ACS Early Years Curriculum Language Art Curriculum Implementation of Early Years Curriculum ACS Humanist/Constructivist Educational Philosophy We believe that: Students have an inherent tendency to learn. Students can learn to make good choices and take responsibility for them. Promoting the growth of the whole person is one of the school’s primary goals. Emphasis should be on personal growth through solving real life problems. Teachers facilitate and design instructional activities that allow students to construct their own understandings. Curriculum content and instruction should take into consideration the developmental level of students. Students should be active participants in the learning process. The process of learning involves relating new learning to past experiences and assimilation of new information through application, retention and transfer of knowledge. Teachers help students continuously assess their progress and consider feedback as part of the learning process. Students should assume responsibilities for themselves and others in the school and larger community. Research in early childhood education indicates: 1. Young children learn through active involvement and choice. 2. Young children learn by building on what they know to build to new knowledge, working alone and with others –social constructivism. 3. Young children naturally try to make sense of the world around them. 4. Young children progress through a series of developmental milestones within a time frame that allows for developmental differences. Young children need educational activities that correspond to their stage of development which is not always the same within any given classroom. 5. Young children learn best when they can make connections between the various strands of learning development. 6. Young children’s early learning forms the foundation for later learning. It builds dispositions for creative problem solving, group learning and interaction and a sense of wonder about the world around him. When implementing curriculum, this body of research is used to inform the practices of the teachers working with the children. Young children are capable and competent and naturally try to make sense of the world around them. When they see something new they make a theory, test that theory and then build knowledge much like scientists and in fact all of us. All of us build on what we know in order to get to what we don’t know. For example, when a child is building a tower with blocks he/she will build it higher and higher until eventually it falls over. Through repeated trial and error the child learns that at a certain height the blocks will fall. Based on this knowledge children play with support structures such as a wider base going to smaller blocks on top like an inverted pyramid. So, from previous knowledge they experiment and make theories to move to new knowledge. This is called constructivism. The educational philosophy of ACS is a holistic/constructivist philosophy. Relationships are a huge factor in early childhood development and affect learning in the cognitive, social/emotional, physical and aesthetic domains. As children build knowledge they form relationships with objects, and people. The contact with people whether young or old leads to social constructivism which enables us to build knowledge by watching, talking, working and playing with others. Continuing with the blocks example, if a child is working in a group and he/she sees a classmate use 3 pillars to support a large block rather than one he/she can learn from this experiment and build new knowledge. Through dialogue and interaction the child uses language skills, problem solving skills. The block work involves fine and gross motor skills as well as science (balance) and mathematical skills. A drawing of the structure brings in the aesthetic and the use of marks on paper to communicate which is the first stage of writing. The environment is a crucial factor in the development of the young child. Comfort and safety, both physically and emotionally, and materials that allow for choice, a sense of wonder, and the various developmental levels of the children are a necessity. The teachers construct the classroom environment to function as an ongoing partner in the teaching-learning process. The environment is not static but develops and changes as learning leads in new directions. Each classroom has centers with materials that change during the course of the year. Common centers that will be present in the classroom are reading, writing, blocks, mathematics/small manipulatives, art, water, sensory table, drama, and music/listening center. Throughout the year not only will materials change but new centers can be added and present ones removed or changed into something else. The environment is dynamic rather than static. Curriculum is implemented in an integrated manner through projects/emergent curriculum, play and free choice activities that allow for individual or group work. Projects/emergent curriculum involve extended learning processes that are driven by the children’s interests and ideas. Teachers determine topics for these projects by observing, photographing, listening to and speaking with children as they go through their day. Once an interest has been chosen students in small groups or whole class groups participate in activities related to the interest that allows them to work on their theories and build upon them as they learn new knowledge. As activities proceed teachers design and implement further activities or offer new materials that will extend the theories. Thus the activities become extended dialogues between children and teachers that enable in depth learning to take place over extended periods of time. Sometimes several projects could be ongoing with small groups or a project could involve the whole class. It is through these in-depth studies and centers throughout the room that the curriculum is implemented. In this way children make connections between the various strands of the curriculum and realize that all of the curriculum areas are a part of everyday life. For example, shopping for groceries involves reading, writing, fine and gross motor skills, math , science social interaction and in Lebanon some Arabic language and culture. Life and learning involve integration more than compartmentalisation. Research has proven that young children who work/play this way learn to be creative thinkers, problem solvers, group members and most importantly life - long learners who engage eagerly in new learning. They develop the dispositions that are needed to learn. Art Curriculum The art curriculum for the Early Years division is reflected in the following poem written by the father of the Reggio Emilia approach, Loris Malaguzzi. We foster student’s creativity using a large variety of media. We believe it is the right of children to imagine and to express themselves in any of the 100 languages. The child is made of one hundred. to do without head The child has a hundred languages to listen and not speak a hundred hands to understand without joy a hundred thoughts to love and marvel a hundred ways of thinking only at Easter and Christmas. of playing, of speaking. They tell the child A hundred, always a hundred to discover the world already there ways of listening and of the hundred of marveling they steal ninety-nine. of loving They tell the child that a hundred joys for singing work and play and understanding reality and fantasy a hundred worlds to discover science and imagination a hundred worlds to invent sky and earth a hundred worlds to dream. reason and dream The child has a hundred languages are things (and a hundred hundred hundred more) that do not belong together. but they steal ninety-nine And thus they tell the child the school and the culture that the hundred is not there. separate the head from the body. The child says: They tell the child to think No way. The hundred is there! without hands Loris Malaguzzi “Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more.” Loris Malaguzzi Reading Standard 1: Read fluently using the skills and strategies of the reading process Nursery KG1 KG2 Be interested in environmental print Recognize their name in print. Begin to apply letter sound correspondence to decode (stop sign, McDonalds, etc.) Identify similarities and differences in words. Hold book correctly, turn pages. letters. Discriminate between “word” and “letter”. Pretend to read. Recognize and name at least ten letters of Match one word in print with one spoken word. Join in choral reading songs finger the alphabet. Discriminate letters from other shapes and symbols. plays, poetry, etc. Directional behavior (left to right Identify all letters, capital and lower case. Respond to literature by drawing and progression). Identify all alphabet sounds. dramatizing. Hold book correctly, turn pages. Understand words as well as pictures carry meaning. Build vocabulary through read alouds, Show start/end of book. Are introduced to concepts about print: Punctuation songs, finger plays, themes, etc. Distinguish between picture and print. (question mark, period, exclamation point), difference Sequence events of a story. between letters and word, word by word matching, Respond to literature by drawing and directional behavior (left to right progression), where to dramatizing. start, which way to go (top to bottom), first and last Build vocabulary through read alouds, concept (of a word, story), left page before right page. songs, finger plays, themes, etc. Develop phonemic awareness: rhyming (hearing how words sound alike), isolation of sound (beg/middle/end) in a word, oral blending (when presented with sounds/h/ /m/ student can say “ham”, beginning and ending sounds, word