Basic
On Color background 100-Hour Preschool Boost Program Scope and Sequence
1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Mind Builder Skills Social Development Engage with trusted adults and peers to work, communicate, and play. Build and maintain relationships with peers and trusted adults over time.
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On Color background/1C
Initiate play and join a group in play. Demonstrate empathy for others.
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Try to help others make things better or easier. Cooperate and work as a team toward a shared goal.
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Engage in conflict resolution.
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Follow classroom rules and routines.
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1C Emotional Development Show self-awareness in different/multiple ways. Take responsibility for shared materials and jobs.
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Identify own body within surroundings and respect others’ personal space.
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Express pride in age-appropriate skills.
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Express opinion of abilities. Identify emotions in self.
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Identify connections and differences between feelings and behavior.
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Identify emotions in others.
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Manage emotions as needed (Self-Regulation).
Identify and verbalize needs. Manage transitions and adapt to change in activities or situations. Reframe the narrative in order to persist and self-motivate. Tolerate frustration as a step to learning.
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Executive Function Focus attention (Self-Regulation). Resist impulses (Self-Regulation).
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Persist in tasks.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Mind Builder Skills (continued) Develop working memory to solve problems and accomplish goals.
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Make plans and take steps toward a goal. Classify and organize to group and arrange items.
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Identify and solve problems. Take another perspective.
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Show flexible thinking and behavior.
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Motivation and Creativity Show curiosity by asking “why” questions to learn more.
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Take initiative.
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Ask and answer questions in order to learn or share information. Use imagination to think about or picture something.
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Try a new approach or new tasks.
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Talk and share.
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Make connections between situations. Think symbolically.
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Use tools in new and different ways to work toward a goal.
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Language Skills Listening Sustain attention while listening.
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Respond appropriately to spoken language.
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Follow oral directions.
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Show understanding of spoken language.
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Conversation Show motivation to communicate.
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Understand that people use different languages to communicate and to express simple greetings and phrases in a language other than their own. Engage in conversations with a variety of partners, taking turns listening and speaking. Use language for different purposes and match language to social contexts.
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Ask and answer questions to seek help or information.
Share observations about events. Share background knowledge.
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Share ideas and feelings.
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Use appropriate tone of voice.
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Use verbal and nonverbal conversation and group discussion rules.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Language Skills (continued) Speak clearly enough to be understood. Join in singing, rhyming, and wordplay. Show understanding of text read aloud. Ask and answer questions about text.
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Share observations about stories.
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Share inferences, predictions, or conclusions about a text.
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Compare and contrast information from a text.
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Tell or retell stories.
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Vocabulary Show an awareness of new words and curiosity about their meanings. Understand a large number of words and begin to use more and more of those words.
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Make connections between words and real life. Use frequently occurring nouns and verbs. Understand and use varied types of words.
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Understand and use a growing number of words to label and describe people, places, things, and actions.
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Understand and use a growing number of opposites.
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Understand and use category words.
Understand and use a growing number of question words ( who , what , where , when , why , how ). Understand and use a growing number of words that communicate feelings, needs, and wants.
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Understand and use a growing number of personal and possessive pronouns. ●
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Understand and use a growing number of prepositions. Understand and use a growing number of relational words.
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Understand and use academic language. Respond to instructional language.
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Understand and use a growing number of theme words. Understand and use a growing number of story words. Understand and use a growing number of math words. Understand and use a growing number of science words. Understand and use a growing number of social studies words. Understand and use a growing number of common phrases.
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Understand multiple-meaning words. Understand shades of meaning among verbs.
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Understand words similar in meaning.
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Distinguish words that sound similar but have different meetings.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Language Skills (continued) Sentence Structure Use complete sentences of four or more words. Use increasingly complex sentence structures. Usually order sentences with subject-verb-object.
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Use subject-verb agreement.
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Use sentences with multiple phrases. State multiple ideas in a single sentence. Join related sentences.
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Use single words or phrases as appropriate (multilingual learners).
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Use increasingly complex word forms. Use regular and irregular plurals. Use regular and irregular past tense.
