Early Literacy
Early Literacy Curriculum
Weeks 1-3
DESIRED RESULTS-
What should students know?
Students should know the letters of their first name and be able to write their first name using a model. They should understand that there are both upper and lower case letters of the alphabet. Students should be able to identify some letters of the alphabet in print, magnets, and puzzles. As a result of this unit, students will begin to see that different letters make different sounds and words. The enduring understandings that are desired is for the student to see and become comfortable with letters not only in the form of print but also by using different tools to trace letters such as sand, play dough. The focus of learning here is to introduce letters to children and to have them build relationships between the letters in their names. Students also should be able to express their needs and desires appropriately by informing the teacher when they need to use the restroom, have their shoes ties or need help with a project. Students should understand that it is OK to ask questions and they should raise their hands when they need assistance.
EVIDENCE-
The students will begin to recognize their names and make connections between letters on paper and letters that are magnets or toys. The students will associate the letters that they find on blocks to the letters in their name. The students will begin to form letters by using play dough or using their finger to trace in the sand. Students will use early writing skills to put their name on paper in conjunction with hands on experience. When the students are confident in getting the concept of letters, they will invite the teacher to share in creations that they have made that involve letters of the alphabet such as painting, beading, and coloring sticks. Children will ask appropriate questions about self needs and about the alphabet world to make connections.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 4-6
DESIRED RESULTS-
What should students know?
By now, students should know the letters of their first name. Students are to write their first names with the use of a model and little by little to be able to write their name without a visual. Students are to become more aware of their surroundings and are able to note differences in the letters. Students begin to recognize labels and recreate sight words using scrabble pieces and letter blocks. By now, students should know and recognize at least 10 letters of the alphabet and start to match upper to lower cases using a variety of tools such as pipe cleaners and then be able to transfer the letters in writing onto paper. Children are comfortable in the classroom environment and participate in circle time activities such as show and tell. The children will be able to tell the letters of the alphabet of certain items. During circle time, children will express themselves freely and communicate with peers. They will begin to share their new found knowledge of letter learning with their peers by playing literacy games such as number bingo.
EVIDENCE-
The students will begin to use different manipulative to create letters and beginning words associating them to what they see around. They will spot when they see an upper case letter as opposed to a lower case letter and make connections. During circle time, children will freely share ideas and what they think of letters. The children will take turns making and guessing the sounds of the letters and from that they will be able to use chalk or white board markers to create the letters. The children will be writing more letters than what is n their name and for each letter in their name, they will be able to choose the corresponding upper case letter.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 7-9
DESIRED RESULTS-
What should students know?
Students should have knowledge of identifying at least 15 letters of the alphabet. The children should be able to now write their first and last names mostly without a model for their last names. The children should be able to name certain objects that are used every day in the classroom and at home. The children are comfortable with colors and are able to identify most colors and associate those colors to things they know such as foods and animals. They should be well aware of the difference between lower and upper case letters. Children should also know the number of letters in their name as well.
EVIDENCE-
Children recognize and name the colors of the items of clothes that they are wearing. The children begin to compare colors of their toys and items to those of their peers. Children appropriately name colors when asked and are able to answer questions as to what things have that certain color. Children sing the color song and search for things to name the colors. Children play letter matching games. Children can identify things such as boxes, doors, desks, and closet. They will identify the letters in the labels of items around the classroom and school. Children will begin to write and design their name without prompting using paints, pencils and tools such as play dough.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 10-12
DESIRED RESULTS-
What should students know?
Students at this stage should be able to identify all of the primary colors and most, if not all of the secondary colors. The children are identifying most letters of the alphabet and making connections to every day words. The children are able to write their names independently of a model, both first and last. The children should be also able to tell others their first and last name and distinguish their names amongst a list of others. The children can almost or completely match all of the uppercase to lowercase letters. The children are beginning sight words and are able to identify words among sentences.