families, short vowels (a, e, I, o, u). Memorize pattern books and familiar books. Sequence events of a story. Standard 2: Comprehend, respond to, and analyze a wide variety of literary texts. Nursery KG1 KG2 Demonstrate a personal response to a Recall details from familiar stories. Demonstrate a personal response to story through story through drawings. Be introduced to literary vocabulary title drawings. Sequence pictures of events. /author / illustrator. Draw on previous experiences to understand text. Connect previous experiences and Demonstrate a personal response to story Predict outcomes. knowledge when read aloud. through drawings. Make predictions in stories. Ask and answer a variety of questions Predict outcomes. Sequence events of a story by retelling. about stories told and read aloud. Connect previous experiences and Express personal views. knowledge when read aloud. Listen and respond to literature. Be introduced to a variety of authors and Recognize beginning, middle, end of a story. styles. Draw pictures illustrating details from a story. Recognize words that rhyme in familiar Recognize the difference between fiction and non-fiction. games, songs, and stories. Be introduced to a variety of authors and styles. Be exposed to variety of genre. Identify and produce rhyming words. Standard 3: Apply skills and strategies appropriate for reading non-fiction texts. Nursery KG1 KG2 Be exposed to make-believe and real Distinguish between real and not real. Observe, use, and understand signs, labels and stories. instructions (job, chart, labels in classroom). Identify real and not real with concrete Ask questions and user prior knowledge to make sense of objects. information Writing Standard 4: Write with a command of informal and formal English Nursery KG1 KG2 Use a variety of writing tools, Use drawings for written expression. Use initial, medial, and final sounds. materials, and surfaces to create Use a variety of writing tools, materials, Begin to use sight words in writing. drawings or symbols. and surfaces to create drawings or symbols. Use invented spelling to write a sentence. Communicate ideas through drawing. Dictate short stories. Organize writing from left to right, indicating an Communicate experiences (feelings Begin to write/draw for different purposes awareness that letter clusters into phrases or sentences and personal preferences) orally and in such as: Telling about an event or story, by use of spacing or marks. illustrations. labeling something, naming something, Know that ideas expressed in oral language can be drawn telling what happened, describing objects, and recorded. events, and characters. Print own name from left to right using appropriate capital Be introduced to organization and planning and lower case. of writing through group interactive Be introduced to the concept of a sentence. writing. Be introduced to six-trait writing terminology through oral language and read-alouds. Be introduced to organization and planning or writing through group interactive writing. Begin to identify and use simple punctuation and other writing mechanics. Show developing competence in the use of upper case and lower case letters in writing. Use capital letter for the beginning of a sentence. Standard 5: Write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of purposes and audiences. Nursery KG1 KG2 Dictate thoughts, ideas, and stories to Share writing/drawing/scribbling with Share writing/drawing/scribbling with others. adults. others. Write short simple sentences with inventive spelling. Recite rhymes/poems/finer Dictate thoughts, ideas, and stories to Read back what they have written. plays/songs. adults. Be introduced to various forms of writing through read Recite rhymes/poems/finger plays/songs. alouds, writing using a variety of forms: class books, lists, journals, temporary spelling. Publish writing in a variety of ways: posters, card/notes, class books, share writing with others. Listening and Speaking Standard 6: Listen and respond critically to oral communication Nursery KG1 KG2 Begin to ask simple questions to check Begin to ask simple questions to check for Check for understanding through simple questions. for understanding. understanding. Actively participate during group discussion/activity. Begin to retell in own words. Learn to listen and watch while others Listen and sustain attention for increased periods. Communicate to teachers and peers. speak. Make relevant responses to questions and comments Begin to listen to others in group. Listen and sustain attention for increased from others. Listen and respond to simple oral periods. Communicate to teachers and peers. instructions. Make relevant responses to questions and Follow four step directions. comments from others. Listen and respond to simple oral instructions. Communicate to teachers and peers. Learn how to work with a partner or small group. Follow 2 step directions. Learn how to work with a partner or small group. Standard 7: Deliver coherent, well-focused informal and formal oral presentations Nursery KG1 KG2 Share personal experiences. Speak in sentences. Express wants and needs verbally. Speak clearly and concisely. Use appropriate tone and inflection to express ideas, feelings, and needs. Speak in front of a group. Initiate conversations. Recite finger plays, rhymes, songs, or short poems. Standard 8: Analyze and evaluate the content and its presentation in a variety of media. Nursery KG1 KG2 Wonder about and question new ideas Participate in music and movement. Wonder about and question new ideas and observations. and observations. Participate in music and movement. Standard 9: Demonstrate a command of research skills Nursery KG1 KG2 Not applicable at this level Not applicable at this level Not applicable at this level Social Studies Curriculum Standard 1: Time, Continuity, and Change Nursery KG1 KG2 Understand the time period of today. Distinguish between first and last/ Distinguish and compare yesterday, today, tomorrow Manage transition into school and daily beginning and end. Manage transitions, daily routines, and unexpected routines. State events from the past and in the events. State events from the past. future. Relate past events with current events or activities. Use terms to describe something that Use terms to describe events, places or Begin to understand how a calendar works. happened in a period of time (now, situations from the past. Tell stories from their past. next, before, etc.) Give example of birthday as a repeating Give examples of repeating patterns and events in their Know how to explain what they can do event/pattern. lives. now that they couldn’t do when they Know how to describe a simple picture time Sequence a simple picture timeline. were a baby. line of their own life. Tell beginning and end of events and stories. Know how to put pictures/puzzle in Know how to tell a story in sequence. Demonstrate interest in stories of the past. sequence that represents Seek information from people, fact books, Seek information from a variety of sources. chronological order in 3 steps. and calendars. Demonstrate interest in stories of the past. Child seeks information from people. Standard 2: Connections and Conflicts Nursery KG1 KG2 Say sorry to people they have Show empathy to others. Show empathy to others wronged and express Describe a problem to a peer or adult. Recognize problems involving themselves and others. anger/frustration without hurting Work together in pairs or small groups to Give examples of ways in which groups (family, class) others. achieve a goal. cooperate in order to live together peacefully. Tell the teacher when they have a Identify the cause of a problem and what it Identify acts of cooperation in the classroom. problem. leads to. Cope with frustration or disappointment. Begin to share toys without adult Will include others in a social group. Try to solve problems using a strategy such as the “I” assistance. Try to solve problems independently. message. Tell about a real or imaginary problem Identify feelings by facial expressions and Recognize that non-verbal communication is like talking. and how it was solved. body movements Express reasons for their ideas and opinions. Identify classroom rules and routines. Express their ideas and listen to ideas of Help peers/adults in the classroom Will talk to a classmate with whom others. Present information and ideas orally, visually, or there is conflict with teacher Express their feelings/ideas to others concretely. direction. through talking, music, art, drama and Show respect to classmates with different languages and Identify feelings by facial expressions. movement. cultures. Recognize that people have Will attempt different activities and will Will take risks and consider a variety of alternatives. similarities and differences. help others. State positive ways to resolve conflict. Express their feelings/ideas through Know how to tell someone that they don’t Seek adult assistance when support is required. talking, music, movement and art. like what they are doing with assistance. Will try new centers in the classroom Seek adult assistance when a problem and play with different people. occurs. Know that we do not hit/hurt other people. Demonstrate trust in the adults around him/her. Standard 3: People, Places, and Environment Nursery KG1 KG2 Recognize that their school is ACS. Name the city or country in which he/she Recognize that they live in a country called Lebanon. Describe one or two things that are lives. Describe the location of their home in relation to familiar near their home. Name the school he /she attends landmarks Understand the concept of location, of Follow simple directional terms Name the city in which he/she lives. school, Sort concrete