PK4 Curriculum Scope and Sequence


Reading/Beginning Reading Skills/Print Awareness

Reading/Beginning Reading Skills/Phonological Awareness

  • Recognize the difference between a letter and a printed word.
  • Recognize that sentences are comprised of words separated by spaces and demonstrate awareness of word boundaries.
  • Hold a book right side up, turns its pages correctly, and knows that reading moves from top to bottom, and left to right.
  • Identify and name the upper and lowercase letter of the alphabet

  • Produce a group of words with the same beginning sound
  • Identify likeness and differences in beginning sounds
  • Identify rhyming sounds in a word
  • Identify syllables in a spoken word and blend syllables into words/ segment syllables from a word.
  • Produce a word that rhymes with a given word
  • Identify differences between similar sounding words
  • Identify a sentence made up of a group of words
  • Separate a sentence into individual words
  • Combines words to make a compound word
  • Deletes a word from a compound word

Reading/Beginning Reading Skills/Phonics

Reading/Beginning Reading/ Strategies

  • Experiment with new language sounds and make up new words
  • Use knowledge of letter sound relationships to decode regular words in text and independent of content.
  • Identify the common sounds that letters represent
  • Blends onset and rhyme to form a familiar one syllable word
  • Recognize and blends spoken phonemes into one syllable words with picture support
  • Ask and respond to questions read aloud.
  • Understand that illustrations carry meaning.
  • Predict what might happen next in a text based on cover, title and illustrations.
  • Tells a story during a picture walk.
  • Uses pictures to decode simple words.

Reading/Vocabulary Development

Reading /Comprehension of Literary Text/Theme and Genre

  • Shows an interest in new vocabulary and use it in everyday situations.
  • Link new learning and vocabulary to what is already known about topic.
  • Identify familiar and environmental sounds.
  • Use adjectives to describe what is seen, heard, etc.
  • Identifies Fry’s first 25 words
  • Identifies Fry’s 100 picture nouns
  • Identifies high utility words: shapes, color, question and positional words, time and order, description words, etc.

  • Recognize occurring phrases and characters in traditional fairy tales, lullabies, and folktales in various cultures.
  • Retells or re-enacts a story after it is told.

Reading /Comprehension of Literary Text/Poetry

Reading /Comprehension of Literary Text/Fiction

  • Respond to rhythm and rhyme in poetry through identifying a regular beat.

  • Retell the sequence of a story using the words “ first, next, then, last”.
  • Retell a main event from a story
  • Describes the characters from a story
  • Asks and responds to questions relevant to the story.
  • Answers questions about story elements such as main character, setting, and story problem and solution.
  • Tells beginning, middle and end of story
  • Answers questions about story elements such as main character, setting, and story problem and solution.

Reading /Comprehension of Informational Text/Expository Text

Reading /Comprehension of Literary Text/Culture and History

  • Retell important facts in a text
  • Uses titles and illustrations to make predictions about text
  • Understand that illustrations convey meaning
  • Identify the topic of an informational text heard.

Reading /Comprehension of Informational Text/Procedural Text

Reading/Media Literacy

  • Follow pictorial signs
  • Explains the meaning of specific signs (traffic/warning signs)
  • Retell important facts in a text
  • Use titles and illustrations to make predictions about a text
  • Relates own experiences to facts read in books

  • Understand main idea or message in visual media

Writing/ Writing Process/Research Plan

Writing/ Literary Texts

  • Share writing with other
  • Incorporate illustrations in writing.
  • Child discusses and contributes ideas for drafts composed in whole/small group writing activities
  • Child interacts and provides suggestions to revise and edit class made drafts
  • Asks questions about a topic of a classwide interest.
  • Dictate or write sentences to tell a story and put the sentence in chronological sequence
  • Be exposed to a variety of literature

Writing/ Expository and Procedural Texts

Writing/Oral and Written Conventions

  • Dictate or write information for lists, captions or invitations.

