Success for All. Curiosity Corner. Scope and Sequence Success for All Foundation. All rights reserved.

Transcription

1 Success for All Scope and Sequence Curiosity Corner 2014 Success for All Foundation. All rights reserved.

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3 Contents Success for All Scope and Sequence Curiosity Corner A Comprehensive reschool rogram... 1 Oral-Language and Vocabulary Development... 2 Self-Regulation and Cognitive Skills... 4 honological and honemic Awareness... 8 Reading Readiness: Book Conventions and Concepts of rint Reading Readiness: Beginning honics Reading Readiness: Listening Comprehension athematics... 18

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5 Curiosity Corner 2nd Edition A Comprehensive reschool rogram Get every four-year-old on the road success with Curiosity Corner, a comprehensive preschool program that supports children s development in personal, social/emotional, physical, language, literacy, math, science, social studies, creative, and cognitive regulation skills. The program is organized in eighteen themes, with rich experiences and planned skill development in each. Curiosity Corner is built on a philosophy of cooperative learning and provides frequent opportunities engage children in discussion and oral expression of ideas. A partnership with Sesame Street provides wonderful media that makes concepts come alive, both in school and at home. Daily home links on DVDs are provided each child follow up the day s themes and skills, with Sesame Street content, books, music, and dance, making the connection between school and home more powerful than ever. Be prepared for learning and fun! Success for All Scope and Sequence 1

6 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Oral-Language and Vocabulary Development Adds new words receptive vocabularies Adds new words expressive vocabularies Speaks in complete sentences Speaks in increasingly more complex sentences Uses theme-related vocabulary Unit-Week Shares ideas with partners Shares ideas with the class Recites learned rhymes and songs Recites repetitive text from sries = odeled = rimary instructional focus = racticed 2 Success for All Scope and Sequence

7 3 Success for All Scope and Sequence = odeled = rimary instructional focus = racticed Curiosity Corner 2nd Edition Scope and Sequence Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Oral-Language and Vocabulary Development Unit-Week Adds new words receptive vocabularies Adds new words expressive vocabularies Speaks in complete sentences Speaks in increasingly more complex sentences Uses theme-related vocabulary Shares ideas with partners Shares ideas with the class Recites learned rhymes and songs Recites repetitive text from sries

8 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Self-Regulation and Cognitive Skills Unit-Week Shares and takes turns Follows directions lays brain games develop response inhibition (Sp and Think) lays brain games develop memory lays brain games develop the ability focus Recognizes and compliments accomplishments of others Demonstrates active listening through body posture Demonstrates active listening by repeating what speaker said (Say-It-Back) Visits the Thinking Spot cool down Uses the Stay Cool steps control extreme emotions = odeled = rimary instructional focus = racticed Invites others join in Works cooperatively with peers Uses I essages express feelings Recognizes feelings of self and others Categorizes feelings on the Feelings Tree Exhibits basic table manners Describes intensity of feelings with the Feelings Thermometer Names conflict solvers 4 Success for All Scope and Sequence

9 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Self-Regulation and Cognitive Skills Unit-Week Shares and takes turns Follows directions lays brain games develop response inhibition (Sp and Think) lays brain games develop memory lays brain games develop the ability focus Recognizes and compliments accomplishments of others Demonstrates active listening through body posture Demonstrates active listening by repeating what speaker said (Say-It-Back) Visits the Thinking Spot cool down Uses the Stay Cool steps control extreme emotions Invites others join in Works cooperatively with peers Uses I essages express feelings Recognizes feelings of self and others Categorizes feelings on the Feelings Tree Exhibits basic table manners Describes intensity of feelings with the Feelings Thermometer Names conflict solvers = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 5

10 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Self-Regulation and Cognitive Skills (continued) Asks for help Waits for a turn Resists interrupting Apologizes for accidents Unit-Week Helps others Engages in pretend play Uses props during pretend play Creates props for pretend play lans for pretend play role Engages in role-playing during pretend play lans for pretend play events Extends pretend play scenarios Self-selects lan & lay scenario Self-selects Learning Labs = odeled = rimary instructional focus = racticed 6 Success for All Scope and Sequence

