PreKindergarten Scope and Sequence based on PreK Guidelines
1st Nine Weeks Period
Best Practices to be Used:
o
o
o
o
o
Exploration/play with environment.
Adults playing in parallel manner with children.
Plan, Do, Review process for center time.
Singing and movement in each lesson.
Planned/purposeful getting to know you activites.
o Active teaching, practice, reteach and modeling of all school success procedures and behaviors.
Curriculum Theme
August
September
First week – procedures, the school &
Me
All About Me!
1 – Friends and School
2 – Home and Family
3 – Inside and Outside Me
Scholastic Themes
Correlation
Language & Early
Literacy (part of every


October
Safety (bridge = weather)
4 – Staying Well, Staying Safe
5 – Our Community
Oral language rich environment (songs, poems, chants.)
Reading modeled through daily read alouds.
Pre-Kinder classroom district
wide)
Spotlight Letters
(ongoing instruction of all
letters should take place in
addition to spotlight
letters)
Start (and continue) letter instruction
by focusing on the first letter in the
child’s name and in names of others in
the class.
Mathematics
Exploration/building/play with
manipulatives
Science
 observation and listening
Social Studies
 getting to know each other
 respect for others
m – me
s – September
f – family
I
Similarities & Differences:
 grouping by attribute
 sorting
 classifying
 matching like objects
 describes similarities and differences
between objects
Order:
 size comparisons
 comparison vocabulary (smaller,
taller, same, different, etc.)
 5 senses
 observing the world around
 discussing observational data
 Labor day
 Patriot Day
INDIVIDUAL, CULTURE &
s –safety
o – October
f – fire
w – weather
r – rain
Patterns:
 imitates pattern sounds & physical
movements
 recognizes and reproduces simple patterns
(AB, ABC) of concrete objects
 begins to recognize patterns in environment
(day/night, etc.)
 begins to predict what comes next to extend
a pattern
 safe practices with tools and unfamiliar
objects
 use of hand lens and other tools (e.g.
balance, safety glasses)
 Columbus Day
 Halloween
INDIVIDUAL, CULTURE & COMMUMITY
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
 shares ideas and takes turns listening and
speaking
 cooperates with others in a joint activity
 identifies and follows classroom rules
 participates in classroom jobs & contributes
to classroom community
 begins to examine a situation from another
person’s perspective
HISTORY
 begins to categorize time intervals using
words (e.g. today, tomorrow, next time)
 begins to understand cause and effect
relationships (e.g. if one goes outside in the
rain, one will get wet)
ECONOMICS
 understands the basic human needs of all
people for food, clothing and shelter
 understands the roles, responsibilities and
services provided by community workers
KEY CENTERS/CONCEPTS TO IMPLEMENT:
 Listening: songs, rhymes and chants
 Reading: variety of books, especially nonfiction and blessed books
 Letters & Numbers: exploration and play with letter and number manipulatives
 Math: exploration with Math Tools (counters, sorting sets, measuring tools, etc.)
 Art: playdough (strengthen hand muscles for later writing), paints, markers, etc.
 Computer: mouse skills
 Dramatic Play: home, dress-up, expression
 Writing: variety of tools, playdough to strengthen hand muscles, shaving cream & sand
trays
COMMUNITY
 shares ideas and takes turns listening
and speaking
 cooperates with others in a joint
activity
 identifies and follows classroom
rules
HISTORY
 identifies common events and
routines (e.g. snack time, storytime)
GEOGRAPHY
 identifies common features in the
home and school environment (e.g.
library, playground)
Centers
TPRI Skills to Address
Checklist Skills
(These are minimal skills
to be assessed at end of
nine weeks period, not
necessarily mastered. You
are not limited to assessing
only these skills.)
Procedures to teach, model & implement:
 workboard or other visual management
system
 care and use of materials
 self-managing behaviors
 how to ask for help
 how to share materials
 clean-up and storage
 verbal planning / goal setting
 sharing of accomplishments (review)
ALL SOCIAL / EMOTIONAL
EXPRESSIVE ARTS:
begin to report all standards
MATHEMATICS:
recognizes and extends patterns
sequences from smaller to larger
sorts objects by color, shape, size
letter names, rhyming games
LITERACY DEVELOPMENT:
speaks clearly
expresses feelings verbally
TECHNOLOGY:
takes part in technology activities
SOCIAL STUDIES / SCIENCE / HEALTH
understands concepts & shows interest in activites
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
2nd Nine Weeks Period
Best Practices to be Used:
o
o
o
o
Exploration/play with environment.
Adults playing in parallel manner with children.
Plan, Do, Review process for center time.
Music and movement in all lessons.
o Ongoing assessment to inform instruction.
November
Curriculum Theme
Scholastic Themes
Correlation
Language & Early
Literacy (part of every
Pre-Kinder classroom
district wide)
Spotlight Letters
(ongoing instruction of all
letters should take place in
addition to spotlight
letters)
Mathematics
Fall (bridge = Thanksgiving)
10 – Seasons, Weather
December
Celebrations
6 - Celebrations
½ January
Winter
10 – Seasons, Weather




