Teacher: Heidi Doughty
School: Hollis Academy
Grade: K4
Room: 024
E-mail: hdoughty@greenville.k12.sc.us
Phone number: 864-355-4843
Long Range Plans and Units of Study
If you follow the link to the Parent Friendly Curriculum Page, this will allow you to view all the different units of study taught within the different parts of our day. The first 19 weeks and unit of study topics along with standards are listed below.
Weeks 1-2 Welcome to School
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.
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.
ESD-5r: Follow social rules, transitions, and routines that have been explained to them.
CD-9f: Describe characteristics of the places where they live and play.
MTE-6d: Seek answers to questions during play and daily activities using an increasing variety of mathematical strategies. (Math Unit 1)
Social Emotional Unit 1:
ESD 1o: Describe themselves in concrete ways, with greater detail and accuracy.
ESD-1p: Express awareness that they are members of different groups.
ESD-3t: Seek out trusted teachers and caregivers as needed.
ESD-3u: Form positive relationships with new teachers or caregivers over time.
Weeks 3-5 All About Me and My Family
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.
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.
ESD 1o: Describe themselves in concrete ways, with greater detail and accuracy.
ESD-1p: Express awareness that they are members of different groups.
ESD-2n: Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done.
ESD-5w: Express respect and caring for all people, including people with disabilities.
ESD-5x: Recognize and honor cultural differences.
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-8g: Talk about how other children have different family members and family structures than their own.
CD-9g: Observe and talk about changes in themselves and their families over time.
Math Unit 2:
MTE-4n: Identify basic 2- and 3-dimensional shapes (square, circle, triangle) in the environment. *Only 2-D shapes are taught in this unit, 3-D shapes will be taught later.
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 (“That’s a triangle; it’s pointy.” “It’s a circle because it’s round.”). Only naming 2-D shapes is taught in this unit, describing will be taught later
Math Unit 3:
MTE-1x: Recognize that objects can be counted as part of different groups (forks can be counted alone, or as part of a set of utensils).
MTE-1y: Given a number 0-5, count out that many objects.
Social Emotional Unit 2:
ESD- 1q: Choose to spend more time on preferred activities, and express awareness of skills they are developing.
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-2q: Express opinions about their abilities in different areas.
ESD-6o: Express a range of emotions with their face, body, vocal sounds, and words.
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-7n: Communicate understanding and empathy for others’ feelings.
Weeks 6-8 The Amazing Alphabet
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.
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.
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-13f: Represent thoughts and ideas in drawings and by writing letters or letter-like forms.
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.
LDC-15i: Use a variety of writing tools and materials with increasing precision.
LDC-15j: Imitate adult writing conventions that they have observed.
Social Emotional Unit 2:
ESD- 1q: Choose to spend more time on preferred activities, and express awareness of skills they are developing.
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-2q: Express opinions about their abilities in different areas.
ESD-6o: Express a range of emotions with their face, body, vocal sounds, and words.
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-7n: Communicate understanding and empathy for others’ feelings.
Math Unit 4:
MTE-3h: Sort a group of objects (0–10) using one attribute (color, size, shape, quantity) with increasing accuracy (sort blocks by shape and place like-shaped blocks on the shelf; sort beads by color or another attribute).
Math Unit 5:
MTE-3i: Describe, duplicate, and extend simple repeating patterns (two-part patterns) using concrete objects. Extending patterns will be taught later in Unit 7.
Weeks 9-11 Discover The Night
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.
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.
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-10o: Notice and describe weather conditions, position of the sun and moon at different times, and seasonal changes.
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.
Social Emotional Unit 2:
ESD- 1q: Choose to spend more time on preferred activities, and express awareness of skills they are developing.
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-2q: Express opinions about their abilities in different areas.
ESD-6o: Express a range of emotions with their face, body, vocal sounds, and words.
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-7n: Communicate understanding and empathy for others’ feelings.
Math Unit 6:
MTE-4l: Consistently use a variety of words for positions in space (in, on, over, under, etc.), and follow directions using these words.
Week 12-16 Changes and Traditions Around Us
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.
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.
CD-8h: Show acceptance of different cultures through exploration of varying customs and traditions, past and present (how people dress, how people speak, food, m
usic, art, etc.).
CD-9g: Observe and talk about changes in themselves and their families over time.
CD9h: Observe and talk about how people adapt to seasons and weather conditions (put on sunscreen on sunny days, wear rain gear).
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-10o: Notice and describe weather conditions, position of the sun and moon at different times, and seasonal changes.
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.
MTE-5o: Describe the weather as hot or cold. (Continue to engage in explorations with temperature)
Week 17-19 Fairy Tales
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.
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.
LDC-10o: Imitate the special language in storybooks and story dialogue with accuracy and detail.
