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Scope & Sequence of Skills
for
PreKindergarten
SCHOLASTIC INC1-800-SCHOLASTIC
www.scholastic.com
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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Language and Early Literacy 1 Listening Comprehension 1.a The child listens with increasing attention.
1.b The child listens for different purposes (e.g., to learn what happened in a story, to receive instructions, to converse with an adult or a peer).
1.c The child understands and follows simple oral directions.
1.d The child enjoys listening to and responding to books.
1.e The child listens to and engages in several exchanges of conversations with others.
1.f The child listens to tapes and records, and shows understanding through gestures, actions, and/or language.
1.g The child listens purposefully to English-speaking teachers and peers to gather information and shows some understanding of the new language being spoken by others (ESL).
2 Speech Production and Speech Discrimination 2.a The child perceives differences between similar sounding words (e.g., “coat” and “goat”, “three” and “free”, [Spanish] “juego” and “fuego”).
2.b The child produces speech sounds with increasing ease and accuracy. 2.c The child experiments with new language sounds.
2.d The child experiments with and demonstrates growing understanding of the sounds and intonation of the English language (ESL).
3 Vocabulary 3.a The child shows a steady increase in listening and speaking vocabulary. 3.b The child uses new vocabulary in everyday communication.
3.c The child refines and extends understanding of known words.
3.d The child attempts to communicate more than current vocabulary will allow, borrowing and extending words to create meaning.
3.e The child links new learning experiences and vocabulary to what is already known about a topic.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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3.f The child increases listening vocabulary and begins to develop a vocabulary of object names and common phrases in English (ESL).
4 Verbal Expression 4.a The child uses language for a variety of purposes (e.g., expressing needs and interests).
4.b The child uses sentences of increasing length (three or more words) and grammatical complexity in everyday speech.
4.c The child uses language to express common routines and familiar scripts. 4.d The child tells a simple personal narrative, focusing on favorite or most memorable parts.
4.e The child asks questions and makes comments related to the current topic of discussion.
4.f The child begins to engage in conversation and follows conversational rules (e.g., staying on topic and taking turns).
4.g The child begins to retell the sequence of a story.
4.h The child engages in various forms of nonverbal communication with those who do not speak his/her home language (ESL).
4.i The child uses single words and simple phrases to communicate meaning in social situations (ESL).
4.j The child attempts to use new vocabulary and grammar in speech (ESL). 5 Phonological Awareness 5.a The child becomes increasingly sensitive to the sounds of spoken words. 5.b The child begins to identify rhymes and rhyming sounds in familiar words, participates in rhyming games, and repeats rhyming songs and poems.
5.c The child begins to attend to the beginning sounds in familiar words by identifying that the pronunciations of several words all begin the same way (e.g., “dog,” “dark,” and “dusty,” [Spanish] “casa,” “coche,” and “cuna”).
5.d The child begins to break words into syllables or claps along with each syllable in a phrase.
5.e The child begins to create and invent words by substituting one sound for another (e.g., bubblegum/gugglebum, [Spanish] calabaza/balacaza).
6 Print and Book Awareness 6.a The child understands that reading and writing are ways to obtain information and knowledge, generate and communicate thoughts and ideas, and solve problems.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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6.b The child understands that print carries a message by recognizing labels, signs, and other print forms in the environment.
6.c The child understands that letters are different from numbers.
6.d The child understands that illustrations carry meaning but cannot be read. 6.e The child understands that a book has a title and an author.
6.f The child begins to understand that print runs from left to right and top to bottom. 6.g The child begins to understand some basic print conventions (e.g., the concept that letters are grouped to form words and that words are separated by spaces).
6.h The child begins to recognize the association between spoken and written words by following the print as it is read aloud.
6.i The child understands that different text forms are used for different functions (e.g., lists for shopping, recipes for cooking, newspapers for learning about current events, letters and messages for interpersonal communication).
7 Letter Knowledge and Early Word Recognition 7.a The child begins to associate the names of letters with their shapes.
7.b The child identifies 10 or more printed alphabet letters.
