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Language Art Curriculum

ACS Early Years Curriculum

Implementation of Early Years Curriculum

ACS Humanist/Constructivist Educational Philosophy

We believe that:

Students have an inherent tendency to learn.

Students can learn to make good choices and take responsibility for them.

Promoting the growth of the whole person is one of the school’s primary goals.

Emphasis should be on personal growth through solving real life problems.

Teachers facilitate and design instructional activities that allow students to construct their own understandings.

Curriculum content and instruction should take into consideration the developmental level of students.

Students should be active participants in the learning process.

The process of learning involves relating new learning to past experiences and assimilation of new information through application, retention and transfer of knowledge.

Teachers help students continuously assess their progress and consider feedback as part of the learning process.

Students should assume responsibilities for themselves and others in the school and larger community.

Research in early childhood education indicates: 1. Young children learn through active involvement and choice. 2. Young children learn by building on what they know to build to new knowledge, working alone and with others –social constructivism. 3. Young children naturally try to make sense of the world around them. 4. Young children progress through a series of developmental milestones within a time frame that allows for developmental differences. Young children need educational activities that correspond to their stage of development which is not always the same within any given classroom. 5. Young children learn best when they can make connections between the various strands of learning development. 6. Young children’s early learning forms the foundation for later learning. It builds dispositions for creative problem solving, group learning and interaction and a sense of wonder about the world around him. When implementing curriculum, this body of research is used to inform the practices of the teachers working with the children. Young children are capable and competent and naturally try to make sense of the world around them. When they see something new they make a theory,

test that theory and then build knowledge much like scientists and in fact all of us. All of us build on what we know in order to get to what we don’t know.

For example, when a child is building a tower with blocks he/she will build it higher and higher until eventually it falls over. Through repeated trial and error

the child learns that at a certain height the blocks will fall. Based on this knowledge children play with support structures such as a wider base going to

smaller blocks on top like an inverted pyramid. So, from previous knowledge they experiment and make theories to move to new knowledge. This is called

constructivism. The educational philosophy of ACS is a holistic/constructivist philosophy.

Relationships are a huge factor in early childhood development and affect learning in the cognitive, social/emotional, physical and aesthetic domains. As

children build knowledge they form relationships with objects, and people. The contact with people whether young or old leads to social constructivism

which enables us to build knowledge by watching, talking, working and playing with others. Continuing with the blocks example, if a child is working in a

group and he/she sees a classmate use 3 pillars to support a large block rather than one he/she can learn from this experiment and build new knowledge.

Through dialogue and interaction the child uses language skills, problem solving skills. The block work involves fine and gross motor skills as well as science

(balance) and mathematical skills. A drawing of the structure brings in the aesthetic and the use of marks on paper to communicate which is the first stage of

writing.

The environment is a crucial factor in the development of the young child. Comfort and safety, both physically and emotionally, and materials that allow for

choice, a sense of wonder, and the various developmental levels of the children are a necessity. The teachers construct the classroom environment to

function as an ongoing partner in the teaching-learning process. The environment is not static but develops and changes as learning leads in new directions.

Each classroom has centers with materials that change during the course of the year. Common centers that will be present in the classroom are reading,

writing, blocks, mathematics/small manipulatives, art, water, sensory table, drama, and music/listening center. Throughout the year not only will materials

change but new centers can be added and present ones removed or changed into something else. The environment is dynamic rather than static.

Curriculum is implemented in an integrated manner through projects/emergent curriculum, play and free choice activities that allow for individual or group

work. Projects/emergent curriculum involve extended learning processes that are driven by the children’s interests and ideas. Teachers determine topics for

these projects by observing, photographing, listening to and speaking with children as they go through their day. Once an interest has been chosen students

in small groups or whole class groups participate in activities related to the interest that allows them to work on their theories and build upon them as they

learn new knowledge. As activities proceed teachers design and implement further activities or offer new materials that will extend the theories. Thus the

activities become extended dialogues between children and teachers that enable in depth learning to take place over extended periods of time. Sometimes

several projects could be ongoing with small groups or a project could involve the whole class. It is through these in-depth studies and centers throughout

the room that the curriculum is implemented. In this way children make connections between the various strands of the curriculum and realize that all of the

curriculum areas are a part of everyday life. For example, shopping for groceries involves reading, writing, fine and gross motor skills, math , science social

interaction and in Lebanon some Arabic language and culture. Life and learning involve integration more than compartmentalisation.

Research has proven that young children who work/play this way learn to be creative thinkers, problem solvers, group members and most importantly life -

long learners who engage eagerly in new learning. They develop the dispositions that are needed to learn.

Art Curriculum

The art curriculum for the Early Years division is reflected in the following poem written by the father of the Reggio Emilia approach, Loris Malaguzzi. We

foster student’s creativity using a large variety of media. We believe it is the right of children to imagine and to express themselves in any of the 100

languages.

The child is made of one hundred.

The child has a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred, always a hundred

ways of listening

of marveling

of loving

a hundred joys for singing

and understanding

a hundred worlds to discover

a hundred worlds to invent

a hundred worlds to dream.

The child has a hundred languages

(and a hundred hundred hundred more)

but they steal ninety-nine

the school and the culture

separate the head from the body.

They tell the child to think

without hands

to do without head

to listen and not speak

to understand without joy

to love and marvel

only at Easter and Christmas.

They tell the child

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child that

work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there!

Loris Malaguzzi

Clay Food

Natural Materials

Colors Letters

Found Objects-Trash

Wire Digital

Disguise

Observation Light

Storytelling

Paint Dance

Sound Shadow

String Water

Exhibition Center Photography

“Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more.”

Loris Malaguzzi

Reading

Standard 1: Read fluently using the skills and strategies of the reading process

Nursery KG1 KG2

Develop an awareness of environmental print (stop sign, McDonalds, etc.)

