BJU Press Footsteps For Fours VPK Overview

BJU PRESS
FOOTSTEPS FOR FOURS

OVERVIEW
CONTENTS
Document 1: Statement of Research . . . . . . . . 1
Introduction . . . . . . . . . . . . . 3
Research Base Overview . . . . . . . . . . 5
Contributors to Content Development . . . . . . . . 7
Descriptions of Instructional Strands . . . . . . . . 11
Emergent Literacy Content . . . . . . . . . . 21
Phonological Awareness . . . . . . . . . . 21
Alphabet Knowledge . . . . . . . . . . . 29
Making Sense of Print . . . . . . . . . . . 36
Shared-reading Interventions . . . . . . . . . 41
Language Enhancement Interventions . . . . . . . 43
Customer Comments . . . . . . . . . . . 45
Document 2: BJU Press Early Childhood Philosophy . . . . 47

Early Childhood Philosophy . . . . . . . . . 49
Document 3: Correlation Form . . . . . . . . . 51
Document 4: Concepts Covered: Units 1–13 . . . . . . 59
Document 5: Centers . . . . . . . . . . . 91
Overview of Centers . . . . . . . . . . . 93
Centers by Unit . . . . . . . . . . . . 97
Document 6: Parent and Home Connection . . . . . . 113

Pages to Go Home . . . . . . . . . . . 115
13 Letters . . . . . . . . . . . . . 116
13 Cartas . . . . . . . . . . . . . 129
Document 7: Assessments . . . . . . . . . . 143

Developmental Readiness Form . . . . . . . . 145
Evaluations (Units 1–13) . . . . . . . . . 147
Assessments: Quarterly . . . . . . . . . . 162
Document 8: Early Childhood Book List . . . . . . . 167
Document 9: Footsteps for Fours Pieces and Implementation . 179 .

Curriculum Materials Lists . . . . . . . . . 181
Scope and Sequence . . . . . . . . . . 183
Features of Materials . . . . . . . . . . 185
Getting Started . . . . . . . . . . . . 187
Curriculum Guide for Footsteps for Fours . . . . . . 189
Daily Schedule . . . . . . . . . . . . 201
Document 10: Professional Development Plan . . . . . 203

Document 1
STATEMENT OF RESEARCH
INTRODUCTION
Footsteps for Fours, published by BJU Press, is a comprehensive hands-on, exciting program that meets the
needs of the whole child.
The material is based on research to help the four-year-old child reach age-appropriate milestones.
•• Is based on many state standards
•• Includes standards to help meet goals of NAEYC
•• Incorporates other sources
•• Complete Early Childhood Curriculum Resource by Mary A. Sobut and Bonnie Newman Bogen
•• Teaching Christian Weekday Early Education compiled by Pamela K. Boucher
•• Early Childhood Education by Barbara Day
•• Planning and Administering Early Childhood Programs by Celata Anita Decker and John R. Decker
•• Provides the teacher with many activities to help each learner meet his potential
•• Includes activities designed to develop critical-thinking skills and a love for lifelong learning
Thank you for your interest in Footsteps for Four. The documents in these materials have been compiled to assist
you as you assess this product for research base, content, resources, and more.
Should you have any questions during your review of Footsteps for Fours, please feel free to contact us.
Ashli Stockard / Precept Sales Associate

astockard@preceptmarketing.com
864.567.8889
Barb Leatherwood / BJU Press Author and Educational Consultant

bleather@bju.edu
3
RESEARCH BASE OVERVIEW
Philosophical Basis for Footsteps for Fours Selected Resources

The first edition of BJU Press materials written Armstrong, David; Henson, Kenneth; and Savage,
thirty years ago as well as this second edition written Tom. Teaching Today, 5th Edition. 1997. Prentice-
in 2006–2008 incorporate materials from seasoned Hall, Inc.; Upper Saddle River, NJ.
teachers of four-year-olds. The authors based their Boucher, Pamela K, ed. Teaching Christian Weekday
materials on the theories of Piaget, Montessori, and Early Education. 1999. LifeWay Press: Nashville,
Vygotsky. These theories promote the importance of TN.
play, exploration, and scaffolding. The four-year-old
Day, Barbara. Early Childhood Education: Creative
year is a time of exposure and discovery; and al-
Learning Activities, 3rd Edition. 1988. Macmillan
though many skills are presented, mastery is not re-
Publishing Company: New York.
quired. This philosophy of age-appropriate learning
pervades BJU Press early childhood materials. Decker, C. A. and Decker, John. Planning and
The authors of the second edition are former or Administering Early Childhood Programs. 1992.
current early childhood teachers with a variety of Macmillan Publishing Company: Englewood,
experiences working with four-year-olds and other NJ.
young children. These educators integrate classroom Heninger, M. Teaching Young Children: An
experiences along with research into current trends Introduction, 2nd Edition. 2002. Merrill Prentice
in early childhood education. Hall: Upper Saddle River, NJ.
The underlying philosophy in Footsteps for Fours Leeper, S. Witherspoon, R. & Day, B. Good Schools
is a blend of theories. BJU Press is a Christian pub- for Young Children. 1984.
lisher. Authors evaluate theories and research and use Maxim, George W. The Very Young: Guiding Children
proven theories that conform to the Bible. Research from Infancy Through the Early Years. 1980.
has shown that children learn best from doing, and Wadsworth Publishing Company: Belmont, CA.
BJU Press believes that hands-on learning is vital in
Mayesky, M. Creative Activities for Young Children.
the early childhood classroom. BJU Press materials
2009. Delmar Clifton Park: New York.
utilize a multisensory approach to learning in many
subject areas. Students understand better and retain NAEYCPosition Statements
knowledge longer when they see a visual representa- Sobut, Mary A. & Bogen, Bonnie. Complete Early
tion of the concept being taught. The multisensory Childhood Curriculum Resource. 1991. The
approach also makes learning more enjoyable for the Center for Research in Education: West Nyack,
children. The goal is teaching for understanding, not NY.
just memorization of facts, and emphasize exposure
and process rather than the product.
The authors referenced a variety of written ma-
terials, including the texts listed here. A few seg-
ments have been selected and copied for reference
(Appendix H). These are merely representative of the
information gleaned through research and applied in
the formation of the program.
5
CONTRIBUTORS TO CONTENT DEVELOPMENT
certification from the state of Ohio. Chris spent

Eileen M. Berry seven years teaching third through sixth grades at
Eileen M. Berry graduated from Bob Jones schools in Concord, New Hampshire and Greenville,
University in 1992 with a BA in Creative Writing SC. For three years she was a leader of preschool
and began working in the Elementary Authors de- children’s church in New Hampshire.
partment of BJU Press the following year. In 2000,
she earned an MA in English. She has contributed
stories, poems, and technical writing to educational Ann E. Larson
materials in various subject areas including early Ann E. Larson is an early childhood curriculum
childhood, Heritage Studies, math, reading, Bible, author at BJU Press, Greenville, SC (2001–present).
English, and science. Ann has a BS in Elementary Education and an MEd
Eileen also presents workshops on the use of the in Elementary Education from Bob Jones University,
writing process in the elementary grades. Her pub- and a Bachelor of Religious Education degree from
lished children’s books include Roses on Baker Street Piedmont Baptist College. Ann has fourteen years
(1998), Haiku on Your Shoe (2005), Looking for Home of experience teaching K5–second grade in five
(2006), and Buttercup Hill (2006). She has also au- different schools in North Carolina, Virginia, and
thored numerous song lyrics, articles, and short sto- South Carolina. Ann provides customer support to
ries. She teaches Writing for Children at Bob Jones teachers, administrators, and homeschool parents
University. and has presented new curriculum materials to par-
ticipants at Teach-the-Teacher and VIP seminars for
BJU Press. She has presented workshops for New
Betty Doeppers Beginnings at Bob Jones University.
Betty Doeppers is a coauthor of the Footsteps for Ann has contributed research and writing to edu-
Fours curriculum materials for four-year-olds. She cational materials in various subject areas including
also assisted with the writing of the Phonics Review early childhood, math, Bible, reading, BJ BookLinks,
worktext at BJU Press. and review materials for reading, math, and language
Betty holds a BA from Concordia University. She arts.
has twenty-five years of teaching experience in pub-
lic and private schools ranging from kindergarten
through sixth grade. Betty taught K4 at Carousel Barbara Hay Leatherwood
Childcare in South Carolina. She also worked at BJU Barbara Hay Leatherwood has a degree in
Press Customer Service for nine years, providing Elementary Education from Bob Jones University,
support to administrators, teachers, and homeschool Greenville, SC. For the past three years, she has been
parents. an early childhood curriculum specialist for BJU
Press where she has helped to develop, write, and
promote the early childhood materials. Barb is a co-
Christine W. Kuhr author of Footsteps for Fours (a comprehensive cur-
Christine W. Kuhr worked as an author at BJU riculum for four-year-olds), K4 Bible Truths: Walking
Press for six years during which time she coauthored God’s Way, and Pathways for Preschool.
Footsteps for Fours, Handwriting 1, Vacation Stations Prior to coming to BJU Press, Barb taught el-
6–7, BJ BookLink, and Heritage Studies. Chris cur- ementary school in Columbus, Ohio. After relo-
rently resides in the Netherlands where she works cating to Greenville, SC she taught preschool and
with ladies and various children’s groups. became assistant director of the Child Development
She received a BA in sociology from the College Center in 2001. During that time she also became a
of Wooster as well as an elementary teaching
7
part-time professor of early education at BJU School Professor Miller is a member of the American
of Applied Studies and served on the board for the Speech-Language Hearing Association, the South
Church Childcare Network, a division of the South Carolina Speech-Language Hearing Association, the
Carolina Association of Christian Schools. Piedmont Speech-Language-Hearing Consortium,
“The Greatest Gift” is an article Barb has writ- Delta Kappa Gamma Society, Key Women Teachers,
ten on the value of reading aloud to children Alpha Pi Chapter. She is licensed to practice speech-
(Homeschool Helper January 2009). She is also a pathology in the state of South Carolina and holds
speaker at educational and preschool conferences a certificate of clinical competence by the American
nationwide. Speech-Language Hearing Association.
Professor Miller has presented workshops, pre-
sentations, and in-service training at Bob Jones
Kelly McKenney University, Indiana Christian School Educators
Kelly McKenney is a Kindermusic teacher in Convention, and West Virginia Christian School
Greenville, SC. She has a BS and MME in Music Educators Convention.
Education from Bob Jones University, Greenville, SC.
Kelly was the music coordinator at BJU Press for two
years during which time she coauthored “Music for Linda O. Parker
Honey” for Footsteps for Fours. Linda O. Parker is a professor in the School
Kelly taught music, band and choir to K5–grade of Education at Bob Jones University. Professor
12 students at Harvest Christian Academy in Guam Parker has a BS in Music Education from Bob
for five years. She led the Bob Jones Junior High Jones University, MEd in Early Childhood from the
choir for two years. Kelly taught at Piano Central University of South Carolina, and has earned 15
Studios, Kindermusic, and private music lessons hours in Early Childhood from the University of
for five years. In addition, she taught at Greenville Cincinnati.
Montesorri, Funshine Factory, and ABC Music and Professor Parker teaches “Supervised Field
Me for two years. Experience I and II,” “Working with Parents,”
“Teaching Techniques,” “Children’s Ministries,”
Creative Curriculum,” “Teaching Science,”
Karis A. Clark Miller “Classroom Management,” and “Teaching Social
Karis A. Clark Miller is a professor of Studies.” Her other duties include Chair: Childcare
Communication Disorders, at Bob Jones University, Major, Childcare Adviser, Student Teacher
Greenville, SC in the School of Education, Division Supervisor, and Student Practicum Observer. She has
of Special Education. She teaches “Introduction to also been a CDC clinician, ACACS C-Net workshop
Communicative Disorders,” “Clinical Application clinician, and adjudicator for the North Carolina
of Phonetics,” “Normal Language Development,” Association of Christian Schools. Her past experi-
“Language Disorders,” and “Selected Topics in ence includes 28 years in four-year-old classrooms in
Speech Pathology.” She is also the Speech-Language SC, Michigan and Ohio.
Pathologist at Bob Jones Elementary School.
Her previous experience includes Speech and
Drama coach at Hampton Park Christian School, L. Michelle Rosier
Home Health Care Provider with Interim Healthcare, L. Michelle Rosier is an elementary and second-
providing home-based speech therapy for patients ary curriculum author at BJU Press, Greenville SC
with neurogenic speech and language disorders, (2000–present). Michelle has a BA in Spanish from
Private Practice in Speech-Language Pathology, serv- Bob Jones University. She has fourteen years of ex-
ing a wide variety of preschool, elementary-aged, and perience teaching early childhood through high
adolescents and adults with speech-language disabili- school in three different schools in Florida and South
ties. She also provided a variety of services including Carolina. In her most recent position of seven years
speech and hearing screening, assessment, consulta- at Living Treasure Childcare and Learning Center in
tion, teacher workshops, and counseling.
8
Greenville, SC she performed the role of academic and seven years as a reading specialist at Bob Jones
instructor for over 130 K5 children. Elementary School. She holds a BS in Elementary
Michelle provides customer support to teachers, Education from Bob Jones University. Her summers
administrators, and homeschool parents, includ- have been spent working with preschoolers at the
ing a published article “Taking a Trip into Spanish: Pennington Child Development Center and contrib-
Tips for Teaching Spanish to Your Homeschooler” uting to early childhood textbooks at BJU Press.
(Homeschool Helper July 2006). She has presented Melodye is involved at her church, Faith Baptist,
new curriculum materials for elementary Spanish in Taylors, SC where she has spent many years work-
(Pasaporte al español Kits A and B) to the Precept ing with preschool and elementary children. She
Marketing Group and participants at VIP for BJU has also been a contributing author to the Frontline
Press as well as New Beginnings and a workshop en- Children’s Club curriculum.
titled “Ven a Mi Fiesta: Introducing Young Readers
to Spanish.” Michelle has contributed technical writ-
ing to educational materials in various subject areas Gayle Wilkin
including early childhood, elementary and secondary Gayle Wilkin is a K4 teacher at Bob Jones
Spanish, math, reading, phonics, Bible, handwriting, Elementary School, Greenville, SC. She was a consul-
spelling, and review materials for reading, math, and tant who reviewed the Footsteps for Fours program as
language arts. it was being written.
Gayle has taught four-year-olds at Bob Jones
Elementary School for twenty-two years. She was the
Robin E. Scroggins lead teacher for the grade level for ten years. Gayle
Robin E. Scroggins is an author on the early is active with children’s groups in church and has
childhood team at BJU Press. Before coming to the often taught a sign-language class for children both
Press, she was a kindergarten teacher at Bob Jones at church and as a summer elective class at Bob Jones
Elementary School, Greenville SC for six years. Elementary School. She has presented teacher work-
Robin holds both a BS and M.Ed. in Elementary shops for New Beginnings at Bob Jones University
Education from Bob Jones University. She has a in Greenville. Gayle is certified by the state of
current South Carolina Teaching Certificate in South Carolina in Early Childhood, Reading, and
Elementary Education. Robin has been involved Elementary Education.
with a variety of children’s preschool groups at her
church and in the community. She has also assisted
in K4 and K5 classrooms at Bob Jones Elementary
School and at the Pennington Child Development
Center, Greenville, SC as a substitute teacher.
Robin provides customer support to teachers,
administrators, and homeschool parents and has pre-
sented new curriculum materials to participants at
Teach-the-Teacher and VIP seminars for BJU Press.
She has presented Bible, reading, and math work-
shops for New Beginnings at Bob Jones University.
Robin has contributed research and writing to edu-
cational materials in various subject areas including
early childhood, math, Bible, reading, and phonics.
Melodye W. Snyder
Melodye W. Snyder is a K4 teacher at Bob Jones
Elementary School, Greenville, SC. Prior to teach-
ing K4, she spent seven years as a first grade teacher
9
DESCRIPTIONS OF INSTRUCTIONAL STRANDS
Approaches to Learning •• Understands stages of writing: Pictures

•• Understands stages of writing: Letter-like forms
Eagerness and Curiosity •• Names objects and labels with assistance from
•• Shows eagerness and curiosity as a learner adult cues (table, door)
Persistence •• Stages of writing:
•• Attends to tasks and seeks help when •• Copies letters/words from the environment
encountering a problem •• Uses letters to represent sounds in words
•• Labels objects in drawings
•• Sustains attention to a task or activity •• Connects words to form sentences
appropriate for age
Drafting, Revising and Editing
Creativity/inventiveness •• Generates related ideas with assistance
•• Approaches tasks with flexibility and
•• Begins to create stories and records of events in
inventiveness
an organized way
Creative Expression •• Dictates words or produces writing
•• Experiments with a variety of materials and approximations for a variety of purposes (menus
activities for sensory experience and exploration in dramatic play, note to friend)
•• Expresses interest in and shows appreciation for •• Represents ideas and stories through pictures,
the creative work of others dictation and play
•• Investigates the elements of visual arts •• Repeats message conveyed through dictation or
“writing;” (retells what was written)
•• Participates in creative movement
•• Uses letter-like shapes, symbols, and letters to
•• Participates in group singing or other musical
convey meaning
activities
•• Shares ideas about personal art work Publishing
•• Uses creative arts as an avenue for self-expression •• Plays at writing from top to bottom, horizontal
•• Uses materials to create original work and for rows as format
self-expression •• Begins to use resources (labels, books, adults,
•• Uses music and movement to express thoughts, word walls, and computer) to convey meaning
feelings and energy •• Displays or shares writing samples, illustrations
and dictated stories with others
Dramatization
•• Participates in activities using symbolic materials Handwriting
and gestures to represent real objects and •• Experiments with a variety of writing tools,
situations. materials and surfaces
•• Participates in dramatic play to express feelings, •• Holds pencil correctly
dramatize stories, re-enact real life roles and •• Slants paper correctly
experiences
•• Uses good posture when writing
•• Recreates a story or poem through drama
•• Tracks left to right
•• Tracks vertical and horizontal
Creative Writing •• Tracks diagonally
Prewriting •• Tracks curved lines
•• Chooses a topic for writing related to shared or •• Attempts to make own name using different
personal experience materials such as magnetic letters, play dough,
rubber stamps, alphabet blocks or computer
•• Dictates stories or produce simple stories using
pictures, mock letters or words •• Tracks and traces letters of the alphabet
•• Understands stages of writing •• Tracks and traces name
11
•• Writes letters of the alphabet •• Engages in conversations with adults and
•• Writes name children
•• Writes words •• Increases vocabulary through everyday
communication
•• Writes short sentences
•• Joins in singing, finger plays, chanting, retelling
and inventing stories
Listening and Speaking •• Listens and responds appropriately in
conversations and group interactions by taking
Listening turns and generally staying on topic
•• Attends to speakers, stories, poems and songs •• Participates in activities that are representative of
•• Gains meaning by listening. his/her own culture and others’ culture through
•• Connects information and events to personal songs, nursery rhymes, dramatic activities,
experiences by sharing or commenting storytelling, and poetry
•• Listens for various purposes (demonstrates that •• Relates prior knowledge to new information
a response is expected when a question is asked; •• Repeats rhymes, poems and finger plays
enters into dialogue after listening to others; •• Seeks answers to questions through active
repeats parts of stories, poems, or songs) exploration
•• Shows interest, pleasure and enjoyment •• Uses complete sentences of increasing length in
during listening activities by responding with conversation
appropriate eye contact, body language and facial
expressions •• Uses complex sentence structure such as
compound sentences, if-then statements, and
•• Asks questions about stories and dramatizes explanations
stories through exposure to high quality
children’s literature •• Uses expanded vocabulary and language for a
variety of purposes
•• Becomes aware of grammar and punctuation
through listening to and experimenting with oral •• Uses language and imitates sounds appropriate
language and exposure to written language to roles in dramatic play and sets the stage by
describing actions and events
•• Identifies sounds in the environment and
distinguishes among them •• Uses language to communicate and negotiate
ideas and plans for activities
•• Follows simple oral directions
•• Uses language to express relationships, to
•• Follows two or three-step directions make connections, to describe similarities and
•• Recognizes the same beginning sounds in differences, to express feelings, and to initiate
different words play with others
•• Responds to questions •• Uses language to pretend or create
•• Predicts logical next steps in a story •• Uses new vocabulary words correctly within the
context of play or other classroom experiences
Speaking
•• Uses pictures and symbols as a representation for
oral language Phonics and Language Skills
•• Interprets and conveys meaning through
nonverbal communication Word recognition
•• Identifies name
•• Speaks clearly enough to be understood without
contextual clues •• Identifies uppercase and lowercase letters
•• Asks relevant questions and makes thoughtful •• Matches uppercase and lowercase letters
comments •• Recognizes and “reads” familiar words or
•• Connects new meanings of words to vocabulary environmental print (McDonalds)
already known •• Recognize that words are made up of letters
•• Creates and invents words by substituting one •• Understands that pictures and symbols have
sound for another meaning and that print carries a message.
•• Describes previous experiences and relates them •• Identifies initials (first and last)
to new experiences or ideas
12
Phonological and Phonemic Awareness •• Classifies words and objects
•• Holds book right side up •• Echo-reads with expression (experience charts)
•• Knows that people read pages from front to back, •• Interprets facial expressions
top to bottom, and reads words from left to right •• Interprets pictures
•• Begins to distinguish print from pictures •• Makes comparisons
•• Shows beginning understanding of concepts •• Makes contrasts
about print
•• Recalls facts and details
•• Begins to identify the role of the “author” and
the “illustrator” of books that are read to them or •• Identifies characters in favorite books and stories
that they create •• Answers comprehension questions after
•• Differentiates between sounds that are the same oral reading (literal, interpretive, critical,
and different appreciative)
•• Discriminates initial sounds •• Demonstrates an understanding of the
differences between fantasy and reality
•• Responds to simple questions about reading
material •• Retells a story
•• Participates in shared reading of repetitious or •• Determines settings
predictable text •• Perceives concepts (beginning, end, before, after)
•• Understands that different text forms are used •• Predicts outcomes
for different purposes (story books) •• Draws conclusions
•• Begins to make connections between books or •• Understands the meaning of new words from
stories and their own experiences and classroom context of conversations, the use of pictures that
learning accompany text or the use of concrete objects
•• Predicts what will happen next using pictures •• Interprets a story (moral of a fable)
and content for guides
•• Selects favourite book and poems and Sequencing
participates in shared oral reading and •• Sequences alphabet (in song)
discussions •• Sequences pictures
•• Understands that print has meaning by •• Sequences steps in an activity
demonstrating the functions of print through •• Sequences events of a story orally (2 parts)
play activities. (Orders from a menu in pretend
play) •• Sequences events of a story orally (3parts)
•• Demonstrates an understanding of reading •• Sequences events of a story orally (4 parts)
fluency by use of phrasing, intonation, and Reading
expression in shared reading (Brown Bear, Brown
•• Reads object labels in room
Bear)
•• Reads initial and final consonants
•• Recognizes rhymes in stories, poems, songs and
words •• Echo-reads phrases and short sentences
•• Demonstrates understanding of literal meaning •• Reads initial vowels
of stories by making comments •• Reads medial vowels
•• Understands that different text forms are used •• Reads short vowel families
for different purposes (notes and letters)
•• Understands that different text forms are used Composition
for different purposes (magazines) •• Composes dictated sentences and short stories
•• Understands that different text forms are used •• Plays with alliterative language (Peter, Peter
for different purposes (lists) Pumpkin Eater)
•• Discriminates medial vowels •• Makes up chants and rhymes (A light is for
night/squishy, wishy, dishy soap)
•• Hears sounds in words by isolating the syllables
of a word using snapping or clapping Literary Awareness
Comprehension •• Listens, responds to, and discusses a variety of
literature including the following: Bible stories
•• Gains text information from pictures, photos,
simple charts and labels •• Uses a variety of media to experience stories
13
•• Listens, responds to, and discusses a variety of Visual Recognition
literature including the following: fairy tales •• Recognizes dot patters to ten
•• Listens, responds to, and discusses a variety of •• Recognizes numerals to 5
literature including the following: modern fiction •• Recognizes numerals to 8
•• Listens, responds to, and discusses a variety of •• Recognizes numerals to 12
literature including the following: poetry
•• Recognizes numerals to 15
•• Listens, responds to, and discusses a variety of
literature including the following: riddles •• Recognizes numerals to 20
•• Listens, responds to, and discusses a variety of •• Recognizes number words to ten
literature including the following: fables and
Sets
legends
•• Identifies and describes an empty set
•• Begins to create stories and records of events in
an organized way •• Identifies and compares sets to 5 (including zero)
using language
•• Begins to recognize books by their cover and
to identify the beginning, middle, and end of •• Matches numerals to sets
stories and books •• Uses concrete objects to represent quantities 1–5
•• Uses a library to locate materials they need or •• Identifies and compares sets to 8 (including zero)
ones that are of particular interest to them using language
•• Listens, responds to, and discusses a variety of •• Uses concrete objects to represent quantities 1–8
literature including the following: biography •• Uses concrete objects to represent quantities
•• Listens, responds to, and discusses a variety 1–12
of literature including the following: historical •• Identifies and compares sets to 12 (including
fiction zero) using language
•• Selects books, tapes, and music related to things •• Uses concrete objects to represent quantities
he/she is interested in or learning about 1–20
Ordinal and cardinal numbers

•• Uses numerals to name quantities 1–5
•• Identifies ordinal numbers 1st–3rd
Math •• Uses numerals to name quantities 1–8
•• Identifies ordinal numbers 1st–6th
Counting
•• Counts by ones to 20 (group)
•• Counts 1-10 (individually)
•• Counts 1-15 (individually)
•• Counts by 10s to 100
•• Identifies the number that comes between,
•• Uses one-to-one correspondence to compare before, after (to 20)
sizes of two sets
•• Uses one-to-one correspondence to show Correspondence of quantities
number conservation •• Gains knowledge of quantity and of comparisons
•• Counts by ones to 60 (group) of quantity: big/little; large/small
•• Counts 1-20 (individually) •• Gains knowledge of quantity and of comparisons
•• Counts by ones to 80 (group) of quantity: tall/short ; long/short
•• Counts by 5s to 100 •• Gains knowledge of quantity and of comparisons
of quantity: more/less
•• Begins to develop estimation skills related to
quantity. •• Gains knowledge of quantity and of comparisons
of quantity: all, some, fewer, more
•• Gains knowledge of quantity and of comparisons
•• Counts by 2s to ten (or twenty) of quantity: equal/ not equal
•• Understands the terms: dozen, pair
14
•• Gains knowledge of quantity and of comparisons •• Places objects in specified positions and
of quantity: less than/ greater than understands and identifies: up, down
•• Places objects in specified positions and
Addition understands and identifies: top, bottom
•• Uses play, physical materials or drawings to
model a simple problem.
understands and identifies: over, under
•• Understands how to join sets
•• Uses manipulatives to solve addition facts to 5 understands and identifies: front, back
(conversationally)
•• Solves simple addition problems. understands and identifies: on, off
•• Uses manipulatives to solve oral word problems •• Places objects in specified positions and
understands and identifies: inside, outside
Subtraction
•• Uses play, physical materials or drawings to
understands and identifies: before, after, middle
model a simple problem.
•• Understands how to separate sets Money
•• Uses manipulatives to solve oral word problems •• Recognizes that money is used to buy things
•• Solves simple subtraction problems. (coins and dollar bill)
•• Uses manipulatives to solve subtraction facts to 5 •• Understands term: penny, nickel, dime, quarter
(conversationally) •• Sorts coins
•• Recognize that coins have different values
Calendar
•• Sings a song to learn the days of the week in Length measurement
order •• Describes qualitative change, such as measuring
•• Reads a calendar using days and months to see who is growing taller
•• Recognizes that various devices measure time •• Understands terms foot, length
(clock, timer, calendar) •• Understands position, direction and distance of
•• Understands terms: yesterday, today, objects using words like here and there
•• Understands terms: tomorrow, week •• Understands and uses nonstandard units to
•• Recognizes months of the year in order measure length, width and height.
•• Recognizes that various devices measure time •• Understands position, direction and distance of
(clock, timer, calendar) objects using words like next, to, near, and far
•• Compares duration of events •• Understands position, direction and distance of
objects using words like in and out
Time measurement •• Measures in inches
•• Understands and identifies characteristics of the
seasons Weight and volume measurement
•• Understands the terms: daytime, night time •• Understands weight terms: heavy, light
•• Understands the terms: minute, hour, next •• Understands dry measurement terms: teaspoon,
tablespoon, cup, pound
•• Understands the terms: morning, noon,
afternoon, evening •• Understands liquid measurement terms:
teaspoon, tablespoon, cup, gallon
•• Understands the terms: time of day, week
•• Understands the terms: past, present, future Temperature measurement
•• Tells time to the hour •• Compares temperatures of objects
•• Understands terms: thermometer, hot, cold,
Spatial warm, cool
•• Starts and stops on signal
•• Places objects in specified positions and Fractions
understands and identifies left/right •• Identifies an object as whole or part
•• Places objects in specified positions and •• Identifies 2 equal parts of a divided object as
understands and identifies: next, last halves
15
Geometry Comparisons and contrasts
•• Explores geometric shapes using his/her bodies, •• Understands terms: alike, different, less
hands, eyes, and minds •• Compares and contrasts objects by size, shape,
•• Sorts, orders, and classifies objects by color color, quantity
•• Recognizes geometric shapes in their •• Sorts, orders and classifies by category
environment •• Compares and contrasts objects by volume
•• Identifies flat shapes: circle, square,
triangle, rectangle, oval, diamond, octagon Technology
(conversationally only) •• Participates in hands on experiences with
•• Sorts, orders and classifies by quantity computational tools like calculators, or
computers
•• Sorts objects by use
•• Types numerals 1–12 on a computer keyboard
•• Identifies solid figures: sphere, cone, cube,
cylinder (can shape), rectangular solid (box shape) Problem Solving
•• Sorts, orders and classifies by category •• Begins to develop step-by-step procedures for
•• Manipulates geometric shapes to create other solving problems
geometric shapes •• Begins to use estimation skills in solving
•• Sorts, orders and classifies by similarities and everyday problems
differences
•• Draws circle, square, triangle, rectangle
Motor Development and Physical Health
Graphs
Gross Motor Development
•• Creates and understands graphs.
•• Coordinates movements to perform simple tasks
•• Reads a pictograph
•• Develops coordination and balance
•• Reads a simple bar graph
•• Engages in active play using gross motor skills
Statistics •• Exhibits body and spatial awareness
•• Predicts what occurs next •• Moves with balance and control
•• Seriates by color, size, weight, texture, density,
sound Fine Motor Development
•• Sequences numerals, dot patterns, events (by •• Uses eye-hand coordination to perform tasks
time) •• Uses strength and control to perform simple
•• Estimates height, length, quantity tasks
•• Predicts cause and effect •• Engages in active play using fine motor skills
•• Shows beginning control of writing, drawing and
Patterns art tools
•• Identifies patterns by property: color, shape
Physical Health
•• Identifies patterns by property: sound
•• Demonstrates visual ability to facilitate learning
•• Extends a 2-item pattern
•• Exhibits auditory ability to facilitate learning
•• Creates a 2- or 3-item pattern of color shape,
sound •• Can perform oral hygiene routines
•• Extends a 3-item pattern •• Shows characteristics of good health to facilitate
learning
Classification •• Shows familiarity with the role of primary health
•• Sorts objects by color care provider
•• Describes an object by characteristics it does or
Knowledge of Wellness
does not possess
•• Acts independently in caring for personal
•• Identifies objects that do not belong in a set hygiene needs
•• Sorts objects by category •• Exhibits physical endurance
•• Sorts objects by shape •• Follows rules and procedures when participating
in group physical activities
16
•• Follows basic health and safety rules •• Demonstrates understanding of fast and slow
•• Identifies body parts and their functions relative to time, motion and phenomena (ice
melting, plant growth)
•• Participates in activities to learn to avoid
dangerous situations •• Explores how his/her actions may cause changes
in the environment that are sometimes reversible
•• Shows that basic physical needs are met
and sometimes irreversible
•• Uses appropriate communication skills when
expressing needs, wants and feelings Life Science: Characteristics and Structure of Life
•• Uses socially acceptable ways to resolve conflict •• Begins to differentiate between real and pretend
•• Demonstrates ability to cooperate with others through stories, illustrations, play and other
during group physical activities media
•• Participates in developmental activities related to •• Identifies common needs (food, air, water) of
physical fitness familiar living things
•• Participates in simple practices that promote •• Observes, explores and describes a variety of
healthy living and prevent illness non-living objects
•• Observes, explores and describes a wide variety
of animals and plants
Science •• Participates in activities related to preserving the
•• Acquires and uses basic vocabulary for humans, environment
as well as their parts and characteristics •• Recognizes there are basic requirements for all
•• Answers questions or tests predictions using common life forms
simple experiments or research media •• Understands that plants and animals have
•• Asks questions relating to own interests and varying life cycles
current classroom activities (“What do you think
the inside of this nut looks like?”) Life Science: Diversity and Interdependence of Life
•• Associates the seasons with changes in the •• Observes and begins to recognize the ways that
climate and environment. environments support life by meeting the unique
•• Acquires and uses basic vocabulary about needs of each organism (plant/soil, birds/air, and
animals, as well as their parts and characteristics fish/water)
•• Acquires and uses basic vocabulary for plants, as Heredity
well as their parts and characteristics •• Matches familiar adult family members, plants
Earth and Space Science: The Universe and animals with their young (horse/colt, cow/
calf)
•• Observes and represent the pattern of day and
night through play, art materials or conversation •• Recognizes physical differences among the same
class of people, plants or animals (dogs come in
•• Uses the terms night and day, sun and moon to
many sizes and colors)
describe personal observations
Physical Sciences: Nature of Matter
Earth and Space Science: Processes that Shape the
Earth •• Describes objects by their physical properties
•• Investigates, compares, and contrasts seasonal •• Sorts familiar objects by one or more property
changes in the immediate environment (size, shape, function)
•• Observes and uses language or drawings to •• Explores and identifies parts and wholes of
describe changes in the weather (sunny to cloudy familiar objects
day) •• Investigates and describes the states of matter
•• Observes, explores and compares changes •• Explores simple machines
that animals and plants contribute to in their •• Explores and compares materials that provide
surroundings (changing leaves, outdoor many different sensory experiences. (sand, water,
temperature, plants growing) wood)
•• Participates in activities to explore the earth and
sky Physical Sciences: Forces and Motion
•• Demonstrates understanding of motion related
words
17
Physical Sciences: Nature of Energy •• Explores objects, organisms and events using
•• Explores familiar sources of the range of colors simple equipment (magnets and magnifiers,
and the quality of light in the environment standard and non-standard measuring tools)
(prism, rainbow, sun, shadow) •• Investigates natural laws acting upon objects,
•• Explores musical instruments and objects and events and organisms (repeatedly dropping
manipulates one’s own voice to recognize the objects to observe the laws of gravity, observing
changes in the quality of sound (talks about loud, the life cycle of insects)
soft, high, low, fast, and slow) •• Becomes familiar with the use of devices
incorporating technology
Health Science
•• Discusses and utilizes appropriate safety Scientific Ways of Knowing: Nature of Science
procedures •• Offers ideas and explanations (through drawings,
•• Participates in activities related to nutrition emergent writing, conversation, movement) of
•• Participates in activities related to health objects, organisms and phenomena, which may
be correct or incorrect
Science and Technology: Understanding Technology
Scientific Ways: Ethical Practices
•• Identifies the intended purpose of familiar tools
(scissors, hammer, paintbrush, cookie cutter) •• Recognizes the difference between helpful and
harmful actions toward living things (watering
•• Explores new uses for familiar materials through or not watering plants)
play, art or drama (paper towel rolls as kazoos,
pan for a hat) Scientific Ways: Science and Society
•• Participates in simple, spontaneous scientific
Science and Technology: Abilities to Do
explorations with others (digging to the bottom
Technological Design
of the sandbox, testing materials that sink or
•• Demonstrates the safe use of tools, such as float)
scissors, hammers, writing utensils, with adult
guidance
•• Uses familiar objects to accomplish a purpose, Social and Emotional Development
complete a task or solve a problem (using
scissors to create paper tickets for a puppet show, Self Concept
creating a ramp for a toy truck) •• Demonstrates knowledge of personal
information
Scientific Inquiry: Doing Scientific Inquiry •• Demonstrates confidence in his/her range of
•• Asks questions about objects, organisms and abilities and expresses pride in accomplishments
events in his/her environment during shared
•• Demonstrates self-confidence
stories, conversations and play (asks about how
worms eat) •• Describes self by using several basic
characteristics
•• Expresses wonder and asks questions about his/
her world •• Develops personal preferences
•• Shows interest in investigating unfamiliar •• Recognizes self as a unique individual and
objects, organisms and phenomena during becomes aware of the uniqueness of others
shared stories, conversations and play (Where •• Shows initiative and independence in actions
does hail come from?) •• Shows some self-direction
•• Collects, describes and records information
•• Uses common weather-related vocabulary (rainy, Self Control
snowy, sunny, windy) •• Demonstrates self-direction in use of materials
•• Uses one or more of the senses to observe and •• Develops independence during activities,
learn about objects, organisms and phenomena routines, and play
for a purpose (to record, classify, compare, talk •• Expresses feelings through appropriate gestures,
about) actions and language
•• Describes the effects of forces in nature (wind) •• Follows simple classroom rules and routines
•• Describes the effects of forces in nature (gravity, •• Manages transitions and adapts to change in
magnetism) routines
•• Uses classroom materials carefully
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Interaction with Others •• Shows awareness of the environment
•• Begins to recognize the needs and rights of
others Geographic Thinking
•• Begins to share materials and experiences and •• Identifies common features in the home and
take turns school environment.
•• Interacts easily with familiar adults •• Uses and responds to words to indicate direction,
position, and size
•• Interacts easily with one or more children
•• Recognizes characteristics of other geographic
•• Participates in resolving conflicts and regions and cultures
disagreements with others
•• Creates simple representations of home, school
•• Participates in the group life of the class or community
•• Shows empathy and caring for others •• Develops awareness of the community, city and
•• Uses appropriate communication skills when state in which he/she lives
expressing needs, wants and feelings
•• Uses the classroom environment purposefully
and respectfully
Social Problem-Solving
•• Seeks adult help when needed to resolve conflicts
Social Studies
People: Past and Present
•• Begins to understand family needs, roles, and
relationships
•• Demonstrates an emerging awareness and
respect for abilities
•• Identifies similarities and differences among
people
•• Identifies similarities and differences in personal
and family characteristics
•• Participates in activities that reflect the cultures
within his/her classroom and his/her community
•• Participates in classroom jobs and contributes to
the classroom community
•• Becomes aware of the roles, responsibilities and
services provided by community workers
•• Demonstrates knowledge of neighborhood and
community
Human Interdependence
•• Begins to be aware of technology and how it
affects life
•• Describes some people’s jobs and what is
required to perform them
Citizenship and Government

