September Curriculum

TOPICS TO BE TAUGHT

Beginning School Unit (Staggered Enrollment)

Colors and Shapes

Same, Different (Visual Discrimination)

Position Words

Days of Week, Calendar

Weather Graphing

Good Manners

Families, Homes, Neighborhood

First Aid

Personal Safety

Self Concept/Body Parts/Feelings

Numbers 0-10

Numerals 0-5

 Begin alphabet instruction

 Begin phonics instruction

Language Arts
Develop skill in gross motor functioning (all year)
Recognize likenesses and differences of objects and pictures
Classify objects and pictures
Follow progression such as left-to-right, top-to-bottom, and front-to-back
Demonstrate knowledge of concepts of print, including print directionality
Use crayons and paint brushes correctly
Practice a variety of prewriting activities to generate ideas (Ex: experience charts, journals, etc.)
Print own first name
Recognize own name when printed (first name)
Use vocabulary necessary to describe self (name)
Name common objects
Listen for pleasure and information
Listen to develop fluency, expression, accuracy, and confidence
Listen to answer question
Develop language through gross motor, sensory motor, and perceptual skills
Develop skill in asking questions, using question words (ex: how, when, where, why, who, what) Use 20 questions format to develop skills in appropriate
 questioning

Math
Learn calendar skills
Be aware of place value concepts (ex: bundling objects to represent days of school or use tally marks)
Recognize and show which is larger/smaller, longer/shorter, taller/shorter, etc. when given two similar objects
Recognize and show  terms of relative position (above, under, right, behind, etc.)
Count to 10
Identify numerals 0-5
Identify, match, and reproduce shapes with given shapes (circle, square, triangle and rectangle)
Match terms with given shapes
Explore tangrams, attribute tiles, puzzles, and other manipulative objects to discover flips, slides and turns (Ex: horizontal or vertical "A rectangle is still a rectangle")
Use a guessing jar to learn the concept of estimation
Recognize when estimation is appropriate
Demonstrate a sense of reasonableness of results involving number and measurement

Social Studies
Know individuals have a space or develop an understanding of space and spatial relationships
Know individuals live in an environment and environments differ
Know individuals have a personal history (name, birth date, family members)
Develop a sense of personal history through the collection and interpretation of family photos and stories
Identify the individual uniqueness of each family member and recognize the positive qualities of self and others
Be aware that the laws and rules we follow are decided by the people (school, community, country)
Recognize the need for rules for daily living and fair treatment of others at home and school
Recognize that individuals meet their needs/wants in different ways and sometimes this may cause conflicts
Recognize that people usually work to satisfy needs and wants by doing different jobs
Recognize that people in neighborhoods are interdependent
Recognize that neighborhoods began at a certain point in time and change in composition over time
Be aware individuals choose jobs they like and can do well
Recognize all jobs are important and some jobs are dependent on other jobs
Recognize the behavior of individuals may be changed by relationships with others
Develop an understanding of the spatial relationship of the home to the school
Recognize each family has a family tree
Understand cooperation is necessary when working within large and small groups to complete tasks
Recognize variations of family structures and that family structures change
Recognize how jobs are similar/different from one community to another
Be aware of individual differences and similarities
Recognize the importance of developing and maintaining friendships
Evaluate ways to resolve conflict
Demonstrate understanding of decision-making skills
Be aware that every community has some form of government
Explain how taxes are collected within communities and at the national level to provide services for citizens
Explain how community laws determine individual rights and responsibilities
Identify communities in which students live

Health
Identify feelings and healthy ways in which they may be expressed
Recognize the importance of various feelings in family relationships
Be aware of ways to deal with unpleasant situations
Explain self protection skills (strangers and/or abuse)
Understand the importance of personal safety
Know the difference between appropriate and inappropriate  touch (good, bad and confusing)
Verbalize rules for being safe when home alone
Apply safety rules for preventing gun injuries
Recognize situations that should be reported to trusted adults or emergency services
Verbalize appropriate actions to take when lost
Explain how to obtain help in an emergency, including appropriate 911 calls
Know first aid techniques for cuts, scrapes, nose bleeds, stings, and burns and know the use of universal precautions
Practice appropriate personal hygiene skills to be followed in daily life activity (ex: bathing, shampooing, etc.)
Identify resources for appropriate health care and maintenance  (Ex: Physical Check-ups; Visits to the Dentist, etc.)
Name ways to prevent and control head lice

Computer Education
Identify input devices such as a floppy disk and keyboard
Identify output devices such as floppy disk drive, monitor, and printer
Demonstrate proper sequence of turning on equipment
Demonstrate procedure for turning off equipment
List the rules for the proper care of computer equipment both hardware and software
Demonstrate the proper use of the arrow key, forward, back, right, left, pen up, and pen down and mouse use.

Physical Education
Be aware of the relationship between rhythmic body movement and accompaniment
Be aware of the role of body movement in the expression of feeling and ideas
Explore leisure time activities that promote physical fitness and relieve mental and emotional tension
Identify playground safety rules

Visual Arts
Recognize line and the characteristics of long, short, thick, thin, zig-zag and wavy lines
Recognize that closure of a line creates a shape
Recognize that lines can create happy, sad, angry, surprised, or other feelings
Recognize that every object has a basic shape
Recognize that shapes can be found within shapes
Describe objects in terms of their shape (tipi=triangle, apple=circle, etc.)
Recognize that basic shapes relate to basic forms (square/cube; triangle/cone; circle/sphere)
Recognize red, blue, and yellow as primary colors
Develop skill in mixing primary colors to make secondary colors (red and yellow=orange, yellow and blue=green, blue and red=purple)
Use white to change a color to a tint
Use black to change a color to a shade
Describe space in terms of in-front-of and in-back-of (overlapping)
Describe space in terms of near and far
Recognize that all artworks represent personal thoughts, feelings, and ideas
Recognize that certain aspects of nature are universally considered aesthetically pleasing and are found in natural and man-made environments
Use creative thinking to produce original art from imagination, memory and observation
Produce art using a variety of subject matter, themes, events or symbols
Distinguish the characteristics that make works of art similar or different

Science
Be aware that natural curiosity causes people to ask questions about the world around them
Seek answers to questions by making careful observations
Recognize that when using scientific investigation, predictable results are expected (Ex: mixing colors)
Realize that everyone can be a scientist, inventing and contributing ideas and seeking to solve problems

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