This document provides an overview of the curriculum for pre-K education in three levels: Initial Education 1, Initial Education 2, and 1st Basic. It outlines the learning objectives and focus areas in language development, math, and science. The key areas covered include oral language, reading comprehension, writing, numbers and operations, geometry, and discovering natural elements through the senses. The goal is to develop children's basic skills in these areas through hands-on learning activities and exploring their environment.

1. SPLASH INTO PRE-K
BY Jacqueline I. de Terán

3. MINISTERIAL AGREEMENT 042-14
• Language Verbal & Nonverbal
Expression/ Language
Comprehension and Expression
• Fine and Gross Motor
Skills/Corporal and Motricity
Expression
• Social and Emotional Development
• Cultural and Natural
Discovery/Relationship
• Identity and Autonomy
• Logical Mathematical Relationship
• Artistic Expression

4. National Curriculum
Ministerial Agreement 042-14 / 041-14
INITIAL 1
• -Vinculación
Emocional y Social.
• -Manifestación de
Lenguaje Verbal y
No verbal.
• -Descubrimiento
del medio natural
y cultural.
• -Exploración de
Cuerpo y
Motricidad.
• -Expresión
Artística
INITIAL 2.3
• -Ámbito Identidad
y Autonomía
• -Ámbito de
Convivencia
• -Relaciones con el
Medio Natural y
Cultural
• -Relaciones Lógico-
Matemático
• -Comprensión y
expresión del
lenguaje
• -Expresión
Artística
• -Expresión
Corporal y
Motricidad
INITIAL 2.4
• -Ámbito Identidad
y Autonomía
• -Ámbito de
Convivencia
• -Relaciones con el
Medio Natural y
Cultural
• -Relaciones Lógico-
Matemático
• -Comprensión y
expresión del
lenguaje
• -Expresión
Artística
• -Expresión
Corporal y
Motricidad
1st BASIC
• Lenguaje y
Literatura
• Compresión y
expresión oral y
escrita
• Compresión y
expresión
artística
• Expresión
corporal

5. Estándares del área de Lengua y Literatura
Comunicación
Oral
Escucha activamente diversos
textos simples literados y no
literados relacionados con
sus intereses y su entorno
familiar y social que
contienen un vocabulario de
uso cotidiano.
Reconoce el significado
de palabras de uso
cotidiano , oraciones
simples y gestos
Expresa y da a entender
oralmente sus ideas y
experiencias con gestos
y oraciones simples

6. Comprensión
de textos
escritos
Comprende textos
(imágenes, códigos, colores
y formas) y algunas palabras
familiares ambos
relacionados con sus
intereses y su entorno
familiar y social.
Expresa ideas simples sobre
textos (imágenes, códigos,
colores y formas) a partir de
su experiencia cotidiana.
Hace predicciones sobre
textos cortos y simples e
identifica y describe
personas, objetos y cosas.

7. Producción
de textos
escritos
Produce textos
sencillos
relacionados con sus
intereses
Utiliza imágenes que
expresan ideas en
secuencia, escribe
con sus propios
códigos y algunas
palabras familiares
Comunica sus
experiencias,
sentimientos y
emociones

8. Why is Language fun?
Communication
Comprehension/Expression
Express feelings and
emotions.
Answer daily routines
questions.
Follow instructions.
Listen and read stories,
songs, rhymes
Learning language is a
lifelong process.

9. OBJECTIVES
Use non-verbal language
as a means of
communicating their
needs, desires and ideas
stimulating the
development of symbolic
game.
Enjoy the pictures and
graphics as a means of
expression of nonverbal
language for
communication of ideas
and thought.
Gradually increase
vocalization and
pronunciation of words by
using vocabulary and
progressively structuring
sentences, in order to
communicate and interact
with others.
Understand the meaning
of words, phrases and
sentences that allow
expression of their ideas
and desires to others.

10. Learning Centers
Magnetic
Station
Reading
Station
Writing
Station

11. Methodology
CONSTRUCTIVISM
WHOLE
LANGUAGE
ROTATIONS

12. Programs

13. Language and Literacy Development
INITIAL 1
1. Listening
2. Comprehension
3. Oral Language
and Vocabulary
INITIAL 2.3
1. Phonological
Awareness
2. Comprehension
3. Oral Language
and Vocabulary
4. Scribble
INITIAL 2.4
1. Book/Print
2. Letter and Word
Knowledge
3. Pre-Writing
4. Fluency
1º BASIC
1. Listening and
Speaking
2.Grammar/Writing
3. Phonemic
Awarness

