Early Childhood 3-Year-Old Curriculum
Contents
English Language Arts ........................................................................................................................................ 1
Mathematics ..................................................................................................................................................... 2
Science ............................................................................................................................................................ 3
Social Studies ................................................................................................................................................... 3
Língua Portuguesa ............................................................................................................................................. 4
Information Technology ...................................................................................................................................... 5
Fine Arts: Music................................................................................................................................................. 6
Fine Arts: Art .................................................................................................................................................... 6
Physical Education ............................................................................................................................................. 6
English Language Arts
Reading
The Student will read fluently.
 Demonstrate an awareness of print.
 Acquire skills to match letters in the alphabet.
 Identify some letters of the alphabet, including those in one´s name.
 Demonstrate correct book handling.
 Sequence from left to right and top to bottom.
 Use emergent reading skills to read a story.
 Acquire awareness of the importance of letter identification.
 Understand that print provides information.
 Recite the alphabet.
 Recognize letters of the alphabet.
 Recognize that letters have sounds.
 Acquire skills to match some letters in the alphabet to their sound.
 Begin to hear, identify, and make oral rhymes.
The
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Student will respond to, comprehend, and analyze a variety of texts.
Use visual and verbal cues to comprehend new stories.
Construct meaning when responding to a story or a picture.
Use visual and verbal cues to comprehend new stories.
Develop awareness that different text forms are used for different purposes.
Writing
The Student will write with clarity and effectiveness on a range of topics and for a variety of
purposes.
 Hold pencil and crayon appropriately.
 Draw some letters using various materials.
 Trace and follow dotted lines.
 Attempt to write part or whole first name.
 Use scribbles and approximations of letters to represent written language.
 Use letters or recognizable symbols in inventive spelling.
 "Read" his/her own inventive writing.
 Copy words and letters of the alphabet from examples.
 Know that writing communicates meaning and information.
Early Childhood 3-Year-Old Curriculum
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Acquire skills to reproduce letters.
Mathematics
Process Standards (Common Core)
Process Skills are the unifying factor in all mathematics classes.
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with Mathematics
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure
 Look for and express regularity in repeated reasoning.
Numbers and Operations (Content): The Student will understand and apply numbers, ways
of representing numbers, relationships among numbers, and number systems.
Numbers and Number Sense: The Student will understand and demonstrate a sense of what
numbers mean and how they are used.
 Identify numbers 0-5.
 Count backwards from 5.
 Touch and count objects in a set one-by-one from 1 to 5.
 Create sets of objects 1 to 5.
 Recognize numerals 1 to 5 in random order.
 Rote count to 10.
 Sort and classify objects by color, shape, or size.
Operations on Numbers: The Student will understand meanings of operations and how they
relate to one another.
 Explore the concepts of computation by sorting and classifying objects by graduated
size.
Numerical Operations and Estimation: The Student will accurately calculate and use
estimation techniques, number relationships, operation rules, and algorithms; he/she will
determine the reasonableness of answers and the accuracy of solutions.
 Explore the concepts of estimation by sorting and classifying objects by graduated
size.
Measurement (Content)
Physical Attributes: The Student will demonstrate an understanding of units of measure
and measurable attributes of objects.
 Identify time based on morning, afternoon, day and night.
Patterns, Functions, and Algebra (Content): The Student will use various algebraic methods
to analyze, illustrate, extend, and create numerous representations (words, numbers,
tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical
situations to solve problems, communicate, reason, and make connections within and
beyond the field of mathematics
Patterns, Relations and Functions: The Student will recognize, describe and develop
patterns, relations and functions.
 Separate groups of objects to form new groups.
Early Childhood 3-Year-Old Curriculum
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Recognize and create ABAB pattern.
Geometry (Content): The Student will develop an understanding of geometric concepts and
relationships as the basis for geometric modeling and reasoning to solve problems involving
one-, two-, and three-dimensional figures.
Geometric Properties: The Student will analyze characteristics and properties of 2 and 3
dimensional geometric shapes and develop mathematical arguments about geometric
relationships.
