Early Childhood

Program Overview

Early Childhood Program Goals

● To provide an environment where children develop an enthusiasm for learning, exploring and creating.

● To provide appropriate, engaging, meaningful and challenging activities that foster development and school age readiness. 

● To promote children’s socially appropriate behavior consistently using explanation, redirection, and instruction. 

● To provide opportunities for children to become independent, responsible, and self-controlled in a variety of individual small and large group settings. 

● To establish an atmosphere of mutual respect for the environment, including equipment, materials and the property of others. 

● To support families in their role as the child’s first teacher. 

● To develop a positive attitude in the child towards school and life-long learning.

Course Rationale

Our program operates on the belief that early identification and intervention can significantly impact a child's developmental trajectory. The Wentzville School District is dedicated to offering comprehensive early intervention services, aiming to help all children reach their full potential and be better prepared for success as they enter Kindergarten. Our purpose is to provide a high-quality educational program that promotes the academic and social well-being of each child within a safe, loving, and supportive environment. We are committed to supporting children as they grow and learn, ensuring every child has the opportunity to experience success and build self-confidence.

Curriculum Authors

• Abby Lang, Peine Ridge Elementary, Pre-Kindergarten  
• Chelsey Coffee, Barfield Early Childhood, Department Chair 
• Dr. Crystal Hunter, Barfield Early Childhood, Director
• Kim Sonderman, Heritage Early Childhood, Special Education
• Dr. Megan Sutton, Satellite Early Childhood, Director
• Michelle Espinoza, Barfield Early Childhood, Special Education
• Michelle Mitchell, Barfield Early Childhood, Special Education
• Kaci Lueking, Berrey-Place, Curriculum Content Leader
• Rachel Myers, Heritage Early Childhood, Special Education

Board Approval Date: July 2025
Expected Revision Date: 2030

Unit 1: Who We Are

Pacing: Weeks 1-4

Unit Overview

In Unit 1, ‘Who We Are,’ students engage in self-discovery through hands-on activities and literature, exploring their unique identities and five senses. They will learn to appreciate individual similarities and differences.

Essential Questions

• What do we do in school? 
• How do we learn new things? 
• What special things can we do? 
• How are we alike and different? 

Enduring Understanding

• Every person has a unique identity shaped by their interests, talents, and physical traits. The skills we possess are part of what makes us individuals.
• We explore and understand the world around us by using our five senses. These are the primary tools we use to gather information and learn new things every day.
• School is a shared space where we establish routines and expectations. It is a place specifically designed for us to collaborate, practice new skills, and support one another.
• While every person is different, we share common needs, feelings, and experiences. Recognizing how we are "alike and different" helps us build empathy and respect for everyone in our classroom.

Transfer of Learning Goal

Students will understand their unique identity and the special abilities they possess. They will discover how their senses connect them to the world and develop self-acceptance, fostering an appreciation for the unique qualities of themselves and others.

Standards

LL.3.A.1

Write first name.

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture. 
• turn pages one at a time in the correct direction. 

LL.4.A.6.NR

Recognize first name in print. 

Learning Targets

I can…

• consistently recognize my first name in print without a visual. 
• distinguish my first name from others.

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

M.2.B.1

Investigate and talk about shape attributes. 

Learning Targets

I can…

• recognize four or more shapes based on their shape characteristics including number of sides, number of corners, and types of sides (straight/curved/slanted/diagonal). 

M.2.B.2

Identify and name shapes. 

Learning Targets

I can…

• identify and name eight shapes (triangle, square, rectangle, circle, heart, oval, rhombus/diamond, star).

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional  objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences.

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions. 

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences.

S.1.A.3

Experiment.

Learning Targets

I can…

• experiment.

S.1.A.4

Reflect on results. 

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Who We Are Unit 1

Vocabulary

• hat, shirt, sweater, coat, pants, shoes, boots, mittens, dress, umbrella, bathing suit, red, blue, yellow, green, orange, purple, crayons, pencil, paintbrush, computer, clock, blocks, puzzle, magnifying glass

Unit 2: Making Friends

Pacing: Weeks 5-7

Unit Overview

In Unit 2, 'Making Friends,' children will explore how to make and be a good friend through engaging activities and literature. They will discover the fun things friends do together and learn the importance of cooperation and following rules to build positive relationships.

