frog street threes scope and sequence

Sequence: Big Day for PreK™ provides sequences of learning experiences that gradually build children's knowledge and skills as they move through the developmental progressions in all Head Start Early Learning Outcomes Framework (ELOF) domains. They are the same goals included in the ELOF. Literacy: The curriculum consistently promotes research-based teaching practices to support children's literacy. The scope refers to the areas of development addressed by the curriculum; the sequence includes plans and materials for learning experiences that progressively build from less to more complex, with the goal of supporting children as they move through the developmental progressions. However, the curriculum does not offer guidance on how to plan learning experiences that build on individual children's interests. Curricula that are fully aligned with the ELOF are comprehensive and cover all areas of children's learning and development described in the ELOF. Children are invited to do something very specific, with limited opportunity to engage with the environment in open-ended ways. Active Exploration: Welcome to Frog Street Threes discusses the importance of hands-on activities and open-ended exploration. The organization of the Teaching Guides reiterates the suggested schedule. In addition, the curriculum lacks guidance on how to individualize the sequence of learning experiences based on children's individual strengths and needs. My Account; My Cart; Checkout; Log In Rich learning environments are nurturing spaces that support the development of all young children. Each Teacher Guide provides detailed guidance for daily lesson plans and learning activities to support children's development in these domains. They reflect skills children would develop over a longer period of time and could be supported much earlier in the program year. Sequence: The curriculum provides a sequence of learning experiences that progressively builds children's knowledge and skills as they move through the following ELOF domains: Approaches to Learning, Social and Emotional Development, Language and Communication, Literacy, and Mathematics. Social and Emotional Development: Frog Street Threes consistently promotes research-based teaching practices in this domain. While the suggested daily schedule calls for outdoor learning, the curriculum lacks adequate direction on how to set up the outdoor environment; only some weeks provide an "Outdoors" practice center. Scope: Frog Street Threes clearly identifies five developmental domains: Approaches to Learning, Social and Emotional Development, Language, Cognition, and Physical Development. Individualizing for children with disabilities, suspected delays, or other special needs enables all children to access, participate, and thrive in early learning settings. Scope: InvestiGator PreK 2018 clearly identifies 10 developmental domains: Language Development, Literacy, Mathematics, Science, Creative Arts, Social and Emotional Development, Approaches to Learning, Physical and Mental Health, Social Studies, and Technology. Aligning a curriculum with the ELOF identifies the extent to which ELOF domains and sub-domains are addressed in the curriculum. Frog Street Pre-K (FSPK) is a high quality, ... features distinct home/school/community connections linked to thematic units and the scope and sequence. Individualization: The curriculum provides specific guidance on how to individualize learning experiences for all children. Interest centers offer sequences of learning experiences that take children's interests into consideration. Opening the World of Learning™ (OWL) ©2014. Individualization Based on Interests: Welcome to Frog Street Threes discusses the importance of following children's interests (e.g., invite children to choose books; if a child shows an interest in bugs, take them outside to search for crawling critters). However, in some aspects of Language and Communication, Mathematics Development, and Scientific Reasoning, the curriculum occasionally introduces advanced skills or concepts early in the sequence before building foundational knowledge and skills. The curriculum provides guidance on how to individualize for children with disabilities, suspected delays, or other special needs. It also includes an "All About Me" form to learn from families about children's development and routines at home. For example, Appendix B of the Teacher's Handbook describes how to use the math learning trajectories to individualize the sequence in which math lessons are implemented. However, for some aspects of Approaches to Learning, Social and Emotional Development, and Perceptual, Motor, and Physical Development, it is unclear how the sequences of learning experiences gradually build children's skills as they move through the developmental progressions. Scope: World of Wonders identifies six content areas: Social-Emotional Development, Literacy (including Alphabet Time and Book Time), Science and Social Studies, Math, and Music and Movement. Each Theme Guide provides detailed guidance for daily lesson plans and learning activities to support children's development in these domains. Scope: The curriculum clearly identifies five developmental domains: Language Development, Cognitive Development, Social and Emotional Development, Physical Development, and Approaches Toward Learning.Welcome to Frog Street Infant provides information on each of these learning domains, and