PRESCHOOL CURRICULUM PACING CHART

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1 PRESCHOOL CURRICULUM PACING CHART 1 Language Arts Literacy Expectation 1: Children listen and respond to environmental sounds, directions, and conversations. LISTEN FOR A VARIETY OF PURPOSES (e.g., to gain and share information, to perform a task for enjoyment, to learn what happened in the story, to converse with an adult or peer) September Attend to sounds in the environment when identified by an adult and told to listen October Follow a simple direction when combined with gesturing or reminder November Select real or pictured objects after hearing the sounds that they make December Listen during familiar routines January Name common objects in the environment after hearing the sounds that they make February Follow simple one step directions March Can tell if sounds from common objects are the same or not the same Listen and respond in a familiar group Listen and respond to some of the familiar songs, nursery rhymes, chants or poems Listen and can answer simple recall questions related to a familiar story September Follow two step directions October Name familiar song after listening to a few bars November Listen to conversations and offers appropriate comment December Follow oral directions that involve several actions January Correctly discriminate between the following pairs of sounds: high/low, fast/slow, loud/ soft February Demonstrate that a response is expected when a question is asked March Show understanding of listening activities by incorporating them into play Correctly sings five songs, recites five nursery rhymes, and five fingerplays Engage in conversations with adults and peers Answer questions before, during and after read aloud RETELL A FAMILIAR STORY WITH ATTENTION TO SEQUENCE OF MAIN EVENTS September Use familiar book to label favorite picture October Participate in storytelling by using body movements and gestures November Recognize familiar books by their covers December Uses familiar picture or caption books to point out and describing pages in sequence January Take part in acting out familiar stories by using props or picture prompts February Join in choral speaking when retelling familiar story in sequence (e.g., Brown Bear) March Know that front cover is where story begins Can arrange in sequence three cards that tell a three-sequence story Show understanding of first, next, and last Retell a familiar short story by describing a few key highlights September Sing familiar songs in proper sequence October Recite familiar nursery rhymes, fingerplays and chants in proper sequence using picture cues November Is familiar with ten simple stories December Identify a story event when out of sequence January Can act out a familiar short story in sequence by using props, picture cues or body language February Identify beginning of a story by listening to a three sentence description of the beginning & end March Retell a familiar four sentence story using picture cards Identify end of a story by listening to a three sentence description of the beginning & end Use a familiar book as a cue to retell a familiar story in logical sequence Invent a story that has a beginning, middle and end

2 Language Arts Literacy Expectation 2: Converses effectively in their home language, English, or sign language for a variety for purposes relating to real world experiences and different audiences. Speak clearly enough to be understood by unfamiliar adults September Echo last word spoken or all words in a short utterance October Vocalize in conjunction with pointing or gesturing November Speak using jargon and words December Respond with a simple yes or no when asked a question January Use a small number of words to communicate simple messages February Uses phonological processes on occasion to simplify adult production of words (e.g., wabbit instead of rabbit March Use appropriate volume when speaking Respond appropriately to simple commands or conversational sentences Demonstrate correct pronunciation of the following sounds in the initial position: m, n, p, b, t, d, w, y, k, g by singing songs, reciting rhymes and chants Use expressive vocabulary of 300-1,000 words September Relay in sequence a past experience, steps in a process, daily routines with visual cues October Participate in creating an original story during a shared writing November Communicate clearly interests and experiences December Use tone and inflection of speech January Dictate own story to adult or tape recorder February Demonstrate correct pronunciation of the following sounds in initial position: y, f, g, w, h, s, z & v by singing songs, rhymes or chants March Ask and answer questions that begin with what, when and where Demonstrate correct pronunciation of the following sounds in initial position: j, l, ch, sh & th by singing songs, reciting rhymes and chants Speak intelligibly by producing most sounds Use most basic grammatical structures NEW VOCABUARY USAGE Uses new vocabulary to describe feelings, thoughts, experiences, and observations September Members of the classroom community October School-related objects November Foods, beverages and related objects December Body parts and feelings January Clothing February Family members March Toys Animals (farm, zoo and pet) Primary colors and shapes Action words September Household objects October Transportation November Community helpers and tools December Animals (forest, ocean and insects) January Colors, shapes and numbers February Position words March Calendar-related vocabulary Descriptive vocabulary Alphabet letter names Time relevant to daily routines (day/night, lunch/nap, yesterday, today and tomorrow) 2

3 3 Language Arts Literacy Expectation 2: Converses effectively in their home language, English, or sign language for a variety for purposes relating to real world experiences and different audience DESCRIPTIVE LANGUAGE USAGE (e.g., color words; size words, such as bigger, smaller; shape words) September Point to or name the color yellow October Point to or name the color orange and locate the big size object November Point to or name the color brown and the circle shape December Point to or name the color green January Point to or name the color blue and locates the little size February Point to or name the color red and square shape March Point to or name the color black Point to or name the color purple and locate the medium size object Point to or name a triangle From a group of three different shapes selects and names the September Name eight basic colors and names the star shape October Name four shapes : circle, square, triangle and star November Select and name the biggest object from a set of three different sized objects December Name rectangle shape and uses color words when describing objects January Name diamond shape and uses size words when describing objects February Name oval and heart shapes March Use shape names when describing objects Use color, shape and size vocabulary when describing objects used during daily routines Identify certain objects as having the following characteristics: soft/hard, smooth/rough/ full/empty Use descriptive words during daily conversations

