St. James School

St. James Pre-Kindergarten Curriculum
We wish to acknowledge Madison Early Learning Initiative
and the Madison Metropolitan School District's
Early Learning Standards Ages 3 - 5. These
are the basis of much of our curriculum.

COMMUNITY EXPLORATION Curriculum Standard
COMMUNITY  EXPLORATION Children will develop an awareness of the larger world around them.



By the end of the pre-kindergarten year, students at St. James School will be able to:


Progress in understanding similarities and respecting differences among people, such as physical traits, age, gender, race, special needs, culture, and language and family structures.


Develop growing awareness of community occupations and what is required to perform them.


Show awareness of the home, childcare setting and community and describe the location and relationship of things within that environment.


Begin to understand technology of community resources, such as tape recorders, telephones, cameras, computers, libraries and transportation.


Show awareness of self as a member of a group, such as member of a family unit or childcare community.



Assessment Strategies:
observation


individual conference


completed projects


one on one with student


discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however,
that these accomplishments and outcomes may not be sequential and each child
has a unique developmental pattern. Developmental domains are interrelated
and interconnected. Learning opportunities should reflect the cultural and
linguistic diversity of children and families.



Assessment Strategies:

observation

individual conference

completed projects

one on one with student

discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.

HEALTH, SAFETY AND NUTRITION Curriculum Standard





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HEALTH, SAFETY AND NUTRITION Children will begin to take age-appropriate responsibility for their actions, basic self-care needs, health, nutrition, and safety.

By the end of the pre-kindergarten year, students at St. James School will be able to:


Engage in a range of basic activities such as:


Toothbrushing.


Dressing.


Eating.


Toileting.


Handwashing.


Demonstrate awareness of and ability to follow basic rules and directions that are intended to keep children safe in regards to:


Personal safety.


Recognize and communicate self-identification information such as:


First and last name.


Name of parent and caregiver.


Gender.


Age.


Phone number.


Address.


Share awareness of practices related to good physical health such as:


The role of doctors and dentist.


The importance of making healthy food choices.


The importance of getting regular exercise and rest.





Assessment Strategies:


observation


individual conference


completed projects


one on one with student


discussions





These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.



MATHEMATICAL THINKING AND EXPLORATION Curriculum Standard

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MATHEMATICAL THINKING AND EXPLORATION Children will construct an understanding of mathematical concepts as they interact with materials, people, events and ideas.

By the end of the pre-kindergarten year, students at St. James School will be able to:


Demonstrate increasing understanding of number concept by:


Showing interest and awareness in numbers.


Counting in sequence.


Using one-to-one correspondence in counting objects.


Counting a collection of items and understanding that the last counting word tells "how many".


Demonstrate increasing understanding of time and space by:


Using words such as up, down, over, under, top; bottom, inside, outside.


Following directions using the above words.


Sequencing everyday experiences using words such as before, after, then, next, first, last.


Demonstrate increasing understanding of shapes (geometry) by:


Completing age appropriate puzzles.


Recognizing and talking about shapes in the environment.


Using shapes to create a design or picture.


Demonstrate increasing understanding of patterning (early algebra) by:


Recognizing and creating repeating patterns


Extending and describing a simple repeating pattern.


Demonstrate increasing understanding of measurement by:


Showing an awareness of measurable attributes such as length, weight, temperature, and distance.


Using words such as bigger, smaller, more, less, hot, cold, heavy, light when comparing attributes.


Using tools and common objects for measurement.


Demonstrate increasing ability to sort and compare (display and analyze data) by:


Sorting by a specific attribute.





Assessment Strategies:


observation


individual conference


completed projects


one on one with student


discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.




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RELIGIOUS STUDIES As part of the ministry of St. James Church, each child will develop an understanding that God loves each individual, introduce children to be kind and considerate of others, and responsible stewards of God's creation.

By the end of the pre-kindergarten year, students at St. James School will be able to:


God made everything in the world.


To tell that god made the world.


To discover and explore items God created.


To express thanks to God for making the world.


God loves me and always helps me.


To discover and name ways God loves and helps us.


To show God's love by helping others.


To express appreciation to God for His love and help.


God has been good to me.


To discover that prayer is talking to God.


To recognize that God gives us the good things we have.


To verbalize feelings of gratitude to God in prayer.


God's Son is born for us.


To sing and act out the story of Jesus' birth.
To Express gladness that Jesus was born and that He grew.


To thank God for sending Jesus to be born and help Him grow.


Jesus is my friend and helper.


To tell ways Jesus helped and was a friend to people in the bible.


To act out ways of helping and being a friend to others.


To thank Jesus for being a friend and helper.


The Bible helps me learn good and right ways to live.


To tell that the bible helps us learn good ways to live.


To demonstrate ways to obey God's Word the bible.


To thank God for the bible and ask His help in obeying Him.


God helps us be friends with others.


To tell ways Paul and his friends cared about each other.


To show and tell ways to care about their friends.


To thank God for friends and ask God's help in caring for their friends.


Jesus loves me so much that he died on the cross and is alive today.


To become familiar with the events of Jesus' death and resurrection.


To share the good news Jesus is alive.


To thank God in song and prayer for Jesus' love.


God will help and protect me wherever I am.


To tell ways God helped people in the bible.


To recognize ways God helps each of us.


To thank God for His help and protection.


God made me so that I can do good things.


To tell what good things God helped Noah do.


To name good things they do.


To practice doing good things in class.


God wants to love and Care for others.


To recognize the ways Jesus shows love.


To name people to whom he or she may show Jesus' love.


To tell and demonstrate ways to show love to each other.


God loves everyone.


To Know God loves them and others.


To show and demonstrate God's love for others.


To express gladness for God's love.





Assessment Strategies:


observation


individual conference


completed projects


one on one with student


discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.

