Curriculum Scope and Sequence

Transcription

1 Curriculum Scope and Sequence First Baptist Academy Mathematics: Number and Counting Concepts Understand that numbers are used to denote quantity: two birds Count to 10 by rote Count to 10 in Spanish Begin to use one-to-one correspondence Number recognition and concept to 10 Count to 20 by rote Use one-to-one correspondence Use more than, same as, less than to describe sizes of sets of concrete objects Count to 20 Use one-to-one correspondence Use more than, same as, less than to describe sizes of sets of concrete objects Use numbers to tell how many objects in a set [to 20] Count to 20 Mathematics: Value of Coins and Bills, Counting Money Recognize coins as money Mathematics: Ordinal Numbers Understands first Understands first, second, and last Use before or after to describe position of object in a sequence Use first, second, third, etc. to name ordinal position in a sequence Identifies objects in first and last positions in a sequence Use before or after to describe position of object in a sequence Use first, second, third, etc. to name ordinal position in a sequence Orders objects according to directions using first, second, third, etc. Mathematics: Patterns Recognize simple A-B patterns Count to 10 in English and Spanish by rote Repeats single pattern Create simple A-B patterns Count to 20 by rote Recognize, repeat, and create A-B patterns Recognize and create more complex patterns: A-B-C, A-A- B-B Count to twenty. Identify, extend, & create patterns of sounds, physical movement, & concrete objects Use patterns to predict what comes next, including cause/effect relationships Count by ones to 100

2 Mathematics: Geometry Classifies objects by size, color, shape Identify shapes (circle, square, triangle, heart, star) Compares groups by attributes: alike/different, taller/shorter, more/less Classifies objects by size, color, shape, design Identify shapes (circle, square, triangle, oval, heart, rectangle, diamond, star) Matches objects Compares groups by attributes: alike/different, taller/shorter, more/less Describe one object in relation to another using over, under, above, and below Describe one object in relation to another using over, under, above, and below Place an object in a specified position Describe and identify an object by its attributes (size, shape, etc.) Compare two objects based on attributes Sort objects according to attributes and describe how groups are formed (size, shape) Describe and compare real-life objects or models of solids Describe, identify, and compare circles, triangles, rectangles, squares, spheres, cubes Mathematics: Measurement Identify which of two objects is longer or shorter using a non-standard measuring tool Identify which of two objects is longer or shorter using a ruler or non-standard measuring tool Compare and order 2 or 3 objects according to length, capacity [holds more/less], weight[lighter, heavier] Find concrete objects that are about the same as, less than, or greater than a given object [length, capacity, weight] Compare situation or objects by temperature Compare events by duration of time [more/less] Sequence events Describe time on a clock by the hour Read a calendar using days, weeks, and months

3 Mathematics: Problem Solving Begins using simple graphs to identify which is more, less Answer simple questions about a graph With help, select or develop appropriate problem-solving strategy-draw a picture or act it out Identify mathematics in everyday situations Use a problem-solving model, with help, to understand the problem, make a plan, carry out a plan, and evaluate a solution for reasonableness Select or develop appropriate problem-solving strategy: draw a picture, look for patterns, systematic guess/check, or act it out to solve a problem Use tools to solve problems: objects, manipulatives [bundle straws] technology Explain and record observations: objects, words, pictures, numbers, technology Relate everyday language to mathematical terms and symbols Reason and support thinking using objects, words, pictures, numbers, technology