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Use pronouns. Use possessives.
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Recognize and understand common cognates. Try to use new words and grammar (multilingual learners). World Languages Know that people can speak different languages. Understand and use some words or phrases in another language.
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Understand that people who speak the same language sometimes use different dialects or expressions. Communicate nonverbally with peers who speak a different language.
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Literacy Skills Reading Motivation Participate in prereading and reading-related activities.
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Select books and other texts for prereading.
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Identify that there is meaning in text. Phonological Awareness Separate sentence into words.
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Join two or more words to create a compound word. Remove word from a compound word. Blend two or more syllables to create words.
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Separate syllables from a word.
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Identify rhyming words.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Literacy Skills (continued) Produce rhyming words. Recognize and produce words that have the same beginning sound.
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Blend onset and rime.
Blend phonemes in one-syllable words. Alphabet Knowledge Identify at least 20 uppercase and 20 lowercase letters in isolation. Identify at least 20 uppercase and 20 lowercase letters in text.
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Recognize at least 20 letter sounds.
Produce at least 20 letter-sound correspondences.
Recognize own written name.
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Write uppercase and lowercase letters. Read-Aloud Comprehension Share and repeat the details in a text.
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Use information to describe.
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Use information to categorize. Use information to compare and contrast. Relate own experiences to those in books. Ask and answer questions about story elements.
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Make inferences. Make predictions.
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Identify the role of author and illustrator. Use prereading skills in self-selected books. Recognize different kinds of texts/genres.
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Compare and contrast two stories relating to the same topic. Print Concepts Identify that there is meaning in text.
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Display appropriate book-handling behaviors. Distinguish between letters, words, and pictures.
Show understanding of left-to-right and top-to-bottom directionality in print com- ponents. Understand conventions of print, including end punctuation and case.
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Writing Convey meaning through marks, letters, or symbols.
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Verbally share the meaning of own writing.
Write for different purposes.
Express an opinion.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Literacy Skills (continued) Compose an informative text.
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Compose a narrative.
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Contribute ideas and participate in group writing.
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Revise and edit group writing.
Share and celebrate written products.
Experiment with writing tools. Participate in shared research.
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Write own name.
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Write with some letter-sound correspondence.
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Independently write letters to make words or word parts. Use top-to-bottom and left-to-right directionality when writing.
Begin to experiment with end punctuation.
Math Skills Counting Understand that items and amounts can be counted.
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Recite number words from 1 to 30 in order.
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Count aloud 1–10 items with one-to-one correspondence.
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Consistently use the counting sequence in order during different counting activities. Use the last number counted to tell how many are in a set when objects are arranged (up to 10) in a line, a rectangular array, in a circle, or (up to 5) scattered (Cardinality). Count the same number of different items to see that the quantity is the same even when the objects are different. Count out a given number of objects from a group of up to 10 objects. Understand that each successive number counted represents a quantity that is one larger. Understand that the order in which items are arranged or counted does not affect the total count. Use matching or counting to compare the size of one group to another, using the words more , less , greater than , fewer , same , or equal . Correctly use ordinal terms, including first through fifth , next , and last .
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Subitize the number of items in a group of up to 5.
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Recognize and name numerals 0–9.
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Use numerals 0–5 to represent a group of counted objects.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Math Skills (continued) Operations Understand that adding or taking away one from a small group of objects changes the total quantity by one. Use fingers, objects, or drawings to show a verbal word problem adding to or subtracting from a set of up to 5 objects. Use informal strategies to separate up to 10 objects into two equal sets or up to 5 objects into two sets of any amount. Count forward or backward from a given number up to 5 to solve a problem. Geometry Recognize, name, and describe common two-dimensional shapes–circles, squares, rectangles, triangles–using words related to number of sides, length of sides, and number of points or angles. ● Explain that a shape remains the same shape even when its size or position changes.
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Combine shapes to create a picture or design.