14. 1. Phonological Awareness
INITIAL 1
-Onomatopoeic
sounds
- Follow rhythm.
-Musical skills.
INITIAL 2.3
-Initial sound letters.
-Discriminate their first
letter name.
-Identify similar
sounds.
INITIAL 2.4
-Blend onset and rime
-Blend phonemes
-Blend syllables
-Discriminate
same/different words
-Identify similar-
sounding words
-Isolate sounds
Match sounds
1st BASIC
-Beginning Sounds
-Words in Oral
Sentences
-Phonics: Letter/Sound:
m
-HFW: and
-Fluency: Pause for
Punctuation

15. 2. Comprehension
INITIAL 1
Big Book
Identify and retell
story events .
Answer questions
about a story.
INITIAL 2.3
Identify sequence of
events.
Make connections.
Obtain information
from photographs
and pictures.
Distinguish between
fantasy and realism.
Draw conclusions.
INITIAL 2.4
Identify problem/solution.
Make/Confirm predictions
Note/Discuss story details.
Organize information into
a chart.
Compare and contrast.
Determine cause and
effect.
Explore different versions
of the same story.
1º BASIC
Comprehension Skill: Text
and Graphic Features
Comprehension Strategy:
Analyze/Evaluate
Concepts of Print:
Capitalization: First Word
in a Sentence.
Punctuation: Period,
Question Mark

16. 3. Oral Language and Vocabulary
INITIAL 1
-Follow directions
-Communicate
emotions
-Desribe illustrations
or pictures .
-Participate in short
conversations.
-Oro facial
movements
INITIAL 2.3
-Link vocabulary to
personal experience
-Use content words
INITIAL 2.4
-Discuss/Interpret
illustrations, simple
charts, and webs
-Discuss today´s
accomplishments
-Extend understanding
of words and word
meanings
-Show a steady increase
in listening/speaking
vocabulary
1º BASIC
Selection
Vocabulary Oral
Vocabulary:
customers, dough,
famous, perfect,
sprinkled, stretchy
Vocabulary
Strategy:
Environmental Print

17. 4. Book/Print Awareness
INITIAL 1
-Demonstrate the proper use
and care of books.
INITIAL 2.3
-Recognize text and graphic
features.
-Identify the role of the
author and
photographer/illustrator
INITIAL 2.4
-Demonstrate directionality
in print

18. 5. Letter and Word Knowledge
INITIAL 2.3
-Learn the alphabet
(song).
-Letter rhymes.
-Focus on letter
names.
INITIAL 2.4
-Focus on letter sound
and shapes.
-Identify letters in a
word.
-Match letters.
1st BASIC
-Discriminate letters.
-Form words
-Create simple
sentences.

19. 6. Writing/Written Expression
INITIAL 1
-Scribbles
-Graphoplastic
techniques (rip,
wriinkle).
INITIAL 2.3
-Use scribbles to
represent
language.
-Copy letters .
-Explore using
different writing
tools
INITIAL 2.4
-Use pictures, signs,
and symbols to
represent oral
language, ideas,
stories
-Write letters
-Write own name
(capital and
lowercase)
1º BASIC
-Grammar Skill:
Action verbs in
present tense
-Writing Mode:
Writing about us,
class story (Telling
Details)
-Focus Trait: Ideas

20. 7. Fluency
INITIAL 2.3
-Progress in clarity of
pronunciation.
-Listen daily to fluent and
expressive informal texts
INITIAL 2.4
-Speak with appropriate
volume, intensity, and
tone
1º BASIC
-Listening and Speaking:
Share ideas
-Extend Through
Research: Ask questions

21. MATH

22. Math Skills
Children from 2 to 4 years old learn to use early
math and thinking skills thoughtout their daily
activities focused on develop their basic skills.

23. Geometry and Spatial Sense
INITIAL 1
1. Recognize
and name
basic shapes
(circle,
square and
triangle).
INITIAL 2.3
1. Describe
and
compare
shapes.
2. Undersatnd
position and
direction of
objects.
INITIAL 2.4
1. Recognize, name,
describe and compare
objects or shapes.
2. Construct or
combine with shapes
3. Demonstrate
awareness of
symmetry
4. Understand
position and direction
of objects.