the Activity Cards provide learning experiences to support children's development in each of these areas. The Key Developmental Indicators (KDIs) and learning experiences offer supports for children at earlier, middle, and later stages of development. In addition, the learning goals and objectives within the Scientific Reasoning and Literacy domains do not consistently follow a developmentally appropriate sequence. For example, in the domains of Approaches to Learning, Social and Emotional Development, Language and Communication, and Literacy, the Let's Investigate and Just for Threes 2018 Teacher Guides describe a variety of learning experiences that build children's conceptual knowledge and skills over time. Research investigating the curriculum is needed to establish evidence on children's learning outcomes. Standardized training procedures include initial and ongoing training to support education staff as they learn to implement a curriculum with fidelity. Less research-based guidance is included on how to support children's pre-writing skills and emergent mark-making. G3 Lesson Plans include theme-based activity plans to address a variety of skills across the domains. Scope and Sequence Criterion 4 ... Frog Street Pre-K. A content-rich curriculum ensures that sequences of learning experiences include multiple, related opportunities for children to explore a concept or skill with increasing depth. Our library is the biggest of these that have literally hundreds of thousands of different products represented. This allows teachers to individualize activities to meet the strengths and needs of each child. However, learning experiences in the domains of Mathematics, Scientific Reasoning, and Perceptual, Motor, and Physical Development do not appear to build on each other from less to more complex over time nor reflect children's developmental progressions. The Welcome to Frog Street Threes introductory guide provides some information on differentiated instruction, such as adjusting expectations, modifying instruction, and allowing children to participate in various ways. Finally, the curriculum embeds specific guidance on ongoing assessment throughout the Teaching Guides. Scope: Pre K for ME explicitly addresses literacy, math, and science as essential areas for children's development and learning. However, with regard to specific skills and concepts in the developmental domains (e.g., Print and Alphabet Knowledge, Counting, Sorting), the sequences of learning experiences in the curriculum are not based on children's developmental progressions. A culturally responsive curriculum prompts teachers to learn about each child's strengths, abilities, experiences, and interests as developed within the child's family and culture. Teachers can also use weekly model lesson plans (G3 Lesson Plans) to progressively build children's skills and concepts over time. In addition, the Units provide learning goals, lessons, and teaching practices to support children's learning and development in these domains. Alignment with the Head Start Early Learning Outcomes Framework (ELOF). The Social Emotional Handbook provides additional activities for social and emotional development. The Teaching Guides offer multiple, related opportunities for children to explore concepts and skills in all domains. However, the curriculum lacks developmental progressions of children's scientific reasoning and inquiry skills in Volume 6: Objectives for Development & Learning: Birth Through Third Grade. It provides many opportunities to practice new physical skills and activities that introduce children to a broad range of health and safety topics. frog street scope and sequence literacy is available in our book collection an online access to it is set as public so you can get it instantly. For example, "Numeration" is not introduced until Mathematics themes 8 and 9, after "One-to-One Correspondence" is addressed in themes 5 and 6. Several activities have children roll playdough into "monkey tails" and place them over numerals. Each Teaching Guide provides detailed guidance for daily learning activities and practice centers to support children's development in these domains. The Teaching Guides offer suggestions for using learning materials (e.g., blocks, playdough, recycled materials, materials from nature, scientific tools) in specific activities and practice centers. In these domains, the curriculum lacks a variety of experiences necessary to provide children with ample opportunities to progressively build a skill in a particular area. Scope: Learn Every Day™ clearly identifies nine developmental domains: Arts and Creativity, Cognitive Skills, Communication, Literacy, Mathematics, Personal Health and Development, Science Constructs, Social and Emotional Skills, and Social Studies. It also offers several activities and strategies to support children's executive function skills (e.g., inviting children to reflect on the day) and emotional regulation (e.g., identifying emotions, helping children express and release their emotions). Professional development includes gaining the knowledge and skills required for effective implementation of a curriculum. Dr. Patricia Edwards, author and past IRA President, contributed research-based best practices on family involvement in the curriculum. Scope: The curriculum clearly identifies seven learning domains: Literacy; Writing; Mathematics; Science; Social Studies; Emotional, Social, and Underlying Cognitive/Executive