REPK Curriculum Map
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Contents |
August
September
Content and Essential Skills
THEME: Welcome to school/school routines/
STANDARDS:
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
ESSENTIALS
1. What are rules at home and at school?
2. What is our daily routine?
3. What are our worries about coming to school?
4. How do we treat others at school?
5. How do we use books?
6. Can you tell or re-tell a story?
7. What might happen next in a story?
8. How can we represent ourselves through singing/dramatic activities?
9. How do we use the library?
10. Do you have feelings similar to the feelings the characters have in the books we read?
11. How does one make a representation (drawing/artwork/painting)to show how they are feeling?
SKILLS
Preschool students will practice/be introduced to:
1. Songs and nursery rhymes to help learn everyone's names.
2. Trips to the school library.
3. Reading books to the children about characters going to school for the first time or returning to school/what their feelings are and how they treat others.
4. Wastebasket worries (writing down our worries and ceremoniously throwing them away).
ASSESSMENT
- Direct observation
- One-TO-One
- Creative Curriculum
RESOURCES
The Kissing Hand, by Audrey Penn
Chrysanthemum, by Kevin Henkes
Jessica, by Kevin Henkes
The Loudest Roar, by Thomas Taylor
What Makes a Rainbow, by Betty Ann Schwartz
Brown Bear, Brown Bear, What Do You See, by Bill Martin, Jr./Eric Carle
A Color of His Own, by Leo Lionni
OPTIONAL
[| Letter name song]A song to learn the letters of the students name
October
Content and Essential Skills
THEME: Pumpkins, Fall and Halloween
ESSENTIALS
1. What are the symbols that represent each letter?
2. What sounds represent each letter?
3. How do we recognize each letter?
4. Can you tell me some word that starts with a letter?
5. Can you tell me what will happen next in the story?
6. Tell me about the story we just read.
7. Who is the author?
8. Who is the illustrator?
9. Tell me what happened in this book?
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware - the ability to hear separate sounds. They are learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story ask questions about stories and dramatize stories.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. The letter tubs are used daily to address each sound. This helps address a broad range of learning styles (giving them something to touch/see/feel while saying the sound).
2. We do various letter searches in our room (suggested at home too) which helps students to recognize the letter that represents each sound.
3. We work on the sound and letter formation daily in each of our activities for the week for repetition.
4. We read one or more books daily and discuss what will happen next, who the author and illustrator are and discuss what happened in the book.
5. Children have exposure and access to a small classroom library, where they can touch and see a variety of books.
5. Students have exposed to a variety of posters and material hung in the classroom. (shapes, colors, numbers, letters)
6. Children have to recognize their name daily for sign in, centers, snack, cubbies, etc.
ASSESSMENT
- Direct observation
- One-on-One testing;
- Creative Curriculum
RESOURCES
Letter tubs
Hands-On Alphabet Activities for Young Children, Brown/Carey
Letter books
Handwriting practice sheets (first-school.com)
My Many Colored Days
The Teeny Tiny Woman
Starfall.com !
OPTIONAL
Starfall.com is an excellent resource for learning letter sounds!
November
Content and Essential Skills
THEME: Thanksgiving
ESSENTIAL
1. What is being thankful?
2. What are the symbols/sounds that correspond to the letters addressed?
3. Why/how do we celebrate Thanksgiving?
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
6. Can you tell me what will happen next in the story?
7. Tell me about the story we just read.
8. Who is the author?
9. Who is the illustrator?
10. Tell me what happened in this book?
11. How can we tell certain books are by the same author? (cover, pictures, letters)
12. What is the beginning, middle and end of the story.
13. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware - the ability to hear separate sounds. They are learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.ES
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Discussion at Thanksgiving and what it was like to live back then.
2. Thankful books/discussion of being thankful and helping others.
ASSESSEMENT
- Direct observation
- One-on-One testing
- Creative Curriculum
RESOURCES
OPTIONAL
December
Content and Essential Skills
THEME: Holidays
ESSENTIALS
1. What holiday traditions does your family have?
2. Practice Holiday songs.
3. Retell a story about a book and movie.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Pick a book and a movie that correlate. Read the story to the children, discuss the book. Do various activities that relate to the book. Then let the children watch the movie. Discuss the story, differences, similarities, etc.
2. Review letters already learned. Have students tell letter, sound and a word that goes the the letter.
3. Discussions between students, teacher directed, about the topic of how we each have our own family holiday traditions.
4. Ability to predict what will happen next in the stories we read.
5. Ability to re-tell a story they have read - at home or at school.
6. Participation in singing holiday songs.
7. Expression of students' thoughts and feelings about the holidays.
ASSESSMENT
- Direct observation
- One-on-One testing;
- Creative Curriculum
RESOURCES
Starfall.com (letter sounds and recognition)
JumpStart Preschool software
OPTIONAL
The computer software and websites have been a very valuable resource in helping children to recognize the sound that each letter makes and in letter recognition.
January
Content and Essential Skills
THEME: Winter/Snow/Snowmen
ESSENTIALS
1. Students will recognize and name the letters of the alphabet.
2. Students will recognize and be able to name the letters that are in their names.
3. Students will recognize objects that begin with the letters.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARD
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Students will use various materials to decorate the letters in their names, practice saying the names of each letter in their name and practice name recognition.