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Create, compose, decompose, and talk about common two-dimensional shapes, including circles, squares, rectangles, and triangles. ● Begin to recognize common three-dimensional shapes, describing them as balls, boxes, cans, and cones. ●
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Spatial Sense Use position words such as over , under , above , on , beside , next to , between , in front of , near , far , top , bottom , up , down , and behind . Follow directions to move own body through space (e.g., move forward, walk back, sit down). Measurement Identify measurable attributes like height, length, capacity, weight, and time. Measure, describe, and compare height and length of objects using like units and words like small , big , short , tall , and long .
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Know the purpose of common measuring tools (e.g., ruler, scale, measuring cup/ spoon). ●
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Use formal or informal measurement tools (e.g., balance scale, cups, blocks, paper clips, etc.) to observe and describe weight, length, and volume.
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Measure, describe, and compare capacity or how much can be placed inside an object using like units and words like empty and full . Informally describe and compare the weight of objects using like units and words like heavy and light . ●
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Compare and order up to 5 objects by a measurable attribute.
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Describe the passing of time.
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Use pretend money during play, earning money for work, and using money to buy goods and services. ● Classification Describe and sort objects by similarities and differences. ●
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Collect, organize, and present data graphically.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Math Skills (continued) Patterns Recognize, complete, extend, duplicate, and create common patterns, including A, B, A, B; AA, BB, AA, BB; and ABC, ABC.
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Science Skills Scientific Thinking Observe, investigate, describe, and talk about common objects. Physical Science Identify, investigate, talk about, and describe the parts of common objects. Identify, investigate, talk about, and describe the location and movement of common objects.
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Use simple tools to measure and learn about different objects.
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Identify, investigate, talk about, and describe where light, heat, and electricity come from. Life Science Identify, investigate, talk about, and describe the parts of different plants and animals. Describe the life cycles of different plants and animals. Identify, investigate, talk about, and describe the relationship between plants and animals and their environments. Understand differences between living and nonliving things. Earth and Space Science Investigate, describe, and talk about materials from the earth and how they are used. Investigate, describe, and talk about objects that can be seen in the sky. Describe what happens when the earth or the sky changes. Show understanding of the importance of taking care of the planet.
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Social Studies Skills People, Past and Present Identify unique characteristics in themselves, classmates, and children from other cultures.
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Identify unique characteristics of families.
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Recognize and understand how events, time, and routines relate to their lives. Economics Show understanding that people have basic needs, e.g., food, clothing, and shelter. ●
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Show understanding of what it means to be a consumer. Talk about roles and jobs of the people in their community.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Social Studies Skills (continued) Geography Identify and create common features in the natural environment, such as hills, rivers, roads, lakes, and familiar buildings. Explore geography tools and resources, such as maps, signs, and street addresses.
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Citizenship Identify flags of the United States and of home state.
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Say the Pledge of Allegiance to the United States flag and the state flag, and observe a moment of silence.
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Vote as part of a group to make decisions.
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Fine Art Skills Art Use different art materials for exploration and for sensory experience.
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Use art for self-expression.
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Show interest and appreciation for others’ work.
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Music Sing, play musical instruments, and move to the rhythm in classroom activities.
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React to a variety of musical styles through movement and play. Drama Act out to recreate and retell stories, moods, or experiences.
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Physical Development Skills Gross Motor Master basic skills of running, jumping, climbing, and pedaling. Engage in movement sequences with adult prompts.
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Use perception to guide movement through space and interactions with objects and people. Fine Motor Experiment with a variety of fine-motor tasks but may lack strength and control. Show emerging proficiency on tasks requiring eye-hand coordination (draw pictures recognizable to child but not others; cut with scissors but may not be able to cut across page).
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Safety Exercise good habits of personal safety.
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1. Me and You 1.1 1.2 1.3 1.4
2. Our Community 2.1 2.2 2.3 2.4
Physical Development Skills (continued) Health Exercise good habits of personal health and hygiene. Recognize good habits of nutrition and exercise.
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Technology Skills Programs and Tools Use digital learning applications and programs.
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Use and identify different digital tools.
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Use technology, including learning applications, to express own ideas. Uses Use technology to find information. Use digital tools and resources safely. Show understanding of common technology and how it affects how people live.
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