Marymount Child Care Center at Jennings

English Language Arts

• Identify matching sounds and recognize rhymes in familar stories, poems, songs and words.

• Differentiate between sounds that are the same and different (e.g., environmental sound, animal sounds, phonemes)

• Indentify own name in print.

• Name items in common categories (e.g., animals, food, clothing, transportation, etc.).

• Demonstrate or orally communicate position and directional words (e.g., inside, outside, in front of, behind).

• Understand that print has meaning by demonstrating the functions of print through play activities (e.g.,  orders from a menu in pretend play).

• Hold books right side up, know that people read pages from front to back, top to bottom and read words from left to right.

• Respond to oral reading by commenting or questioning (e.g., "That would taste yucky.").

• Select favorite books and poems and participate in shared oral reading and discussions.

• Use pictures and illustrations to aid comprehension (e.g., talks about a picture when sharing a story in a book).

• Follow simple directions.

• Identify characters in favorite books and stories.

• Generate related ideas with assistance.

• Repeat message conveyed through dictation or "writing" (e.g., retell what is written).

• Dictate words or produce writing approximations for a variety of purposes (e.g., menus in dramatic play, note to friend).

• Scribble familiar words with mock letters and some actual letters (e.g., love, Mom, child's name).

• Ask questions about experiences, areas of interest, pictures, letters, words, logos or icons (e.g. EXIT on a sign in the store).

• Use a variety of resources to gather information with assistance (e.g., pictionary, informational picture books).

• Share findings of information through retelling, media and play (e.g., draw a picture of the desert).

• Begins to attend to speakers, stories, poems and songs.

• Follow simple oral directions.

• Speak clearly and understandably to express ideas, feelings and needs.

• Initiate and sustain a conversation through turn taking.

Mathematics

• Count to 10 in the context of daily activities and play (e.g., number songs).

• Touch objects and say the number names when counting in the context of daily activities and play (e.g., cookies on a plate, steps on a set of stairs).

• Demonstrate one-to-one correspondence when counting objects (e.g., give one cookie to each child in group).

• Determine "how many" in sets of 5 or fewer objects.

• Begins to write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations).

• Begins to identify and name numeral 0-9.

• Compare and order whole numbers up to 5.

• Begin to indentify and use the language of units of time (e.g., day, night, week or yesterday, today, tomorrow).

• Recognize that various devices measure time (e.g., clock, timer, calendar).

• Sequence or order events in the context of daily activities and play (e.g., wash your hands before and after snack, who's next for the computer).

• Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less).

• Match identical two- and three-dimensional objects found in the environment in play situations (e.g., 2 squares of same size, 2 stop signs).

• Demonstrate and begin to use the language of the relative position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up and upside down).

• Sort, order and classify objects by one attribute (e.g., size, color, shape, use).

• Gather, sort and compare objects by similarities and differences in the context of daily activities and play (e.g., leaves, nuts, socks).

• Place information or objects in a floor or table graph, according to one attribute (e.g., size, color, shape or quantity).

• Select the category or categories that have the most or fewest objects in a floor or table graph (e.g., favorite ice cream).

Science

• Begin to use terms such as night and day, sun and moon to describe personal observations.

• Observe and represent the pattern of day and night through play, art materials or conversation.

• Observe, explore and compare changes that animals and plants contribute to in their surroundings (e.g., humans building roads and houses, holes left by worms or squirrels).

• Explore and compare changes in the environment over time (e.g., soil erosion, fossils, outdoor temperature).

• Observe and use language or drawings to describe changes in the weather (e.g., sunny to cloudy day).

• Identify common needs (e.g., food, air, water) of familiar living things.

• Begin to differentiate between real and pretend through stories, illustrations, play and other media (e.g., talking flowers or animals).

• Observe and begin to recognize the ways that environments support life by meeting the unique needs of each organism (e.g., plant/soil, birds/air, fish/water).

• Match familiar adult family members, plants and animals with their young (e.g., horse/colt, cow/calf).

