PRESCHOOL

SPIRITUAL/SOCIAL LIVING

By the end of preschool students will develop relationships

Two- and Three-Year-Olds

with God:

1. Grow in the security of Jesus' love and care.

2. Celebrate Jesus.

with others:

3. Know that Jesus gives people to love and care for them.

4. Grow in ability to show Jesus' love to playmates.

5. Thank Jesus for His friendship.

with the world:

6. Know that God made me and all things.

7. Grow in appreciation for God's goodness.

8. Praise God for their bodies.

Four- and Five-Year-Olds

with God:

1. Know Jesus died for them and rose again.

2. Grow in faith.

3. Celebrate God's love in worship.

with others:

4. Know that God gives us families to help each other.

5. Grow in their love for all others.

6. Tell how all people need Jesus.

7. Pray for one another.

8. Be willing to help others.

9. Learn how to take turns with classmates.

10. Play with others without supervision.

11. Know names and interact with classmates.

12. Speak with pride about their family.

13. Describe their feelings.

with the world:

14. Thank God for the world He made.

15. Grow in their desire to help and care for God's creation.

COMMUNICATION ARTS

By the end of preschool students will be able to

1. Recite simple prayers for meals and for the beginning and

ending of the school day.

2. Sing several simple worship songs.

3. "Read" favorite picture books from front to back.

4. Identify favorite people and animals in picture books.

5. Draw and identify pictures of all members of their families.

6. "Read" experience charts together from left to right.

7. Use crayons, markers, and pencils with paper to scribble and

to try to copy their names.

<*dv_5*>8. Select picture books to "read" from the book corner or school

library.

9. Coordinate eyes and hands through lacing boards, peg boards,

geometric shape boxes, and balance beams.

10. Listen to others without interrupting.

11. Identify environmental sounds such as a closing door, walking

feet, clapping hands.

12. Identify part-whole relationships by assembling a simple

jigsaw puzzles of up to five pieces.

13. Remember and follow one-step oral directions.

14. Use social courtesies such as thank you and please.

15. Contribute to language experience stories.

16. Talk about topics such as animals, trees, and weather.

17. Tell the class about something they saw happen.

18. Recognize their own name in print.

19. Locate their own head, arms, legs, nose, eyes, ears, and

mouth.

20. Create spontaneous dialog for a one-puppet play.

21. Identify and name the colors red, white, yellow, blue, black,

green, brown, and orange.

22. Identify household objects such as food or furniture items.

23. Listen attentively to stories that are read to them.

24. Retell stories read to them or heard on CDS and tapes such as

the Christmas or Easter stories.

25. Roleplay activities of each member of their families.

26. Speak in phrases and simple sentences.

27. Listen quietly to a story.

28. Repeat a simple story.

29. Describe a relationship with a grandparent or friend.

EXPRESSIVE ARTS

By the end of preschool students will be able to

Singing

1. Explore and experience low, middle, and high vocal sounds

freely produced.

2. Sing as a group and repeat a variety of simple songs

(repetitive patterns, simple rhythms, fairly narrow range) in

various meters (two, three, or four beats per measure) and styles

(hymns, folk songs, singing games, ethnic songs).

3. Begin to use loudness and softness of dynamics, quickness and

slowness of tempo to be expressive in speaking, singing, and

chanting.

4. Echo as a group short patterns sung by the teacher (e.g.,

"Hello, who are you?" "We are happy!" to the pitches G-E-A-G-E

above middle C).

5. Begin to achieve pitch and rhythm accuracy in the octave of

middle C and up.

Playing Instruments

6. Clap or pat a beat while singing.

7. Clap or pat a beat while listening to music.

8. Play a beat on a rhythm instrument.

9. Experiment with keyboard and Orff-type instruments.

10. Echo clap simple rhythms clapped by teacher (e.g., patterns

of quarter, half, and or whole notes).

Moving/Drama

11. Walk, run, crawl to music to match speed, loudness, character

of music.

12. Freely interpret music (e.g., be a big animal for loud music,

a tiny bird for quiet, fast music).

Listening

13. Identify sound sources (e.g., baby crying, piano, guitar,

door closing, footsteps running, walking).

14. Hear short pieces of music in a variety of styles.

Improvising

15. Make up songs to match play activity.

16. Make up free instrumental accompaniments to go with songs,

tapes/CDS, stories, poems (teacher provides instrument choices,

accompaniment suggestions from which the children make choices).

Reading

17. See pictures to accompany and describe the words of a song.

18. Scribble draw low and high, loud and soft, fast and slow

sounds.

