft and Structure

With prompting and support children will be able to:

• Ask and answer questions about unknown words in a text. • Begin to demonstrate an understanding of the differences between fantasy and reality (e.g.,

talking flowers & animals). • Name the author and illustrator of a story and define the role of each in telling the story. • Recognize that text is read top to bottom, left to right, (page orientation).

!Integration of Knowledge and Ideas

With prompting and support children will be able to:

• Recognize the differences and relationships between illustrations and print. • Compare and contrasts experiences of characters in familiar stories.

I Range of Reading I Level of Text Complexity

With prompting and support children will be able to:

• Actively angage in group reading activities with purpose and understanding; participate in the recitation of books, poems, chants, songs and nursery rhymes.

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REAPING STANDARDS FOR INFORMATIONAL TEXT

I Key Ideas and Details

With prompting and support children will be able to:

• Ask and answer questions about key details in text. • Identify the main topic and retell key details of a text. • Describe the connection between two individuals, events, ideas or pieces of information in a text.

I Craft· and Structure

With prompting and support children will be able to:

• Ask and answer questions about unknown words in a text. • Identify the front cover, back cover and title page of a book. • Name the author and illustrator of a text and define the role of each in presenting the ideas or

information in a text.

!Integration of Knowledge and Ideas

With prompting and support children will be able to:

• Recognize the differences and relationships between illustrations and print. • Identify the reasons an author gives to support points in a text. • Identify basic similarities in and differences between two texts on the same topic (e.g., in

illustrations, descriptions or procedures).

I Range of Reading I Level of Text Complexity

With prompting and support children will be able to:

• Actively engage in a group reading activities.

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READING STANDARDS: FOUNDATIONAL SKILLS

I Print Concepts

With prompting and support children will be able to demonstrate understanding of the organization and baslc features of print through the ability to:

• Follow words from left to right, top to bottom and page by page. • Recognize that spoken words are represented in written language by specific sequences of

letters. • Understand that words are separated by spaces in print. • Recognize and name some upper and lower case letters in addition to those in 1st name.

Phonological Awareness

With prompting and support children will be able to demonstrate understanding of spoken words, syllables, and sounds (phonemes) through the ability to:

• Recognize and produce rhyming words. • Hear sounds in words by isolating the syllables of a word using snapping, clapping or rhythmic

movement (e.g., cat, ap-ple). • Recognize when words share phonemes (sounds) and repeat the common phoneme (e.g. t fbi

as in Bob, ball, baby; It/ as in Matt, kite, boat). • Differentiate between sounds that are the same and different (e.g., environmental sounds, animal

sounds, rhyming words).

Phonics I Word Recognition

With prompting and support children will know and apply developmentally appropriate phonics and word-analysis skills in decoding words through the ability to:

• Demonstrate a beginning understanding of links between letters and sounds. • Identify own name in print • Recognize and ''read" familiar words or environmental print (e.g., McDonald's, stop signs, etc.)

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WRITING STANDARDS

I Text Types I Purpose

With prompting and support children will_use a combination of drawing, dictating and emergent writing to compose:

• Opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is .. . ).

• Informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

• Narratives of a single event or several loosely linked events, telling about the events in the order in which they occurred and provide a reaction to what happened.

I Production I Distribution of Writing

With prompting and support children will be able to:

• Respond to questions and suggestions from peers and add details to strengthen writing as needed.

• Explore a variety of tools to produce and publish writing, including in collaboration with peers.

I Research to Build I Present Knowledge

With prompting and support children will be able to:

• Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

• Recall information from experiences or gather information from provided sources to answer a question.

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SPEAKING AND LISTENING STANDARDS

I Comprehension I Collaboration I With prompting and support children wiU be able to:

• Participate in collaborative conversations with peers and adults in group settings and follow generally agreed upon pragmatics of conversation.

• Ask and answer questions about key details and requests clarification if needed in both teacher and self- directed experiences.

I Presentation of Knowledge and Ideas

With prompting and support children will be able to:

• DescribP. familiar people, places, things and events and, provide additional detail. • Add drawings or other visual displays to description as desired to provide additional detail. • Speak clearly and understandably to express ideas, feelings and needs.

LANGUAGE STANDARDS

I Conventions of Standard English

With prompting and support children wm be able to demonstrate command of the conventions of Standard English grammar and usage when writing or speaking through the ability to:

• Print letters of own name and other meaningful words with assistance using unconventional letters and/or conventional print; begin to demonstrate letter formation in "writing".

• Use frequently occurring nouns and verbs. • Form regular plural nouns orally by adding Is/ or lest (e.g .• dog, dogs; wish, wishes). • Understand and use question words (interrogatives) (e.g.; who, what, where, when, why, how).