4 Scientific Processes Ask Questions Develop an awareness of senses Develop awareness of nature and the world around us Develop concept of seasons and weather Experiment and predict basic concepts: hard/soft, hot/cold, wet/dry, sink/float Ask Questions Use senses to make comparisons: cold/hot, soft/hard, wet/dry Develop awareness of nature and the world around us Develop concept of seasons and weather Experiment and predict basic concepts: hard/soft, hot/cold, wet/dry, sink/float Record observations about parts of plants: leaves, roots, stems, flowers Identify body parts and facial features using a mirror (eyes, nose, ears, hair color, arms, legs, stomach, feet) Demonstrate safe practices during classroom investigations Learn to use resources and materials Ask Questions Communicate observations from simple investigations Identify and use senses as tools of observations Describe properties of objects: size, color Record observations about parts of plants: leaves, roots, stems, flowers Record observations about parts of animals: wings, feet, head, tail Manipulate parts of objects, that when put together, can do things they cannot do by themselves, using Legos, etc. Demonstrate safe practices during classroom and field investigations Learn to use and conserve resources and materials Ask questions about organisms, objects, and events Plan simple investigations Gather information using simple tools Construct reasonable explanations using information Communicate findings about simple investigations Make decisions using information Explain problem in own words and propose solution Identify and use senses as tools of observations Make observations using tools hand lenses, balances, cups, bowls, computers Describe properties of objects and characteristics of organisms: size, color, texture Observe and identify patterns: seasons, growth, day/night and predict what happens next Recognize and copy patterns seen in charts and graphs Sort organisms and objects into groups according to parts and describe how groups are formed Record observations about parts of plants: leaves, roots, stems, flowers Record observations about parts of

5 animals: wings, feet, head, tail, etc. Identify parts that, when removed, may result in the whole not working: cars without wheels, plants without roots Manipulate parts of objects, that when put together, can do things they cannot do by themselves: toy vehicles, construction sets Observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement of an object, plant, etc. Health and Safety Identify body parts Develop an awareness of proper nutrition Develop an awareness of good dental hygiene Develop an awareness of importance of proper hand washing techniques Identify body parts and uses Develop an understanding of proper nutrition Develop an understanding of good dental hygiene Develop an awareness of good health and safety rules Regularly utilize proper hand washing techniques Identify aspects of proper nutrition Identify aspects of good dental hygiene Demonstrate and observe good health and safety rules Regularly utilize proper hand washing techniques Identify aspects of proper nutrition Identify aspects of good dental hygiene Demonstrate and observe good health and safety rules Regularly utilize proper hand washing techniques Physical: Fine Motor Development Learns self-help skills (zip, Can brush teeth, comb hair, wash, Hand preference is established button, snap, lace) and dress with little assistance Laces shoes Assembles simple puzzles Copies crosses and squares Tri-pod pencil grasp Manipulates clay; finger Prints some letters Colors within lines paints Uses table utensils skillfully Cuts and pastes simple shapes Copies simple shapes Cuts on a line Stacks blocks up to nine high Begins cutting Trace name Learns self-help skills Develops pincer control with pencil, crayon Assembles very simple puzzles Plays with clay

6 Physical: Gross Motor Development Jumps on two feet, runs, climbs, hops, crawls with adult model walks with an agile, almost adult style runs around obstacles Running is more controlled; can start, stop, and turn Turns somersaults; hops on one Runs in an adult manner Walks on tiptoe Broad jumps Becomes familiar with catches large balls and foot; gallops Walks on a balance beam balancing activities throws overhead Can easily catch, throw, and Jumps rope climbs ladders; uses slide bounce a ball independently alternates feet when climbing stairs hops on one foot crawl on all fours balance on one leg Geography Locate objects placed under/over as directed Locate own classroom and playground Identify under/over using objects Locate own classroom, playground, and parlor, gym Use terms: under/over, far/near to describe location Locate places on campus Use terms: under/over, far/near, left/right to describe location Locate places on campus and describe location Economics Identify basic human needs of food and shelter Identify basic human needs of food, clothing, shelter Develop awareness of community helpers Explains basic human needs Explain how basic human needs of food, clothing, and shelter can be met Identify community helpers Explains basic human needs Explain how basic human needs of food, clothing, and shelter can be met Identify community helpers Explain why people have jobs

7 Government Identify rules at school Identify rules at school Identify possible consequences of not obeying rules Identify purposes for having rules Identify authority figures in home, school, and community Identify purposed for having rules Identify rules that provide order, security, and safety in home and school Identify authority figures in home, school, community Explain how authority figures make and enforce rules Citizenship & Social Studies Develop concept of self, family, and the world around us Develop awareness of holidays and identify symbols of common holidays: Thanksgiving, Christmas, Easter Develop concept of self and family Develop awareness of holidays Identify the US flag Identify symbols of common holidays: Thanksgiving, Christmas, Easter, Valentine s Day, St. Patrick s Day Obtain information about a topic through listening, viewing, & music Examine ideas orally based on knowledge and experiences Identify the flags of the US and Texas Recite the Pledge of Allegiance to the American flag Explain the use of voting as a method for group decision making Obtain information about a topic using oral sources: conversations, interviews, music Obtain information about a topic using visual sources: pictures, symbols, television, maps, computer images, print materials and artifacts Sequence and categorize information Identify main idea from oral, visual, and printed sources Express ideas orally based on knowledge and experiences Create written and visual material to express ideas: stories, poems, maps, graphic organizers