Composing

19. Draw pictures to accompany and describe the words of a song.

20. Scribble draw low and high, loud and soft, fast and slow

sounds.

Comparing

21. Be able to tell if music in different styles heard or sung is

loud or soft, high or low, slow or fast, happy or sad.

22. See pictures of the cultures of different types of music sung

and heard (the people, their homes, clothing, food, lifestyles,

climate, etc.).

23. Use their own vocabulary to describe how music makes them

feel.

24. Use their own vocabulary to describe how various musical

pieces are the same, different.

25. Incorporate the concept of music as a tool to praise God.

Art History

26. Recognize that art has been created in many different places

and at many different times.

27. Recognize the art of at least two nonwestern cultures.

28. Distinguish between the works of selected artists. (A

selection of one to six artists should be discussed and studied

throughout the school year.)

29. Use terms such as landscape, still life, and portrait to

classify works of art.

The Creation of Art

30. Utilize two-dimensional media to explore patterns and marks.

31. Associate lines, shapes, and colors with tangible objects.

Children should advance from random scribbles at one to two years

of age to organizing marks and shapes (actual drawing) around the

age of three.

32. Create drawings and paintings based on the child's

observation and recall of familiar situations and experiences

(e.g., "Playing with my Friends," "A Rainy Day on the

Playground," "A Field Trip to the Zoo," etc.).

33. Create drawings and paintings based on the child's

imagination.

34. Demonstrate painting skills using a variety of tools, e.g.,

sponges, brushes.

35. Form clay by modeling and pinching techniques.

36. Assemble wood, cardboard, and Styrofoam by gluing, stacking,

and hammering.

37. Create relief prints from cardboard, Styrofoam, or other

suitable printmaking media. Note: Prints can be made singularly,

as overlapping patterns, or as repeat patterns.

38. Use paper and fibers to explore weaving and stitchery

techniques.

39. Cut and tear geometric and free-form shapes and arrange them

in a composition.

40. Use the concept of overlap to show depth and space.

41. Value their own artwork and the work of others.

Art Criticism and Analysis

42. Use an art vocabulary of line, shape, color, and light and

dark to discuss works of art.

43. Distinguish between paintings, drawings, and sculptures.

44. Identify and name the primary and secondary colors.

45. Empathize with the subject and moods depicted in selected

works of art.

46. Apply simple concepts learned about line, shape, color,

texture, and value to their artwork.

Drama

47. Act out or dramatize selected paintings and sculptures.

48. Act out or dramatize familiar Bible stories.

49. Create imaginary characters through roleplay and dress-up.

50. Enjoy pretending to be someone other than themselves.

51. Roleplay family members through play (e.g., mother, father,

grandparent, teacher).

Aesthetics

52. Recognize art as a gift of God.

53. Discuss Christian values in relationship to selected works of

art.

54. Identify characteristics that distinguish a work of art.

55. Recognize and discuss how different artists handle similar

themes in works of art.

WELLNESS

By the end of preschool students will be able to

A. Explore moving and using body parts and surfaces.

1. Use/move body parts/surfaces as directed by teacher.

B. Balance on, bend/stretch, turn, wiggle, bounce.

2. Explore movement dimensions.

3. Experiment with "personal space" and "general space."

4. Try moving fast and slow; take objects far and near; move up

and down; show hard and soft (heavy and light) movements.

C. Explore fundamental movement patterns.

5. Walk with mature form components when traveling in a straight

line.

6. Run fast to a specified goal.

7. Jump over lines or shapes on the floor; down from a low level;

continuously in personal space.

8. Gallop with a preferred foot lead.

9. Attempt repeated hops on preferred foot.

10. Kick soft objects.

11. Strike and volley light objects with hand(s).

<*dv_2*>12. Catch rolling and bouncing balls.

13. Toss a small, light object in a generally vertical path.

14. Throw a small object from an overhand position.

D. Explore moving with supplies and apparatus.

15. Scarves, balloons, hoops, fleece balls, beach balls,

sponge/foam balls, ropes, beanbags, plastic bottles, light

paddles.

16. Carpet squares/mats, boxes, low beams, climbing frames/cargo

nets, scooters, wheel toys, parachute.

E. Development of responsibility and autonomy.

17. Follow actions shown by teacher.

18. Follow procedures during a fire or emergency drill.

19. Can remember simple rules.

20. Can take responsibility for classroom tasks.

21. Distinguish between safe and unsafe situations.

22. Use appropriate activities at a given time to promote

physical and intellectual development.