7.c The child begins to notice beginning letters in familiar words.
7.d The child begins to make some letter/sound matches.
7.e The child begins to identify some high-frequency words (age 4).
8 Motivation to Read 8.a The child demonstrates an interest in books and reading through body language and facial expressions.
8.b The child enjoys listening to and discussing storybooks and information books read aloud.
8.c The child frequently requests the re-reading of books.
8.d The child attempts to read and write independently.
8.e The child shares books and engages in pretend-reading with other children.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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8.f The child enjoys visiting the library.
9 Developing Knowledge of Literary Forms 9.a The child recognizes favorite books by their cover.
9.b The child selects books to read based on personal criteria.
9.c The child understands that books and other print resources (e.g., magazines, computer-based texts) are handled in specific ways.
9.d The child becomes increasingly familiar with narrative form and its elements by identifying characters and predicting events, plot, and the resolution of a story.
9.e The child begins to predict what will happen next in a story.
9.f The child imitates the special language in storybooks and story dialogue, and uses it in retellings and dramatic play (such as "Once upon a time…").
9.g The child asks questions and makes comments about the information and events from books.
9.h The child connects information and events in books to real-life experiences. 9.i The child begins to retell some sequences of events in stories.
9.j The child shows appreciation of repetitive language patterns.
10 Written Expression 10.a The child attempts to write messages as part of playful activity. 10.b The child uses known letters and approximations of letters to represent written language (especially meaningful words like his/her name and phrases such as "I love you" or [Spanish] "Te quiero").
10.c The child attempts to connect the sounds in a word with its letter forms. 10.d The child understands that writing is used to communicate ideas and information.
10.e The child attempts to use a variety of forms of writing (e.g., list, messages, stories).
10.f The child begins to dictate words, phrases, and sentences to an adult recording on paper (e.g., "letter writing," "story writing").
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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Mathematics The mathematics instruction in this program reflects a carefully sequenced continuum according to NCTM standards.
1 Number and Operations 1.a The child arranges sets of concrete objects in one-to-one correspondence. 1.b The child counts by ones to 10 or higher.
1.c The child counts concrete objects to five or higher.
1.d The child begins to compare the numbers of concrete objects using language (e.g., “same” or “equal,” “one more,” “more than,” or “less than”).
1.e The child begins to name “how many” are in a group of up to three (or more) objects without counting (e.g., recognizing two or three crayons in a box).
1.f The child recognizes and describes the concept of zero (meaning there are none). 1.g The child begins to demonstrate part of and whole with real objects (e.g., an orange).
1.h The child begins to identify first and last in a series.
1.i The child combines, separates, and names "how many" concrete objects. 2 Patterns and Order 2.a The child imitates pattern sounds and physical movements (e.g., clap, stomp, clap, stomp,…).
2.b The child recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, blue, yellow, blue, blue).
2.c The child begins to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing).
2.d The child begins to predict what comes next when patterns are extended. 3 Geometry and Spatial Sense 3.a The child begins to recognize, describe, and name shapes (e.g., circles, triangles, rectangles—including squares).
3.b The child begins to use words that indicate where things are in space (e.g., “beside,” “inside,” “behind,” “above,” “below”).
3.c The child begins to recognize when a shape’s position or orientation has changed.
3.d The child begins to investigate and predict the results of putting together two or more shapes.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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3.e The child puts together puzzles of increasing complexity.
4 Measurement 4.a The child covers an area with shapes (e.g., tiles).
4.b The child fills a shape with solids or liquids (e.g., ice cubes, water).
4.c The child begins to make size comparisons between objects (e.g., taller than, smaller than).
4.d The child begins to use tools to imitate measuring.
4.e The child begins to categorize time intervals and uses language associated with time in everyday situations (e.g., “in the morning,” “after snack”).
4.f The child begins to order two or three objects by size (seriation) (e.g., largest to smallest) (age 4).