materials using selected Understand the concept of location within the school of classroom, of bathroom, of gym ..etc. criteria. (library, PE, etc…) Follow simple directional terms (up, Ask questions to get information. Follow simple directional terms. down, in, out) Use words to describe directionality and/or Are introduced to a map and a globe. Sort information using one criteria. location. Sort information using selected criteria. Ask questions to get information. Recognize globes and maps as Ask questions to get information. Use words to describe directionality representations of actual places. Use words to describe directionality and/or location. and/or location. Create and read a simple, concrete bar Create and read a bar graph with adult assistance. Create and read a concrete bar graph graph. Describe characteristics of the local physical environment. with adult assistance. Describe characteristics of the local physical Give examples of how the natural environment influences Describe characteristics of the local environment. Include: natural and daily life. (clothing, play) physical environment. Include: natural constructed elements Describe some physical features (e.g. bodies of water, and constructed elements Describe some physical features (e.g. bodies mountains) of the environment in which she/he lives. Give examples of how the natural of water, mountains) of the environment in Identify familiar places and landmarks (natural landmarks) environment influences daily life. which he/she lives. Appreciate the beauty and importance of the natural Examples: rain, hot, cold Appreciate the beauty of the natural environment Describe some physical features (e.g. environment. Know ways in which people depend on the physical bodies of water, mountains) of the Know ways in which people depend on the environment (i.e. food, clean air, water) environment in which he/she lives. physical Demonstrate interest in the larger world beyond their Identify familiar places and landmarks environment (i.e. food, water) immediate environment (trips, relatives outside country, within the school Demonstrate curiosity about the larger etc…) Appreciate the beauty of the natural world beyond their immediate environment. Identify, with teacher assistance, connections between environment Identify, with teacher assistance, geography and the way people live in stories and in local Know ways in which people depend on connections between geography and the areas. the physical environment (i.e. food, way people live(with personal connections) Identify changes in their home or school (personal water) environment). Demonstrate interest in the larger world within the school community and immediate environs. Standard 4: Culture Nursery KG1 KG2 Identify groups in which people live, work Identify groups in which people live, work and Identify groups in which people live, work and play together. and play together. play together. Share family and cultural experiences. Share family and cultural experiences. Share family and cultural experiences. View self as a member of the family unit. Child views self as a member of the family View self as a member of the family unit. Identify family members (mom, dad, siblings) unit. identify family members (mom, dad, siblings) Describe/discuss own family’s cultural or family traditions. Child can identify family members (mom, Describe/discuss own family’s cultural or family Show knowledge of family members’ role and responsibilities in dad, siblings) traditions. the home. Child shows knowledge of family Show knowledge of family members’ role and Identify people who are responsible for helping and caring for members’ role and responsibilities in the responsibilities in the home. them at home, at school, and in the community. home. Identify people who are responsible for helping Describe their responsibilities at home and in school. Identify people who are responsible for and caring for them at home, at school, and in Describe different clothing based on seasons or physical helping the community. location. and caring for them at home, at school, Describe their responsibilities at home and in Recognize that everyone has particular interests and abilities. and in the community. school. Show an awareness of similarities and differences between self Describe their responsibilities at home and Describe some characteristics (e.g. clothing, and others. in school. food, jobs) of the people in his/her community Discuss and ask questions about similarities and differences in Describe some characteristics (e.g. Recognize that everyone has particular other people. clothing, food) of the people in his/her interests and abilities. Demonstrate the use of character education virtues in social immediate community Show an awareness of similarities and studies. Recognize that everyone has particular differences between self and others. Identify similarities and differences in her family composition interests and abilities. Discuss and ask questions about similarities and and the families of others. Show an awareness of similarities and differences in other people. Identify and respects similarities and differences in likes, differences between self and others. Identify similarities and differences in her dislikes, skills and preferred. Identify and respect similarities and family composition and the families of others. Practice using manners expected in their environment. differences in likes, dislikes, skills and Identify and respect similarities and differences Recognize that people have diverse celebrations. preferred. in likes, dislikes. Share personal, family and cultural experiences. Recognize that different people speak Be familiar with songs and stories from local Be familiar with songs and stories from local/foreign cultures. different languages. cultures. Listen to songs and stories from different cultures. Standard 5: Society and Identity Nursery KG1 KG2 Listen actively to others. Listen actively to others. Listen actively to others. Interact positively with adults and friends. Initiate and sustain positive interactions with Initiate and sustains positive interactions with adults and Respond when adults or other child adults and friends. friends. initiate interactions. Respond when adults or other children initiate Respond when adults or other child initiate interactions. Talk about what happens when … interactions. Work/plays cooperatively (personal and simple actions) Be introduced to consequences and decisions. Identify consequence of their decisions and actions. Practicing using language that is respectful Practice being respectful of others. Interact fairly and respectfully with others. of others. Begin to demonstrate refusal skills by saying Demonstrate refusal skills by saying “No” to/in harmful Understand, with adult assistance, that “No” situations. situations. their actions affect others. Recognize that their actions affect others. Recognize that their actions affect others. Learn about and practice values from Begin to ask for permission before using items Ask permission before using items that belong to others. Character Education Program (3 values) that belong to others. Use character education skills. Begin to take turns and share. Learn about values in Character education. Cooperate and collaborate with others. Examples: take turns, Separate from family members without Separate from family members without undue share space and classroom resources undue stress. stress. Separate from family members without undue stress. Seek comfort and security from familiar Seek comfort and security from familiar adults. Seek comfort and security from familiar adults. adults. Associates emotions with words and facial Associate emotions with words, facial expressions and body Identify and describe how he/she feels. expressions. language. Interact with others. Identify and describes feelings of others. Identify and describes feelings of others. Use imagination to generate new ideas. Initiate interaction with others. Consider others’ needs when working and playing together. Express interest in people. Express interest in people. Initiate interaction with others. Identify and describes own feelings. Demonstrate movement from parallel play to Express interest in people. Demonstrate self-confidence. cooperative play Join a variety of groups in different situations. Identify and describes own feelings. Identify and describe own feelings. Demonstrate knowledge of self-identity. Demonstrate knowledge of self-identity. Demonstrate self-confidence. Demonstrate self-confidence. Accept differences in other people. Standard 6: Governance and Citizenship Nursery KG1 KG2 Show increasing respect for persons and Show respect for persons and property. Show respect for persons and property. property. Recognize and accept the points of views of Recognize and accept the points of views of others. Respect their own and others property others. Value the sharing of work and resources. with adult assistance. Respect their own and others property with Demonstrate increasing independence in self help skills. Select an activity when choices are adult assistance. Select an activity when choices are provided. provided. Select an activity when choices are Demonstrate responsible behaviors. Participate in cleaning up the learning provided. Participate in cleaning up the learning environment. environment, with assistance. Participate in cleaning up the learning Make personal preferences know to others. Make personal preferences know to environment. Use courteous words and actions. others. Make personal preferences known to Make personal preferences known to others. Increase use of please and thank you. others. Know examples of authority at home, school and Know examples of authority (who is the