Function Development; and Physical Development. Ongoing child assessment can also be used to periodically complete standardized and structured assessment instruments to evaluate children's developmental progress. In addition, the curriculum lacks guidance on how to individualize the sequence of learning experiences based on children's individual strengths and needs. However, some domains (e.g., Arts and Creativity, Social and Emotional Skills) are only partially addressed, as there are few learning experiences that foster related concepts and skills. The curriculum provides detailed guidance on how to introduce children to key mathematical concepts and related vocabulary through manipulatives, photos, and stories. Saved by Mary Sutor. Frog Street Threes Curriculum provides intentional instruction in key areas of development for children ages 36-48 months to effectively continue on the path to kindergarten readiness. Rich learning experiences should be culturally and linguistically responsive and inclusive of children with disabilities, suspected delays, or other special needs. Frog Street Threes Correlation to Maryland Healthy Beginnings Supporting Development and Learning from Birth through Three Years of Age (36 months) Download the PDF. Read Book Frog Street Scope And Sequence Literacy Frog Street Scope And Sequence Literacy Yeah, reviewing a book frog street scope and sequence literacy could accumulate your close contacts listings. The Teaching Guides include several "Moving and Learning" activities and practice centers that promote children's perceptual and fine- and gross-motor development. In addition, some of the activities do not focus on developmentally appropriate content that would allow children to engage in meaningful hands-on exploration (e.g., density of saltwater, gravity, glycerin bubbles). In the Literacy domain, the curriculum includes daily activities for children to practice phonological awareness in a whole group context. However, the curriculum lacks opportunities for child-initiated play, activities based on children's interests, and activities that promote open-ended exploration. It also includes a couple examples of how to select learning materials that authentically represent the cultures and ethnicities of children in the program. Language and Communication: Frog Street Threes consistently promotes research-based teaching practices to support children's language and communication, such as offering learning opportunities with rich oral language. Similarly, the Teaching Guides occasionally offer suggestions for additional learning materials to support children with disabilities and other special needs (e.g., give children a larger tool than an eyedropper, adapt a ball-catching activity by letting children use a net or bucket). Read Free Frog Street Scope And Sequence Literacy Frog Street Scope And Sequence Literacy When people should go to the books stores, search instigation by shop, shelf by shelf, it is really problematic. While the parent and family engagement resources are plentiful, there is limited consideration for how to engage families from diverse cultures, families who speak languages other than English or Spanish, or families with disabilities and other special needs. This guidance supports teachers in individualizing learning goals and allowing children to take different paths to reach learning goals. Sequence: The Creative Curriculum® for Preschool provides guidance within activities on how to support children as they move through the developmental progressions. The Teacher's Handbook offers an overview of the associated learning goals, lesson types (e.g., Welcome and Read Aloud; Connect), and learning processes (e.g., communicating and representing, using tools strategically) used to support children's development and learning in the identified domains. and "Make It Harder!") Within some units, skills in lessons appear to build upon each other (e.g., counting comes before graphing, sets and classifying come before comparing). Learning goals should be measurable and developmentally appropriate. Welcome to Frog Street Threes provides a range of teaching practices to support children who are DLLs (e.g., adding pictures of words to story vocabulary lists, dramatizing to support vocabulary acquisition). Contact the publisher for the most updated information on costs of the curriculum and current professional development offerings. Even so, there is no gradual progression of building children's scientific reasoning or inquiry skills within each study or across the studies. The Teacher's Editions for each thematic unit provide weekly and daily lesson plans that identify learning goals and describe activities to support children's development and learning in these domains. Perceptual, Motor, and Physical Development: Frog Street Threes includes some research-based teaching practices to support children's perceptual, motor, and physical development. Ongoing Observation and Documentation: Welcome to Frog Street Threes describes how ongoing assessment is a process used to understand children's current abilities. The Just for Threes 2018 Teacher Guide provides guidance for daily lesson plans and learning activities to support children's development in these domains. It includes guidance on establishing an emotionally supportive environment. Linguistic responsiveness refers to teaching practices that support the learning, development, and engagement of children from diverse