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LANGUAGE STANDARDS

Conventions of Standard English, cont'd

• Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). • Produce and expand complete sentences in shared language activities. • Indicate an awareness of letters that cluster as words, words in phrases or sentences by use of

spacing, symbols, or marks. • Scribble familiar words with unconventional letters and some conventional letters. (e.g., Mom,

child's name).

I Vocabulary Acquisition and Use

With prompting and support children will be able to:

• Determine the meaning of unknown words. • Explore word relationships and nuances in word meanings. • Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

categories represent. • Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their

opposites (antonyms). • Identify real-life connections between words and their uses (e.g., note places at school that are

colorful). • Distinguish shades of meaning among verbs describing the same general action (e.g., walk,

march, strut, prance) by acting out the meanings. • Apply newly acquired words and phrases.

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SOCIAL STUDIES/ Pre-K

Citizenship Rights I Responsibilities

With prompting and support children wiU be able to:

• Identify and foUow classroom rules. • Identify and express courteous behavior. • Cooperate at a developmentally appropriate level. • Identify self as part of a group (classroom, families, etc.) • Delay personal needs for the needs of the group. • Make choices and accept related consequences.

Economics

With prompting and support children will be able to:

• Recognize differences between needs and wants (e.g., food and shelter vs. toys and games).

• Understand sharing, trading of goods, ownership at a developmentally appropriate level.

• Recognize that good and services are purchased (by playing grocery store, beauty shop with play money, etc.)

I Geography

With prompting and support children will be abre to:

• Name features in familiar places (e.g., street, school building, house, traffic lights). • Name geographic features (e.g., lake, forest, jungle, mountain). • Consider how the Earth's natural resources are to be used. • Recognize maps and understand their usefulness.

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I Government

With prompting and support children will be able to:

• Explain how rules are helpful. • Participate in forming consensus and making rules. • Identify adults other than parents who help (e.g., teachers, doctors, etc.). • Identify fire fighters and police officers as safety and law enforcers. • Recognize the United States flag as a symbol of our government.

J History

With prompting and support children will be able to:

• Name past events (e.g., last summer, last birthday). • Explain events in past, present, and future tenses (e.g., using yesterday, today,

tomorrow). • Identify first and last events in proper sequence. • Understand that things change over time (e.g., trees grow, people get old, bicycles

rust).

I People in Societies

With prompting and support children will be able to:

• Identify similarities and differences among people. • Understand belonging in different groups (e.g., classroom, friends, family, team). • Recognize that different families have different customs. • Understand that all people have feelings. • Some may have feelings different from one's own. • Recognize and understand gender equality in a developmentally appropriate level

(e.g., female pilots, male nurses).

J Social Studies Skills I Methods

With prompting and support children will be able to:

• Communicate information through language, actions, and the arts. • Identify problems and work toward solutions.

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MATH/Pre-K

Counting I Cardinality

With prompting and support children will be able to:

• Count and sequence numbers from 1·1 0. • Name numerals 1-9. • Make one to one correspondence when counting. • Subitize 1-6. • Understand the numeral and quantity. • Understand the last spoken number when counting tells how many. • Use quantitative terms (more, less, etc.). • Comparing numerals 1·5.

Operations I Algebraic Thinking I Pattern

With prompting and support children will be able to:

• Ccnstruct set with 1·1 0 items. • Make patterns. • Understand problem solving techniques. • Organize 3 items in graduated order.

Measurements I Data

With prompting and support children will be able to:

• Gather, sort and compare objects. • Make size or length comparisons in natural situations. • Recognize that various devices measure time (clock, timer, calendar). • Discuss and compare the sequence of events. • Graph (chart) objects.

I Geometry

With prompting and support children will be able to:

• Identify and describe shapes. • Recognize common shapes in the environment.

· • • Use positional words (over, under, in front, etc.) • Identify 2-D and 3·0 objects. • Create 2 and 3 dimensional object during play. • Discuss and describe attributes of objects. • Compose simple shapes to form large objects.

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SCIENCE I Pre-K

Scientific Inquiry I Technology

During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

With prompting and support children will be able to:

• Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Earth and Space Sciences I Observation of Nature

With prompting and support children will understand that:

• Weather changes every day. • The sun and the moon are visible at different

times of the day or night. • Water can be observed in many forms such as: lakes, ponds,

rivers, streams, the ocean, rainfaU, hai1, sleet or snow.

• Rocks and soil have properties that can help identify them.

Physical Sciences I Properties of Everyday Objects and Materials

With prompting and support children will understand that:

• Objects and materials can be sorted and described by their properties.

• Some objects and materials can be made to vibrate to produce sound.

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Life Science I Physical and Behavioral Traits of Living Things

With prompting and support children will understand that:

• Living things are different from nonliving things. • Living things have physical traits and behaviors,

which influence their survival.

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