24. Patterns
INITIAL 2.3
1. Create and
recognize
simple
patterns.
2. Reproduce
patterns
INITIAL 2.4
1. Create and
reproduce
complex
patterns
2. Recognize
patterns

25. Time Concepts
INITIAL 2.3
1. Name the days of the
week.
2. Explore the months of
the year.
3. Create a routine taking
care of the time they
need to finish that
activity.
INITIAL 2.4
1. Understand and
use the calendar
2. Recognize days of
the week
3. Estimate time in
daily routines

26. Measurement
INITIAL 1
Recognize basic
notions (open-close,
inside-outside, near-
far, big-small, top-
bottom, up-down)
INITIAL 2.3
1. Compare size,
length
2. Explore the
weight of
objects
INITIAL 2.4
1. Compare size,
length, capacity
or weight.
2. Explore the
concept of
capacity
3. Explore the
weight of
objects

27. Numbers and Operations
INITIAL 1
1. Count from 1-5
2. Identify more-
less, one and
none.
INITIAL 2.3
1. Count to ten or
higher.
2. Count concrete
objects.
3. Explore the
concept of whole
and parts.
INITIAL 2.4
1. Combine
separated sets of
objects.
2. Count and
compare sets of
items
3. Count by ones to
30
4. Count concrete
objects
5. Keep track of
items while
counting

28. Numbers and Operations
INITIAL 2.3
1. Recognize numerals
2. Use one-to-one
correspondence.
3. Interiorize number
trace using the body.
INITIAL 2.4
1. Recognize
numerals to 9
2. Use ordinal
numbers
3. Use one to one
correspondence

29. Problem Solving
INITIAL 1
Solve problem
according to their
age.
INITIAL 2.3
1. Explore how to solve a
simple problem (daily
conflicts).
2. Use story details to
explore math concepts.
(count objects in the
story)
INITIAL 2.4
1. Explore and
solve a simple
presented
problem
2. Use story details
to explore math
concepts

30. Clasification and Data Collection
INITIAL 1
1. Sort objects by size,
colors and shapes.
2. Recognize primary
colors.
3. Explore secondary
colors
INITIAL 2.3
1. Explore charts
and graphs.
INITIAL 2.4
1. Record findings in a
chart
2. Sort object into
groups.
3. Explore and
experiment how to
obtain secondary
colors

31. SCIENCE

32. NATURAL AND CULTURAL
ENVIRONMENT
• Explore and discover
elements and attributes
through investigation to
stimulate the childs
curiosity to increase
their respect for natural
and cultural
environment.

33. INITIAL EDUCATION 1
2 year olds

34. LEARNING OBJECTIVES
Compare and Contrast
Elements
• sweet and salty
• sweet and sour
• sticky and non sticky
• hard and soft.

35. Develop senses:
• Sight
• Hearing
• Taste
• Touch
• Smell
• Explore environmental elements
• Discover characteristics
LEARNING OBJECTIVES

36. Discriminate
environmental sounds
Sounds:
• Animal sounds
• Means of transportation
• Nature
• School
• Objects
• Instruments
Develop hearing sense
LEARNING OBJECTIVES

37. INITIAL EDUCATION 2 ABCD
3-4 year olds

38. LEARNING OBJECTIVE 1
Discover
attributes and
natural world
elements
exploring through
their senses
Identify living
things in the
environment
through
exploration
Recognize differences
between natural and
artificial elements
through their senses
Recognize different
elements of their
natural environment
through sensory
discrimination Identify animal
attributes as pets
and how take
care of them.
Identify healthy
food and their
importance in
the growing
process

39. LEARNING OBJECTIVE 2
Respect and
care of natural
environment
supporting its
conservation
Activities like :
Recycling, do
not waste
water,
Take care of
plants and
animals of their
environment

40. I2 LEARNING OBJECTIVE 3
Identify and
enjoy the
different
cultural
traditions of the
city
Identify
Cultural
expressions
of the city
Participate in
different
cultural
activities

41. SCIENCE ROOM: TABLE
Children investigate and explore their environment using their
senses. Children use instruments such as: precision scales,
vegetal colors, droppers, magnifying lens, microscope.

42. SCIENCE ROOM: LIGHT BOX
• Developes: curiosity, imagination, concentration,
atention and hand-eye coordination

43. SCIENCE ROOM: WATER STATION
Children manipulate water and play with materials to understand why
and how things happen.

44. ACTIVITIES

45. INITIAL EDUCATION 2
4 year olds

46. Projects

47. Children play, work and learn

48. Benchmark Assessment
INITIAL 2.4
• Word Parts
• Beginning Sound
• Letter Recognition
• Word knowledge
• Listening Comprehension
• Oral Counting
• Number Identification
1º BASIC
• Blend Phonemes
• Final Sounds
• Phonics
• HFW
• Blending Words
• Listening Comprehension
• Writing