Curriculum

Children will demonstrate understanding of spoken words, syllables, and sounds (phonemes). For example, they might clap their hands for each syllable in their name, saying "Sam-my" for two claps, or they could identify the beginning sound in words like "bat" and "cat," recognizing that both start with the /b/ and /k/ sounds, respectively.

Children will follow agreed-upon rules for discussions, such as listening to others and taking turns speaking about the topics and texts under discussion.For example, during a classroom discussion, they will practice waiting for their turn to speak and expressing their thoughts by saying things like, "I like what you said about the story," or "I have a different idea."

Children will ask and answer questions about key details in a text read aloud or information presented orally.For example, after a story, they might ask, "Why did the character feel sad?" and respond, "The character felt sad because they lost their favorite toy." This encourages them to understand the main ideas and details from the discussion.

Children will demonstrate an understanding of rhyming words by identifying and producing words that rhyme. For example, they might recognize that "cat," "hat," and "mat" all end with the same sound.

Children will be able to continue a conversation through multiple exchanges. For example, during a discussion about their favorite animals, if one child says, "I like dogs," another child might respond, "I like dogs too! What kind of dog do you have?" The first child could then reply, "I have a golden retriever. What about you?"

Children will ask and answer questions about what a speaker says to gather additional information or clarify something they do not understand. For example, if a teacher talks about a field trip, a child might ask, "What time will we leave?" or say, "Can you explain what we will do there?" This helps them gain a better understanding of the information being shared.

Children will count, pronounce, blend, and segment syllables in spoken words. For example, they might clap their hands for each syllable in a word like "elephant" (three claps) or say, "Let's say the word 'butterfly' together: but-ter-fly." They can also blend syllables together by sounding out the syllables separately and then combining them to form the complete word.

Children will confirm their understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.** For example, after listening to a story, a child might ask, "Why did the character feel sad?" or "What happened after that?" They will also learn to respond to questions from peers or the teacher, such as saying, "I think the story means..." or "Can you tell me more about that part?" If they don't understand something, they might say, "I don’t get what that means. Can you explain it again?" This practice helps them engage actively with the text and enhances their comprehension skills.

Children will describe people, places, things, and events with relevant details, expressing their ideas and feelings clearly. For example, when talking about a birthday party, a child might say, "My friend’s party was fun! There were colorful balloons, a big chocolate cake, and we played games outside." This allows them to share their experiences in a vivid and relatable way.

Children will blend and segment onsets and rimes of single-syllable spoken words. For example, when given the word "cat," they will identify the onset /k/ and the rime /at/, allowing them to blend the sounds together to say "cat.