EVIDENCE-
The students are naming the colors of many things around them. They begin to compare different shades of colors between their clothes and items with others. Children will ask for a certain color of crayon or marker. The children are completing alphabet puzzles and playing alphabet match up games with successful pairing of upper to lower cases. The children confidently write their names using pencils, crayons, markers and other utensils. They also have confidence in using tools such as moon dough and magic sand to create letters, beginning words and their names accordingly.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 13-15
DESIRED RESULTS-
What should students know?
At this time, children are able to identify all the letters of the alphabet. They will match most, if not all, lower case to upper case letters. The children will recognize famous logos as the beginning of early reading skills. The children will be able to name different kinds of logos and match them to the brand. The children will recite the alphabet. The children will orally state the days of the weeks and be able to identify which day of the week it is. The children by now should be able to write two to three short sentences about themselves or interests.
EVIDENCE-
The children sing the alphabet song during circle time and also when they are creating alphabet puzzles. They clearly identify the letters when asked to. They children are drawing and creating different types of logos from stores they have seen using different types of materials. The children are matching the logos to the actual names. Using matching games on the computer, children play games of picking out different letters. Children are more clearly writing their letters. Children are constructing simple sentences about the things they like. They can also relate that to a picture. Children know that there are seven days in the week by singing the song and orally stating the days in correct order.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Included in activities but not limited to-
Animals that begin with that letter, Food that begin with that letter. Hands on creations and free expression time.
Weeks 16-18
DESIRED RESULTS-
What should students know?
The children are beginning to read. They are to confidently match all lower case letters to their upper case letters using print tools as well as puzzles and letter blocks. The children write their letters without the use of a visual model. The children begin to write independently. They are grasping the concept of sight words. The children can name and imitate the sounds of all letters and some combinations. Their knowledge of environmental print has expanded and they are able to identify more logos and names of public places. The children orally can spell out their first and last names.
EVIDENCE-
Children eagerly visit the library center of the classroom to pick out books to read. They share their joy and invite peers to read with. They freely explore books and use them in play. They are incorporating books into the dramatic play area and reading to dolls. They make labels and use in pretend play. They identify sight words upon request and are able to write them and shape letters using play dough and clay. The children use the writing center as a design station to create their own brand. The children name many objects and things around them.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 19-21
DESIRED RESULTS-
What should students know?
The students should know well the days of the weeks and at this time the children should be able to orally state the months of the year. They will be able to state their birthday and be able to tell which month we are in. The children will rhyme words and sounds. The children will know the parts of the books as well as what an illustrator and other do.
EVIDENCE-
The children tell peers and others their own birthday. When asked, the children tell you what day of the week it is and which month we are in. The children orally say random rhyming words such as pig, jig, book, nook. Children will handle books with care and name the parts of the book by pointing. Children are able to respond to questions about the book when asked.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 22-24
DESIRED RESULTS-
What should students know?
The students will engage in dramatic play. The children begin to make up their own stories. The children also can make predictions about events that are likely or unlikely to occur within a story and in the classroom itself. Children will clap out syllables to each word and when learning new, longer words, children will use a clapping method to sound out each syllables. After a story is read to them, children are able to retell the stories using their own words. Children make up their own words and tell a story with picture books.
EVIDENCE-
Children will orally connect sounds to words. The children will be more vocal when learning new words. Children are eager to open a book and read. The children can appropriately answer questions about a story being read to them. They gather their own ideas on different outcomes. The children make up their own stories and they begin to read to others as well as toys in the room. Children use block letter to create words and break them into syllables by removing blocks.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 25-27
DESIRED RESULTS-
What should students know?
At this time, children are reading sight words and beginning books. The children are able to draw pictures representing their own ideas. They are able to retell a story using their own words and drawings. They are reading small books and can answer questions accurately. The children can predict actions and plots in a book.
EVIDENCE-
Children are incorporating books into play. The children are carrying books around and also using them in different centers. The children are at the writing center brainstorming ideas for their own stories as they draw pictures and use manipulative to create from their imagination. They sound out words that they see on labels and toy etc.
LEARNING GOALS-
SAMPLE ACTIVITIES-
Weeks 28-30
DESIRED RESULTS-
What should students know?