Increasingly use courteous words and community. boss?) actions. Identify people who make decisions that influence their Respect the rules of the classroom and Know examples of authority (who is the lives. playground by increasing compliance boss). Respect the rules of the classroom, playground and with the rules. Respect the rules of the classroom, school. Will ask the teacher or other adult for playground and school. Defend own rights and the rights of others. help to defend their rights. Defend own rights and the rights of others. Participate in community service projects. Will help a classmate or their teacher. Participate in community service projects. Value their own and others’ interests and abilities. Value their own and others’ interests Value their own and others’ interests and Recognize the special talents or strengths that are given and abilities. abilities. to them. Be aware of their special talents or Recognize the special talents or strengths Identify ways to help make the world better. strengths. that are given to them. Be willing to contribute to their groups and communities. Identify ways to help make the Identify ways to help make the classroom Show an understanding of how to care for the classroom better. better. environment. Be willing to contribute to their group. Be willing to contribute to their groups. Contribute to the development of observance of rules in Show an appreciation for the beauty of Child shows a developing understanding of the classroom and on the playground. the environment. how to care for Environment. Know that a good rule or law prevents/solves a specific Contribute in the discussion of rules in Contribute to the development of problem. the classroom and on the playground. observance of rules in the classroom and on Understand and follows rules in the learning (with adult assistance). the playground. environment. Show respect for learning materials and Show respect for materials and toys. Show respect for learning materials and toys. toys, with reminders. Participate as members of the class Participate as members of the class community. Participate as members of the class community. Follow class rules and routines. community. Follow class rules and routines. Follow class rules and routines, with Manage transitions. adult assistance. Manage transitions with reminder Standard 7: Production, Distribution, and Consumption Nursery KG1 KG2 Recognize that people have the same Recognize that people in their immediate Recognize that people all over the world have the same basic needs for food, water community have the same basic needs. basic needs. Examples: food, clothing, shelter… Give examples of basic needs Examples: Examples: food, clothing, shelter… Give examples of basic needs Examples: food, clothing, food, water Give examples of basic needs Examples: shelter… Express needs and wants and will ask food, clothing, shelter… Understand why people make choices about how to for things that will satisfy them (go to Make basic choices in the classroom related satisfy wants and needs. the bathroom, have a drink of water, to needs and wants. Show an understanding that adults work to earn money to eat something.) Verbalize why we need the resources we buy things such as groceries. Show an understanding of why we need have in the classroom. Show an understanding that adults work to earn money to food, water and classroom resources. Recognize that people in their school buy things such as groceries. community rely on others for goods and Recognize that people rely on others for goods and Recognize that people in their services. services such as farm goods, mail delivery, safety or health immediate nursery area do different care. tasks. Recognize that they may have different ways of meeting their basic needs than people in other parts of the world Standard 8: Science, Technology, and Society Nursery KG1 KG2 Use tools in the classroom to do Use tools to accomplish given tasks. Use tools and technologies to accomplish given tasks. specific things. Demonstrate an awareness of technology Tell the story of one or two inventions/discoveries that Demonstrate an awareness of and how it is used to get information. made their lives different from the lives of people long technology. Show interest in learning new things and ago. Show interest in learning new things trying new experiences. Demonstrate and awareness of technology and how it is and trying new experiences. Create new things from a variety of used to get information. Demonstrate that different tools are different materials. Show interest in learning new things and trying new made of different things – wood, Gather information from oral, visual, experiences. plastic, etc. material, or print sources Gather information from oral, visual, material, or print Gather information from oral, visual, sources material, or print sources. Character Education Character education is integrated along with other curricula in the Early Years. Monthly themes highlight one aspect of character, although we talk about and model all character virtues throughout the school year. In Nursery the focus is on Cooperation, Caring/Kindness and Respect. In KG1 students focus again on the three virtues from Nursery and add Tolerance/Acceptance, Fairness and Honesty. In KG2 Self Control, Responsibility and Patience are added to the program as focus areas. Stories, class meetings, and day to day activities provided opportunities to practice these virtues and use the vocabulary associated with them. Through a focused approach we will all work together in an environment filled with character. Math Curriculum Standard 1: Apply a wide variety of mathematical concepts Nursery KG1 KG2 Classify objects that are the same. Classify objects according to one attribute Classify objects according to two attributes (color, texture, Explore relationships with diverse (color, texture, size, weight and shape). size, weight and shape). materials at centers, alone and with Explore relationships with diverse materials Explore relationships with diverse materials at centers, others, inside and out. at centers, alone and with others, inside alone and with others, inside and out. Order concrete materials by size, and and out. Order concrete materials by size and weight up to 5 weight up to 3 objects. Order concrete materials by size and weight objects Explore measurement by using non- up to four objects. Identify objects that are the same and different. Identify the object that does not belong in a Explore measurement by using non-standard units standard units. particular group. Solve problems by acting out, using manipulatives and Explore and extend simple pattern with Explore measurement by using non- drawing. actions, sounds, physical materials. standard units. Create simple and complex patterns with actions, sounds, Explore problem resolution using concrete physical materials. objects. Create simple patterns with actions, sounds, physical materials. Standard 2: Apply mathematical reasoning skills Nursery KG1 KG2 Compare size and quantity Compare size and quantity relationships Compare size and quantity relationships with diverse relationships with diverse concrete with diverse concrete materials developing concrete materials using appropriate vocabulary. materials while beginning to use appropriate comparison vocabulary. Identify and name common shapes: square, triangle, appropriate vocabulary. Recognize the name of shapes: square, circle, rectangle, oval, star, heart. Begin to identify shapes: square, triangle, circle, rectangle, oval, star, heart. Identify at least 4 3D shapes triangle, circle, rectangle. Find the concrete object in a group that is Find the concrete object in a group that is different and Find the concrete object in a group different and explain why it is different (up explain why it is different (up to two attributes). that is different. to one attribute). Use one to one matching. Estimate how many concrete objects Match quantity to quantity using concrete Recognize number arrangements, or number groups to 5 are in a group (up to 5) – by sight or by instantly. materials. touch. Estimate and verify the number of objects in a set (up to Use a variety of concrete materials to Estimate and verify the numbers of objects 20). explore relationships using various in a set ( up to 10). Use a variety of concrete materials to explore strategies. Use a variety of concrete materials to relationships using various strategies. explore relationships using various strategies. Standard 3: Understand mathematical information presented Nursery KG1 KG2 Use number words and mathematical Use number words and mathematical language Use number words and mathematical language in the language in the context of daily in the context of daily routines, activities, and context of daily routines, activities, and play. routines, activities, and play. play. Understand and use mathematical language such as Create graphs using concrete materials Create graphs using concrete materials and use add, take away, difference, equal, the same. and use mathematical terms to mathematical terms to interpret the graph Create graphs using concrete materials and use interpret the graph (more than, the (more than, less than, the same). mathematical terms to interpret the graph (more same) than, less than, the same). Begin to create pictorial representations of story problems involving adding to or taking away. Standard 4: Select and use a wide variety of tools and technology Nursery KG1 KG2 Use manipulatives to explore Use manipulatives to explore mathematical Use manipulatives to explore mathematical mathematical relationships. relationships. relationships. Use a variety of non standard concrete Measure height, length and weight using non Use a