23. Share a movement space and supplies with a partner.

24. Follow the direction of movement taken by another.

25. Attempt to avoid others' personal space.

26. Attempt to control an object with another person.

27. Begin to wait patiently for "my turn."

28. Explore the results of movement.

29. Recognize that movement is fun, moving feels good, and moving

makes my body strong.

30. Frequently play at a "huff and puff" level for healthy heart

and lungs (appropriate energy level for age).

31. Look forward to physical activity.

32. Know that "Jesus loves me" while I'm moving and playing.

DISCOVERY ABOUT THE WORLD

By the end of preschool students will be able to

1. Classify objects into groups so that the groups have no common

members.

2. Sort objects which belong to and do not belong to a set.

3. Match pairs of objects from different sets that naturally

belong together.

4. Recall and duplicate a simple sequence of objects.

<*dv_3*>5. Continue a simple pattern of concrete objects.

6. Select objects which have the same attribute (color, size, or

shape) from a set of dissimilar objects.

7. Discriminate between objects which are wide (thick) or narrow

(thin).

8. Identify whether a container is empty or full.

9. Identify which object is larger and which object is smaller,

given two objects whose sizes are perceptually different.

10. Identify which of two objects is longer and which one is

shorter, given two objects whose sizes are perceptually

different.

11. Identify which of two objects is farther away and which one

is nearer, given two objects whose distance from the observer are

perceptually different.

12. Recognize whether an object lies between two objects and, if

it does not lie between, be able to place it so that it does.

13. Count by rote to 19.

14. Recognize and say the names for the numerals from 1 9.

15. Recognize and be able to state the number of objects in a set

containing 1, 2, 3, 4, or 5 objects.

16. Count the number of objects in a set containing from 1 to 5

objects by rational counting.

17. Determine whether two sets, each of which may contain up to

10 objects, is equivalent; if the sets are not equivalent, then

students should be able to identify which set contains more and

which contains less.

18. Order three objects by length, color, weight, or roughness.

19. Determine whether a boundary is open or closed.

20. Decide whether an object lies inside, on, or outside a given

closed boundary.

21. Identify a penny, a nickel, and a dime.

<*dv_4*>22. Identify figures that have the same shape and ones that have

different shapes.

<*dv_1*>23. List the skin, eyes, ears, nose, and tongue as their sense

organs and demonstrate the use of all five senses.

24. Distinguish between living and nonliving things: real objects

and pictures. Explain discoveries.

25. State several ways in which living organisms differ from

nonliving objects.

26. Describe and classify objects on the basis of properties such

as color, odor, texture shape, pitch, and taste.

27. Identify and classify common objects in their environment

from properties of the objects or from materials used to make the

objects.

28. Observe their world through colored filters and with colored

beams. Communicate discoveries.

29. Observe that all the colors together make white light.

30. Make shadows with various light sources and of various

objects, relate objects and shadows, make hand shadow pictures.

31. Discuss and predict how the size or shape of a shadow will

change when the light, object, or shadow surface is moved.

32. Make sun shadows and play shadow tag and guess shadow shapes

on a movie screen.

33. Connect day, night, and lighted spaces on earth to sun, moon,

and artificial sources. Discover stars.

34. Identify events that occur within a day period or part of a

day or mark the passage of a day.

35. Keep a daily weather record of warm or cold, sunshine or

cloudy, rain or dry and associate appropriate clothing with

weather.

**Objectives are misnumbered. There is no objective 36.

37. Describe differences in weather, appearance in environment,

and human activities during various seasons.

<*dv_0*>38. Observe consciously the environment about them through the

seasons birds, animals, plants, flowers, leaves, and trees, and

notice physical environment.

39. Tend plants and animals to learn of their needs and

development.

40. Study one or more formal topics, looking for order and

understanding. (Color, light, sink/float, hot/cold, the globe,

etc.)

41. Perform some experiments they can eat baking cookies, making

ice cream, etc.

42. Be introduced to the globe as the earth, our home and home of

all living things, a place that needs tending.

43. Describe the passage of time.

44. Use senses to gather information.

45. Recognize how she or he is different and the same as others.

46. Recognize how temperature and weather change during the day.

47. Recognize how land and water are different.

48. Understand distance (near and far).

49. Understand purpose of special buildings (fire station,

library, school, house).

50. Describe a family holiday celebration.

51. List different forms of transportation.

52. Recognize and name basic household items.

53. Categorize items by a single attribute (i.e., shape).

54. Use words to solve problems.