At this time the children are comfortable with holding, touching and reading beginner books. The children are engaged in story time. The children are able to differentiate different types of books. A child can retell the story as well as act out a part of the story during dress up and role play. The children understand what characters are.
EVIDENCE-
The children bring books from home to school so they can share them with peers. The children recount the stories that have been read to them at home and are able to describe things in detail with great expression. Children are seen in dramatic play and other areas of the classroom acting like the characters form a book.
LEARNING GOALS-
ACTIVITIES-
Throughout the 30 weeks, there will be sufficient time for free play and exploration with different toys, tools and materials where the children gain confidence and skills in their surroundings. Free play is never scheduled as it happens on its own. That is when true learning occurs
Weeks 1-3
DESIRED RESULTS-
What should students know?
Students should know the letters of their first name and be able to write their first name using a model. They should understand that there are both upper and lower case letters of the alphabet. Students should be able to identify some letters of the alphabet in print, magnets, and puzzles. As a result of this unit, students will begin to see that different letters make different sounds and words. The enduring understandings that are desired is for the student to see and become comfortable with letters not only in the form of print but also by using different tools to trace letters such as sand, play dough. The focus of learning here is to introduce letters to children and to have them build relationships between the letters in their names. Students also should be able to express their needs and desires appropriately by informing the teacher when they need to use the restroom, have their shoes ties or need help with a project. Students should understand that it is OK to ask questions and they should raise their hands when they need assistance.
EVIDENCE-
The students will begin to recognize their names and make connections between letters on paper and letters that are magnets or toys. The students will associate the letters that they find on blocks to the letters in their name. The students will begin to form letters by using play dough or using their finger to trace in the sand. Students will use early writing skills to put their name on paper in conjunction with hands on experience. When the students are confident in getting the concept of letters, they will invite the teacher to share in creations that they have made that involve letters of the alphabet such as painting, beading, and coloring sticks. Children will ask appropriate questions about self needs and about the alphabet world to make connections.
LEARNING GOALS-
- Spells name
- Identifies several letters of the alphabet
- Communicates needs appropriately
SAMPLE ACTIVITIES-
- Students will use a variety of materials such as beads, buttons, pom poms to design the letters in their name. They will be provided with a poster board with their name slightly traced onto it. Using that as a pattern, the children will use materials of their choosing to glue onto their names. When completed, children may trace over the letters with their fingers to get the feel and shape of the letters.
- Students will be searching for letters of the alphabet which be be plastic magnets. These magnets will be placed into some magic sand along with some dinosaurs. The students will then take turns to excavate and search until they pick up a letter. Once the student finds the letter, they will be asked to identify it. If unable, assistance will be given. Afterwards, they can search in the area for something that begins with that letter.
- Using cookie cutters in the shape of letters, children will cut out the letters of their name using clay. Students can then compare their letters with others in the class to see who has the same letters.
- Students can paint and decorate the letters of their name when the clay dries. They can explore with a variety of options such as buttons and sequins.
- Students can get moving and shaking playing The Name Game
Weeks 4-6
DESIRED RESULTS-
What should students know?
By now, students should know the letters of their first name. Students are to write their first names with the use of a model and little by little to be able to write their name without a visual. Students are to become more aware of their surroundings and are able to note differences in the letters. Students begin to recognize labels and recreate sight words using scrabble pieces and letter blocks. By now, students should know and recognize at least 10 letters of the alphabet and start to match upper to lower cases using a variety of tools such as pipe cleaners and then be able to transfer the letters in writing onto paper. Children are comfortable in the classroom environment and participate in circle time activities such as show and tell. The children will be able to tell the letters of the alphabet of certain items. During circle time, children will express themselves freely and communicate with peers. They will begin to share their new found knowledge of letter learning with their peers by playing literacy games such as number bingo.
EVIDENCE-
The students will begin to use different manipulative to create letters and beginning words associating them to what they see around. They will spot when they see an upper case letter as opposed to a lower case letter and make connections. During circle time, children will freely share ideas and what they think of letters. The children will take turns making and guessing the sounds of the letters and from that they will be able to use chalk or white board markers to create the letters. The children will be writing more letters than what is n their name and for each letter in their name, they will be able to choose the corresponding upper case letter.