variety of non standard concrete objects as objects as tools to measure. standard units. tools to measure. Make sets of 1 to 5 objects. Name tools that measure time such as clock. Learn to tell time to the hour. Standard 5: Understand and apply numbers Nursery KG1 KG2 Rote count to 20. Rote count to 30. Rote count to 100. Count backward from 5 to 1. Count backward s from 10. Count backward s from 10. Identify numerals to 5 Make sets of 1 to 15 objects. Make sets of 1 to 20 objects. Act out counting songs. Identify numerals 1 to 15. Identify numerals 0 to 31. Make sets of 1 to 5 objects. Write numerals 0 to 31. Write numerals 1 to 15. Explores the concept that the number Describe changes in two or more sets of objects Describe changes in two or more sets of objects when of objects in a set remains the same when they are combined. they are combined. when the objects are rearranged (up to Name the number that comes before/after a Name the number that comes before/after a given 5). number, 1 to 31. Begin to match concrete objects using given number, 1 to 9. Understands the concept that the number of objects in one to one correspondence up to 3 Explores the concept that the number of objects a set remains the same when the objects are objects in a set remains the same when the objects are rearranged (up to 10). Experiment with symbols to represent rearranged (up to 9). numbers. Count on from a given number. Begin to match concrete objects using one to Use number words in the context of Count to 100 by 10s and 1’s. one correspondence up to 5 objects daily routines, activities, and play. Create groups of 20 objects. Create fair shares using halves (concrete Construct a set of objects Use one-to -one correspondence to count and to corresponding to a given numeral for a objects). compare sets of objects. real purpose (eg. 2 apple pieces for Use the terms first and last. Order numerals from 0 to 31. each person, 2 lettuce leaves for the Use number words in the context of daily Identify the number represented by a given dot hamster , 3 plates at the house table routines, activities, and play. arrangement of 1 to 6 dots (objects) without counting. for 3 guests) Hold up the appropriate number of fingers for a Describe changes in a set of objects when they are Compare height using the terms given numeral. separated into parts. tall/short. Count groups of objects using one-to-one Create fair shares for two or three groups with concrete Hold up the appropriate number of correspondence up to 5. materials. fingers for a given numeral. Order events 1st, 2nd, 3rd and 4th. Use number words in the context of daily routines, activities, and play. Construct a set of objects corresponding to a given numeral Match numerals to the quantities they represent up to 31. Standard 6: Estimate, compute, and assess reasonableness of solutions. Nursery KG1 KG2 Explore addition by combining items in Explore addition by combining items in Explore addition by combining items in exploration exploration and play. exploration and play. and play. Explore subtraction by taking away Explore subtraction by taking away items in Explore subtraction by taking away items in items in exploration and play. exploration and play. exploration and play. Add to and subtract from concrete Add to and subtract from concrete materials Model and record addition actions to 10 using materials that are being used for a that are being used for a purpose to achieve a concrete materials. purpose to achieve a goal. (eg. building goal. (eg. building in blocks, measuring with Model and record subtraction actions to 10 using in blocks, measuring with small small manipulatives, etc.) concrete materials manipulatives, etc.) Estimate and verify the numbers of objects in a Show a number as two parts, using fingers, counters, set using language to describe. or other objects, and name the number of objects in each part. Add to and subtract from concrete materials that are being used for a purpose to achieve a goal. (eg. building in blocks, measuring with small manipulatives, etc.) Estimate and verify the numbers of objects in a set using language to describe. Standard 7: Estimate and measure by selecting and using appropriate units, tools, and technologies. Nursery KG1 KG2 Estimate in real situations involving Estimate in real situations involving concrete Estimate in real situations involving concrete concrete materials (eg. How many materials (eg. How many blocks are needed to materials (eg. How many blocks are needed to reach blocks are needed to reach the first reach the first wall built, how many eggs will fit the first wall built, how many eggs will fit in the pot wall built, how many eggs will fit in the in the pot during house play, etc.) during house play, etc.) pot during house play, etc.) Explore measurement using non standard units, Explore measurement using non standard units, Explore measurement using non balance scales, thermometers, measuring tapes balance scales, thermometers, measuring tapes in standard units, balance scales, in purposeful situations purposeful situations thermometers, measuring tapes in Name tools that measure time such as clock. Demonstrate an understanding of the basic language purposeful situations. Use appropriate vocabulary to describe of measurement (longer than, taller than, shorter Use comparative vocabulary such as sequence related to daily routine. than, heavier than, lighter than). shorter, longer, higher, more etc. Begin to use comparative vocabulary such as Use various standard measuring tools for simple Use appropriate vocabulary to describe longer, longest. measuring tasks. sequence related to daily routine. Use comparative and superlative vocabulary such as Use appropriate vocabulary to describe time shorter, shortest, etc. and sequence related to daily routine. Compare two sets of objects using terms such as more, fewer, or the same. Use appropriate vocabulary to describe time and sequence related to daily routine. Standard 8: Use algebraic methods Nursery KG1 KG2 Extend and create a simple pattern Create and extend a simple pattern with actions, Create and extend complex patterns with actions, with actions, sounds, physical materials sounds, physical materials sounds, materials and pictures. with assistance. Understand the pictorial daily schedule as an Give the missing element of a linear pattern. Create a bar graph with concrete organizer of the day. Understand the pictorial/written daily schedule as an materials in a group. organizer of the day. Begin to understand the pictorial daily schedule as an organizer of the day. Standard 9: Use spatial reasoning and apply the properties and relationships of geometric figures Nursery KG1 KG2 Begin to understand spatial concepts Demonstrate understanding of spatial concepts Demonstrate understanding of spatial concepts (up, (up, down, under, etc.) (up, down, under, etc.) down, under, etc.) and use the vocabulary in Begin to demonstrate understanding of Demonstrate understanding of positional terms conversation. positional terms (e.g. between, inside, (e.g. between, inside, under, behind). Demonstrate understanding of positional terms (e.g. under, behind). Use position words to describe the position or between, inside, under, behind) and use them in Begin to use position words to describe location of objects in relation to self or to other conversation. the position or location of objects in objects. Identify characteristics of plane shapes: square, relation to self or to other objects with Compare and describe attributes of two- and triangle, circle, rectangle, heart, diamond and oval. assistance. three-dimensional objects using own vocabulary Identify common solid figures (sphere, cone, cylinder while exploring. Compare and describe attributes of and cube) and give examples of related real life Begin to recognize basic geometric terms two- and three-dimensional objects objects. associated with common plane figures. using own vocabulary while exploring. Know basic geometric terms associated with common Match solid shapes to real objects. Recognize shapes found in the plane figure (side, round, angle). Recognize shapes found in the environment(natural and man-made) Draw plane shapes (circle, square, rectangle, triangle, environment(natural and man-made) Explore the combination of shapes oval). Explore the combination of shapes using various using various concrete materials Recognize shapes found in the environment(natural concrete materials Use shape in representations. and man-made) Use shape in representations Explore the combination of shapes using various Identify shapes by feel. concrete materials Trace and copy shapes. Use shape in representations. Construct using blocks, concrete manipulatives, Identify shapes by feel. recycled materials, etc. Create a representation of a 3-D object using Trace and copy shapes. materials such as modeling clay and building Construct using blocks, concrete manipulatives, blocks. recycled materials, etc. Describe a 3-D object using words such as “big,” Create a representation of a 3-D object using “little,” “round,” “like a box,” and “like a can.” materials such as modeling clay and building blocks. Identify or name basic shapes (e.g. circles, Describe a 3-D object using words such as “big,” cylinders, squares, cubes, triangles) found in the “little,” “round,” “like a box,” and “like a can.” environment. Measure height, length and weight using non standard units. Standard 10: Make decisions and predictions. Nursery KG1 KG2 Create and interpret a bar graph using Gather data about self or the environment. Gather data about self or the environment. concrete materials with a group and Make observational drawings. Make observational drawings. adult assistance. Make choices between activities