Oral language rich environment.
Print rich environment.
Writing modeled by teacher using metacognitive teaching approach.
Writing by children in form of drawing with or without explanation.
 Daily read alouds, songs, poems, chants.
f – fall
d – December
s – seasons
h – Hanukkah
n – November
c – celebration, Christmas
t – turkey, Thanksgiving
k – Kwanzaa
p – pumpkin, pie
g – giving
h – harvest
 Number/Number Concept
 Making 10
 Counting orally by ones to 10 (or
higher)
 Counts concrete objects to five
 begins to name “how many” are in a
group of up to three (or more) objects
without counting (recognizing by sight)
 matches objects that are alike
 begins to identify first and last in a
series
 arranges sets of concrete objects in oneto-one correspondence
 recognizes and describes concept of
zero (meaning there are none)
 begins to compare number of concrete
objects using language (e.g, same,
equal, one more, more than, or less
OPERATIONS
 combines, separates and names “how
many” concrete objects (pre-addition/presubtraction using oral language)
j – January, jacket
w – winter
i – ice, igloo
s – snow
c – cold
f – frost
MEASUREMENT
 begins to use tools to imitate
measuring
 begins to order 2-3 objects by size
 begins to make size comparisons
between objects (larger than, smaller
than, etc.)
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
Science
Social Studies
Centers
than)
 begins to demonstrate parts of a whole
with real objects (e.g. an orange, a
pizza, a pie)
 changes in weather
 observe simple experiments
 Veterans’ Day
 Thanksgiving
INDIVIDUAL, CULTURE,
COMMUNITY
 shares ideas and takes turns listening
and speaking
 cooperates with others in a joint
activity
 identifies and follows classroom rules
 participates in classroom jobs &
contributes to classroom community
 begins to examine a situation from
another person’s perspective
HISTORY
 begins to categorize time intervals
using words (e.g. today, tomorrow,
next time)
 recognizes changes in the environment
over time (growth, seasonal changes)
 connects past events to current events
(e.g. linking yesterday’s activity with
what will happen today)
 Hanukkah
 Christmas
 Kwanzaa
INDIVIDUAL, CULTURE, COMMUNITY
 shares ideas and takes turns listening and
speaking
 cooperates with others in a joint activity
 identifies and follows classroom rules
 participates in classroom jobs & contributes
to classroom community
 identifies similarities among people like
himself/herself and classmates as well as
among himself/herself and people from
other cultures
 begins to examine a situation from another
person’s perspective
HISTORY
 identifies common events and routines (e.g.
snack time, storytime)
 begins to categorize time intervals using
words (e.g. today, tomorrow, next time)
 connects past events to current events (e.g.
linking yesterday’s activity with what will
happen today)
GEOGRAPHY
 identifies common features in the home and
school environment (e.g. library,
playground)
 begins to use words to indicate relative
location (e.g. front, back, near, far)
 identifies common features of the local
landscape (e.g. houses, buildings, streets)
KEY CENTERS/CONCEPTS TO IMPLEMENT:
 Listening: songs, rhymes and chants
 Reading: variety of books, especially nonfiction and blessed books
 Letters & Numbers: exploration and play with letter and number manipulatives, stamps, beads
 change in season, weather
 use of tools to explore (e.g.
magnifying lens and eyedropper)
 New Year’s Day
INDIVIDUAL, CULTURE,
COMMUNITY
 ALL - see DECEMBER
HISTORY
 ALL STUDENT EXPECTATIONS
GEOGRAPHY
 begins to use words to indicate
relative location (e.g. front, back,
near, far)
ECONOMICS
 understands the basic human needs
of all people for food, clothing,
shelter
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines





TPRI Skills to Address
Checklist Skills
(These are minimal skills
to be assessed at end of
nine weeks period, not
necessarily mastered. You
are not limited to assessing
only these skills.)
Math: exploration with Math Tools (counters, sorting sets, measuring tools, etc.)
Art: playdough (strengthen hand muscles for later writing), paints, markers, etc.
Computer: mouse skills, exploration of keyboard
Dramatic Play: home, dress-up, expressing feelings
Writing: variety of materials, playdough to strengthen hand muscles, shaving cream & sand trays
letter names, rhyming games
ALL SOCIAL / EMOTIONAL
LITERACY DEVELOPMENT:
PERCEPTUAL – MOTOR:
speaks in sentences
begin to report on all standards
READING:
RECOGNIZES AND NAMES COLORS:
responds appropriately to literature
begin to report on all
listens to literature
MATHEMATICS:
recognizes own name (written for)
counts orally to
WRITING
models counting using one-to-one correspondence
writes random recognizable letters
compares sets as more than, less than, and equal to
writes own name (first name only is OK)
expresses ideas through drawing/writing
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
3rd Nine Weeks Period
Best Practices to be Used:
o
o
o
o
o
Exploration/play with environment.
Music and movement in each lesson.
Adults playing in parallel manner with children.
Plan, Do, Review process for center time.
Active engagement by children in hands-on activities.
o Ongoing assessment to inform instruction.
Curriculum Theme
Scholastic Themes
Correlation
Language & Early
Literacy (part of
every Pre-Kinder
classroom district
wide)
Spotlight Letters
(ongoing instruction of all
letters should take place in
addition to spotlight
letters)
January ½
February
March
Winter (bridge = animals)
Working & Playing Together
(bridge = friendships)
Exploring My World: new
beginnings, Spring
9 - Animals
6 – Getting Along, Working Together
7 – Make It Build It (shapes, colors)
8 – Let’s Explore (observation)
10 – Seasons, Plants, Weather




