PRE-KINDERGARTEN CURRICULUM

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Pre-K Mathematics

Counting and Cardinality

Know number names and the count sequence.

  • Count to 20.
  • Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no objects).

Count to tell the number of objects.

  • Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
  • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
  • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
  • Understand that each successive number name refers to a quantity that is one larger.
  • Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number from 1–10, count out that many objects.

Compare numbers.

  • Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 (1: up to 5 objects)
  • Identify “first” and “last” related to order or position.

Operations & Algebraic Thinking

Understand addition as adding to, and understand subtraction as taking from.

  • Demonstrate an understanding of addition and subtraction by using objects, fingers, and responding to practical situations (e.g., If we have 3 apples and add two more, how many apples do we have all together?).

Understand simple patterns.

  • Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.

Measurement & Data

Describe and compare measurable attributes.

  • Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

Sort objects and count the number of objects in each category.

  • Sort objects into categories; count the numbers of objects in each category. 1 (limit category counts to be less than or equal to 10)

Geometry

 Identify and describe shapes (squares, circles, triangles, rectangles).

  • Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, in front of, behind, over, under, and next to.
  • Correctly name shapes regardless of size.

Analyze, compare, and sort objects.

  • Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).
  • Create and build shapes from components (e.g., sticks and clay balls).

Pre-K English Language Arts

PART A: APPROACHES TO COMMUNICATION

Demonstrate that they are motivated to communicate.

  • Participates in small or large group activities for story telling, singing or finger plays.
  • Asks questions.
  • Listens attentively for a variety of purposes (e.g., for enjoyment; to gain information; to perform a task; to learn what happened; to follow directions).
  • Initiates conversations, both verbally and nonverbally, about things around them.
  • Nods or gives non verbal cues that he is understanding.
  • Maintains eye contact when trying to interact with a peer or adult.
  • Makes choices about how to communicate the ideas he wants to share (e.g., gestures, scribbles, sign language, speaking).

Background Knowlegde:

Demonstrates he/she is building background knowledge.

  • Asks questions related to a particular item, event or experience.
  • Correctly identifies meanings of words in read alouds, in conversation, and in the descriptions of everyday items in the world around them.
  • Uses new vocabulary correctly.
  • Makes comparisons to words and concepts already known.

Viewing:

Demonstrates that he/she understands what he/she observe.

  • Uses vocabulary relevant to observations.
  • Identifies emotions by observing faces in pictures and faces of peers and adults.
  • Asks questions related to visual text and observations.
  • Makes inferences and draws conclusions based on information from visual text.

Representing:

Demonstrates his/her ability to express ideas using a variety of methods.

  • Uses facial expressions, body language, gestures, and sign language to express ideas.
  • Uses existing objects to represent desired or imagined objects in play or other purposeful way (e.g., plastic banana for a telephone).
  • Uses visual media to represent an actual experience.
  • Reviews and reflects on his/her own representations.
  • Writes and draws spontaneously to communicate meaning with peers or adults during play.

Vocabulary:

Demonstrates a growing receptive vocabulary.

  • Understands and follows spoken directions.
  • Identifies pictures related to words (show me the white dog).
  • Responds/reacts to questions/comments indicating he understands meaning (e.g., body language, gestures, facial expressions, and words).
  • Identifies meanings of words used in read-alouds, in conversation and in descriptions of everyday items in the world around him.
  • Demonstrates a growing expressive vocabulary.
  • Uses facial expressions, body language, gestures, and sign language to engage in reciprocal conversation.
  • Uses more complex words in conversation.
  • Makes use of new and rare words introduced by adults or peers.
  • Correctly names picture when asked, “What is this?”
  • Begins to use appropriate volume and speed so spoken message is understood.
  • Initiates conversations about a book, situation, event or print in the environment.

Reading Standards for Literature

Key ideas and details:

  • With prompting and support, ask and answer about detail(s) in a text.
  • With prompting and support, retell familiar stories.
  • With prompting and support, ask and answer questions about characters and major events in a story.

Craft and Structure:

  • Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
  • Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).
  •  With prompting and support, can describe the role of an author and illustrator.

Integration and Knowledge of Ideas

  • With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.
  • Not applicable to literature.
  • With prompting and support, students will compare and contrast two stories relating to the same topic.
  •  With prompting and support, students will make cultural connections to text and self.

Range of Reading and Level of Text Complexity:

  • Actively engage in group reading activities with purpose and understanding.