•• Demonstrates awareness of rules
•• Shows awareness of what it means to be a leader
People and Where They Live

•• Describes the location of things in the
environment
19
EMERGENT LITERACY CONTENT
Phonological Awareness
Secondary Sources of Research Emergent Literacy: F.3.a. Phonological awareness
Curriculum Piece Page Number Activity
Alphabet Book
TE Part 2 707 Penguins ABC by Kevin Schafer
Alphabet Song
Listening CD Track 2 “Alphabet Song”
Chart “Alphabet Song Chart”
Listening CD Track 9 “Christmas A-B-C Song”
Distinguishing Sounds
Activity Packet S32–S40 Picture cards to go with each letter
Alphabet Sound TE Part 3 The teacher will use them to teach the alphabet sounds.
Cards Appendix
Activity Packet 47 The child will circle the picture that has an animal name that
begins with b, c, d.
TE Part 2 548 The teacher will help the children become familiar with a poem
about city sounds and country sounds and then make some
of the sounds from the poem and see who can identify them
correctly.
TE Part 2 552 The child will find one picture out of three that does not begin
with /g/.
TE Part 2 562 The child will see four pictures and must find the one that has a
different beginning sound.
Ending Sounds
TE Part 2 581 Activity with Alphabet Sound Cards and listening for
ending sounds /b/, /d/, and /g/.
TE Part 2 592 Activity using Alphabet Sound Cards and listening for
ending sounds /b/, /d/, /f/, /g/.
TE Part 2 603 Ending sounds: /b/, /d/, /g/
TE Part 2 626 Ending sound: /b/
TE Part 2 637 Ending sound: /d/
TE Part 2 645 Ending sound: /f/
TE Part 2 748 Ending sounds: /b/, /d/, /g/, /k/
TE Part 2 769 Ending sounds: /b/, /d/, /f/, /g/, /k/, /l/
TE Part 2 800 Ending sounds:/l/, /d/, /g/, /k/
TE Part 2 923 Ending sounds: /a/-/n/
TE Part 3 985 Ending sound: /p/
TE Part 3 1026 Ending sounds: /b/, /d/, /f/, /g/, /l/, /m/, /n/, /p/, /r/
TE Part 3 1130 Ending sounds: /a/–/v/
TE Part 3 1205 Ending sounds: /t/, /x/
Finding First Letter in Words

TE Part 1 171 Each child will identify the first letter of his name.
21
Initial Consonants and Vowels
Activity Packet 106 Circle the letter that makes the beginning sound.
Activity Packet 128–36 Circle the letter that makes the beginning sound.
TE Part 2 509 The child will find the letter the teacher names and match
it to a picture.
TE Part 2 511 Practicing /d/ with the Alphabet Sound Cards for doll, duck,
and door
TE Part 2 519 Activity for initial /f/ using Alphabet Sound Cards for fire, fish,
and feather. The teacher will show a picture of a fish, bear, and
cow and write the word fish. She will ask the children to find the
picture that is the name of the word.
TE Part 2 539 The child will match pictures with alphabet letter and
make the initial sound.
TE Part 2 573 Beginning sounds /a/–/g/ using Alphabet Sound Cards
TE Part 2 613 Beginning sounds /a/–/d/ using Alphabet Sound Cards
TE Part 2 645 Beginning sound: /f/
TE Part 2 658 Beginning sounds: /g/, /h/
TE Part 2 667 Beginning sounds: /b/, /c/, /d/, /h/
TE Part 2 501 The child will review the sounds /a/, and /e/ then look at the
words ant and dog and see
pictures of both. They will decide which word begins with /a/
and which begins with /d/.
TE Part 2 509 Play “Echo” with the children. Say a word that begins with
/e/. Ask the children to echo the word. Emphasize the
beginning /e/ as you play the game.
TE Part 2 645 Beginning sound: /e/
TE Part 2 667 Beginning sounds: /a/, /e/
TE Part 2 677 Beginning sounds: /a/–/i/
TE Part 2 707 Beginning sound: /j/
TE Part 2 710 A reminder not to allow the children to add a vowel
sound to the consonant (example: /j/ not /juh/).
TE Part 2 710 The children will take the objects and pictures out
of Max’s backpack and say the name of the object
emphasizing /j/.
TE Part 2 736 Beginning sounds: /a/–/k/
Alphabet Sound
Cards a–k
TE Part 2 740 The children will take an object from Max’s backpack and
say the name of it. All of the objects begin with /k/.
TE Part 2 823 Beginning sounds: /a/–/m/
TE Part 3 972 Reviewing: /a/–/o/
TE Part 3 1015 Beginning sounds: /a/–/r/
TE Part 3 1067 The Alphabet Sound Cards should be turned over in random
order on the floor or table (like the game Memory). A child will
turn over two cards and see if they have the same beginning
sound. Continue until all of the matching pairs have been
found.
TE Part 3 1108 Initial sounds: /a/–/u/
TE Part 3 1129 Initial sounds: /a/–/v/
TE Part 3 1130 The children will find the letter that matches an alphabet
letter on boxes, wrappers, and advertisements.
TE Part 3 1205 Beginning sounds: /t/–/y/
TE Part 3 1208 Beginning sounds: /d/, /f/
22
TE Part 3 1214 Beginning sounds: /g/–/l/
TE Part 3 1218 Beginning sounds: /j/–/l/
TE Part 3 1225 Beginning sounds: /m/–/o/
TE Part 3 1232 Beginning sounds: /p/–/r/
TE Part 3 1239 Beginning sounds: /s/–/u/
TE Part 3 1245 Beginning sounds: /v/, /w/
TE Part 3 1251 Beginning sounds: /y/, /z/
Key Word for Each Letter

Handwriting Wall Pictures of apple, bike, carrots, duck, eggs, fireman, goat, hat,
Charts found in inchworm, jacket, kite, ladder, mitten, nurse, ostrich, pig, quilt,
the Phonics Charts rose, sunglasses, tiger, umbrella, violin, wagon, x-ray ,yo-yo, zebra
and Teaching Tree
packet
Listening to Environmental Sounds

Listening CD Track 72 “Environmental Sounds”
Making Sounds
The students will take home several Practice Cards for each
letter of the alphabet to practice letter sounds.
266 Directions for making the sound /a/
272 The teacher is asked to fill Max’s backpack with objects and
Alphabet Sound Cards that begin with /a/.
Appendix The teacher will laminate and cut apart the Alphabet Sound
Cards. The cards for /a/ are ant, antlers, and apple.
287 Directions for making the sound /b/
292 The importance of air in making speech sounds
301 The children will look at pictures that begin with the
sound /b/. They will use a mirror to watch their lips as
they make the sound.
Appendix Alphabet Sound Cards for /b/ : ball, banana, bat, bear, bell, belt,
bike, bird, butterfly
307 Directions for making the sound /c/
Appendix Alphabet Sound Cards for /c/: cake, can, candy, cane, carrot, cot,
cow, cub, cup
315 Explanation of how the tongue is used to make sounds.
321 An explanation of how the jaw is used in making sounds.
328 Place the Alphabet Sound Cards in random order. Ask
volunteers to name the picture and sound of the letter and
match it to the correct Alphabet Teaching Card.
328 Your ears help you hear sounds. Hearing sounds helps
you recognize words. And hearing words helps you
understand what people are saying.
337 An explanation of how to make the sound /d/.
343 The teacher will lead the children in making the sound
/d/.
Appendix Alphabet Sound Cards for /d/ : Dad, dime, doll, donkey, door,
dot, duck
485 Directions for making the sound /e/
492 The children will take objects from Max’s backpack and
say the name of it emphasizing /e/.
515 Directions for making the sound /f/
23
522 The teacher will fill Max’s backpack with objects and
pictures of things that begin with /f/. The children will
take them out and give the name of each object. The
children will learn the Phonics Song for /f/.
549 Directions for making the sound /g/
579 Directions for making the sound /h/
579 The teacher will lead the children in saying /h/ and the
children will look at the picture on the Phonics Song
Chart as they sing the song for “h.”
590 The child will hold up Practice Card “h” each time he hears a
word that begins with “h.”
601 Discuss different ways of making noises such as clapping,
snapping, stamping feet, and making noises with your
mouth. Ask the children to make one of the noises until
you say “noisemakers off!” Practice until the children can
respond instantly.
601 The children will choose an Alphabet Sound Card and make
the beginning sound and then match it to an Alphabet Teaching
Card.
674 Directions for making the sound /i/
705 Directions for making the sound /j/
714 The child will hold up his Practice Card for “J” if they hear the
sound in the word the teacher says.
727 The teacher will draw an igloo and write the letters a–f on the
individual ice blocks. The child will identify the beginning
sound of a word the teacher says and then will circle it on the
igloo.
734 Directions for making the sound /k/
756 Draw a spider web for display. Write uppercase letters A–K
on the web. The children will take turns making the sound for
one of the letters and will help the spider catch an “insect” by
erasing the letter.
766 Directions for making the sound /l/
pictures of things that begin with /l/. The children will
children will learn the Phonics Song for /l/.
779 The children will hold up their “l” card when they hear /l/
at the beginning of a word. The children will say the name
of the “l” Alphabet Sound Cards and think of other words
that begin with /l/.
797 Directions for making the sound /n/
pictures of things that begin with /m/. The children will
children will learn the Phonics Song for /m/.
808 The children will hold up their Practice Card “M” when
they hear /m/ at the beginning of a word. The children
will think of other words that begin with /m/.
919 Directions for making the sound /n/
pictures of things that begin with /n/. The children will
children will learn the Phonics Song for /n/.
24
932 The children will hold up Practice Card “M’ when they
hear /m/ at the beginning of a word. The children will
think of other words that begin with /n/.
945 Using different body parts to make sounds.
952 Directions for making the sound /o/
pictures of things that begin with /o/. The children will
children will learn the Phonics Song for /o/.
982 Directions for making the sound /p/
pictures of things that begin with /p/. The children will
children will learn the Phonics Song for /p/.
999 Directions for making the sound /q/
The teacher will fill Max’s backpack with objects and
pictures of things that begin with /q/. The children will
children will learn the Phonics Song for /q/.
1013 Directions for making the sound /r/
pictures of things that begin with /r/. The children will
children will learn the Phonics Song for /r/.
1023 The children will hold up their Practice Card “r” when
they hear /r/ at the beginning of a word. The children will
think of other words that begin with /r/.
1043 Directions for making the sound /s/
pictures of things that begin with /s. The children will take
them out and give the name of each object. The children
will learn the Phonics Song for /s/.
1055 The children will hold up their Practice Card “s” when
they hear /s/ at the beginning of a word.
1065 The child will make a sound like a snake if the picture
they see begins with “s.”
1074 Directions for making the sound /t/
pictures of things that begin with /t/. The children will
children will learn the Phonics Song for /t/.
1085 The children will hold up their Phonics Practice Card for “t”
when they hear /t/ at the beginning of a word.
1096 The child will identify the picture and make the beginning
sound.
1105 Directions for making the sound /u/
pictures of things that begin with /u/. The children will
children will learn the Phonics Song for /u/.
1117 An explanation about how to make the sound /v/
pictures of things that begin with /v/. The children will
children will learn the Phonics Song for /v/.
1136 Directions for making the sound /w/
25
pictures of things that begin with /w/. The children will
children will learn the Phonics Song for /w/.
1147 Directions for making the sound /x/
pictures of things that begin with /x/. The children will
take them out and give the name of each object. The child
will determine if “x” comes at the beginning or end of the
word. The children will learn the Phonics Song for /x/.
1160 The children will match a letter to a picture card.
1169 Directions for making the sound /y/
pictures of things that begin with /y/. The children will
take them out and give the name of each object.
1183 Directions for making the sound /z/
pictures of things that begin with /z/. The children will
take them out and give the name of each object.
Matching Uppercase and Lowercase Letters

Activity Packet 49 Matching uppercase and lowercase Aa–Ee
Activity Packet 54 Matching uppercase and lowercase Dd–Ff
Activity Packet 62 Matching uppercase and lowercase Ff–Hh
Activity Packet 79 Matching uppercase and lowercase Gg–Kk
Activity packet 95 Matching uppercase and lowercase Kk–Nn
Activity Packet 99 Matching uppercase and lowercase Ll–Oo
Activity Packet 103 Matching uppercase and lowercase Oo–Qq
Activity Packet 110 Matching uppercase and lowercase Pp–Ss
Activity Packet 115 Matching uppercase and lowercase Rr–Tt
Activity Packet 119 Matching uppercase and lowercase Tt–Vv
Activity Packet 122 Matching uppercase and lowercase Xx–Zz
TE Part 3 954 Matching lowercase letters on clown hats to uppercase
letters on clowns
Name Recognition
TE Part 1 9 Child will return to his desk when he recognizes his name
on a flashcard
TE Part 1 12 Teacher will say a child’s name and roll the ball to him
TE Part 1 14 Child will recognize his name on a card
TE Part 1 19 Teacher will sing “Where is (child’s name)? and hold up
the child’s name flashcard
TE Part 1 25 Display a student name flashcard as you lead the children
in singing “Where is (child’s name)?”
TE Part 1 32 The teacher will hold up a name card. If the child
recognizes his name, he will get the card in put it into
Max’s bowl.
TE Part 1 39 Lead the children in singing “The More We Get Together.”
Hold up a name flashcard and help the child read his
name. Then roll a ball to that child.
43 Add name flashcards and letters to the Writing Center.
The children will match letters to his name card.
TE Part 3 1119 The child will use a craft stick to write his first initial in
soil and then plant grass seed inside.
26
TE Part 3 1130 The child will look through ads, magazines, and
newspapers for the letter in their names and pictures of
their favorite foods. They will glue them on a lunch bag.
Nursery Rhymes and Rhyming Songs

TE Part 1 54 The teacher gives examples of rhyming words. She
Visuals 29–32 displays each of four nursery rhyme pictures and asks the
children to supply the rhyming word when she pauses.
The children will act out the nursery rhymes.
Listening CD Track 5 “Baa, Baa, Black Sheep”
Listening CD Track 6 “BINGO”
Listening CD Track 47 “Smile”
Listening CD Track 57 “Twinkle, Twinkle, Little Star”
TE Part 1 221 “Hey Diddle Diddle” Lead the children in the rhyme.
Visual 33 Repeat the rhyme and allow the children to say the
rhyming word when you pause.
TE Part 1 222 “Jack and Jill”
Visual 34 Ask the children for rhyming words.
TE Part 1 222 Teach the rhyme and ask for rhyming words.
TE Part 1 227 Ask for a rhyming word
Visuals 29–34 Use the visuals to review each nursery rhyme.
TE Part 1 228 The children will recite “Little Miss Muffet.” The teacher will ask
for the word that rhymes with muffet and spider. Children will
recite the rhyme while 2 children act it out.
The children will recite “Jack Be Nimble” and determine the
rhyming word for quick. The children will repeat the rhyme
several times as they walk around an obstacle course of
“candlesticks.”
TE Part 1 230 Teacher will read a nursery rhyme book to the children.
TE Part 1 231 The teacher will lead the children in “Humpty Dumpty.”
The children will make a craft egg and a holder for it to
sit on. They will let their egg fall when they say the rhyme
together.
TE Part 2 688 The children will review the nursery rhymes
Teaching Visuals Humpty Dumpty; Little Boy Blue; Mary Had a Little Lamb; One,
29-34 Two, Buckle My Shoe; Hey Diddle Diddle; and Jack and Jill.
TE Part 1 244 The children will sing and act out “Teddy Bear.”
TE part 2 717 The teacher will review /j/ and lead the children in the
Visual 34: Jack and rhyme “Jack and Jill.”
Jill
TE Part 2 723 Lead the children in saying the nursery rhymes pausing to
Visuals 29-34 let the children say the rhyming word. The children will
(Nursery Rhymes) provide the rhyming word and then think of a word to
rhyme with it and then make a sentence of the two words.
TE Part 3 1022 The children will recite “Little Bo Peep” and play a game
pretending to be Little Bo Peep finding her sheep.
TE Part 3 1025 The children will sing the song and then discuss what
“Mary Had a Little could happen if each child brought his pet to school.
Lamb” Listening
CD Track 32
Objects That Look Like Letters

TE Part 1 20 The letter A looks like a roof.
TE Part 1 42 The letter C looks like a cat’s tail.
TE Part 1 87 The letter H looks like a ladder.
TE Part 1 106 The letter J looks like the handle of an umbrella.
27
TE Part 1 124 The letter L looks like a golf club.
Old MacDonald
Listening CD Track 38 “Old MacDonald”
Poems
TE Part 1 60 “Five Small Shadows”
TE Part 1 128 “Three Little Kittens”
TE Part 1 169 “Give a Smile”
TE Part 1 194 “King of Purple”
TE Part 1 249 “The Five Gooyaks”
TE Part 1 294 “Ten Little Tacos”
TE Part 1 303 “Apple Rain”
Listening CD Track 68
TE Part 1 327 “Fall”
Listening CD Track 73
TE Part 1 352 “Five Big Pumpkins”
TE Part 1 356 “Scarecrow”
TE Part 1 361 “Just a Scarecrow”
TE Part 2 510 “Ten Little Navajos”
TE Part 2 538 “Mr. Turkey”
TE Part 2 541 “Thanksgiving Turkey”
TE Part 2 714 “Slippy’s Slippers”
TE Part 2 715 “Seal Countdown”
TE Part 2 747 “Wake Up, Mr. Groundhog!”
TE Part 2 781 “Poems to Read to the Very Young” by Eloise Wilkin
TE Part 3 1022 “Little Sheep”
TE Part 3 1029 “Mother Hen’s Warning”
TE Part 3 1033 “The Mischievous Goat”
TE Part 3 1048 “Monkey Tails”
TE Part 3 1059 “Hop, Hop, Hopping”
TE Part 3 1098 “Mr. Turtle”
TE Part 3 1098 “In a Beehive”
Phonics Songs
Phonics Song Tune: “Row, Row, Row Your Boat”
Chart 1 Here comes Annie Ant, riding on her pet.
Songs CD Track 40 She can bake an apple pie and sing the alphabet.
Phonics Song Here comes Billy Bear chewing bubblegum.
Chart 2 He plays the banjo in the band and beats a big bass drum.
Phonics Song There goes Carrie Cat in her little car.
Chart 3 She picked up a carrot cake and a birthday card.
Phonics Song There goes Dora Duck, dashing through the door.
Chart 4 She ate a doughnut for dessert, and now she wants two more.
Phonics Song Eddie Elephant is an engineer.
Chart 5 He waves to all the Eskimos every time they’re near.
Phonics Song Freddy Fox goes fast when a fire breaks out.
Chart 6 He sprays the flames and clears the smoke;
He’s brave without a doubt.
Phonics Song Gil, the crossing guard, stops us at the gate.
Chart 7 He blows his whistle and we go; now we won’t be late.
Phonics Song Hippo Harriet plays her harp all day.
Chart 8 She only stops to say “Hello” or eat a meal of hay.
28
Phonics Song Iggy crawls to Max; his journey is quite slow.
Chart 9 In and out and up and down, he measures head to toe.
Phonics Song Joe loops in a jet, eating jam and pie.
Chart 10 He can see a jungle path from way up in the sky.
Phonics Song Kenny Kangaroo’s kite is in a nest.
Chart 11 His kayak flipped and he got wet; so he likes kickball best.
Phonics Song Lilly Ladybug sits on a broccoli bunch.
Chart 12 She has some berry lemonade and lettuce for her lunch.
Phonics Song Mark and Marvin Mice ride their motorbikes.
Chart 13 They like to go down mountain paths and slip and slide on ice.
Phonics Song Nettie Newt is here to wake you from your nap.
Chart 14 She feeds you chicken noodle soup and rubs your aching back.
Phonics Song Ollie Octopus carries eight bright lights.
Chart 15 He likes to have one for each arm on the darkest nights.
Phonics Song Penny Porcupine saw a purple pig.
Chart 16 She turned and ran the other way because it was so big.
Phonics Song Queenie Quail loves quilts; her grandma made her ten.
Chart 17 She opens up a quart of milk and shares it with a friend.
Phonics Song Rosalie Raccoon wears a ruby ring.
Chart 18 She holds a microphone up high so we can hear her sing.
Phonics Song Our friend Sammy Seal loves to swim and float.
Chart 19 He swims until the sun goes down; then sails home in his boat.
Phonics Song Timmy Tiger’s tail was stuck inside a tent.
Chart 20 He dialed the numbers 9-1-1, and help was quickly sent.
Phonics Song Uncle Ub is wet; he’s such a funny clown.
Chart 21 The red umbrella does not help because it’s upside-down.
Phonics Song Dr. Vin, the vet, wears a velvet vest.
Chart 22 He operates and gives out pills; he does his very best.
Phonics Song Wally’s from the West; his wagon’s full of grub.
Chart 23 His walnut waffles taste so sweet with syrup from a tub.
Phonics Song Alex works so hard; we like to call him “Bones.”
Chart 24 He takes our x-rays all day long and plays the xylophone.
Phonics Song Yon, the long-haired yak, wears a wooden yoke.
Chart 25 You should see his yo-yo tricks and hear his funny jokes.
Phonics Song Zoey wearing skates zigzags at the zoo;
Chart 26 She has zinnias in her hair and plays the zither too.
TE Part 3 1210 “When I Was One I Played a Drum
Listening CD 2 Track 19
Rhyming Books
TE Part 1 250 Green Eggs and Ham by Dr. Seuss
TE Part 1 251 Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.
TE Part 1 255 Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Jr.
Rhyming Activities
TE Part 1 318 Children will give words to describe an apple and then
think of rhyming words. The teacher will help the children
compose a poem or chant using the rhyming words.
TE Part 1 327 Eight children will have a picture to hold. They will scatter
around the room. The “squirrel” (child wearing a mask)
will look for a picture to rhyme with the special word in
the poem the teacher and children recite:
Round and round the squirrel runs.
Looking for friends to have some fun.
Can you make a rhyme for him?
Rhyme with pat and he will grin.
29
TE Part 1 354 “Scarecrow, Scarecrow”
Listening CD Track 57 Children will do the movements as they listen to the song.
TE Part 2 497 The teacher will say two words. If the words rhyme, the
children will put their thumbs up. If the words do not
rhyme, they will not put their thumbs up.
TE Part 2 533 The teacher will say a word and the child will give a
rhyming word.
TE Part 2 688 The child will give a rhyming word for each word the
teacher says.
TE Part 2 748 The children will name words that rhyme with dad.
TE Part 3 933 The teacher will say two words. If the words rhyme the
children will put their thumbs up. If the words do not
rhyme, they will not put their thumbs up.
TE Part 3 996 The children will review the rhyme “Humpty Dumpty”
and then they will complete some original sentences with
rhyming words.
TE Part 3 1026 The child will determine which picture card does not
rhyme with two others.
TE Part 3 1049 The teacher will recite a nursery rhyme, inserting an
incorrect word in a line. The child will have to listen and
try to identify the word.
TE Part 3 1054 The children will create their own “Name Rhyme” Example:
Matt, Matt
Put on your hat.
TE Part 3 1154 The children will follow the teacher around the room.
They will step forward when the pair of words they hear
rhyme.
TE Part 3 1176 Read the books Each Peach Pear Plum by Allan Ahlberg; Pat the
Cat and Friends by Jacqui Hawkins; Hop on Pop by Dr. Seuss;
and Rat-a-tat, Pitter Pat by Alan Benjamin.
TE Part 3 1197 The child will say a rhyming word to go with the word the
teacher says.
Simon Says
TE Part 1 163 “The Mayor Says” game
TE Part 2 528 “The Pilgrim Says” game
TE Part 2 682 “Jack Frost Says” game
TE Part 3 925 “Rancher Will Says” game
Sound Recognition
Note: This activity is repeated with each The child will hold up a Practice Card for “g” if he hears the
sound. sound in the word the teacher says.
Sound and Word Games

TE Part 2 529 The children will hold up their Practice Card for “f ” if they hear
/f/ at the beginning of the word the teacher says.
TE Part 2 556 The children will enjoy a “Paper Symphony” making
different sounds with a sheet of paper.
TE Part 2 571 The child will use a fishing pole to catch a picture card. He
will give the beginning sound for each “fish” he catches.
TE Part 3 963 The child will think about the first sound in his name and then a
word that starts with that letter and is something they like. The
children will fill in the sentence pattern: My name is Lexie and I
like lemonade.
30
TE Part 3 1124 The teacher will read clues and see if the children can think of
words that begin with v to fill in the blanks.
Example: Carrots, corn, and peas are called (vitamins.)
Substituting a Rhyming Word in a Rhyme

TE Part 1 221 “Hey Diddle Diddle”
Visual 33 Lead the children in the rhyme. Repeat the rhyme and
allow the children to insert the rhyming word in the
rhyme
TE Part 1 222 “Jack and Jill”
Visual 34 Ask the children to insert a rhyming word in the rhyme
TE Part 1 221 “Hey Diddle Diddle” Lead the children in the rhyme.
Visual 33 Repeat the rhyme and allow the children to insert the
rhyming word when you pause.
Syllables
TE Part 3 1202 Children will clap syllables for 1, then 2-syllable words.
TE Part 3 1211 Clapping 1-, 2-, and 3-syllable words
Tongue Twisters
TE Part 3 1080 Create alliterative sentences using initial t. Instruct the children
to clap each time they hear /t/. Example: Todd took two tacos to
his table.
TE Part 3 1124 Val put the vacuum and violin in the van and went to buy some
violets.
Words Are Made of Letters