Hold book correctly, turn pages.

Pretend to read.

Join in choral reading songs finger plays, poetry, etc.

Respond to literature by drawing and dramatizing.

Build vocabulary through read alouds, songs, finger plays, themes, etc.

Recognize their name in print.

Identify similarities and differences in letters.

Recognize and name at least ten letters of the alphabet.

Directional behavior (left to right progression).

Show beginning/end of book.

Distinguish between picture and print.

Sequence events of a story.

Build vocabulary through read alouds, songs, finger plays, themes, etc.

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Identify the front cover, back cover, and title page of a book.

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 all upper-and lowercase letters of the alphabet.

Recognize and produce rhyming words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with/I/,/r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do does).

Read early emergent texts of 1-2 sentences that follow a pattern with understanding.

Standard 2: Comprehend, respond to, and analyze a wide variety of literary texts.

Nursery KG1 KG2

Sequence pictures of events.

Connect previous experiences and knowledge when read aloud.

Ask and answer a variety of questions about stories told and read aloud with support.

Be exposed to make-believe and real stories.

Identify real and not real with concrete objects.

Recall details from stories.

Be introduced to literary vocabulary title /author / illustrator.

Predict outcomes.

Connect previous experiences and knowledge when read aloud.

Recognize words that rhyme in familiar games, songs, and stories.

Distinguish between real and not real.

Be exposed to fiction and non-fiction texts.

With prompting and support,

ask and answer questions about key details.

retell familiar stories, including key details.

identify characters, settings, and major events in a story.

name the author and illustrator of a story and define the role of each in telling the story.

describe the connection between two individuals, events, ideas, or pieces of information in a text.

Predicts outcomes.

Ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

With guidance and support from adults, explore word relationships and nuances in word meanings.

Ask and answer questions about unknown words in texts.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Sort common objects into categories (e.g., shapes, foods to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., notes 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 support.

Observe, use, and understand signs, labels and instructions (job, chart, labels in classroom).

Use prior knowledge to make sense of information

Writing

Standard 3: Write with a command of informal and formal English

Nursery KG1 KG2

Use a variety of writing tools, materials, and surfaces to create drawings or symbols.

Communicate orally and in illustrations.

Write/draw with a variety of tools and materials for different purposes such as: Telling about an event or story, labeling something, naming something, telling what happened, describing objects, events, and characters.

Be introduced to organization and planning of writing through group interactive writing.

Print first name from left to right using appropriate upper and lower case letters.

Begin to use sight words in writing.

Print first and last name from left to right using appropriate capital and lower case.

Print many upper-and lowercase letters.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize the first word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Standard 4: Write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of purposes and audiences.

Nursery KG1 KG2

Dictate thoughts, ideas, and stories to adults.

Recite rhymes/poems/finger plays/songs.

Share writing/drawing/scribbling with others.

Dictate thoughts, ideas, and stories to adults.

Recite rhymes/poems/finger plays/songs.

Read back what they have written.

Writing for a variety of purposes: posters, card/notes, class books.

Use a combination of drawing, dictating, and writing to compose texts in which they say what they are writing about.

With guidance and support from adults, respond to questions and suggestions from peers.

Listening and Speaking

Standard 5: Listen and respond critically to oral communication

Nursery KG1 KG2

Begin to ask simple questions to check for understanding.

Begin to retell in own words.

Communicate to teachers and peers.

Begin to listen to others in group.

Listen and respond to simple oral instructions.

Share personal experiences.

Express wants and needs verbally.

Wonder about and question new ideas and observations.

Participate in music and movement.

Ask simple questions to check for understanding.

Listen and watch while others speak.

Listen and sustain attention for increased periods.

Make relevant responses to questions and comments from others.

Communicate to teachers and peers.

Follow 2 step directions.

Begin to work with a partner or small group.

Use phrases or sentences when speaking.

Participate in music and movement.

Listen and sustain attention for increased periods.

Make relevant responses to questions and comments from others.

Follow four step directions.

Participate in collaborative conversations with diverse partners, peers, and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion.)

Continue a conversation through multiple exchanges.

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.

Initiate conversations.

Speak audibly and express thoughts, feelings, and ideas clearly.

Use frequently occurring nouns and verbs.

Form regular plural nouns orally by adding/s/ or /es/ (e.g., dog, dogs; wish; wishes).

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with) with support.

Produce and expand complete sentences in shared language activities.

Wonder about and question new ideas and observations.

Social Studies Curriculum

Standard 1: Time, Continuity, and Change

Nursery KG1 KG2

Manage transition into school and daily routines.

Know how to explain what they can do now that they couldn’t do when they were a baby.

Distinguish between first and last/ beginning and end.

Know how to describe a simple picture time line.

Know how to tell a story in sequence.

Distinguish and compare yesterday, today, tomorrow

Begin to understand how a calendar works.

Tell stories from their past.

Sequence a simple picture timeline.

Standard 2: Connections and Conflicts

Nursery KG1 KG2

Express anger/frustration without hurting others.

Begin to share toys without adult assistance.

Identify classroom rules and routines.

Will talk to a classmate with whom there is conflict with teacher direction.

Identify feelings by facial expressions.

Express their feelings/ideas through talking, music, movement and art.

Demonstrate trust in the adults around him/her.

Show empathy to others.

Work together in pairs or small groups to achieve a goal.

Will begin to include others in a social group.

Express their ideas and listen to ideas of others.

Express their feelings/ideas to others through talking, music, art, drama and movement.

Know how to tell someone that they don’t like what they are doing with assistance.

Express their feelings in a conflict situation with assistance.

Show empathy to others.

Include others in a social group.

Identify feelings in others.

Express their ideas/feelings and listen to those of others in words, art, dance, etc.