5 Classification and Data Collection (including Grouping & Graphing) 5.a The child matches objects that are alike.
5.b The child describes similarities and differences between objects.
5.c The child sorts objects into groups by an attribute and begins to explain how the grouping was done.
5.d The child participates in creating and using real and pictorial graphs.
Science 1 Science Processes 1.a The child begins to demonstrate safe practices and appropriate use of materials. 1.b The child asks questions about objects, events, and organisms.
1.c The child shows an interest in investigating unfamiliar objects, organisms, and phenomena.
1.d The child uses one or more senses to observe and learn about objects, events, and organisms.
1.e The child describes observations.
1.f The child begins to perform simple investigations.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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1.g The child gathers information using simple tools such as a magnifying lens and an eyedropper.
1.h The child explores by manipulating materials with simple equipment, (e.g., pouring from a cup, and using a spoon to pick up sand or water).
1.i The child uses simple measuring devices to learn about objects and organisms. 1.j The child compares objects and organisms and identifies similarities and differences.
1.k The child sorts objects and organisms into groups and begins to describe how groups were organized.
1.l The child begins to offer explanations, using his or her own words.
1.m The child predicts what will happen next based on previous experience. 1.n The child solves simple design problems (e.g., making a box into a little house for a storybook character, toy or pet).
1.o The child participates in creating and using simple data charts.
1.p The child shares observations and findings with others through pictures, discussions, or dramatizations.
2 Science Concepts 2.a The child observes and describes properties of rocks, soil, and water. 2.b The child describes properties of objects and characteristics of living things. 2.c The child begins to observe changes in size, color, position, weather, and sound. 2.d The child identifies animals and plants as living things.
2.e The child groups organisms and objects as living or nonliving and begins to identify things people have built.
2.f The child begins to recognize that living things have similar needs for water, food, and air.
2.g The child begins to identify what things are made of (e.g., distinguishing a metal spoon from a plastic spoon).
2.h The child uses patterns (such as growth and day following night) to predict what happens next.
2.i The child identifies similarities and differences among objects and organisms. 2.j The child begins to use scientific words and phrases to describe objects, events, and living things.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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Social Studies 1 Individual, Culture, and Community 1.a The child shares ideas and takes turns listening and speaking.
1.b The child cooperates with others in a joint activity.
1.c The child identifies and follows classroom rules.
1.d The child participates in classroom jobs and contributes to the classroom community.
1.e The child identifies similarities among people like himself/herself and classmates as well as among himself/herself and people from other cultures.
1.f The child begins to examine a situation from another person's perspective. 2 History 2.a The child identifies common events and routines (e.g., snack time, story time). 2.b The child begins to categorize time intervals using words (e.g., "today," "tomorrow," "next time").
2.c The child recognizes changes in the environment over time (e.g., growth, seasonal changes).
2.d The child connects past events to current events (e.g., linking yesterday's activity with what will happen today).
2.e The child begins to understand cause-and-effect relationships (e.g., if one goes outside in the rain, one will get wet).
3 Geography 3.a The child identifies common features in the home and school environment (e.g., the library, the playground).
3.b The child creates simple representations of home, school, or community through drawings or block constructions.
3.c The child begins to use words to indicate relative location (e.g., "front," "back," "near," "far").
3.d The child identifies common features of the local landscape (e.g., houses, buildings, streets).
4 Economics 4.a The child understands that basic human needs for all people are food, clothing, and shelter.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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4.b The child understands the roles, responsibilities, and services provided by community workers.
4.c The child becomes aware of what it means to be a consumer.
Fine Arts 1 Art 1.a The child uses a variety of materials (e.g., crayons, paint, clay, markers) to create original work.
1.b The child uses different colors, surface textures, and shapes to create form and meaning.
1.c The child begins to use art as a form of self-expression.
1.d The child share ideas about personal artwork.
1.e The child begins to show interest in the artwork of others.
2 Music 2.a The child participates in classroom music activities.
2.b The child begins to sing a variety of simple songs.
