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 recognize and name all upper- and lowercase letters of the alphabet. For example, during a classroom activity, they might sing the alphabet song, point to letters on a chart, or play games where they match upper- and lowercase letters, such as finding and pairing "A" with "a."

Children will understand that words are separated by spaces in print. For example, during a reading activity, they will learn to identify where one word ends and another begins by pointing out spaces between words. They might practice this by reading simple sentences and saying, "I see spaces here, which means these are different words!" This helps them recognize the structure of written language and improves their reading comprehension.

Children will recognize that spoken words are represented in written language by specific sequences of letters. For example, they will understand that the word "cat" is made up of the letters C, A, and T. They will develop the ability to hear, identify, and manipulate individual sounds in words through activities like saying the sounds aloud or using phonemic games, such as blending sounds together to form words, like /k/ /a/ /t/ to say "cat." This foundational skill supports their reading and writing development.

Children will follow words from left to right, top to bottom, and page by page. They will understand the basic directionality of print by practicing with books, learning that text flows in these specific directions. For example, as they read a picture book, they might point to the words and say, "I read this line first, then the next line." This helps reinforce their understanding of how print is organized on the page.

Children will ask questions to clear up any confusion about the topics and texts under discussion.For example, during a conversation about a story they just read, if a child hears a classmate mention a character they don't understand, they might ask, "Can you tell me who that character is?"

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 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 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 produce complete sentences when appropriate to the task and situation. For example, during a show-and-tell, a child might say, "I brought my favorite book because I love the story," rather than just saying, "My book." This encourages clear communication and helps them express their thoughts more effectively.