Try to solve problems using a strategy such as the “I” message.

Help peers/adults in the classroom.

Show respect to classmates with different languages and cultures.

Seek adult assistance when support is required.

Standard 3: People, Places, and Environment

Nursery KG1 KG2

Recognize that their school is ACS.

Follow and use simple directional terms

(up, down, in, out).

Describe 2 characteristics of the local

physical environment. Include: natural

and constructed elements.

Identify familiar places and landmarks

within the school (bathroom, gym, etc.)

Explore the beauty of the natural

environment.

Know ways in which people depend on

the physical environment (i.e. food,

water).

Name the city or country in which he/she

lives.

Name the school he /she attends.

Describe 3 characteristics of the local

physical environment. Include: natural and

constructed elements.

Use words/art to discuss the beauty of the

natural environment.

Know ways in which people depend on the

physical environment (i.e. food, water) and

ways we can protect it.

Recognize that they live in a country called Lebanon.

Describe the location of their home in relation to familiar

landmarks.

Understand the concept of location within the school

(library, PE, etc…).

Use simple directional terms.

Are introduced to a map and a globe.

Describe 4 characteristics of the local physical

environment.

Give examples of how the natural environment influences

daily life (clothing, play).

Appreciate the beauty and importance of the natural

environment.

Know ways in which people depend on the physical

environment (i.e. food, clean air, water) and how we can

protect it.

Demonstrate interest in the larger world beyond their

immediate environment (trips, relatives outside country,

etc…)

Standard 4: Culture

Nursery KG1 KG2

Share family and cultural experiences.

Show an awareness of similarities and

differences between self and others.

Listen to songs and stories from

different cultures.

Identify groups in which people live, work and play

together.


Show knowledge of family members’ role and

responsibilities in the home.

Show an awareness of similarities and differences

between self and others.

Discuss and ask questions about similarities and

differences in other people.

Identify groups in which people live, work and play together.


Identify family members (immediate and extended)

Describe own family’s traditions.

Show knowledge of family members’ role and responsibilities in

the home.

Describe their responsibilities at home and in school.

Show an awareness of similarities and differences between self

and others.

Demonstrate the use of character education virtues in social

studies.

Identify and respects similarities and differences in likes, dislikes,

skills.

Be familiar with songs and stories from local/foreign cultures.

Standard 5: Society and Identity

Nursery KG1 KG2

Begin to listen actively to others.

Practicing using language that is

respectful of others.

Understand, with adult assistance, that

their actions affect others.

Learn about and practice values from

Character Education Program (3 values).

Begin to take turns and share.

Seek comfort and security from familiar

adults.

Listen actively to others for short periods.

Initiate positive interactions with adults and friends.

Respond when adults or other children initiate

interactions.

Practice being respectful of others.

Recognize that their actions affect others.

Begin to ask for permission before using items that

belong to others.

Learn about values in Character education.

Seek comfort and security from familiar adults.

Demonstrate movement from parallel play to

cooperative play.

Demonstrate self-confidence.

Listen actively to others with reminders.

Initiate and sustains positive interactions with adults and friends.

Respond when adults or other child initiate interactions.

Identify consequence of their decisions and actions.

Ask permission before using items that belong to others.

Cooperate and collaborate with others. Examples: take turns,

share space and classroom resources.

Consider others’ needs when working and playing together.

Demonstrate knowledge of self-identity.

Demonstrate self-confidence.

Standard 6: Governance and Citizenship

Nursery KG1 KG2

Participate in cleaning up the learning

environment, with assistance.

Increase use of please and thank you.

Know examples of authority (who is the

boss?)

Respect the rules of the classroom and

playground by increasing compliance

with the rules.

Will help a classmate or their teacher.

Contribute in the discussion of rules in

the classroom and on the playground.

(with adult assistance).

Show respect for materials and

environment with assistance.

Participate as members of the class

community.

Show respect for persons and property.

Select an activity when choices are

provided.

Participate in cleaning up the learning

environment.

Make personal preferences known to

others.

Increasingly use courteous words and

actions.

Know examples of authority (who is the

boss).

Child shows a developing understanding of

how to care for Environment.

Participate as members of the class

community.

Manage transitions with increasing

independence.

Show respect for persons and property.

Recognize and accept the points of views of others.

Demonstrate increasing independence in self help skills.

Participate in cleaning up the learning environment.

Use courteous words and actions.

Make personal preferences know to others.

Know examples of authority at home, and school.

Respect the rules of the school.

Participate in community service projects.

Identify ways to help make the world better.

Contribute to the development of observance of rules in

the classroom and on the playground.

Know that a good rule or law prevents/solves a specific

problem.

Participate actively as members of the class community.

Standard 7: Production, Distribution, and Consumption

Nursery KG1 KG2

Recognize that people have the same

basic needs for food and water.

Recognize that people in their

immediate nursery area do different

tasks.

Recognize that people in their immediate

community have the same basic needs.

Examples: food, clothing, shelter…

Recognize that people in their school

community rely on others for goods and

services (nurse, physical plant).

Recognize that people all over the world have the same

basic needs. Examples: food, clothing, shelter…

Show an understanding that adults work to earn money to

buy things such as groceries.

Recognize that people rely on others for goods and

services such as farm goods, mail delivery, safety or health

care.

Standard 8: Science, Technology, and Society

Nursery KG1 KG2

Use tools in the classroom to do

specific things.

Demonstrate an awareness of

technology.

Show interest in learning new things

and trying new experiences.

Use tools to accomplish given tasks.

Demonstrate an awareness of technology

and how it is used to get information.

Create new things from a variety of

different materials.

Use tools and technologies to accomplish given tasks.

Tell the story of one or two inventions/discoveries that

made their lives different from the lives of people long

ago.

Show interest in learning new things and trying new

experiences.