4 4 Language Arts Literacy Expectation 3: Children demonstrate emergent reading skills HANDLE BOOKS CORRECTLY AND EXHIBIT READING-LIKE BEHAVIOR September Select books to look at during choice time October Hand book to adult and ask that it be read November Recognize some familiar books by their covers December Holds book right side up January Know where to start reading in a book February Turn one page at a time March Identify the front and back of a book Pretend to read the left page first and then the right Tell a story by reading the picture Work from top to bottom of page when pretend reading September Pretend read from left to right October Display one to one correspondence between the spoken and written word November Know where to go with eyes and fingers at the end of a sentence December Point to a word January Show first word on page February Show last word on page March Point to a letter Name most of the letters on a page Know that it is the print that is read in a story Draw and writes independently and read the message IDENTIFY AND WRITE LETTERS OF THE ALPHABET September Become familiar with the letter & their sequence by reciting or singing the letters of the alphabet October Participate in sensory exploration of the alphabet using sand, salt, clay or by using own bodies November Chant parts of shared reading alphabet books with a story line (e.g., Chicka Chicka Boom Boom and The Alphabet Tree) December Learn to recognize different types of lines and circles and join them to create simple forms January Manipulate magnetic, felt, sand paper and foam letters during classroom activities February Link lines together to form squares and rectangles March Learn to identify first letter of name by its shape or character representation Control writing by making long and short lines and big and small circles Participate in teacher modeled writing activities that incorporate letter recognition Write messages during dramatic play using lines, shapes, and scribbles September Play alphabet matching games (e.g., matching capital and small letters & beginning sound cards October Select books with titles that begin with the first letter of classmate s names November Name and forms a few letters of the alphabet, especially those in own name December Display letter-sound association and phonological awareness by naming words that begin with the same letter January Name many letters of the alphabet February Use alphabet cards, alphabet freeze or manipulatives to refer to in writing March Use random letters when writing messages Form many letters of the alphabet Show some sound symbol recognition in writing activities Refer to classroom labels, personal word collections or familiar sight words in writing activities

5 5 Language Arts Literacy Expectation 3: Children demonstrate emergent reading skills PHONOLOGICAL AWARENESS Listening, rhyming, alliteration, sentences and words, syllables September Recognize outdoor sounds October Attend to sounds created in the classroom November Locate objects by their sounds December Remember sounds that are heard January Discriminate sounds that are the same February Discriminate one sound from another March Join in singing simple songs with rhymes and alliterative lyrics Participate in classroom activities involving fingerplays, rhymes, poems and chants Provide missing word in a song, fingerplay or story Sing or recite three simple songs, fingerplay and rhymes September Participate in songs, stories and rhymes with alliterative text October Clap out words in a sentence November Clap out syllables of own name and that of classmates December Recite nursery rhymes and chants for own pleasure January Clap out syllables in familiar words February Identify two rhyming words out of a set of three March Identify the sound of a letter presented Recognize similar initial sounds of words Engage in teacher-initiated activities involving rhymes, poems and chant innovations Chant self-created rhyming or alliterative phrases

6 6 Language Arts Literacy Expectation 4: Children demonstrate emergent writing skills DEVELOPS WRITING SKILLS AND WRITES MESSAGES AS PART OF PLAY & OTHER ACTIVITIES September Begin to apply appropriate pressure to make random marks on paper with markers or primary crayons October Begin to make random scribbles during art and other classroom activities November Begin to draw simple lines and circles December Combine lines and circles into simple forms January Participates in adult-modeled writing activities (e.g., lists, cooking activities & class-made books) February Begin to link lines together to form squares and rectangles March Draw simple pictures and verbally labels them Begins to control writing by making long and short lines and big and little shapes Copy or trace X, simple shapes or lines and is able to place them in different locations on page Write messages during dramatic play such as grocery lists, telephone numbers and messages September Begin to use diagonal lines by drawing X several times and triangles October Make half circle pointing left and right and up and down November Write messages using pictures and scribbles December Use different types of scribbles for writing or drawing January Write name on work February Use random letters to write messages March Use one letter to represent a person or thing (e.g., M for Mom) Use one letter, usually the first one heard, to represent a word Use first and last letter to represent a word Begin to use some sight words when writing messages USES EMERGENT WRITING SKILLS TO WRITE OR READ FOR A VARIETY OF PURPOSES September Recognize that print shows ownership by helping teacher write and label his/her cubby, cot or paper October Recognize that one of the functions of print is to make choices by selecting a place to during center time November Realize print encourages interactions by using scribbles and picture making to create cards and thank you notes December Realize that print can tell someone what to do by following posted directions (e.g., directions for hand washing) January Realize print communicates information by participating in the making of observational experience chart February Realize print can express ideas and feelings by participating in making class created books March Display knowledge of form of print by helping to choose signs or messages for center play Participate in following Rebus recipes in cooking center Pretend read with newspapers, magazines, books in learning centers Participate in choral recitation of Rebus charts and schedules September Begins to write own name on classroom work October Pretend writes messages during dramatic play November Recognize and labels own cubbies, cots and classroom work to show ownership December Participate in writing Rebus charts for the purpose of choosing snacks or drinks during mealtimes January Engage in activities that involve some writing and illustration (e.g., thank you notes, greeting cards and messages) February Engage in interactive writing of Rebus recipes, instructions, signs or posters March Contributes to charts, lists that are compiled to give information Contribute to the making of classroom books through illustrations and inventive writing Write original utterances by using manipulatives or technology 5 Create signs and labels for classroom work

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