Shows a steady increase in listening and specking vocabulary
Uses language for a variety of purposes (e.g., expressing needs and interests)
Begins to retell the sequence of a story
Begins to associate the names of letters with their shapes
Becomes more able to move from one space to another in different ways (e.g., running, jumping, hopping, skipping)
Begins to practice self-help skills (e.g., zipping, buttoning)
Teaching Strategies Used
Students will:
Children enter school at varying developmental levels. Their interests and abilities differ. One way of providing individualized instruction that meets the needs of all the children is to set up learning centers. A few examples of learning centers are; blocks, dramatic play, art, listening and reading. This provides students the opportunity to work with a small group. Instructional time will typically be a large group activity. The students will participate in morning activities, circle time, centers, listen to a story, eat a snack, and complete a craft as a class.
Special Features:
The three year old program will focus on nursery rhymes and fairy tales. The students will be introduced to a new nursery rhyme or fairy tale each week. There will also be a stressed interest on holidays.
Evaluations
The students will be evaluated during all areas of his day. A few examples are as follows:
Separates from parent with undue stress
Works cooperatively with adults
Uses “Please” and Thank You”
Works and plays cooperatively with others
Follows group instruction
Bounces and catches a ball
Claps, and marches with music
Walks on a balance beam Controls use of crayons and scissors
Speaks clearly
Talks in sentences
States own first and last name and age
Enjoys music and shows an interest in music
Enjoys painting, drawing, crafts, etc.
Plays in different areas: blocks, trains, art, imaginative, etc.
The students should also be able to answer the following questions.
Do you like school? Why?
Who do you like to play with at school? Why?
What areas of the room do you like best? Why?
Is there anything that is hard for you at school? Why?
By asking ‘why’ the student is forced to think about his or her responses therefore, encouraging brain activity.
Other descriptions
These important principles are critical to the success of young children and necessary for integrated curriculum to be effective:
Learning requires the active participation of the learner.
The understanding that people learn in a variety of ways and at different rates.
Learning is both an individual process and a social process.
Programfor Four Year Olds
Faculty Name: Trish Cerminara
Textbook: Handwriting Without Tears
Publisher: Handwriting Without Tears INC
Copyright Date: 2006
Website: Not applicable
Significant Curriculum Guidelines:
Listens for different purposes (e.g., to learn what happened in a story, to retrieve instructions, to converse with an adult or a peer)
Develops a sense of phonemic awareness through the Letter People
Listens to and engages in several exchanges of conversations with others
Listens to books, tapes and CD, and shows understanding through gestures, actions, and/or language
Links new learning experiences and vocabulary to what is already known about a topic
Uses sentences of increasing length (three or more words) and grammatical complexity in everyday speech
Tells a simple narrative, focusing on favorite or most memorable parts
Begins to identify high-frequency words
Becomes more able to move in place (e.g., axial movements such as reaching, twisting, turning and bending)
Begins to coordinate arms and legs (e.g., swinging, stretching)
Teaching Strategies Used:
Students will:
Children enter school at varying developmental levels. Their interests and abilities differ. One way of providing individualized instruction that meets the needs of all the children is to set up learning centers. A few examples of learning centers are; blocks, dramatic play, art, listening and reading. This provides students the opportunity to work with a small group. Instructional time will typically be a large group activity. The students will participate in morning activities, circle time, centers, listen to a story, eat a snack, and complete a craft as a class.
Special Features:
Students will:
The four year old program will be based on the letter people. The students will meet and greet a new letter person each week. The four year old curriculum will integrate a program of phonemic awareness and sight vocabulary.
Evaluations
Gathering evidence of a child’s progress is an ongoing process and should include the following elements: observation and anecdotal notes, samples of work, and conferences.
Other Description
Due to age differences and previous experiences, children will have a great diversity of knowledge. Some children, regardless of their age level, will be at the beginning of the learning continuum, while others will be further along. The curriculum will help build connections between subject matter disciplines by organizing the large amount of information children must learn into a set of meaningful concepts. Using concepts from the guidelines, teachers can work across disciplines to provide many opportunities for children to achieve knowledge and skills.
Listening skills are an important part of the PreK curriculum. They tie in with phonemic awareness which provides a foundation for phonics, fluent reading and spelling. Phonemic awareness is developed through instruction that involves language games and activities in which they explore, play with and manipulate sounds. Instruction begins with activities that encourage children to listen attentively to and identify sounds and to detect sound patterns such as rhymes and alliteration. After the children have a firm foundation in this area we will progress steadily to help the children hear, recognize and produce rhymes.
St. Teresa of Avila School
800 Avila Court
Pittsburgh, PA 15237
Phone: 412-367-9001
Fax: 412-364-1172
For additional information, please e-mail us at info@saintteresas.org