Gather information from oral, visual, material, or print

sources

Character Education

Character education is integrated along with other curricula in the Early Years. Monthly themes highlight one aspect of character, although we talk about and model all character virtues throughout the school year.

In Nursery the focus is on Cooperation, Caring/Kindness and Respect. In KG1 students focus again on the three virtues from Nursery and add Tolerance/Acceptance, Fairness and Honesty. In KG2 Self Control, Responsibility and Patience are added to the program as focus areas.

Stories, class meetings, and day to day activities provided opportunities to practice these virtues and use the vocabulary associated with them. Through a focused approach we will all work together in an environment filled with character.

Math Curriculum

Standard 1: Apply a wide variety of mathematical concepts

Nursery KG1 KG2

Classify objects that are the same.

Explore relationships with diverse materials at centers, alone and with others, inside and out.

Order concrete materials by size up to

3 objects.

Explore measurement by using non-

standard units.


Order concrete materials by size and weight up to four objects.

Identify the object that does not belong in a particular group.

Explore measurement by using non-

standard units.

Explore problem solving using concrete objects.


Order concrete materials by size up to 5 objects.

Identify objects that are the same and different and explain why.

Explore measurement by using non-standard units.

Solve problems by acting out, using manipulatives.

Standard 2: Apply mathematical reasoning skills

Nursery KG1 KG2

Begin to identify shapes: square,

triangle, circle, rectangle.

Find the concrete object in a group that is different.

Use a variety of concrete materials to

explore relationships using various

strategies.

Compare size and quantity relationships

with diverse concrete materials developing

appropriate comparison vocabulary.

Recognize the name of shapes: square,

triangle, circle, rectangle, oval, star, heart.

Find the concrete object in a group that is

different and explain why it is different (up

to one attribute).

Match quantity to quantity using concrete

materials.

Estimate and verify the numbers of objects

in a set (up to 10).

Identify and name common shapes: square, triangle,

circle, rectangle, oval, star, heart.

Identify four 3D shapes

Use one to one matching.

Recognize number arrangements, or number groups to 5 instantly.

Estimate and verify the number of objects in a set (up to 20).

Standard 3: Understand mathematical information presented

Nursery KG1 KG2

Create graphs using concrete materials and use mathematical terms to interpret the graph (more than, the same)

Use number words and mathematical language in the context of daily routines, activities, and play.

Create graphs using concrete materials and use

mathematical terms to interpret the graph

(more than, less than, the same).

Use number words and mathematical language in the context of daily routines, activities, and play.

Understand and use mathematical language such as add, take away, difference, the same.

Create graphs using concrete materials and use

mathematical terms to interpret the graph (more

than, less than, the same).

Standard 4: Select and use a wide variety of tools and technology

Nursery KG1 KG2

Use manipulatives to explore mathematical relationships.

Use manipulatives to explore mathematical relationships.

Name tools that measure time such as clock.

Learn to tell time to the hour.

Standard 5: Understand and apply numbers

Nursery KG1 KG2

Rote count to 20.

Count backward from 5 to 1.

Identify numerals to 5.

Act out counting songs.

Make sets of 1 to 5 objects.

Explore the concept that the number of objects in a set remains the same when the objects are rearranged (up to 5).

Begin to match concrete objects using one to one correspondence up to 3 objects.

Experiment with symbols to represent numbers.

Use number words in the context of daily routines, activities, and play.

Construct a set of objects corresponding to a given numeral for a real purpose (eg. 2 apple pieces for each person, 2 lettuce leaves for the hamster , 3 plates at the house table for 3 guests).

Compare height using the terms tall/short.

Rote count to 30.


Identify and write numerals 1 to 15.

Name the number that comes before/after a given number, 1 to 5.

Explore the concept that the number of objects

in a set remains the same when the objects are

rearranged (up to 9).

Begin to match concrete objects using one to

one correspondence up to 5 objects.

Create fair shares using halves (concrete

objects).

Use the terms first and last.

Rote count to 100.

Count backwards from 10.


Identify and write numerals 0 to 31.

Describe changes in two or more sets of objects when they are combined or separated.

Name the number that comes before/after a given number, 1 to 31.

Understand the concept that the number of objects in a

set remains the same when the objects are rearranged

(up to 10).

Count on from a given number.

Count to 100 by 10s.

Identify the number represented by a given dot arrangement of 1 to 6 dots (objects) without counting.

Create fair shares for two or three groups with concrete materials.

Order events 1st, 2nd, 3rd and 4th.

Match numerals to the quantities they represent up to

31.

Standard 6: Estimate, compute, and assess reasonableness of solutions.

Nursery KG1 KG2

Explore addition by combining items in exploration and play.

Explore subtraction by taking away items in exploration and play.

Add to and subtract from concrete materials that are being used for a purpose to achieve a goal. (eg. building in blocks, measuring with small manipulatives, etc.)

Explore addition and subtraction by combining and taking away items in exploration and play.


Explore addition and subtraction by combining and taking away items in exploration and play.

Show a number as two parts, using fingers, counters, or other objects, and name the number of objects in each part.


Standard 7: Estimate and measure by selecting and using appropriate units, tools, and technologies.

Nursery KG1 KG2

Estimate in real situations involving

concrete materials (eg. How many

blocks are needed to reach the first

wall built, how many eggs will fit in the

pot during house play, etc.)

Explore measurement using non standard units, balance scales, thermometers, measuring tapes in purposeful situations.

Estimate in real situations involving concrete

materials (eg. How many blocks are needed to

reach the first wall built, how many eggs will fit

in the pot during house play, etc.)

Explore and measure using non standard units, balance scales, thermometers, measuring tapes in purposeful situations

Begin to use comparative vocabulary such as

longer, longest.

Use appropriate vocabulary to describe time and sequence related to daily routine.

