Syllabus
Greenview CDC
Preschool Special Education
Teacher: Grissell Weisbecker
Syllabus
2021/2022
4K Program Goal
The overall goal of 4K is to improve children’s understanding of the world and to strengthen
their desire to continue learning. Appropriate, intellectually challenging learning opportunities are
planned to help students meet state and district learner standards in language arts, mathematics,
social studies, science, physical development, the arts, and personal/social development.
Goals of Special Education
• To develop a partnership between regular and special education in order to foster the integration of
students with disabilities in the school community
• To identify students with disabilities accurately and consistently
• To support and include individuals with disabilities in the regular education program to the maximum
extent appropriate
• To improve the quality of instruction provided for students with disabilities by both regular and
special education personnel
• To ensure that due process procedures are consistently implemented throughout the district.
South Carolina Early Learning Standards
Approaches to Play and Learning (APL):
Subdomain: Curiosity, Information-Seeking, and Eagerness
Goal APL-1: Children show curiosity and express interest in the world around them.
APL-1m: Discover things that interest and amaze them and seek to share them with
others.
APL-1n: Communicate interest to others through verbal and nonverbal means.
APL-1o: Show interest in a growing range of topics, ideas, and tasks.
APL-1p: Demonstrate interest in mastering new skills.
Goal APL-2: Children actively seek to understand the world around them.
APL-2l: Ask questions to find out more about the things that interest them, including
questions about future events.
APL-2m: Choose among different ways to explore the environment based on experience.
APL-2n: Use what they know from experience to understand what is happening now.
Subdomain: Play and Imagination
Goal APL-3: Children engage in increasingly complex play.
APL-3r: Develop and sustain more complex pretend play themes in cooperation with peers.
APL-3s: Use more complex and varied language to share ideas and influence others during
play.
APL-3t: Choose to use new knowledge and skills during play.
APL-3u: Demonstrate their cultural values and “rules” through play.
Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.
APL-4l: Plan play scenarios (dramatic play, construction), and use or create a variety of
props or tools to enact them.
APL-4m: Expand the variety of roles taken during dramatic play and add more actions,
language, or props to enact roles.
APL-4n: Use materials or actions in increasingly varied and resourceful ways to represent
experiences or ideas.
APL-4o: Make up stories, songs, or dances for fun during play.
APL-4p: Invents new games.
Subdomain: Risk-Taking, Problem-Solving, Flexibility
Goal APL-5: Children are willing to try new and challenging experiences.
APL-5o: Express a belief that they can do things that are hard.
APL-5p: Approach new experiences independently.
APL-5q: Ask to participate in new experiences that they have observed or heard about.
APL-5r: Independently seek new challenges.
Goal APL-6: Children use a variety of strategies to solve problems.
APL-6n: Seek and make use of ideas and help from adults and peers to solve problems.
APL-6o: Describe the steps they will use to solve a problem.
APL-6p: Evaluate different strategies for solving a problem and select the strategy they
feel will work without having to try it.
APL- 6q: Explain how they solved a problem to another person.
Subdomain: Attentiveness, Effort and Persistence
Goal APL-7: Children demonstrate initiative
APL-7k: Show increasing independence and purpose when making choices.
APL-7l: Independently identify and seek things they need to complete activities or tasks.
APL-7m: Set simple goals that extend over time, make plans and follow through.
Goal APL-8: Children maintain attentiveness and focus.
APL-8k: Sometimes able to focus on what is relevant to a task.
APL-8l: Consistently remain engaged in self-directed activities.
APL-8m: Shift attention back to a task after having been diverted from it.
Goal APL-9: Children persist in challenging activities.
APL-9h: Seek help from others to complete a challenging activity.
APL-9i: When something does not work, try different ways to complete the task.
APL-9j: Plan and follow through on longer-term tasks (planting a seed and caring for the
plant).
APL-9k: Keep trying until a challenging activity is complete despite distractions or
interruptions.
Emotional and Social Development (ESD):
Subdomain: Developing a Sense of Self
Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.