  • Describe objects, people, places and events
  • Sequence ideas with words (next, then, because)
  • Use past and future tenses when speaking
  • Use prepositions and simple prepositional phrases appropriately when speaking or writing (in, on, under, over)
  • Use pronouns (I, Me) correctly when speaking
  • Use language to express common routines
  • Use a wide variety of words to describe people, places, things, and actions.
  • Use appropriate tone of voice for situation Ie quiet voice inside
  • Engage in conversation in appropriate ways IE greeting and departing
  • Use regular and irregular plurals correctly
  • Use regular and past tense correctly
  • Use personal and possessive pronouns correctly.
  • Use sentences with more than one phrase
  • Combine more than one idea using complex sentences

Writing/Oral and Written Conventions/Handwriting, Capitalization and Punctuation

Writing/Oral and Written Conventions/Spelling

  • Form upper and lower case letters using basic conventions of print (left to write and top to bottom progression)
  • Child moves from scribbles to some letter sound correspondence using beginning and ending sounds when writing.
  • Child independently uses letters to make words or parts of words
  • Demonstrates correct finger positioning when using a pencil or crayon
  • Use appropriate writing conventions (left to right movement, top to bottom)
  • Write first and last name using correct form of letters (upper and lower case letters)
  • Use phonological knowledge to match sounds to letters.

Listening and Speaking

  • Follow oral directions that involve a short related sequence of events
  • Listen attentively by facing speakers and making eye contact
  • Shows understanding by responding appropriately
  • Share information and ideas by speaking audibly and clearly using the conventions of language
  • Work productively with other in a team. Follow agreed upon rules for discussion ( taking turns and speaking one at a time)
  • Child demonstrates knowledge of non verbal conversational rules
  • Child’s speech is understood by both the teacher and other adults in the school
  • Distinguishes between a question and a statement.

PK4 Math Scope and Sequence

Pre-K4  Math:

Number Operations


  • Use sets of concrete objects to represent quantities in verbal and nonverbal form though 20. (one to one correspondence)
  • Count by ones to 30 or higher.
  • Describe the concept of zero.
  • Identify first and last in a series.
  • Recognize and identify numbers 0 to 20.
  • Use numbers to describe how many objects are in a set to 20 using verbal and symbolic descriptions.
  • Verbally identify 5 objects without counting to 5
  • Identify a penny, nickel, dime and quarter
  • Write numbers 0 to 10.
  • Begins simple addition and subtraction through the use of fingerplays and manipulatives.
  • Count objects using ordinal numbers 1st through 5th.
  • Use informal strategies to share or divide up to ten objects equally.
  • Describe qualitative change, such as students growing taller.
  • Describe, model and extend AB and ABC patterns.
  • Identify, extend and create patterns of sounds, physical movement and concrete objects.

Measurement and Data


  • Compare and order 2 or 3 concrete objects by size (small, smaller and smallest)
  • Measure objects using standard and nonstandard units.
  • Categorize time intervals and use language associated with time in everyday situations (morning, after snack, etc.)
  • Read a calendar using days, weeks and months.
  • Recognize how much can be placed within an object. Like fill a shape with solids or liquids or place smaller cups inside larger one.
  • Informally recognizes and compares weights of objects of people.
  • Informally recognizes and compares heights or lengths of people or objects.
  • Uses language to describe concepts associated with the passing of time.
  • Identify, draw and compare and sort two-dimensional and three- dimensional shapes.
  • Use words that indicate where objects are in space. Above, below, inside, over, under, in, on, first and last.
  • Slide, flip and turn shapes to demonstrate that the shapes remain the same.
  • Predict and investigate the results of putting together two or more shapes.
  • Create and put together a puzzle of 10-15 pieces.
  • Create shapes (like two triangles together makes a square)                                                                                                

Data Analysis

Problem Solving and Reasoning

  • Match objects that are alike.
  • Identify basic colors red, blue, green and yellow (purple, pink, gray, white, orange, white, black and brown)
  • Classify objects by color, size, shape, use and attribute.
  • Constructs graphs using objects, bars or pictures.
  • Draws conclusions and makes predictions based on experience or graphed data.

  • Use real objects, words, pictures, numbers and technology to solve problems and justify answers.
  • Identify math in everyday situations.
  • Create and use representations to organize, record and communicate mathematical idea.