8 Social Skills Develop early self-help skills: asking for help when needed, putting on own jacket, shoes, etc. Begin to develop a healthy self-concept Begin to develop acceptable expressions of emotion Continue to develop and refine self-help skills Continue to develop a healthy self-concept Continue to develop and refine acceptable expressions of emotion Participate fully in daily routine and group games Dress self with little assistance Express own needs and emotions verbally Identify aspects of daily routine, such as turn-taking, sharing materials Express concern for others verbally Dress self Identify and verbally express own needs and emotions Makes necessary adjustments to daily routine, such as fire drill interrupting a preferred activity and responds appropriately Share, take turns, move from one activity to another appropriately Begin to participate in daily routine and group games Begin to develop awareness of the needs of others and to show concern for others Art Introduces and experiences Uses lines to make shapes and development of line, color, figures, adding color and texture shape, and texture Refine modeling, constructing, and Master recognition of drawing skills primary colors and Experience use of various art secondary colors media to express an original Introduce and experience thought through artwork modeling, constructing, and drawing skills Introduce and experience skills with various art media Use scissors properly Use glue properly Draw self portrait using at least three body parts Introduce and experience the development of color, shape, and texture Introduce primary colors Introduce and experience modeling clay Introduce and experience skills with various art media Uses lines to make shapes and figures, adding color, texture, and details Refine modeling, constructing, and drawing skills Select and use various art media to express an original thought through artwork

9 Reading/Language Arts: Listening/Speaking Respond to directions and questions Develop recognition of own name when printed Listens to a story Looks at books with interest Uses I, me, or mine to show possession Takes turns in conversations Repeats sounds, words and phrases [finger plays, songs] Answers simple questions in group time Uses simple verbs Respond appropriately to directions and questions with 70% accuracy Recognize own name when printed Participates in group discussions, songs, and conversations Predicts logical outcome of story Handles books appropriately, demonstrating understanding of left-to-right progression Listens to others share their experiences and responds appropriately Speaks in full sentences Uses I, me, or mine to show possession Takes turns in conversations Repeats sounds, words and phrases [finger plays, songs, poems] Shares ideas and stories in group time Retells stories with logic Uses simple verbs Asks and answers questions of who, what, when, where, why, how Respond appropriately to directions and questions Participate in rhymes, songs, & conversations Listen responsively to stories and other texts read aloud Identify musical elements of literary language rhymes, repeated sounds Share experiences with those of others through speaking and listening Use spoken language appropriate to audience, purpose, and occasion Ask and answer relevant questions & make contributions Present dramatic interpretations of experiences & stories Use the vocabulary of school: numbers, shapes, colors, directions Clarify and support spoken messages using props: objects, pictures [show and tell] Determine Purpose for listening-get information, solve problems, enjoy & appreciate Respond appropriately and courteously to directions and questions Participate in rhymes, songs, conversations & discussions Listen critically to interpret and evaluate Listen responsively to stories and other texts read aloud Identify musical elements of literary language: rhymes, repeated sounds Connect experiences and ideas with those of others through speaking and listening Compare language and oral traditions [family stories] that reflect customs, regions, cultures Choose/adapt spoken language appropriate to audience, purpose & occasion: appropriate volume & rate Use verbal/nonverbal communication in effective ways: announcement, directions, making introductions Ask and answer relevant questions & contribute to small and large group discussions Present dramatic interpretations of experiences, stories & poems Gain increasing control of grammar in speaking: subject/verb agreement, complete sentences, correct tense Use the vocabulary of school:

10 numbers, shapes, colors, directions Clarify and support spoken messages using props: objects, pictures, charts Retell a spoken message by summarizing or clarifying Reading/Language Arts: Variety of Texts Listen to fiction and poetry read aloud for pleasure Listen to fiction and poetry read aloud for pleasure Listen to fiction and poetry read aloud for pleasure Listen to fiction, nonfiction, and poetry read aloud for pleasure and information Reading/Language Arts: Reading Readiness Recognize that signs in urban environment convey meaning: McDonald s golden arches Share books, poems, and finger plays with children Model reading behaviors Understand that print Recognize that signs in urban environment convey meaning: McDonald s golden arches Share books, poems, and finger plays with children Model reading behaviors Understand that print carries a message carries a message Recognize that signs in urban environment convey meaning: McDonald s golden arches, STOP, etc. Recognize that print represents spoken language and conveys meaning Understand that print moves leftto-right across the page and top-tobottom Understand that spoken words are represented in written language Recognize that parts of a book offer information: cover, title page Know some lullabies, Mother Goose rhymes, Bible stories, etc. Produce rhyming words Recognize and name some letters of the alphabet Recognize that signs in urban environment convey meaning: McDonald s golden arches, STOP, etc. Recognize that print represents spoken language and conveys meaning Understand that print moves left-toright across the page and top-tobottom Understand written words are separated by spaces Know difference between individual letters and printed words Know difference between capital and lowercase letters Recognize how readers use capitalization & punctuation to comprehend Understand that spoken words are represented in written language by specific sequences of letters Recognize that parts of a book offer information: cover, title page, table

11 of contents Demonstrate concept of word by dividing spoken sentences into individual words Know some lullabies, Mother Goose rhymes, Bible stories, etc. Identify, segment, and combine syllables within spoken words to represent syllables in words: clapping, moving, manipulative Produce rhyming words & distinguish rhyming words from non-rhyming words Identify and isolate initial and final sound of spoken word Blend sounds to make spoken words by moving manipulatives to blend phonemes in spoken word Segment one-syllable spoken words into individual phonemes-produce beginning, middle, and final sounds Blend series of spoken sound together to make a word: /d/ /o/ /g/ is dog Indicate whether series of words begins or ends with same sound: sit, sun, soap all begin the same Form new words by manipulating initial, final, or medial sounds in a word: man, mat; pat, put Name and identify each letter of the alphabet Understand that written words are composed of letters that represent sounds

12 Reading/Language Arts: Vocabulary Development Develop vocabulary thru meaningful/concrete experiences in the classroom Develop vocabulary by listening to familiar selections read aloud Develop vocabulary thru meaningful/concrete experiences in the classroom Develop vocabulary by listening to familiar selections read aloud Develop vocabulary thru meaningful/concrete experiences in the classroom Develop vocabulary by listening to familiar selections read aloud Discuss meanings of words and develop vocabulary through meaningful/concrete experiences Develop vocabulary by listening to and discussing familiar and challenging selections read aloud Identify words that name persons, places or things and words that name actions Reading/Language Arts: Reading Comprehension Retell or act out events in stories Use prior knowledge to anticipate meaning or predict events in a story Retell or act out events in stories Use prior knowledge to anticipate meaning or predict events in a story Retell or act out events in stories Use prior knowledge to anticipate meaning and make sense of texts Establish purposes for reading or listening: be informed, follow directions, be entertained Retell or act out order of important events in stories Reading/Language Arts: Literary Response Listen to stories being read aloud Listen to stories being read aloud Listen to stories being read aloud Participate when predictable & patterned selections are read aloud [repeat phrases, finish a sentence with correct word] using picture clues Listen to stories being read aloud Respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation Describe how illustrations contribute to text

13 Reading/Language Arts: Writing/Handwriting, Penmanship, Punctuation Gain increasing control of holding a pencil, crayon, or marker to make circles and horizontal and vertical lines Begin to recognize and form letters of the alphabet Print own name Begin to learn strokes to write letters of the alphabet in print Gain increasing control of penmanship: pencil grip, paper position, beginning strokes Write each letter of the alphabet in lowercase and uppercase print Write his/her own name and other important words Use phonological knowledge to map sounds to letters to write messages Write messages that move left-toright and top-to-bottom on the page