LEARNING GOALS-
- Identifies more letters of the alphabet than previous 3 weeks of class
- Begins to match upper to lower case letters (At least 10)
- Participates in circle time and shares learning/findings
SAMPLE ACTIVITIES-
- Children will bang out small plastic letters that have been frozen into ice cubes. They will use little tools such as pegs to do so. When they finally break a letter free, they will announce what letter they have found and look for their peer who has found the matching letter.
- Children will search for block letters hidden around the classroom. Once found, they will look for the corresponding lower or upper case letters by searching through a box of trinkets. When they found both matches, the children will name the letter and the sound.
- Children will use chalk paint to write their names on rocks then they will plant their rock in the alphabet garden using plastic tools such as rakes and shovels.
- Children will use letter tiles to create their names as well as creating other words that begin with the same letter.
- Children will use rubber stamps to stamp out the alphabet on paper. Then they will circle the letters that they can identify.
- During circle time, children will sing a name game and demonstrate an item or toy that begins with the letter of their name.
- During circle time, children play letter bingo using different materials as chips.
Weeks 7-9
DESIRED RESULTS-
What should students know?
Students should have knowledge of identifying at least 15 letters of the alphabet. The children should be able to now write their first and last names mostly without a model for their last names. The children should be able to name certain objects that are used every day in the classroom and at home. The children are comfortable with colors and are able to identify most colors and associate those colors to things they know such as foods and animals. They should be well aware of the difference between lower and upper case letters. Children should also know the number of letters in their name as well.
EVIDENCE-
Children recognize and name the colors of the items of clothes that they are wearing. The children begin to compare colors of their toys and items to those of their peers. Children appropriately name colors when asked and are able to answer questions as to what things have that certain color. Children sing the color song and search for things to name the colors. Children play letter matching games. Children can identify things such as boxes, doors, desks, and closet. They will identify the letters in the labels of items around the classroom and school. Children will begin to write and design their name without prompting using paints, pencils and tools such as play dough.
LEARNING GOALS-
- Identifies even more letters of the alphabet (At least 15)
- Writes first and last name
- Names objects (ordinary things found at school, home etc.)
- Identifies most primary and secondary colors
SAMPLE ACTIVITIES-
- Children will use paints to explore colors. When they use the brush to stroke on paper, children will explore mixing colors using paints. They will paint one side of the paper using a color of their choosing and on the other side of the paper; another child will paint using a different color. They will fold the paper together and then look at their new colors to figure out a name for the color.
- Children will dig into dried beans and rice to find letters. Once they have found the letters of their name, they will write their name with colored charcoal on a slate board.
- Children will use the dried beans to make a design of their last name using paste. They will place the beans on a can or shoe box to create their design.
- Children will be shown pictures of objects and they will call out the name of that object. Then they will look around the room and explore to find that object.
- Children will make their own labels and put them around objects around the class.
- At circle time, children will sing the color song and tell everyone their favorite color. Then they will have the chance to make that colored word using craft sticks.
Weeks 10-12
DESIRED RESULTS-
What should students know?
Students at this stage should be able to identify all of the primary colors and most, if not all of the secondary colors. The children are identifying most letters of the alphabet and making connections to every day words. The children are able to write their names independently of a model, both first and last. The children should be also able to tell others their first and last name and distinguish their names amongst a list of others. The children can almost or completely match all of the uppercase to lowercase letters. The children are beginning sight words and are able to identify words among sentences.
EVIDENCE-
The students are naming the colors of many things around them. They begin to compare different shades of colors between their clothes and items with others. Children will ask for a certain color of crayon or marker. The children are completing alphabet puzzles and playing alphabet match up games with successful pairing of upper to lower cases. The children confidently write their names using pencils, crayons, markers and other utensils. They also have confidence in using tools such as moon dough and magic sand to create letters, beginning words and their names accordingly.