Estimate in real situations involving concrete

materials (eg. How many blocks are needed to reach

the first wall built, how many eggs will fit in the pot

during house play, etc.)

Explore measurement using non standard units, balance scales, thermometers, measuring tapes in purposeful situations

Demonstrate an understanding of the basic language of measurement (longer than, taller than, shorter than, heavier than, lighter than).

Use various standard measuring tools for simple measuring tasks.

Use comparative and superlative vocabulary such as shorter, shortest, etc.

Compare two sets of objects using terms such as more, fewer, or the same.

Standard 8: Use algebraic methods

Nursery KG1 KG2

Extend a simple pattern with actions and physical materials with assistance.

Sort objects into groups by one attribute

Identify and reproduce a pattern in auditory, visual, and physical contexts.

Sort objects into groups in one or more ways and identify which attribute was used to sort (size, and color).

Identify, reproduce, and extend repeating patterns in auditory, visual, and physical contexts.

Sort objects into groups in one or more ways and identify which attribute was used to sort (size, shape, and color).

Standard 9: Use spatial reasoning and apply the properties and relationships of geometric figures

Nursery KG1 KG2

Begin to understand spatial concepts (up, down, under, etc.)

Begin to demonstrate understanding of positional terms (e.g. between, inside, under, behind).

Begin to use position words to describe the position or location of objects in relation to self or to other objects with assistance.

Compare and describe attributes of two- and three-dimensional objects using own vocabulary while exploring.

Recognize shapes found in the environment(natural and man-made)

Explore the combination of shapes using various concrete materials

Use shape in representations.

Demonstrate understanding of spatial concepts (up, down, under, etc.)

Demonstrate understanding of positional terms (e.g. between, inside, under, behind).

Use position words to describe the position or location of objects in relation to self or to other objects.

Begin to recognize basic geometric terms associated with common plane figures.

Match solid shapes to real objects.



Use shape in representations

Identify shapes by feel.

Trace and copy shapes.

Construct using blocks, concrete manipulatives, recycled materials, etc.

Create a representation of a 3-D object using materials such as modeling clay and building blocks.

Describe a 3-D object using words such as “big,” “little,” “round,” “like a box,” and “like a can.”

Demonstrate understanding of spatial concepts (up, down, under, etc.) and use the vocabulary in conversation.

Demonstrate understanding of positional terms (e.g. between, inside, under, behind) and use them in conversation.

Identify common solid figures (sphere, cone, cylinder and cube) and give examples of related real life objects.

Know basic geometric terms associated with common plane figure (side, round, angle).



Use shape in representations.

Identify shapes by feel.

Trace and copy shapes.

Construct using blocks, concrete manipulatives, recycled materials, etc.

Standard 10: Make decisions and predictions.

Nursery KG1 KG2

Create and interpret a bar graph using concrete materials with a group and adult assistance.

Make choices related to activities and materials.

Make predictions about real events (eg. when the tower of blocks will fall)

Make choices related to activities and materials.

Make predictions about real events (eg. how

many beads will fit in the container)

.Make choices related to activities and materials.

Make predictions during real events (eg. how many students can fit in the box)

Science Curriculum

Physical Science

Standard 1: Develop an understanding of the concepts, models, theories, universal principles, and facts that explain the physical world.

Nursery KG1 KG2

Explore objects made from different materials.

Identify colors and explore mixing colors.

Measure objects in the environment using non standard units during exploration and play.

Explore with various sized magnets.

Use vocabulary words hot and cold appropriately and in real context.

Differentiate between an indoor voice and an outdoor voice.

Explore with various concrete objects on the light table.

Use words to describe when you are hot from playing in the sun.

Use vocabulary of up /down, fast/slow while manipulating concrete materials.

Use words to tell where something is (e.g. outside /inside).

Use various concrete materials to build and construct.

Begin to identify the materials that make up an object.

Explore with a variety of concrete objects and begin to use vocabulary of color, size, shape, weight and texture.

Explore with non standard units of measures with living and non-living things.

Experiment with various materials and magnets and theorize.

Identify 5 ways we use electricity.

Differentiate between objects that are hot and objects that are cold.

Explore sound through musical instruments.

Explore with the light table/overhead projector and identify 2 sources of light.

Describe what you feel in the sun and out of the sun.

Explore how things move with concrete materials using vocabulary of spatial relationships to describe.

Begin to describe the position of an object by referencing its location in relation to another object or background.

Use various concrete materials to construct and take apart.

Identify the materials that make up an object (e.g. desk is made up of wood and metal, bike is made up of metal, rubber and plastic).

Identify the observable properties of different objects, such as color, size, shape, weight and texture.

Identify matter that can be a liquid or solid (e.g. water)

Use non-standard units of measure (e.g. string, paper clips) to compare the size and weight of non-living materials.

Observe and sort objects that are and are not attracted to magnets.

Explain what electricity and batteries do to things that are observed off and on.

Classify objects in terms of their relative temperature (e.g. hotter and colder).

Demonstrate and identify sounds as soft or loud.

Identify natural sources of light(e.g. sun, fireflies, deep sea creatures , fire, lightning ) and artificial sources of light (e.g. light bulbs, matches, candles).

Describe the effects of the sun’s energy on different materials to describe the position of an object by referencing its location in relation to another object or background.

Describe the way things can be made to move (e.g. straight, zig-zag, up and down, round and round, back and forth or fast and slow).

Describe the position of an object by referencing its location in relation to another object or background.

Assemble, take apart and reassemble construction using interlocking blocks, erector sets, etc

The Universe

Standard 2: Gain an understanding of the origin, evolution, and structure of the universe Nursery KG1 KG2

Students will use the word star.

Identify that stars and the moon are in the sky at night by words or drawing.

