Preschool Curriculum
CURRICULUM ELEMENT | Block 1 | Block 2 | Block 3 | Block 4 |
|---|---|---|---|---|
Recognizes own name in print Tells where to start reading Follows reading left to right (points to words) | Finds identical words in repetitive texts Predicts what will be read in repetitive text Points to words when engaged in shared reading of a repetitive text | Identifies one of two words or letters to make a choice (e.g., finds the M in milk to pick milk vs. water to drink) Points to each word during shared reading of a repetitive or predictable text Recognizes a specific target word in context after some prior exposure Matches identical words | Dictates experiences and can tell if what was written is correct "Reads" from memory a very repetitive or predictable text "Reads" a recurring word or phrase in a repetitive text | |
Names, identifies, and writes the following letters: M, B, T, S, O and X | Names, identifies, and writes the following letters: F, A, P, C, L, R | Names, identifies, and writes the following letters: E, N, K, D, H, I | Names, identifies, and writes the following letters: W, G, U, Z, V, Y, Q, J | |
Alliteration | Repeats a series of words that begin with the following sounds: /m/, /b/, /t/, /s/ Sorts words that begin with a particular sound from words that don't, with high levels of support | Repeats a series of words that begin with the following sounds: /f/, /p/, /k/, /l/, /r/ Sorts words that begin with a particular sound from words that don't, with high levels of support | Repeats a series of words that begin with the following sounds: /n/, /d/, /h/ Sorts words that begin with a particular sound from words that don't, with high levels of support | Repeats a series of words that begin with the following sounds: /w/, /g/, /z/, /v/, j (sound as in jump) Sorts words that begin with a particular sound from words that don't with high levels of support |
Rhyming (Choose from the endings listed below) | Generates or identifies familiar rhyming words (see list below) with modeling and imitative support during instructional activities | Generates or identifies familiar rhyme word pairs after exposure to that rhyme ending in a lesson (select target rhyme endings from the list below) | Generates and identifies familiar rhyme words in new contexts (not during or immediately following a rhyme instruction) | Generates and identifies new rhyme words (not previously introduced in instruction) in new and different contexts |
Blends words into compound words (e.g., hot + dog =hotdog) Segments sentences into words Blends onset with rhyme ending for familiar words (e.g., those just introduced in rhyming) | Blends syllables into words Segments compound words into their parts (e.g., hotdog = hot + dog) Blends onset with rhyme ending for familiar words (e.g., those just introduced in rhyming) | Blends syllables into words Segments the onset (initial consonant or blend) from a familiar word's rhyme ending Blends onset with rhyme ending for familiar words (e.g., those just introduced in rhyming) | Blends syllables into words Segments the onset (initial consonant or blend) from a familiar word's rhyme ending Blends onset with rhyme ending for familiar words (e.g., those just introduced in rhyming) |
Choose any of the endings listed at any time during the year to meet rhyme objectives. | ||||||
|---|---|---|---|---|---|---|
-at -am -ap -ag -ab -an -ad -ack -ash -and -ake -ate -ace -ape -ane -ame -aw -ar -ay -all -air -ail | -en -et -ed -ell -ee -eet -eel -est -eep -een | -in -ip -it -id -ig -im -ill -ish -ick -ift -ing -ight -igh -irl -ine -ike -ide -ize | -op -ot -og -ob -ox -ock -ow -out -oo -oop -oot -o -ote -ore -old | -ug -up -ub -um -un -ut -uff -uck -ump -unch | ||
Click here to download/print the Pre-K curriculum. (PDF, 172KB)
Kindergarten Curriculum
CURRICULUM ELEMENT | Block 1 | Block 2 | Block 3 | Block 4 | Block 5 | |
