Teaching-Strategies Scope-And-Sequence Kindergarten

The Creative Curriculum® for Kindergarten
Scope and Sequence for Kindergarten

This document shows the scope of the concepts and skills in The Creative Curriculum® for Kindergarten and the sequence in which they are introduced. When you
use the complete curriculum (including Teaching Guides, Intentional Teaching Cards™, Mighty Minutes®, Teaching Strategies® Children’s Book Collection, Book Discussion
Cards™, Highlights High Five Bilingüe™, Book Conversation Cards™, and the 3-Step Instruction Cards), you can be sure that these concepts and skills are introduced
and reinforced in a logical, thoughtful, sequential, and coherent order.
Each student and each classroom are unique. Understanding children’s unique strengths, needs, and interests makes it possible to individualize their learning to meet
them where they are.
You can use this chart as a starting point for most of the students in your class and then make adjustments according to the individual strengths and needs identified
by your observations and your assessment findings. This chart will help you plan experiences thoughtfully and intentionally on the basis of each student’s current
levels of development and learning.
Areas of Development and Learning: Social–Emotional, Physical, Language, Cognitive, Literacy, and Mathematics
Area of Progressions of Development and Learning—Sample Indicators

Development and Objective
Learning Beginning of the Year Middle of the Year End of the Year
Social–Emotional Self-regulation • Is able to look at a situation differently or delay • Begins to control strong emotions in an • Controls strong emotions in an appropriate
gratification appropriate manner most of the time manner most of the time
• Manages classroom rules, routines, and • Applies basic rules in new but similar • Begins to understand and explain reasons for
transitions with occasional reminders situations rules
• Begins to take responsibility for own well- • Takes responsibility for own well-being • Begins to practice skills to reach desired level
being of personal achievement
Positive • Begins to engage with trusted adults as • Engages with trusted adults as resources and • Engages with trusted adults as resources and
relationships resources and to share mutual interests to share mutual interests to share mutual interests
• Identifies basic emotional reactions of others • Begins to recognize that others’ feelings about • Recognizes that others’ feelings about a
and their causes accurately a situation might be different from his own situation might be different from his own
• Initiates, joins in, and sustains positive • Begins to interact cooperatively in groups of • Interacts cooperatively in groups of four or five
interactions with a small group of two to three four or five children children
children • Begins to maintain friendships for several • Maintains friendships for several months
• Establishes a special friendship with one other months or more; begins to form friendships or more; forms friendships around similar
child, but the friendship might only last a short around similar interests interests
while
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Social–Emotional, Group • Initiates the sharing of materials in the • Begins to cooperate and share ideas and • Cooperates and shares ideas and materials in
continued participation classroom and outdoors materials in socially acceptable ways socially acceptable ways
• Suggests solutions to social problems • Begins to resolve social problems through • Resolves social problems through basic
basic negotiation and compromise negotiation and compromise
Physical Traveling skills • Begins to coordinate increasingly complex • Coordinates increasingly complex movements • Begins to use a variety of traveling
movements in play and games in play and games movements, varying speed, pathways, and
directions
Balancing skills • Begins to sustain balance during complex • Begins to demonstrate how to balance on • Demonstrates how to balance on different
movement experiences different body parts at varying levels while body parts at varying levels while making
making different poses different poses
Gross-motor • Begins to manipulate balls or similar objects • Begins to manipulate balls or similar objects, • Manipulates balls or similar objects, propelling
manipulative with a full range of motion propelling them away from the body and them away from the body and receiving and
skills receiving and controlling them with increased controlling them with increased accuracy
accuracy
Fine-motor skills • Begins to use small, precise finger and hand • Uses small, precise finger and hand • Uses small, precise finger and hand
movements movements movements
• Begins to use three-point finger grip and • Uses three-point finger grip and efficient hand • Uses three-point finger grip and efficient hand
efficient hand placement when writing and placement when writing and drawing placement when writing and drawing
drawing
Language Listening to and • Begins to respond appropriately to complex • Responds appropriately to complex • Responds appropriately to complex
understanding statements, questions, vocabulary, and statements, questions, vocabulary, and statements, questions, vocabulary, and
complex stories, asking questions when needed; begins stories, asking questions when needed; offers stories, asking questions when needed; offers
language to offer opposites for frequently occurring opposites for frequently occurring verbs opposites for frequently occurring verbs
verbs and adjectives; begins to understand and adjectives; understands the difference and adjectives; understands the difference
the difference between similar action verbs between similar action verbs between similar action verbs
• Begins to follow detailed, instructional, • Follows detailed, instructional, multistep • Begins to ask for clarification in order to
multistep directions directions understand complex directions; begins to
carry out directions with five to six steps
Expressive • Describes and tells the use of many familiar • Begins to incorporate new, less familiar, or • Incorporates new, less familiar, or technical
language items technical words in everyday conversations; words in everyday conversations; correctly
• Is understood by most people; may begins to correctly use new meanings for uses new meanings for familiar words