11 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Self-Regulation and Cognitive Skills (continued) Unit-Week Asks for help Waits for a turn Resists interrupting Apologizes for accidents Helps others Engages in pretend play Uses props during pretend play Creates props for pretend play lans for pretend play role Engages in role-playing during pretend play lans for pretend play events Extends pretend play scenarios Self-selects lan & lay scenario Self-selects Learning Labs = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 7

12 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills honological and honemic Awareness Unit-Week Listening Rhyme recognition Rhyme production Word manipulation Identifies alliteration honeme substitution Identifies initial sounds Word-order manipulation Word-part manipulation Uses onomapoeia Blends onset and rime Audiry sound blending Audiry sound segmentation Syllabication Identifies final sounds = odeled = rimary instructional focus = racticed 8 Success for All Scope and Sequence

13 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills honological and honemic Awareness Unit-Week Listening Rhyme recognition Rhyme production Word manipulation Identifies alliteration honeme substitution Identifies initial sounds Word-order manipulation Word-part manipulation Uses onomapoeia Blends onset and rime Audiry sound blending Audiry sound segmentation Syllabication Identifies final sounds = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 9

14 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Book Conventions and Concepts of rint* Understands that print relays a message Understands that words are made of letters Recites the alphabet by rote Identifies tall letters, short letters, and letters that dip down low Distinguishes between uppercase and lowercase letters Unit-Week Compares lengths of words Identifies the same word in different contexts (text matching) Counts number of words in a sentence Identifies spaces between words in a sentence Holds book right-side up Finds the first page of a sry Turns pages of a book correctly Explains that the title tells the name of a sry Explains that illustrations help us know what the words say on a page Explains that an illustrar makes the pictures in a book = odeled = rimary instructional focus = racticed 10 Success for All Scope and Sequence

15 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Book Conventions and Concepts of rint* Understands that print relays a message Understands that words are made of letters Recites the alphabet by rote Identifies tall letters, short letters, and letters that dip down low Distinguishes between uppercase and lowercase letters Unit-Week Compares lengths of words Identifies the same word in different contexts (text matching) Counts number of words in a sentence Identifies spaces between words in a sentence Holds book right-side up Finds the first page of a sry Turns pages of a book correctly Explains that the title tells the name of a sry Explains that illustrations help us know what the words say on a page Explains that an illustrar makes the pictures in a book = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 11

16 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Book Conventions and Concepts of rint* (continued) Unit-Week Follows text correctly from page page Tracks text from left right Tracks text with one--one correspondence Explains that a period tells us a sentence is finished Explains that a question mark means a sentence is asking something Identifies an exclamation mark as a sign of excitement Recognizes that commas separate items in a series * () odeling of this skill occurs during STaR sry read aloud or during the Daily essage. () rimary instructional focus and () practice occur with concepts-of-print books and with the Daily essage. = odeled = rimary instructional focus = racticed 12 Success for All Scope and Sequence

17 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Book Conventions and Concepts of rint* (continued) Unit-Week Follows text correctly from page page Tracks text from left right Tracks text with one--one correspondence Explains that a period tells us a sentence is finished Explains that a question mark means a sentence is asking something Identifies an exclamation mark as a sign of excitement Recognizes that commas separate items in a series * () odeling of this skill occurs during STaR sry read aloud or during the Daily essage. () rimary instructional focus and () practice occur with concepts-of-print books and with the Daily essage. = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 13

18 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Beginning honics* Unit-Week Name, shape, and sound for each letter introduced Name, shape, and sound for each letter reviewed in class m s f h c u y v b i t l w d m, t, s, h, b Identifies letter in a sentence m s f h c u y v b i t m, t, s, h, b l w d Finds letter or object that begins with letter sound in classroom environment m s f h c u y v b i t l w d m m, m, f, s, h, s, m, h, i, u, t, y, Letter reviewed on Home Link episode s s h, m f, h c, y, u, c, s, u, f, v, b, c, f, v, h, m, l, b, f m c y y b f v * Because letter instruction is linked thematic words, the letters are not explored in alphabetical order. Sound blending read words is not explicitly taught in Curiosity Corner. = odeled = rimary instructional focus = racticed 14 Success for All Scope and Sequence