Essential Questions

• What makes a good friend?
• What can we do with our friends?
• Why are rules important?
• How do we follow rules at school and home?

Enduring Understanding

• A good friend is someone who shows kindness, listens, and supports others, forming the foundation of a positive relationship.
• Friendship is an active experience where we share interests, play together, and collaborate on tasks to make activities more enjoyable.
• Rules are essential tools that keep people safe, ensure fairness, and help everyone in a community get along.
• Cooperation and sharing are specific skills that allow friends to solve problems and work toward common goals.
• Following rules in different environments, such as school and home, shows respect for our community and helps maintain a predictable and happy environment for everyone.
• Building a friendship requires intentional actions, such as taking turns and using kind words, to make others feel valued.

Transfer of Learning Goal

Students will understand that friendship is a special relationship where individuals learn to make and be good friends. They will discover the importance of sharing, cooperating, and following rules to enjoy fun activities together and help one another.

Standards

LL.3.A.1

Write first name.

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture. 
• turn pages one at a time in the correct direction. 

LL.4.A.6.NR

Recognize first name in print. 

Learning Targets

I can…

• consistently recognize my first name in print without a visual. 
• distinguish my first name from others. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

M.1.A.1CO

Show interest in and understanding in counting to count objects up to five. 

Learning Targets

I can…

• use one-to-one correspondence to count familiar objects up to five. 
• recognize that the last number counted represents the total quantity of objects in a group when using concrete manipulatives. 

M.2.B.1

Investigate and talk about shape attributes. 

Learning Targets

I can…

• recognize four or more shapes based on their shape characteristics including number of sides, number of corners, and types of sides (straight/curved/slanted/diagonal). 

M.2.B.3

Create shapes.

Learning Targets

I can…

• create/draw three 2D shapes (circle, square, triangle) using a provided material and a model (teacher will provide at least two material options: such as markers, popsicle sticks, pipe cleaners, yarn, etc). 

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities. 
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns.
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional  objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions. 

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences.

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results. 

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Making Friends Unit 2

Vocabulary

• head, eyes, ears, nose, mouth, hands, legs, feet

Unit 3: Families

Pacing: Weeks 8-11

Unit Overview

In Unit 3, 'Families,' children will explore what makes a family and how family members help each other. They will discover what families do together, learn about different homes, and understand a family's history through engaging activities and literature.

Essential Questions

• What makes a family? 
• What do families do together? 
• How do families help each other?
• How are homes alike and different?

Enduring Understanding

• A family is a group of people who care for and support one another, regardless of how the family is structured.
• Family members contribute to the well-being of the group by sharing responsibilities and helping each other meet their daily needs.
• Families create bonds and shared memories by participating in traditions, celebrations, and everyday activities together.
• Homes provide a place for families to live and grow, and while they can look very different in size, shape, or location, they all serve the same purpose of providing shelter and belonging.
• Understanding a family's history helps us learn about our identity and connects us to the people and stories that came before us.

Transfer of Learning Goal

Students will understand that families are defined by unique bonds and shared experiences. They will discover how family members support each other through various activities and learn about the history and uniqueness of homes and family structures.

Standards

LL.3.A.1

Write first name. 

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture.
• turn pages one at a time in the correct direction. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

M.1.A.1RC

Show interest and understanding in counting to rote count to 20. 

Learning Targets

I can…

• recite the number sequence to 20 in order with consistency.

M.1.B.1

Identify numerals.

Learning Targets

I can…

• identify (receptive) and or name (expressive) five or more numerals between 0-10 when given numerals in a non-sequential order. 

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities.
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns. 
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions.

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences. 

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results.