2. Students will be given letter sheets to practice writing each letter, the letter books (Thursday).
3. Students will practice recognize objects that begin with each letter using letter tubs, word wall pictures.
4. Students will use marker boards and magnadoodle boards to practice writing their names and the letters addressed this month.
5. Create paper kite and paper bag puppet while working on the letter K.
6. Lion Masks, took pictures of kids after creating masks with paper plates and yarn to hang in our jungle theme bulletin board in the hall. Ladybug number books.
7. Create name magnets using wooden letters/beads to make our names. Creating our own Mittens to use to retell the story of the Mitten. Making paper Monkeys to display in our hallway.
8. Decorating the letters in our names, create crayon resist watercolors of our names.
ASSESSMENT
- Direct observation
- One-on-One testing;
- Creative Curriculum
RESOURCES
Listen Buddy
Is Your Mama a Lama
Today is Monday
The Mitten
Goodnight Moon
OPTIONAL
February
Content and Essential Skills
THEME: Hearts/Valentines
ESSENTIALS
1. Students will recognize and name the letters of the alphabet.
2. Students will recognize and be able to name the letters that are in their names.
3. Students will recognize objects that begin with the letters.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Will write a letter to their parents for Valentine's day.
2. Will decorate a box for Valentine's Day.
3. Will practice writing their names in a shoe box with Jello.
4. Will name and recognize their peer's names through a variety of exposure and activities. Name Bingo, sign in, centers.
RESOURCES
OPTIONAL
March
Content and Essential Skills
THEME: Leprechaun/St. Patrick's Day
ESSENTIALS
1. Students will recognize and name the letters of the alphabet.
2. Students will recognize and be able to name the letters that are in their names.
3. Students will recognize objects that begin with the letters.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Learn to read a treasure map. The map will have letters, shapes and colors. They have to follow the path through out the school searching for the Leprechaun's gold.
2. For various tactile experience, have them use play dough to press into letter molds. Have them sort out the letters for their name. Then have them do it for their friends.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
A Leprechaun's St. Patrick's Day - Sarah Kirwan Blazek
Leprechaun Gold - Teresa Bateman
OPTIONAL
April
THEME: Spring/Rain/Dinosaurs
Content and Essential Skills
ESSENTIALS
1. Students will recognize and name the letters of the alphabet.
2. Students will recognize and be able to name the letters that are in their names.
3. Students will recognize objects that begin with the letters.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
SKILLS
1. Will review all letters and sounds learned through a variety of activities.
2. Will learn a about a variety of dinosaurs and will draw a dinosaur and tell a story about it. Then will share it with the rest of the class. Then make copies of everyone's dinosaur and make a book for each child in the classroom.
3. Practice writing their names first, middle and last through a variety of mediums. (play dough, Jello, sand, magna doodle, sidewalk chalk)
4. Have them retell the story of going to the dinosaur museum.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
Resources
Play dough
Jello
Sand
Magna doodle
Sidewalk chalk
Dinosaur Musuem
Optional
May
Content and Essential Skills
THEME: Summer Time/Review
ESSENTIALS 1. Students will recognize and name the letters of the alphabet.
2. Students will recognize and be able to name the letters that are in their names.
3. Students will recognize objects that begin with the letters.
4. What sounds represent each letter?
5. How do we recognize each letter?
6. Can you tell me some word that starts with a letter?
7. Can you tell me what will happen next in the story?
8. Tell me about the story we just read.
9. Who is the author?
10. Who is the illustrator?
11. Tell me what happened in this book?
12. How can we tell certain books are by the same author? (cover, pictures, letters)
13. What is the beginning, middle and end of the story.
14. Students create pictures to tell stories to the rest of the class.
STANDARDS
1-A: Preschool learners hold books, turn pages and look at pictures, words and symbols.
1-B: Preschool learners use play, pictures and illustrations, to tell and retell a story.
1-C: Preschool learners develop vocabulary to effectively express feelings and thoughts, describe experiences, interact with others and communicate their needs.
1-D: Preschool learners use picture clues to infer and predict what happens next in a story.
1-E: Preschool learners gain information through listening experiences with adults or peers who speak and/or read.
1-F: Preschool learners know that pictures in print convey meaning, beginning with recognition of symbols, the written form of their own name, and familiar letters or words found in their environment.
1-G: Preschool learners begin to become phonemically aware of the ability to hear separate sounds. They're learning that speech is composed of individual sounds, that words are composed of syllables and sounds, that some words rhyme, and that sounds can be manipulated.
3-D: Preschool learners begin to associate sounds with the written letter.
4-A: Preschool learners begin to compare, predict actions, and draw conclusions through everyday experiences and play.
4-B: Preschool learners, through exposure to high quality children's literature, predict logical next steps in a story, ask questions about stories and dramatize stories.
5-E: Preschool learners begin to recognize books by their cover and to identify the beginning, middle, and end of stories and books.
6-A: Preschool learners begin to identify the role of the "author" and the "illustrator" of books that are read to them or that they create.
6-B: Preschool learners listen, respond to, and discuss a variety of literature including fairy tales, folk tales, legends and myths, rhymes and poems, fiction and non fiction.
Skills
1. Review of all letters and sounds through a variety of activities at home and school.
2. Have children read site word books if ready.
3.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
Resources
Optional