and materials. .Make choices between activities and materials. Make choices between activities and Make predictions about real events (eg. how Make predictions about real events (eg. how many materials. many beads will fit in the container) students can fit in the box) Make predictions about real events (eg. when the tower of blocks will fall) Science Curriculum Scientific Inquiry Standard 1: Demonstrate their understanding of the importance of curiosity, honesty, open-mindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur. Nursery KG1 KG2 Examine attributes of objects, living Ask questions and come up with theories about Observe, record and make theories about the world things, and natural events in the the world around them. around them. environment. Carry out investigations/experiments and Reflect on their work and ideas and make changes. Make observational drawings. predict their outcome. Ask questions about the world around them. Standard 2: Demonstrate their understanding of the importance of curiosity, honesty, open-mindedness, and skepticism in their own efforts to understand how and why universal phenomena exist and occur. Nursery KG1 KG2 Sort objects by one attribute. Sort objects according to attributes (size, color, Make comparisons based upon number, shape, Make observational drawings. shape, texture, and use). texture, size, weight, color, and motion. Make observational drawings. Draw by memory and observation. Standard 3: Be familiar with the character of scientific knowledge and inquiry and how it is achieved. Nursery KG1 KG2 Use words to describe. Take an active part in science experiments that Actively participate in experiments and record Explore using science tools. come from student theories. process and outcomes in drawings/words. Be careful observers when drawing and Work corporately on science experiments and share investigating things around them inside and finding with peers. outside. Explore using science tools. Work cooperatively and share findings/new discoveries with peers. Explore using science tools Standard 4: Be able to select and use tools and instruments to conduct scientific activities. Nursery KG1 KG2 Use measuring cups and spoons. Use non standard unit to measure, construct Use nonstandard units to measure. Play with different sized containers in and look at objects. Use measuring instruments when cooking. the sand / water/sensory table. Use measuring tools when cooking. Build and construct with various objects/media. Use play dough. Build with a variety of materials. Standard 5: Be able to select and use tools and instruments to conduct scientific activities. Nursery KG1 KG2 Play with materials that fit together. Explore things that fit together and come apart Explore things that fit together and come apart using Share/describe toys and pictures using concrete materials. concrete materials. brought from home. Describe features of objects. Describe features of objects and self made creations. Select concrete objects that are Compare objects using vocabulary of size, Describe changes in objects verbally and in drawing. bigger/smaller, heavier/lighter, weight, color and movement. Understand the range of size, weight and age. fast/slow or of a certain color. Use vocabulary to categorize objects. The Physical Setting Standard 6: Be familiar with current scientific theories about the universe and how those theories evolved. Nursery KG1 KG2 Identify that stars and the moon are in Identify the features of the sky. Describe the features of the sky at night and during the sky at night by words or drawing. Describe day and night sky and recognize the day with words and drawings. Recognize day and night skies (eg. in differences. Compare the day and night sky and make theories books) Describe the Earth according to its shape. about how they change. Know that we live on planet Earth. Verbalize that there are other planets. Standard 7: Understand how key features of the earth influence climate, weather, and the water cycle. Nursery KG1 KG2 Understand that winter is cold and Distinguish the characteristics of the seasons. Observe and identify features of the 4 seasons. summer is hot. Recognize water in liquid and solid form. Describe the weather using weather terms. Describe different weather conditions Understand that ice is frozen water. such as rain, cloudy, windy. Explore water Understand that ice will melt. Standard 8: Understand scientific theories of how the earth's surface is formed and how those theories developed. Nursery KG1 KG2 Identify a mountain or a body of water. Describe the earth according to its physical Describe basic features of earth surfaces. Identify rocks. make-up (land, water, air). Distinguish landforms and oceans/seas in their environment(mountains, sea, etc) Standard 9: Understand scientific theories of the nature of matter and how those theories developed. Nursery KG1 KG2 Identify colors and explore mixing Identify objects that sink or float. Describe how cooking changes some properties of colors. Use vocab to describe what things are made of. certain foods Use words related to color size and Identify colors and explore mixing colors. texture. Use words related to color size and texture. Explore processes that change some of the properties of materials (cooking). Standard 10: Be familiar with the forms and transformations of energy and the significance of energy in understanding the structure of matter and the universe. Nursery KG1 KG2 Identify hot and cold objects. Name 2 ways things can become hot. Compare hot and cold things. Use the vocabulary words of hot, cold and warm Identify three sources of heat. to describe. Standard 11: Understand how society uses and conserves various sources of energy. Nursery KG1 KG2 Recognize the importance of electricity. Identify 5 ways we use electricity Standard 12: Understand the relationship between force, mass, and the motion of objects. Nursery KG1 KG2 Explore motion with a variety of Explore and describe how objects move. Use appropriate vocab to describe how objects move. concrete objects both indoors and out. Standard 13: Recognize gravitational, electrical, and magnetic forces as major kinds of forces acting in nature. Nursery KG1 KG2 Explore with various sized magnets. Identify objects that roll, slide or fly. Explore the movement of concrete objects. Explore magnets. Explore and make predictions of how weight and size effect the movement of objects. Experiment with various materials and magnets and theorize. Standard 14: Be familiar with the wave nature of sound and electromagnetic radiation. Nursery KG1 KG2 Explore sound through musical instruments. Explore sound through musical instruments The Living Environment Standard 15: Be aware of the diversity of living organisms and how they can be compared scientifically. Nursery KG1 KG2 Explore the habitat, movement, food Classify animals as farm, zoo, pet, wild (non Observe and make observational drawings of plants and characteristics of selected animals. domesticated), or ocean (aquatic) according to and animals in the environment appearance and action. Identify similarities and differences in the plants and Compare the behaviors of selected animals. animals in the environment. Name parts of a plant and identify needs. Identify the common needs of plants and animals. Handle animals carefully and participate in the Express the need to care for plants and animals in the caring and feeding of classroom animals. environment. Treat living things with respect and Sort plants and animals according to common responsibility. attributes. Identify features of living things. Identify and describe the life cycle of trees throughout the seasons. Standard 16: Understand the structure, functions, and reproduction of living cells and organisms. Nursery KG1 KG2 Handle animals carefully and Describe the basic needs of plants and animals. Handle animals carefully and participate in the caring participate in the caring and feeding of Care for classroom plants and provide basic and feeding of classroom animals. classroom animals. needs. Treat living things with respect and responsibility. Identify plant needs and parts of a Care for classroom plants. plant. Standard 17: Understand how and why organisms are dependent on one another and their environments. Nursery KG1 KG2 Describe how people and animals Investigate animals’, food and shelter. Sort animals that eat plants and animals that eat respond to weather conditions. Describe the role of plants in our environment. meat. Recycle, compost and be able to explain why we Explain how animals (including humans) use plants do this. for shelter/nesting. Identify plants and animals that live in Lebanon. Identify animals that live in other countries. Standard 18: Understand the cycling of matter and the flow and transformation of energy through systems of living things. Nursery KG1 KG2 Explain that plants need light and Classify objects as living or non-living based on Identify that plants and animals need light. water to grow. characteristics. Practice composting. Participate in a recycling program. Practice recycling. Practice recycling and explain the importance of Identify substances that can be recycled. recycling. Students will explain why they reuse materials for “junk art” Describe the food chain of composting. Standard 19: Understand how biological traits are passed on to successive generations. Nursery KG1 KG2 Recognize that people are different in Describe how people are different. Identify variations among individuals within a physical features (eye color, hair color). population. Graph eye color, hair color of the classroom population. Identify their own likes and dislikes Standard 20: Understand the arguments for natural selection as scientific explanation