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Families Unit 3

Vocabulary

• mom, dad, brother, sister, grandma, grandpa, baby, chair, oven, refrigerator, pots, pans, fork, spoon, knife, plate, bowl, blanket, pillow, lamp, bed, door, rug, sofa, measuring cup, rolling pin

Unit 4: Food

Pacing: Weeks 13-17

Unit Overview

In Unit 4, 'Food,' children will explore different kinds of food, where food comes from, and how it changes when cooked. They will investigate healthy food choices, how food is grown and bought, and learn about food-related jobs and what happens in a restaurant through engaging activities and literature. 

Essential Questions

• Where does food come from? 
• What are healthy food choices? 
• Where and how do we buy food?
• What happens in a restaurant?

Enduring Understanding

• Food begins its journey in nature, growing on farms, in gardens, or coming from animals before it ever reaches our tables.
• Making healthy food choices involves selecting a variety of foods that provide our bodies with the energy and nutrients needed to grow and stay strong.
• We acquire food through different systems, such as shopping at grocery stores and markets or growing it ourselves, which involves an exchange of resources and planning.
• Many different people have specialized jobs—like farmers, grocers, and chefs—that are all necessary to get food from the source to our plates.
• Cooking is a process that uses heat or mixing to change the texture, color, and taste of raw ingredients to make them safe and enjoyable to eat.
• A restaurant is a community space where specific roles, such as servers and cooks, work together to prepare and provide meals for others.

Transfer of Learning Goal

Students will understand that food is essential for our bodies and comes from diverse sources. They will discover how preparation and cooking transform food, appreciating the importance of making healthy choices and the many roles people play in getting food from farm to table. 

Standards

LL.3.A.1

Write first name. 

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture.
• turn pages one at a time in the correct direction. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

LL.5.A.2

Develop phonemic awareness by blending syllables. 

Learning Targets

I can…

• blend two given word parts together to make a word. 

LL.2.A.3

Follow simple directions.

Learning Targets

I can…

• consistently process 2-3 given directions.
• consistently execute directives to completion. 

M.5.A.1.

Collect and organize information to sort into three or more categories based on their attributes.

Learning Targets

I can…

• sort manipulates into three or more categories based on their attributes (color, shape, size, type, etc).

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities.
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns. 
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions.

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences. 

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results.

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Food Unit 4

Vocabulary

• apple, baking, banana,  beans, broccoli, carrots, chicken, cookie, cooking, crunchy, cutting, drinking, eating, hot, juice, milk, mixing,  peas, salty, sandwich, soft, sweet, water

Unit 5: Our Neighborhood

Pacing: Weeks 18-24

Unit Overview

In Unit 5, 'Our Neighborhood,' children will embark on an exploration of their local community through engaging activities and literature. They will discover the people and places within neighborhoods, learn about their environment and how to keep it clean, and understand the roles of community helpers and the sounds around them.

Essential Questions

• What is in a neighborhood? 
• Who works in our neighborhood? 
• How do we keep our neighborhood clean?
• What plants and animals do we see? 

Enduring Understanding

• A neighborhood is a local community made up of different places where people live, work, play, and gather together.
• Community helpers are people with specialized jobs who provide essential services that keep our neighborhood safe, healthy, and functioning smoothly.
• We have a shared responsibility to care for our environment by reducing waste and picking up litter to ensure our neighborhood remains a clean and pleasant place for everyone.
• Our local environment is home to various plants and animals that share our space and contribute to the beauty and health of the neighborhood.
• Observing the unique sounds, sights, and people in our surroundings helps us feel more connected to and aware of the place where we live.
• Cooperation between neighbors and workers creates a supportive network that helps the whole community thrive.

Transfer of Learning Goal

Students will understand that their neighborhood is a community composed of unique people and places that work together. They will discover the importance of community helpers and how their senses connect them to their environment and activities found in their local area.

Standards

LL.3.A.1

Write first name. 

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture.
• turn pages one at a time in the correct direction. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

LL.5.A.2

Develop phonemic awareness by blending syllables. 

Learning Targets

I can…

• blend two given word parts together to make a word. 

LL.2.A.3

Follow simple directions.

Learning Targets

I can…

• consistently process 2-3 given directions.
• consistently execute directives to completion. 

M.1.A.1.RC

Show interest and understanding in counting to rote count to 20. 