ESD 1o: Describe themselves in concrete ways, with greater detail and accuracy.
ESD-1p: Express awareness that they are members of different groups.
ESD- 1q: Choose to spend more time on preferred activities, and express awareness of
skills they are developing.
Goal ESD-2: Children express positive feelings about themselves and confidence in what
they can do.
ESD-2n: Express positive feelings about themselves by showing and/or telling others about
themselves, things they like, or things they have done.
ESD 2o: Express the belief that they can do many things.
ESD-2p: Stick with tasks even when they are challenging.
ESD-2q: Express opinions about their abilities in different areas.
Subdomain: Developing a Sense of Self with Others
Goal ESD-3: Children form relationships and interact positively with familiar adults who
are consistent and responsive to their needs.
ESD-3t: Seek out trusted teachers and caregivers as needed.
ESD-3u: Form positive relationships with new teachers or caregivers over time.
ESD-3v: Use language effectively to continue conversations with familiar adults and to
influence their behavior.
Goal ESD-4: Children form relationships and interact positively with other children.
ESD-4p: Demonstrate social skills when interacting with other children.
ESD-4q: Form and maintain friendships with other children of diverse cultural backgrounds
and abilities.
ESD-4r: Seek and give support with children they identify as friends.
ESD-4s: Use language effectively to have conversations with other children and influence
another child’s behavior.
ESD-4t: Play and interact cooperatively with other children.
Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully
participate in groups.
ESD-5r: Follow social rules, transitions, and routines that have been explained to them.
ESD-5s: Make requests clearly and effectively most of the time.
ESD-5t: Balance their own needs with those of others in the group.
ESD-5u: Anticipate consequences and plan ways to solve problems effectively, with
guidance and support.
ESD-5v: Use a variety of strategies to solve problems and conflicts with increasing
independence.
ESD-5w: Express respect and caring for all people, including people with disabilities.
ESD-5x: Recognize and honor cultural differences.
Subdomain: Learning About Feelings
Goal ESD-6: Children identify, manage, and express their feelings.
ESD-6o: Express a range of emotions with their face, body, vocal sounds, and words.
ESD-6p: Independently manage and express feelings effectively most of the time.
ESD-6q: Use a larger vocabulary for talking about different feelings.
ESD-6r: Give reasons for their feelings that may include thoughts and beliefs as well as
outside events.
ESD-6s: Use problem-solving strategies when feeling angry or frustrated.
Goal ESD-7: Children recognize and respond appropriately to the needs and feelings of
others.
ESD-7n: Communicate understanding and empathy for others’ feelings.
ESD-7o: Show awareness that their behavior can affect the feelings of others.
ESD-7p: Choose to act in ways that show respect for others’ feelings and points of view
most of the time with guidance and support.
Health and Physical Development (HPD):
Subdomain: Physical Health and Growth
Goal HPD-1: Children develop healthy eating habits.
HPD-1s: Try new foods
HPD-1t: Feed themselves with utensils independently.
HPD-1u: Given a selection of familiar foods, identify which foods are nutritious and which
are not.
HPD-1v: Talk about variety and amount of foods needed to be healthy.
HPD-1w: Name foods and beverages that help to build healthy bodies.
Goal HPD-2: Children engage in and sustain various forms of physical play indoors and out.
HPD-2o: Develop strength and stamina by spending extended periods of time engaged in
active physical play indoors and out.
HPD-2p: Communicate ways physical activity keeps us healthy and makes us feel good.
HPD-2q: Participate in structured and unstructured motor activities that build strength,
speed, flexibility, and coordination.
HPD-2r: Transition independently from active to quiet activities most of the time.
Goal HPD-3: Children develop healthy sleeping habits.
HPD-3K: Communicate ways sleep keeps us healthy and makes us feel good.
HPD-3l: Independently start and participate in sleep routines most the time.
Subdomain: Motor Development
Goal HPD-4: Children develop the large muscle control and abilities needed to move
through and explore the environment.
HPD-4p: Coordinate movement of upper and lower body.