Recognize day and night skies (e.g. in books).

Describe a star and know that it is in the night sky.

Describe day and night sky.

Explain that there are more starts in the sky than anyone can easily count.

Identify objects in the day and night sky (e.g. moon, stars, or sun).

2.1.4CIdentify that the moon and stars are usually seen at night.

The Earth

Standard 3: Gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Nursery KG1 KG2

Understand that winter is cold and summer is hot.

Describe different weather conditions such as rain, clouds, wind.

Identify a mountain or a body of water.

Identify and explore with rocks.

Explore with rocks and water.

Identify hot and cold objects.

Identify a rainy day, a hot day and a cold day.

Verbalize feelings when cold or hot.

Participate In a recycling program.

Use materials that are used to create something new.

Observe weather changes throughout the school year.

Describe Lebanon according to its physical make up – land, water.

Distinguish landforms and seas in their environment (mountains and seas).

Use Earth materials such as soil, rocks, sand and water during play.

Use the vocabulary words of hot, cold and warm to describe.

Observe and talk about weather changes.

Describe what they wear in cold and hot weather.

Classify objects as living or non-living based on characteristics.

Identify substances that can be recycled.

Identify plants that we eat.

Collect used “junk” materials from home for a variety of purposes at school (e.g. paint containers, water table materials, art materials).

Observe seasonal and weather changes throughout the school year.

Identify the earth materials (i.e. rocks, soil water, air) found in aquatic and terrestrial environments.

Use the senses to observe and then describe the physical properties of soil components.

Identify the composition of Earth (including rocks, sand, soil and water).

Compare temperatures in sunny and shady places.

Observe daily changes in weather (e.g. clouds or air temperature).

Describe how weather and forecasts affect people’s lives.

Describe various resources that provide the necessary things that are used by people in their daily lives.

Participate in a recycling program.

Describe how some resources can be used and reused.

The Living Environment

Standard 4: Understand the basic concepts and principles of life science.

Nursery KG1 KG2

Explore living and non living things in

the environment.

Recognize that people are different in

physical features (eye color, hair color).

Identify plant needs and parts of a plant

with assistance.

Observe changes in their outside

environment (leaves on the ground,

flowers).

Observe changes in plants in the

environment.

Be exposed to natural settings in the

various seasons.

Identify basic body parts.

Recognize that people are different in

physical features (eye color, hair color).

Notice that a baby animal looks like its

parents.

Begin to distinguish between living and non living things.

Describe how people are different

Describe how plants are the same and different.

Describe the basic needs of plants

Care for classroom plants and provide basic needs

Observe how trees change during the seasons

Plant seeds and observe life cycle of a plant.

Draw plant development

Describe how people are different

Describe how an animal changes as it grows to adulthood.

Distinguish between living and non-living things.

Sort animals and plants by observable characteristics

Identify basic needs of plants and animals: Food , water, light, air, space.

Observe how the living things in an environment change with the seasons (e.g. trees lose their leaves in the winter).

Sequence the life cycle of a plant or animal when given a set of pictures.

Describe plant development and growth in words and drawings.

Describe how plants and animals usually resemble their parents.

Physical Education Curriculum

Standard 1: Demonstrate competency in applying basic and advanced movement concepts and skills.

Nursery KG1 KG2

Learn basic locomotor skills (walking, jogging, running, animal

walks).

Movement skills to musical rhythms.

Body balance skills- one foot, stork stand, combinations of hands and feet.

Tossing the ball with two hands.

Kick with the favorite foot.

Review of basic locomotor movements and

animal movements.

Music/rhythms movements and actions in

sequences.

Increasing body balance skills in complexity.

Moving in different planes and levels -Rolling

(log roll, rocking).

Applying strength and support-Bridge.

Wall climbing combining agility, strength and

balance.

Bouncing the ball with one hand.

Tossing the ball with one hand.

Catching.

Dribbling with 1 and 2 hands.

Directing the ball at a target with foot contact.

Review of basic locomotor movements and animal

movements.

Music/rhythms movements and actions in

sequences.

Increasing body balance skills in complexity.

Moving in different planes and levels -Rolling (log

roll, rocking).

Applying strength and support-Bridge.

Wall climbing combining agility, strength and

balance.

Bouncing the ball with one hand.

Tossing the ball with one hand.

Catching.

Dribbling with 1 and 2 hands.

Directing the ball at a target with foot contact.

Standard 2: Understand underlying concepts on how to achieve, monitor and maintain a health-enhancing level of physical fitness.

Nursery KG1 KG2

Understand that heart rate increases with exercise and movement efforts.

Understand the concept of warm up and its application in each lesson.

Know that breathing control is important during exercise and in recovery.

“How to know your body”-Heart and lungs. Blood and oxygen transport to muscles.

Stretching, muscles and bones.

Warm up and cool down concepts.

Recovery after exercise.

How to know your body-Fatigue and signs of effort (sweating, skin color, increased respiration).

Stretching, muscles and bones.

Warm up and cool down concepts.

Recovery after exercise.

Presentation of physical challenges and increased capacity for exercise.

Standard 3: Demonstrate knowledge of rules and regulations in sports.

Nursery KG1 KG2

Following directions allows for safe

movement in an active environment.

Understand organizational skills regarding

formations.

Describe game conditions and regulations.

Understand organizational skills regarding formations

(organization signals mobilize the class, this signal will

improve class control).

Describe game conditions and regulations (they

should know the rules of the games we play).

Standard 4: Exhibit responsible personal and social behavior that respects self and others in physical activity settings.

Nursery KG1 KG2

Responsibility for equipment use.

Respect for teacher decisions.

Respect for group members and

sharing opportunity/taking turns.

Cooperation and responsible direction

following.

Safe behavior during game situations.

Fair play and rule following.

Cooperation and responsible direction following.

