BEC Curriculum

World of Wonders-Curriculum-Developing Early Learners

World of Wonders builds a strong foundation for early literacy and provides developmentally appropriate instruction for early learners, ages three to five, including cross-curricular activities, a focus on social-emotional development, and preparation for kindergarten and beyond.

Early childhood educators play a special role in children’s lives – they guide them onto the path of lifelong learning. World of Wonders provides the support and structure children need for early reading, while building cross-curricular knowledge, establishing classroom routines, and addressing the needs of all learners through differentiated instructional pathways.

Support Kindergarten Readiness 

Introduce children to instruction that builds strong foundational skills for success in kindergarten with: • A focus on letters, oral language, knowledge-building, and listening comprehension • Development of social-emotional skills • Math content that is developmental and recursive • Integration of science, social studies, and music in every unit

Why World of Wonders? 

World of Wonders addresses the flexible nature of the early childhood classroom while helping teachers make the most of their instructional time. • Introduce key classroom routines and build content knowledge to develop skills and prepare children for kindergarten. • Integrate your favorite materials into thoughtfully designed lesson structures. • Access robust digital resources, including digital flip charts, e-Books, videos, music, and “School to Home” letters in multiple languages. • Easily organize and manage your classroom with a complete, organized instructional path divided into thematic units, with unit and weekly planners. • Support the needs of your students through differentiated pathways for children ages 3 to 5, including English learners and children with special needs
 

25-26 Scope and Sequence

Chart of Developmental Milestones compiled by BEC Faculty

Missouri Early Learning Standards serve as the foundation for all instruction at BEC.
Early Literacy Standards
Early Math Standards
Physical Development-Health-Safety Standards
Science Standards
Social Emotional-Approaches to Learning Standards

Barfield Early Childhood Unit Goals & Scales
OVERARCHING GOALS/DESIRED RESULTS for All BEC Students
1. BEC students will be socially competent
2. BEC students will be effective learners
3. BEC students will demonstrate physical and motor competence
4. BEC students are safe and healthy

Barfield Early Childhood Scale

a = student demonstrates awareness
b = student performs approximation of the task with adult assistance
1 = student performs the task with adult assistance
2 = student performs the task without adult assistance but with reminders
3 = student performs the task independently
4 = student performs the task independently and understands why

Unit Goal 1: Student will demonstrate an understanding of language in order to actively participate in classroom activities.
Unit Goal 1:  I will learn to be a good listener.
a = Responds to voices, facial expressions, & gestures in a variety of ways.
Turns head toward, or looks in the direction of, the voice of an adult.
Makes eye contact
Quiets or orients in the direction of a sound, touch, or gesture
Smiles, gurgles, or vocalizes in response to a familiar adult’s voice
Makes a sounds similar to “mmmmm” during a social interaction with a familiar adult
Averts eyes to disengage
Moves toward a familiar adult’s extended arms
b = Recognizes & responds to frequently used words, gestures in familiar situations.
Waves bye-bye
Bounces or waves arms to indicate continued interest in response to “more?”
Orients/reaches toward a familiar person or thing when it is named
1 = Shows understanding of & responds to simple comments, and wide variety of words that refer to
people, objects, or events
Identifies pictures in a book when labeled or asked, “Where’s the ___?”
Walks to his cubby to get his coat after an adult says, “Let’s get our coats and go outside.”
Calms when an adult communicates, “Your turn is next.”
2 = Carries out 1-step directions in familiar situations or activity & shows understanding of frequently used simple phrases & sentences.
Passes the napkins at snack time after an adult says, “Please pass the napkins.”
Picks up toys after an adult says, “Please pick up the toys.”
Uses a communication board to make a choice when an adult asks, “What would you like to do next?”
Answers, “Me!” after an adult asks, “Who’s turn is it?”
3 = Carries out 1 step directions in unfamiliar activity or 2 step directions in familiar situations and
shows understanding of complex vocab
Adds blocks to a tower after a peer says, “Let’s make our skyscraper the tallest!”
Points to the picture of an eagle and its nest while sharing a book about animals building their homes.
Follows directions as they relate to learning a new, simple game.
4 = Carries out multi-step requests in all situations or show understanding of complex statements (imaginary or contextual)
Pretends to be a character in a story after a read-aloud of the story.
Draws a picture of a cocoon after sharing a book about the life cycle of a butterfly.
Selects materials that float after a sink/float activity.
Follows a variety of multi-step directions given by adults or peers.
 

Unit Goal 2:  Student will express themselves using a variety of modalities within the school.
Unit Goal 2:   I will learn to use my words.
a = Makes benign sounds spontaneously.  
Vocalizes vowels and makes non-speech sounds (cries, coos, gurgles, raspberries, lip smacks)
Babbles simple CV syllables (mamamama)
b = Uses sounds, word approximations, gestures, or facial expressions to communicate in a brief,
but intentional exchange.  
Smiles when a familiar person approaches
Reaches toward a familiar adult
Cries or looks at an adult when hungry
Vocalizes or babbles while interacting with an adult
Asks for food when hungry by using a special word, sounds, or gesture for food
Says ‘mama’ intentionally and with recognition of specific person
Waves bye-bye
Says, ‘uh-uh’ when someone drops something
Reaches for or gestures for an object
1 =Uses a variety of single words to communicate in a brief exchange; MLU 1
Greets others
Labels familiar foods, toys, or family members
Answers yes/no
Requests using one word (more, want, eat, mine, no, up)
Indicates a picture of a ball when asked what the child wants to play with next
2 = Uses simple sentences with basic vocabulary to communicate in brief exchanges; MLU 2-3
Uses carrier phrases such as, “I want ___.” or combines two-three words (Mommy come, my turn, I like dogs)
Maintains “conversation” for two or less turns
3=Uses phrases and sentences with a variety of word forms sometimes with errors
in brief conversation; MLU 4-5
Uses nouns, verbs, adjectives, verb tense, plurals, possessives, and gender pronouns sometimes with errors
Varies word combinations to form novel phrases/sentences
Initiates appropriately and maintains conversation for 3-4 turns; even with peers
4 =  Combines phrases and sentences with a variety of word forms to communicate AND engages in extended focused conversations; MLU 6+
Communicates novel ideas or relays information about previous events/happenings
Describes people, objects, or events
Provides reasoning for a given idea or task
Successfully predicts what will happen next
Explains a solution to a problem
Communicates that s/he understands the idea presented by restating, giving an example, etc.
Maintains conversation for 5+ turns