• Recognize physical differences among the same class of people, plants or animals (e.g., dogs come in many sizes and colors).

• Exlpore and identify parts and wholes of familiar objects (e.g., books, toys, furniture).

• Explore and compare materials that provide many different sensory experiences (e.g., sand, water, wood).

• Sort familiar objects by one or more property (e.g., size, shape, function).

• Demonstrate understanding of motion related words (e.g., up, down, fast, slow, rolling, jumping, backward, forward).

• Explore ways of moving objects in different ways (e.g., pushing, pulling, kicking, rolling, throwing, dropping).

• Explore musical instruments and objects and manipulate one's own voice to recognize the changes in quality of sound (e.g., talks about loud, soft, high, low, fast, slow).

• Identify the intended purpose of familiar tools (e.g., scissors, hammer, paintbrush, cookie cutter).

• Explore new uses for familiar materials through play, art or drama (e.g., paper towel rolls as kazoos, pan for a hat).

• Demonstrate the safe use of tools, such as scissors, hammers, writing utensils, with adult guidance.

• Ask questions about objects, organisms and events in their environment during shared stories, conversations and play (e.g., ask about how worms eat).

• Predict what will happen next based on previous experiences (e.g., when a glass falls off the table and hits the tile floor, it most likey will break).

• Explore objects, organisms and events using simple equipment (e.g., magnets and magnifiers, standard and non-standard measuring tools).

• Record or represent and communicate observations and finding through a variety of methods (e.g., pictures, words, graphs, dramatizations) with assistance.

• Offer ideas and explanations (through drawings, emergent writing, conversation, movement) of objects, organisms and phenomena, which may be correct or incorrect.

• Recognize the difference between helpful and harmful actions toward living things (e.g., watering or not watering plants).

• Participate in simple, spontaneous scientific explorations with others (e.g. digging to the bottom of the sandbox, testing materials that sink or float).

Social Studies

• Begin to use the language or time (e.g., day, night, yesterday, today, tomorrow).

• Share personal family stories and traditions (e.g., photo album put together by family members).

• Develop a sense of belonging to different groups (e.g., family, group of friends, preschool class, boys or girls).

• Demonstrate and use terms related to location, direction and distance (e.g., up, down, over, under, front, back, here, there).

• Demonstrate the ways that streets and buidling can be identified by symbols, such as letters, numbers or logos (e.g., street signs, addresses).

• Navigate within familiar environments, such as home, neighborhood or school, under supervision.

• Describe and represent the inside and outside of familiar environments such as home and school (e.g., playground).

• Recognize and name the immediate surroundings of home/school (e.g., homes, buildings, bridges, hills, woods, lakes) following supervised explorations.

• Explore the ways we use natural resources found in our environment (e.g., water to drink, dirt to plant).

• Recognize that people have many wants within the context of family and classroom.

• Begins to understand how sharing classroom materials will meet everyone's wants (e.g., turn taking at the water table, distrubuting crayons equitably).

• Begins to obtain things they want (e.g., goods and services) in socially acceptable ways (e.g., verbalizing, turn taking).

• Interact with familiar and appropriate adults for assistance, when needed (e.g., family member, teacher, police, firefighter).

• Demonstrate an understanding of the specific roles and responsibilities within a group (e.g., picking up own toys).

• Recognize the flag of the United States as a symbol of our government.

• Participate in creating and following classroom rules and routines.

• Demonstrate cooperative behaviors, such as helping, turn taking, sharing, comforting, and compromising.

• Begin to engage in problem-solving behavior with diminishing support from adults (e.g., negotiating roles in play, turn taking).

• Demonstrate increasing ability to make independent chocies and follow through on plans (e.g., putting toys away, moving from activity to activity).

• Demonstate awareness of the outcomes of one's own choices (e.g., picking up toys helps create a safe environment).

• Gain information through participation in experiences with objects, media, books and engaging in conversations with peers.

• Represent ideas through multiple forms of language and expression (e.g., drawing, dramatic play, conversation, art media, music, movement, emergent writing).