Big Steps® and Fast Track®

Components

Teacher’s GuideScope and SequenceCurriculum Map

Lesson PlanCurriculum Variation FormWeekly Teaching UnitIcons and Textboxes

Resource LettersWeekly Materials ListScheduleAssessmentLook What I Can Do

Curriculum Map

*DO NOT CHANGE LESSON GOALS.

Word of the Week Letter of the Week Literacy Connection Math Connection

voyage Vv with prompting and support can identify letters of the alphabet (recognize first name in print)

match numerals to sets of objects with the same number

Station Enhancements Construction Station: use objects as intended in new activities

Music Station: participate in classroom activities with musical instruments and singing to express creativity

Literacy Small Group: with prompting and support can identify letters of the alphabet (recognize first name in print)

Discovery Station: identify locations of people and objects

Sensory Station: use senses to observe and experience objects and environment

Math Small Group: match numerals to sets of objects with the same number

Exploration Station: intentionally carry out as action with an understanding of the effect it will cause

Story Station: independently hold a book right side up and turn pages from right to left; with adult guidance, point to title of familiar books or stories and where to begin reading

Outdoor Adventure - Play & Learn: initiate play with one or two other children

Imagination Station: with prompting and support can identify letters of the alphabet (recognize first name in print)

Writing Station: show emerging awareness that writing can be used for a variety of purposes

Outdoor Adventure - Teacher & Me: use a familiar adult’s facial expression to decide how to respond

Teachers: Week of:

If needed, adjust lessons and activities to meet the needs of all children. See Teacher’s Guide and Inclusion Connection for suggestions.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Gather Together with prompting and support can

identify letters of the alphabet (Vv)

with prompting and support can identify letters of the alphabet (recognize first name in print)

match numerals to sets of objects with the same number

prior to reading, use pictures to predict s tory content

prior to reading, use pictures to predict s tory content

Learn Together demonstrate understanding

vocabulary from activities, stories, and books

demonstrate use of expanded sentences and sentence

structures

sort and match objects by one attribute such as color, shape, or

size

with prompting and support can identify letters of the alphabet (recognize first name in print,

Vv) identify and duplicate simple,

repeating patterns

Share Together with prompting and support can

identify letters of the alphabet (recognize first name in print)

match numerals to sets of objects with the same number

with prompting and support can identify letters of the alphabet (recognize first name in print)

demonstrate use of expanded sentences and sentence

structures make choices and complete some independent activities

Creation Station use a variety of tools and art

media to express individual creativity

use a variety of tools and art media to express individual

creativity

use a variety of tools and art media to express individual

creativity match numerals to sets of

objects with the same number listen to and follow s multi-step

directions

Curriculum Variation

Week 43

Lesson Plan

Weekly Teaching Unit

ClassroomManagement

Posted daily schedule reflects developmentally appropriate time frames. • A duplicate picture schedule

is posted at children’s eye-level.

Transitions• Provide warnings prior to

transitions. (5 minutes)• Encourage children to move

in a timely and effective manner by using theme transition songs or movements.

Daily Schedule

Our Daily Schedule and Routines include teacher-initiated activities, child-initiated activities, and lots of time for play and exploration.

6:00 - 7:30 a.m. Breakfast, Child-Directed Activities

7:30 - 7:50 a.m. Clean Up (tidy, restroom, wash hands)

7:50 - 8:10 a.m. Gather Together*

8:10 - 9:10 a.m. Learning Stations & Centers/Creation Station/Small Group Activities

9:10 - 9:25 a.m. Clean Up (tidy, wash hands)

9:25 - 9:45 a.m. Morning Snack

9:45 - 9:55 a.m. Wash Hands*

10:00 - 10:20 a.m. Learn Together*

10:20 - 11:20 a.m. Outdoor Adventures (Free Play and Guided Play)

11:20 - 11:40 a.m. Wash Hands/Story Time

11:40 - 12:10 p.m. Lunch

12:10 - 12:25 p.m. Restroom Break/Wash Hands

12:25 - 2:25 p.m. Rest Time

2:25 - 2:35 p.m. Clean Up/Transition

2:35 - 2:55 p.m. Afternoon Snack

2:55 - 3:05 p.m. Wash Hands

3:05 - 3:25 p.m. Share Together*

3:25 - 4:35 p.m. Learning Stations & Centers/Creation Station/Small Group Activities

4:35 - 4:50 p.m. Clean Up (tidy, wash hands)

4:50 - 5:40 p.m. Outdoor Adventures (Free Play and Guided Play)

5:40 - 6:00 p.m. Clean Up

6:00 - 6:30 p.m. Small Group/Departure

Teacher Initiated

Child Initiated

Play and Exploration including Free Play and Guided Play.