mispronounce new, long, or unusual words familiar words • Pronounces multisyllabic or unusual words
• Begins to use long, complex sentences and • Begins to pronounce multisyllabic or unusual correctly; speaks audibly
follows most grammatical rules; begins to use words correctly; begins to speak audibly • Uses long, complex sentences and follows
common verbs and nouns • Uses long, complex sentences and follows most grammatical rules; uses common verbs
• Tells stories about other times and places that most grammatical rules; uses common verbs and nouns
have a logical order and that include major and nouns • Tells elaborate stories that refer to other times
details • Begins to tell elaborate stories that refer to and places
other times and places
Conversational • Begins to engage in complex, lengthy • Engages in complex, lengthy conversations of • Engages in complex, lengthy conversations of
and other conversations of five or more exchanges five or more exchanges five or more exchanges
communication • Begins to use acceptable language and basic • Uses acceptable language and basic social • Uses acceptable language and basic social
skills social rules during communication with others rules during communication with others rules during communication with others
Cognitive Positive • Sustains work on age-appropriate, interesting • Begins to sustain attention to tasks or projects • Sustains attention to tasks or projects
approaches to tasks; can ignore most distractions and over time; begins to be able to return to over time; can return to activities after
learning interruptions activities after interruptions interruptions
• Plans and pursues a variety of appropriately • Begins to plan and pursue own goal until it is • Plans and pursues own goal until it is reached
challenging tasks reached • Thinks problems through, considering several
• Solves problems without having to try every • Begins to think problems through, considering possibilities and analyzing results
possibility several possibilities and analyzing results • Uses a variety of resources to find answers to
• Shows eagerness to learn about a variety of • Begins to use a variety of resources to find questions; participates in grade-appropriate
topics and ideas answers to questions; begins to participate in research projects
• Begins to change plans if a better idea is grade-appropriate research projects • Exhibits creative ways to complete tasks; uses
thought of or proposed • Thinks through possible long-term solutions own perspective when describing directions
and takes on more abstract challenges or rules
Remembering • Tells about experiences in order, provides • Begins to use a few deliberate strategies to • Uses a few deliberate strategies to remember
and connecting details, and evaluates the experience; recalls remember information information
experiences three or four items removed from view • Begins to generate a rule, strategy, or idea • Generates a rule, strategy, or idea from one
• Draws on everyday experiences and applies from one learning experience and applies it in learning experience and applies it in a new
this knowledge to a similar situation a new context context
Classification • Groups objects by one characteristic; then • Begins to group similar objects by more than • Groups similar objects by more than one
regroups them using a different characteristic one characteristic at the same time; begins to characteristic at the same time; switches
and indicates the reason switch sorting rules when asked and explain sorting rules when asked and explains the
the reasons reasons
Symbolic • Plans and then uses drawings, constructions, • Begins to represent objects, places and ideas • Represents objects, places and ideas with
thinking and movements, and dramatizations to represent with increasingly abstract symbols increasingly abstract symbols
representation ideas • Plans and negotiates complex role play; joins • Begins to create rich dialogue, props,
• Interacts with two or more children during in detailed conversation about roles and costumes, scenery, and sound effects to
pretend play, assigning and/or assuming roles actions; play may extend over several days support role play
and discussing actions; sustains play scenario
for up to 10 minutes
Literacy Phonological • Decides whether two words rhyme • Begins to generate a group of rhyming words • Generates a group of rhyming words when
awareness, • Shows awareness that some words begin the when given a word given a word
phonics skills, same way • Matches beginning sounds of some words • Isolates and identifies the beginning sound of
and word • Shows awareness of separate syllables in • Verbally blends and separates onset and rime a word
recognition words in one-syllable words • Verbally blends, separates, and adds or
• Shows understanding that a specific sequence • Begins to decipher a few words using the substitutes individual sounds in simple,
of letters represents a spoken word letter-sound associations of most consonants consonant-vowel-consonant words; reads
and the five major vowels; begins to notice common high-frequency words
different letter sounds in similarly spelled • Deciphers a few words using the letter-sound
words associations of most consonants and the five
major vowels; notices different letter sounds in
similarly spelled words
Knowledge of • Recognizes and names as many as 10 letters, • Identifies and names 11–20 upper- and 11–20 • Identifies and names all upper- and lowercase
alphabet especially those in own name lowercase letters when presented in random letters when presented in random order
• Identifies the sounds of a few letters order • Produces short and long vowel sounds and
• Begins to produce at least one correct sound most frequent sounds for each consonant
for each letter in the alphabet
Knowledge of • Knows some features of a book; connects • Begins to use various types of books for their • Uses various types of books for their intended
print and its uses specific books to authors intended purposes purposes
• Indicates where to start reading and the • Shows awareness of various features of print; • Matches a written word with a spoken word,
direction to follow letters, words, spaces, upper- and lowercase but it may not be the actual written word;
letters, some punctuation tracks print from the end of a line of text to the
beginning of the next line