 Identify and experiment with shapes (circle, square, triangle, heart)
Science
THE EARTH AND SPACE SCIENCES
The Universe
The Student will gain an understanding of the origin, evolution, and structure of the
universe.
 Use vocabulary (e.g., clouds, Sun, moon) to describe major features of the sky
Objects in the Universe
The Student will demonstrate and apply knowledge of objects in the universe using the
appropriate equipment and technology.
 Use vocabulary (e.g., clouds, Sun, moon) to describe major features of the sky
Earth Science (Climate and Weather)
The Student will demonstrate an understanding of the relationship between Earth’s
atmospheric properties and processes and its weather and climate.
 Acquire awareness of the four seasons
THE LIVING ENVIRONMENT
The Living Environment
The Student will comprehend the basic concepts and principles of life science.
The Living Environment (Structure and Function – Organization and Development)
The Student will comprehend that all life forms, at all levels of organization, use specialized
structures and similar processes to meet life’s needs.
 Differentiate living things from nonliving things.
Life Science (Structures and Functions of Living Systems- Matter and Energy
Transformation)
The Student will understand how living things obtain and use energy.
 Acquire awareness of living thing´s need for certain resources, like food and water
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Social Studies
The Student will understand and evaluate the modern world through analyzing essential
concepts in civics, economics, geography, history, and sociology
 Identify the similarities and differences among people like himself/herself and
classmates represented in the classroom.
 Acquire skills to accept differences among people.
Early Childhood 3-Year-Old Curriculum
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Acquire skills to accept different points of view than their own.
Acquire sharing and cooperative skills.
Identify common features in the home and school environment.
Engage in dramatic play.
Acquire awareness that community helpers are important for the society.
Acquire an awareness of basic human needs.
Adapt to common routines (e.g., lunch time, snack time, story time, etc.).
Begin to develop social skills.
Acquire a notion of positive behavior.
Identify and understand classroom rules and procedures.
Acquire skills to examine a situation from another person’s perspective.
Língua Portuguesa
Oralidade
O aluno deverá exprimir-se oralmente com coerência e clareza, usando estratégias orais
apropriadas, de acordo com a finalidade pretendida.
 Exprimir oralmente factos, ideias, sentimentos básicos mediante descrições e
expressões;
 Inventar e recontar (parafrasear) histórias.
Leitura
O aluno deverá ler, compreender, interpretar e analisar de forma crítica diferentes tipos de
texto.
 Ler uma história através de imagens em substituição das palavras;
 Completar ou inventar uma história através de imagens (ditar ao professor a história
para ele registar);
 Ordenar a sequência de uma história (recorte e colagem);
 Identificar palavras que lhes sejam mais familiares, por exemplo, o seu próprio nome
(memorização e reconhecimento).
 Analisar imagens pictóricas e códigos simbólicos convencionados para substituição de
palavras numa história;
 Interpretar os seus próprios desenhos;
 Atribuir significados e elaborar uma história através dos seus desenhos.
 Inventar histórias a partir de imagens simples.
Escrita
O aluno deverá escrever textos coerentes e claros, de tipologia diversa, aplicando os
conhecimentos adequados do funcionamento da língua, sua gramática e estruturação.
 Situar-se no espaço e ter noção da sua lateralidade;
 Organizar, através do desenho, os elementos no seu espaço correto;
 Utilizar o grafismo ou o desenho como tentativa de escrita;
 Imitar o código escrito: do nome e de palavras (garatujas);
 Desenhar e ser capaz de descrever ou inventar uma história acerca do seu desenho;
 Relembrar histórias recorrendo ao desenho;
 Recortar/colar sequência de imagens de uma história;
 Sequenciar uma história através dos seus próprios desenhos;
 Escrever o nome das crianças com letra maiúscula.
Early Childhood 3-Year-Old Curriculum
Educação literária e cultural
O aluno deverá compreender a importância e influência do contexto de produção dos textos
literários ou não literários.
 Vivenciar factos históricos, culturais e geográficos pertencentes à cultura portuguesa.