HPD-4q: Perform complex movements smoothly.
HPD-4r: Move quickly through the environment and stop.
HPD-4s: Show awareness of own body in relation to other people and objects while moving
through space.
Goal HPD-5: Children develop small muscle control and hand-eye coordination to
manipulate objects and work with tools.
HPD-5m: Draw and write smaller figures with more detail.
HPD-5n: Engage in complex hand-eye coordination activities with a moderate degree of
precision and control.
HPD-5o: Use tools that require strength and dexterity of small muscles with a moderate
degree of control.
Subdomain: Self-Care
Goal HPD-6: Children develop awareness of their needs and the ability to communicate
their needs.
HPD-6i: Use language to ask adults or peers specifically for the kind of help needed in a
particular situation.
HPD-6j: Consistently use strategies to calm themselves when needed.
Goal HPD-7: Children develop independence in caring for themselves and their
environment.
HPD-7q: Use adaptive equipment, ask for help positioning and movement, and/or
participate in medical care routines as needed.
HPD-7r: Dress and undress themselves independently.
HPD-7s: Perform tasks to maintain the indoor and outdoor learning environment
independently.
HPD-7t: Describe the value of good health practices.
Subdomain: Safety Awareness
Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.
HPD-8m: Avoid potentially dangerous behaviors.
HPD-8n: Consistently recognize and avoid objects, substances, and activities, within the
environment that might cause harm.
HPD-8o: Independently follow established safety rules.
HPD-8p: Identify people who can help them in the community.
Language Development and Communication (LDC):
Subdomain: Learning to Communicate
Goal LDC-1: Children understand communications from others.
LDC-1n: Show understanding of increasingly complex sentences.
LDC-1o: Respond to requests for information or action.
LDC-1p: Follow more detailed multistep directions.
Goal LDC-2: Children participate in conversations with peers and adults.
LDC-2l: Express an understanding that people communicate in many ways.
LDC-2m: Initiate and carry on conversations that involve multiple back and forth
communications or turns between the persons involved in the conversation.
LDC-2n: Initiate and participate in conversations related to interests of their own or the
persons they are communicating with.
LDC-2o: Participate in a group discussion, making comments and asking questions related
to the topic.
LDC-2p: Show an appreciation for and can use humor appropriately.
Goal LDC-3: Children ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
LDC-3f: Answer more complex questions with an explanation.
LDC-3g: Ask specific questions to learn more about their world, understand tasks, and
solve problems.
Goal LDC-4: Children communicate thoughts, feelings, and ideas clearly.
LDC-4k: Use language and nonverbal cues to communicate thoughts, beliefs, feelings, and
intentions.
LDC-4l: Adapt their communication to meet social expectations.
LDC-4m: Speak clearly enough to be understood by most people.
LDC-4n: States point of view, likes and dislikes.
LDC-4o: Relays messages accurately.
LDC-4p: Expresses ideas in more than one way.
Goal LDC-5: Children describe familiar people, places, things, and events.
LDC-5f: Describe experiences and create and/or retell longer narratives.
Goal LDC-6: Children use most grammatical constructions of their home language well.
LDC-6i: Speak in full sentences that are grammatically correct most of the time.
Goal LDC-7: Children respond to and use a growing vocabulary.
Goal LDC-7p: Repeat familiar songs, chants, or rhymes.
Goal LDC-7q: Use a growing vocabulary that includes many kinds of words to express ideas
clearly.
Goal LDC-7r: Infer the meaning of different kinds of new words from the context in
which they are used.
Goal LDC-7s: Distinguishes between real and made up words.
Subdomain: Foundations for Reading
Goal LDC-8: Children develop interest in books and motivation to read.
LDC-8m: Engage in reading behaviors independently with increased focus for longer
periods of time.
LDC-8n: Use and share books and print in their play.
LDC-8o: Listen to and discuss increasingly complex storybooks, information books, and
poetry.
Goal LDC-9: Children develop book knowledge and print awareness.
LDC-9k: Hold a book upright while turning pages one by one from front to back.
