Scope and Sequence

Unit and Topics and Themes Communication Objectives

Theme
1 At School School workers; school workers’ tasks; places at school; Identify and name school workers; describe school workers’
days of the week; numbers (zero to nineteen); action verbs tasks; identify location of people (upstairs, downstairs, inside,
outside); identify and trace numbers 1–19; count to 19; count
sets of ten; understand and follow simple commands
2 Feelings Feelings/healthy habits; parts of the body; numbers (twenty Identify and name feelings; identify and name healthy habits;
to twenty-nine); action verbs identify and trace numbers 20–29; count to 29; count sets of
ten; understand and follow simple commands
3 Home Parts of a house; furniture items; numbers (thirty to thirty- Identify and name parts of a house; identify and name furniture
nine); action verbs items; identify location of family members in a house; identify
activities families do at home; indicate location of furniture
items; identify and trace numbers 30–39; count to 39, count sets
of ten; understand and follow simple commands
4 Recycle Recyclable items; art supplies; numbers (forty to forty-nine); Identify and name recyclable items; identify and name art supplies;
action verbs communicate what one is using; express needs; communicate
what one is making; identify and trace numbers 40–49; count to
49; count sets of ten; understand and follow simple commands
5 Eating Out Food and drinks; tableware; food categories; numbers (fifty Identify and name people and items in a restaurant; identify
to sixty-nine); action verbs and name food and drinks; identify and name tableware
items; order in a restaurant; learn the possessive adjective
your; categorize food; express likes and dislikes; identify
and trace numbers 50–69; count to 69; count sets of ten;
understand and follow simple commands
6 Our Things Things/belongings; numbers (seventy to eighty-nine); action Identify and name belongings; communicate what one is
verbs looking for; indicate location of things; use possessive adjectives;
compare things; identify and trace numbers 70–89; count to 89;
count sets of ten; understand and follow simple commands
7 Animals Zoo animals; numbers (ninety to one hundred); action verbs Identify and name zoo animals; describe animals; describe
animals’ actions; use time expressions in relation to zoo
tasks; identify and trace numbers 90–100; count to 100;
count sets of ten; understand and follow simple commands
8 Places Places; outdoor activities; telling time; action verbs Identify and name places; express wants; identify and name
outdoor activities; identify and name types of weather; use
sequence words (first, then, last); describe means of transportation;
tell time (o’clock); understand and follow simple commands
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 Reading and Writing CLIL Amazing!
CLIL
Target Language Nature and Value
Readiness Math Science
Who is (he)? (He) is the (music Where is the (secretary)? Identify and trace uppercase and lowercase Numbers Observing Respecting
teacher). (She) is in the (office). letters Ff, Ss, Mm, and Aa; identify initial sounds
/f/, /s/, /m/, and /æ/; trace words and use rebuses (1–19) how bees work others
What does the (janitor) do? to read simple phrases; practice motor skills; together to make
(He) (cleans the school). practice visual discrimination a honeycomb
Are you OK? Yes, I am. What are you doing? I’m Identify and trace uppercase and lowercase letters Numbers Observing how Staying
I’m (amazed)./No, I am not. (exercising). Ll,Tt, Pp, and Ee; identify initial sounds: /l/, /t/, /p/, and
/3/; read phrases using words and rebuses; practice (20–29) animals protect healthy
I’m (sad). motor skills; practice visual discrimination themselves
Where is (Sister)? (She) is (in the Where is the (bed). It is (in the Identify and trace uppercase and lowercase Numbers Observing that Respecting
hallway). bedroom). letters Nn, Cc, Gg, and Ii; identify initial sounds
/n/, /k/ /g/, and /І/; trace words and use rebuses (30–39) spiders make differences
What is (she) doing? (She) is to read simple sentences; practice motor skills; webs to catch
(playing with a ball). practice visual discrimination food

What are you using? I’m using What are you making? We’re Identify and trace uppercase and lowercase Numbers Observing how Not wasting
(tape). making (a duck). letters Hh, Rr, Bb, and Oo; identify initial sounds
/h/, /r/, /b/, and /c/; trace words and use rebuses (40–49) seeds travel things
What do you need? I need (glue). to read simple sentences; practice motor skills;
practice visual discrimination

May I have (a menu), please? Yes, What do you want to (drink)? Identify and trace uppercase and lowercase Numbers Observing Helping each
of course. I want (water), please. letters Jj, Kk, Dd, and Uu; identify initial sounds
/ /, /k/, /d/, and / /; trace words and use rebuses
Ω (50–69) patterns in nature other
Is this your pizza? Yes, it is.Thank Do you like (milk)? Yes, I do./No, to read simple sentences; complete words by
you./No, it isn’t. I don’t. writing the initial letter; practice motor skills;
What do you want for (the main practice visual discrimination
dish)? I want (chicken), please.
What are you looking for? I’m My ring is (big). My ring is Identify and trace uppercase and lowercase Numbers Observing how Being neat
looking for my (cell phone). (bigger). letters Vv, Qq,Yy, and Ww; identify initial sounds
/v/, /kw/, /y/, and /w/; trace words and use (70–89) feathers help
Where is (my necklace)? I don’t rebuses to read simple sentences; practice male peacocks
know./It’s (above) your bed. motor skills; practice visual discrimination get attention
Do you see the (kangaroos)? Yes, I (In the morning), the zookeeper Identify and trace uppercase and lowercase Numbers Observing life Working as a
do. They’re (fast)! (opens the zoo). letters Xx and Zz; identify initial sound /3ks/
and final sound /ks/; identify initial sound /z/; (90–100) around a coral team
What are the (monkeys) doing? trace words and read simple sentences; practice reef
They are (eating). They’re hungry! motor skills; practice visual discrimination

Where do you want to go? I want (First), we can go (hiking). Trace and write words; read simple sentences; Tell time Observing that Sharing
to go to the (mountains). What time is it? It’s (2) o’clock. write simple sentences; practice fine motor skills;
practice visual discrimination (o’clock) caterpillars make
What can we do? Let’s go (hiking). I see (a plane). It is (big). cocoons and then
Today is (sunny). become butterflies
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