TE Part 1 32 We are learning that all words, including our names, are
made up of letters.
TE Part 1 64 Expose the child to words in print. The child will provide
a word to complete the sentence “I like to ____ with my
friend.”
TE Part 2 691 Let the children complete a sentence and draw attention
to the initial sound.
Word Families
TE Part 2 489 Eager Beavers is provided as optional teaching to extend
prereading development for advanced learners. Eager Beavers is
designed to meet the needs of children who are ready to read. It
is designed to extend the prereading lessons.
TE Part 2 489 _ad, _ed word families
The teacher will lead the children in making the sound of
each letter and then blending them to make the sound of
the word family.
TE Part 2 791 _ad word family
TE Part 2 811 _ad word family
TE Part 3 936 _ad word family; _an word family
TE Part 3 955 _an word family
TE Part 3 985 _ap word family
TE Part 3 996 _an and _ap word families
TE Part 3 1037 _in family
TE Part 3 1056 _in family
31
TE Part 3 1066 The teacher will choose a word family word and isolate
the initial sound. The children will try to blend the letters
together to make a word and say it correctly.
TE Part 3 1077 _ot word family
TE Part 3 1108 _up word family
TE Part 3 1120 _ug word family
TE Part 3 1138 _up word family
TE Part 3 1173 _ax family
TE Part 3 1185 _et word family
TE Part 3 1216 _et, _ax word families
32
Alphabet Knowledge
Secondary Sources of Research Emergent Literacy: F.3.b. Alphabet knowledge
Letter Recognition
Practice Cards The students will take home a Practice Card for each
letter of the alphabet for letter recognition practice.
Note: Each of the letters is Teacher’s Edition 20 “A” is introduced on page 20 and includes the following:
introduced in a similar way. Part 1 Child will find the letter on an acorn under a flap in the
Teaching Tree
The letter A looks like a roof on a house
Write the letter for display and name the strokes
Air-trace the letter
Write children’s names that begin with “A”
Point to “A” in each name
Alphabet Teaching Cards (found with A–Z
the Phonics Charts and Teaching
Tree)
TE Part 1 26 B introduction
TE Part 1 32 The children will review A and B by taking the
acorn letters off the Teaching Tree. Then the
children will stand up when they see “A” and sit
down when you display “B.”
TE Part 1 41 C introduction
TE Part 1 49 D introduction
TE Part 1 59 E introduction
Activity Packet 49 Matching upper and lowercase Aa–Ee
TE Part 1 66 F introduction
Activity Packet 54 Matching upper and lowercase Dd–Ff
TE Part 1 81 G introduction
TE Part 1 87 H introduction
Activity Packet 15 The child will match letters E–H
TE Part 1 99 I introduction
TE Part 1 106 J introduction
TE Part 1 113 Display A–J in random order. Ask volunteers to
name each letter and find the same letter written
for display and erase it.
Activity Packet 79 Matching uppercase and lowercase Gg–Jj
TE Part 1 117 K introduction
TE Part 1 124 L introduction
Activity Packet 18 The child will color open letters I–L
TE Part 1 129 Point to each letter A–L and say its name. Display
the cards in random order and ask a volunteer to
point to the letter you name.
TE Part 1 137 M introduction
TE Part 1 142 N introduction
Activity Packet 95 Matching uppercase and lowercase Kk–Nn
TE Part 1 149 The child will identify the letter on the Alphabet
Teaching Cards and then throw a beanbag into a
box.
TE Part 1 153 O introduction
Activity Packet 29 Matching M–O
33
TE Part 1 160 P introduction
TE Part 1 162 The child will reach into a bowl and take out a
letter. He will tell the name of the letter and add
the letter to an “Alphabet Soup Pot.”
TE Part 1 171 The children will each get an alphabet letter card
and arrange themselves in alphabetical order.
TE Part 1 177 Q introduction
TE Part 1 183 R introduction
TE Part 1 194 S introduction
Activity Packet 31 Matching letters P–S
Activity Packet 110 Matching letters upper and lowercase letters Pp–Ss
TE Part 1 203 T introduction
TE Part 1 209 Put Acorns A–T on the Teaching Tree. As each child
identifies a letter, allow him to remove the letter and put
it in a basket for Sophie and Sidney.
Activity Packet 115 Matching upper and lowercase letters Rr–Tt
TE Part 1 215 U introduction
TE Part 1 220 V introduction
Activity Packet 119 Matching upper and lowercase letters Tt–Vv
TE Part 1 235 W introduction
TE Part 1 242 X introduction
Activity Packet 122 Matching upper and lowercase letters Uu–Xx
TE Part 1 246 Y introduction
TE Part 1 252 Z introduction
Activity Packet 127 Matching upper and lowercase letters Ss–Zz
Activity Packet 36 Matching letters W–Z
TE Part 1 327 Place the Alphabet Teaching Cards in random order and
The Alphabet ask the children to name each letter. Display the cards
Teaching Cards and ask volunteers to find the letter you name.
are found in the
Phonics Charts
and Teaching Tree
Packet
TE Part 1 359 Display the Alphabet Teaching Cards and ask volunteers
to find the letter you say.
TE Part 2 635 The child will match an Alphabet Sound Card to an
alphabet letter on a Christmas stocking.
TE Part 2 727 The teacher will display the Alphabet Teaching Cards in
random order and ask volunteers to identify the letters.
TE Part 2 821 The children will see how quickly they can identify a
letter (Aa–Mm).
TE Part 3 1033 The child will identify a letter and lead his group in
making a specific animal sound.
TE Part 3 1096 A child will hop to the Alphabet Sound Card and hold
it up.
TE Part 3 1194 The child will find the letter the teacher names.
Alphabet Song
TE Part 1 The teacher points to the letters as she leads the children
Listening CD in singing the “Alphabet Song.”
Listening CD “Christmas A-B-C Song”
Finding Letters in a Word
34
TE Part 1 Each child will identify the first letter of his name.
TE Part 2 Finding and gluing letters to make a banner
TE Part 3 The child will point to a name on a list and then find
another name that begins with the same letter
Key Word for Each Letter

Handwriting Charts apple, bike, carrots, duck, eggs, fireman, goat, hat,
inchworm, jacket, kite, ladder, mitten, nurse, ostrich,
pig, quilt, rose, sunglasses, tiger, umbrella, violin, wagon,
x-ray, yo-yo, zebra
Sequencing Letters
TE Part 1 Write uppercase letters on the pumpkin shapes. Guide
the children as they sequence the letters in alphabetical
order.
TE Part 3 Sequencing Aa–Nn
Matching Uppercase and Lowercase letters

TE Part 2 Using prepared Christmas Boxes and Bowls to match
Appendix uppercase and lowercase letters
p A863
TE Part 2 The child will match uppercase and lowercase Aa–Ii
Appendix
p A870
35
Making Sense of Print
Secondary Sources of Research Emergent Literacy: F.3.c. Making sense of print
Curriculum Page Number Activity
Piece
Matching Uppercase and Lowercase Letters

TE Part 2 665 Using prepared Christmas Boxes and Bowls to match
Appendix p uppercase and lowercase letters
A863 Mittens
reproducible
TE Part 2 675 The child will match uppercase and lowercase Aa–Ii
Appendix p
A870
Activity Packet 49 Matching uppercase and lowercase Aa–Ee
Activity Packet 54 Matching uppercase and lowercase Dd–Ff
Activity Packet 79 Matching uppercase and lowercase Gg–Kk
Activity packet 95 Matching uppercase and lowercase Kk–Nn
Activity packet 110 Matching uppercase and lowercase Pp–Ss
Activity Packet 115 Matching uppercase and lowercase Rr–Tt
Activity Packet 119 Matching uppercase and lowercase Tt–Vv

Activity packet 122 Matching uppercase and lowercase Xx–Zz
TE Part 3 954 Matching lowercase letter on clown hats to uppercase
letters on clowns
Words Are Made of Letters

TE Part 1 32 We are learning that all words, including our names, are
made up of letters.
TE Part 1 64 Exposes the child to words in print. The child will
provide a word to complete the sentence “I like to ____
with my friend.”
TE Part 2 691 Let the children complete a sentence and draw attention
to the initial sound of the word.
TE Part 1 25 The teacher will display a card with Max’s name written
on it. She will explain that the letters on the card are in
Max’s name.
TE Part 1 87 Ask if anyone has a name that begins with H and write it for
display. Ask a child to point to “H” in each name as you say
them again. Ask which friend of Max has a name that begins
with H. Write Honey for display and show the stick puppet to
the children.
TE Part 1 106 Ask if anyone in the class has a name that begins with the
letter “J.” Write those names for display and read them aloud.
If there are no names that begin with “J” then write Jill, Jenna,
Jordan, and Jack. Ask a child to point to “J” in each name.
TE Part 1 195 After introducing the letter “S,” the teacher will display the
Sidney and Sophie (Max’s squirrel friends) name cards and
point to S at the beginning of the names.
36
Piece
TE Part 1 203 After introducing “T,” The teacher will write “T”
for display and then write the names of some of the
students that begin with the letter. She will show the
children Toby’s (Max’s turtle friend) name card and
point to the first letter. She will add Toby’s name to the
list of “T” names on display.
TE Part 1 341 Display the Color Word cards. Ask the children to
Color Words “read” the words with you. The child will choose a
Appendix p crayon from a plastic pumpkin to match the color word.
A457-59
TE Part 2 501 Write the words ant and dog for display. Ask Which word
names the picture of the ant? Why do you think that? Lead the
children to conclude that ant is the correct answer because it
starts with a. Repeat the activity with the words egg and cat.
TE Part 2 757 The child will use a marker to trace his name on a
laminated name card.
TE Part 3 1130 The child will find the letters in their names in grocery
store ads, magazines, and newspaper. They will glue
them on a paper lunch bag along with pictures of foods.
Finding Letters in a Word

TE Part 1 32 All words, including our names, are made up of letters.
The teacher will draw attention to the name card for
Max. The teacher will hold up a name card for a child
that child will come and get his card and put it in Max’s
bowl.
TE Part 1 171 Each child will identify the first letter of his name.
TE Part 2 788 Finding and gluing letters to make a banner
TE Part 3 957 The child will point to a name on a list and then find
another name that begins with the same letter
Letter-Sound Matching
Practice Cards The students will take home a Practice Card for each letter of
the alphabet for practice of letter sounds.
TE Part 2 756 Draw a spider web for display. Write uppercase letters A–K
on the web. The children will take turns making the sound for
one of the letters and will help the spider catch an “insect” by
erasing the letter.
TE Part 2 727 The teacher will draw an igloo and write the letters a–f on the
individual ice blocks. The child will identify the beginning
sound of a word the teacher says and then will circle it on the
igloo.
TE Part 2 757 Tracing name
TE Part 2 772 Putting sounds together to make words
TE Part 3 1046 Color words
Name Recognition
TE Part 1 9 Child will return to his desk when he recognizes his
name on a flashcard
TE Part 1 12 Teacher will say a child’s name and roll the ball to him
TE Part 1 14 Child will recognize his name on a card
TE Part 1 19 Teacher will sing “Where is (child’s name)? and hold up
the child’s name flashcard
TE Part 1 25 Display a student name flashcard as you lead the
children in singing “Where is (child’s name)?
37
Piece
TE Part 1 32 The teacher will hold up a name card. If the child
recognizes his name, he will get the card in put it into
Max’s bowl.
TE Part 1 39 Lead the children in singing “The More We Get
Together.” Hold up a name flashcard and help the child
read his name. Then roll a ball to that child.
TE Part 1 43 Add name flashcards and letters to the Writing Center.
The children will match letters to his name card.
TE Part 1 47 The child will look for his name on the Birthday Train. They
will look for Max’s name card on the Birthday Train.
TE Part 2 768 The child will write his name on his patriotic headband
with assistance from the teacher.
TE Part 2 810 The teacher will choose a child to be the “letter carrier.”
She will write his name for display. The children will
raise their hands if they can recognize a letter in the
child’s name. The “letter carrier” will erase each letter in
his name as they are identified.
TE Part 3 1106 The child will make a dinosaur and label the spikes with
the letters of his name.
TE Part 3 1119 The child will use a craft stick to write his first initial in
soil and then plant grass seed inside.
TE Part 3 1130 The child will look through ads, magazines, and
newspapers for the letter in their names and pictures of
their favorite foods. They will glue them on a lunch bag.
Step Write Up
TE Part 1 354 Volunteers will suggest something that starts with the letter
d in the first blank in the sentence and then complete the
sentence by placing an appropriate Color Word care in the
last space.
TE Part 2 503 The children will complete sentences with one word.
They will see their word written for display.
TE Part 2 533 The children will suggest words that the Pilgrims were
thankful for. The word should begin with f.
The teacher will write the word and help the child “read” the
sentence.
TE Part 2 595 The children will recite Hey Diddle Diddle.
The children will pretend to be jumping over a “moon” (paper
plate). They will “read” a sentence with the teacher about
what they have done.
Example: Emma jumped over the moon.
TE Part 2 612 The children will sing “Christmas ABC” and provide a word
that begins with a–f.
TE Part 2 628 The children will discuss wreaths then recall happenings
in the listening story. They will make up sentences about
the listening story and illustrate them.
TE Part 2 691 The children will participate in a discussion about
appropriate clothing to wear on a winter’s day.
They will complete the sentence “We put on our ___.”
The teacher will write their response and help the child
“read” the sentence with her.
TE Part 2 720 The teacher will write the following words for display: fur,
dog, egg, head. The teacher will say “Seals can bark like a
____.” A child will find the word on display that will complete
the sentence.
38
Piece
TE Part 2 750 The teacher will guide a discussion about animal homes
and write a word (that a child provides) to complete some
sentences.
Example: Birds live in a ____.
TE Part 2 784 Guide a discussion about the Statue of Liberty. Explain
that they will see a picture of the statue in each sentence
on display. The children will provide the correct words
to complete each sentence.
TE Part 2 815 Guide the children in a discussion about getting letters in the
mail. Ask the children what they like to get in the mail. Use
those words to complete the following sentence: I like to get
___ in the mail. Encourage the children to “read” the sentence
with you.
TE Part 3 939 Guide a discussion about foods that cowboys like. List foods
that the children suggest in a large cooking pot that you have
drawn for display. Insert each word in the following sentence:
The cook fixed ____ for us. Lead the children in “reading” the
sentence with you.
TE Part 3 967 Guide the children as they make up a story about Max
(the dog) being in the circus. Write each sentence that
is suggested. Guide the children as they “read” each
sentence.
TE Part 3 1029 Guide a discussion about favorite farm animals. Ask the
children to make the sound of each animal that is suggested.
Fill in the following kind of sentences: The cow says ____.
Guide the children as they “read” each sentence and then
make the animal sound. Encourage the children to illustrate
the sentences.
TE Part 3 1059 Guide a discussion about favorite zoo animals. Write the
words the children in the sentence starters.
Example: My favorite zoo animal is the ___.
Guide the children as they “read” each sentence.
TE Part 3 1091 Guide a discussion about the signs of spring including clouds.
Tear a shape out of paper. Let the children suggest what the
shape reminds them of. Let the children make their own
cloud shapes and decide what they are like. Write the words
in the sentence starter.
Example: This looks like ___.
Guide the children as they “read’ the sentences. Put the
shapes in a class book to enjoy in the Book Center.
TE Part 3 1255 Guide the children as they make up sentences about
favorite picnic foods. Write the sentences and guide the
children as they “read” them.
Eager Beaver Readers

TE Part 2 531 Matching words to pictures
TE Part 2 728 Reader 1: Dad

TE Part 2 791 Reader 2: Toolbox
TE Part 3 947 Reader 3: Dan
TE Part 3 1007 Reader 4: Nan
TE Part 3 1099 Reader 5: Dot
TE Part 3 1163 Reader 6: The Pup
TE Part 3 1227 Reader 7: Max
TE Part 3 1236 Reader 8: Tug
39
Piece
TE Part 3 Optional for Reader 9: Hen
TE Part 3 lessons 162– Reader 10: Ed and Ted
TE Part 3 165 Reader 11: The Box
Matching Pictures to Sentences

TE Part 2 541 The teacher will write three sentences for display:
This is a fish.
This is a feather.
This is a fire.
She will point to the first sentence and hold up pictures of a
bat, dime, and fish. She will tell the children that the sentence
tells about one of the pictures. She will run her hand under
the first sentence until she gets to the last word. She will
guide the children as they choose the picture that matches
the word. She will ask them to think which letter is at the
beginning of the word and what sound it makes. The children
should choose the word that begins with /f/. She will read the
sentence aloud the sentence again. She will repeat the activity
with the other two sentences.
TE Part 3 1150 The teacher will guide the students as they read several
sentences.
Centers
TE Part 1 xvi Writing Center: Gather individual plastic letters.
Display cards with the children’s names. Encourage the
children to match the plastic letters to the letters on
their name cards.
TE Part 2 636 The child will use plastic alphabet letters to spell his
name on a Christmas stocking.
TE Part 2 637 The child will decorate a personalized Christmas
stocking that has his name on it.
Reading Labels
TE Part 2 693 The teacher will put an ice cube in three bowls of cold,
hot, and salty water which have labels “cold,” “hot,” and
“salty.” She will take predictions about which ice cube
will melt first.
TE Part 2 809 The child will look at the page and listen as the teacher
Writing Packet reads the message. The child will trace the gray letters
89 on the heart.
TE Part 2 1094 The teacher will use the visuals to review the months
Visual 41: and season words.
Seasons
Visual: Calendar
Month Name
Cards
40
Shared-reading Interventions
Secondary Sources of Research Emergent Literacy: F.3.d. Shared reading interventions
Piece
Listening Stories with Integrated Comprehension Questions

TE 15–16 Encourage listening skills, answering questions, listening
25–26 comprehension and vocabulary development
203–4
284–85
576–77
812–13
1078–79
1222–23
(in most lessons
throughout TE)
Story and Rhyme Time

TE 23; 147; 541; Read-aloud picture books; action rhymes; correlate with lesson
657; 747; 921; themes for further discussion on the topics
1087
Going Places in Books

TE 198–225 A unit based on libraries and the many kinds of books children
can enjoy there
Book Center
TE; Toolkit CD xvi; 780 Include patriotic music
172 Include books about buses
205 Read The Tortoise and the Hare
211 Read The Three Little Pigs
218 Read Goldilocks and the Three Bears
260 Read Winnie-the-Pooh books
267 Add materials so the children can role-play going to the library
274 Supply history picture books
281 Include science picture books
493 Set up a tepee and encourage children to go inside and look at
523 books
715 Add fall season books
746 Provide books about seals
920 Add picture books about animal homes, hibernation
945 Provide picture books about cowboys
953 Encourage the children to look at pictures of rodeo events in the
1000 books provided
1019 Add picture books about rodeo clowns
1050 Provide picture books about dinosaurs for the children to look at
1096 Allow the children to read books about farms and farm animals
1106 Add zoo animal books for the children to look at
1136 Provide picture books about frogs and turtles
1171 Add books about gardens and books by Beatrix Potter
1189 Provide picture books about insects
1203 Set up a camping tent and encourage children to go inside and
1256 look at books about camping
Provide books about national parks
Add books about the ocean and sea creatures
Provide books about summer activities
http://www.bjupress.com/vpk/overview-centers.php
Eager Beaver Readers
41
Piece
TE, Activity 728–29, Reader An opportunity to stretch advanced learners with simple story
Packet 1; books
947
Reader 3;
1099
Reader 5
Booklist for Parents and Educators
http://www.bjupress.com/resources/pdfs/reading/booklists-early-childhood.pdf
42
Language Enhancement Interventions
Secondary Sources of Research Emergent Literacy: F.3.f. Language enhancement interventions
Language Curriculum Piece Page Number Activity
Enhancement
Circle Time Discussions TE 7; 143–44; 175–76; 182–83; Opportunities to talk about concepts and
(Under the Teaching 482–83; 582; 991; 1207 (in answer pertinent questions
Tree/ Language Arts/ most lessons throughout
Science/Social Studies) TE)
Teaching Tree Phonics Charts 63; 91; 482; 608; 916; 1032 Discussion opportunities
(to be done daily)
Listening Stories with TE 15–16; 25–26; 203–4; Encourage listening skills, answering
Questions 284–85; 576–77; 812–13; questions, listening comprehension and
1078–79; 1222–23 (in most vocabulary development
lessons throughout TE)
Center Time TE 88; 113; 253; 267; 809; Interact socially and communicate with others
958; 1043
(Centers are to be used
daily.)
Show and Tell TE 71; 201 Opportunities to talk to classmates about a
special item
Step Write Up TE 595; 815; 1059; 1255–56 Discussing events and describing what
happened
Making Sounds Make TE 267; 307; 485; 705; 963; Talking about the way the mouth forms letter
Sense 1049 sounds
Story and Rhyme Time TE 23; 147; 657; 747; 921; 1087 Read aloud picture books; action rhymes
Wrap It Up! TE 11; 157; 728; 805; 1066; Retelling the main activities from the
1246 day; vocabulary development, syntactic
sophistication
Max’s Backpack Backpack, Puppet, 21; 292; 584; 710; 957; 1141 Discussion about objects, vocabulary
TE development, syntactic sophistication
Eager Beaver Booklets TE, Activity Packet 728–29, Reader 1; Discussing pictures and stories with simple
947, Reader 3; readers
1099, Reader 5
Nursery Rhymes TE; Visuals; 8, 34, 126, 565, 654, 996; Rhymes and discussions; vocabulary
Activity Packet, Visuals 29–34; development
Writing Packet Activity Packet S8;
Writing Packet 14, 29
43
CUSTOMER COMMENTS
I like the beautiful colors and graphics used for the visuals the Snow” unit. Each child was given two paper plates to
and worksheets. There are some fantastic ideas for snacks, use to “skate” around the room to music. This made such
bulletin boards, and crafts! I love the phonics songs also! an impression on one little girl that she repeatedly told her
The children absolutely love Max and counting the paw mother how much fun she had “skating” in music class. The
prints to day 100! All in all, this is an excellent curriculum; lessons are filled with opportunities to develop gross motor
very well-rounded! It makes each day a true joy! The chil- skills, coordination, rhythm, and creative expression; and
dren love it and so do I! the themes and songs spark the children’s imaginations
—Deborah from Anderson, SC delightfully. Thank you for developing such a fun curricu-
lum that helps set our children on a path of lifelong enjoy-
ment of music!
My children have learned so much from the Footsteps for —Karin from Greenville, SC
Fours curriculum and had such a fun time in the process.
They absolutely love Max and all his friends. It has been
exciting to use age and developmentally appropriate les- I am a preschool director and I would like to inform you
sons that capture the children’s interest and teach them on how happy we are with using your Footsteps for Fours
beginning math and science skills. The hands-on activities curriculum this year. It is the first year that our school has
really help them understand the concepts. I love the way implemented it. The children seem to enjoy it very much
everything is integrated into the lesson and activities. The and are developing from every aspect. I myself enjoy walk-
suggested discussions, games, songs, rhymes, crafts, and ing through classrooms each day and love hearing and
center suggestions, all provide fun ways of reinforcing the seeing the participation of the children. The curriculum
concepts and skills being emphasized. Several weeks after is full of learning emergent literacy experiences from the
we had a lesson on magnetism, one of the children was children learning the alphabet, sounds, letters, and rhymes.
playing with a magnetic train set. He said, “Look! The mag- I love to see the children engaged as they participate with
nets on the train are attracting!” I thought that was pretty all of their experiences with answering questions, listen-
impressive for a four-year-old. ing skills, reading, etc. Naturally, they enjoy their coloring,
—Cathy from Williston, VT cutting, pasting, tracing, and writing activities as well as
four-year-olds do. I must admit my teachers are enjoying
the program as much as the children. It keeps them and
The children and I enjoy using the Teaching Tree in our the children busy and excited. “Learning is fun” and our
opening circle times. The children come in excited each children are having fun.
morning wondering what might be behind the doors and —Paula from Margate, SC
flaps of the tree. We also enjoy our circle time discussions
suggested in the Teacher’s Edition. These interactive teach-
ing times help the children become more confident in My children love Max and his friends this year. Max makes
their language and communication skills. We also enjoy learning so much fun! In fact, last week when we had a fire
the weekly “Step Write Up” activities. The children love to drill and did not take Max out with us one of my little boys
see their “words” written into sentences and read aloud to was very concerned! Some of my students have been doing
the class. The specific suggestions on how to help children the additional Eager Beaver lessons and have begun read-
make the sounds of the letters in “Making Sounds Make ing simple words. They are very proud to take their readers
Sense” have been helpful. We have had lots of fun imple- home to read to their parents.
menting the phonological awareness activities too. —Gayle from Greenville, SC
—Jane from Greenville, SC
I am the music teacher for the four-year-olds at our school

and I have been using “Music with Honey” from the
Footsteps for Fours curriculum this year. My children espe-
cially enjoyed the activity that went with the “Footsteps in
45
Document 2
BJU PRESS EARLY
CHILDHOOD PHILOSOPHY
EARLY CHILDHOOD PHILOSOPHY
•• Age appropriate •• Discovery-based
•• The materials present age-appropriate concepts •• Children discover and experience. Discovery
and skills. learning is vital to developing children’s
•• A variety of activities help promote readiness. problem-solving and critical-thinking skills.
•• Numerous opportunities are provided to
•• Developmentally appropriate involve the children in conversation and
language.
•• The instruction and activities are based on
research showing that children develop at •• The teacher is encouraged to engage the
different rates spiritually, physically, mentally, children mentally and verbally through higher-
emotionally, and socially. level questioning. Examples:
•• The materials provide many natural, age- •• Literal: How many pigs were there?
appropriate opportunities at a wide variety of •• Interpretive: Why did the wolf want to blow the
levels. houses down?
•• Critical: What kind of house do you think the
•• The program allows the teacher to identify and pigs will build next time?
address each child’s individual needs. •• Appreciative: What kind of a house would you
want to live in?
•• Flexible
•• The teacher is the key. •• Exciting
•• The teacher is able to have a flexible schedule •• The children will have fun and look forward to
within a familiar routine. coming to school each day!
•• The program offers the teacher many choices
for activities and presentation of materials
based on the children’s level of development
and learning styles: visual, auditory,
kinesthetic.
•• Interactive
•• A large selection of hands-on, experience-
based activities promote development and
learning.
•• Children observe, explore, and learn while
participating in fun, age-appropriate activities.
49
Document 3
CORRELATION FORM
Florida Department of Education
2010 VPK Curriculum Approval Process
Correlation Form
Submission Title: Footsteps for Fours

Publisher: BJU Press
Page(s) or Location(s) Where

Standard/Benchmark Taught/Presented Children's Trade Books Other
I. Physical Health Footsteps for Fours TE: Parts 1-3 Worktext or Visual
I.A.1. Shows characteristics of good health to facilitate
learning L 23 p 148; L 24 pp 154-55
I.A.2. Demonstrates visual ability to facilitate learning L 13 pp 85-86 My Five Senses by Aliki Brandenberg Listening CD "My Five Senses"
I.A.3. Exhibits auditory ability to facilitate learning L 99 pp 749-50; L 72 pp 583-84
I.A.4. Performs oral hygiene routines L 24 pp 154-56
I.A.5. Shows familiarity with the role of the primary Activity Packet p 22; Song CD
health care provider L 23 pp 148-49 "Are You Brushing"
I.B.1. Shows that basic physical needs are met L 7 p 51; L 8 p 53
Visuals 35-38; Song CD "Fire
I.B.2. Follows basic health and safety rules
L 4 p 29; L 24 pp 154-56; L 21 pp 138-39 Firefighters A-Z by Chris L. Demarest Fighting"
I.B.3. Participates in physical fitness activities L 35 p 228; L 40 p 261; L 42 pp 276-277
I.B.4. Makes wise food choices L 141 p 1103-4; L 142-45
I.B.5. Performs some self-care tasks independently L 24 pp 154-55
II. Approaches to Learning
Listening CD "Under the Teaching
II.A.1. Shows eagerness and curiosity as a learner L 121 pp 980-81; L 150 p 1161 Tree"
II.B.1. Attends to tasks and seeks help when
encountering a problem L 128 p 1026; L 149 p 1155
II.C.1. Approaches tasks with flexibility and
inventiveness L 118 p 965; L 149 p 1155; L 139 p 1091
II.D.1. Shows some planning and reflection L 141 p 1106; L 149 p 1155; L 11 p 76
III. Social and Emotional Development
III.A.1. Demonstrates self-concept L 6 pp 38-43, 45 Just One Me by Aileen Brothers Listening CD "My Shadow;"
III.A.2. Shows some self-direction L 28 p 184; L 43 p 281; L 41 p 267 If Everybody Did by Berenstain
Little Bear at Big School by Kathleen Allen-
III.B.1. Follows simple classroom rules and routines L 1 pp 6-9 Meyer
III.B.2. Uses classroom materials carefully L 2 p 16; L 4 p 29
III.B.3. Manages transitions L 2 p 16 Listening CD: "Clean Up"
III.C.1. Interacts easily with familiar adults L 16 pp 104-6; L 18 pp 116-17
III.C.2. Seeks adult assistance appropriately L 21 pp 138-39
III.D.1. Interacts easily with one or more children L1p9
III.D.2. Develops special friendships L 4 pp 25-26; L 10 p 64 Do You Want to Be My Friend? by Carle CD "Will You be a Friend?"
III.D.3. Participates in the group life of the class L 1 p 9; L 10 p 69
III.D.4. Shows empathy and caring for others L 4 pp 25-26, 69; L 1 p 9 A Friend is Someone Who Likes You
III.E.1. Seeks adult help when needed to resolve
conflicts L 17 p 112
IV. Language and Communication
IV.A.1. Gains meaning by listening a.
Child shows understanding by asking and answering
relevant questions, adding coments relevant to the
topic, and reacting appropriately to what is said. L 74 p 593-94; L 75 pp 599-600; L 43 pp 280-81
IV.A.2. Follows two- and three-step directions a.
Child has mastery of two-step directions and usually
follows three-step directions L 83 p 653; L 149 p 1154
IV.B.1. Speaks clearly enough to be understood without
contextual clues a. Child's
speech is understood by both a familiar and an
unfamiliar adult. L 152 p 1183
IV.C.1. Shows an understanding of words and their
meanings
a. Child has age-appropriate vocabulary in several
categories and demonstrates a wide variety of words
within each category. L 146 p 1138; L 74; L 56; L 86-90
meanings
b. Child has mastery of instructional language of the
classroom and objects in the classroom. L 149 pp 1153-54; L 150 p 1161

meanings
c. Child understands or knows the meaning of many
thousands of words, many more than he or she uses. L 131 p 1045; L 141 p 1107; L 150 p 1162
IV.C.2. Uses an expanded vocabulary to describe many
objects, actions, and events
a. Child uses a large speaking vocabulary, adding new
words weekly. L 71 pp 576-77; L 72 pp 72-73; L 74 pp 593-94
IV.C.2. Uses an expanded vocabulary to describe many
objects, actions, and events
b. Child uses category labels. L 9 p 61; L 21 p 140
Page 1 of 6
53
IV.D.1. Uses age-appropriate grammar in conversations

and increasingly complex phrases and sentences
a. Child typically uses complete sentences of four or
more words, usually with subject, verb, and object
order. L 79 p 628; L 54 p 354
IV.D.1. Uses age-appropriate grammar in conversations

and increasingly complex phrases and sentences
b. Child uses regular and irregular plurals, regular past
tense, personal and possessive pronouns, and subject-
verb agreement. L 79 p 628; L 54 p 354
IV.D.2. Connects phrases and sentences to build ideas L 79 p 628; L 88 p 684; L 90 p 694; L 101 p 765; L 102
a. Child uses sentences with more than one phrase. p 771
IV.D.2. Connects phrases and sentences to build ideas
b. Child combines more than one idea using complex L 79 p 628; L 88 p 684; L 90 p 694; L 101 p 765; L 102
sentences. p 771
IV.D.2. Connects phrases and sentences to build ideas
c. Child combines sentences that give lots of detail,
stick to the topic, and clearly communicate intended L 79 p 628; L 88 p 684; L 90 p 694; L 101 p 765; L 102
meaning. p 771
IV.E.1. Uses language to express needs and feelings,
share experiences, predict outcomes, and resolve
problems a. Child L 79, p 628; L 88 p 684; L 90 p 694; L 101 p 765; L
demonstrates varied uses of language. 102 p 771
IV.E.2. Initiates, asks questions, and responds to adults
and peers in a variety of settings
a. Child follows another's conversational lead,
appropriately inintiates or terminates conversations, L 106 pp 795-96; L 21 p 138; L 24 p 144; L 27 p 176; L
appropriately introduces new content. 28 p 181; L 29 p 187
IV.E.2. Initiates, asks questions, and responds to adults
and peers in a variety of settings
b. Child provides appropriate information for the setting. L 21 p 138; L 24 p 155; L 27 p 176; L 28 p 181; L 29 p
187
IV.E.3. Uses appropriate language and style for context

a. Child demonstrates knowledge of verbal
conversational rules. L 1 p 9; L 4 pp 24-26; L 5 p 33; L 10 pp 64-65

b. Child demonstrates knowledge of nonverbal
conversational rules. L 1 p 9; L 4 pp 24-26; L 5 p 33; L 10 pp 64-65

c. Child matches language to social contexts. L 1 p 9; L 4 pp 24-26; L 5 p 33; L 10 pp 64-65
V. Emergent Literacy
V.A.1. Shows motivation for reading L 12 p 84; L 13 p 90; L 14 p 96; L 36 p 236; L 37 p
a. Child enjoys reading and reading-related activities. 240; L 38 p 247
V.A.1. Shows motivation for reading
b. Child uses books and other written materials
appropriately. L 41 p 265; L 93 p 715 The Library by Sarah Stewart
V.A.1. Shows motivation for reading
c. Child asks to be read to or asks the meaning of L 12 p 84, L 13 p 90; L 14 p 96; L 36 p 236; L 37 p
written text. 240; L 38 p 247
V.A.2. Shows age-appropriate phonological awareness
a. Child combines words to make a compound word
and deletes a word froma compound word. L 105 p 791; L 55 p 359; L 106 p 795; L 160 p 1223
b. Child combines syllables into words. L 156 p 1202; L 157 p 1211
c. Child can delete a syllable from a word. L 153 p 1182
d. Child combines onset and rime to form a familiar one- L 150 p 1163; L 146 p 1138; L 145 p 1131; L 143 p
syllable word with pictorial support. 1120 Visual Eager Beavers 59
V.A.3. Shows alphabetic knowledge L 163 p 1245; L 160 p 1225; L 162 p 1239; L 159 pp
a. Child recognizes almost all letters by name. 1218-19 Phonics Song Charts 1-26
Activity Packet Alphabet Song