LDC-9l: Recognize print in different forms for a variety of functions.
LDC-9m: Recognize print and symbols used to organize classroom activities and show
understanding of their meaning.
LDC-9n: With prompting and support, run their finger under or over print as they pretend
to read text.
Goal LDC-10: Children comprehend and use information presented in books and other print
media.
LDC-10o: Imitate the special language in story-books and story dialogue with accuracy and
detail.
LDC-10p: Use informational texts and other media to learn about the world, and infer from
illustrations, ask questions and talk about the information.
LDC-10q: Use knowledge of the world to make sense of more challenging texts.
LDC-10r: Relate personal experiences to an increasing variety of events described in
familiar and new books.
LDC-10s: Ask more focused and detailed questions about a story or the information in a
book.
LDC-10t: Discuss storybooks by responding to questions about what is happening and
predicting what will happen next.
LDC-10u: Discuss storybooks by responding to questions about the beginning, middle, and
end of the story.
Goal LDC-11: Children develop phonological awareness.
LDC-11j: Distinguishes between similar sounding words.
LDC-11k: Enjoy rhymes and wordplay, with songs, poems, and books and sometimes add
their own variations.
LDC-11l: Repeat a variety of rhythmic patterns in poems and songs using words, clapping,
marching, and/or instruments to repeat the rhythm or beat syllables.
LDC-11m: Play with the sounds of language, identify a variety of rhymes, create some
rhymes, and recognize the first sounds in some words.
LDC-11n: Associate sounds with specific words, such as awareness that different words
begin with the same sound.
Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic
principle.
LDC-12e: Demonstrate an interest in learning the alphabet.
LDC-12f: Show they know the letters function to represent sounds in spoken words.
LDC-12g: Recognize and name many letters of the alphabet, especially those in their own
name and in the names of others who are important to them.
LDC-12h: Make some sound-to-letter matches, using letter name knowledge.
LDC-12i: Associate sounds with the letters at the beginning of some words, such as
awareness that two words begin with the same letter and the same sound.
Subdomain: Foundation for Writing
Goal LDC-13: Children use writing and other symbols to record information and
communicate for a variety of purposes.
LDC-13f: Represent thoughts and ideas in drawings and by writing letters or letter-like
forms.
LDC-13g: Incorporate representations of signs, logos or others commonly used symbols into
their drawing or writing to communicate the messages that they convey.
LDC-13h: Communicate their thoughts for an adult to write.
LDC-13i: Independently engage in writing behaviors for various purposes.
LDC-13j: Engage in discussions regarding different purposes (enjoyment, information) and
forms of writing (narrative, informational and opinion).
Goal-14: Children use knowledge of letters in their attempt to write.
LDC-14d: Use known letters and approximations of letters to write their own name and
some familiar words.
LDC-14e: Try to connect the sounds in a spoken word with letters in the written word.
Goal-15: Children use writing skills and conventions.
LDC-15i: Use a variety of writing tools and materials with increasing precision.
LDC-15j: Imitate adult writing conventions that they have observed.
LDC-15k: Use some conventional letters in their writing.
Mathematical Thinking and Expression (MTE):
Subdomain: Foundations for Number Sense
Goal MTE-1: Children demonstrate a beginning understanding of numbers and quantity
during play and other activities.
MTE-1q: Compare the amount of items in small sets of objects (up to 5 objects) by
matching or counting and use language such as “more than” and “less than” to describe
the sets of objects.
MTE-1r: Show an understanding of magnitude by recognizing larger sets when compared to
smaller sets and describe how they are different.
MTE-1s: Rote count to 20 with increasing accuracy.
MTE-1t: Count up to 10 objects in a variety of ways (e.g., left to right, right to left, in
stacks, etc.)
MTE-1u: Count up to 10 objects arranged in a line using one-to-one correspondence with
increasing accuracy, and answer the question “How many are there?”
MTE-1v: Recognize numerals up to 10 and attempt to write them or number-like forms
during play and daily activities.