LEARNING GOALS-
- Identifies most letters of the alphabet (At least 20)
- Writes name without model
- Matches more upper case letters to corresponding lowercase letters
- Distinguishes words among sentences
- Identifies all colors
SAMPLE ACTIVITIES-
- Children make homemade play dough using different food coloring
- Children use scrabble pieces to sort out letters and create words.
- Children use letter blocks to create word towers.
- Children use gummy letters to make words and they get to eat them as a treat after when they complete a sentence using that word.
- Children use letter beads to make their name and string it on a pipe cleaner.
- Children make different colored Jell-O and cut out jiggly letters using letter shaped cookie cutters.
Weeks 13-15
DESIRED RESULTS-
What should students know?
At this time, children are able to identify all the letters of the alphabet. They will match most, if not all, lower case to upper case letters. The children will recognize famous logos as the beginning of early reading skills. The children will be able to name different kinds of logos and match them to the brand. The children will recite the alphabet. The children will orally state the days of the weeks and be able to identify which day of the week it is. The children by now should be able to write two to three short sentences about themselves or interests.
EVIDENCE-
The children sing the alphabet song during circle time and also when they are creating alphabet puzzles. They clearly identify the letters when asked to. They children are drawing and creating different types of logos from stores they have seen using different types of materials. The children are matching the logos to the actual names. Using matching games on the computer, children play games of picking out different letters. Children are more clearly writing their letters. Children are constructing simple sentences about the things they like. They can also relate that to a picture. Children know that there are seven days in the week by singing the song and orally stating the days in correct order.
LEARNING GOALS-
- Identifies All Letters of the Alphabet
- Matches most lowercase to uppercase letters
- Reads logos
- Knows and recites Alphabet
- States orally days of the week
- Writes 2 – 3 sentences
SAMPLE ACTIVITIES-
- Children will design a calendar using a variety of materials such as shoe boxed, marbles golf tees. They will use the items of their choosing to create the sections for the days of the week. They will then make labels for each day and paste onto calendar.
- Children will create a design using legos and write a sentence about the design.
- Children will play logo matching game.
- Children will play logo Bingo
- Children will create their own logo using beads, sequins, trinkets etc. They will name their logo. They will write two sentences about it.
- Children will play alphabet scavenger hunt.
- On Mondays, children will focus on the letter M activities. On Tuesdays, children will focus on the letter T activities while on Wednesdays; children will focus on W activities.
Included in activities but not limited to-
Animals that begin with that letter, Food that begin with that letter. Hands on creations and free expression time.
Weeks 16-18
DESIRED RESULTS-
What should students know?
The children are beginning to read. They are to confidently match all lower case letters to their upper case letters using print tools as well as puzzles and letter blocks. The children write their letters without the use of a visual model. The children begin to write independently. They are grasping the concept of sight words. The children can name and imitate the sounds of all letters and some combinations. Their knowledge of environmental print has expanded and they are able to identify more logos and names of public places. The children orally can spell out their first and last names.
EVIDENCE-
Children eagerly visit the library center of the classroom to pick out books to read. They share their joy and invite peers to read with. They freely explore books and use them in play. They are incorporating books into the dramatic play area and reading to dolls. They make labels and use in pretend play. They identify sight words upon request and are able to write them and shape letters using play dough and clay. The children use the writing center as a design station to create their own brand. The children name many objects and things around them.
LEARNING GOALS-
- Matches most to all uppercase to lowercase letters
- Writes letters without models
- Writes first and last name without models as well as sight words
- Identifies more logos and associates environmental print
- Knows sounds of letters
SAMPLE ACTIVITIES-
- Children play Logo Print Bingo.
- Using different materials, children create words
- Children write their names in shaving cream.
- Children draw pictures into magic sand.
- Children play a repeat sound game.
- Children make a collage of the first letter of their name using magazine letter cut outs and paste.
- Children will take pictures of different logos and shares them with peers at circle time. The other children have to guess what is depicted.
Weeks 19-21
DESIRED RESULTS-
What should students know?
The students should know well the days of the weeks and at this time the children should be able to orally state the months of the year. They will be able to state their birthday and be able to tell which month we are in. The children will rhyme words and sounds. The children will know the parts of the books as well as what an illustrator and other do.
