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Select an age group to build a success curriculum

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Select an age group to build a success curriculum

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Preschool- K

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Select an age group to build a success curriculum

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Select an age group to build a success curriculum

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Infants!

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Select an age group to build a success curriculum

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Select an age group to build a success curriculum

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5 years to 8 years

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Select an age group to build a success curriculum

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Select an age group to build a success curriculum

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4 year old pre-kindergarten class

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Select an age group to build a success curriculum

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Select an age group to build a success curriculum

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1st grade

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Your vision for teaching and learning for your class

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Your vision for teaching and learning for your class

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Learn by doing. Have fun while learning new techniques and skills.

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Your vision for teaching and learning for your class

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Your vision for teaching and learning for your class

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Learning through experience

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Your vision for teaching and learning for your class

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Your vision for teaching and learning for your class

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Children are human beings first and learners second. Emotional intelligence, self awareness and empathy are developed at this age.

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Your vision for teaching and learning for your class

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Your vision for teaching and learning for your class

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create an environment where they can use skills and abilities to learn more about their environment. Help them gain knowledge through their senses and motor movements.

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Your vision for teaching and learning for your class

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Your vision for teaching and learning for your class

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All school leaders and educators are charged with the responsibility to value and develop every child's unique abilities so they can become thriving adults in society.

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Jean Piaget- Theory and Stages of Development.
Children learn different things at different ages. They must successfully complete on stage before moving to the next.

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Montessori- place the child as the learner at the center of the educational environment.

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Lev Vygotsky- Emphasized social interaction as a means to promote cognitive development in children.

- Believed children internalized the experiences gained from these interactions forming their mental structures.

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Piaget believed all children go trough the same stages. At 0-2 children are in the sensorimotor stage where they are exploring the world through their senses and what is physically around them.

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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9:30- 10:00: Begin with gross motor movement and play (Gym or Outdoor).
10:00- 10:20: Snack time with speech interventions/ independently look at a book before circle.
10:20- 10:50: Circle/ Welcome Time (Introductions, Days of the Week, Weather, Show and Tell, Jobs). Story time (Book about topic of the week)
10:50- 11:25: Centers (Learning through play, kitchen area, blocks, art projects, puzzles, sensory bin)
-  Can also include specials like music and nature.
11:25- 12:00: End with more gross motor movement. (Gym or Outdoor play)

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Developmental Support: Cognitive, including Language and Literacy

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Developmental Support: Cognitive, including Language and Literacy

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- Circle time touches upon basics they should be learning.
- Story time allows for language development and higher thought processing.
- Imaginary play caters to more creative children and wider imaginations.

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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8:30 am- Arrive at school
9:00 am- 9:45 am Math
9:45 am-10:30 am Social Studies
10:30 am-11:15 am Reading
11:15 am-12:00 pm Lunch
1:00 pm-1:45 pm Science
1:45 pm-2:30 pm Art

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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9:00-9:30 free play/art project
9:30- bathroom break
9:40- Morning Meeting/Circle Time
10:00-Specials (mon-yoga, tues- music, wed- P.E., thurs- science, fri-sensory)
10:30- Snack and outdoor time
10:45- "Independent reading" and quiet time
10:50- Math
11:15- Reading/ELA lesson
1140-12- Center time
12- Dismissal

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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9am: Arrive to school and begin interacting and exploring the environment until everyone shows up.
9:30am: Read-Aloud and review of the alphabet and counting to 10.
10:00am: Students do centers that revolve around the different senses.
11:00am: Talk about the activities they did.
11:30am: Nap time.
12:30pm: Food time.
1-2pm: Exploration outside, weather permitting until guardians and parents arrive.

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Developmental Support: Cognitive, including Language and Literacy

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Developmental Support: Cognitive, including Language and Literacy

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DEAR Time

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Developmental Support: Cognitive, including Language and Literacy

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Developmental Support: Cognitive, including Language and Literacy

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Early literacy development: Alphabetic principle, letter/sound segmentation, letter recognition, basic sight words introduced.
Language: Modeling advanced vocabulary, rhyming, music.
Math: 1-1 correspondence, counting, number recognition, basic addition and subtraction,

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Developmental Support: Cognitive, including Language and Literacy

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Developmental Support: Cognitive, including Language and Literacy

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There is a daily read aloud done by the teachers. Right after there is time to sing the alphabet song and count numbers 1-10.
Students are encouraged to talk to each other and ask questions.

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- Beginning and ending with gross motor. Children who need Physical and Occupational Therapy services will receive them throughout the day.
- Art projects and play will develop fine motor skills.

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GYM time: Relay Races

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Outdoor time- free choice
Yoga- guided major body movements
P.E.- instructional fine and major motor skills presented as games and activities.

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Free-play is in the morning for children to play and interact with each other in any way they choose.
There is a music center for explore hearing and movement through dancing.
Students are allowed to play outside at the end of the day so they have fresh air and room to move around.
Infants are given toys within an enclosed area to play in during centers and free-play so that they are with like-aged peers.

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- Interaction with the kids who are sitting at the table with them.
- During centers they are able to talk and play with the other children in that group.

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Use a book (e.g. F is for Feelings) to help the children learn about social-emotional feelings.

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Direct instruction about different emotions, utilizing teachable moments when emotions or conflict arises, directly teaching group and individualized coping strategies.
Building friendships and relationships with adults, learning how to play and learn cooperatively, many opportunities to practice emotional and social skills with peers.

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Give child opportunities to play with each other.
Establish daily routines
Acknowledge their feelings
Practice role-playing
Use books and music

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- News letters sent home.
- Each child has there own notebook that gets sent back and forth between school and home everyday that the parents and teachers can write to each other.

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Progress journal that the teacher writes how the child is doing overall in school. Parents will be encouraged to write back to the teacher what their take is on their child's progress.

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Weekly newsletters

Bloomz app

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At the beginning of each month parents are given a list of activities that the students engage in within the day, so they can do similar things at home.
Parents are encouraged to read at home with their child nightly.

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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Daily Schedule, including Content areas subject and/ or Enrichment activities

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In early childhood, we encourage STEAM teaching to integrate these subject areas within a meaningful context.

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Developmental Support: Cognitive, including Language and Literacy

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Developmental Support: Cognitive, including Language and Literacy

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Parent Communication with ClassDojo! 💬🙌🎉

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Learn how to take your parent communication to the next level from Caitlin - a former elementary school teacher now part of the ClassDojo team! She'll share her expert tips for communicating with pictures, videos, files and so much more. Find this video helpful?

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Indoor classroom with flexible seating.
Gym is used when the weather is cold or rainy.
Outdoor playground is utilized whenever possible.

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Field trip once a month (e.g. Botanical Gardens, Hall of Science, Planetarium)
Indoor and Outdoor learning

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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sensory options for emotional calming when needed.

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Infants are in an enclose space within the classroom during center times so can explore what is around them. Children who are able to walk can participate in the centers.
At the end of each day, students are given time to play outside until it is time to go home. They can now experience the nature outside of the walls, as well as play on the small playground.

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)

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Space: Age Appropriate Learning Environment (Indoor/Outdoor)