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.
Methods of Communication Between the Parent and the Teacher
Every day the teacher will check the students’ folder to see if a parent wrote a note or for any returned papers. Please make sure to check your child’s folder every night for papers to return or things to sign as well as keep up with events at school.
The teacher will send a paper newsletter home every Monday. The teacher will also have a link to the newsletter folder on the website.
The teacher will have two conferences with the parents one at the end of the first nine weeks, in October, and one after spring break, in April.
Parents can contact the teacher by email (hdoughty@greenville.k12.sc.us), phone (864-355-4843), or the Talking Points family app, where parents can direct message. Please be sure to allow the teacher 24 hours for a response.
Grading Guidelines
Standards-Based Report Card
The design of the The Standards-Based Report Card for PreK is to inform parents about each child’s progress in mastering the South Carolina Early Learning Standards. These standards establish high and challenging expectations for all students in preparing them to be college and career ready. PreK, Kindergarten and first grade use Standards-based Report Cards.
Developmental Indicators for the Assessment of Learning (DIAL-4)
DIAL-4 is a developmental screening tool required by the State Department of Education for all students enrolled in public school four-year old programs in South Carolina. The purpose is to assess the developmental skills that are the foundation for academic learning. The teacher will administer the DIAL-4 during the staggered start to ensure it is completed by September 4, 2026.
My Individual Growth and Development Indicator (myIGDIs) Early Literacy and Early Math
This is the SC Department of Education required literacy assessment for all 4K students. The assessment will be administered in the fall, winter, and spring. This assessment will include early literacy and mathematical skills. The results will also be shared and will be used to help guide instruction in the classroom.
Student Portfolio
Portfolio documents a student’s growth with real examples throughout the year in the areas of social and emotional development, approaches to learning, language and literacy and mathematical thinking. The teacher will place an example from each area in the portfolio at the end of each nine weeks. Parents will receive the portfolio at the end of the school year.
Classroom Expectations
Students are expected to follow our school family agreement. This allows the class to gain the most from their learning day and ensures the safety of all students.
Hollis School Family Agreement
Be Respectful
We use kind words, listen to others, and treat everyone with care.
Be Responsible
We make good choices, take care of our things, and help keep our school safe.
Be Ready to Lead
We come prepared, try our best, and set a good example for others.
Procedures for Non-instructional Routines
Morning Routine
The students will be greeted by a teacher.
The students will unpack and hang up their book bags in their cubby.
The students will place their folder in a designated bin.
The students will eat breakfast.
The students who do not eat breakfast will have a manipulative to explore.
At 7:40, all students will clean up to go to the carpet for morning meeting.
Restroom
The students may use the restroom any time throughout the day. We try to also ensure they go during the various independent times so they don’t miss any teaching time on the carpet.
Quiet Time
The students will have a small thin blanket or towel from home.
On Monday, the students will bring their blanket to school and place it in their designated cubby.
At the beginning of quiet time, the students will get their blanket and place it on their assigned place on the floor.
At the end of quiet time, the students will fold their blanket and place in a designated cubby.
On Friday, the students will bring home their blanket so their parent can wash it.
During quiet time the students do not have to sleep but they do have to be quiet and on their blanket.
Dismissal
The students pack their book bags and then sit down on their spot on the floor.
The students will line up at the door. Bus riders will be in the front of the line, followed by walkers, followed by car riders.
Bus riders will walk with a K4 assistant teacher to the cafeteria.
Walkers and car riders will walk with a K4 teacher to the K4/K5 dismissal area in the atrium at the front area of the school building.
Homework
PreK students do not have homework. Since most of our material and curriculum is hands on, it is very important that your child attends school each day.
Materials
A book bag
A beach towel or small blanket
A change of clothes including pants, underwear, socks and a shirt to be kept at school
eLearning Guidelines
In the event of eLearning, students will complete a packet at home. If we are not able to send a packet home, I will send something out through Talking Points. If you are unable to access Talking Points, they will be given a packet when they return and have 5 days to complete it in order to counted present for eLearning.
Attendance
The goal of PreK is to help students be prepared for kindergarten and beyond. We work on social-emotional, early literacy, early math skills, and learning how to be in school on a daily basis. It is very important that your child attends each day and is on time. By helping with this, your child will be successful in the classroom this year and as they continue in school. Many of our activities build on each other through the week so it is important for them to try and be at school as much as they can. We appreciate all your help with ensuring their learning is maximized through their attendance.
Absences and Tardiness
Students who arrive after 7:45 are counted as tardy which will cause them to miss instruction.
If your child has to be absent, please send in a note to excuse their absence. Once you reach the maximum amount of parent notes, a doctors note will be required to excuse absences.