linguistic backgrounds. Learning Environment: Frog Street Threes offers two suggestions for providing learning materials that reflect children and families from diverse cultures and ethnicities. There is some guidance for how to provide environmental supports for children with disabilities or other special needs, but minimal information on how to authentically integrate children's cultures and home languages into the learning environment. These do not build from less to more complex to support children as they move through the developmental progressions, nor do they provide multiple, related opportunities to explore a concept or skill with increasing depth. However, some images in the "Sing & Read Alphabet eStories" provide a stereotypical rather than an authentic representation of diverse people (e.g., the letter "E" e-book uses the term "Eskimos," who are depicted in parkas alongside elks; the letter "I" e-book illustrates "Indians" with feathers in their hair). The Intentional Teaching Cards describe activities in the domains of Language, Literacy, Mathematics, Social and Emotional, and Physical Development. Frog Street Pre-K is a comprehensive, integrated, dual language curriculum that ties together ten learning domains to make strong learning connections. In addition, some learning experiences offer scaffolding strategies to support children who are DLLs. Sequence: A thorough review of the curriculum materials indicates that Core Knowledge® includes competencies and skills for each domain that are listed sequentially (from less to more complex). Individualization for Children with Disabilities, Suspected Delays, or Other Special Needs. Moderate Evidence: Scope and Sequence. Teachers can choose activities designed around specific goals based on children's existing knowledge and skills within each domain. © 2010 Frog Street Press, Inc. Frog Street Pre-K Math Weekly Scope and Sequence Theme 3: Giants Los gigantes © Frog Street Press Pre‐K, 2010 Each activity includes a "Teaching Sequence" to support children at different levels of the developmental progressions specified in Volume 6: Objectives for Development & Learning: Birth Through Third Grade. It also lacks a variety of experiences that provide children with ample opportunities to progressively build a skill in a particular area. No Evidence: Research-Based Curriculum. However, for Perceptual, Physical, and Motor Development, the curriculum does not provide a sequence of learning experiences that progressively builds from less to more complex. The concepts in Volume 1 are more directly related to children's lives and their immediate environment (e.g., Me, My Family, My Five Senses). Scope: Frog Street Threes clearly identifies five developmental domains: Approaches to Learning, Social and Emotional Development, Language, Cognition, and Physical Development. While the materials for families are translated into Spanish, there are no further resources or specific guidance on how to communicate with families in culturally and linguistically responsive ways. Children are offered opportunities to practice social interaction and relationship skills with their teachers and peers (e.g., partner activities, large and small group activities) within the daily routines and activities described in the Teaching Guides. What do you think will happen if …?). Standardized training procedures provide consistent content and delivery methods across training sessions. Features include: - Research-based scope & sequence for literacy, math and content domains - Conscious Discipline® strategies that build a strong social-emotional foundation Home and Tribal Languages: Welcome to Frog Street Threes mentions the importance of supporting children's home languages but provides no specific suggestions or guidance for how to meaningfully integrate home or tribal languages into the classroom. The curriculum includes a variety of learning experiences (e.g., G3 Activities, Storyteller G3 Activities, and interest centers) in each domain, providing children with ample opportunities to progressively build a skill in a particular area. The practice centers (e.g., Writer's Corner, Math, and Creativity Station) also provide opportunities for children to practice domain-specific skills. Each chapter provides a brief description of what teachers should know, scaffolding suggestions, and some "Teaching Ideas" to support children's development for domain/content areas. In addition, each activity includes a chart showing the developmental progression (from 3 to 5 years) of key skills addressed in the activity, scaffolding suggestions to individualize based on children's development and special needs ("Zooming in on the ZPD"), and ideas for increasing challenge ("Up the Challenge"). Mathematics Development: Frog Street Threes promotes some research-based practices in this domain. Because children may vary in their developmental progressions, it is also important that the curriculum supports teachers in planning learning experiences that are responsive to individual children's strengths and needs. It includes information on setting up the learning environment and designing learning centers. Ongoing child assessment is a process of gathering information to understand and support children's development over time. Based on children 's languages into the learning experiences should be flexible to respond to individual children 's development time. 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