Receptive Language

• Auditory Discrimination
• Distinguishing between two sounds
• Identifying the direction of a sound
• Distinguishing the duration of sound (long, short)
• Discriminating the volume of sound (loud, soft)
• Discriminating the tempo of sound (fast, slow)
• Identifying the pitch of sound (high, low)
• Discriminating rhyming words
• Matching familiar sounds with their sources
• Imitating sounds (e.g. animal sounds)
• Discrimination of sounds in words (hears difference in “hat” and “sat”)

Auditory Memory

• Reciting and singing nursery rhymes and jingles
• Retelling a story
• Recalling (reciting or singing) the alphabet in sequence
• Identifying similar sound (e.g. words that begin alike)
• Supplying rhyming words
• Identifying familiar sounds (kitchen sounds)
• Rote counting to ten
• Sequencing the days of the week (in a song)
• Clapping a rhythmic pattern (e.g., short, short, short, or shot, long, short, long)
• Following directions that increase in complexity (two or three commands at a time, gradually increasing to four)

SECOND SEMESTER

Expressive Language

Naming Objects

• Association (pairing the real object, and later a picture of the object, with the sound of the word by)
• Reinforcement (repeating a given response because of a positive stimulus such as praise)
• Imitation (attempting to voice the sounds initially voiced by a parent or teacher)
• Elaboration (expanding a word into a complete sentence)

Showing and telling about personal possessions

Telling about personal experience

Discussing purposefully

• Discussing pictures
• Discussing unit topics
• Discussing preparation for an excursion or other group activity
• Evaluating a group project or experience
• Discussing stories and books

Dramatizing poems, action rhymes, and stories

• Reciting favorite nursery rhymes, action rhymes, and poems
• Retelling favorite stories
• Supplying endings for simple stories
• Using puppets to tell or retell stories
• Experiencing choral reading (repetitious phrases in rhymes)
• Pantomiming and acting out rhymes and simple stories
• Pantomiming and acting out what they see in a picture

Visual Discrimination

• Matching pictures and real Objects
• Identifying basic shapes
• Identifying basic colors and color associated with common ojbects
• Identifying patterns that employ shapes, colors, and letters in sequential order.
• Classifying objects according to the following common traits: color, size, shape, texture, pattern.
• Identifying spatial relationship (inside, outside, over, under, top, bottom, etc.)
• Identifying spatial relationships indicated by pictures.
• Identifying emotions in illustrations (e.g., sad, happy)
• Matching alphabets
• Recognizing the uppercase alphabet
• Recognizing own name in upper-case and lower-case letters.

SECOND SEMESTER

Visual Memory

• Recalling visual details – what is missing, proper placement of table setting
• Recalling visual details from a story or a field trip

Visual Closure

• Perceiving objects in incomplete forms – board puzzles, shadow silhouette pictures, hidden pictures, sequencing patterns
• Completing partially drawn pictures

• Identifying objects by sight
• Expanding vocabulary and meaning
• Perceiving spatial relationships
• Relating picture of an auditory signal
• Listening to and following verbal directions
• Using context clues for word meaning
  Reading pictures

• Noticing details
• Identifying characters and actions
• Inferring motives, feelings and conversations of characters
• Answering thought-provoking questions
• Anticipating outcomes

SECOND SEMESTER

• Listening to recall facts
  • Main events of a story or poem
  • Sequence events of a story or a poem
  • Details of story
  • Specific information in story (who, what, where, when, why and how)
  • Cause and effect relationships
• Listening in order to suggest titles for a story or poem
• Reading and arranging sequence pictures
• Listening in order to categorize
• Distinguishing fact and fantasy

• Building a positive attitude towards books
• Associating spoken words with printed books(print awareness)
• Demonstrating left to right progression
• Demonstrating proper care of books(library corner)
• Demonstrating familiarity with book format:left to right, top to bottom, cover and title

SECOND SEMESTER

• Comprehending facts and details
• Interpreting pictures
• Associating spoken words with printed books(print awareness)
• Dictating sentences about illustrations or experiences

• Classification – arranging and sorting objects into two groups according to a definite concept, shared characteristic, or plan (color, shape, size, pople, animals, plants, toys, water animals, land animals, etc.)
• Association – selecting or matching according to relationship or function (e.g., hammer with carpenter)
• Picture group – recognizing which object does not go in a group of three items(doll, wagon, apple)

SECOND SEMESTER

• Grouping three objects together on the basis of a characteristic or principle (e.g., clothing – shirt, pants, dress; toys – ball, top, doll)
• Pattern sequencing – observing and arranging objects according to an established pattern (e.g., smallest to largest)
• Part-Whole relationship – relating parts of an object to the object itself (e.g., tail to animal, pedal to bicycle)
• Time Sequencing (arranging two to three pictured events in proper sequence)

Skills

• Singing tone games and songs
• Moving action songs, singing games, axial and locomotor activities to rhythm of music
• Playing rhythm band instruments
• Listening – song recognition, concept discrimination, music appreciation
• Composing – new words to familiar melody

SECOND SEMESTER

Concepts

• Duration (long or short tomes)
• Pitch (high or low tones)
• Dynamics (loud or soft tones)
• Rhythms (fast or slow)

Numbers and Numerals

• Matching numerals
• Naming and tracing numerals with fingers
• Matching numbers(group or sets of objects one through five)
• Recognizing numbers and numerals 1-6 for threes, 1-10 for fours
• Recognizing order: before, after, between, first, next, last
• Recognizing ordinal concepts first through third for threes, first through fifth for four
• Counting by ones to ten for threes, one to twenty for fours
• Developing vocabulary of positional words (top, bottom, over, under, between, in, on)
• Dividing informally by sharing cookies

SECOND SEMESTER

Geometry

• Matching shapes (circle, square, triangle, rectangle)
• Recognizing geometric shapes; circle, square, triangle; their differences, similarities, and sizes
• Matching simple shape patterns (circle, square, circle, square sequence)
• Recognizing half of shape (e.g., using shape cutters for bread; then cutting in half)

Measurement

• Identifying taller, shorter, heavier, longer, same size
• Using vocabulary of time
  • day and night
  • morning and afternoon
  • today and tomorrow
  • seasons
  • clock
  • calendar
  • thermometer -cold/hot

Unit approach to curriculum based on topics of interest to young child-

• season
• holidays
• home
• animals

SECOND SEMESTER

Theme content for teaching of all skills

Gross Motor Skills

Types Of movement

• Locomotor(crawling, walking,running jumping, hopping, etc)
• Axial or non-locomotor(bemdomg stretching, pushing, pulling, swaying, stooping, twisting, etc)
• Manipulative(throwing, catching ball, with both hands against chest, kicking)

Where we move

• Directionality, literally-sidedness, space
• Demonstration of the ability to relate himself to other objects
• Tell whether he is near/far, behind/infront of/to the side of
• Distinguish and point out the top and bottom of himself

How we move

• Speed
• Force
• Space
• Control

What we can do

• Catch a ball with both hands against chest
• Throw a ball overhand with accuracy from four to six feet
• Throw a beanbag at a target five feet away
• Clap with music
• Walk on the balance beam six feet
• Climb the slide and slide down; climb, alternating feet, and holding on to trail
• Hop on one foot two or both feet
• Tiptoe
• Jump three jumps with both feet
• Stand on one foot and balance
• Run freely