MTE-1w: Match numerals 1–10 to sets of objects, with guidance and support.
MTE-1x: Recognize that objects can be counted as part of different groups.
MTE-1y: Given a number 0–5, count out that many objects.
MTE-1z: State the number of objects in a small collection (1–5) without counting.
MTE-1aa: Tell what number comes next or what number came before another number
when counting 1–5.
MTE-1ab: Show understanding of first, next, and last during play and daily activities.
Goal MTE-2: Children demonstrate a beginning understanding of numbers and operations
during play and other activities.
MTE-2d: Use observation and counting with increasing accuracy to answer questions such
as “How many do we need?” and “How many more do we need?” during play and other
daily activities.
MTE-2e: Show different ways a set of up to five objects can be decomposed (broken
apart) or composed (put together)
MTE-3: Children demonstrate a beginning understanding of algebraic thinking by sorting,
describing, extending, and creating simple patterns during play and other activities.
MTE-3h: Sort a group of objects (0–10) using one attribute (color, size, shape, quantity)
with increasing accuracy.
MTE-3i: Describe, duplicate, and extend simple repeating patterns (two-part patterns)
using concrete objects.
MTE-3j: Show beginning abilities to create simple repeating patterns.
Subdomain: Foundations for Geometry and Spatial Understanding
MTE-4: Children begin to identify, describe, classify, and understanding shape, size,
direction and movement during play and other activities.
MTE-4l: Consistently use a variety of words for positions in space (in, on, over, under, etc.),
and follow directions using these words.
MTE-4m: Use 2- and 3-dimensional shapes to represent real world objects.
MTE-4n: Identify basic 2- and 3-dimensional shapes in the environment.
MTE-4o: Name basic 2 and 3-dimensional shapes (square, prism, circle, sphere, triangle,
pyramid, hexagon), and describe their characteristics using informal descriptive and
geometric attributes.
Subdomain: Foundations of Measurement and Data Analysis
Goal MTE-5: Children demonstrate a beginning understanding of measurement (the idea
of repeating the use of an object to measure) and a beginning understanding of data
analysis through comparing, and interpreting data during play and other activities.
MTE-5k: Use descriptive language for size, length, or weight.
MTE-5l: Directly compare more than two objects by size, length, or weight.
MTE-5m: Put a few objects in order by size, length, or weight.
MTE-5n: Use simple measurement tools with guidance and support to informally measure
objects (a ruler, measuring cup, scale).
MTE-5o: Describe the weather as hot or cold.
MTE-5p: Recognize routines with time passing throughout the day.
Subdomain: Mathematical Thinking and Reasoning
Goal MTE-6: Children use mathematical thinking to solve problems in their everyday
environment.
MTE-6d: Seek answers to questions during play and daily activities using an increasing
variety of mathematical strategies.
MTE-6e: Use drawing, writing, and concrete materials to represent and communicate a
variety of mathematical ideas.
MTE-6f: Begin to explain how a mathematical problem was solved.
MTE-6g: Identify and describe strategies used to complete increasingly difficult puzzles.
Cognitive Development (CD):
Subdomain: Construction of Knowledge: Thinking and Reasoning
CD-1l: Explore objects, tools, and materials systematically to learn about their properties.
CD-1m: Express knowledge gathered through their senses using play, various art forms,
language, and other forms of representation.
CD-1n: Distinguish appearance from reality.
CD-1o: Organize and use information through matching, grouping, and sequencing.
Goal CD-2: Children recall information and use it for addressing new situations and
problems.
CD-2u: Demonstrate their ability to apply what they know about everyday experiences.
CD-2v: Describe past events in an organized way, including details or personal reactions.
CD-2w: Improve their ability to make predictions and explain why things happen using
what they know.
CD-2x: Introduce more elaborate or detailed ideas or actions into play based on previous
knowledge or experience.
CD-2y: Try to reach logical conclusions (including conclusions regarding cause and effect)
about familiar situations and materials, based on information gathered with their senses.
CD-2z: Speculate and imagine what might happen next.
Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning,
taking perspective, and making decisions.
CD-3j: Uses language to identify pretend or fantasy situations.
CD-3k: Express understanding that others may have different thoughts, beliefs, or feelings
than their own.
CD-3l: Use language to describe their thinking processes with adult support.
CD-3m: Work on a project over several days, solving problems and making their work more
elaborate.
Subdomain: Creative Expression
Goal CD-4: Children demonstrate appreciation for different forms of artistic expression.
CD-4i: Express pleasure in different forms of art.
CD-4j: Participate in, describe, and ask questions about art, music, dance, drama, or other
aesthetic experiences.
CD-4k: Use art-specific vocabulary to express ideas and thoughts about artistic creations
more clearly.
CD-4l: Recognize the value of artistic expression and the role the arts play in human’s
lives.
Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and
contexts, including play, visual arts, music, theater, and dance.
CD-5r: Choose to participate and express themselves through a variety of creative
experiences, such as art, music, movement, dance, and dramatic play.
CD-5s: Plan and act out scenes based on books, stories, everyday life, and imagination.
CD-5t: Plan and complete artistic creations such as drawings, paintings, collages, and
sculptures.
CD-5u: Recall and imitate different musical tones, rhythms, rhymes, and songs as they
make music or participate in musical activities
CD-5v: Recall and imitate patterns of beat, rhythm, and movement as they create dances
or participate in movement and dance activities.
Subdomain: Social Connections
Goal CD-6: Children demonstrate knowledge of relationships and roles within their own
families, homes, classrooms, and communities.
CD-6k: Talk about a wide circle of family members and other people important to the
family, their relationships to each other, and shared experiences.
CD-6l: Adopt roles of a wide variety of family and community members during dramatic
play, using props, language, and actions to add detail to their play.
CD-6m: Recognize and identify the roles of a wide variety of community helpers.
Goal CD-7: Children recognize that they are members of different groups (e.g., family,
preschool class, cultural group).
CD-7e: Identify and express self as a part of several groups.
Goal CD-8: Children identify and demonstrate acceptance of similarities and differences
between themselves and others.
CD-8f: Show acceptance of people who are different from themselves as well as people
who are similar.
CD-8g: Talk about how other children have different family members and family
structures than their own.
CD-8h: Show acceptance of different cultures through exploration of varying customs and
traditions, past and present.
Goal CD-9: Children explore concepts connected with their daily experiences in their
community.
CD-9f: Describe characteristics of the places where they live and play.
CD-9g: Observe and talk about changes in themselves and their families over time.
CD-9h: Observe and talk about how people adapt to seasons and weather conditions.
CD-9i: Show awareness of the basic needs all families have and how needs are met.
CD-9j: Demonstrate positive social behaviors and take personal responsibility as a member
of a group.
Subdomain: Scientific Exploration and Knowledge
Goal CD-10: Children observe and describe characteristics of living things and the physical
world.
CD-10k: Collect items from nature and classify them using physical characteristics.
CD-10l: Notice and react to the natural world and the outdoor environment.
CD-10m: Describe some things plants and animals need to live and grow.
CD-10n: Take responsibility for the care of living things.
CD-10o: Notice and describe weather conditions, position of the sun and moon at different
times, and seasonal changes.
CD-10p: Notice, describe, and attempt to explain properties of materials and changes in
sub-stances.
CD-10q: Participate in activities that help to care for the environment and explain why they
are important with guidance and support.
Goal CD-11: Children explore the world by observing, manipulating objects, asking questions,
making predictions, and developing generalizations.
CD-11n: Represent what they learn during scientific exploration through drawing, modeling,
building, movement, or other methods.
CD-11o: Ask questions and identify ways to find answers.
CD-11p: Compare objects, materials, and phenomena by observing and describing their
physical characteristics.
CD-11q: Use an increasing variety of tools to investigate the world around them.
CD-11r: Make and check predictions through observations and experimentation, with adult
support and guidance.
CD-11s: Manipulate the environment to produce desired effects and invent solutions to
problems.