Learning Targets

I can…

• recite the number sequence to 20 in order with consistency.

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities.
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns. 
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions.

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences. 

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results.

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Our Neighborhood Unit 5

Vocabulary

• school, fire station, zoo, library, store, bakery, firefighter, police officer, vet, doctor, dentist, chef, librarian, artist, computer

Unit 6: Transportation

Pacing: Weeks 25-28

Unit Overview

In Unit 6, 'Transportation,' students will explore different ways to travel in the air, on the ground, and through the water through engaging activities and literature. They will discover how various vehicles are alike and different, fostering an understanding of how people and goods move.

Essential Questions

• How do people travel? 
• What types of vehicles do people use?
• How do maps help people? 
• What are different bodies of water? 

Enduring Understanding

• People travel across land, through water, and in the air using a variety of vehicles specifically designed for each environment.
• Vehicles are categorized by how they move and where they travel, with each type having unique features suited for its specific purpose.
• Transportation systems allow for the movement of both people and essential goods, connecting different places and communities.
• Maps are visual tools that provide a bird's-eye view of the world, helping travelers understand where they are and how to find the best path to their destination.
• Bodies of water, such as oceans, rivers, and lakes, vary in size and movement, requiring different types of vessels like ships, boats, or ferries to cross them.
• While vehicles can look very different, they often share common characteristics like engines, wheels, or steering mechanisms that enable them to function.

Transfer of Learning Goal

Students will understand that transportation enables movement and connection across different environments, including air, land, and water. They will discover how various vehicles are designed for specific purposes, fostering an appreciation for their similarities and differences in facilitating travel and work.

Standards

LL.3.A.1

Write first name. 

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture.
• turn pages one at a time in the correct direction. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

LL.5.A.2

Develop phonemic awareness by blending syllables. 

Learning Targets

I can…

• blend two given word parts together to make a word. 

LL.2.A.3

Follow simple directions.

Learning Targets

I can…

• consistently process 2-3 given directions.
• consistently execute directives to completion. 

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities.
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns. 
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions.

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences. 

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results.

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Transportation Unit 6

Vocabulary

• airplane, hot air balloon, boat, car, truck, bus, bike, train, subway

Unit 7: Animals

Pacing: Weeks 29-32

Unit Overview

In Unit 7, 'Animals,' children will explore taking care of pets, farm animals, and wild animals through engaging activities and literature. They will discover how animals grow and change, fostering an understanding of diverse animal life and their needs.

Essential Questions

• How are animals alike and different?
• What animals live on a farm? 
• How do animals grow and change?
• How do we care for pets? 
• What animals live in the wild? 

Enduring Understanding

• Animals share basic needs for food, water, and shelter, yet they possess diverse physical traits and behaviors that allow them to thrive in different environments.
• Farm animals are raised by humans to provide resources like food and materials, requiring specific habitats like barns or pastures to stay healthy.
• The life cycle of an animal involves predictable stages of growing and changing, often starting as an egg or a baby and developing into an adult.
• Pets depend entirely on human companions for their health and happiness, requiring consistent care through feeding, grooming, and affection.
• Wild animals live independently in nature and have specialized adaptations that help them find their own food and protect themselves without human assistance.
• Comparing the characteristics of different species helps us understand the vast variety of life on Earth and how each animal is uniquely suited to its home.

Transfer of Learning Goal

Students will understand that animals are diverse living things that grow and change, each with unique characteristics and needs for their survival and well-being. They will discover how humans care for pets and farm animals, and appreciate the vast array of animals found in various habitats around the world, recognizing both their similarities and differences.

Standards

LL.3.A.1

Write first name. 

Learning Targets

I can…

• independently write all letters in my first name with a model, regardless of case. 

LL.4.A.2

Exhibit book handling skills. 

Learning Targets

I can…

• hold a book correctly. 
• point to a title. 
• point to a picture.
• turn pages one at a time in the correct direction. 

LL.4.A.4

Develop a sense of story.

Learning Targets

I can…

• identify character(s) and provide specific names or details about character(s) in a story.
• answer simple questions about what happens to the character(s) in the story. 