of biological evolution. Nursery KG1 KG2 Know that they should not harm plants Explain why we don’t throw garbage into the Explain why we don’t pollute the sea and throw and animals. sea. garbage on the ground. Know that we do not hurt living things (plants Explain why we take care of plants and animals. and animals). Human Organisms and Society Standard 21: Know and understand the biological, cultural, and social explanations for why human beings have important traits in common yet differ from one another. Nursery KG1 KG2 Identify basic body parts. Compare and contrast feature and traits of Identify similarities and differences in classmates. Explore and use their five senses in people. Identify that students in the classroom are all part of classroom activities. Identify the five senses. the same group. Identify and practice healthy habits. Identify taste (sweet/sour) Classify food by food groups. Identify family members and their Identify smells (pleasant/unpleasant). Explain how we dress differently in hot and cold roles Classify sounds (fast/slow, loud/soft). weather. Classify foods by healthy and unhealthy Explain that all people need food water and shelter. Recognize good dental hygiene. Explain the similarities between human needs and Compare and contrast their needs with those of animal needs. animals. Explain the roles of members in the classroom. Describe how people and animals respond to Describe the roles of 5 people in the school weather conditions. community. Describe the family and the roles that each Describe the roles of the members in their family member plays. Describe the roles that people take in the classroom community. Standard 22: Be familiar with important aspects of human development from fertilization to death. Nursery KG1 KG2 Explain things that you can do now Recognize that people and animals have babies. Explain that human babies come from the mother. that you couldn’t when you were a Recognize that most babies are unable to care Describe how to care for a human baby. baby. for themselves. Explain why a human baby cannot care for itself. Explain that other people take care of babies. Standard 23: Understand the basic processes of the human body. Nursery KG1 KG2 Identify major body parts. Identify the parts of the body. Describe what body parts we use to see, find and eat Explain what foods are healthy. Identify parts of the body used to see, find and food. State how we use our senses. take in food. Name the five senses. Identify how smell helps us when there is a fire. Describe how we use our sense of touch and smell Identify how seeing helps us stay safe. and sight to warn us of danger. Recognize that they use their brain to think. Describe how we use our senses to cooperate with classmates Explain that we use our brains to think and make choices. Standard 24: Understand that a variety of factors influence learning in human beings. Nursery KG1 KG2 Explain 3 things that they have learned Describe their hobbies. Describe activities that you have learned to do. since they were babies. Describe something that they have learned Explain how you have learned one thing that you like. Indicate one thing that they want to since they were babies. Explain how practice can help us get better at learn. Understand that skills get better with practice. something. Identify times when they cooperate. Work cooperatively and learn from each other. Cooperate with others to accomplish a task. Describe how we help each other in Explain why working with others helps us learn. the classroom. Physical Education Curriculum Standard 1: Demonstrate competency in applying basic and advanced movement concepts and skills. Nursery KG1 KG2 Learn basic locomotor skills Review of basic locomotor movements and Review of basic locomotor movements and animal (walking, jogging, running, animal animal movements. movements. walks) Music/rhythms movements and actions in Music/rhythms movements and actions in Movement skills to musical rhythms. sequences. sequences. Body balance skills- one foot, stork stand, combinations of hands and feet. Increasing body balance skills in complexity. Increasing body balance skills in complexity. Tossing the ball with two hands. Moving in different planes and levels -Rolling Moving in different planes and levels -Rolling (log Kick with the favorite foot (log roll, rocking) roll, rocking) Applying strength and support-Bridge Applying strength and support-Bridge Wall climbing combining agility, strength and Wall climbing combining agility, strength and balance. balance. Bouncing the ball with one hand Bouncing the ball with one hand Tossing the ball with one hand Tossing the ball with one hand Catching Catching Dribbling with 1 and 2 hands Dribbling with 1 and 2 hands Directing the ball at a target with foot contact Directing the ball at a target with foot contact Standard 2: Understand underlying concepts on how to achieve, monitor and maintain a health-enhancing level of physical fitness. Nursery KG1 KG2 Students understand that heart rate “How to know your body”-Heart and lungs. How to know your body-Fatigue and signs of effort( increases with exercise and movement Blood and oxygen transport to muscles. sweating, skin color, increased respiration) efforts. Stretching, muscles and bones. Stretching, muscles and bones. Will understand the concept of warm Warm up and cool down concepts Warm up and cool down concepts up and its application in each lesson. Recovery after exercise Recovery after exercise Know that breathing control is Presentation of physical challenges and increased important during exercise and in capacity for exercise. recovery. Standard 3: Demonstrate knowledge of rules and regulations in sports. Nursery KG1 KG2 Following directions allows for safe Understand organizational skills regarding Understand organizational skills regarding movement in an active environment. formations. formations(organization signals mobilize the class,this Describe game conditions and regulations. signal will improve class control) Describe game conditions and regulations( they should know the rules of the games we play) Standard 4: Exhibit responsible personal and social behavior that respects self and others in physical activity settings. Nursery KG1 KG2 Responsibility for equipment use. Cooperation and responsible direction Cooperation and responsible direction following. Respect for teacher decisions. following. Safe behavior during game situations. Respect for group members and Safe behavior during game situations. Fair play and rule following. sharing opportunity/taking turns. Fair play and rule following. Standard 5: Create opportunities for health, enjoyment, challenge, self-expression, and/or social interaction through physical activity Nursery KG1 KG2 Not applicable at this level Not applicable at this level Not applicable at this level Movement and Music Curriculum Standard 1: Sing and play a varied repertoire of music Nursery KG1 KG2 Sing simple, familiar songs (e.g., Sing alone sans an audience as well as in a Sing alone sans an audience as well as in a group. (MENC, nursery rhymes, traditional children’s group. (MENC, MCREL, Owyang, J. MCREL, Owyang, J. Solomon) songs) (MCREL) Solomon) Experiment with a variety of instruments and other sound Use their voices expressively as they Use the so-mi and so-mi-la motives, sources. (MENC, MCREL) speak, chant, and sing. (MENC) however, sing songs with all types of ranges Play simple melodies and accompaniments on instruments Include movement. (Owyang) and modes (J. Solomon), and with (MENC Pre-K), and with movement. (Owyang) Imitate voices that include honks, movement. horns, animal sounds, robot sounds, Use many games and movement sliding sounds, etc. Students lead emphasizing high and low, fast and slow, other students in creating these and loud and soft. (R. Owyang, J. Solomon) sounds. (J. Solomon) Standard 2: Read music from traditional and nontraditional notation Nursery KG1 KG2 Use body percussion and movement Sight read simple rhythmic patterns (e.g., Sight read quarter note, eighth, and one-beat rest. (J. for simple rhythmic and melodic colors, shapes, etc.) Use movement where Solomon) Use movement where appropriate. (Owyang) patterns. (Owyang) appropriate. (Owyang) Standard 3: Analyze and evaluate own performance Nursery KG1 KG2 Draw a self-portrait of a personal Role-play appropriate audience behavior. Reflect on and articulate about a personal performance. performance. (www.menmun.org) (Dallas Symphony Orchestra) (Owyang) Standard 4: Improvise melodies, variation, and accomplishment Nursery KG1 KG2 Sing simple rhythmic and melodic (so- Play simple melodies using body percussion Create short pieces of music, using voices, instruments, mi and so-mi-la) patterns. (J. Solomon) (Owyang) and accompaniments on and other sound sources. (MENC). Work in small groups Include movement where it is instruments (MENC) and Include movement where it is appropriate. appropriate. (Owyang) Explore the creation of short pieces in unpitched percussion and with movement. (Owyang) Standard 5: Compose and arrange music using notation Nursery KG1 KG2 Know the source of a variety of sounds Uses a variety of sound sources when Create short pieces of music, using voices, instruments, (e.g., musical instruments, sounds in composing (classroom instruments, and other sound sources, (MENC Pre-K), patterns, colors, nature) (MCREL) electronic sounds, body sounds). (MCREL) and movement. (Owyang) Include movement when is it is appropriate. (Owyang) Standard 6: Understand the historical contributions and cultural dimensions of music Nursery KG1 KG2 Know the source of a variety of sounds Demonstrate an awareness of music as a Identify by genre or style aural examples of music from (e.g., musical