2.c The child begins to play classroom instruments.
2.d The child begins to respond to music of various tempos through movement. 2.e The child begins to distinguish among the sounds of several common instruments.
3 Dramatic Play 3.a The child expresses feelings through movement.
3.b The child begins to create or recreate stories, moods, or experiences through dramatic representations.
3.c The child begins to engage in dramatic play with others.
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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Health and Safety 1 Health 1.a The child becomes aware of routine healthy behaviors (e.g., brushing teeth). 1.b The child begins to follow health-promoting routines (e.g., washing hands). 1.c The child begins to understand the need for exercise and rest.
1.d The child refines use of eating utensils.
1.e The child begins to recognize and select healthy foods.
1.f The child prepares simple healthy snacks.
2 Safety 2.a The child recognizes the danger of fire and learns to treat fire with caution. 2.b The child responds appropriately during a fire drill.
2.c The child knows how to seek help in an emergency.
2.d The child knows how to cross the street safely.
2.e The child recognizes the symbols for poison.
2.f The child knows never to eat substances that are not food.
2.g The child recognizes the danger of poisonous substances, including drugs. 2.h The child knows not to talk to, accept rides from, or take treats from strangers. 2.i The child knows how to get help from a parent and/or trusted adult when made to feel uncomfortable or unsafe by another person/adult.
2.j The child knows never to take medicine unless it is administered by an adult. 2.k The child knows about safe behavior around bodies of water (e.g., pools, lakes).
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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Personal and Social Development 1 Personal Development 1.a The child develops a sense of personal space.
1.b The child expresses interest and self-direction in learning.
1.c The child begins to show self-control by following classroom rules.
1.d The child begins to be responsible for individual behavior and actions. 1.e The child begins to show greater ability to control intense feelings (e.g., anger). 2 Social Development 2.a The child begins to share and cooperate with others in group activities. 2.b The child respects other people's space and personal belongings.
2.c The child begins to develop friendships with others.
2.d The child begins to express thoughts, feelings, and ideas through language as well as through gestures and actions.
2.e The child responds to the suggestions of others. Physical Development 1 Physical Movement 1.a The child explores moving in space.
1.b The child shows an awareness of name, location, and relationship of body parts.
1.c The child moves within a space of defined boundaries, changing body configuration to accommodate the space.
1.d The child becomes more able to move from one space to another in different ways (e.g., running, jumping, hopping, skipping).
1.e The child becomes more able to move in place (e.g., axial movements such as reaching, twisting, turning, and bending).
1.f The child begins to move in rhythm.
1.g The child begins to participate in group games involving movement (e.g., Duck, Duck, Goose).
Scholastic Early Childhood Program Scope and Sequence
PreKindergarten Guidelines
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2 Gross-Motor Development 2.a The child begins to throw or kick an object in a particular direction.
2.b The child begins to play catch with a bean bag or a large ball.
2.c The child bounces a large ball and catches it.
2.d The child begins to coordinate arms and legs (e.g., swinging, stretching). 3 Fine-Motor Development 3.a The child begins to develop pincer control in picking up objects (e.g., weaving, touching small objects).
3.b The child begins to practice self-help skills (e.g., zipping, buttoning). 3.c The child begins to hold writing tools with fingers instead of with a fist.
3.d The child begins to manipulate play objects that have fine parts.
3.e The child begins to use scissors.
Technology Applications a The child starts, uses, and exits software programs.
b The child uses a variety of input devices, such as mouse, keyboard, voice/sound recorder, or touch screen.
c The child begins to use technical terminology such as a "mouse," "keyboard," "printer," "CD-ROM".
d The child follows basic oral or pictorial cues for operating programs successfully. e The child enjoys listening to and interacting with storybooks and information texts (e.g., multimedia encyclopedia) in electronic forms.
f The child uses a variety of software packages with audio, video, and graphics to enhance learning experiences (e.g., improving vocabulary, increasing phonological awareness).