Literacy, continued Comprehension • Asks and answers questions about the text; • Identifies story-related problems, events, and • Engages in teacher-led reading activities using
of and response refers to the picture resolutions during conversations with an adult emergent reader books and other simple
to books and • Begins to pretend to read, reciting language • Begins to try to match oral language to words texts; focuses on major characters, events and
other texts that closely matches the text on each page on page; begins to point to words as he reads information; describes relationships between
and using reading-like intonation • Retells a familiar story and recounts an text and illustrations; makes comparisons,
• Retells familiar stories and recounts details informational text in proper sequence, inferences, and draws conclusions; identifies
from a nonfiction text using pictures or props including major events and characters, as the author’s supporting points
as prompts appropriate • Tries to match oral language to words on page;
• Begins to use different strategies to make points to words as he reads
meaning from print • Retells stories and recounts informational
• Begins to read and comprehend emergent texts with many details about characters,
reader texts and other print materials events, ideas, and story lines
• Uses different strategies to make meaning
from print
• Reads and comprehends emergent reader
texts and other print materials
Writing skills • Writes partially accurate first name • Writes accurate first name • Produces very simple compositions using
• Uses drawing, dictation, and early invented • Begins to produce very simple compositions writing, drawing, and dictation to supply
spelling to convey a message using writing, drawing, and dictation to supply information about a topic and narrate an
information about a topic and narrate an event, incorporating feedback from others as
event, incorporating feedback from others as needed
needed • Prints many upper- and lowercase letters;
• Begins to print many upper- and lowercase writes a letter or combination of letters for
letters; begins to write a letter or combination most consonants and short vowel sounds;
of letters for most consonants and short vowel uses basic capitalization; writes simple words
sounds; begins to use basic capitalization; phonetically based on knowledge of sound–
begins to write simple words phonetically letter relationships
based on knowledge of sound-letter
relationships
Mathematics Number • Verbally counts to 20; counts 10–20 objects • Begins to use number names while counting to • Uses number names while counting to 100
concepts and accurately; knows the last number states how 100 by 1s and 10s; begins to count 30 objects by 1s and 10s; counts 30 objects accurately;
operations many in all; tells what number (1–10) comes accurately; begins to tell what number comes tells what number comes before and after a
next in order by counting before and after a specified number up to 20 specified number up to 20
• Makes sets of 6–10 objects and then • Begins to solve simple equal share problems; • Solves simple equal share problems; makes
describes the parts; identifies which part has begins to make sets of 11–20 objects and then sets of 11–20 objects and then describes the
more, less, or the same; counts all or counts describe the parts parts
on to find out how many • Begins to identify numerals to 20 by name • Identifies numerals to 20 by name and
• Identifies numerals to 10 by name and and connect each to counted objects; begins connects each to counted objects; represents
connects each to counted objects to represent how many by writing one-digit how many by writing one-digit numerals and
numerals and some two-digit numerals some two-digit numerals
• Begins to indicate base-ten equivalents for • Indicates base-ten equivalents for numbers
numbers 11–19 using objects and drawings; 11–19 using objects and drawings; may use
possibly begins to use simple equations simple equations
• Begins to solve addition and subtraction word • Solves addition and subtraction word
problems of whole numbers within 10 using a problems of whole numbers within 10 using
variety of strategies; begins to make number a variety of strategies; makes number pairs
pairs within 10 within 10
• Begins to add and subtract whole numbers • Adds and subtracts whole numbers fluently
fluently within five within five
Spatial • Uses and responds appropriately to positional • Begins to use and make simple sketches, • Uses and makes simple sketches, models, or
relationships words indicating location, direction, and distance models, or pictorial maps to locate objects pictorial maps to locate objects
and shapes • Describes basic two- and three- dimensional • Begins to show that shapes remain the same • Shows that shapes remain the same when
shapes by using own words; recognizes basic when they are moved, turned, flipped, or slid; they are moved, turned, flipped, or slid; breaks
shapes when they are presented in a new begins to break apart or combine shapes to apart or combines shapes to create different
orientation create different shapes and sizes shapes and sizes
Comparison and • Uses multiples of the same unit to measure; • Begins to use measurement words and some • Uses measurement words and some standard
measurement uses numbers to compare; knows the purpose standard measurement tools accurately measurement tools accurately
of standard measuring tools • Begins to use some time measurement words • Uses some time measurement words and
• Relates time to daily routines and schedule and tools tools
• Begins to create and read simple graphs; • Creates and reads simple graphs; uses simple • Creates and reads simple graphs; uses simple
begins to use simple comparison and ordinal comparison and ordinal terms to describe comparison and ordinal terms to describe
terms to describe findings findings findings
Knowledge • Extends and creates simple repeating patterns • Begins to recognize, create, and explain • Recognizes, creates, and explains more
of patterns more complex repeating and simple growing complex repeating and simple growing
patterns patterns

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The Creative Curriculum® for Kindergarten

Scope and Sequence for Kindergarten

Area of Progressions of Development and Learning—Sample Indicators

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