 Relatar experiências relacionadas com a cultura portuguesa: passeios, histórias
tradicionais, jogos, receitas, tradições.
Information Technology
Creativity and Innovation
The Student will demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
 Use technology resources (e.g. puzzles, logical thinking programs, drawing/painting
tools) for problem solving, communication, and illustration of thoughts, ideas, and
stories.
Communication and Collaboration
The Student will use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
 Experiment comfortably with technology tools with floor robots in an instructional
setting for learning.
 Use teacher-selected software and hardware, to learn new content or reinforce skills.
 Interact positively and productively in a class or small group lesson using technology
to share language experience stories.
Technology Operations and Concepts
The Student will demonstrate a sound understanding of technology concepts, systems, and
operations.
 Move the mouse, selects, left-clicks and drags to perform computer functions (e.g.
accessing an application, indicating a choice, or activating a hyperlink).
 Identify digital tools (e.g. cell phone, camera, computer).
 Recognize symbols and icons used to identify common functions (e.g. back/forward
arrows, print, save).
Critical Thinking, Problem Solving, and Decision Making
The Student will use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and resources.
 Use directional commands (forward, backward, left and right turns) and some
commands associated particularly with the floor robots (eg. clear, go, pause).
 Orient self and objects in space and directionality - using commands forward,
backward, right turns, left turns.
 Use technology resources, (e.g. puzzles and drawing/painting tools), for problem
solving, communication, illustration of thoughts, ideas, and stories.
Early Childhood 3-Year-Old Curriculum
Fine Arts: Music
Perform
The Student will sing and/or play a varied repertoire of music.
 Echo short melodic patterns
 Explore the steady beat when singing
 Explore the steady beat when playing small percussion instruments
Create
The Student will improvise melodies, variations and accompaniments
 Improvise movement to instrumental pieces
 Explore small percussion sounds
Respond
The Student will understand music in relation to history and culture.
 Move freely to music from different time periods and cultures
The Student will understand relationships among the arts and disciplines outside the arts.
 Respond to transitional songs (clean-up, circle time, hello song, etc.)
The Student will analyze, evaluate, and respond to varied musical repertoire and
performances.
 Identify a variety of small percussion instruments
Fine Arts: Art
Perform
The Student will understand and can apply media, techniques and processes related to the
Visual Arts.
 Manipulate materials and experiment with them in the creative process
 Mix and create new colors
 Improve grasp and finger strength
 Explore tearing paper.
The Student will know, in the making of artwork, how to use the various media to create
desired sensory qualities, organizational principles and expressive features.
 Recognize and identify shapes within their work and their surroundings.
 Create various shapes or lines using a variety of media (e.g., finger paint, tracing in
sand, clay)
Physical Education
The Student will use a variety of basic and advanced movement forms and demonstrate
knowledge of critical elements (isolated, small parts of the whole skill or movement) of
locomotor, non-manipulative, and manipulative skills.
 Demonstrate knowledge of critical elements used in the locomotor skills of walking,
running, hopping, jumping and landing, galloping, sliding, and skipping.
 Demonstrate knowledge of critical elements used in non-manipulative movements of
bending, pushing, pulling, stretching, turning, twisting, swinging, balancing, and
rolling.
Early Childhood 3-Year-Old Curriculum
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Demonstrate knowledge of critical elements used in stationary manipulative skills
(e.g. toss and throw to targets, bounce and catch, toss and catch, kick to a target,
strike with paddle, dribble, roll, trap, volley with hand).
Identify different rhythms
The Student will use movement concepts and principles in the development of motor skills.
 Demonstrate knowledge of basic movements vocabulary (e.g., stop, start, jump and
hop).
The Student will achieve and maintain a health-enhancing level of personal fitness as well
as understands its benefits.
 Participate for short periods of time in low physical activities that cause increased
heart rate, breathing rate, and perspiration.
The Student will understand the social and personal responsibility associated with
participation in physical activity.
 Use appropriate behaviors and safe practices in physical activity setting.
 Listen to the teacher’s instructions.
 Demonstrate knowledge of safe and unsafe behaviors in physical education.