|---|---|---|---|---|---|---|
Phonological Awareness | Sound Identification | Initial: M, B, T, S, F | Initial: R, D, N, C, P | Initial: K, G, W, H, Sh | Initial: L, J, X, | Initial: V, Z, Qu, Y |
Sound Blending & Manipulating | -at, ag, ad, ab, an, am, ap, ack | -ip, it, id, in, im, ig, ick, ish, ing | -ob, op, og, ot, ock | -et, en, ed, eck | -ug, ub, ut, un, um, up, uck | |
Reading | Letter Sound Association | M, B, T, S, F | R, D, N, C, P | K, G, W, H, Sh | L, J, X, Ch | V, Z, Qu, Y |
Decoding/Phonics | -at, ag, ad, ab, an, am, ap, ack | -ip, it, id, in, im, ig, ick | -ob, op, og, ot, ock | -et, en, ed, eck | -ug, ub ut, un, um, up, uck | |
Click here to download/print the Kindergarten curriculum. (PDF, 172KB)
First Grade Curriculum
CURRICULUM ELEMENT | Block 1 | Block 2 | Block 3 | Block 4 | Block 5 | |
|---|---|---|---|---|---|---|
Phonics | Consonants and Digraphs | sh , ch , x = ks | wh , th | ng | Hard vs. soft c | Hard vs. soft g |
Double letters | End: ck | End: ss | End: ll | Middle: bb, dd, ll , mm | Middle: nn, pp, rr , tt, zz | |
Beginning: br, cr, dr, fr, gr, pr, tr | Beginning: bl, fl, cl, pl, sc, sk, sl, sm, sn | Beginning: sp, st, sw | Beginning: scr, spr, str, spl, squ | Beginning: shr, thr | ||
Short Vowel Review: a, e, i, o, u | Long o silent e (e.g., note) | Long ee (feet) | Long a = ai (pain) | Diphthongs: | ||
Writing | Spelling | CVC short vowel words | Long u silent e (cute) | Long e with ee (feet) | ai (pain) | oi (oil) |
Independent and shared writing (words in context) | Short vowel words | Long u silent e | Long e with ee (feet) | Long a with ai | oi (oil) | |
Phonological awareness | Sound identification | sh, ch, ks (at end), qu (at beginning) | wh, th at the beginning, middle and end (voiceless) | th (voiced at beginning) and ng | Hard from soft c | Hard from soft g |
Blend and manipulate | Short vowel words | Long a, i, o, and u words with silent e (note, cute) | Long- to short-vowel words (meet to met) | Long a, i, e, and o words (ai, ay, y, ea, oa, ow, ee) | Words with diphthongs and y (long e = funny) | |
Click here to download/print the First Grade curriculum. (PDF, 94KB)
Empower Children with SEEL – Yearly Implementation Plan (Optional)
Preparation and planning for the year will empower teachers, parents and children to develop early literacy skills with the SEEL approach. Consider the suggestions below to involve families in early literacy skill development throughout the school year. CLICK HERE to share additional ideas or comments.
Prepare before School Starts
- Select literacy targets/prepare materials
- Explore our suggested Scope and Sequence and the Lesson Plan Library.
- E-mail a handout
- Distribute a calendar to ensure parents save the dates for future events.
- Introduce parents to SEEL with the SEEL at Home and School flyer.
- Send a Postcard
- Send a postcard to welcome each child in your class and share your excitement about learning to read and write together.
Begin the School Year
- Hold a "SEEL Family Literacy Fair"
- Invite parents and children to participate in various SEEL centers and early literacy activities.
- Conduct a Parent Info Meeting
- Galvanize parents and volunteers with an information meeting early in the year. Share systematic strategies for supporting students in the classroom and with SEEL at Home.
Continue Throughout the Year
- Involve parents and children
- Encourage parents to volunteer in daily centers and special events.
- Allow children to help gather materials at home (e.g., collect dryer lint for “Fun with Fuzz, gather bottle caps for “Wrap a Cap”).
End the Year
- Hold a "Spring Fling" celebration
- Invite students and small groups to present favorite SEEL projects.
- Hold a "Spring Round-up”
- Help parents understand how to continue SEEL throughout the summer and coordinate volunteers to prepare materials for the next year.