*Children may use the toilet as needed throughout the day. *Transition Activities are to be used throughout the day. * Teachers have to adjust schedules to reflect state-mandated times.

This poster is displayed in a 3 year old class.

Posted at children’s eye-level, written in affirmative, simple phrases, and have realistic picture support. (1 per year of age)

Positive Guidance

Teachers should respond calmly and respectfully to inappropriate behavior and encourage children to choose alternative behaviors.

Establish relationships: The more difficult the child, the more important the relationship.

Be consistent with rules and routines

KIND covers managing classroom behavior, self-regulation, redirection, compassion, resilience, and consequences..

Technology

• First Class curriculum and G.Y.M. are available on your computer & tablet

• View, download, print • Initial phase in updating

curriculum • Allows Franchise Support

Center to update more seamlessly and effectively

• Each school has 20 licenses.For assistance, contact

shelly@kidsrkids.com

KRK LMS

The Kids ‘R’ Kids curriculum is correlated online to ABCmouse.com. It helps prepare children for Kindergarten by reinforcing practice.

Assessments

• Document children’s learning. Include Kids ‘R’ Kids weekly assessments.

• Assessment data must be consistently collected and utilized to plan individualized instruction.

• Documentation must be kept organized in a designated teacher area.

Family Correspondence

Family Information BoardsIncludes series specific requirements.

Our Family Connection Letters help keep our families informed of things happening in the class and how they can be involved.

Explain the KIND philosophy to families when using it in your school.

CurriculumStations (Each series has it’s own set of required stations.)

• All stations open and are being used daily. (Including Sensory)

• Station includes additional props (theme-related materials) to support the theme/Fundamental Focus in at least 4 stations. (1300+)

Diversity Materials• The classroom includes a variety of displays and

materials to represent diversity. Literacy Materials

• All stations (except sensory) include theme-related reading and writing materials. (1200/1250-reading only.)

DisplaysArt

• Small group art is current, dated, labeled with activity learning goal.

• Free choice art is displayed and some examples include child-dictated descriptions. (1300+)

• Infants and toddlers must contain photos of children creating the art.

• Appropriate learning goal is posted with the work.

• At least one interactive.(1200+)

Curriculum Displays (1300+)• Includes examples of children’s work to reflect

math and literacy activities.• Labeled with appropriate learning goal.

Physical Environment

Organization and Labeling• Containers are labeled lowercase lettering.• Teacher materials are neatly stored in an

organized manner, and classroom is free of clutter.

Photographs• Photos of children and their families are

posted, most at children’s eye-level.Print Rich Environment

• Classroom contains examples of functional print lowercase letters.

• Classroom contains age-appropriate environmental print.

Supplemental Curriculum

Brain Waves™• Corresponding materials are stored

in 4 labeled containers (1 for each lobe) with activity card accessible.

• For infants/toddlers/1200/1250, only one tub is required and does not need to be accessible to the children.

• Implementation is evident. STEAM Ahead®

• implementation must be evident.

Infant-Toddler-Preschool

Fundamental Focus: Each STEAM AHEAD® unit is based upon one of Kids ‘R’ Kids Fundamental FocusesProject: name of projectIntroduction: background information on the project topicsSTEAM AHEAD® Connections: include at least one activity from each area: science, technology, engineering, art, or mathRationale: the reason for the projectObjective for Development and Learning: the primary learning outcomes as the result of participationOpen-Ended Questions: for use by teachers and designed to encourage thought-provoking answers What’s the connection? Explanation of how the STEAM AHEAD® Connection (science, technology, engineering, art, or math) is used in the activity.

STEAM AHEAD®

A Great Resource for training and new information

• This is a great way to get additional training on Brain Waves® and STEAM AHEAD®.

• There are many other trainings you can access to help you in the classroom. You may need to talk with an administrator. These classes are free of charge.

• The website is: www.prosolutionstraining.com/krk

Questions?