Curriculum
Little Treasures utilizes the HighScope curriculum, COR Advantage assessment and the Ages and Stages Questionnaire. Students will be assessed three times per year. Parents may attend conferences in November and May during the school year.
Language Arts
Print Concepts
-Follow words from left to right, top to bottom and page by page.
-Understand that words are separated by spaces in print.
-Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
-Recognize that letters are grouped to form words.
- Identify the front cover, back cover; displays correct orientation of book, page turning skills.
Key Ideas and Details
-With prompting and support, ask and answer about detail(s) in a text.
-With prompting and support, retell familiar stories.
-With prompting and support, ask and answer questions about characters and major events in a story.
With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).
Phonological Awareness
-Recognize and match words that rhyme.
-Demonstrate awareness of relationship between sounds and letters.
-With support and prompting, isolate and pronounce the initial sounds in words.
Phonics and Word Recognition
-With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.
-Recognizes own name and common signs and labels in the environment.
Fluency
-Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).
Writing Standards
-With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.
Conventions of Standard English
-Print some upper- and lower-case letters.(e.g., letters in their name).
-Attempt to write a letter or letters to represent a word.
-With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.
-Follow words from left to right, top to bottom and page by page.
-Understand that words are separated by spaces in print.
-Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
-Recognize that letters are grouped to form words.
- Identify the front cover, back cover; displays correct orientation of book, page turning skills.
Key Ideas and Details
-With prompting and support, ask and answer about detail(s) in a text.
-With prompting and support, retell familiar stories.
-With prompting and support, ask and answer questions about characters and major events in a story.
With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).
Phonological Awareness
-Recognize and match words that rhyme.
-Demonstrate awareness of relationship between sounds and letters.
-With support and prompting, isolate and pronounce the initial sounds in words.
Phonics and Word Recognition
-With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.
-Recognizes own name and common signs and labels in the environment.
Fluency
-Displays emergent reading behaviors with purpose and understanding (e.g., pretend reading).
Writing Standards
-With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.
Conventions of Standard English
-Print some upper- and lower-case letters.(e.g., letters in their name).
-Attempt to write a letter or letters to represent a word.
-With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Mathematics
-Know number names and the count sequence.
-Count to tell the number of objects.
-Compare numbers.
-Sort objects and count the number of objects in each category.
-Identify and describe shapes (squares, circles, triangles, rectangles).
-Know number names
-Count to 20.
-Represent a number of objects with a written numeral 0 – 5
-Demonstrate an understanding of addition and subtraction by using objects and fingers
-Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).
-Children identify, describe, copy, complete, and create patterns.
-Count to tell the number of objects.
-Compare numbers.
-Sort objects and count the number of objects in each category.
-Identify and describe shapes (squares, circles, triangles, rectangles).
-Know number names
-Count to 20.
-Represent a number of objects with a written numeral 0 – 5
-Demonstrate an understanding of addition and subtraction by using objects and fingers
-Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).
-Children identify, describe, copy, complete, and create patterns.
Science
-Uses senses to gather, explore, and interpret information.
-Makes predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world.
-Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, snowy, windy, cloudy, etc.).
-Observes and discusses similarities, differences, and categories of plants and animals.
-Identifies things as living or non-living based on characteristics, such as breathes, moves by itself, grows.
-Observes, describes, and compares the habitats of plants and animals.
-Describes simple life cycles of plants and animals.
-Makes predictions based on background knowledge, previous scientific experiences, and observations of objects and events in the world.
-Observes and discusses changes in weather and seasons using common weather related vocabulary (e.g., rainy, sunny, snowy, windy, cloudy, etc.).
-Observes and discusses similarities, differences, and categories of plants and animals.
-Identifies things as living or non-living based on characteristics, such as breathes, moves by itself, grows.
-Observes, describes, and compares the habitats of plants and animals.
-Describes simple life cycles of plants and animals.
Social Studies
-Describes how each person is unique and important.
-Identifies family members, family characteristics and functions.