LL.4.A.6LI

Identify some alphabet letters. 

Learning Targets

I can…

• identify (receptive) and/or name (expressive) 26/52 upper and lowercase letters when given in non-sequential order. 

LL.5.A.2

Develop phonemic awareness by blending syllables. 

Learning Targets

I can…

• blend two given word parts together to make a word. 

LL.5.A.3

Discriminate initial sounds in words. 

Learning Targets

I can…

• consistently identify if the initial sounds are the same or different when given two words. 

LL.2.A.3

Follow simple directions.

Learning Targets

I can…

• consistently process 2-3 given directions.

consistently execute directives to completion. 

M.3.A.2

Extend and create patterns.

Learning Targets

I can…

• use manipulatives to extend and create patterns by shape, color, and size (ex: triangle/circle/triangle/circle; red/blue/red/blue; big/small/big/small).

AL.1.B.3

Develop independence during activities, routines, and play to follow general directions.

Learning Targets

I can…

• consistently recognize established expectations. 
• consistently remain regulated to follow expectations. 

AL.1.B.3TI

Develop independence during activities, routines, and play to transition independently.

Learning Targets

I can…

• consistently recognize new established expectations to transition independently. 
• consistently remain regulated while following expectations when transitioning independently. 

AL.1.B.4

Participates in group activities. 

Learning Targets

I can…

• consistently participate in large group activities. 
• consistently participate in small group activities.
• consistently participate in structured activities. 
• consistently participate in structured activities. 

AL.1.F.3

Works with others to solve problems by taking turns. 

Learning Targets

I can…

• consistently communicate wants and needs to others by taking turns.. 
• remain regulated regardless of response when taking turns. 
• use taught strategies to implement solutions when taking turns. 

MM.1.A.1

Use body to move to music and express self. 

Learning Targets

I can…

• use body to move to music. 
• use body to express self. 

MM.1.A.2

Use music and movement to express concepts, ideas,or feelings.

Learning Targets

I can…

• use music to express concepts, ideas, or feeling. 
• use movement to express concepts, ideas, or feeling.

VA.2.A.1

Explore and experiment with a range of media through sensory exploration.

Learning Targets

I can…

• explore a variety of media for sensory exploration. 
• experiment with a variety of media for sensory exploration. 

VA.2.A.2

Use a range of materials to create pictures or three-dimensional objects.

Learning Targets

I can…

• use different types of materials to create flat pictures. 
• use different types of materials to create three-dimensional objects. 

VA.2.A.3

Use creative art to express thoughts, feelings, and experiences. 

Learning Targets

I can…

• use creative art to express thoughts. 
• use creative art to express feelings. 
• use creative art to express experiences. 

DR.3.A.1

Express self through physical action and sound.

Learning Targets

I can…

• express self through physical action.
• express self through sound.

DR.3.A.2

Begin to use representation to communicate. 

Learning Targets

I can…

• begin to use representation to communicate

DR.3.A.3

Begin to pretend play.

Learning Targets

I can…

• begin to pretend play

DR.3.A.4

Use creativity and imagination to assume roles in dramatic play.

Learning Targets

I can…

• use creativity to assume roles in dramatic play.
• use imagination to assume roles in dramatic play.

S.1.A.1

Ask questions.

Learning Targets

I can…

• ask questions.

S.1.A.2

Make predictions based on experiences.

Learning Targets

I can…

• make predictions based on my previous experiences. 

S.1.A.3

Experiment.

Learning Targets

I can…

• Experiment.

S.1.A.4

Reflect on results.

Learning Targets

I can…

• reflect on results.

Unit Resources

Textbook/Program

• McGraw Hill World of Wonders
  • Animals Unit 7

Vocabulary

• cow, horse, pig, sheep, calf, pony, lamb, hen, chick, piglet, arctic, rain forest, mountain, ocean, savanna, dog, bird, puppy, bear, elephant, giraffe, leopard, lion, monkey, zebra, deer, eagle, toucan, fish, whale, big, bigger, biggest, long, longer, longest, tall, taller, tallest