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New World Curriculum
Emerging Literacy and Language Development Initiative
Partnership with the U of MN

New World Curriculum

New World Curriculum
The New World Curriculum is an innovative curriculum we developed not only to help children acquire skills necessary to help them prepare for and succeed in school but also to help them succeed as individuals in a culturally diverse community.

Goals

  1. Provide preschoolers with a foundation for learning to ensure they are on track by the time they enter Kindergarten
  2. Ensure preschoolers are on track to becoming readers
  3. Expand our efforts to involve parents in their child’s growth and development by giving them the skills necessary to continue their child’s educational experience in the Head Start classroom and in their home
  4. Preserve the pride, home language, and culture of the diverse group of children we serve, so the curriculum would give them the “head start” they need to succeed in a culturally diverse community
  5. Individualize learning for each child
  6. Ensure preschoolers are on track, by measuring their growth and development through ongoing observation and assessments as mandated by the federal government.

Action Steps of Goals
Goal 1: Provide children with a foundation for learning to ensure they are on track by the time they enter Kindergarten. To accomplish this goal, PICA teachers not only talk, sing, and read to children in English and their home language, but also help children:

  • Identify the sounds of their language (phonemic awareness)
  • Identify letters especially those in their names
  • Count, sort, and match
  • Make observations and investigations
  • Experience a variety of music, art, movement and dramatic play activities
  • Feel independent and have pride in their accomplishments
  • Learn to cooperate and express feelings
  • Appreciate differences in others
  • Show initiative, persistence and curiosity
  • Reason and problem solve
  • Develop strength, dexterity, and control, and
  • Show independence in healthy practices and personal care.

Goal 2: Ensure preschoolers are on track for becoming readers by helping children:

  • Associate sounds with words
  • Grow in awareness of print in classroom, home, and community settings
  • Experience stories through pictures, dictation, and in play
  • Identify beginning and ending sounds of words
  • Expand his or her vocabulary
  • Learn how to handle and care for books
  • Understand the concept of rhyming
  • Ask questions and comprehending stories
  • Identify the sounds of their language (phonemic awareness)
  • Identify letters especially those in their names
  • Learn book knowledge: know that the words go from left to right, top to bottom and know the front of the book versus the back of the book.

Goal 3: Expand our efforts to involve parents in their child’s growth and development through PAC/Time and Home Visits.

Goal 4: Preserve the pride, home language, and culture of the diverse group of children we serve. Research shows that children learn more quickly when they understand and have a command of their own language.

PICA teachers:

  • Communicate with children and their families in their home language
  • Ensure there is a diverse array of books and bilingual books in the classroom
  • Participate in PICA’s Cross-Cultural University to learn basic conversational skills in the languages of the children in their classrooms, which may include Somali, Hmong, Spanish, Oromo, Swahili, Sign Language, and English
  • Ensure environments reflect the cultures of the children in the classroom
  • Welcome and celebrate the diversity of our families.

Goal 5: Individualize learning for each child.
PICA individualizes learning so each child works towards his or her specific goals and objectives based on unique interests and abilities. PICA teachers carefully observe children in the classroom, which helps ensure teachers are continually aware of the child’s changing interests and his or her progress towards individual goals and objectives. PICA teachers design daily activities for children based on individual interests and developmental goals. PICA follows a child’s lead, which means that if a child is interested in reading a book, we read books with the child. If the child shows an interest in drawing, we encourage the child to draw and paint – help that child explore his or her literacy through their unique talents and interests.

Goal 6: Conduct ongoing assessments of its preschoolers to ensure they are progressing according to their own group and individual goals and objectives.

  • Within 45 days of a child’s enrollment into the Head Start program, the teacher works with the child’s parent to fill out an Individual Learning Plan (ILP) that addresses the child’s unique strengths, needs, and learning styles at the appropriate developmental stage at the time of enrollment.
  • Each child also receives a screening for current level of development using the Minneapolis Preschool Screening Instrument (MPSI) or the Denver II.
  • As a child attend the Head Start Program, teachers prepare a weekly Lesson Plan for the classroom. As often as possible, teachers include parent’s ideas in the development of this Lesson Plan, to encourage continual conversation and parent involvement in the child’s education. The Lesson Plan is designed to develop various skill categories such as language development, physical development, literacy development, math and science development, and social/emotional development.
  • Next, teachers perform progressive developmental assessments (once at the beginning of the year, once mid-year, and once at the end of the year) based on the Creative Curriculum Child Development and Learning Checklist to determine when a child is ready to transition to the next stage of developmental activity and the curriculum associated with that level. At the end of the program year, the teacher completes a Transition Report and discusses this report with the child’s parents as the child transitions to the next developmental level. This process provides for PICA and parents a clear record of each child’s growth and progress.

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Last updated Fri, November 2, 2012
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