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YAG's 21-22

YAG’s 2021-2022

PreK L.arts Curriculum Guidelines

L.arts guideline

 

1st quarter

2nd quarter

3rd quarter

4th quarter

III.B.1
Child separates a normally spoken four-word sentence into individual words

   

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III.B.2
Child combines words to make a compound word

     

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III.B.3
Child deletes a word from a compound word

       

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III.B.4
Child blends syllables into words

   

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III.B.5
Child can segment a syllable from a word

     

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III.B.6
Child can recognize rhyming words

   

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III.B.7
Child can produce a word that begins with the same sound as given pair of words

   

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III.B.8
Child blends onset (initial consonant or consonants) and rime (vowel to end) to form a familiar one-syllable word with and without pictorial support

     

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III.B.9
Child recognizes and blends spoken phonemes into one syllable words with pictorial support

   

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III.C.1
Child names at least 20 upper and at least 20 lower case letters in the language of instruction

 

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III.C.2
Child recognizes at least 20 distinct letter sounds in the language of instruction

 

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III.C.3
Child produces at least 20 distinct-letter sound correspondences in the language of instruction

 

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YAG’s 2021- 2022

PreK Math Curriculum Guidelines

Math guideline

 

1st quarter

2nd quarter

3rd quarter

4th quarter

V.A.1
Child knows that objects, or parts of an object, can be counted

 

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V.A.2
Child uses words to rote count from 1 to 30

 

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V.A.3
Child counts 1-10 items, with one count per item

 

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V.A.4
Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted

   

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V.A.5
Child counts up to 10 items and demonstrates that the last count indicates how many items were counted

   

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V.A.6
Child demonstrates understanding that when counting, the items can be chosen in any order

   

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V.A.7
Child uses the verbal ordinal terms

       

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V.A.8
Child verbally identifies without counting the number of objects from 1 to 5

   

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V.A.9
Child recognizes one-digit numerals 0-9

 

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V.B.1
Child uses concrete objects, creates pictorial models and shares a verbal word problem for adding up to 5 objects

     

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V.B.2
Child uses concrete models or makes a verbal word problem for subtracting 0-5 objects from a set

       

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V.B.3
Child uses informal strategies to separate up to 10 items into equal groups

       

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V.C.1
Child names common shapes

     

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V.C.2
Child creates shapes

     


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V.C.3
Child demonstrates use of location words (such as “over, under, above, on, beside, next to, between, in front of, near, far, etc.)

   

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V.C.4
Child slides, flips, and turns shapes to demonstrate that the shapes remain the same

     

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V.D.1
Child recognizes and compares heights or lengths of people or objects

   

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V.D.2
Child recognizes how much can be placed within an object

   

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V.D.3
Child informally recognizes and compares weights of objects or people

   

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V.D.4
Child uses language to describe concepts associated with the passing of time

 

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V.E.1
Child sorts objects that are same and different into groups and uses language to describe how the groups are similar and different

 


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V.E.2
Child collects data and organizes it in a graphic representation

 

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V.E.3
Child recognizes and creates patterns

 

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