Print rich environment.
Writing modeled by teacher using metacognitive teaching approach.
Writing by children in form of drawing with teacher scribing child’s thoughts.
Daily read alouds, songs, poems, chants.
 Journaling for and with.
see previous
f – February, friends
k – (ML)King
r – rodeo
b – baby (animals)
l – love
v - Valentine
Mathematics
 covers an area with shapes (e.g. tiles,
cubes)
 fills a shape with solids or liquids (e.g. ice
cubes, water)
 begins to categorize time intervals and
uses language associated with time in
everyday situations (e.g. “in the
morning,” “after snack”)
Science
Social Studies
 animals, living/nonliving
 MLK Jr’s Birthday
SEE PREVIOUS PAGE
SHAPES
 begins to recognize, describe, and name
shapes (e.g. circle, triangle, rectangle,
square, round, straight, corners, etc.)
 begins to investigate and predict the
results of putting together two or more
shapes
 puts together puzzles of increasing
complexity
 life cycle
 Rodeo
 Valentine’s Day
 Presidents’ Day
INDIVIDUAL, CULTURE, COMMUNITY
 continue all
m – March
s – Spring
g – green
GEOMETRY / SPATIAL SENSE
 begins to recognize when a shape’s
position or orientation has changed
 begins to use words that indicate
where things are in space (e.g.
“beside,” “inside,” “behind,”
“above,” “below”)
 puts together puzzles of increasing
complexity
 rocks, soil, water
 St. Patrick’s Day
INDIVIDUAL, CULTURE,
COMMUNITY
 continue all
HISTORY
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
HISTORY
 continue all
GEOGRAPHY
 identifies common features in the home
and school environment (e.g. library, the
playground)
 creates simple representations of home,
school, community through drawings or
block constructions
 begins to use words to indicate relative
location (e.g. front, back, near, far)
 identifies common features of the local
landscape (e.g. houses, buildings, streets)
Centers
TPRI Skills to Address
Checklist Skills
(These are minimal skills
to be assessed at end of
nine weeks period, not
necessarily mastered. You
are not limited to assessing
only these skills.)
 continue all
ECONOMICS
 becomes aware of what it means to
become a consumer
ENRICH ALL CENTERS
letter names, rhyming games
ALL SOCIAL / EMOTIONAL
MATHEMATICS:
orally uses numbers to describe how many
all standards related to GEOMETRIC
SHAPES
READING:
correctly holds book and turns pages
shows start and end of book
identifies 10 or more letters
WRITING
tells about own writing
Updated 8/22/2007
PreKindergarten Scope and Sequence based on PreK Guidelines
4th Nine Weeks Period
Best Practices to be Used:
o
o
o
o
o
Exploration/play with environment.
Music and movement in each lesson.
Adults playing in parallel manner with children.
Plan, Do, Review process for center time.
Active engagement by children in hands-on activities.
o Ongoing assessment to inform instruction.
April
Curriculum Theme
Scholastic Themes
Correlation
Language & Early
Literacy (part of every PreKinder classroom district wide)
Spotlight Letters
(ongoing instruction of all letters
should take place in addition to
spotlight letters)
Mathematics
May
Exploring My World: Weather, Fiesta, Nature, Earth
9 – Life Cycles, Insects, Animals
June
Summer
10 – Growth and Change




Print rich environment.
Writing modeled by teacher using metacognitive teaching approach.
Writing by children in form of drawing with teacher scribing child’s thoughts.
Daily read alouds, songs, poems, chants.
 Journaling for and with.
a – April
m – May
f – Fiesta, floats, flowers
e – Earth
q – queen
letters not previously included = x, y, z
u – umbrella
GRAPHING
 collect and sort data, display data, make
and interpret PICTORAL graphs
 sorts objects into groups by attribute
and begins to explain how the grouping
was formed
Science
Social Studies
 plant growth, predictions, life cycles
 Fiesta
CONTINUE ALL STANDARDS
Centers
TPRI Skills to Address
Checklist Skills
ENRICH ALL CENTERS
PROBLEM SOLVING & REASONING
 predicting (How far can you jump?, How
many are in the jar? – set up to 10) Are
predictions reasonable?
 Possible or impossible?
 Simple answers to story problems (group
work, heavily teacher supported).
 plant growth, predictions, life cycles
 Cinco de Mayo
 Memorial Day
 CONTINUE ALL STANDARDS
letter names, rhyming games
MATHEMATICS
identifies numerals 0 through 5
Updated 8/22/2007