CD-11t: Engage in the scientific process by observing, making predictions, recording
predictions (through photographs, drawings or dictations), developing plans for testing
hypotheses, trying out ideas and communicating outcomes.
CD-11u: Analyze the result of an attempted solution and use new information to solve a
problem.
Units of Instruction
This year we will be focusing our units with our Counties Atlas curriculum. Information of unit/topics
will be given twice a week through class newsletter.
(units/projects are subject to change)
Unit Themes Aligned with Rubicon
1. My School & Me
2. Construction
3. Families
4. My Communities
5. Transportation
6. Growing & Changing
7. Animal Concepts
Read It Once Again Preschool Special Education Curriculum Units
September: Oink! Moo! How do you do?
October: The Very Busy Spider
November: The Three Bears
December: The Gingerbread Man
January: The Napping House
February: Goodnight Moon
March: The Tale of Peter Rabbit
April: The Very Hungry Caterpillar
May: The Letters Are Lost
Field Trips
This year we are going to try to go on a couple of fieldtrips. More information will follow
throughout the school year.
Instructional Materials and Resources
4K programs actively involve children in learning experiences consistent with their development
and help children acquire a strong foundation for future learning. A basic list of 4K materials is
attached. Additional materials are rotated into the classroom as appropriate for specific themes
and/or projects.
Furniture
Tables and Chairs, Rocking chair for group area, Small tables for science, etc.
Storage shelves or cabinets, block storage unit or large tubs, manipulative storage
unit (clear containers suggested), and cubbies or other storage for children
Home Center
Home furniture (stove, Refrigerator, Sink/cabinet, doll bed, small table and
chairs; rounded corners, sold hardwood with piano hinges suggested), Dress-up
storage and full-length mirror (dress-up storage unit recommended), pretend food,
empty food containers, dishcloths, dishtowels, sponges, placemats, dolls and a
accessories, telephones, dishes, pots, pans and utensils, Various literacy related
materials.
Water Table (Seasonal)
Water/sand table and Water/sand table accessories (measuring
cups, basters, funnels, sieves, water wheels, eyedroppers, scoops, bows, etc.) Various
materials for table (dried beans, rice, etc.)
Block Center
1⁄4 Kindergarten Set of Wooden Unit Blocks ,Vehicles, people figures
Animal figures (farm, woodland, zoo), wooden house with furniture, other types of
large blocks (cardboard, giant Tinker toys, foam, etc.), and literacy-related
materials.
Art Center
Painting easel, drying Rack, tempera paints, watercolors, painting cups w/
attached lids, assorted paintbrushes, painting smocks or aprons, painting
accessories (sponges, small, rollers, etc,), crayons, markers, collage Materials, a
ssorted sizes and types of paper, scissors, glue, play dough, clay cutters, and clay
hammers
Toy and Game Center
Wooden board puzzles (8-16 pieces), floor Puzzles and games.
Science Center
Magnifying Glasses, binoculars, color paddles, magnet set
Outdoors/Gross Motor
Assorted balls, parachute, hoops, beanbags, riding toys, outdoor sand toys,
sidewalk chalk, bubbles/Assorted wands
Math
Counting, sorting, classifying manipulative (counting bears, gems, and real
materials such as seashells, jar lids, buttons, etc.). Containers for sorting and
classifying. Scales, measuring cups, spoons, rulers, thermometer, counting
frames, geoboards, number and number puzzles.
Language Learning
Books, big Books (predictable/patterned shared reading), books on Tape, books for
early emergent readers, books, supplies for making class and individual books,
writing Center, seating for book area, tabletop puppet theater , jacks and
headphones for tape/CD player. Story manipulative(wooden, 3D fabric, etc.).
Flannel board and flannel board stories, letters, shapes, etc. Small white boards or
chalk boards w/pens. Play microphones, assorted writing implements and papers.
Clipboards, notebooks for journal writing, Date stamp for journals and other work
Stamps and Washable stamp pads. Magnetic letters, shapes, play pieces, and large
magnetic boards. Poetry and song charts, pocket charts , pocket chart songs and
rhymes with picture clues.
