KG II

Trimester 1	Trimester 2	Trimester 3
In our ‘Scholastic' program we  focus on ·         beginning sounds ·         grouping words with same sounds ·         identifying words and sounds which are alike and different, clapping syllables, rhyming songs ·         reading stories and knowing the words (title-author-illustrator). ·         In addition, we discuss characters, plot, setting and sequence of a story. ·         Children identify short and long sentences, write in their journals, practice upper and lower case letters, write sentences, and practice punctuation marks. ·         Children  develop a richer vocabulary and are able to express themselves more clearly. ·          Know the concept of top, middle, and bottom, learn that we read from left to right and top to bottom ·       Children  can read high frequency words. ·     Children    participate in echo and choral reading. ·         Grasp the concept of alliteration and connect spoken to written words.	·        Introduction to high frequency words: (what, like, on, the, we, my, up, me, and, look, of, now, too, they, have, I, see, to, am, a, you, can, are, or, but, all, has, this ) ·         Introduce the phonograms: op/ ot /an/at as well as (a) ah sound. ·         Participate in choral and independent reading. Students continue working with alliteration, rhymes, letter sounds and clapping syllables. ·         They learn to distinguish between statements and questions as well as connect between spoken and written words. ·         They are building alphabetic knowledge and exploring the concept of print. In addition, they are sequencing story events using picture clues and identifying action words. ·         Children are reciting classic poems, songs, and nursery rhymes. ·         They are recognizing sounds/ letter relationship and generating words. ·         Finally writing independently in journals every day and having a spelling activity every week.	·         Learn to express themselves through songs, dance, and art and have actually become authors and illustrators who write their own stories. ·         Introduction to the phonograms (id-ig-un-en). ·         review (at-an-ot-ig) ·         recognize many new high frequency words (who-this-are-the-out-too-see-you-my-or-but-what-they-have-go-with-to-by-where-down-no-all-be-do-look) ·         focuse on short vowel sounds (a – o – i – u – e sounds) ·         review common sounds (ai – oa – ie- ee – or – ng – oo short and long – ch – sh – th – qu – ou – ue – er – ar) ·         Students continue to isolate and identify the ending sounds, differentiate sound positions, recognize the pattern of repetition, work in writing a group chart, explore picture details, recognize upper and lower case letters, orally segment words, compare compound words, recognize cause and effect, recall story sequence, talk about a story plot, explore main idea and details, identify setting, make inferences, discuss describing words, identify punctuation marks (such as period, commas, question marks, exclamation marks and quotation marks), participate in choral reading, and recognize a sentence. ·         review alliteration, rhymes and clapping syllables. ·         Finally writing independently in journals and having a spelling activity every week.