Unit Goal 3: Student will demonstrate necessary attention and cooperative skills in order to participate in group and independent activities.
Unit Goal 3:  I will follow the group plan.
a= Attends or responds briefly to people AND shifts attention frequently from one person or thing to another.
Looks at adult face
Initiates social contact
Participates in simple joint attention tasks and social routines with adults (e.g. peek-a-boo, gazing back and forth between adult and toy).
b= Demonstrates prerequisite skills needed to learn in a group setting
Separates from caregiver without crying
Listens quietly to story or music
Wants to do many things without help
Plays for a brief time in groups of 2-3 children
1= Maintains attention AND interacts in a cooperative manner, on own or with adult support,
during brief activities
Attends to brief adult led activities with simple turn-taking
Looks at people when speaking to them
Asks familiar adult for assistance when having difficulty
2= Develops the capacity to share the use of space and materials with others
Interacts appropriately with others during group activities and games (circle time, centers)
Follows simple rules and directives (shares toys, takes/waits turns in teacher led game, cleans up and changes activities  when asked)
3= Becomes increasingly competent in completing routines AND interacting cooperatively
with peers and adults
Independently takes care of belongings and carries out expected tasks (follows routines, completes table activities, asks for clarification)
Explains rules of a game to others
Accepts criticism
4= Explores the environment in increasingly focused ways while following group expectations
Predicts, analyzes and reflects on activities they have completed or will complete (How, Why)
Participates in group discussions and helps with group projects
Works independently on tasks for 10-20 minutes (including pencil/paper tasks)

Unit Goal 4:  Student will demonstrate increasing ability to develop close relationships with one or more familiar adults (including family members/peers) and interact in an increasingly competent and cooperative manner with familiar adults/peers.  
Unit Goal 4:  I will be a good friend.
a=Responds to faces, voices, and actions of familiar peers and adults.
Widens eyes or brightens face at the face of a familiar adult/Cries when hearing the sound of another child crying.
Orients toward a familiar adult’s voice/Orients toward other children.
Quiets when picked up by a familiar adult/Notices another child nearby
Reaches for a familiar adult when being held by another adult. Is excited when another child comes near.
Vocalizes at a familiar adult to gain the adult’s attention/Reaches toward another child to gain attention
Laughs in anticipation before a familiar adult nuzzles child’s neck/Smiles at another child.
b=Play alongside of peers and adults (parallel play)
Places toy on a familiar adult’s lap, goes to get another toy, and then places that toy on the adult’s
lap.Selects a truck when other children nearby are playing with trucks.
Puts hands near head to continue a game of peek-a-boo when a familiar adult pauses.
Explores a toy alongside another child who is also exploring.
Repeatedly hands toys to a familiar adult to continue a joint activity.
1=Interact with peers and adults in simple ways
Grasps a familiar adult’s hand to gain attention, and then gestures to begin a finger-play
Hands a bucket to a familiar peer sitting next to child in the sandbox.
Communicates interest in looking at a book with a familiar adult.
Offers a block to a peer building a tower next to child.
Brings a blanket to a familiar adult and then climbs into the adult’s lap when upset./
Splashes excitedly with a peer at the water table, continuing back and forth.
Gestures to a familiar adult for assistance about how to remove a tight lid from a canister.
2=Participate in brief episodes of cooperative play with peers and/or adults
Communicates to a familiar adult, “Want some tea?” during a pretend tea party.
Takes a few turns trying on hats with a peer in the dramatic play area.
Completes a simple puzzle with a familiar adult, taking turns to fit pieces.
Plays chase briefly outside with two peers, and then goes to play alone in sandbox.
Uses an electronic tablet to play a game with a familiar adult.
3=Initiate and sustain cooperative play
Builds a train track with two friends, taking turns connecting the track pieces.
Laughs and makes funny noises or faces with a friend while singing a song together.
Asks a familiar adult for a suggestion about how to build the tower to keep it from falling down.
Plays a game of telephone that involves having a conversation with a friend
Invites friends to build a pretend barn for toy animals and, at clean-up time, asks to save it for tomorrow.
Brings a board game to a familiar adult and communicates an interest in playing together.Invites friends to continue playing family from the day before.
Plays restaurant with friends, showing them the signs for food to be ordered.
4=Organize and participate in play
Works together with a familiar adult to complete a puzzle over several days, organizing pieces in different ways.
Plans how to build a boat with several peers, choosing materials and negotiating tasks.
Plans a gardening activity with a familiar adult, communicating by signing the materials needed.
Plays superheroes with peers, planning different characters and scenarios.
Gathers possible construction materials, such as glue, paper, and scissors, from a supply shelf to to a building project with a familiar adult.
Joins peers in planning and gathering materials needed for a nature walk, such as nets, baskets, and bags.
Works with a familiar adult and a group of children to make a piñata over two days, offering alternatives for its shape and construction and what will go inside.

Teaching students how to be Safe, Kind, Respectful and Responsible students is an important part of our curriculum.  Here are the behaviors we teach and expect from our students.....PBIS Matrix at BEC.