Chart, 7, 15, 29, 31, 34;
Handwriting Wall Charts; Alphabet
V.A.3. Shows alphabetic knowledge L 163 p 1245; L 160 p 1225; L 162 p 1239; L. 159 pp Song Chart; Listening CD
b. Child names most letters. 1218-19 "Alphabet Song" "Christmas ABC"
Chart, 7, 15, 29, 31, 34;
Handwriting Wall Charts; Alphabet
V.A.3. Shows alphabetic knowledge L 163 p 1245; L 160 p 1225; L 162 p 1239; L 159 pp Song Chart; Listening CD
c. Child names some letter sounds. 1218-19 "Phonics Song"
Chart, 7, 15, 29, 31, 34;
V.A.3. Shows alphabetic knowledge L 163 p 1245; L 160 p 1225; L 162 p 1239; L 159 pp Handwriting Wall Charts; Alphabet
d. Child recognizes some letter sounds. 1218-19 Song Chart
V.A.4. Shows understanding of text read aloud

a. Child retells or reenacts a story after it is read aloud. L 15 p 100; L 32 p 211
V.A.4. Shows understanding of text read aloud
b. Child asks and answers appropriate questions about
the story. L 32 pp 209-11; L 90 p 695; L 151 pp 1168-69
Page 2 of 6
54
V.B.1. Shows motivation to engage in written
expression
a. Child intentionally uses scribbles/writing to convey
meaning.
V.B.2. Uses letter-like shapes, symbols, and letters to
convey meaning
a. Child independently uses letters or symbols to make Writing Packet pp. 96, 100, 116,
words or parts of words. 118
V.B.2. Uses letter-like shapes, symbols, and letters to
convey meaning
b. Child writes own name, not necessarily with full
correct spelling or well-formed letters. L 6 p 43; L 100 p 757
V.B.3. Demonstrates age-appropriate ability to write

letters
a. Child independently writes some letters on request. L 141 p 1105; L 151, p 1170 Writing Packet pp.127-135
V.B.4. Shows knowledge of structure of written
composition
a. When writing or dictating, child uses appropriate
writing conventions. L 54 p 354; L 99 pp 750-51; L 139 p 1091
VI. Mathematical and Scientific Thinking
VI.A(a).1. Demonstrates understanding of one-to-one

correspondence
a. Child demonstrates one-to-one corresondence when L. 34, p. 223; L. 41, p. 268; L. 80, p. 636; L. 88, pp.
counting. 686-87; L. 99, p. 752
VI.A(a).1. Demonstrates understanding of one-to-one
correspondence
b. Child demonstrates one-to-one corresondence to
determine if two sets are equal. L. 156, p. 1204
VI.A(a).2. Shows understanding of how to count and

construct sets Worktext, pp. 120, 108, 107, 102,
a. Child counts sets in the range of 10 to 15 objects. L. 101, pp. 767-68; L. 129, p. 1030; 97, 85, 76.
VI.A(a).2. Shows understanding of how to count and

construct sets
b. Child constructs sets in the range of 10 to 15 objects. L. 101, pp. 767-68; L. 129, p. 1030; L. 65, p. 540
VI.A(a).3. Shows understanding by participating in the

comparison of quantities
a. Child compares two sets to determine if they are
equal. L. 156, p. 1204

b. Child compares two sets to determine if one set has
more. L. 37, p. 243; L. 129, p. 1030 Visual 56 (back) "Ordinals"

c. Child compares two sets to determine if one set has
less. L. 37, p. 243; L. 129, p. 1030

d. Child determines one set of objects is a lot more Visual 56 (back)"Ordinals"
than another set of objects. L. 37, p. 243; L. 129, p. 1030 Worktext, p. 107
VI.A(a).4. Assigns and relates numerical Visuals: 17-27, 56, 58

representations among numerals (written), sets of L. 101, p. 767, L. 129, p. p. 1030; L. 156, p. 1204; L. Writing Packet pp.114, 61-71, 51,
objects, and number names (spoken) in the range of 31, p. 206; L. 39, p. 253-54; L. 42, p. 275; L. 47, p. Ten Apples Up on Top by Dr. Seuss; Ten Red 56, 48, 44, 41, 36, 33, 31;
five to ten 310-11; L. 53, p.350-51; L. 56, p. 487-88 Apples by Pat Hutchins Listening CD "Number Song",
VI.A(a).5. Counts and knows the sequence of number Visuals: 17, 18, 27, 28, 56, 60,
names (spoken) Strawberry Number Card (10), Dot
a. Child counts and recognizes number names L. 56, p. 487-88; L. 61, p. 517, L. 65, p. 540; L. 66, p. Pattern Card (10), Practice Card
(spoken) in the range of 10 to 15. 550, L. 104, p. 785; L. 146, p. 1137; L. 162, p. 1241 10,
From One tro One Hundred by Teri Sloat;
VI.A(a).5. Counts and knows the sequence of number Emily's First 100 Days of School by
names (spoken) Rosemary Wells; 110 School Days by Anne
b. Child counts up through 31 by understanding the Rockwell; Miss Bindergarten Celebrates the
pattern of adding by one, with teacher support and 100th Day of Kindergarten by Joseph S;late
multiple experiences over time. L. 10, p. 63; L. 31, p. 202; L. 110, p. 821 and and Ashley Wolff Visuals: "100-Day Counting Line"
VI.A(a).6. Shows understanding of and uses

appropriate terms to describe ordinal positions
a. Child demonstrates the concept of ordinal position L. 43, p. 282; L. 63, p. 530; L. 65, p. 540; L. 75, p. 601; Visual 56 (back)"Ordinals" Activity
with concrete objects (e.g., children or objects). L91, p. 706; L. 98, p. 746-47; L. 143, p. 1118 Packet p 35
VI.A(a).6. Shows understanding of and uses
appropriate terms to describe ordinal positions
b. Child names ordinal positions (e.g., first, second, L. 43, p. 282; L. 63, p. 530; L. 65, p. 540; L. 75, p. 601; Visual 56 (back)"Ordinals" Activity
third, fourth, fifth). L91, p. 706; L. 98, p. 746-47; L. 143, p. 1118 Packet p 35
VI.A(b).1. Shows understanding of how to combine sets
and remove from a concrete set of objects (receptive
knowledge)
a. Child indicates there are more when they combine
(add) sets of objects together. L. 115, p. 945
Page 3 of 6
55
knowledge)
a. Child indicates there are less when they remove L. 161, p. 1234; L. 122, p.989; L. 124, p. 1000; L. 139,
(subtract) objects from a set. p. 1092; L. 152, p. 1177; L. 157, p. 1210
VI.A(b).2. Shows understanding of addition and
subtraction using a concrete set of objects (expressive
knowledge) or story problems found in everyday
classroom activities
a. Child combines sets of objects to equal a set no
larger than ten. L. 115, p. 945

knowledge) L. 122, p. 989; L, 124, p. 1000; L. 139, p. 1092; L. 152,
b. Child removes objects from a set no larger than ten. p. 1177; L. 157, p. 1210
knowledge)
c. Child uses concrete objects to solve complex L. 115, p. 945; L. 122, p. 989; L. 124, p. 1000; L. 139,
problems (e.g., fingers, blocks). p. 1092; L. 152, p. 1177; L. 157, p. 1210
VI.A(b).3. Begins to develop an understanding of
separating a set into a maximum of four parts, with
teacher support and multiple experiences over time L. 122, p. 989; L. 124, p. 1000, L 139, p. 1092
VI.A(c).1. Recognizes patterns and non-patterns (e.g., L. 68, p.561; L. 43, p. 281; L. 49, p. 322; L. 83, p. 656
red/blue, red/blue vs. rainbow) L. 88, p. 687; L. 89 p. 692
VI.A(c).2. Duplicates identical patterns with at least two L. 15, p100; L. 39, p. 254; L. 54, p.355; L. 87, p. 681; Activity Packet pp. 50, 70, 73, 74,
elements L. 136, p.1075 112
VI.A(c).3. Recognizes pattern units (e.g., red/blue, L. 15, p. 100, L. 39, p. 254; L. 54, p. 355; L. 68, p. 681,
dog/cat; red/blue/yellow, dog/cat/cow) L. 87, p. 681; O. 136, p. 1075
VI.A(c).4. Orders, compares, and describes objects

according to a single attribute (seriation)
a. Child places objects in increasing order of size L. 76, p. 613; L. 59, p. 505; L. 155, p.1195; L. 70, p.
where the increasing unit is constant (e.g., unit blocks). 573 . L. 53, p. 348-49
VI.A(c).4. Orders, compares, and describes objects

according to a single attribute (seriation)
b. Child verbalizes why objects were placed in order
(e.g., describes process of how and why), with teacher A good teacher will include this in the activities in the
support and multiple experiences over time. above lessons. Visual 28 Number Sets
VI.A(d).1. Understands various two-dimensional

shapes, including circle, triangle, square, rectangle,
oval, and other less common shapes (e.g., trapezoid)
a. Child categorizes (sorts) examples of two-
dimensional shapes. L. 93, p. 716 Visuals 12-16

oval, and other less common shapes (e.g., trapezoid) L. 6, p. 44; L. 20, p. 130; L. 21, p.140; L. 75, p. 601; L.
b. Child names two-dimensional shapes. 79, p. 629; L. 90, p. 697; L. 93, p. 716; L. 120, p.973 Visuals12-16

oval, and other less common shapes (e.g., trapezoid)
c. Child constructs examples of two-dimensional L 41 p 269; L120 p 973; L134 p 1060; L130, p 1034; L
shapes. 150 p 1161 Visuals 12-16

oval, and other less common shapes (e.g., trapezoid) Activity Packet pp 68, 77, 87, 98,
d. Child identifies the number of sides of two- L 6 p 44; L16 p 109 L 11 p 206; L 21 p 140; L31 p 206; 123, 125; Visuals 12-16; Listening
dimensional shapes. L 118 p 964; 120 972 CD "Doot, Dot, Diddley Dee"
VI.A(d).2. Shows understanding that two-dimensional
shapes are equivalent (remain the same) in different
orientations
a. Child slides shapes, with teacher support and
multiple experiences over time.
orientations
b. Child flips shapes, with teacher support and multiple
experiences over time.
orientations
c. Child rotates shapes, with teacher support and
multiple experiences over time.
VI.A(d).3. Understands various three-dimensional
shapes, including sphere, cube, cone, and other less
common shapes (e.g., cylinder, pyramid)
a. Child categorizes (sorts) examples of three-
dimensional shapes. L11, p 76; L16, p 109; L32, p 212
Page 4 of 6
56
VI.A(d).3. Understands various three-dimensional
shapes, including sphere, cube, cone, and other less
common shapes (e.g., cylinder, pyramid) L 61 p 518; L82 p 649; L73 p 591; L111 p 921; L120 p
b. Child names three-dimensional shapes. 973; L130 p1034; L134 p 1060; L152 p 1177
VI.A(d).4. Analyzes and constructs examples of simple
symmetry and non-symmetry in two-dimensions, using
concrete objects
VI.A(e).1. Shows understanding of and uses several
positional words (e.g., above, below, next to, beside, on
top of, inside, outside)
a. Child shows understanding of positional words L. 1, p. 10; L. 2, p. 13, L. 3, p. 22; L5 p 35 L 11, p 76; Inside, Outside, Upside Down by Stan and
(receptive knowledge). L. 13 p. 88-89; L 159 p 1220 Jan Berenstain Activity Packet pp. 1, 3, 5,10, 58
VI.A(e).1. Shows understanding of and uses several
positional words (e.g., above, below, next to, beside, on
top of, inside, outside)
b. Child uses the positional terms verbally (expressive
knowledge) (e.g., above, below, net to, beside, on top
of, inside and outside), with teacher support and
multiple experiences over time. L 3 p 22; L 4 p 28, L5 p 35, L 159 p 1220 Activity Packet pp. 1, 3, 5,10
VI.A(e).2. Describes relative position from different
perspectives (e.g., "I am on top of the climber and you
are below me.") L 3 p 22
VI.A(e).3. Understands and can tell the difference
between orientation terms such as horizontal, diagonal,
and vertical L 88 p 685
VI.A(e).4. Uses directions to move through space and
find places in space (e.g., obstacle courses, Simon
Says, Mother May I?, hopscotch, giving simple
directions) L 38 p 248; L 115 p 946; L 152 p 1179
VI.A(f).1. Compares continuous quantities using length,
weight, and height
a. Child measures or compares the length of one or
more objects using a non-standard reference (e.g.,
paper clips), with teacher support and multiple
experiences over time. L 17 p 114; L 113 p 934
weight, and height
b. Child measures or compares the weight of one or
more objects using non-standard reference (e.g.,
beans), with teacher support and multiple experiences
over time. L 82 p 649
weight, and height
b. Child measures or compares the height of one or
more objects using non-standard reference (e.g.,
pencils), with teacher support and multiple experiences
over time. L 17 p 114; L 56 p 493; L 113 p 934

weight, and height
b. Child uses measurement vocabulary (e.g., length,
weight, height) and comparative terminology (e.g.,
more, less, shorter, longer, heaviest, lightest), with
teacher support and multiple experiences over time. L 10 p 67; L 30 p 195-96; L 76 p 613; L 154 p 1189 Activity Packet, page 126
VI.A(f).2. Represents and analyzes data
a. Child assists with collecting and sorting materials to
be graphed. L 8 p 56; L 86 p 675; L 127 p 1019

b. Child works with teacher and small groups, to
represent mathematical relations in charts and graphs. L 8 p 56; L 86 p 675; L 127 p 1019 TE Appendix Visuals A1329-1330
c. Child analyzes, with teacher and small groups, the
relationship between items/objects represented by
charts and graphs. L 147 p 1142; L 86 p 675; L 127 p 1019 Activity Packet p 105

d. Child predicts the results of a data collection, with
teacher support and multiple experiences over time. L 141 p 1106; L 142 1113 L 143 1116, 1119
VI.B(a).1. Asks questions and uses senses to observe L. 43, pp. 280-81; L. 150, p. 1160; L. 156, p. 1201; L.
and explore materials and natural phenomena 157, p. 1208 Activity Packet p. 39
VI.B(a).2. Uses simple tools and equipment for L. 67, p. 554; L. 155, p. 1195; L. 12, p. 81; L. 46, pp.
investigation 303-4; L. 52, p. 342; L. 68, p. 559 What Is Science? By Rebecca Kai Activity Packet S10,
L. 99, p. 751; L. 100, p. 757, L. 6, pp. 42-43; L. 21, p.
VI.B(a).3. Makes comparisons among objects 140; L. 53, p. 348 TE Appendix Visuals pp 1329-30
VII. Social Studies and the Arts

A Baby Sister for Francis by Russell Hoban;
VII.A(a).1. Identifies similarities and differences in The Gandma Book by Todd Parr; Grandma's
personal and family characteristics L. 6, p. 39; L. 16, p. 105 Face by Eloise Greenfield
VII.A(b).1. Begins to understand family needs, roles,
and relationships L. 16, p. 104-5, 110; L. 17, p. 112
Activity Packet pp. 19-22; S1, S3,
VII.A(b).2. Describes some people's jobs and what is L. 21, pp. 138-39, 141; L. 24 pp 154-55; L. 22, p. 143; S4 Visuals 37, 38 Listening CD "I
required to perform them L. 23 pp. 148-149 Love My Family"
Page 5 of 6
57
VII.A(b).3. Begins to be aware of technology and how it
affects life Introduction p xvi, L. 108, p. 807
VII.A(c).1. Demonstrates awareness of rules L. 1, p. 9 Arthur Meets the President by Marc Brown;
VII.A(c).2. Shows awareness of what it means to be a Abe Lincoln's Hat by Martha Brenner; Honest Teaching Visual 48; Activity Packet
leader L. 1, p. 6; 102, p. 771 Abe by Edith Junhardt and Malcah Zeldis p 86
VII.A(d).1. Describes the location of things in the
environment L. 1, p. 9; L. 108, p. 807 Teaching Visual 37-38
L. 49, p. 319; L. 136, p. 1072-73; L. 88, p. 683; L. 89,
pp. 689-90; L. 47, p. 309; L. 49, p. 319: Week 10
VII.A(d).2. Shows awareness of the environment Preview, p. 299 Teaching Visual 41
VII.B(a).1. Uses a variety of art materials for tactile
experience and exploration L. 10, p. 68; L. 12, p. 84; L. 13, p. 88; L. 88, p. 686;
"Music with Honey" L.42, pp. 42-43; L. 67, pp. 556-
VII.B(a).2. Participates in group music experiences 557; L. 127; p. 1020; L. 132, p. 1051
VII.B(a).3. Participates in creative movement, dance,
and drama L. 42, pp. 42-43; L. 132, p. 1051; L. 137, p. 1082
L. 103, p. 778; L. 105, p. 788; L. 149, p. 1157; L. ;149,
VII.B(b).1. Responds to artistic creations or events p. 1157
VIII. Motor Development
L. 61, p. 517; L. 62, p. 521; L. 64, p. 535; L. 159, p.
VII.A.1. Moves with balance and control 1221
VII.A.2. Coordinates movements to perform simple L 147, p. 147 "Center"; L. 11, p. 76; L. 75, p. 601; L.
tasks 136, p. 1075
VII.B.1. Uses strength and control to perform simple
tasks L. 151, p. 1169; L. 152, 1179
VII.B.2. Uses eye-hand coordination to perform tasks L. 96, p. 735; L. 148, p. 1149
VII.B.3. Shows beginning control of writing, drawing, L. 105, p. 789; L. 100, p. 758; Writing Packet; TE p. xvi
and art tools "Centers"; L. 12, p. 84; L. 13, P. 90; L. 15, p. 101 Writing Packet, p. 35-51; 127-134
Page 6 of 6
58
Document 4
CONCEPTS COVERED:
UNITS 1–13
UNIT 1: THE SIDEWALK TO MY HOUSE
(Lessons 1–20)
Week 1 School Days Week 2 All About Me Week 3 Super Senses
Math
•• Shapes: circle (recognize in environment) L 4
•• Days of the week L1-4
•• Numbers: Counting to number of the lesson
Recognizing numbers 1-3
One-to-one principle for numbers 1-3 -- L5-20
•• Front/back (L 7) Over/under L5
•• Graphing L 8
•• Patterning by shape, color, and size (2) L9
•• Left/right (pledges) L1-5, over/under L 8
•• Today/yesterday (6-10), inside/outside L 9
•• First L 1 and L 10
•• Timer L 11
Colors
•• Red, blue, yellow L 3,6,13
Science and Health

•• Weather: sunny, rainy, cloudy, cool, hot/cold, warm/cool Lesson 1-20
•• Comparison: same and different L 14
•• Observation of positions (up and down, in and out) L 5, L 9
•• Body parts L 7
•• Soft/hard, smooth/rough, prickly/lumpy/sharp/grainy (wk 3) L 14
•• Rhythm Band (week 3)L 11
•• Hygiene and wellness /growth chart; foot L 6
•• Day and night L 1
•• Seriate by texture L14
•• Seriate by sound L 11
•• More/less L15
•• Communicate observations L 11-15
•• Self concept/self control L 1-5
•• Participate in simple, spontaneous scientific explorations with others (digging to the bottom of the sandbox,
testing materials that sink or float. L 1-15
Language Arts
•• Recognition of upper and lowercase letters a-e L 1-15-
•• Recognition of the phonetic sounds a-e L 1-15
•• Match upper and lowercase a-e L 1-15
•• Answer comprehension questions after hearing a story L 3,9,13
•• Predict outcomes while listening to a story L 10
61
•• Retell a story L 10
•• Understands purposes of writing L 8
•• Stages of writing—pictures L 6-9
•• Identifies name L 1-5
•• Recognize that words are made up of letters 9
•• Holds book right side up L9
•• Knows that people read pages from front to back, top to bottom, and read words from left to right L 9
•• Begin to distinguish print from pictures L 3-15.
•• Shows beginning understanding of concepts about print L 3-15
•• Respond to simple questions about reading material L 15
•• Gain text information from pictures, photos, simple charts and labels L 1-20
•• Classifies words and objects L 15
Heritage Studies
•• My School: teacher, teacher’s helper, principal, classmates L 1-5
•• Myself: the five senses L 7, L 11-15
•• My family: mother, father, siblings, other members, pets L 3,L 10
•• Maps/globe/continent L 3
•• Human interdependence L 3
•• Awareness of rules L 1-5
•• Awareness of environment L 8
•• Awareness of what it means to be a leader L 2,3,13
•• Participates in classroom jobs and to classroom community L 1-5
•• Participates in activities that reflect the cultures within their classroom and their community L1-20
Handwriting
•• Drawing a horizontal line L 11
•• Drawing a diagonal line (left to right) L 14
•• Proper pencil hold, paper position and posture L 1-20
Art/ Drama
•• Paper tearing (collage) (L 9)
•• Free painting L 13
•• Experiments with a variety of materials and activities for sensory experience and exploration L 11-15
•• Creative drama (L 10
Creative expression
•• Experiments with a variety of materials and activities for sensory experience and exploration L 11-15
Motor development/physical health

•• Coordinates movements to perform simple tasks L 4
•• Develops coordination and balance L 5
•• Engage in active play using gross motor skills L 3-15
•• Exhibits body and spatial awareness L 11-15
•• Moves with balance and control L 11-15
62
•• Demonstrates visual ability to facilitate learning L 2
•• Exhibits auditory ability to facilitate learning L 3
•• Acts independently in caring for personal hygiene needs L 2
•• Exhibits physical endurance L 1-15
•• Follow rules and procedures when participating in group physical activities L 2-5
•• Follows basic health and safety rules L 2-5
•• Identifies body parts and their functions L 7, 11-15
•• Participate in activities to learn to avoid dangerous situations L 5
•• Shows that basic physical needs are met L 3,4,5
•• Use appropriate communication skills when expressing needs, want, and feelings L 2
•• Use socially acceptable ways to resolve conflict L 2
Teacher Tips
•• Scissors safety L 4
•• Classroom, restroom and playground rules and safety (1-5)
•• Manners (1-5)
•• Show and Tell L 5,10,15,20)
•• Use pictures and symbols as a representation for oral language L 10,15
•• Interpret and convey meaning through nonverbal communication L 15
•• Speaks clearly enough to be understood without contextual clues L 1-15
•• Engages in conversations with adult and children L 1-15
•• Listens and responds appropriately to conversations and group interactions by taking turns and generally
staying on topic L 1-15
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UNIT 2: NEIGHBORHOOD STREETS
(Lessons 16–30)
Week 4
My Family and Pets Week 5 Community Places Week 6 Transportation
Math
•• Shapes: square L 21 Week 6 Octogon
•• Days of the week L 16-30
•• Numbers: Counting to match the number of the lesson
Recognizing numbers 1-6 (Teach 4 week 4; Teach 5 week 5 and teach 6 week 6)
One-to-one principle for numbers 1-6-- L 16-30
•• Up/down (wk 6), inside/outside (wk 5) L 29, L23
•• Graphing L 24, L 30
•• Patterning by shape, color, and size (3) L 25
•• Left/right L 16-31
•• Here/there; Near/far, over/under, Inside /outside, tomorrow (16), week L 26. L16-30
•• Estimate quantity L 18
•• First (17), second L 18
•• Big/little; large/small, tall/short L 18
Colors
•• Green (L 16), purple (L 21), black L 26
Science and Health

•• Weather: sunny, rainy, cloudy, cool, hot/cold, warm/cool L 16-30
•• Cause and effect (wk 6)L 26-L29
•• Health and wellness L 22
•• Explore nonliving objects L 26-30
•• Gallon (wk 6) L 28
•• Communicate observationsL 28
•• Explore simple machines L 26-30
•• Explore familiar tools L 27
•• Offer ideas and explanations (through drawings, emergent writing, conversation movement)of objects,
organisms and phenomena which may be correct of incorrect L 26-30
Language Arts
•• Recognition of upper and lowercase letters a-k L 16-30
•• Recognition of the phonetic sounds a-k L 16-30
•• Match upper and lowercase a-k L 16-30
•• Answer comprehension questions after hearing a story L 16, L 21, L 26
•• Predict outcomes while listening to a story L 30
•• Retell a story L 16, 30
•• Recognize and ”read” familiar words or environmental print (McDonalds)L 25
•• Understand that pictures and symbols have meaning and that print carries a message L 25
64
•• Differentiate between sounds that are the same and different L 26-30
•• Understand that print has meaning by demonstrating the functions of print through play activities L 21,-25
Heritage Studies
•• Stop sign, traffic light, railroad crossing, crosswalk, universal sign for no L 21, l 25
•• Maps/globe/continent L 25 L 29
•• Human interdependence L 21-26
•• Self concept L 16-20
•• Becomes aware of the roles, responsibilities and services provided by community workers L 21-26.
•• Describes some people’s jobs and what is required to perform them L 221-26
•• Begins to be aware of technology and how it affects life L 26-k30
•• Creates simple representations of home, school or community L 21-25
•• Develops awareness of the community, city and state in which he/she lives L 21-26
•• Begin to differentiate between real and pretend through stories, illustration, play and other media SL 16
•• Generate related ideas with assistance L 30
•• Dictate stories or produce simple stories using pictures, mock letters or words L 30
•• Attend to speakers, stories, poems and songs L 21-30
•• Identifies sounds in the environment and distinguishes among them L 26-30
•• Responds to questions L 21-30
•• Follow simple oral directionsc L21-30
•• Recalls facts and details L 16, L30
•• Answers comprehension questions after oral reading o16-30
•• (literal, interpretive, critical, appreciative)L L16, L30
Handwriting
•• Drawing a circle L 27
•• Drawing a vertical line L 17-19
•• Tracking and tracing L 30
•• Lines, circles, diagonal lines, circle L 27
Creative Expression
•• Expresses interest in and shows appreciation for the creative work of others L 16-31
•• Echo reads with erpression L27
Art/ Drama
•• Creative drama L 17-L 25
•• Participates in dramatic play to express feeling, dramatize stories, re-enact real life roles and experiences L 17
L 25

•• Uses eye-hand coordination to perform tasks L 20
•• Uses strength and control to perform simple tasks L 17
•• Demonstrate ability to cooperate with others during group physical activities L 26
•• Participate in developmental activities related to physical fitness L 16-30
65
Teacher Tips
•• Show and Tell L 20, 31
•• Starts and stops on signal L 21
•• Joins in singing , finger plays, chanting, retelling and inventing stories L 16-30
•• Asks relevant questions and make thoughtful comments L 16-30
•• Seek answers to questions through active exploration L 26-30
66
UNIT 3: GOING PLACES IN BOOKS
(Lessons 31–45)
Week 7 Fairy Tales and Nursery Rhymes Week 8 Favorite Authors and Illustrators Week 9 Books that Teach
Math
•• Shapes: triangle;Make a new shape using several shapes.)L 41
•• Days of the week l 31-45
•• Numbers: Counting to number of the lesson L 31-45
Recognizing numbers 1-9 L 36-45
One-to-one principle for 1-9 L 3631-45
•• Graphing L 34-35
•• Next/last L 32
•• Calculator L 43
•• Zero (empty set) L 40
•• First, second, third Ls 43
Colors
•• Orange L32, brown L36, white L 41
Science and Health

•• See the difference between living and non-living things L 42
Language Arts
•• Recognition of upper and lowercase letters a-q L 31-45
•• Recognition of the phonetic sounds a-q L 31-45
•• Match upper and lowercase a-q L 31-45
•• Answer comprehension questions after hearing a story L 31-40
•• Predict outcomes while listening to a story L 31-40
•• Retell a story L 31-40
•• Creative writing L 38
•• Sequence steps in a story (2 steps) L 36i-40
•• Understand that different text forms are used for different purposes (magazines, books) dL 43-45
•• Begin to identify the role of the author and the illustrator of books L 36-45
•• Select favorite books and poems and participate in shared oral reading discussions
•• Before, after, middle L 38
•• Choose a topic for writing related to shared or personal experience
•• States of origin letter-like forms
•• Begin to create stories and records of events in an organized way.
•• Uses letter-like shapes, symbols, and letters to convey meaning
•• Participate in shared reading of repetitious or predictable text
•• Understand that different text forms are used for different purposes(story books) L 36, 41
•• Select favorite book and poems and participate in shared oral reading and discussions L38
67
•• Demonstrate an understanding of reading fluency by use of phrasing, intonation and expression in shared
reading (Brown Bear, Brown Bear)
•• Demonstrate understanding of literal meaning of stories by making comments 39
•• Recognize rhymes in stories, poems, songs, and words. L 39
•• Gains meaning in listening L37
•• Identifies sounds in the environment and distinguishes among them
•• Interprets a story(moral or fable
•• Echo-reads with expressions (experience chart)
•• Interprets facial expression L39
•• Identify characters in favorite books and stories
•• Determines settings
Heritage Studies
•• Human interdependence
•• Becomes aware of the roles, responsibilities and services provided by community workers L 41-45 Library
•• Describes some people’s jobs and what is required to perform them L 41-45
•• Shows awareness of what it means to be a leader L 31
Handwriting
•• Tracking and tracing L 36. L 41
Creative expression
•• Investigates the elements of visual arts L 36-40 illustrators of children’s books
•• Plays with alliterative language L 34-35
Literary awareness
•• Listen respond to, and discuss a variety of literature including the following: Bible stories fairy tales, modern
fiction, poetry, riddles, fables and legends L 31-45
•• Use a variety of media to experience stories L 31-45
•• Begin to recognize books by their cover and to identify the beginning , middle, and end of stories and books.
L 36-45
•• Use a library to locate materials they need or ones that are of particular interest to them L 41
•• Select books, tapes, and music related to things they are interested in or are learning about L 36l-45
Art/ Drama
•• Creative L 36
•• Investigates the elements of visual arts L 36, L 40
•• Recreates a story or poem through drama
Listening and speaking