Responding to Literature

  • With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).

Reading Standards: Foundational Skills

Print Concepts

  • Demonstrate understanding of the organization and basic features of print.
  •  Follow words from left to right, top to bottom, and page by page.
  •  Recognize that spoken words are represented in written language by specific sequences of letters.
  • Understand that words are separated by spaces in print.
  • Recognize and name some upper /lowercase letters of the alphabet, especially those in own name.
  •  Recognize that letters are grouped to form words.
  • Differentiate letters from numerals.

Phonological Awareness

  • Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes).
  • Engage in language play (e.g., alliterative language, rhyming, sound patterns).
  •  Recognize and match words that rhyme.
  •  Demonstrate awareness of relationship between sounds and letters.
  •  With support and prompting, isolate and pronounce the initial sounds in words.

Phonics and Word Recognition

  • Demonstrate emergent phonics and word analysis skills.
  • With prompting and support, demonstrate one-to-one letter-sound correspondence by producing the primary sound of some consonants.
  • Recognizes own name and common signs and labels in the environment.

Writing Standards

Text Types and Purposes

  • With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a book or topic (e.g., I like…. because…)
  •  With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and provide a reaction to what happened.

Production and Distribution of Writing

  • With guidance and support, respond to questions and suggestions and add details to strengthen illustration or writing, as needed.
  • With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with peers.

 Research to Build and Present Knowledge

  • With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

 Speaking and Listening Standards

Comprehension and Collaboration

  • With guidance and support, participate in collaborative conversations with diverse partners about pre- kindergarten topics and texts with peers and adults in small and large groups.
  •  Engage in agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  •  Engage in extended conversations.
  • Communicate with individuals from different cultural backgrounds.
  •  With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • With guidance and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  •  Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • Add drawings or other visual displays to descriptions as desired to provide additional detail.
  •  Demonstrate an emergent ability to express thoughts, feelings and ideas.
  •  Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  •  Add drawings or other visual displays to descriptions as desired to provide additional detail.
  •  Demonstrate an emergent ability to express thoughts, feelings and ideas.

Language Standards

Conventions of Standard English

  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Print some upper- and lower-case letters.(e.g., letters in their name).
  • Use frequently occurring nouns and verbs (orally).
  • With guidance and support, form regular plural nouns orally by adding /s/ or /es/ (e.g., dogdogswishwishes).
  •  Understand and use question words (interrogatives) (e.g., whowhatwherewhenwhyhow).
  • In speech, use the most frequently occurring prepositions (e.g., tofrominoutonoffforofbywith).
  •  With guidance and support, produce and expand complete sentences in shared language activities.
  •  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Capitalize the first letter in their name.
  • Attempt to write a letter or letters to represent a word.
  •  With guidance and support, attempt to spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Vocabulary Acquisition and Use

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on pre-kindergarten reading and content.
  •  Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
  • With guidance and support, explore word relationships and nuances in word meanings.
  •  Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.
  •  Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (e.g., up, down, stop, go, in, out).
  • Identify real-life connections between words and their use (e.g., note places at school that are colorful).
  • Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
  • With prompting and support, use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Pre-K Islamic Studies

Pre-K Quran

No.

Translation

Transliteration

Arabic

105

The Opening

Al Fatihah

سورة الفاتحة

106

Quraysh

Quraysh

سورة قريش

107

The Small kindness

Al Ma‘un

سورة المـاعون

107

The River in Paradise

Al Kawthar

سورة الـكوثر

109

The Disbelievers

Al Kafirun

سورة الـكافرون

110

The Help

An Nasr

سورة الـنصر

111

The Palm Fibre

Al Masad

سورة الـمسد

112

The Purity

Al Ikhlas

سورة الإخلاص

113

The DayBreak

Al Falak

سورة الـفلق

114

Mankind

An Nas

سورة الـناس

MIDDLE SCHOOL GRADES

RECOMMENDED WEBSITES

MIDDLE SCHOOL

• National Junior Honor Society NJHS
• Character building events such as the Talent Show gives
students recognition of their aptitudes
• Student Council-serving to cultivate future leaders. A student
initiated book drive and fundraiser for the playground was held
• Annual sports day with team building and fun activities
• Spelling Bee and Science Fair
• Visual aids-classrooms have access to LCD projectors (YouTube videos & Documentary CDs)
• Brainpop, an interactive online teaching resource, is used in the classroom and accessible at home

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