19 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Beginning honics* Unit-Week Name, shape, and sound for each letter introduced x r g j a z e n p q k o b, f, l, p, s, z, Name, shape, and sound for each letter reviewed in class a, u, m, w, j, a, r, t, n, o, k, w, g, i, i, x, y, q, v u c e d v x r g a b, z e f, n p l, q k o p, s, z, Identifies letter in a sentence a, u, m, w, j, a, r, t, n, o, k, w, g, i, i, x, y, q, v u c e d v Finds letter or object that begins with letter sound in classroom environment x r g j a z e n p q k o i, d, x, b, g, f, w, c, e, b, a, s, w, z, q, y, r, a, Letter reviewed on Home Link episode w, l, s, t, h, w, r, v, j, t, i, d a, x, s, h, d, v, z, y, i, x, p, h, j, b, p, n, e, d, h, m, t, u, b, k, u c y d l r z g m u c v g c f o v * Because letter instruction is linked thematic words, the letters are not explored in alphabetical order. Sound blending read words is not explicitly taught in Curiosity Corner. = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 15

20 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Listening Comprehension Answers comprehension questions about sries Identifies plot and characters from sries Answers questions about informational text Restates facts from informational text Retells sries through dramatization Compares and contrasts pairs of sries Unit-Week Retells using illustrations Sequences sry events = odeled = rimary instructional focus = racticed 16 Success for All Scope and Sequence

21 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills Reading Readiness: Listening Comprehension Answers comprehension questions about sries Identifies plot and characters from sries Answers questions about informational text Restates facts from informational text Retells sries through dramatization Unit-Week Compares and contrasts pairs of sries Retells using illustrations Sequences sry events = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 17

22 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills athematics Unit-Week Counts by rote Classifies and sorts objects by attributes Identifies and extends patterns Develops number sense Counts with one--one correspondence Uses ordinal numbers describe position atches written number quantity Identifies the number just before or just after a given number Builds and compares sets Creates fair shares (fractions) Compares quantities Combines sets Counts on from a given number Counts back from a given number Identifies a missing number in a sequence , , 4, 6, By 1 10s 50 By 10s 50 = odeled = rimary instructional focus = racticed 18 Success for All Scope and Sequence

23 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills athematics Unit-Week Counts by rote by 5s 25 by 5s By 10s 100 By 10s 100 By 5s 50 By 5s By 10s 100 By 10s 100 By 5s 100 By 5s By 2s 20 By 2s 20 Classifies and sorts objects by attributes Identifies and extends patterns Develops number sense 8, 9 10 Counts with one--one correspondence Uses ordinal numbers describe position atches written number quantity Identifies the number just before or just after a given number Builds and compares sets Creates fair shares (fractions) Compares quantities Combines sets Counts on from a given number Counts back from a given number Identifies a missing number in a sequence = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 19

24 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills athematics (continued) Unit-Week Describes, names, and identifies two-dimensional shapes Describes, names, and identifies threedimensional shapes Finds shapes within figures easures height easures length easures weight easures capacity Seriates by length and height Gets information from a bar graph Uses mathematical concepts solve problems = odeled = rimary instructional focus = racticed 20 Success for All Scope and Sequence

25 Oral-Language Development, Self-Regulary, Cognitive, Literary, and athematical Skills athematics (continued) Unit-Week Describes, names, and identifies two-dimensional shapes Describes, names, and identifies threedimensional shapes Finds shapes within figures easures height easures length easures weight easures capacity Seriates by length and height Gets information from a bar graph Uses mathematical concepts solve problems = odeled = rimary instructional focus = racticed Success for All Scope and Sequence 21

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28 A Nonprofit Education Reform Organization 300 E. Joppa Road, Suite 500, Baltimore, D phone: (800) , ext fax: (410) sfainfo@successforall.org website: The mission of the Success for All Foundation is develop and disseminate research-proven educational programs ensure that all students, from all backgrounds, achieve at the highest academic levels. These programs were originally developed at Johns Hopkins University.