•• Connect information and events to personal experiences by sharing or commenting
•• Shows interest, pleasure and enjoyment during listening activities by responding with appropriate eye contact,
body language and facial expressions L 41-45
68
•• Asks questions about stories and dramatize stories through exposure to high quality children’s literature L 36-
40
•• Predict logical steps of the story L 39
•• Demonstrate that response is expected when a question is asked L 30-45

•• Participate in simple practices that promote healthy living and prevent illness L 43-44
Teacher Tips
•• Show and Tell L 30-45
•• Computer L 41
•• Increases vocabulary through everyday communication L 31-45
•• Repeats rhymes poems and finger plays L 31-45
•• Uses language to pretend or create L 39
69
UNIT 4: ALONG AUTUMN TRAILS
(Lessons 46–55)
Week 10 Apples/leaves Week 11 Harvest and Pumpkins
Math
•• Shape: rectangle L 52
•• Days of the week L 49
•• Numbers: Counting to number of the lesson
Recognizing numbers 1-11 (teach 10 in week 10 and 11 in week 11)
One-to-one principle for numbers 1-11 L 46-55
•• Graphing (apples) L 50
•• Patterning by shape, color, and size (3)L 46-48
•• Left/right L 55
•• Top/bottom (wk ll) L 53; Inside/outside L 50
•• Morning/noon/afternoon/evening L 51
•• First through fourth L 49
•• Estimate height, length, quantity L 46
•• Money: penny L 52
•• More/less L 50
Colors
•• Pink, gray L 46 L 51
Science and Health

•• Observe the weather and seasons L 46
•• Cup, ½ cup, teaspoon, tablespoon (applesauce) L 48
•• Heavy/light (pumpkins) L 51
•• Thermometer, hot/cold, warm/cool L 47
•• Observe and explore living objects L 46 dL 51
•• Communicate observations L 46 L51
•• See the difference between living and non-living things L 46
•• Explores simple machines L 46-48
Language Arts
•• Recognition of upper and lowercase letters a-u L 46-55
•• Recognition of the phonetic sounds a-u L 46-55
•• Match upper and lowercase a-u L 46-55
•• Answer comprehension questions after hearing a story L 46, L 51
•• Creative writing L 48 L52
•• Sequence steps in a story (3 steps) L 46
•• Makes up chants and rhymes. (a light is for night/squishy, wishy, dishy soap) L 48
•• Describe objects by its characteristics L 48
•• Answers comprehension questions after oral reading (literal, interpretive, critical, appreciative) L 46
•• Makes comparisons L 46-48
70
Heritage Studies
•• Shows awareness of environment L 46
•• Explore how their actions may cause changes in the environment that ate sometimes reversible and sometimes
irreversible L 46
•• Identify common needs (food, air, water) of familiar living things L 48
•• Participates in activities related to preserving the environment L 46
Handwriting
•• Tracking and tracing L 51
Creative expression
•• Participates in creative movement L 49
Art/ Drama
•• Participates in group singing or other musical activities L 46-55
•• Re-creates a story or poem through drama L 51
Teacher Tips
•• Uses language and imitates sounds appropriate to roles in dramatic play and sets the stage by describing
actions and events L 50
71
UNIT 5: PATHS LONG AGO
(Lessons 56–65)
Week 12 Inventions Week 13 Pilgrims and Indians
Math
•• Shape: diamond (L 56) cone L 61
•• Numbers: Counting to the number of the lesson
(Introduce 12 in week 12)
One-to-one principle for numbers 1-12 L 58
•• Graphing L 60
•• Patterning by shape (L 56), color (L 63), and size (3) L 65
•• Left/right L 58 and L 64
•• Money: penny L 57, dime L 62
•• Measure with nonstandard and standard measurement (inch) L 58
•• Width/length L 59
•• Long/short L 63
•• Past/present/future L 56, L 61-65
•• More/less L 60
Colors
•• Review all
Science and Health

•• On/off L 62
•• Explore simple machines L 57
•• Safety. L 59
Language Arts
•• Recognition of upper and lowercase letters a-u L 56-65
•• Dictate words or produce writing approximations for a variety of purposes (menus in dramatic play, note to
fiend L 58 (postcard from world’s fair)
•• Play at writing from top to bottom, horizontal rows as format L 60
•• Begin to make connections between books or stories and their own experiences and classroom learning L 63
•• Listen , respond to and discuss a variety of literature including the following: biography, historical fiction L 59
Heritage Studies
•• Maps/globe/continent L 61
•• People past and present L 56-65
•• Begins to be aware of technology and how it affects life L 56-60
72
Handwriting
•• Tracking and tracing dL 56
Art/ Drama
•• Participates in group singing or other musical activities L 56-65
•• Participates in dramatic play to express feelings, dramatize stories, re-enact real life roles and experiences. L 61

•• Follows two or three step directions L 60
•• Repeats parts of stories poems or songs L 65
•• Shows eagerness and curiosity as a learner L a56-60
Motor development /physical health

•• Engage in active play using fine motor skills L 64
•• Shows beginning control of writing, drawing and art tools L 57
Teacher Tips
•• Show and Tell L 60 and 65
•• Uses complex sentence structure such as compound sentences, if then statements, and explanations L 65
73
UNIT 6: STEP BY STEP IN SCIENCE
(Lessons 66–75)
Week 14 Magnets/Sound/Measurement Week 15 Space
Math
•• Shape: oval, (sphere and crescent Week 15 moon and phases)
•• Numbers: Counting to 75, count by 5s L 74
One-to-one principle for numbers 1-12 67
•• Money: penny, dime, nickel 69
•• Measure with nonstandard and standard measurement (inch) L 69
•• Equal/not equal L 68
•• Compare sets dL72
•• First through sixth L75
•• Sound patterns L 66
Colors
•• Review all
Science and Health

•• Rhythm Band (wk 14) L 66
•• Cause and effect L 66-70
•• Day and night (wk 15) L 72-73
•• Observe earth and sky L 72-75
•• Observe, explore, describe nonliving objects L 72-75
•• Magnets L 70
•• Space K 71
•• On/off L 66
•• Gravity L 71
•• Prism L 67
•• Rainbow L 67
•• Sound L 56
•• Collect describe and record information L 68-69.
•• Become familiar with the use of devices incorporating technology L 70 L73
Language Arts
•• Recognition of upper and lowercase letters a-u L 66-o75
•• Answer comprehension questions after hearing a story L 74
74
•• Recognize rhymes in stories, poems, songs, and words L 72
Heritage Studies
•• Scientists lives L71
•• Contributions to science by ethnic groups L75
•• Begins to be aware of technology and how it affects life L 66, L67,L71,L73
•• Answers comprehension questions after oral reading (literal interpretive, critical, appreciative) L 68, L74
Handwriting
•• As-Cc L 68-75
Creative expression
•• Participates in group singing or other musical activities L 66-o75
Art/ Drama
•• Creative drama L 71, L 73
Teacher Tips
•• Uses complex sentence structure such as compound sentences, if-then statements, and explanations L 70-71
•• Uses new vocabulary words correctly within the context of play or other classroom experience L 66-75
75
UNIT 7: SPARKLING STREETS
(Lessons 76–85)
Week 16 Christmas Around the World Week 17 Christmas at My House
Math
•• Shape: star (L 76) rectangular solid (Week 17 Christmas gift)
•• Days of the week (L 77)
•• Numbers: Counting to 85, count by 5s, by 10s L 85
Recognizing numbers 1-12 L 82
One-to-one principle for numbers 1-12 (L 76)
•• Patterning by shape, color, and size (3) (Christmas shapes) (L 81-83
•• Money: penny, dime, nickel (L. 81)
•• Less than/greater than (L 81)
•• Estimation (L 77)
•• First through seventh (L. 84)
•• Between, before, after (L 81)
Colors
•• Review all (L 84)
Science and Health

•• Hygiene (hand washing, cover mouth) (L 77)
•• Heat/cold (elasticity) (L 76)
•• Collect, describe, and record information (77)
•• Safety (81)
Language Arts
•• Recognition of upper and lowercase letters a-z (L. 77)
•• Recognition of the phonetic sounds a-z (L 78)
•• Match upper and lowercase a-z (L 79)
•• Answer comprehension questions after hearing a story (L 81)
Heritage Studies
•• Christmas traditions from different countries (L 76-80)
•• Christmas traditions in America (L 81-85)
•• Maps/globe/continent (L 76-80)
•• People past and present (L 76-80)
•• Recognizes characteristics of other geography regions and cultures (L 76-80)
•• Retells a story (L 83)
Handwriting
•• Dd-Gg (L. 76-85)
76
Art/ Drama
•• Recreates a story or poem through drama (L85)
Teacher Tips
•• Show and Tell (L 80)
•• Attends to tasks and seeks help when encountering a problem ( L 84)
•• Uses expanded vocabulary and language for a variety of purposes (L 85)
77
UNIT 8: FOOTSTEPS IN THE SNOW
(Lessons 86–100)
Week 18 Snowy Weather Week 19 Artic Life Week 20 HIbernation
Math
•• Shape: cube (L 86)
•• Numbers: Counting to 100, count by 5s, by 10s, 2s (to 20)
One-to-one principle for numbers 1-12 (L 86-90)
•• 100 Day (L 100)
•• Patterning by shape (87), color (88), and size (89) (3)
•• Left/right (L. 86)
•• Money: penny, nickel (L 89, 94, 99)
•• Duration of events (L 97)
•• Estimate quantity (L91)
•• First through eighth (L 95, 99)
•• Large/small (89)
Science and Health

•• Hibernation (L 96-100)
•• Observe, explore and describe living objects (L 86-90)
•• Weather/seasons/thermometer (L 86-90)
•• Opposites (L 88)
•• Growth chart (height and weight (L 89)
•• Pound (L 90)
•• Snow, ice (L 8690)
•• Effect of heat on ice (L 86-90)
•• Wind (L 91)
•• Collect, describe and record information (L 88)
Language Arts
•• Recognition of upper and lowercase letters a-z (L 86-100)
•• Recognition of the phonetic sounds a-z (L 86-100)
•• Match upper and lowercase a-z (L 87, 92, 97)
•• Answer comprehension questions after hearing a story (L 96)
•• Creative writing, poetry (L 88)
•• Sequence steps in a story (3 steps) (L96)
•• Medial sounds (L 98)
•• Represents ideas and stories through pictures, dictation, and play (L 99)
Heritage Studies
•• Maps/globe/continent (L 91)
•• Describes some people’s jobs and what is required to perform them (L 90)
78
Handwriting
•• Write Hh-Mm (L 86-100)
Art/ Drama
•• Creative drama (L 98)
•• Use creative arts as an avenue for self-expression (L 89)
Teacher Tips
•• Show and Tell (95, 100)
•• Draw a square ( L 90)
•• Sustains attention to a task or activity appropriate for age (L 99)
•• Uses new vocabulary words correctly within the context of play or other classroom experiences ( L 98)
•• Seek answers to question through active exploration (L 91)
79
UNIT 9: RED, WHITE, AND BLUE MARCH
(Lessons 101–110)
Week 21 Hooray for the USA! Week 22 Marvelous Mail System
Math
•• Shape: heart, (Week 22 Valentines)
•• Days of the week ( L 108)
•• Patterning by shape, color, and size (3) ( L 108)
•• Left/right (L 101)
•• Tell time to the hour (minute, hour) (L. 108, 109, 110))
•• Identify whole/half L 107)
•• Pictograph (L 110)
•• All/some (L 104)
•• Fewer/more (L 105)
•• Join sets (L 106)
•• Separate sets ( L 107)
Colors
Science and Health

•• Heavy/light (L 107))
Language Arts
•• Match upper and lowercase a-z (L 101-110)
•• Answer comprehension questions after hearing a story (L 101, 106)
•• Creative writing (L 109)
•• Sequence steps in a story (3 steps) (L 106)
•• Medial sounds (L 103, 108)
•• Begin to use resources (labels, books, adult, word walls, and computer) to convey meaning (L 110)
•• Recognize thymes in stories, poems, songs, and words. (L 106)
•• Mail system ( L 106-110)
Heritage Studies
•• Valentines (L 110)
•• Human interdependence (L 106)
•• Patriotic, flag, capital, president (L 101-105)
80
•• Interaction with others (L 110)
•• Social problem-solving (L 110)
Handwriting
•• Write Nn-Qq (L 101-110)
Art/ Drama
•• Uses materials to create original work and for self-expression (L 1-9)
•• Participates in activities using symbolic materials and gestures to represent real objects and situations (L 102)
Teacher Tips
•• Show and Tell (L 105, 110)
•• Approaches tasks with flexibility and inventiveness (L 109)
•• Uses complex sentences structure such as compound sentences, if-then statements, and explanations (L 107)
•• Increases vocabulary through everyday communication (L 110)
81
UNIT 10: WESTERN TRAILS
(Lessons 111–120)
Week 23 Ride’em Cowboy! Week 24 Desert/Mountains/Snakes
Math
•• Tell time to the hour (L 112)
•• Identify objects that do not belong in a set (L 113)
•• Review coins, introduce dollar bill ( L 114)
•• Use manipulatives to solve simple addition problems (L 115)
•• First through tenth ( L 116)
Colors
•• Review all ( L 113)
Science and Health

•• Desert (L 116-120)
•• Mountains (L 116-120)
•• Snakes (L 116-120)
•• Acquires and uses basic vocabulary for animals, their parts and characteristics (L 120)
Language Arts
•• Answer comprehension questions after hearing a story (L 111,116)
•• Understand the meaning of new words from context of conversations, the use of pictures that accompany text
or the use of concrete objects (L111-120)
•• Sequence steps in a story (3 steps) (L 111, 116)
•• Medial sounds (L118)
Heritage Studies
•• Cowboys (L111-116)
•• Maps/globe/continent (L116)
•• Recognizes characteristics of other geographic regions and cultures (L 116)
Handwriting
•• Write Rr-Uu (L 111-120)
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Art/ Drama
•• Uses music and movement to express thought, feelings, and energy (L 115)
•• Participates in dramatic play to express feelings, dramatize stories, reenact real life roles and experiences. (L
115)

•• Follows two or three-step directions ( L 114)
Teacher Tips
•• Connects new meanings of words to vocabulary already known L 113)
•• Relate prior knowledge to new information (L 114)
83
UNIT 11: BETWEEN THE GARDEN ROWS
(Lessons 121–135)
Week 25 Spring/pond Week 26FromGarden to Market Week 27 Garden Critters
Math
•• Shape: cylinder (L 126), pyramid (L 133)
•• Tell time to the hour ( L 123, 129, 133)
•• Sort coins by shape, color, and size (3) (L 124, 130, 134)
•• Graphing (L 127)
•• Solve simple addition problems (L 131-133)
•• Use manipulatives to solve subtractions facts to 5 (whole class) (L 134, 135)
Colors
Science and Health

•• Gallon (L 26)
•• Thermometer (L 121)
•• Observe seasons and weather (L 121)
•• Life cycle of frog (L 124), butterfly (L 134), plants (L 124)
•• Explore familiar tools (L 131)
•• Wind (L 121)
•• Sort by use ( L 131)
•• Nutrition (Food pyramid) (L 133)
•• Acquires and uses vocabulary of animals their parts and characteristics (L 124, 134)
•• Acquires and uses basic vocabulary for plants, as well as their parts and characteristic (L 126-130)
•• Repeat message conveyed through dictation or “writing” (retell what was written) (L 125)
Language Arts
•• Answer comprehension questions after hearing a story (L 121, 126, 131)
•• Sequence steps in a story (4steps) (L 130)
•• Medial sounds (L 133)
•• Recognize rhymes in stories, poems, songs, and words ( L 132)
•• Understand that different text forms are used for different purposes (L 1260130)
•• Reads object labels in room (L 133)
84
Heritage Studies
•• Human interdependence (L 131-11135)
•• Recognizes characteristics of other geographic regions and cultures (127)
•• Shows awareness of what it means to be a leader (L 129)
•• Become aware of the roles responsibilities and services provided by community workers (L 126-130)
•• Explore how their actions may cause changes in the environment that are sometime reversible and sometimes
irreversible (L 131-135)
•• Understands that plants and animals have varying life cycles. (L 126-130)
Handwriting
•• Write Vv-Zz (L 121-135)
•• Write cat (L 135)
Art/ Drama
Teacher Tips
•• Show and Tell (L 125, 130, 135)
•• Draw a triangle (L 134)
•• Uses language to communicate and negotiate ideas and plans for activities (L125)
•• Uses language to express relationships, make connections, describe similarities and differences, express feelings
and initiate play with others (L 130)
85
UNIT 12: FOLLOWING ANIMAL TRACKS
(Lessons 136–150)
Week 28 Dinosaurs/Lizards/Alligators Week 29 Farm Animals Week 30 Zoo and Jungle Animals
Math
•• Review shapes (L 136)
•• Days of the week ( L 137)
•• Months of the year (L 138)
One-to-one principle for numbers 1-12 (L136-150)
•• Tell time to the hour ( L 143)
•• Sort coins by shape, color, and size (3) (L 147)
•• Solve simple subtraction problems (L 149)
•• Begin to develop step-by-step procedures for solving problems (L 150)
•• Estimate height and length (L 138)
Colors
Science and Health

•• Observe, explore, describe living objects (L136-150)
•• Discuss the term wooly (L 145)
•• Discuss dinosaurs, lizards, alligators (L 136-140)
•• Farm animals (L 141-150)
•• Jungle and zoo animals (L 146-150)
Language Arts
•• Match upper and lowercase a-z
•• Answer comprehension questions after hearing a story (L 136, 141, 146)
•• Sequence steps in a story (4steps) (L 136, 141, 146)
•• Medial sounds ( L 143)
•• Understands that different text forms are used of different purposes(notes and letters) (magazines) (lists) (L
149)
•• Hear sound in words by isolating the syllables of a word using snapping or clapping d(L 144)
Heritage Studies
•• Maps/globe/continent (L 146–150)
•• Recognizes characteristics of other geographic regions and cultures (L 146-150)
86
•• Observe and begin to recognize the ways that environments support life and meeting the unique needs of each
organism (L 136-150)
•• Acquires and uses basic vocabulary of animals, their parts and characteristics (L 136-150)
•• Name objects and label with assistance from adult cues. (table, doors) (L 149)
•• Reads initial and final consonants
Handwriting
•• Write bo/ox/box/cat,box/bjm (L 136-140)
•• ha/at/hat/hat,cat/vhg (L 141-145)
•• be/ed/bed/catl,bed/onq (L 146-150)
Art/ Drama
•• Creative drama (150)

•• Recognize the same beginning sounds in different words (L 136-150)
Teacher Tips
•• Show and Tell (L 136, 141, 146)
•• Draw a triangle (L 140)
87
UNIT 13: DUSTY BAREFOOT PATHS
(Lessons 151–165)
Week 31 Let’s Go Camping/Parks Week 32 Let’s Go to the Beach Week 33 In the Backyard Animals
Math
•• Review shapes ( L 152)
•• Months of the year (L 153)
One-to-one principle for numbers 1-12 ( L 151-165)
•• Tell time to the hour (L 161)
•• Sort coins by shape, color, and size (3) (L 158)
•• Bar graphs ( L 159)
•• Use manipulatives to solve oral word problems (L 162)
•• Begin to use estimation skills in solving everyday problems (L 160)
•• Seriate by weight (L 155)
Colors
•• Review all ( L 154)
Science and Health

•• Growth chart ( L 151)
•• Review day/night ( L 153)
•• Camping, boating, hiking safety (L 151-165)
•• Beach ( L 156-160)
Language Arts
•• Read three-letter, short vowel words ( L 151-165)
•• Creative writing (L 155, 160)
•• Sequence steps in a story (5 steps) (L 151, 156, 161)
•• Medial sounds ( L 158)
•• Identifies initials (first and last) (L 157)
•• Hear sound in words by isolating the syllables of a word using snapping or clapping (L 154, 159, 164)
Heritage Studies
•• Self-concept ( L 162)
•• Participates in activities related to preserving the environment (recycling ,forest, parks) (L 154, 159)
•• Acquires and uses basic vocabulary for plants, as well as their parts and characteristics (L 153)
•• Display or share writing samples illustrations and dictated stories with others (L 155, 160)
•• Uses letters to represent sound in words. (L 151-165)
88
•• Reads initial and final consonants (L 151-165)
•• Reads initial vowels ( L 151-165)
•• Reads short vowel families (L 161-165)
Handwriting
•• Write
•• Fo /ox/ fox /hat ,fox/etp (L 151-155)
•• Ig /pi /pig /pig,hat/rwy (L 156-160)
•• Ag /ba /bag /box, bag/sfx (L 161-165)
Art/ Drama
•• Recreates a story or poem through drama (L 164)
Listening and Speaking

•• Recognizes the same beginning sounds in different words (L 161)
•• Become aware of grammar and punctuation through listening to and experimenting with oral language and
exposure to written language (L 161-164)
Teacher Tips
•• Connects new meanings of words to vocabulary already known
•• Creates and invents words by substituting one sound for another (L 164)
89
Document 5
CENTERS
OVERVIEW OF CENTERS
The Teacher Location

An enthusiastic teacher who loves children and 1. The number and placement of your centers
understands their thinking and development will will depend on the size of your room and
thrive with our curriculum. Our materials are de- the resources you have. Model room plans
signed so the teacher can tailor materials and activi- are available at www.eichild.com/r_pages.
ties to meet each child’s individual needs. cfm?ID=92
Placement
The Schedule 1. If you are planning a center with specific
Our materials work best with a schedule that is needs, such as a water or light source or car-
consistent enough to give the children a sense of se- pet or tile flooring, choose the locations for
curity, yet flexible enough to adapt to different needs those special centers first. Arrange quieter
and interests. The time allotted for individual and activity centers such as the Book Center away
group activities is adjustable depending on the at- from noisy areas like the Blocks and Home
tention span of the children. As the children mature, Living Centers.
time spent on each activity can be extended. 2. If your space is limited, prioritize the cen-
Your schedule may include large blocks of time ters that best meet the needs of the children.
for indoor and outdoor learning and smaller blocks Rotate and/or combine centers for added
of time for routines such as restroom breaks, snacks, variety.
lunch, and naps. We have designed the curriculum Organization
with these factors in mind. 1. Organize materials in the centers so that they
are easy to use and maintain.
The Classroom Instruction
Children learn best when they are involved in ac- 1. Teach the children that every toy has a place
tivity—their play is their work. A setting that allows and that each toy needs to be replaced before
them to observe, explore, interact, play, and discover moving on to another activity. Encourage the
is vital for their development. children to ask if they are unsure where to put
BJU Press materials are designed to provide large something. Explain the importance of caring
group activities, small group activities, and indi- for things God has given.
vidual activities that correlate with unit themes. For 2. Remind the children to take turns and share
large-group teaching we suggest an informal “Circle as they interact.
Time” with the children sitting on the floor. Small 3. Introduce one or two centers a day as you
group and individual activities may take place in begin the year.
classroom centers. Centers are especially effective 4. Gradually increase the total number of
for promoting age-appropriate, fun, and interactive centers.
learning.
Furnishings
1. Items for the centers may be purchased, col-
Setting up and Managing Centers lected, or donated.
At the beginning of the year, you can generate
2. Improvise to minimize cost. For example,
excitement by introducing the children to a differ-
large plastic tubs positioned on plastic table-
ent center each day. Explain the center’s theme and
cloths may be used in place of a sand or water
how to use and store the items in the center. Then
table.
allow time for the children to enjoy and explore the
3. Materials in the centers can be changed
centers.
on a rotating basis to meet the children’s
93
learning needs and to provide challenges and 4. Rotate and change the books and media to
enrichment. correlate with unit themes such as family life,
4. Replenish and recycle materials. Keep centers animals, plants, transportation, seasons, and
free of distracting clutter and remove any bro- holidays.
ken or incomplete equipment. 5. Suggested equipment and materials: book-
cases, throw rugs, cushions/beanbag seats,
small rockers; a CD player with 2–4 earphone
The Centers
sets; audio picture books
Art/Craft Center
Home Living/Dramatic Play Center
1. This center exposes the children to a variety
1. Young children often act out real-life situ-
of art media, offers creative experiences, in-
ations through dramatic play. This center
creases observation skills, improves memory
allows them to improve language and social
and imagination, and helps develop hand-eye
skills as they role-play.
coordination.
2. Suggested equipment and materials: child-
2. Suggested equipment and materials: easels,
sized furniture and accessories; dolls, doll
washable paint and finger paint, brushes,
clothes, bed and blankets, strollers; grocery
newspaper, craft and construction paper,
carts and play food; dress-up clothes and ac-
paint shirts, dry racks, crayons, colored chalk,
cessories; tool bench, play tools; doll houses,
sponges, modeling clay.
people, and furniture; trucks, cars, play ga-
Block Center rage, road/town rug. Rotate the items in this
1. This center provides opportunities for muscle center according to the unit themes (family,
coordination as well as creativity. Children community helpers, animals).
will develop individual and social skills in
Fine Motor Skills/Math Center
reproducing real-life and pretend situa-
1. Children need lots of opportunities to use
tions through cooperative play with blocks.
the fine muscles in their hands and fingers.
Children also develop perceptions of size,
Provide them with materials that will encour-
weight, and shape when playing in this center.
age comparing, sorting, sequencing, and cut-
Labeling shelves with outlines of the block
ting to help develop those small/fine muscles
shapes will assist the children in knowing
and improve their eye-hand coordination.
where to return the blocks as well as provide
Also provide opportunities for children to
practice in their ability to recognize shapes
practice counting and number recognition.
and symbols.
2. Suggested equipment and materials: sand/
2. Suggested equipment and materials: plastic
water table; beads and string; items to count
and/or wooden blocks. Intersperse additional
and sort; puzzles; lacing cards; stacking beads
items that relate to the theme being taught
or blocks; blunt scissors with good cutting
such as family figures, wheeled toys, sets of
blades; newspapers and magazines for cutting
farm and zoo animals.
practice; egg cartons and items for sorting;
Book and Media Center easy board games; peg boards; muffin tins for
1. This center provides a quiet area for the child sorting; and sensory cards with sandpaper let-
to look at books on a variety of topics such as ters or numbers. Rotate these manipulatives
the alphabet, counting, poetry and rhymes, according to the unit theme (e.g., flowers,
and the unit themes. plastic insects, plastic Christmas ornaments).
2. Print awareness, picture reading, and correct
Large Motor Skills Center
use and care of books are some of the educa-
1. Children are encouraged to develop their
tional values of a Book Center.
large muscle skills in this center. The ability to
3. Listening skills and attention span are im-
manage their bodies in a variety of physical
proved when children use the listening as-
skills is a great asset to young children. Large
pects of the center.
94
muscles can be exercised inside the classroom glasses; magnets; ant farm; pictures, books,
and outside on a playground. and displays of nature items (e.g., shells,
2. Suggested equipment and materials for inside: rocks, leaves).
large hollow building blocks; indoor climbing
Technology/Computer Center
gym; indoor plastic slide; low to the ground
1. Children demonstrate an eagerness to inves-
balance beam; plastic wagons; indoor plas-
tigate how things work and are able to listen
tic or wooden rocking boat or teeter-totter;
and learn through interactive games.
hula-hoops
2. Suggested equipment and materials: edu-
3. Suggested equipment and materials for out-
cational software; headphones; a working
side: swings; slide; jungle gym; tricycles; wag-
computer and keyboard as well as a demon-
ons; balls.
stration keyboard for sensory development
Science/Sensory Center
1. A Science Center provides children with op-
portunities to investigate, observe, and touch
real-life objects.
2. Suggested equipment and materials: plants;
fishbowl or aquarium with fish; magnifying
95
CENTERS BY UNITS
These are specific learning center activities that are suggested for daily use. Other activities throughout the pro-
gram can be used in leaning centers as well.
97
Unit 1
Lesson Page Activity
Art/Craft Center
6 43 Encourage each child to trace his hand on art paper and color
11 76 Provide circle patterns for the children to trace on art paper
12 82 Supply modeling clay for the children to make dog bone cookies
13 88 Allow children to color over raised shape outlines
18 118 Encourage the children to draw a picture of their doing some-
thing special with their grandparents
Block Center
19 125 Encourage the children to build doghouses with blocks
Dramatic Play/Home Living Center

13 88 Add props so children can pretend to wash dishes
16 108 Provide items for children to role-play various family members
17 113 Assist the children as they make family-member stick puppets to
play with and act out different situations
19 125 Include objects for children to pretend to take care of pets
Game Center
6 43 Encourage the children to match the letters to the letters on the
name card
Book/Listening Center
103 780 Include patriotic music
Manipulatives/Math Center
8 55 Provide stickers for the children to sequence uppercase A–D
14 93 Assist the children as they make gingerbread men using the
materials listed in the Math lesson
99
Unit 2
Art/Craft Center
25 162 Provide vegetables and paint for the children to stamp on paper
26 172 Set up rectangles, circles, and squares for the children to create
buses
Block Center
26 172 Add toy buses
Book Center
26 172 Include books about buses

23 150 Provide items for children to role-play a doctor
26 172 Supply cotton balls (puffs of smoke) for children to glue above
each train engine to match the dot patterns
28 184 Add boats to a water table for observation and play
100
Unit 3
All Centers
35 229 Hide different colored eggs with shapes and letters around the
room for the children to find and match
Art/Craft Center
36 236 Supply pompoms, craft sticks, and leaves for each child to make
a caterpillar on a leaf
45 293 Provide materials for children to decorate shakers with markers
and stickers (from pg. 291)
Book Center
31 205 Read The Tortoise and the Hare
32 211 Read The Three Little Pigs
33 218 Read Goldilocks and the Three Bears
40 260 Read Winnie-the-Pooh books
41 267 Add materials so the children can role-play going to the library
42 274 Supply history picture books
43 281 Include science picture books

33 218 Supply items for children to practice setting the table
44 287 Provide items for children to pretend to cook
34 223 Encourage the children to use Alphabet Teaching Cards to
match letters to “Jack and Jill” pails
39 253 Add binoculars and encourage the children to look for colors
43 281 Provide a magnifying glass for the children to examine rocks,
shells, and leaves
101
Unit 4
Art/Craft Center
48 316 Supply hole punches and brown paper for the children to punch
out pretend apple seeds to glue on paper
50 329 Provide materials for the children to color over leaves
54 355 Allow the children to mix red and yellow paint in a bag to make
the color orange
55 360 Add paper plates and construction paper for the children to
make a scarecrow face
47 310 Set up a matching game with apple erasers and dot pattern
cards
51 338 Provide numbered pumpkin baskets for the children to fill with
the corresponding number of craft sticks
53 350 Make a grid on poster board with rows of tens. Encourage the
children to count and place pumpkin seeds in the squares
46 304 Add leaves for the children to sort by shape and place in the cor-
rect baskets
49 322 Take a fall walk to collect items to bring back for examination
and discussion
52 344 Supply pumpkin pulp for the children to examine
102
Unit 5
Art/Craft Center
56 486 Provide paper bags and assist the children in making Native
American vests decorated with symbols
58 499 Include headbands and feathers for the children to make Native
American headbands
63 530 Allow the children to paint rows of corn kernels on ears of corn
with cotton swabs
64 534 Supply materials for the children to draw pictures of something
they are thankful for
Book Center
57 493 Set up a tepee and encourage children to go inside and look at
books
62 523 Add fall season books
61 517 Supply pompoms and ears of corn for a counting activity
103
Unit 6
Art/Craft Center
67 555 Include materials for the children to color rainbows which will
be displayed in the classroom
72 585 Encourage the children to draw space pictures
73 591 Provide yellow paint for the children to paint a sun
75 601 Set up star stickers, chalk, and dark construction paper for the
children to make constellations
Block Center
72 585 Add toy rockets