EVIDENCE-
The children tell peers and others their own birthday. When asked, the children tell you what day of the week it is and which month we are in. The children orally say random rhyming words such as pig, jig, book, nook. Children will handle books with care and name the parts of the book by pointing. Children are able to respond to questions about the book when asked.
LEARNING GOALS-
- Orally states the months of the year
- Begins to rhyme words
- Reads more sight words
- Knows parts of books
SAMPLE ACTIVITIES-
- Children engage in circle time by singing the months of the year song.
- Children choose a month and create a scene for it using materials of their choice. For example, they choose December; they can use cotton balls as snow.
- Children make labels and have a peer put it on the part of the book. They will choose, from cover, back cover, binding or spine and title page.
- Children will play rhyme time Bingo.
- Children will go on a Rhyming Scavenger hunt looking for objects that have the same sound
- Children will make illustrations with different materials
Weeks 22-24
DESIRED RESULTS-
What should students know?
The students will engage in dramatic play. The children begin to make up their own stories. The children also can make predictions about events that are likely or unlikely to occur within a story and in the classroom itself. Children will clap out syllables to each word and when learning new, longer words, children will use a clapping method to sound out each syllables. After a story is read to them, children are able to retell the stories using their own words. Children make up their own words and tell a story with picture books.
EVIDENCE-
Children will orally connect sounds to words. The children will be more vocal when learning new words. Children are eager to open a book and read. The children can appropriately answer questions about a story being read to them. They gather their own ideas on different outcomes. The children make up their own stories and they begin to read to others as well as toys in the room. Children use block letter to create words and break them into syllables by removing blocks.
LEARNING GOALS-
- Knows syllables in most words and corresponding sounds
- Begins to retell stories
- Makes predictions about events
SAMPLE ACTIVITIES-
- Children make their own picture book
- Children will share their book with their peers at circle time
- Children will use letter blocks to play games decoding syllables
- Children make an autobiography with pictures and trinkets as well as other manipulatives
Weeks 25-27
DESIRED RESULTS-
What should students know?
At this time, children are reading sight words and beginning books. The children are able to draw pictures representing their own ideas. They are able to retell a story using their own words and drawings. They are reading small books and can answer questions accurately. The children can predict actions and plots in a book.
EVIDENCE-
Children are incorporating books into play. The children are carrying books around and also using them in different centers. The children are at the writing center brainstorming ideas for their own stories as they draw pictures and use manipulative to create from their imagination. They sound out words that they see on labels and toy etc.
LEARNING GOALS-
- Draws pictures to represent story ideas
- Reads beginning books
- Tells own story with only pictures
SAMPLE ACTIVITIES-
- Children read to peers in centers
- Children will play games with books- Stack a Book, Book Nook
- Children make their own book using staplers and different tools. They will also label the parts of their book. Children will add words to the book.
- Children will “fish” for words inside of a fish tank and work with others to make sentences. They will use goggles, net, pole. They will catch words
- Children will make an e book using the computer
- Children will play book Bingo
Weeks 28-30
DESIRED RESULTS-
What should students know?
At this time the children are comfortable with holding, touching and reading beginner books. The children are engaged in story time. The children are able to differentiate different types of books. A child can retell the story as well as act out a part of the story during dress up and role play. The children understand what characters are.
EVIDENCE-
The children bring books from home to school so they can share them with peers. The children recount the stories that have been read to them at home and are able to describe things in detail with great expression. Children are seen in dramatic play and other areas of the classroom acting like the characters form a book.
LEARNING GOALS-
- Role plays events from stories
- Classifies picture books
- Classifies word books
ACTIVITIES-
- The children will participate in a small class play
- The children will create character costumes with many different materials.
- Children will play Book Bingo
- Children will stack books and make towers
- Children will continue to explore new books by creating paintings, playing instruments or using other “toys” in the classroom
- Children will order books by their type playing Q and A game
Throughout the 30 weeks, there will be sufficient time for free play and exploration with different toys, tools and materials where the children gain confidence and skills in their surroundings. Free play is never scheduled as it happens on its own. That is when true learning occurs