SCIENTIFIC THINKING AND EXPLORATION Curriculum Standard





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SCIENTIFIC THINKING AND EXPLORATION Children will think scientifically and construct meaning from their experiences as they interact with living and non-living things, events, and ideas.

By the end of the pre-kindergarten year, students at St. James School will be able to:


Begin to explore materials and ideas using key elements of the scientific method by:


Making observations.


Talking about what they have experienced.


Developing questions.


Making predictions.


Showing awareness of cause and effect relationships.


Develop increased ability to make comparisons by:


Observing similarities and differences among objects.


Using descriptive words to discuss similarities and differences among objects such as sinking, floating, heavier, and lighter.


Gather information about the environment by:


Using the senses.


Using tools such as magnifying glasses, magnets, sand and water tubs, and habitat containers.


Express wonder and curiosity about the natural world by:


Observing


Exploring


Asking questions.


Develop an awareness of and respect for the environment by:


Treating animals and plants with care.


Showing an awareness of natural phenomena such as the growth process.


Showing an awareness of how nature and human beings are interdependent.


Understanding concepts related to the environment such as recycle, reuse, and renew.





Assessment Strategies:



observation



individual conference



completed projects



one on one with student



discussions





These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.



SOCIAL EMOTIONAL DEVELOPMENT Curriculum Standard





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SCIENTIFIC THINKING AND EXPLORATION Children will think scientifically and construct meaning from their experiences as they interact with living and non-living things, events, and ideas.



By the end of the pre-kindergarten year, students at St. James School will be able to:


Demonstrate affection and playfulness by:


Seeking, receiving, and giving affection.


Expressing pleasure verbally and/or nonverbally.


Developing friendships with peers.


Increase ability to initiate and sustain interactions with children/adults by:


Participating in discussions or conversations in group settings.


Participating in pretend play.


Sharing materials.


Taking turns.


Solving problems.


Playing cooperatively.


Participating in group games.


Cope with challenges and frustrations by:


Expressing and understanding feelings of self and others such as anger, jealously, sadness, and fear in culturally appropriately ways.


Using a variety of problem solving skills such as Walking away, negotiating, seeking others, using a strong voice.


Seeking adult help when needed to resolve conflicts.


Respect others, self and property by:


Not hurting self or others.


Caring for toys and other materials.


Speaking respectfully.


Understand and follow routines and expectations by:


Listening.


Following directions.


Making choices.


Following routines.


Transitioning successfully.





Assessment Strategies:



observation



individual conference



completed projects



one on one with student



discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.

LANGUAGE AND EARLY LITERACY Curriculum Standard

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LANGUAGE AND EARLY LITERACY Children will continue to develop speaking, listening, reading and writing skills through active engagement with literacy materials, and positive interactions with adults and peers, in real life settings for real purposes.



By the end of the pre-kindergarten year, students at St. James School will be able to:


Demonstrate progress in speaking and listening skills by:


Communicating to get needs met by using gestures, sounds, words, sentences and/or assistive technology devices.


Producing speech that is understandable.


Using effective listening techniques.


Demonstrate progress in vocabulary and concept development by:


Naming and describing people, objects, and events.


Understanding and using increasingly complex and varied vocabulary for a variety of purposes.


Understanding and using increasingly complex and varied sentence structure.


Demonstrate progress in hearing and manipulating the sounds of spoken language (phonological awareness) by:


Clapping words of a sentence and syllables of a word.


Showing an increasing awareness of words that rhyme.


Showing an increasing awareness of words that begin with the same sound.


Demonstrate progress in book awareness by:


Using book-handling skills.


Understanding that print has meaning and purpose.


Demonstrate progress in letter name awareness (alphabetic knowledge by:


Recognizing and naming some letters.


Beginning to differentiate between letters and numbers.


Demonstrate progress in comprehension by:


Understanding and responding to stories read aloud.


Making predictions about what will happen next in a story.


Retelling, dictating, and "acting out" stories from books and experiences.


Demonstrate progress in writing by:


Representing ideas and stories through drawing and pretend writing.


Using letter-like shapes, symbols, and letters to convey meaning.


Understanding that writing is a way to communicating.





Assessment Strategies:



observation



individual conference



completed projects



one on one with student


complete projects



discussions

These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.

HEALTH, SAFETY AND NUTRITION Curriculum Standard





*

HEALTH, SAFETY AND NUTRITION Children will begin to take age-appropriate responsibility for their actions, basic self-care needs, health, nutrition, and safety.

By the end of the pre-kindergarten year, students at St. James School will be able to:


Engage in a range of basic activities such as:


Toothbrushing.


Dressing.


Eating.


Toileting.


Handwashing.


Demonstrate awareness of and ability to follow basic rules and directions that are intended to keep children safe in regards to:


Personal safety.


Fire safety.


Traffic and pedestrian safety.


Vehicle safety.


Potentially harmful objects, substances, and situations.


Blood borne pathogens.


Recognize and communicate self-identification information such as:


First and last name.


Name of parent and caregiver.


Gender.


Age.


Phone number.


Address.


Share awareness of practices related to good physical health such as:


The role of doctors and dentist.


The importance of making healthy food choices.


The importance of getting regular exercise and rest.





Assessment Strategies:



observation



individual conference



completed projects



one on one with student



discussions





These learning standards describe accomplishments and outcomes that children
generally exhibit as their skills emerge. It is important to remember, however, that
these accomplishments and outcomes may not be sequential and each child has a
unique developmental pattern. Developmental domains are interrelated and
interconnected. Learning opportunities should reflect the cultural and linguistic
diversity of children and families.



We wish to acknowledge Madison Early Learning Initiative
and the Madison Metropolitan School District's
Early Learning Standards Ages 3 - 5.