66 550 Provide toys for children to pretend to make phone calls
71 579 Make stars with alphabet letters written on them. Include Alphabet
Sound Cards for the children to match to the corresponding star
66 550 Assist children as they make phones (pg. 552). Add a set to the
Science/Sensory Center for children to play with
66 550 Encourage the children to shake and listen to the different
sounds each material makes inside the Shaker Bottles
67 555 Add a prism, music CD, flashlight, and white paper for the chil-
dren to see the light and rainbow that appear
68 561 Provide magnets, a magnetic wand, and the Shaker Bottles
(from pg. 550) for the children to experiment with
70 572 Add a scale for the children to weigh the Shaker Bottles (from
pg. 550)
74 596 Encourage the children to make “moon craters” in the sand table
with marbles
104
Unit 7
Art/Craft Center
77 617 Assist the children in stringing jingle bells on chenille wires and
decorating them to make Shaker Bells
78 623 Encourage the children to cut out triangles and a circle to attach
to their paper plate to make a star
79 629 Provide felt shapes for the children to decorate a Christmas
wreath
79 629 Include handprints, photos, and glitter for the children to make
a Christmas angel
81 643 Provide felt shapes for decorating a Christmas tree
83 655 Add modeling clay and cookie cutters for cutting out and deco-
rating clay Christmas cookies
84 661 Encourage each child to make a Christmas card using construc-
tion paper and craft supplies

81 643 Add materials for the children to decorate the Christmas tree
76 611 Assist the children in making a countdown chain with paper
strips to count down the days before Christmas
78 623 Provide modeling clay for the children to make three different
sizes of clay candy canes
82 648 Include lids and boxes of different size gift boxes for the children
to match
83 655 Add measuring cups, spoons, or mixing bowls and encourage
the children to stack them, placing the largest on bottom
84 661 Set up Christmas cards for a memory matching game
80 636 Assist the children in matching the letters in their names with
the names on the stockings
105
Unit 8
Art/Craft Center
87 681 Provide cotton swabs and white paint for the children to make
snow on blue construction paper
88 686 Assist the children in using white packing peanuts to outline
each letter written on the card
89 691 Provide glue and glitter for the children to make icicles on con-
struction paper
90 697 Provide shapes for the children to build a snowman
91 706 Allow the children to experiment with mixing black and white
paint to make gray
94 721 Add modeling clay and objects for the children to make imprints
and “moose” tracks
99 751 Set up a box, sticks, branches, leaves, and rocks for the children
to make a beaver lodge
100 757 Include a marker for the children to trace their names
Block Center
95 727 Encourage the children to build an igloo with wooden “ice
blocks”
Book Center
93 715 Provide books about seals
98 746 Add picture books about animal homes/hibernation
86 675 Place uppercase and lowercase letters on mittens for the chil-
dren to match
90 697 Provide a bag with shapes that can be used to build a snowman
96 735 Encourage the children to count the number of beans and place
them in the corresponding muffin cup
Science Center
97 741 Add a magnifying glass and a bird’s nest or honeycomb for the
children to examine
106
Unit 9
Art/Craft Center
101 767 Provide construction paper and crepe paper with stickers for
making a patriotic flyers
102 773 Include a penny for the children to color over and make impressions
104 784 Set up paper-plate rims, triangles, and green crayons for the
children to make Lady Liberty’s crown

107 804 Provide items for children to pretend to be letter carriers
110 822 Add items for children to practice being a mail clerk or letter carrier
103 780 Include patriotic music
105 789 Set up a pegboard for the children to match colors and make
a flag
106 798 Place numbers and dot patterns on envelope halves for the
children to match
108 809 Add a scale for children to weigh boxes, paper, stamps, and
magazines
109 815 Provide a magnifying glass for the children to examine post
cards and canceled stamps
110 822 Set up materials so the children can pretend to be mail clerks
107
Unit 10
Unit 10
Art/Craft Center
113 934 Allow the children to use paint and horseshoe shapes to make
stamps
Block Center
111 920 Provide toy livestock and fences for the children to build ranches
for creative play
115 945 Add toy horses and cowboys for the children to make a model
rodeo
111 920 Provide picture books about cowboys
115 945 Encourage the children to look at pictures of rodeo events in the
books provided
116 953 Add picture books about rodeo clowns

112 927 Provide cowboy clothing and gear for dramatic play
114 940 Set up a pretend campfire for creative play
117 958 Provide items for children to pretend to be clowns
118 963 Provide face paints for painting hearts, flowers, soccer balls, or
other small items on the children’s faces. Include a mirror for the
children to practice making faces and to examine their face paint
108
Unit 11
Art/Craft Center
125 1004 Encourage the children to use modeling clay to make the letters
p and q
126 1013 Encourage the children to use modeling clay to make pigs
Block Center
121 983 Add toy dinosaurs
131 1043 Provide toy zoo animals for dramatic play
121 983 Add plastic dinosaurs for creative play
124 1000 Provide picture books about dinosaurs for the children to look at
127 1019 Allow the children to read books about farms and farm animals
132 1050 Add zoo animal books for the children to look at

123 994 Provide materials so the children can pretend to be paleontologists
129 1029 Include plastic eggs and egg cartons for dramatic play
131 1043 Provide items for the children to pretend to be zookeepers
134 1059 Provide animal stickers for the children to sort and match
122 989 Provide modeling clay and plastic dinosaurs for the children to
make fossils
128 1024 Include a magnifying glass and several pieces of wool clothing
for the children to examine
133 1055 Add fur, leather, and feathers for the children to examine
109
Unit 12
Art/Craft Center
136 1075 Provide muffin cup liners and green construction paper for the
children to make spring flowers
136 1075 Allow the children to use pastel paints at the easel to paint pic-
tures of spring
138 1086 Encourage the children to color and decorate kites
144 1124 Provide vegetables and paint for the children to make vegetable
prints on paper
147 1142 Provide paint and black markers for the children to complete the
praying mantis in the Fingerprint Book
149 1155 Include paint and markers for the children to complete the cat-
erpillar and butterfly in the Fingerprint Book
150 1161 Add tissue paper, glue, paint, and black markers for the children
to complete the cover and bee of the Fingerprint Book
Block Center
146 1136 Add plastic insects
140 1096 Provide picture books about frogs and turtles
141 1106 Add books about gardens and books by Beatrix Potter
146 1136 Provide picture books about insects

145 1129 Provide items for children to take a pretend trip to a grocery
store
137 1081 Add eyedroppers, a watering can, a sieve, and measuring cups
for water play
139 1091 Provide rubber ducks for water play
141 1106 Assist the children in planting a cup of grass seeds, watering it,
and placing it in sunshine
142 1112 Provide lima beans (some split open) for the children to examine
143 1118 Add a magnifying glass and fresh vegetables for the children to
examine
146 1136 Take a walk after the rain for the children to observe the wet
leaves and the earthworms in soil and sand
110
Unit 13
Art/Craft Center
159 1220 Encourage the children to press shells or shell pasta into model-
ing clay to create a beach scene
151 1171 Set up a camping tent and encourage children to go inside and
look at books about camping
154 1189 Provide books about national parks
156 1203 Add books about the ocean and sea creatures
165 1256 Provide books about summer activities

152 1177 Set up camping equipment for creative play
153 1183 Provide articles of clothing with zippers for children to practice
zipping
157 1209 Add items for children to pretend to take a boat ride at the
beach
162 1240 Include items for children to pretend to have a picnic
164 1251 Encourage the children to use materials provided to practice
measuring beans and rice
155 1194 Set up magnets, paper clips, and a toy fishing pole for the chil-
dren to “fish” for letters
161 1233 Assist the children in making dot patterns using ten red objects
and looking at dot pattern cards
156 1203 Add seashells, a sand bucket, sand sifters, and a starfish to a
sand table for the children to play with and examine
160 1226 Provide a magnifying glass and shells for the children to examine
163 1246 Add soapsuds and bubble wands to the water table for water play
164 1251 Add measuring cups; spoons; and cup, pint, and quart contain-
ers for experimentation to the water table with water play
111
Document 6
PARENT AND HOME
CONNECTION
PAGES TO GO HOME
•• The student Activity and Writing Packets contain many pieces to send home for parents to use with their
children. Highlights from the Activity Packet supplement include
•• S20: Toby Clock for telling time to the hour
•• S24–S26: Acorn Lowercase Letters, Strawberry Numbers 0–12, Teaching Tree for review of lowercase letters and
numbers to 12
•• S32–S40: Alphabet Sound Cards for review of letter sounds
•• S1–2, S6–9, S13–14 lacing cards for practice of fine motor skills
•• S10: ruler to practice measuring
•• S16: Animal and Animal Homes Cards for practice matching animals to their homes
•• Practice Cards: Alphabet Cards, Number and Dot Pattern Cards 9–10, Color Cards, and Shape Cards
•• For classes that use “Eager Beavers”: 11 readers for practice at home
•• Parent letters in both English and Spanish are available to VPK schools.
115
Dear Parents,
Your child is beginning a wonderful adventure as he follows Footsteps for Fours, our
new curriculum this year.
Your child will be eager to come to school each day to meet in circle time under the
Teaching Tree with Max, our Jack Russell terrier hand puppet, and other friends!
Daily lessons will help your child learn to recognize letters and sounds. Daily math
lessons will encourage counting, number recognition, sorting, patterning, shapes, and
more! Each week your child will bring home crafts and worksheets he has completed.
Be sure to take a few moments to review these and talk about them with your child.
You will receive regular communication to keep you informed of the fun things your
child is learning.
The first unit is called The Sidewalk to My House. The primary focus of the skills and
topics being taught these weeks include the following.
School Days
Alphabet Letters: A–B
Color: red
All About Me
Alphabet Letters: C–F
Color: blue
Math: circle
Fun with the Gingerbread Man

Alphabet Letters: G–I
Color: yellow
Math: square, 1
My Family and My Pets

Alphabet Letters: J–L
Color: green
Math: triangle, 1–3
I am looking forward to an exciting year with your child.
Sincerely,
K4 Teacher
F  F

Teacher Resources: Newsletter Stationery Week 1
© BJU Press. Unauthorized reproduction prohibited.
116
Dear Parent,
Unit 2 is called Neighborhood Streets. The primary focus of the skills and
My Community: police officer, traffic light, firefighter, fire safety, doctor,

nurse, EMTs, dentist, mayor, city hall, following directions, matching, map
reading
Alphabet letters: M, N, O, P
Color: orange
Numbers: 1–3
Math: rectangle, square, sets, counting
Transportation: buses, cars, trucks, boats, aircraft, trains, alphabetical order

Alphabet letters: Q, R, S
Color: purple
Numbers: 1–4
Math: square, triangle
Thank you for your support and help at home.
Sincerely,
K4 Teacher
F  F

117
Dear Parent,
Unit 3 is called Going Places in Books. Your child will be taught

the following skills and topics.
Fables, Tales, and Rhymes

Alphabet letters: T, U, V
Color: brown
Numbers: 1–5
Math: oval, zero, left/right, number recognition
Favorite Books: literature, stages of caterpillar development, cause and effect,

creative writing, matching letters, animal sounds, facial expressions, logical steps in
a story
Alphabet letters: W, X, Y, Z
Colors: black and white
Shape: crescent
Number: 6
Math: ordinals first–third, daytime/nighttime
At the Library: library, history books, family history, science books,

experiments, cooking, following directions, rhyming, informational books,
culture, rhythm
Alphabet letters: A, B
Number: 7
Math: shape patterns, sorting, morning/noon/afternoon/evening
Sincerely,
K4 Teacher
F  F

118
Dear Parent,
Unit 4 is called Along Autumn Trails. Your child will be taught the
following skills and topics.
Apple Trees and Colored Leaves: sense of taste, exploration, obser-

vation, up/down, hot/cold, seasons, fall, seasonal changes,
teaspoon/tablespoon/cup/half cup
Alphabet letters: B, C
Number: 8
Math: octagon, estimating, nonstandard measure
In the Pumpkin Patch: observation and exploration of living things,

life cycle of a pumpkin, creative writing, rhyming words, arranging by
size, scarecrows, word substitution
Alphabet letter: D
Number: 9
Math: heavy/light, top/bottom, two-item color pattern, matching sets
and numbers
Sincerely,
K4 Teacher
F  F

119
Dear Parent,
This month the unit is called Paths of Long Ago. The primary
focus of the skills and topics being taught these weeks include the
following.
Native Americans: their homes, families, dress, food

Alphabet letter: E
Number: 10
The First Thanksgiving: the story of the Pilgrims, their love for
God, their voyage to their new land, their friendship with Indians,
their thanksgiving feast, and our Thanksgiving Day
Alphabet letter: F
Number: 11
Math: cone, ordinals first–sixth
Children will have the opportunity to enjoy a Thanksgiving feast

together.
Sincerely,
K4 Teacher
F  F

120
Dear Parent,
Unit 6 is called Step by Step in Science. Your child will be taught the following
skills and topics.
Science: sound, light, magnets, gravity, measurement

Alphabet letter: G
Number: 12
Math: dozen, inches
What’s in Space? spacecraft, astronauts, the sun, the moon, the stars
Alphabet letter: H
Math: sphere, star, bar graph
Sincerely,
K4 Teacher
F  F

121
Dear Parent,
This month the unit is called Sparkling Streets and discusses Christmas
traditions. Your child will be taught the following skills and topics.
Christmas Is Coming: what Christmas is; Christmas at church, around

town, and at school; giving at Christmas
Letter and sound review
Number review
Shape: star
Christmas at My House: the Christmas tree, decorations, goodies,

cards and gifts
Letter and sound review
Number review
Sincerely,
K4 Teacher
F  F

122
Dear Parent,
Unit 8 is called Footsteps in the Snow. Your child

will be taught the following skills and topics.
Fun in the Snow: winter dress, frost, snow, sleet

and ice, building a snowman
Alphabet letter: I
Math: diamond, patterning by color, shape, and size
Cold-Climate Animals: penguin, polar bear, seal,

moose, and huskies
Alphabet letter: J
Math: ordinals first–eighth, counting down 5–0
Animal Homes: nests, beehives, burrows, lodges,

webs
Alphabet letter: K
Math: penny, whole and half
Sincerely,
K4 Teacher
F  F

123
Dear Parent,
Unit 9 is called March Across the Country. The primary focus of the skills
and topics being taught these weeks include the following.
I Love America! American flag, fireworks, presidents, patriotic songs and

symbols
Alphabet letter: L
Colors: red, white, and blue
Math: numbers and dot patterns to 10, sets
In the Mail: knowing home address, mail system, how a letter carrier picks
up mail, sorts mail, stamps
Alphabet letter: m
Math: heart, weight in pounds
The child will have an opportunity to visit a post office.
Sincerely,
K4 Teacher
F  F

124
Dear Parent,
Unit 10 is called Cowboy Boots and Clown Shoes. The

primary focus of the skills and topics being taught these
weeks include the following.
Cowboy Boots: cowboy clothing and gear, trail drives,

campfire songs, cowboy food, rodeos and horseshoes
Alphabet letter: N
Math: sphere, ordinals first–ninth, nickels, addition
Clown Shoes
Alphabet letter: O
Color: review
Math: square, cube, quarters
Sincerely,
K4 Teacher
F  F

125
Dear Parent,
Unit 11 is called Following Animal Tracks. Your child will be taught

the following skills and topics.
Dinosaurs: paleontologists, fossils, stegosaurus, oviraptors, pteran-

dons, and Tyrannosaurus rex
Alphabet letters: P, Q
Math: subtraction, position words
On the Farm: pigs, cows, sheep, hens, goats

Alphabet letter: R
Number: 5
Math: rectangle, one-to-one correspondence, drawing a line
Zoo Animals: elephants, monkeys, gorillas, giraffes, zebras, kanga-

roos, koalas, lions, tigers, zookeepers
Alphabet letter: S
Math: telling time
Shape: cone, triangle
Sincerely,
K4 Teacher
F  F

126
Dear Parent,
Unit 12 is called Between the Garden Rows. The primary focus of the skills and
Spring at the Pond: seasons, signs of spring, rain, wind, ducks, fish, turtles, frogs
Alphabet letter: T
Math: sequencing three colors, volume
From Garden to Market: vegetables, parts of plant, Peter Rabbit, seeds, life cycle
of a plant, grocery stores
COLOR
Alphabet letters: U, V
Math: ordinals first–tenth, pounds
Shape: cylinder
Garden Friends: earthworms, praying mantises, ladybugs, caterpillars, butterflies,

bees, position words, descriptive words
Alphabet letters: W, X
Numbers: 1–20 flowers, butterflies, bees at bottom
Math: bar graph, picture graph, greater than/less than
Shape: triangle, square, circle, rectangle
Sincerely,
K4 Teacher
F  F

127
Dear Parent,
Unit 13 is called Dusty Barefoot Paths. Your child will be taught the following
skills and topics.
Let’s Go Camping! packing, setting up camp, camping, hiking, fishing

Alphabet letters: Y, Z
Math: sorting, calculator, estimation
Shape: review
Let’s Go to the Beach! seashore, driftwood, starfish, waves, boat ride, dolphins,
seagulls, sea turtles, sink or float, aquarium, sharks, sandcastles, hermit crabs,
seashells, salt water, fresh water
Alphabet letter: review
Math: counting sets, subtraction, far/near, telling time, estimation
In the Backyard: picnics

Alphabet letter: review
Numbers: 1–20
Math: cup, pint, quart, subtraction
Sincerely,
K4 Teacher
F  F

128
Estimados padres,
Su hijo(a) empieza una aventura maravillosa cursando Footsteps for Fours (“Pasos para
pequeñitos”), nuestro currículo nuevo para este año.
Su hijo(a) tendrá ganas de venir a la esuela cada día para reunirse en un círculo bajo el
«árbol de aprendizaje» con Max (nuestro títere de perrito) y otros amiguitos.
Lecciones diarias le ayudarán a su hijo(a) aprender a reconocer letras y sonidos. En

matemáticas aprenderán a contar, identificar números y clasificar formas y patrones. Cada
semana su hijo(a) traerá a casa manualidades y hojas de ejercicios que ha completado. Por
favor, asegúrense de pasar unos momentos con su hijo(a) para revisar y hablar de estos
artículos.
Les avisaré con regularidad acerca de las cosas divertidas que los estudiantes están apren-
diendo.
La primera unidad de estudio se llama The Sidewalk to My House (“La acera hacia mi
casa”). Las destrezas y los tópicos que se enseñan durante estas semanas incluyen lo
siguiente:
Días escolares
Las letras: A, B
El color: rojo
En cuanto a mí
Las letras: C, E, F
El color: azul
En matemáticas: el círculo
Divirtiéndose con el muñequito de jengibre

Las letras: G, H, I
El color: amarillo
El número: 1
En matemáticas: el cuadro
Mi familia y mis mascotas

Las letras: J, K, L
El color: verde
Los números: 1–3
En matemáticas: el triángulo
Deseamos que su hijo(a) pueda tener un año magnífico con nosotros en la escuela.
Atentamente,
La maestra de K4
F  F

129
Estimados padres,
La unidad 2 se llama Neighborhood Streets (“Las calles del vecindario”). Los

tópicos y destrezas que se enseñan durante estas semanas incluyen lo
siguiente:
La comunidad mía: el policía, el semáforo, el bombero, la seguridad para

incendios, el médico, la enfermera, el paramédico, el dentista, el alcalde, el
ayuntamiento, como seguir direcciones, como hacer combinaciones, como
leer un mapa
Las letras: M, N, O, P
El color: anaranjado
Los números: 1–3
En matemáticas: el rectángulo, el cuadro, los conjuntos de números, como
contar
Transportación: los autobuses, los carros, los camiones, los botes,

los aviones, los ferrocarriles, el orden alfabético
Las letras: Q, R, S
El color: morado
Los números: 1–4
En matemáticas: el cuadro, el triángulo
Muchas gracias por su apoyo y ayuda en el hogar.
Atentamente,
La maestra de K4
F  F

130
Estimados padres,
La unidad 3 se llama Going Places in Books (“Viajando a través de los

libros”). A su hijo(a) se le enseñarán los siguientes tópicos y destrezas:
Fábulos, cuentos y rimas

Las letras: T, U, V
El color: marrón
Los números: 1–5
En matemáticas: el óvalo, el número cero, la izquierda/la derecha,
como reconocer los números
Libros favoritos: la literatura, las fases del desarrollo de la oruga, la causa y el efecto,
escritura creativa, identificación de letras iguales, los sonidos de los animales, las
expresiones faciales, los pasos lógicos en un cuento
Las letras: W, X, Y, Z
Los colores: negro y blanco
Forma: media luna
El número: 6
En matemáticas: los números ordinales del primero al tercero, el día y la noche
En la biblioteca: la biblioteca, los libros de historia, la historia de una familia,

los libros de ciencia, los experimentos, como cocinar, como seguir direcciones,
los libros de información, la cultura, la rima, el ritmo
Las letras: A, B
El número: 7
En matemáticas: patrones de las formas, como clasificar cosas, la
mañana/el mediodía/la tarde/la noche
Mil gracias por su apoyo y ayuda en el hogar.
Sinceramente,
La maestra de K4
F  F

131
Estimados padres,
La unidad 4 se llama Along Autumn Trails (“A lo largo de senderos

otoñales”). A su hijo(a) se le enseñarán los siguientes tópicos y
destrezas:
Manzanos y hojas multicolores: el sentido del gusto, la exploración,

la observación, arriba/abajo, caliente/frío, las estaciones del año, los
cambios de estaciones, la cucharadita/la cucharada/la taza/la media
taza
Las letras: B, C
El número: 8
En matemáticas: el octágono, como aproximar números, medidas no
estándares
En el huerto de calabazas: la observación y exploración de los seres

vivientes, el ciclo vital de una calabaza, escritura creativa, palabras que
riman, como arreglar cosas por tamaño, los espantapájaros, palabras
sustitutas
La letra: D
El número: 9
En matemáticas: pesado/ligero, la parte superior/la parte inferior, los
patrones de dos colores, combinaciones de conjuntos y de números
Atentamente,
La maestra de K4
F  F

132
Estimados padres,
El título de la unidad 5 es Paths of Long Ago (“Sendas del

pasado”). Las destrezas y los tópicos que se enseñarán durante
estas semanas incluyen lo siguiente:
Los pueblos indígenas de Norteamérica: sus viviendas, sus

familias, su vestido y su comida
La letra: E
El número: 10
El primer Día de Acción de Gracias: la historia de los Peregri-

nos, su amor para Dios, su travesía al Mundo Nuevo, su amistad
con los indígenas, su banquete del Día de Acción de Gracias
La letra: F
El número: 11
En matemáticas: el cono, los números ordinales del primero al
sexto
Este mes los alumnos tendrán la oportunidad de disfrutar de un

banquete de acción de gracias.
Les agradezco su apoyo y ayuda en el hogar.
Cordialmente,
La maestra de K4
F  F

133
Estimados padres,
La unidad 6 se llama Step by Step in Science (“Paso a paso en la ciencia”).

A su hijo(a) se le enseñarán los siguientes tópicos y destrezas:
La ciencia: el sonido, la luz, los imanes, la gravedad, las medidas

La letra: G
El número: 12
En matemáticas: la docena, las pulgadas
¿Qué hay en el espacio exterior? las naves espaciales, los astronautas, el

sol, la luna, las estrellas
La letra: H
En matemáticas: la esfera, la forma de estrella, los gráficos de barras
Atentamente,
La maestra de K4
F  F

134
Estimados padres,
La unidad 7 se llama Sparkling Streets (“Calles que destellan”) y se

trata de las tradiciones navideñas. A su hijo(a) se le enseñarán las
siguientes destrezas y tópicos:
Ya viene la Navidad: el significado de la Navidad; la Navidad en la

iglesia, en la ciudad y en la escuela; la generosidad navideña
Repaso de letras y sonidos
Repaso de números
Forma: estrella
La Navidad en mi casa: el árbol navideño, los adornos, las golosinas,

las tarjetas, los regalos
Repaso de letras y sonidos
Repaso de números
Sinceramente,
La maestra de K4
F  F

135
Estimados padres,
Este mes la unidad se llama Footsteps in the Snow

(“Huellas en la nieve”). A su hijo(a) se le enseñarán los
siguientes tópicos y destrezas:
Divertirse en la nieve: el vestido invernal; la escarcha,

la nieve, el aguanieve, el hielo; como hacer un muñeco
de nieve
La letra: I
En matemáticas: el rombo, los patrones de colores,
formas y tamaños
Los animales de climas fríos: el pingüino, el oso polar,

la foca, el alce, el perro esquimal
La letra: J
En matemáticas: los números ordinales del primero al
octavo, contando al revés del cinco al cero
Hogares de animales: los nidos, las colmenas, las

madrigueras, las telarañas
La letra: K
En matemáticas: el centavo, todo o mitad
Atentamente,
La maestra de K4
F  F

136
Estimados padres,
La unidad 9 se titula March Across the Country (“Una marcha a través del país”).
Los tópicos y destrezas que se enseñarán durante estas semanas incluyen lo
siguiente:
¡América, te amo! la bandera estadounidense, los fuegos artificiales, los presi-

dentes, canciones y símbolos patrióticos
La letra: L
Los colores: rojo, blanco y azul
En matemáticas: los patrones de números y de puntos (hasta 10), los conjuntos
En el correo: saber el domicilio particular, el sistema de correos, como el cartero

recoge el correo y lo clasifica, los sellos postales
La letra: M
En matemáticas: forma de corazón, el peso en libras
Su hijo(a) tendrá la oportunidad de visitar la oficina de correos.
Cordialmente,
La maestra de K4
F  F

137
Estimados padres,
La unidad 10 se llama Cowboy Boots and Clown Shoes

(“Botas de vaquero y zapatos de payaso”). Las destrezas y los
tópicos que se enseñarán durante estas semanas incluyen lo
siguiente:
Las botas de vaquero: vestido y equipo de vaqueros, arre-

ando ganado, las canciones para fogata, la comida de vaque-
ros, el rodeo, las herraduras
La letra: N
En matemáticas: la esfera, los números ordinales del primero
al noveno, las monedas de cinco centavos, la suma
Los zapatos de payaso

La letra: O
Repaso de los colores
En matemáticas: el cuadro, el cubo, las monedas de veinti-
cinco centavos
Les agradezco su apoyo y ayuda en el hogar.
Atentamente,
La maestra de K4
F  F

138
Estimados padres,
El título de la unidad 11 es Following Animal Tracks (“Siguiendo las

huellas de los animales”). A su hijo(a) se enseñarán las siguientes
destrezas y tópicos:
Los dinosaurios: el stegosaurus, el oviraptor, el pterandon, el

Tyrannosaurus rex, los fósiles, el paleontólogo
Las letras: P, Q
En matemáticas: la resta, las palabras de posición
En la finca: el cerdo, la vaca, la oveja, la gallina, la cabra

La letra: R
El, numero: 5
En matemáticas: el rectángulo, correspondencia uno a uno, como
trazar una linea
Los animales en el parque zoológico: el elefante, el mono, el gorila, la

jirafa, la cebra, el canguro, el koala, el león, el tigre, el guarda de zoólogico
La letra: S
En matemáticas: como decir la hora, el cono, el triángulo
Sinceramente,
La maestra de K4
F  F

139
Estimados padres,
La unidad 12 se llama Between the Garden Rows (“Entre los pasillos del jardín”). Los
tópicos y destrezas que se enseñarán durante estas semanas incluyen lo siguiente:
La laguna en la primavera: las estaciones del año, los indicios de la primavera, la

lluvia, el viento, el pato, el pez, la tortuga, la rana
La letra: T
En matemáticas: como ordenar tres colores, el volumen
Del jardín al mercado: los vegetales, las partes de una planta, el cuento de Pedrito el
COLOR
conejo, las semillas, el ciclo vital de una planta, la tienda de abarrotes
Las letras: U, V
En matemáticas: los números ordinales del primero al décimo, la libra, el cilindro
Amigos en el huerto: la lombriz, la mantis religiosa, la mariquita, la oruga, la mari-

posa, la abeja, palabras de posición, términos descriptivos
Las letras: W, X
Los números: 1–20 flowers, butterflies, bees at bottom
En matemáticas: el triángulo, el cuadro, el círculo, el rectángulo, los gráficos de
barras, los gráficos de dibujos, más que/menos que
Atentamente,
La maestra de K4
F  F

140
Estimados padres,
La unidad 13 se llama Dusty Barefoot Paths (“Caminando descalzo en senderos

polvorosos”). A su hijo(a) se le enseñarán las siguientes destrezas y tópicos:
¡Vamos a acampar! como empacar, como montar la carpa, haciendo una cami-
nata, la pesca
Las letras: Y, Z
En matemáticas: como clasificar cosas, como aproximar números, la calcula-
dora, las formas (repasar)
¡Vamos a la playa! la orilla del mar, las olas, madera flotante, hundir vs. flotar,
un viaje en lancha, la estrella de mar, el delfín, la gaviota, la tortuga, el tiburón,
el cangrejo ermitaño, el castillo de arena, la concha de mar, el acuario, el agua
salada, el agua fresco
Las letras: A–Z (repaso)
En matemáticas: la resta, cerca/lejos, como decir la hora, como aproximar núme-
ros, como contar conjuntos
En el patio trasero: el picnic

Las letras: A–Z (repaso)
Los números: 1–20 (repaso)
En matemáticas: la resta, medidas—la taza, la pinta, el cuarto de galón
Les agradezco mucho su apoyo y ayuda en el hogar.
Cordialmente,
La maestra de K4
F  F

141
Document 7
ASSESSMENTS
DEVELOPMENTAL READINESS FORM
In order to determine where each child is developmentally, assess him several times during the year.
Use a checklist as you casually observe the child. Assign “S” (satisfactory) or “N” (needs improvement) for each
developmental marker. Expectations may increase as the year progresses.
145
Date_____________ Name _______________________
Developmental Readiness
Language Skills
S N
m m Expresses ideas orally
m m Speaks using complete sentences
m m Attempts to use personal pronouns such as I, you, and me
m m Responds to questions
m m Gives personal information such as name and age
m m Shows interest in listening to stories
Social Skills
S N
m m Plays with other children
m m Takes turns and shares with classmates
m m Expresses displeasure verbally rather than physically
m m Focuses attention during a story or activity for 10 minutes
m m Cooperates with adults
m m Helps pickup toys after playing
m m Follows simple directions
Self-Help Skills
S N
m m Wipes nose with tissue
m m Uses the bathroom without assistance
m m Attempts to button, snap, and zip pants after using restroom
m m Takes off and puts on coats and sweaters
Small Motor Skills

S N
m m Colors with crayons
m m Cuts with scissors
m m Builds with blocks
Large Motor Skills