Sensory center
Light table, various manipulative with different textures/smells/weight
Assessment/Evaluation of Student Progress
Sources for assessment:
- Anecdotal records based on teacher observation and checklists
- Portfolio entries
- Daily notations on individual progress on goals/objectives
-4K progress reports (only for +4 year old students)
-Math and Literacy survey
Documentation of student progress:
- Skills Report (+ 4 year olds only)—completed 2nd, 3rd and 4th reporting periods
- Progress Report based on IEP goals and objectives – completed every 9 weeks- Work Sampling
Checklist—completed during Fall and Spring rating
Periods
- AEPSI grading systems
Student Records:
Skills Report and student portfolios are shared with parents during conferences. Portfolios will
be given to the parents before winter break and at the end of school year.
Home/School Connections
Throughout the school year, parents are provided with suggestions and activities to support
children’s learning in an on-going basis. Family members are invited to be part of our community of
learners through a variety of ways that may include sharing special skills and talents relating to jobs
or hobbies, serving as classroom volunteers, assisting with field trips and special activities, collecting
materials for classrooms, and attending parent education workshops.
If you have any concerns or questions please feel free to call or email me to set up a
conference for after school hours.
Communication with Parents
The 4K program and preschool special ed program supports the development of children as lifelong
learners through partnerships with each child’s home and family. Parents will have the opportunity to
participate in parent conferences throughout the school year and are encouraged to call the school
and/or send a note with questions and concerns. Each family receives (online or hardcopy when
requested):
- Classroom rules and procedures
- Work samples
- Newsletters (every other week) describing class and school activities. This information is also
included on my classroom website: https://sites.google.com/site/msfjacksonsclassroom/
Attendance and Tardy Policies
Every learning day is important. Regular prompt attendance helps young children build a
lifetime of good school habits. Class starts at 8am. You will be contacted when attendance or late
arrival affects student learning by an automated system. Remember class starts at 8am. If student
arrives tardy you will need to sign him/her in at the front office.
Building Responsible and Respectful Behavior
4K program and preschool special ed. goals build self-discipline, respect for others, and develop
individual responsibility. Clear and consistent expectations and routines provide a framework for
responsible student behavior. Three to five simple classroom rules are developed with students in the
first days of school. Individual and small group problem solving is used as the primary method for
resolving conflicts.
Ms. Jackson’s Classroom Rules:
- Listening Ears
- Gentle Hands
- Walking Feet
- Quiet voices
A daily folder will be sent home everyday in which it will record the students’ behavior
throughout the day. After the parent has read the daily log, please sign and return with students
(so that we can repeat the same process the following day).
Procedures for Non-Instructional Routines
- Changes in address, phone numbers, and dismissal procedures:
If there is a change, please email, or stop by the classroom with a note explaining the
changes. If another person is picking up your child, you have to provide the persons name and
description of vehicle in writing.
- Car Pick-up:
If you are planning on picking up your child at 2:30pm, we are only allowing pickups through
the pickup lane. You will not be able to park and walk up to your child due to safety reasons. Early
dismissal is allowed until 1:45pm.
- Lost and found:
At the end of the year, there is a box located by the door with all lost items. Please remember
to write the childs’ name on all personal materials, such as jacket, extra clothes, etc.
- Lunch money and other fees:
Please send lunch money in and envelope that has the word “Lunch or Cafeteria Money’ on it.
(they are checked every day for notes, money, etc).
- Personal toys and materials:
No personal items or toys.
No backpacks
No blankets
- Use of the bathroom:
If your child is not potty trained, please send dippers or pull-ups once a week and baby
wipes once a month. If we run out, I will send a note home.
List of Materials to bring to school:
At the beginning of the school year we always wonder what we can bring to the classroom.
Please send with your child:
- If your child is not potty trained: diapers and wipes
- Extra set of clothes (including socks and undergarments). As seasons change we will also be
changing the type of extra clothes.