Safe behavior during game situations.

Fair play and rule following.

Standard 5: Create opportunities for health, enjoyment, challenge, self-expression, and/or social interaction through physical activity

Nursery KG1 KG2

Not applicable at this level Not applicable at this level Not applicable at this level

Library Curriculum

Standard 1: Define their information needs and identify effective courses of action to conduct research, solve complex problems

and pursue personal needs.

Nursery KG1 KG2

Recognize a topic of interest when

presented with a resource

Ask the librarian for a book on a specific

topic.

Ask for a resource to answer a curiosity or to further knowledge.

Know that non-fiction books provide real information.

Standard 2: Demonstrate a command of information skills and strategies to locate and effectively use print, non-print and or digital

resources to solve problems, conduct research and pursue personal needs.

Nursery KG1 KG2

Identify the storytelling area of the library.

Know how to check out a book.

Recognize the storybooks area as a place to borrow books from.

Know library routines.

Know circulation procedures.

Understand good book care practices.

Recognize the Easy fiction and non-fiction areas of the library as a place to find books of interest.

Are familiar with circulation procedures.

Learn how to use a book paddle.

Arabic Curriculum The Arabic MSA courses in early years aim at introducing the students to the Arabic language. The program follows a communicative approach to teaching

the language which focuses on developing students’ ability to communicate using standard Arabic. Students in early years will be engaged in oral activities

created in a way that simulates real life situations.

The MSA program in early years follows Reggio-Emilia’s philosophy to learning. Students will learn through projects that reflect their interests. Through these

projects, students will acquire the vocabulary and language structure that are suitable to their level.

Reading

Reading Literature-RL Key Ideas and Details

RL.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text.

Nursery KG1 KG2 With prompting and support, ask and answer

questions about an illustrated text.

With prompting and support, ask and answer questions about a text.

With prompting and support, ask and answer questions about key details in a text.

RL. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Nursery KG1 KG2 With prompting and support, retell major

events in familiar stories.

With prompting and support, retell familiar stories.

With prompting and support, retell familiar stories including Key details

RL. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Nursery KG1 KG2 With prompting and support, identify major

events in a story With prompting and support, identify

characters and major events in a story With prompting and support, identify

characters, settings and major events in a story.

Craft and Structure

RL. 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how

specific word choices shape meaning or tone.

Nursery KG1 KG2

With prompting and support, ask and answer questions about unknown words in a text.

Ask questions about unknown words in a text. Ask and answer questions about unknown

words in a text.

RL. 5 Analyze the structure of the texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene or

stanza) relate to each other and the whole.

Nursery KG1 KG2

Recognize common types of texts

(storybooks, poems…)

Recognize common types of texts

(storybooks, poems…)

Recognize common types of texts (storybooks, poems…)

RL. 6 Assess how point of view or purpose shapes the content and style of a text.

Nursery KG1 KG2

With prompting and support, name the author and illustrator of a story

With prompting and support, name the

author and illustrator of a story

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and ideas

RL. 7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Nursery KG1 KG2 Use illustrations to understand the story With prompting and support, describe the role

of illustrations in the story in which they

appear

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL. 8 Delineate and evaluate the argument and specific claims in a text including the validity of the reasoning as well as the relevance and sufficiency of

the evidence.

Nursery KG1 KG2 Not applicable

RL. 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author’s take.

Nursery KG1 KG2 With prompting and support, identify the

main adventures and experiences of

characters in familiar stories.

With prompting and support, identify

adventures and experiences of characters in

familiar stories.

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text complexity

RL. 10 Read and Comprehend complex literary and informational texts independently and proficiently

Nursery KG1 KG2

Actively engage in group reading activities with

purpose and understanding

Actively engage in group reading activities with

purpose and understanding

Actively engage in group reading activities with purpose and understanding

Reading Information Texts- RI

Key Ideas and Details

RI. 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text.

Nursery KG1 KG2

With prompting and support, ask and answer

questions about an illustrated text.

With prompting and support, ask and answer

questions about a text.

With prompting and support, ask and answer questions about key details in a text.

RI. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas students’ own thinking

and writing

Nursery KG1 KG2 With prompting and support, identify general

details in familiar texts.

With prompting and support, retell general

details in familiar texts.

With prompting and support, retell key details in familiar texts.

RI. 3 Analyze how and why individuals, events and ideas develop and interact over the course of a text.

Nursery KG1 KG2 With prompting and support, identify

individuals, events, ideas, or pieces of

information in a text.

With prompting and support, Identify the

connection between two individuals, events,

ideas, or pieces of information in a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Crafts and structures

RI. 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

Nursery KG1 KG2 With prompting and support, ask and answer

questions about unknown words in a text.

Ask questions about unknown words in a

text.

With prompting and support, ask and answer questions about unknown words in a text.

RI. 5 Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene or stanza)

relate to each other and the whole.

Nursery KG1 KG2

Identify front cover and back cover of the

book

Identify the front cover, back cover and

title page of the book

Identify the front cover, back cover, and title page of a book.

RI. 6 Assess how point of view or purpose shapes the content and style of a text.

Nursery KG1 KG2 With prompting and support, name the


With prompting and support, name the


Name the author and illustrator of a text and define the role of each in presenting ideas or information in a text.

Integration of Knowledge and ideas

RI. 7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Nursery KG1 KG2 Use illustrations to understand what

the text is talking about

With prompting and support, describe

the role of illustrations in the text

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what person, place, thing, or idea in a text an illustration depicts).

RI. 8 Delineate and evaluate the argument and specific claims in a text including the validity of the reasoning as well as the relevance and sufficiency of

the evidence.

Nursery KG1 KG2 With prompting and support,

identify general ideas in the text

With prompting and support,

identify one or two supporting

ideas in the text.