S N
m m Wipes nose with tissue
m m Catches and throws a large ball
m m Attempts to pump on swing
m m Can climb a ladder on slide or climbing apparatus
147
Date _____________ Name _______________________
Evaluation
Unit 1
Name Recognition
m First Name
Number Recognition
m 1 m 2 m3
Color Recognition
m Red m Blue m Yellow m Green
Shapes
m Circle m Square m Triangle
Uppercase Alphabet Letter Recognition

m A m E mI
m B m F mJ
m C m G mK
m D m H mL
Position Words
m Up m Down
m Front m Back
m Top m Middle m Bottom
m First m Next m Last
m Over m Under
m Inside m Outside
m On m Off
m Before
m Left m Right
Science/Math Words
m Taste (mouth) m See (eyes) m Hear (ears) m Touch (fingers) m Smell (nose)
m Alike m Different
m More m Fewer
m Big m Little
m Large m Small
m Tall
148
Date _____________ Name _______________________
Evaluation
Unit 2
Name Recognition
m First Name
Number Recognition
m 1 m 2 m 3 m4
Color Recognition
m Red m Blue m Yellow
m Green m Orange m Purple
Shapes
m Circle m Square m Triangle m Rectangle

m A m E m I m M mQ
m B m F m J m N mR
m C m G m K m O mS
m D m H m L mP
Position Words
m Up m Down
m Front m Back
m Over m Under
m Inside m Outside
m On m Off
m Before
m Left m Right
Science/Math Words
m Alike m Different
m More m Fewer
m Big m Little
m Large m Small
m Tall m Short
m All m Some
149
Date _____________ Name _______________________
Evaluation
Unit 3
Name Recognition
m First Name
Number Recognition
m 0 m 1 m 2 m 3 m4
m 5 m 6 m 7
Ordinals
m First m Second m Third
Color Recognition
m Red m Blue m Yellow m Green m Orange m Purple
m Brown m Black m White
Shapes
m Circle m Square m Triangle m Rectangle
m Crescent m Oval

mA
mB
mC
mD
mE
mF
mG
mH
mI
mJ
mK
mL
mM
mN
mO
mP
mQ
mR
mS
mT
mU
mV
mW
mX
150
mY
mZ
Lowercase Alphabet Letter Recognition
m a mb
Phonics Sounds
m /a/ m /b/
Position Words
m Up m Down
m Front m Back
m Over m Under
m Inside m Outside
m On m Off
m Before
m Left m Right
Science/Math Words
m Alike m Different
m More m Fewer
m Big m Little
m Large m Small
m Bigger m Smaller
m Later
m Tall m Short
m All m Some
151
Date _____________ Name _______________________
Evaluation
Unit 4
Name Recognition
m First Name
Numbers
m8
m9
m 10
m 11
Ordinals
m Fourth
m Fifth
m Sixth
Shapes
m Octagon
m Cone

m c
m d
Phonics Sounds
m /c/
m /d/
Position Words
m Top m Bottom
Science/Math Words
m Heavy m Light
m Sink m Float
m Hot m Cold
m Fall
152
Date _____________ Name _______________________
Evaluation
Unit 5
Name Recognition
m First Name
Numbers
m8
m9
m 10
m 11
Ordinals
m Fourth
m Fifth
m Sixth
Shapes
m Octagon
m Cone

mc
md
me
mf
Phonics Sounds
m /c/
m /d/
m /e/
m /f/
Position Words
m Top m Bottom
Science/Math Words
m Heavy m Light
m Sink m Float
m Hot m Cold
m Fall
m Small m Medium m Large
153
Date _____________ Name _______________________
Evaluation
Unit 6
Name Recognition
m First Name
Numbers
m 8 m 9 m 10 m 11 m 12
Ordinals
m Fourth m Fifth m Sixth
Shapes
m Octagon m Cone m Sphere m Star

m c m e mg
m d m f mh
Phonics Sounds
m /c/ m /e/ m /g/
m /d/ m /f/ m /h/
Position Words
m Top m Bottom
m Near m Far
Science/Math Words
m Heavy m Light
m Sink m Float
m Tall m Taller m Tallest
m Hot m Cold
m Fall
154
Date _____________ Name _______________________
Evaluation
Unit 7
Name Recognition
m First Name
Numbers
m 8 m 9 m 10 m 11 m 12
Ordinals
Shapes

m c m e mg
m d m f mh
Phonics Sounds
m /c/ m /e/ m /g/
m /d/ m /f/ m /h/
Position Words
m Top m Bottom
m Near m Far
m Before m After m Between
Science/Math Words
m Heavy m Light
m Sink m Float
m Big m Bigger m Biggest
m Less Than m Greater Than
m Hot m Cold
m Fall m Winter
m Long m Short (different than long/tall)
155
Date _____________ Name _______________________
Evaluation
Unit 8
Name Recognition
m First Name m Last Name
Number Count
m 1–12
Dot Pattern Recognition

m 1 m6
m 2 m7
m 3 m8
m 4 m9
m 5 m 10
Ordinals
m Seventh
m Eighth
Colors
m Gray
Shapes
m Diamond

mi
mj
mk
Phonics Sounds
m /i/
m /j/
m /k/
Math/Science Words
m Winter m Snowflake
m Freeze m Melt
m Penny m One Cent
m Whole m Half
m Bird m Nest
m Bee m Beehive
m Beaver m Lodge
m Spider m Web
156
Date _____________ Name _______________________
Evaluation
Unit 9
Name Recognition
Number Count
m 1–12

m 1 m6
m 2 m7
m 3 m8
m 4 m9
m 5 m 10
Ordinals
m Seventh
m Eighth
Colors
m Gray
m Pink
Shapes
m Diamond
m Heart

m i m j m k m l mm
Phonics Sounds
m /i/ m /j/ m /k/ m /l/ m /m/
Math/Science Words
m Freeze m Melt
m Penny m One Cent
m Whole m Half
m Bird m Nest
m Bee m Beehive
m Beaver m Lodge
m Spider m Web
157
Date _____________ Name _______________________
Evaluation
Unit 10
Name Recognition
Number Count
m 1–12

m 1 m 3 m 5 m 7 m9
m 2 m 4 m 6 m 8 m 10
Ordinals
m Seventh m Eighth
Colors
m Gray m Pink
Shapes
m Diamond m Heart

m i m j m k m l m m m n mo
Phonics Sounds
m /i/ m /j/ m /k/ m /l/ m /m/ m /n/ m /o/
Math/Science Words
m Freeze m Melt
m Penny m One Cent
m Whole m Half
m Bird m Nest
m Bee m Beehive
m Beaver m Lodge
m Spider m Web
158
Date _____________ Name _______________________
Evaluation
Unit 11
Identify Numbers
m 1–12
Ordinals
m Ninth
Sequencing
m 2-object patterns
Draw
m Rectangle
m Triangle
m Circle
m Square
Clock
m Set to hour

m p mq m r m s
Phonics Sounds
m /p/ m /q/ m /r/ m /s/
Identify Initial and Final Consonants

m bat m nap
m dig m sail
m top m lid
m rug m fog
m jet m win
Science/Math Words
m spring
159
Date _____________ Name _______________________
Evaluation
Unit 12
Identify Numbers
m 1–12
Ordinals
m Ninth
m Tenth
m First–Tenth
Sequencing
m 3-object patterns
Draw
m Rectangle
m Triangle
m Circle
m Square
Clock
m Set to hour

m t m u m v m w
Phonics Sounds
m /t/ m /u/ m /v/ m /w/

m bat m nap
m dig m sail
m top m lid
m rug m fog
m jet m win
Science/Math Words
m Spring
160
Date _____________ Name _______________________
Evaluation
Unit 13
Identify Numbers
m 1–20
Ordinals
m Ninth
m Tenth
m First–Tenth
Sequencing
m 3-object patterns
Draw
m Rectangle
m Triangle
m Circle
m Square
Clock
m Set to hour

m y m z
Phonics Sounds
m /y/ m /z/

m bat m nap
m dig m sail
m top m lid
m rug m fog
m jet m win
Science/Math Words
m Spring
m Summer
161
Name
Date
Assessment First Quarter: Units 1–3
Name Recognition
m First name
Number Recognition
m 0 m 1 m 2 m 3 m 4 m 5 m 6 m 7
Ordinals
m First m Second m Third
Color Recognition
m Red m Green m Brown m Blue m Orange
m Black m Yellow m Purple m White
Shapes
m Circle m Triangle m Crescent m Square m Rectangle m Oval

mA mB mC mD mE mF mG
mH mI mJ mK mL mM mN
mO mP mQ mR mS mT mU
mV mW mX mY mZ

m a m b
Phonics Sounds Science/Math Words

m /a/ m /b/ m Taste (mouth)
m See (eyes)
Position Words m Hear (ears)
m Up m Down m Touch (fingers)
m Smell (nose)
m Front m Back
m Later
m Alike m Different
m More m Fewer
m Over m Under
m Big m Little
m Inside m Outside
m Large m Small
m On m Off
m Bigger m Smaller
m Left m Right
m Tall m Short
m Before m After
m All m Some
Footsteps for Fours

Teacher Resources: Assessments
162
Name
Date
Assessment Second Quarter: Units 4–7
Name Recognition
m First name
Number Recognition
m 8 m 9 m 10 m 11 m 12
Ordinals
Shapes

m c m d m e m f m g m h
Phonics Sounds
m /c/ m /d/ m /e/ m /f/ m /g/ m /h/
Position Words
m Top m Bottom
m Near m Far
m Before m After m Between
Science/Math Words
m Heavy m Light
m Sink m Float
m Less than m Greater than
m Hot m Cold
m Fall m Winter
m Big m Bigger m Biggest
m Long m Short (different from long/tall)
Footsteps for Fours

163
Name
Date
Assessment Third Quarter: Units 8–10
Name Recognition
m First name m Last name
Number Count
m 1–12

m1 m2 m3 m4 m 5
m6 m7 m8 m9 m 10
Ordinals
m Seventh m Eighth
Color Recognition
m Gray m Pink
Shapes
m Diamond m Heart

m i m j m k m l m m
Phonics Sounds
m /i/ m /j/ m /k/ m /l/ m /m/
Math/Science Words
m Freeze m Melt
m Penny m One Cent
m Whole m Half
m Bird m Nest
m Bee m Beehive
m Beaver m Lodge
m Spider m Web
Footsteps for Fours

164
Name
Date
Assessment Fourth Quarter: Units 11–14
Name Recognition
m First name m Last name
Identify Numbers
m 1–20
Ordinals
m Ninth m Tenth
Sequencing
m 3 object patterns
Draw
m Rectangle m Triangle m Circle m Square
Clock
m Set to hour

m n m o m p m q m r m s m t
m u m v m w m x m y m z
Phonics Sounds
m /n/ m /o/ m /p/ m /q/ m /r/ m /s/ m /t/
m /u/ m /v/ m /w/ m /x/ m /y/ m /z/

m bat m nap m dig m sail m top
m lid m rug m fog m jet m win
Science/Math Words
m Spring
m Summer
Footsteps for Fours

165
Document 8
EARLY CHILDHOOD
BOOK LIST
NOTE TO TEACHER
Our Teacher’s Edition makes frequent references to children’s literature. Some literature and books are inte-
grated into the foundation of the lesson, whereas, others are recommended as read-alouds.
We do not sell these books in conjunction with the curriculum. However, our list acquaints teachers with books
they could borrow, rent, or purchase. The attached booklist is a list referred to in the Story and Rhyme Time of the
Teacher’s Edition that are theme and age-appropriate
169
Early Childhood Booklist
Author Title
Adams, Jesse Farmer Dillo Paints His Barn
Aesop The North Wind and the Sun
Aesop The Tortoise and the Hare
Ahlberg, Allan Treasure Hunt
Ahlberg, Allan Each Peach Pear Plum
Ahlberg, Allan The Jolly Postman
Alborough, Jez Cuddly Dudley
Alborough, Jez Where’s My Teddy?
Allan-Meyer, Kathleen Little Bear at Big School
Allan-Meyer, Kathleen Little Bear’s Big Adventure
Allan-Meyer, Kathleen Little Bear’s Surprise
Allan-Meyer, Kathleen Little Bear’s Secret
Allan-Meyer, Kathleen Little Bear’s Crunch-a-Roo Cookies
Allan-Meyer, Kathleen Play Fair, Little Bear
Anglund, Joan Walsh A Friend Is Someone Who Likes You
Anglund, Joan Walsh Christmas Is a Time of Giving
Augarde, Steve Pig
Baker, Marybob The Smiley Lion Book
Bancroft, Henrietta Animals in Winter
Bancroft, Henrietta Down Come the Leaves
Barry, Robert Mr. Willowby’s Christmas Tree
Bartlett, Margaret Farrington Where the Brook Begins
Bartoli, Jennifer In a Meadow, Two Hares Hide
Barton, Byron Machines at Work
Barton, Byron The Little Red Hen
Becker, Michelle Aki Groundhog Day
Benjamin, Alan Rat-a-Tat, Pitter Pat
Berenstain, Stan and Jan Inside, Outside, Upside Down
Berger, Barbara Helen When the Sun Rose
Berger, Melvin The Mystery of Magnets
Berson, Harold A Moose Is Not a Mouse
Black, Irma Busy Seeds
Bodkin, Odds The Christmas Cobwebs
Bond, Susan The Manners Zoo
Bopp, Nancy The Gardener’s Gold Ring
Bourgeois, Paulette Franklin’s Christmas Gift
Bradley, Kimberly Brubaker Pop! A Book about Bubbles
Brandenberg, Aliki My Five Senses
Brandenberg, Aliki My Hands
Brandenberg, Franz Fresh Cider and Pie
Brandenberg, Franz I Wish I Was Sick, Too!
Branley, Franklyn M. What Makes a Magnet?
Brenner, Martha Abe Lincoln’s Hat
Brett, Jan Berlioz the Bear
Brett, Jan Gingerbread Baby
Brett, Jan The Hat
170
Brewster, Benjamin The First Book of Eskimos
Bridwell, Norman Clifford at the Circus
Bridwell, Norman Clifford’s Birthday Party
Bridwell, Norman Clifford’s First Autumn
Bridwell, Norman Clifford’s First Valentine’s Day
Briggs, Raymond The Snowman
Brothers, Aileen Just One Me
Brown, Craig City Sounds
Brown, Marc Arthur Meets the President
Brown, Margaret Wise Animals in the Snow
Brown, Margaret Wise Big Red Barn
Brown, Margaret Wise Country Noisy Book
Brown, Margaret Wise Goodnight Moon
Brown, Margaret Wise I Like Bugs
Brown, Margaret Wise Little Fur Family
Brown, Margaret Wise Nibble, Nibble
Brown, Margaret Wise Pussy Willow
Brown, Margaret Wise Seven Little Postmen
Brown, Margaret Wise The Color Kittens
Brown, Margaret Wise The Golden Egg Book
Brown, Margaret Wise The Important Book
Brown, Margaret Wise The Little Scarecrow Boy
Brown, Margaret Wise The Runaway Bunny
Brown, Ruth Ladybug, Ladybug
Bruna, Dick Miffy’s Birthday
Bulla, Clyde Robert A Tree Is a Plant
Bunting, Eve Winter’s Coming
Burningham, John The School
Burton, Virginia Lee Katy and the Big Snow
Burton, Virginia Lee Mike Mulligan and His Steam Shovel
Caines, Jeannette I Need a Lunch Box
Cannon, Janell Stellaluna
Carle, Eric 1, 2, 3 to the Zoo
Carle, Eric A House for Hermit Crab
Carle, Eric Animals, Animals
Carle, Eric Do You Want to Be My Friend?
Carle, Eric Dragons, Dragons
Carle, Eric Have You Seen My Cat?
Carle, Eric Little Cloud
Carle, Eric Pancakes, Pancakes
Carle, Eric Papa, Please Get the Moon for Me
Carle, Eric Rooster’s Off to See the World
Carle, Eric The Grouchy Ladybug
Carle, Eric The Mixed-Up Chameleon
Carle, Eric The Secret Birthday Message
Carle, Eric The Tiny Seed
Carle, Eric The Very Busy Spider
Carle, Eric The Very Clumsy Click Beetle
Carle, Eric The Very Hungry Caterpillar
171
Carle, Eric The Very Lonely Firefly
Carle, Eric The Very Quiet Cricket
Carle, Eric Today Is Monday
Carle, Eric Twelve Tales from Aesop
Carlstrom, Nancy White Jesse Bear, What Will You Wear?
Carter, David A. Feely Bugs
Chapman, Cheryl Pass the Fritters, Critters
Chocolate, Debbi Kente Colors
Christelow, Eileen Five Little Monkeys Jumping on the Bed
Christians, Lucy The Gingerbread Boy
Cobb, Vicki I Fall Down
Conklin, Gladys Lucky Ladybugs
Conklin, Gladys When Insects are Babies
Conrad, Pam The Tub People
Crebbin, June Cows in the Kitchen
Crews, Donald Freight Train
Crews, Donald Parade
Crews, Donald Ten Black Dots
Crews, Nina I’ll Catch the Moon
Curry, Nancy The Littlest House
Dalgliesh, Alice The Thanksgiving Story
Dalton, Judy Two Good Friends
Delton, Judy Two Good Friends
Demarest, Chris L. Firefighters A to Z
Demarest, Chris L. The Cowboy ABC
dePaola, Tomie Jamie O’Rourke and the Big Potato
dePaola, Tomie The Popcorn Book
dePaola, Tomie Tomie’s Little Christmas Pageant
Dorros, Arthur Abuela
Dotlich, Rebecca Kai What Is Science?
Dubowski, Cathy East Cowboy Roy
Duvoisin, Roger Petunia
Eastman, P. D. Are You My Mother?
Eastman, P. D. The Best Nest
Ehlert, Lois Circus
Ehlert, Lois Color Farm
Ehlert, Lois Color Zoo
Ehlert, Lois Fish Eyes: A Book You Can Count On
Ehlert, Lois Growing Vegetable Soup
Ehlert, Lois Hands
Ehlert, Lois Planting a Rainbow
Ehlert, Lois Red Leaf, Yellow Leaf
Ehlert, Lois Snowballs
Ehlert, Lois Waiting for Wings
Emberley, Ed Great Thumbprint Drawing Book
Ernst, Lisa Campbell The Letters Are Lost!
Faulkner, Keith My First 100 Words in Spanish and English
Flack, Marjorie Ask Mr. Bear
Fleming, Denise Barnyard Banter
172
Fleming, Denise Count!
Fleming, Denise In the Small, Small Pond
Fleming, Denise In the Tall, Tall Grass
Fleming, Denise Lunch
Fleming, Denise Mama Cat Has Three Kittens
Fleming, Denise Time to Sleep
Fox, Mem Koala Lou
Fox, Mem Sleepy Bears
Francois, Paul The Good Friends
Freeman, Don A Rainbow of My Own
Freeman, Don Corduroy
Freeman, Don Corduroy’s Christmas Surprise
Freeman, Don Earl the Squirrel
Freeman, Don Manuelo the Playing Mantis
Friskey, Margaret Indian Two Feet and His Eagle Feather
Friskey, Margaret Seven Diving Ducks
Gág, Wanda Millions of Cats
Galdone, Paul The Gingerbread Boy
Galdone, Paul The Three Little Pigs
Gardeski, Christina Mia Columbus Day
Gibbons, Gail The Post Office Book: Mail and How It Moves
Gibbons, Gail Trucks
Glaser, Linda It’s Fall!
Glaser, Omri Round the Garden
Gomi, Taro The Crocodile and the Dentist
Graham, John I Love You, Mouse
Graham, Margaret Bloy Be Nice to Spiders
Gramatky, Hardie Little Toot
Greene, Rhonda Gowler Barnyard Song
Greenfield, Eloise Grandpa’s Face
Grossman, Virginia Ten Little Rabbits
Hall, Zoe The Apple Pie Tree
Hall, Zoe Fall Leaves Fall!
Hallworth, Grace Down by the River
Hawkins, Jacqui Pat the Cat and Friends
Hayes, Ann Meet the Marching Smithereens
Hayes, Ann Meet the Orchestra
Heap, Sue Cowboy Baby
Hein, Lucille My Very Special Friend
Heller, Ruth Chickens Aren’t the Only Ones
Henkes, Kevin Chrysanthemum
Herman, Ronnie Ann Pal the Pony
Hill, Eric Spot Goes to the Circus
Hillert, Margaret The Little Cowboy and the Big Cowboy
Hiscock, Bruce When Will It Snow?
Hoban, Lillian Arthur’s Camp-Out
Hoban, Russell A Baby Sister for Frances
Hobbie, Holly Toot & Puddle
Hoberman, Mary Ann A House Is a House for Me
173
Hoff, Syd Danny and the Dinosaur
Hoff, Syd Sammy the Seal
Hoffman, E. T. A. The Nutcracker
Holl, Adelaide The Rain Puddle
Holland, J. Gertie Groundhog
Holmes, Melody Moore ¡Buenos Días, Carlitos!
Hort, Lenny The Seals on the Bus
Hubbard, Patricia My Crayons Talk
Hutchins, Pat Changes, Changes
Hutchins, Pat Rosie’s Walk
Hutchins, Pat Ten Red Apples
Hutchins, Pat The Doorbell Rang
Hutchins, Pat The Wind Blew
Hutchins, Pat We’re Going on a Picnic!
Jackson, Alison I Know an Old Lady Who Swallowed a Pie
Johnson, Crockett Harold and the Purple Crayon
Johnson, Stephen T. Alphabet City
Johnston, Tony My Mexico
Johnston, Tony The Vanishing Pumpkin
Kalan, Robert Rain
Keats, Ezra Jack A Letter to Amy
Keats, Ezra Jack Goggles!
Keats, Ezra Jack The Snowy Day
Keats, Ezra Jack Whistle for Willie
Kennedy, Jimmy The Teddy Bears’ Picnic
Ketteman, Helen Grandma’s Cat
Kimmel, Eric A. The Gingerbread Man
Knight, Hilary The Circus Is Coming
Krauss, Ruth The Carrot Seed
Krauss, Ruth The Growing Story
Krensky, Stephen Christopher Columbus
Krenzer, Rolf The Christmas Bell
Kumin, Maxine W. The Beach Before Breakfast
Kunhardt, Edith Honest Abe
Landay, Eileen Bruce’s Loose Tooth
Leaf, Munro Manners Can Be Fun
Lear, Edward and Jan Brett The Owl and the Pussycat
Lebar, Mary We Are Helpers
Lenski, Lois Cowboy Small
Lenski, Lois The Little Sailboat
LeSieg, Theo Wacky Wednesday
Lewis, Kevin My Truck Is Stuck!
Lewison, Cheyette Mud
Lionni, Leo Inch by Inch
Lionni, Leo It’s Mine!
Lionni, Leo Let’s Make Rabbits
Lionni, Leo Little Blue and Little Yellow
Lionni, Leo Swimmy
Llewellyn, Claire The Best Book of Bugs
174
Lobel, Arnold Frog and Toad Are Friends
Lock, David Animals at Home
Long, Sylvia Twinkle, Twinkle, Little Star
Longfellow, Henry W. and Susan Jeffers Hiawatha
Lopshire, Robert Put Me in the Zoo
Lyon, Tammie The Night Before Thanksgiving
Maass, Robert When Autumn Comes
Martin, Bill Jr. A Beasty Story
Martin, Bill Jr. Brown Bear, Brown Bear, What Do You See?
Martin, Bill Jr. Chicka Chicka Boom Boom
Martin, Bill Jr. Here Are My Hands
Martin, Bill Jr. Polar Bear, Polar Bear, What Do You Hear?
Martin, David Piggy and Dad Go Fishing
Marzollo, Jean Pretend You’re a Cat
Marzollo, Jean and Walter Wick I Spy: A Book of Picture Riddles
Marzollo, Jean and Walter Wick I Spy: Treasure Hunt
Mayer, Mercer Just Camping Out
Mayer, Mercer There’s an Alligator Under My Bed
McCloskey, Robert Make Way for Ducklings
McCloskey, Robert One Morning in Maine
McKy, Katie Pumpkin Town!
McMillan, Bruce Time to . . .
McNamara, Margaret The Pumpkin Patch
Metaxas, Eric Squanto and the Miracle of Thanksgiving
Milich, Zoran City Signs
Milne, A. A. Winnie-the-Pooh
Milton, Joyce Honeybees
Minarik, Else Holmelund Little Bear
Mitton, Tony and Ant Parker Amazing Airplanes
Mohr, Joseph and Thomas Kinkade Silent Night
Moncure, Jane Belk Our Birthday Book
Moncure, Jane Belk Our Thanksgiving Book
Moon, Grace One Little Indian
Most, Bernard The Cow That Went Oink
Murphy, Frank George Washington and the General’s Dog
Murphy, Patricia J. Taste
Nidey, Kelli When Autumn Falls
Numeroff, Laura Chimps Don’t Wear Glasses
Numeroff, Laura If You Give a Moose a Muffin
Numeroff, Laura If You Give a Mouse a Cookie
Numeroff, Laura If You Give a Pig a Pancake
Odor, Ruth Shannon A Child’s Book of Manners
Palatini, Margie Piggy Pie!
Parish, Peggy Good Hunting, Blue Sky
Parr, Todd The Grandma Book
Peek, Merle Mary Wore Her Red Dress
Penn, Audrey The Kissing Hand
Persun, Morgan Reed No Pets Allowed
Pfeffer, Wendy From Seed to Pumpkin
175
Pfister, Marcus The Rainbow Fish
Pfloog, Jan Baby Wild Animals
Pilkey, Dav ’Twas the Night Before Thanksgiving
Pinkney, Jerry The Little Red Hen
Pinkwater, Daniel Manus The Big Orange Splot
Piper, Watty The Little Engine That Could
Potter, Beatrix Peter Rabbit
Potter, Marian The Little Red Caboose
Poulet, Virginia Blue Bug’s Beach Party
Rand, Joyce A Hippo with Feathers
Rathmann, Peggy Good Night, Gorilla
Repp, Janelle Little Bear and the Springwood Spinners
Rey, H. A. Curious George and the Rocket
Rey, H. A. See the Circus
Rey, H. A. and Margret Cecily G. and the Nine Monkeys
Rey, H. A. and Margret Curious George Goes Camping
Rey, H. A. and Margret Curious George Plants a Seed
Rey, H. A. and Margret Merry Christmas, Curious George
Rey, Margret Pretzel
Rius, Maria Smell
Robbins, Ken Autumn Leaves
Rockwell, Anne Apples and Pumpkins
Rockwell, Anne 100 School Days
Rockwell, Anne Honey in a Hive
Rockwell, Harlow My Dentist
Rockwell, Harlow My Doctor
Rollings, Susan New Shoes, Red Shoes
Rylant, Cynthia Scarecrow
Sams, Carl R. II and Jean Stoick Stranger in the Woods
Scarry, Patricia M. The Sweet Smell of Christmas
Scarry, Richard Good Night, Little Bear
Schafer, Kevin Penguins ABC
Scholastic Inc. The Star-Spangled Banner
Schwartz, David M. How Much Is a Million?
Schwartz, David M. Millions to Measure
Selby, Jennifer The Seed Bunny
Sendak, Maurice Where the Wild Things Are
Seuss, Dr. Green Eggs and Ham
Seuss, Dr. Hop on Pop
Seuss, Dr. If I Ran the Circus
Seuss, Dr. Ten Apples Up on Top!
Seuss, Dr. The Cat in the Hat
Seuss, Dr. Yertle the Turtle
Shaw, Charles G. It Looked Like Spilt Milk
Slate, Joseph Miss Bindergarten Celebrates the 100th Day of
Kindergarten
Sloat, Teri From One to One Hundred
Smith, Dodie The 101 Dalmatians
Spier, Peter Dreams
176
Stagg, Mildred A. Song of the Seed
Standiford, Natalie The Bravest Dog Ever: The True Story of Balto
Stewart, Sarah The Library
Stickland, Paul and Henrietta Dinosaur Roar!
Stover, Jo Ann If Everybody Did
Stover, Jo Ann They Didn’t Use Their Heads
Suen, Anastasia Red Light, Green Light
Sundgaard, Arnold The Lamb and the Butterfly
Swift, Hildegarde H. The Little Red Lighthouse and the Great Gray
Bridge
Tafuri, Nancy Have You Seen My Duckling?
Tagliaferro, Linda Birds and Their Nests
Thayer, Jane The Puppy Who Wanted a Boy
Thomas, Patricia “Stand Back,” Said the Elephant, “I’m Going to
Sneeze!”
Thomas, Ulrich Apple Mouse
Thompson, Lauren Mouse’s First Christmas
Thompson, Ruth The Inuit (Footsteps in Time series)
Titherington, Jeanne Pumpkin, Pumpkin
Tresselt, Alvin Wake Up, Farm!
Trumbauer, Lisa What Is Gravity?
Tudor, Tasha A Time to Keep
Turkle, Brinton Deep in the Forest
Udry, Janice May A Tree Is Nice
Waber, Bernard Ira Sleeps Over
Waddell, Martin Owl Babies
Wadsworth, Wallace Choo-Choo: The Little Switch Engine
Wallace, Karen Wild Baby Animals
Walsh, Ellen Stoll Mouse Paint
Walter, Virginia “Hi, Pizza Man!”
Ward, Cindy Cookie’s Week
Waters, Kate Giving Thanks: The 1621 Harvest Feast
Waters, Kate On the Mayflower
Watkins, Dawn L. Once in Blueberry Dell
Watkins, Dawn L. Very Like a Star
Watkins, Dawn L. Wait and See
Watson, Jane Werner My Big Book of the Outdoors
Watson, Jane Werner Wonders of Nature
Webber, Helen What Is Sour? What Is Sweet?
Wellington, Monica Apple Farmer Annie
Wells, Rosemary Emily’s First 100 Days of School
Wildsmith, Brian A Christmas Story
Wilkin, Eloise Poems to Read to the Very Young
Williams, Arlene Tiny Tortilla
Williams, Linda Dump Trucks
Williams, Linda The Little Old Lady Who Was Not Afraid
Williams, Sue I Went Walking
Wing, Helen The Happy Twins
Wing, Natasha The Night Before Thanksgiving
177
Wood, Don Piggies
Wood, Don The Little Mouse, the Red Ripe Strawberry,
and the Big Hungry Bear
Wood, Don The Napping House
Yacowitz, Caryn Pumpkin Fiesta
Yee, Brenda Shannon Sand Castle
Zagwyn, Deborah Turney The Pumpkin Blanket
Zelinsky, Paul O. The Wheels on the Bus
Zion, Gene No Roses for Harry!
Zolotow Charlotte The Storm Book
Zolotow, Charlotte Mr. Rabbit and the Lovely Present
Zolotow, Charlotte Over and Over
178
Document 9
FOOTSTEPS FOR FOURS
PIECES AND IMPLEMENTATION
CURRICULUM MATERIALS LIST
Teacher Set
•• Teacher’s Edition, Part 1
•• Toolkit CD
•• Assessments
•• Schedules
•• Classroom Center Signs
•• Listening CDs (2 discs)
•• Visual Packet
•• Manipulatives
•• Wall Posters
•• Sequencing Cards
•• Stick Puppets
•• Phonics Charts
•• Phonics Song Charts
•• Alphabet Wall Chart
•• Teaching Tree with Supplements
•• Jack Russell Terrier Hand Puppet with
Backpack
•• Online Support at bjupress.com/vpk/
•• Prekindergarten resources for educators and
families
•• Early childhood booklist
•• Thirteen parent letters in English and Spanish
•• One Developmental Readiness checklist and 13
Assessments
Student Sets
•• Student Activity Packet
•• Stickers
•• Eager Beaver Take-Home Stories
•• Activity Packet Cards
•• Student Writing Packet
•• Student Practice Cards
181
SCOPE AND SEQUENCE
Prereading Science
•• Language acquisition and development •• Environment: seasonal changes of plants and
•• Recognition of alphabet letters animals; animal families and animal homes
•• Phonemic awareness of alphabet sounds /a/–/z/ •• Hands-on: experiments, cooking, weather, space,
magnets
•• Letter-sound recognition of medial short-vowel
sounds; initial and final consonants
•• Optional beginning reading strand for eager Art
learners •• Art suggestions and craft activities correlated
with unit themes
Listening and Literature
•• Traditional literature; realistic and fanciful prose Motor
and poetry, nursery rhymes •• Fine and gross motor development activities;
•• Vocabulary development and enrichment games, action rhymes and action songs
•• Auditory memory; sound by direction, pitch,
tempo and volume; rhyming words
•• Listening questions to develop literal, Music
interpretive, critical, and appreciative •• Songs, rhymes, and musical games
comprehension •• Additional music strand to complement lessons
•• Dictation of group-writing experiences; sentence through movement, rhythm instruments,
completions; sequencing of stories retelling of story, games, and songs
Handwriting
•• Correct posture, pencil hold, and paper
placement
•• Prewriting skills; finger tracing and pencil
tracking of left-to-right, vertical, horizontal,
diagonal, zig-zag, and curved line
•• Uppercase and lowercase PreCursive alphabet;
numerals 0–12
Mathematics
•• Number recognition 0–20; counting to 100;
shape recognition; pattern sequencing; color
sequencing
•• Calendar, clock, coins, measurement, dot
patterns, number sets, number line, ordinals,
fractions
•• Position words
Heritage Studies
•• Concepts of God’s plan for the child and his
family
•• Patriotism, patriotic symbols, holidays
•• Community helpers, transportation
183
FEATURES OF MATERIALS
The Footsteps Family •• Music with Honey develops rhythm,

coordination, and music awareness skills.
The Martin family—Mr. and Mrs. Martin,
•• Interactive 4-season Teaching Tree with weather,
Emma, Jake, and their dog, Max—are featured
math, and letter supplement teaching pieces.
every day.
•• Phonics Charts include a teaching tree and
Throughout the year, your class will enjoy the listen- supplement teaching pieces.
ing stories about four-year-old Jake and his class- •• The Teaching Visuals enhance the lessons as the
mates, Marcos, Keisha, and Caroline. teacher guides discussions and introduces new
The Teaching Tree in the Martins’ backyard is home concepts.
to Max’s animal friends, who introduce the children •• The Activity Packet correlates activities with the
to new letters and numbers. skills taught in the lessons and includes 3 sticker
•• Toby the turtle (math) sheets and a supplement section integrating
•• Honey the hummingbird (music) reinforcement activities to develop eye-hand
coordination and large and small motor skills.
•• Sydney and Sophie the squirrels (phonemic
awareness) •• The Writing Packet provides practice to further
develop handwriting skills, including alphabet,
numbers, reading left-to-right, alphabetizing,
Focus and Features and number order.
•• Suggestions for Learning Centers and ideas for •• Student Practice Cards encourage individual
music, art, and cooking are integrated into the practice with letter-sound recognition.
lessons. •• Max, the hand puppet, encourages student
•• Making Sounds Make Sense aids the teacher as participation as he learns along with the
she introduces letter sounds to the children. children.
•• Step Write Up engages the children in group •• Listening CDs include 155 tracks with
writing experiences. arrangements of familiar and original songs
•• Eager Beavers presents teaching for the child
who is ready to read.
185
GETTING STARTED
The front matter in the Teacher’s Edition is de- The Toolkit CD packaged in Part 1 of the
signed to provide information for the teacher about Teacher’s Edition includes suggested schedules, re-
using the materials. Suggestions are given for class- producibles for cutting and coloring practice, visual
room routines and procedures. aids, center signs, and other resources.
The lessons provide teacher instructions for group Assessment forms are available on the Toolkit CD.
and small-group activities. Although most of the les- Other versions are available online to VPK schools
son is focused on group instruction for part of the and are included with these materials.
day, the teacher is expected to schedule center times Max the hand puppet dog, his friends, and the
for a large part of the day. Information about setting other materials are designed to make the kindergar-
up centers is provided in the front matter. Ideas for ten classroom a place where children love to learn!
centers are included with each unit opener as well as
within the daily lessons.
187
CURRICULUM GUIDE FOR
FOOTSTEPS FOR FOURS
UNIT 1: THE SIDEWALK TO MY HOUSE