-Recognizes some community workers and describes what they do.
-Expresses that rules are for everyone.
-Identifies family members, family characteristics and functions.
-Recognizes some community workers and describes what they do.
-Expresses that rules are for everyone.
Approaches To Learning
-Actively and confidently engages in play as a means of exploration and learning.
-Interacts with a variety of materials through play.
-Engages in pretend and imaginative play
- Self-selects play activity and demonstrates spontaneity.
-Uses “trial and error” method to figure out a task, problem, etc.
-Identifies a problem and tries to solve it independently.
-Asks questions using who, what, how, why, when, where, what if.
-Willingly engages in new experiences and activities.
-Maintains focus on a task.
-Seeks assistance when the next step seems unclear or appears too difficult.
-Children make plans and follow through on their intentions.
-Children focus on activities that interest them.
-Children solve problems encountered in play.
-Interacts with a variety of materials through play.
-Engages in pretend and imaginative play
- Self-selects play activity and demonstrates spontaneity.
-Uses “trial and error” method to figure out a task, problem, etc.
-Identifies a problem and tries to solve it independently.
-Asks questions using who, what, how, why, when, where, what if.
-Willingly engages in new experiences and activities.
-Maintains focus on a task.
-Seeks assistance when the next step seems unclear or appears too difficult.
-Children make plans and follow through on their intentions.
-Children focus on activities that interest them.
-Children solve problems encountered in play.
Physical Development
-Gross-motor skills: Children demonstrate
strength, flexibility, balance, and timing in using
their large muscles.
-Fine-motor skills: Children demonstrate
dexterity and hand-eye coordination in using
their small muscles.
strength, flexibility, balance, and timing in using
their large muscles.
-Fine-motor skills: Children demonstrate
dexterity and hand-eye coordination in using
their small muscles.
Social Emotional Development
-Children recognize, label, and regulate their feelings.
-Children resolve social conflicts.
-Describes himself/herself using several different characteristics.
-Expresses feelings, needs, opinions and desires in a way that is appropriate to the situation. -Appropriately names types of emotions (e.g., frustrated, happy, excited, sad) and associates them with different facial expressions, words and behaviors.
-Demonstrates an ability to independently modify his/her behavior in different situations.
-Interacts with other children (e.g., in play, conversation, etc.).
-Shares materials and toys with other children.
-Engages easily in routine activities (e.g., story time, snack time, circle time).
-Uses materials purposefully, safely and respectfully as set by group rules.
-Participates in small or large group activities for story-telling, singing or finger plays.
-Asks questions. Listens attentively for a variety of purposes (e.g., for enjoyment; to gain information; to perform a task; to learn what happened; to follow directions).
-Children resolve social conflicts.
-Describes himself/herself using several different characteristics.
-Expresses feelings, needs, opinions and desires in a way that is appropriate to the situation. -Appropriately names types of emotions (e.g., frustrated, happy, excited, sad) and associates them with different facial expressions, words and behaviors.
-Demonstrates an ability to independently modify his/her behavior in different situations.
-Interacts with other children (e.g., in play, conversation, etc.).
-Shares materials and toys with other children.
-Engages easily in routine activities (e.g., story time, snack time, circle time).
-Uses materials purposefully, safely and respectfully as set by group rules.
-Participates in small or large group activities for story-telling, singing or finger plays.
-Asks questions. Listens attentively for a variety of purposes (e.g., for enjoyment; to gain information; to perform a task; to learn what happened; to follow directions).
Art
-Children express and represent what they observe, think, imagine, and feel through two- and three-dimensional art.
-Children express and represent what they observe, think, imagine, and feel through music.
-Children express and represent what they observe, think, imagine, and feel through movement.
-Children express and represent what they observe, think, imagine, and feel through pretend play.
-Children express and represent what they observe, think, imagine, and feel through music.
-Children express and represent what they observe, think, imagine, and feel through movement.
-Children express and represent what they observe, think, imagine, and feel through pretend play.