instruments, sounds in part of daily life (MENC), (MCREL), various historical periods and cultures. (MENC) nature) (MCREL) that originate from including performers from the community. Incorporate movement activities where it is appropriate. different times and cultures (e.g., (Owyang) (Owyang) Western classical, Arabic, etc.). (Owyang) Standard 8: Understand the relationships among the arts and disciplines outside the arts Nursery KG1 KG2 Know the source of a variety of sounds Demonstrate an awareness of music as a Articulate how music is implemented across disciplines, (e.g., musical instruments, sounds in part of daily life (MENC), including the visual and performing arts, mathematics, nature) (MCREL) Engage in movement activities, e.g., language arts, etc. (Owyang) dance, that reflect the cultures. (Owyang) Standard 9: Analyze, evaluate, and respond to varied musical repertoire and performances Nursery KG1 KG2 Listen to music from various genre. Participate freely in a variety of music Respond through movement to music of various tempos, Include movement when is it is appropriate. activities. (MENC Pre-K) meters, dynamics, modes, genres, and styles to express (Owyang) Include movement when it is appropriate. what is heard and felt in works of music (MENC Pre-K) (Owyang) Library Curriculum Standard 1: Define their information needs and identify effective courses of action to conduct research, solve complex problems and pursue personal needs. Nursery KG1 KG2 Recognize a topic of interest when Ask the librarian for a book on a specific Ask for a resource to answer a curiosity or to further presented with a resource topic. knowledge. Know that non-fiction books provide real information. Standard 2: Demonstrate a command of information skills and strategies to locate and effectively use print, non-print and or digital resources to solve problems, conduct research and pursue personal needs. Nursery KG1 KG2 Identify the storytelling area of the library. Recognize the storybooks area as a place Recognize the Easy fiction and non-fiction areas of the Know how to check out a book. to borrow books from. library as a place to find books of interest. Know library routines. Are familiar with circulation procedures. Know circulation procedures. Learn how to use a book paddle. Understand good book care practices Arabic Curriculum - Reading Standard 1: Read, understand, and respond critically to a variety of reading materials. Nursery KG1 KG2 Become aware that print carries a meaning. Identify initial and final sounds. Identify initial, medial, and final sounds. Show interest in print environment. Identify some letters of the alphabet. Read all the letters with long and short vowel sounds. Show interest books’ illustrations. Match pictures with letters. Match one word in print with one spoken word. Read his/her name. Match pictures with words. Pretends reading. Match name with photo. Pretends reading. Demonstrate that print goes from right to left and top Pretend to read. Demonstrate that print goes from right to to bottom. Demonstrate that print goes from right to left and top to bottom. Read new words from 2-3 letters. left and top to bottom. Identify the front cover, back cover, and Read simple sentences. Respond to literature by answering title page of a book. Identify between a sentence and a question. questions, drawing, and dramatizing. Make predictions involving stories. Read familiar stories with simple sentences. Make predictions from pictures. Tell a story from pictures. Identify the front cover, back cover, and title page of Tell a story from pictures. Respond to literature by answering a book. Identify the front cover and back cover. questions, drawing, and dramatizing. Make predictions involving stories. Tell a story from pictures. Respond to literature by answering questions, retelling, drawing, and dramatizing. Tell story events in sequence using time concept vocabulary: beginning , middle , end. Arabic Curriculum - Writing Standard 2: Write with a command of Modern Standard Arabic Nursery KG1 KG2 Use a variety of writing tools, materials, and Use a variety of writing tools, materials, and Print own full name. surfaces to create drawings and symbols. surfaces to create drawings and symbols. Begins to trace letters in different positions (Beginning, Communicate ideas through drawing. Print own first name. middle, end) following proper directionality. Respond to read aloud, poems, and songs Begin to trace letters. Begin to use sight words in writing. through drawing. Organize writing from right to left. Use invented spelling to write a sentence. Communicate feelings, personal experience and Be introduced to six-trait writing terminology Organize writing from right to left. opinions through drawings. through oral language and read-aloud. Be introduced to six-trait writing terminology through oral Dictate thoughts, ideas, and stories to adults. Respond to read aloud, poems, and songs language and read-aloud. Introduced to published work on Teachers’ through drawing. Respond to read aloud, poems, and songs through Be introduced to organization and planning or drawing. web. writing through group interactive writing. Be introduced to organization and planning or writing Communicate feelings, personal experience through group interactive writing. and opinions through drawings. Begins to identify and use simple punctuation (.,!?). Dictate thoughts, ideas, and stories to adults. Communicate feelings, personal experience and opinions Publish writing in a variety of ways: posters through drawings. and booklets. Dictates thoughts, ideas, and stories to adults. Introduced to published work on Teachers’ Publish writing in a variety of ways: posters and booklets. web. Introduced to published work on Teachers’ web. Arabic Curriculum - Listening /Speaking Standard 3: Listen and respond critically to oral communication and a variety of media Nursery KG1 KG2 Listen with interest. Listen with interest and sustained Listen with interest and sustained attention for increased Learn to listen while someone speaks. attention for increased periods. periods. Follow 1 step direction. Learn to listen while someone speaks. Learn to listen while someone speaks. Express personal needs using simple Follow 2 step directions. Follow 3 step directions. Communicate to teachers and peers. sentences or phrases. Communicate to teachers and peers. Ask questions about the newly introduced concept. Share personal experiences. Ask questions about newly introduced Take part in a conversation and connect new concepts Listen to read aloud and act out some parts concept. with personal experience using expanded vocabulary. of the story. Take part in a conversation and connect Applies instructions regarding working with a partner or a Listen to new vocabulary and act out the new concepts with personal experience small group. meaning. using simple vocabulary. Speak in simple sentences with clear articulation to Use new vocabulary to express needs. Listen to stories with interest and ask express personal needs, ideas, and feelings. Listen to music and express oneself with relevant questions. Listen to stories with interest and ask relevant questions. body movement. Recall important events form a read aloud Listen to read aloud and respond critically to questions. story. Make predictions during read alouds. Applies instructions when working with a Retell main events of a story in a sequence after listening partner or a small group. to a read alouds. Use new vocabulary in context. Use new vocabulary in context. Present own work to the group. Present own work to the group. Sing alone or in front of a group with confidence. Sing alone or in front of a group with Listen to music and express oneself with body movement. confidence. Listen to music and express oneself with body movement. Arabic Curriculum - Culture Standard 4: Connect the Arabic Language to the culture of Lebanon Nursery KG1 KG2 Use culturally appropriate courtesy Use culturally appropriate courtesy Use culturally appropriate courtesy expressions. expressions. expressions. Participate in age- appropriate cultural activities, games Participate in age- appropriate cultural Participate in age- appropriate cultural and songs. activities, games, and songs. activities, games and songs. Be familiar with a few well-known children’s stories about Be familiar with a few well-known children’s Be familiar with a few well-known children’s Lebanon’s culture and events. stories about Lebanon’s culture and events. stories about Lebanon’s culture and events. Listen to, watch, and ask/answer questions about age- Take part in Lebanese cooking activities. Identify some major products of Lebanon’s appropriate folk tales, picture stories, poem, songs, culture (food, clothing, music, dance, places, advertisements, and authentic material. Sing Lebanon’s national anthem ( part one) and other national songs, and recite poems . monuments…). Identify some major products of Lebanon’s culture (food, Sing Lebanon’s national anthem. clothing, music, dance, places, monuments…). Introduced to authentic audio visual material Introduced to authentic audio visual material Sing Lebanon’s national anthem. and computer software for enjoyment. and computer software for enjoyment. Understand the meaning of the Lebanese flag’s colors and Take part in field trips to various areas in Interview native Lebanese citizens for various symbol. Lebanon. purposes. Select authentic audio visual material and computer Take part in field trips to various areas in software for enjoyment. Lebanon. Participate in cultural games and arts. Interview native Lebanese citizens for various purposes. Take part in field trips to various areas in Lebanon.
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