Lesson Name and Activity Writing Phonemic Language Arts, Science, Math BATS and Bible
Number Packet Packet Awareness Social Studies Promises
School Days
1 1 taking turns; helping; calendar date; up, down
Welcome name recognition; personal space;
classroom rules; locating classroom
items; weather conditions
2 2 1 participation in an action rhyme; front, back
Classroom listening; recalling details; classroom
rules; name recognition
3 3 A name recognition; color red top, middle,
Begin with A bottom; traffic
light colors
4 4 B name recognition; helping others; first, next, last 5e Friendliness;
Being Kind and Polite color red Kindness
5 5, S1 A, B red day; name recognition up, down; first,
Let’s Play! next, last; top,
middle, bottom
All About Me
6 C manners; color blue; matching letters alike, different; God made me.
Who Am I? to names; created by God; cultural sorting by color;
diversity circle
7 6 2 D birthdays; sequencing up, down; front,
My Birthday back; sorting by
size
8 7 3 appreciating our bodies; working; number 2e Work;
I Can Work rhyming; nursery rhymes; sequencing recognition 1 Eccles. 9:10
A–D
9 8 E shadow; rhyming sorting by shape; God made me
My Shadow counting down special.
10 9 4 F blue day; experience story more, fewer
My Friend
Fun with the Gingerbread Man

11 10 5 A–F color yellow; awareness of self; over, under; square God gave me
I Can Hear uniqueness as God’s creation; listening senses.
for story details; five senses; hearing
12 11 6 G listening comprehension; sense of number 3a Self-concept
I Can Smell smell; experimenting recognition 2; sets
of 1–2; inside,
outside
13 12 7 H sight on, off; top, 3a Self-concept;
I Can See middle, bottom Compassion
14 S2 8 A–H alike, different; taste standard 5d
I Can Taste measurement; Communication
sequencing events;
before, after,
middle
15 13 9 I yellow day; senses; touch; texture; over, under; 7c Thankfulness
I Can Touch sequencing a story on, off; inside, to God
outside; number
recognition 1–2;
sequencing three
colors
189
My Family and My Pets
16 14 10 J parents; color green big, little; large, I. God as Master;
My Parents small; triangle 5a Thankfulness
to men
17 15 11 A–J brothers; sisters; family more, fewer; 5a Love
Brothers and Sisters nonstandard
measurement
18 16 12 K grandparents number
Grandparents’ Day recognition 3;
counting sets
19 17 13 L discerning sounds; caring for animals long, short, tall
My Pet Dog
20 18 14 A–L green day; cats circle, square,
My Pet Cat triangle; start on
signal
UNIT 2: NEIGHBORHOOD STREETS

Lesson Name and Activity Writing Phonemic Language Arts, Science, Math BATS and Bible
My Community
21 19, S3 15 M color orange; police officer; traffic light sorting by Obedience to
Police Officer category; rectangle, God’s and man’s
square laws
22 20, S4 16 N firefighter; fire safety review 1; sets
Firefighter
23 21 17 A–N doctor, nurse, EMTs; following counting; review
Doctor directions 2; tall, short; big,
small
24 22 18 O dentist; dental care; matching review 3 5e Friendliness
Dentist
25 23 19 P orange day; friends; mayor; city hall; number sets 1–3 5a Love;
Mayor map reading 5e Friendliness;
Eph. 4:32
Transportation
26 24 20 A–P color purple; buses; alphabetical order number
Buses recognition 1–3
27 25 21 Q cars; trucks; transportation safety left, right; short,

Cars and Trucks long
28 26 22 R boats; color recognition; sink, float number
Boats recognition 4;
pictograph; square,
triangle
29 23 A–R aircraft; flying reviewing 1–4;
Airplanes square
30 27 24 S purple day; trains shapes; all, some;
Trains fewer, more;
review 4
UNIT 3: GOING PLACES IN BOOKS

Lesson Name and Activity Writing Phonemic Language Arts, Math BATS and Bible
Number Packet Packet Awareness Science, Social Studies Promises
Fables, Tales, and Rhymes

31 28 25 T color brown; plant growth number recognition 2e Work;
Uncle Tim’s Race 5, oval 7e Humility
32 29 26 A–T matching letters left, right; shapes;
The Three Little Pigs review 5
190
33 30 27 U participating in acting out a story large, small; number
Goldilocks and the sequencing 1–5
Three Bears
34 31 28 V rhyming words; nursery rhymes; number recognition
Hey Diddle Diddle matching letters 1–5; one-to-one
correspondence
35 32, S5 29 A–V brown day; nursery rhymes number recognition
Humpty Dumpty 0; concept zero
Children’s Favorite Books

36 33 30 W colors black, white; literature; stages daytime, nighttime; God made day
The Caterpillar Book of caterpillar development crescent and night;
Gen. 1:5
37 34 31 X literature; cause and effect; creative sets 0–5; bigger, Obedience;
The Mouse Book writing; matching letters smaller Contentment;
Heb. 13:5
38 35 32 Y literature ordinals first–third
The Rhyming Book
39 36 Z literature; identification of animal number recognition
The Seeing Book sounds; colors; facial expressions 6; patterning by color
40 37 33 A–Z black and white day; predicting review 6
The Bear’s Honey Pot logical steps in a story; literature
At the Library
41 38 34 A /a/ library shapes; one-to-one
The Library correspondence
42 S6 35 a /a/ history books; family history number recognition 6a Bible study
History Books 7
43 39 36 Aa /a/ colors; science books; science identifying shape God made colors.
Science Books experiments patterns; sorting by
shape; ordinals first–
third; review 7
44 40 37 B /b/ cookbooks; following directions; morning, noon,
Cookbooks rhyming afternoon, evening
45 38 b /b/ informational books; culture; shapes; counting to 5c Evangelism
Informational Books rhythm 10; left and right and missions
UNIT 4: ALONG AUTUMN TRAILS

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Bible
Apple Trees and Colored Leaves

46 41, S7 Bb /b/ sense of taste; exploration; estimating height,
Picking Apples observation length, and quantity;
measuring height
and length using
nonstandard
measure; alike,
different
47 42 39 C /c/ up, down; hot, cold; seasons number recognition 8 I. God as Master;
Little Red Hen Gen. 8:22
48 43 40 c /c/ teaspoon, tablespoon, cup, half cup; inside, outside; more,
Applesauce literature; sequencing pictures fewer; review 8;
octagon
49 Cc /c/ seasonal changes pattern by shape; 7c Praise
Fall’s in the Air graphing
50 44 41 Aa–Cc fall; color recognition more, fewer; I. God as Master
Colored Leaves counting sets; review
8
In the Pumpkin Patch

51 45, S8 42 D /d/ observation and exploration of heavy, light I. God as Master
How Pumpkins Grow living things; life cycle of a pumpkin
191
52 43 d /d/ creative writing; rhyming words; estimating weight
Pumpkin Fun colors; examining a pumpkin
53 46 Dd /d/ arranging by size; sink, float number recognition
Story of the 9; counting sets; top,
Pumpkins bottom
54 44 d /d/ scarecrows; group writing two-item color
Scarecrows experience pattern; review 9
55 47 Aa–Dd scarecrows; word substitution matching sets and
Scarecrow Fun numbers
UNIT 5: PATHS LONG AGO

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Bible Eager
Number Packet Packet Awareness Social Studies Promises Beavers
Native Americans
56 48 45 E /e/ the first Americans number beginning
The First recognition 10 sounds
Americans /a/–/e/; word
families _ad,
_ed
57 49 46 e /e/ Native American homes more, fewer; 5a Love
Native American and symbols; retelling a measurement
Homes story
58 50 47 Ee /e/ Native American families patterning; vowels a, e
Native American sequencing
Families numbers 1–6
59 51, S9 Ee /e/ Native American dress; small, medium, 7c Thankfulness
Native American group writing experience large to God
Dress
60 48 Aa–Ee Native American food; sequencing beginning
Native American senses: taste 1–10; counting sound /d/
Food
The First Thanksgiving

61 52 49 F /f/ Pilgrims; knowledge of cone shape; beginning
The Pilgrims Loved history number 11; sound /f/
God place value
62 53 50 f /f/ drama; Pilgrims; sorting by color; God’s protection;
The Pilgrims’ knowledge of history past, present, Heb. 13:5
Voyage future
63 54 Ff /f/ left, right; matching letters; ordinals beginning
Indian Friends Pilgrims sounds /b/,
/c/, /f/
64 55 51 f /f/ group writing experience; classifying by 7c Praise;
Pilgrims Give the first Thanksgiving quantity Ps. 128:2
Thanks
65 52 Aa–Ff Thanksgiving traditions making sets reading
Thanksgiving Day to represent sentences
numbers;
ordinals first–
sixth; review 11
UNIT 6: STEP BY STEP IN SCIENCE

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Eager
Number Packet Packet Awareness Social Studies Bible Promises Beavers
Science
66 S10 53 G /g/ sound number Sounds that
Sound recognition are different
12; dozen;
inches
192
67 56 54 g /g/ light; colors review Creation
Light 1–12
68 57 55 Gg /g/ uses and strengths of magnets patterning beginning
Magnets large and sounds /d/,
small /f/, /g/
69 58 56 listening for facts; group writing number 12 God’s power
Gravity experience; gravity Col. 1:17
70 59 Aa–Gg measurement: weight, weight sort by size; beginning
Measurement comparison arrange by sounds
ascending /a/–/g/
or
descending
size
What’s in Space?
71 60 57 H /h/ spacecraft; Mission Control near, far; God’s ending
Spacecraft matching omnipresence sounds /b/,
sets and /d/, /g/
numbers
to 10;
sequencing
72 61 58 h /h/ astronauts bar graph;
Astronauts counting
down from
10
73 62 59 Hh /h/ sun sphere ending
The Sun sounds /b/,
/d/, /f/, /g/
74 60 moon; group writing experience review
The Moon 1–12
75 63 Aa–Hh stars star; ending
Stars ordinals sounds /b/,
/d/, /g/
UNIT 7: SPARKLING STREETS

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Bible Eager Beavers
Christmas Is Coming
76 64, 61 review letters Christmas traditions; big, bigger, Christ’s birth beginning
What Is S11 and sounds duration of time biggest; sounds /a/–/d/
Christmas? review 1
77 65 62 review letters Christmas traditions review 2
Christmas at and sounds
Church
78 66 63 review letters Christmas traditions tall, taller, beginning
Christmas Around and sounds tallest; star sounds /a/–/b/;
Town shape; review ending sound
3 /b/
79 S12 64 Christmas traditions; group shapes;
Christmas at writing experience review 4
School
80 67, 65 review letters Christmas traditions; giving one-to-one 5b Giving beginning
Christmas Means S13–S14 and sounds correspon- sounds /c/–/d/;
Giving dence; review ending sound
5 /d/
Christmas at My House
81 68 66 review letters Christmas traditions before, after, beginning
Our Christmas and sounds between; sounds /e/–/f/;
Tree number ending sound
recognition; /f/
shapes;
review 6
193
82 69 67 review letters Christmas traditions volume;
Our Christmas and sounds long, short;
Decorations rectangular
solid; review
7
83 70 68 review letters Christmas traditions pattern by Giving beginning
Christmas Goodies and sounds shape; less sounds /g/–/h/
than, greater
than; review
8
84 69 Christmas traditions; group ordinals Giving
Christmas Cards writing experience first–sixth;
and Gifts sequen-cing
numbers;
review 9
85 71 70–71 review letters Christmas traditions review 10 beginning
Christmas Party and sounds sounds /a/–/i/;
ending sounds
/b/, /d/, /g/
UNIT 8: FOOTSTEPS IN THE SNOW

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Eager Beavers
Number Packet Packet Awareness Social Studies Bible
Promises
Fun in the Snow

86 72 72 I /i/ winter graphing; beginning sounds
Dressing Warm counting down /a/–/h/
87 73 73 i /i/ sight; frost patterning by
What Is Frost? color
88 74 74 Ii /i/ snowflakes one-to-one rhyming
It’s Snowing! correspon-
dence;
patterning by
shape
89 75 sleet, ice; opposites; patterning by I. God as
Sleet and Ice community helpers; group size; large, Master
writing experience small
90 75 Aa–Ii seasons diamond shape ending sounds
Building a /b/, /d/, /g/
Snowman
Cold-Climate Animals
91 S15 76 J /j/ penguins; color gray ordinals first– beginning sound
Penguins seventh; /j/; identifying
estimating names
quantity
92 76 77 j /j/ polar bears sorting; sets
Polar Bears 1–12; counting
93 77 Jj /j/ seals counting down reading the word
Seals 5–0; sorting; dad
shapes
94 78 78 moose; group writing number order;
Moose experience alike, different
95 79 79 Aa–Jj huskies graphing Reader 1: Dad
Huskies
Animal Homes
96 80 80 K /k/ nests penny Ps. 84:3 beginning sounds
Nests /a/–/k/
97 81 81 k /k/ beehives whole, half,
Beehives part
98 82 Kk /k/ burrows ordinals word family _ad;
Burrows first–eighth ending sounds
/b/, /d/, /g/, /k/
194
99 83 lodges; group writing comparing and
Lodges experience contrasting by
size; one-to-
one correspon-
dence
100 84, S16 82 Aa–Kk webs comparing and dad, had, bad
Webs contrasting by
shape; grouping
by tens;
estimation;
counting 100
UNIT 9: MARCH ACROSS THE COUNTRY

Promises
I Love America!
101 85 83 L /l/ America; American flag; numbers and dot ending sounds
Flag and Fireworks fireworks patterns to 10; /b/, /d/, /f/, /g/,
counting sets /k/, /l/
102 86 84 l /l/ presidents pennies; sets of 10;
Our Presidents dollar; estimation
103 87 Ll /l/ patriotic songs shapes reading
Sing about sentences
America
104 85 Statue of Liberty; Liberty number
Symbols of Our Bell; bald eagle; group recognition to 12
Country writing experience
105 86 Aa–Ll patriotic symbols sorting by Reader 2:
Red, White, and category Toolbox
Blue Parade
In the Mail
106 88, S17 87 M /m/ knowing home address; heart shape; ending sounds
Addressing Mail mail system counting 1–12; in words
contrasting pink
and red; joining
sets
107 88 m /m/ letter carrier pennies; one-to-
Picking Up Mail one correspon-
dence
108 89 89 Mm /m/ post office weight in pounds; word family
Sorting Mail light, heavy _ad;
service word a
109 90 90 receiving mail; the mail dime
Receiving Mail system; stamps, post
cards, collecting; group
writing experience
110 91 Aa–Mm post office field trip; mail estimation, beginning
Visiting a Post system counting 1–30; sounds /a/–/m/;
Office heart shape; service word a
matching colors
UNIT 10: COWBOY BOOTS AND CLOWN SHOES

Lesson Name and Activity Writing Phonemic Prereading, Science, Math BATS and Bible Eager
Number Packet Packet Awareness Social Studies Promises Beavers
Cowboy Boots
195
111 92 91 N /n/ cowboys ordinals first– ending sounds
Cowboys on the ninth; sphere a–n; word
Ranch family _an;
review Readers
1–2
112 93 92 n /n/ cowboy clothing and nickel; counting
Cowboy Gear gear down from 5;
sets of five
113 93 Nn /n/ trail drives, campfire nonstandard reading word
Cowboys on the songs measurement; families _ad,
Trail numbers before _an; reading
and after sentences
114 94 campfire songs, cowboy penny, nickel,
Cowboy Grub and food; group writing dime; objects
Campfire experience that do not
belong in a set
115 95 94 Aa–Nn rodeos, horseshoes pennies; Reader 3: Dan
Rodeo addition 1–5
Clown Shoes
116 96 95 O /o/ clowns quarter word family
A Clown’s Job _an
117 97 96 o /o/ clown clothes numbers 1–12;
Clown Clothes counting sets
118 98 Oo /o/ clown faces, emotions review shapes A happy heart word family
Clown Faces and colors (Prov. 15:13) _an; reading
sentences
119 97 clown acts; group writing number 2e Work
Clowning Around experience memory;
number
recognition
120 99 98 Aa–Oo clowns drawing a word family
Clown Day square and cube _an; review
Reader 3
UNIT 11: FOLLOWING ANIMAL TRACKS

Dinosaurs
121 100 99 P /p/ dinosaurs past, present I. God as Master; ending sound p;
What Are Gen. 1:24–25 word family _ap
Dinosaurs?
122 101 100 p /p/ dinosaurs, stegaosaurus simple
Stegosaurus subtraction;
colors;
numbers
123 102 101 Q /q/ oviraptors numbers review word
Oviraptors 1–12; dozen; families _ap, _an
counting sets
124 102 q /q/ pteranadon subtraction
Pteranodon 1–5
125 103 Pp, Qq tyrannosaurus rex position Reader 4: Nan
Tyrannosaurus words
On the Farm
126 104 103 R /r/ farms, pigs number 5; beginning
Oink! Oink! one-to-one sounds a–r
correspon-
dence
127 105 104 r /r/ farms, cows graphing
Moo! Moo!
196
128 106 105 Rr /r/ farms, sheep one-to-one rhyming/ending
Baa! Baa! correspon- sounds b, d, f, g,
dence; l, m, n, p, r
drawing a
line
129 107 farms, hens; group making sets 2e Work
Cluck! Cluck! writing experience to represent
numbers;
more, less
130 S18–19 106 Aa–Rr farm, goats drawing a word family _in;
Maa! Maa! rectangle; vowel i
rectangular
solid
Zoo Animals
131 S20 107 S /s/ zoo, elephants telling time service word is;
Elephants to the hour; color words
minutes
132 108 108 s /s/ zoo, monkeys numbers
Monkeys and 1–12;
Gorillas matching
numbers and
sets
133 109 Ss /s/ zoo, giraffes zebras tall, taller, 3a Self-concept I. service words is,
Giraffes and Zebras tallest God as Master a; review word
family _in
134 110 109 zoo, kangaroos, koalas; cone, triangle
Kangaroos and group writing experience
Koalas
135 111 110 Aa–Ss zoo lions, tigers, telling time beginning
Lions and Tigers zookeepers to the hour; sounds a–s
minutes
UNIT 12: BETWEEN THE GARDEN ROWS

Spring at the Pond

136 112 111 T /t/ seasons, signs of spring sequencing 3; word family
It’s Spring! colors _ot; vowel o
137 113 112 t /t/ rain, weather volume;
Spring Rain more, less
138 114 113 Tt /t/ wind sets service word
The Wind is; reading
sentences
139 115 ducks, fish; group writing subtraction
Ducks and Fish experience
140 114 Aa–Tt turtles, frogs numbers Reader 5: Dot
Turtles and Frogs 1–12
Garden to Market
141 116 115 U /u/ vegetables; parts of a plant; first, middle, beginning
Mr. McGregor’s literature last sounds a–u;
Garden word family
_up; vowel u
142 116 u /u/ life cycle of a plant, one-to-one
Planting the planting seeds correspon-
Garden dence
143 117 V /v/ life cycle of a plant ordinals first– 2b Teamwork word family
The Plants Grow tenth 2e Work _ug
5a Kindness
144 117–18 118 v /v/ life cycle of a plant measurement,
Ready to Pick pounds
197
145 119, S21 Uu, Vv grocery store, vegetables cylinder ending sounds
The Grocery Store shape a–v; word
family _ug
Garden Friends
146 120 119 W /w/ earthworms identifying service word
Earthworms numbers the; word
1–20; family _up
sequencing
numbers
147 120 w /w/ praying mantises bar graph;
Praying Mantises picture graph
148 121 121 X /x/ ladybugs; position words sequencing reading
Ladybugs dot patterns; sentences
telling time to
the hour
149 122 122 x /x/ caterpillars, butterflies, life greater than,
Caterpillars and cycle of a butterfly less than;
Butterflies equal, not
equal
150 123 Ww, Xx bees, pollination; drawing a Kindness; Reader 6: The
Bees descriptive words triangle, Eph. 4:32 Pup
square, circle,
rectangle
UNIT 13: DUSTY BAREFOOT PATHS

Promises
Let’s Go Camping!
151 124 123 Y /y/ camping sorting service words is, a;
Packing word family _ax
152 125 124 y /y/ camping shapes;
Setting Up Camp subtraction
153 125 Z /z/ camping calculator; word family _et;
Campfire exploration vowel e
154 126 126 z /z/ hiking estimation of
Hiking height and
length; inch
measurement
155 127 Yy, Zz fishing sort by weight rhyming; vowels
Fishing
Let’s Go to the Beach!

156 128 127 Aa–Cc; beach, seashore, driftwood, one-to-one beginning sounds
At the Beach beginning starfish, waves correspon- t–y; ending
sounds dence; counting sounds t, x
sets; more than,
fewer than
157 129 128 Dd–Ff boat ride, dolphins, seabirds, subtraction
Boat Ride sea turtles, sink or float
158 130 129 Gg–Ii aquarium, sharks telling time to service words is,
The Aquarium the hour a; word families
_ax, _et
159 131 130 Jj–Ll beach activities far, near
Fun on the Beach
160 131 Mm–Oo sandcastle, hermit crab, estimation; sort Reader 7: Max
Sandcastles, seashells, salt water, fresh by shape, color,
Seashells, and water size; patterns
Hermit Crabs
In the Backyard
198
161 132 132 Pp–Rr subtraction Reader 8: Tug
Toby’s Plan
162 133 133 Ss–Uu recognizing
Sidney and numbers to 20
Sophie’s Surprise
163 134 134 Vv–Xx solid shapes Readers 9–11:
Fun for Honey Hen, Ed and Ted,
The Box
164 135 135 Yy–Zz measurement:
Max’s Mission cup, pint, quart
165 136 picnic; group writing 0–10 Readers 9–11:
Max’s Picnic experience Hen, Ed and Ted,
The Box
199
DAILY SCHEDULE
Morning Schedule
8:00–8:15 Arrival (Attendance, restroom, and morning routines)

8:15–8:30 Under the Teaching Tree (Calendar, weather, introduction of skills and con-
cepts)
8:30–8:45 Social Studies/Science/Literature
8:45–8:55 Restroom
8:55–9:20 Pre-reading/Writing/or Step Write Up
9:20–10:20 Learning Centers
10:20–10:30 Snack
10:30–11:00 Recess (Outdoor Play)
11:00–11:20 Math
11:20–11:30 Wrap it Up (if leaving at noon)
11:30–11:45 Story and Rhyme
Afternoon Schedule
11:45–12:00 Restroom (wash hands for lunch)

12:00–12:30 Lunch
12:30–1:00 More Footsteps and Music with Honey
1:00–2:00 Restroom and Nap Time
2:00–2:30 Recess (Outdoor Play)
2:30–3:30 Learning Centers
3:30–Dismissal – More Footstep Activities
201
Document 10
PROFESSIONAL
DEVELOPMENT PLAN
PROFESSIONAL DEVELOPMENT PLAN
Initial Professional Development •• Graphics picture the materials to aid in

•• Training DVD provides several hours of in depth preparation of student and teacher materials
training with several of our authors and includes •• Sample lesson pages clearly identify and link
the following: icons, headings, and procedures
•• Early education philosophy for teaching four •• Recommended schedules, classroom
year olds. routines, evaluation and assessment are
•• Characteristics of a four year old and of a referenced in the front matter and can be
good preschool teacher. found on the Teacher Toolkit computer CD
on the back flap on Teacher’s Edition Book 1.
•• Components of a good preschool classroom
(centers, etc.). •• Tips for sending home student materials and
initiating student portfolios
•• Sample lessons (Actual lessons modeled in a
real classroom). •• Suggestions for Open House, recommended
learning centers, and classroom routines.
•• Introductory training materials and video clips
can be found at bjupress.com/vpk/. •• Assistance and additional training is arranged by
the Territory Manager as needed.
•• Introductory training via web seminar or on-site
with an author will be arranged by the Territory •• Evaluation of assessments
Manager. •• Conference calls
•• Preschool philosophy can be found at bjupress. •• Web/video conferences with early childhood
com/vpk/. professionals from BJU Press
•• Details of Center instruction are located at •• Onsite consultations
bjupress.com/vpk/ and in the “front matter”
section of the Teacher’s Edition.
Ongoing Professional Development
•• Territory Manager will meet with the school to
determine the school’s needs and assess what •• A BJU Press Territory Manager will contact the
additional training is needed. school monthly, as well as visit the school yearly
to evaluate assessments as needed.
•• VIP (Vision, Inspiration and Purpose) visits at
BJU Press can be arranged by Territory Manager •• The following assistance and additional training
for administrators and lead teachers. Workshops is arranged by the Territory Manager as needed:
are presented to teachers and administrators •• Evaluation of assessments
with overviews of BJU Press content along with •• Conference calls
production process, tours, Q&A sessions and •• Web/video conferences with early childhood
small-group meetings designed to meet specific professionals from BJU Press
school and teacher needs. These are offered on
Tuesday and Wednesday of most weeks. •• Onsite consultations and local training
events
•• Footsteps for Fours Teacher’s Edition offers
30-pages of introductory information in the
front matter to help assure teacher confidence Continuing Support for Implementation
in understanding the parts and pieces of this
curriculum and how they are intended to be and Job Mastery:
used. This introduction explains our purpose, •• Follow-up by Territory Manager to assess success
presentation, and philosophy as well as acquaints in implementing program and following step-by-
the teacher with the following: step daily lesson plans.
•• Daily lesson plans and goals of the program •• Additional training sessions and assessment
including explanations of features such services at local events planned and implemented
as phonemic awareness (Making Sounds by the Territory Manager through ACTS, CDEA,
Make Sense), segments for the child who is and SBACS.
ready to read (Eager Beavers), group writing •• VIP (Vision, Inspiration, Purpose) attendance at
experiences (Step Write Up), and music, rhyme, BJU Press for administrators and lead teachers.
rhythm, and coordination (Music with Honey).
205
•• VIP Express – the Territory Manager brings
training DVD’s or presenters to the school for
personal on-site training for the teachers.
•• Teach the Teacher conferences for lead teachers
to observe classrooms at BJES and meet with
teachers and authors at BJU Press.
•• Online articles and resources for teacher
enrichment bjupress.com/vpk/.
•• The Teacher’s Toolkit CD included in the
Teacher’s Edition Book 1 provides many extra
teacher helps for both classroom and small-
group activities – assessments and evaluation
forms can be found here.
•• Student evaluation and assessment:
Fourteen sample evaluations are available
for prekindergarten (bjupress.com/vpk/).
Implementing a continuous personal
assessment of each child helps determine
his level of growth and development
throughout the school year. It indicates his
understanding of the skills that have been
taught and provides a valuable tool to assist
in determining the maturity level of the
child. A checklist evaluation for each child
should be completed consistently throughout
the year. Daily Center time affords a good
time to maintain this process with children
on an individual basis.
•• BJU Press Customer Service Representatives
are qualified and available to assist and answer
questions at 1-800-845-3731.
Direct Contacts:
Ashli Stockard, Precept Sales Associate
astockard@preceptmarketing.com
864.567.8889
Barb Leatherwood, BJU Press Author/Educational
Consultant
bleather@bju.edu
206

BJU Press Footsteps For Fours VPK Overview

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BJU PRESS

FOOTSTEPS FOR FOURS

Document 2: BJU Press Early Childhood Philosophy . . . . 47

Document 3: Correlation Form . . . . . . . . . 51

Document 4: Concepts Covered: Units 1–13 . . . . . . 59

Document 6: Parent and Home Connection . . . . . . 113

Document 7: Assessments . . . . . . . . . . 143

Document 8: Early Childhood Book List . . . . . . . 167

Document 9: Footsteps for Fours Pieces and Implementation . 179 .

Document 10: Professional Development Plan . . . . . 203

Ashli Stockard / Precept Sales Associate

Barb Leatherwood / BJU Press Author and Educational Consultant

Philosophical Basis for Footsteps for Fours Selected Resources

certification from the state of Ohio. Chris spent

Approaches to Learning •• Understands stages of writing: Pictures

Ordinal and cardinal numbers

Citizenship and Government

People and Where They Live

Curriculum Piece Page Number Activity

Finding First Letter in Words

Key Word for Each Letter

Listening to Environmental Sounds

Matching Uppercase and Lowercase Letters

Nursery Rhymes and Rhyming Songs

Objects That Look Like Letters

Sound and Word Games

Substituting a Rhyming Word in a Rhyme

Words Are Made of Letters

Finding Letters in a Word

Key Word for Each Letter

Matching Uppercase and Lowercase letters

Matching Uppercase and Lowercase Letters

Activity Packet 119 Matching uppercase and lowercase Tt–Vv

Words Are Made of Letters

Finding Letters in a Word

Eager Beaver Readers

TE Part 2 728 Reader 1: Dad

Matching Pictures to Sentences

Listening Stories with Integrated Comprehension Questions

Story and Rhyme Time

Going Places in Books

Eager Beaver Readers

I am the music teacher for the four-year-olds at our school

Submission Title: Footsteps for Fours

Page(s) or Location(s) Where

IV.C.1. Shows an understanding of words and their

IV.D.1. Uses age-appropriate grammar in conversations

IV.D.1. Uses age-appropriate grammar in conversations

IV.E.3. Uses appropriate language and style for context

IV.E.3. Uses appropriate language and style for context

IV.E.3. Uses appropriate language and style for context

Activity Packet Alphabet Song

V.A.4. Shows understanding of text read aloud

V.B.3. Demonstrates age-appropriate ability to write

VI. Mathematical and Scientific Thinking

VI.A(a).1. Demonstrates understanding of one-to-one

VI.A(a).2. Shows understanding of how to count and

VI.A(a).2. Shows understanding of how to count and

VI.A(a).3. Shows understanding by participating in the

VI.A(a).3. Shows understanding by participating in the

VI.A(a).3. Shows understanding by participating in the

VI.A(a).3. Shows understanding by participating in the

VI.A(a).4. Assigns and relates numerical Visuals: 17-27, 56, 58