With prompting and support, identify the reasons an author gives to support points in a text.

RL. 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author’s take.

Nursery KG1 KG2 With prompting and support, identify

basic similarities in and differences

between two texts on the same topic

(e.g. in illustrations, descriptions, or

procedures)

With prompting and support, identify

basic similarities in and differences

between two texts on the same topic

(e.g. in illustrations, descriptions, or

procedures)

With prompting and support, identify similarities in and

differences between two texts on the same topic (e.g. in

illustrations, descriptions, or procedures)

Range of Reading and Level of Text complexity

RL. 10 Read and Comprehend complex literary and informational texts independently and proficiently

Nursery KG1 KG2 Actively engage in group reading

activities with purpose and

understanding

Actively engage in group reading

activities with purpose and

understanding

Actively engage in group reading activities with purpose and understanding

Reading Foundational Skills-RF

Print Concept

RF. 1 Demonstrate understanding of the organization and basic features of print.

Nursery KG1 KG2 Follow words from right to left, top to

bottom, and page by page.

Recognize that words are represented

in written language by specific

sequences of letters.

Follow words from right to left, top to

bottom, and page by page.

Recognize that words are represented

in written language by specific

sequences of letters.

Understand that words are separated

by spaces in print.

Follow words from right to left, top to bottom, and page by

page.

Recognize that words are represented in written language by

specific sequences of letters.

Understand that words are separated by spaces in print.

Phonological Awareness

RF. 2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Nursery KG1 KG2 Not applicable Recognize rhyming words.

Recognize and produce rhyming words.

Phonics and Word Recognition

RF. 3 Know and apply grade-level phonics and word analysis skills in decoding words.

Nursery KG1 KG2 Not applicable.

Demonstrate basic knowledge of one-

to-one letter-sound correspondences.

Recognize one-to-one letter-sound correspondences.

Read common high frequency words by sight.

Fluency

RF. 4 Read with sufficient accuracy and fluency to support comprehension

Nursery KG1 KG2 Not applicable Not applicable Read emergent reader texts with purpose and understanding.

Listening and Speaking- LS

Comprehension and Collaboration

LS. 1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

Nursery KG1 KG2 Participate in collaborative

conversations with diverse partners about familiar topics and texts with peers and adults in small and large groups.

Participate in collaborative conversations with diverse partners about familiar topics and texts with peers and adults in small and large groups.

Participate in collaborative conversations with diverse partners about familiar topics and texts with peers and adults in small and large groups.

LS. 2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

Nursery KG1 KG2 Confirm understanding of a text read

aloud by answering simple questions

about the ideas presented in the text.

Confirm understanding of a text read

aloud or information presented orally

by requesting clarifications and

answering questions about the text

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

clarifications if something is not understood.

LS. 3 Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric.

Nursery KG1 KG2 Ask questions in order to seek help,

get information or clarify something

that is not understood.

Ask and answer questions in order to

seek help, get information or clarify

something that is not understood.

Ask and answer questions in order to seek help, get

information or clarify something that is not understood.

Presentation of Knowledge and Ideas

LS. 4 Present information, findings and supportive evidence such that listeners can follow the line of reasoning and the organization, development, and

style are appropriate to task, purpose and audience.

Nursery KG1 KG2 With prompting and support, describe

familiar people, places, things and

events.

With prompting and support, describe

familiar people, places ,things and

events.

Describe familiar people, places, things and events and, with

prompting and support provide additional detail.

LS. 5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Nursery KG1 KG2 Add drawing or other visual displays to

description as desired to provide

additional details.

Add drawing or other visual displays to

description as desired to provide

additional details.

Add drawing or other visual displays to description as desired

to provide additional details.

LS. 6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of standard Arabic.

Nursery KG1 KG2 Speak audibly and express thoughts

feelings and ideas.

Speak audibly and express thoughts

feelings and ideas.

Speak audibly and express thoughts, feelings and ideas.

Language Foundation Skills- LF

Conventions of Standard Arabic

LF. 1 Demonstrate command of the conventions of standards Arabic grammar and usage when writing and speaking.

Nursery KG1 KG2 Use frequently occurring nouns and

verbs.

Form regular plural nouns orally.

Understand and use question words.

Use the most frequently occurring prepositions.









Produce and expand complete sentences in shared language activities.

LF. 2 Demonstrate command of conventions of Standard Arabic punctuation and spelling when writing

Nursery KG1 KG2 Not applicable Not applicable Not applicable

Knowledge of Language

LF. 3 Apply Knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

Nursery KG1 KG2 Not applicable Not applicable Not applicable

LF. 4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts,

and consulting general and specialized reference materials as appropriate.

Nursery KG1 KG2 Determine or clarify the meaning of

unknown words and phrases based on class reading and content.

Determine or clarify the meaning of unknown words and phrases based on class reading and content.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on class reading and content.

LF. 5 Demonstrate understanding of word relationships and nuances in word meanings.

Nursery KG1 KG2 With guidance and support from

adults, explore word relationships and nuances in word meanings.

- Sort common objects into categories (shapes, foods)

- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

- Identify real-life connections between words and their use

With guidance and support from adults, explore word relationships and nuances in word meanings.

- Sort common objects into categories (shapes, foods)

- Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)


With guidance and support from adults, explore word

relationships and nuances in word meanings.

- Sort common objects into categories (shapes, foods) - Demonstrate understanding of frequently occurring

verbs and adjectives by relating them to their opposites (antonyms)


- Distinguish shades of meanings among verbs describing general actions.

LF. 6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

Nursery KG1 KG2 Use words and phrases acquired

through conversations, reading and

being read to, and responding to text.

Use words and phrases acquired

through conversations, reading and

being read to, and responding to text.

Use words and phrases acquired through conversations,

reading and being read to, and responding to text.

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