Early Childhood Curriculum Guide
Preschool 2s, Preschool 3s, and Preschool 4s
Our Mission
Harbor cherishes childhood, cultivates wonder, and inspires confident learners and leaders.
Diversity Statement
Harbor believes celebrating diversity enriches the lives of everyone and that embracing the essence of each individual makes us stronger as a school community We honor different perspectives, cultures, ways of life, and the beliefs people bring when they walk through our doors As a result, our students possess the moral and ethical foundation that prepares them to live with compassion and empathy in a global world.
The Early Childhood Division
The Early Childhood division comprises Preschool 2s, Preschool 3s, and Preschool 4s. Our goal is to launch each child’s formal educational experience by establishing a foundation for academic success and joy for learning that will continue with each child as they progress through every phase of their academic career and, we hope, for a lifetime. Within a broad, deliberate, and thoughtful program, each grade provides an environment that celebrates the child intellectually, emotionally, socially, and physically within an innovative learning experience
Preschool 2s
At Harbor Country Day School, our littlest learners embark on a journey that lays the foundation for socialization, kindness, and empathy We believe in a holistic approach to education, nurturing the child’s social, emotional, physical, and cognitive development. Our approach balances open-ended play and guided learning, fostering a love of exploration and discovery.
Our teachers understand the developmental needs of two-year-olds and create a safe and nurturing classroom environment where children feel supported and loved. We believe a joyful and nurturing environment allows children to build confidence and independence as they begin to navigate their world.
The Preschool 2s program emphasizes play-based learning, focusing on exploration, sensory activities, and social interactions. The small class size (4:1 ratio) allows our dedicated teachers to build strong connections with each child and their families. Preschool 2 is a half-day program beginning at 9:00 a.m. and concludes at 11:30 a.m. This class offers two days (T/TH), three days (M/W/F), and a five-day option (M-F).
Our curriculum, designed thematically, encourages children to engage their senses to learn about different topics, fostering hands-on connections to their environment. The program features a variety of activities, including process art, where children can experiment with materials and techniques, fostering self-expression and creativity. Science explorations provide hands-on experiences that stimulate curiosity and critical thinking, while interactive play encourages collaboration and social skills Together, these activities create a rich learning environment that supports cognitive, emotional, and physical development. This approach nurtures creativity and builds a solid foundation for a lifelong love of learning beyond the toddler years.
Preschool 2s Schedule
The schedule for our Preschool 2s provides a structure with a mix of whole and small group activities, along with a time for exploration and play. Establishing a routine gives the children a sense of security and something to look forward to daily.
Typical Schedule
9:00 – Arrival Time
9:00- 9:45 - Free Play
9:45 -10:00 - Clean Up Music is offered two times a week.
10:00 - 10:20
10:00 - 10:10 Circle Time
10:10 - 10:30 Snack Time
10:30 - 11:00 - Daily Activity
11:00 - 11:30 - Recess and Dismissal
Preschool 3s and Preschool 4s
The preschool curriculum draws upon young children's own experiences The children are gently guided through their first school years in a warm, nurturing, and stimulating setting. The small class size and low student-teacher ratio (1:6) support our youngest students' optimal developmental and educational needs. Both the Preschool 3s and 4s classes offer five-day half-day or full-day programs.
As the beginning step in children's academic careers, our preschool classrooms are structured to foster exploration and wonder through interactive and developmentally appropriate activities. Our classrooms incorporate sensory-based activities, which allow the students to learn with the use of their senses. This hands-on approach inspires the self-confidence young learners need to succeed in the classroom
Preschool 2s, 3s and 4s Themes
Month
September
October
November
December
Themes
All About Me
Family
Friendship
Community Helpers
Five Senses
Apples
Pumpkins
Halloween
Fall
Native Americans
Pilgrims
Thanksgiving
Forest Animals
Holidays and Traditions (Two eeks)
Winter
January
February
February
March
April
May/June
Hibernation
Adaptation
Polar Animals
Transportation
Groundhog Day
Dental Health
Valentine’s Day
Dinosaurs
Wind
Rainbows
St. Patrick’s Day
Space
Signs of Spring
Reduce, Reuse & Recycle
Life Cycles
Insects
Farm
Mother’s Day
Zoo
Rainforest
Aquarium & Ocean Life
Signs of Summer
Three Cheers for PreK - Preschool 3s and 4s
Beginning in Preschool 3s and 4s, students are taught using the Three Cheers for Pre-K play-based curriculum, which helps children develop academically, socially, and emotionally. The following are areas of focus that the course will focus on during its 9-month-long units of study.
● Key learning outcomes in early literacy, family engagement, and reading at home
● Nine month-long units of study based on relevant themes
● Hello School
● Marvelous Me
● Look Outside
● Taking Care
● Everyday Helpers
● From Farm to Table
● On The Go!
● Animals Around the World
● Earth, Moon, and Sky
● Uses quality children's literature as the starting point for learning
● Hundreds of interactive games to help children develop letter recognition and vocabulary
● Creative centers with routine activities
● An award-winning digital platform that supports multilingual learners
● Social-emotional learning: A key component of the curriculum that helps children learn to understand and manage their emotions
Social Development
Our preschool teachers create a safe, supportive learning environment, which gives the students the security to try new things and take chances without fear of failure. Children are given many opportunities that encourage independence and confidence and enable them to meet with success every day From the start of the school year, the preschool students participate in creating classroom guidelines for the good and well-being of all, helping them to develop a sense of community, responsibility, and self-control.
Our preschool children are given daily opportunities for free play, cooperative play, sharing toys and materials, and taking turns in various learning experiences in learning centers and play areas. By participating in the daily circle time routine and story time, children develop their listening skills and increase their attention span to become more attentive listeners. Students are given many opportunities to express themselves in a secure and supportive environment, which helps build greater self-confidence
Students in Preschool 2’s classroom are introduced to new experiences through play and modeling by our dedicated teachers. These opportunities provide a nurturing space for each child to explore their independence and acclimate to our classroom routine and learning community. In the Preschool 3s classroom, the students begin to understand simple directions and learn classroom routines and rules Within the Preschool 4s setting, the students are exposed to the increased complexity of projects and activities, which requires more attention and increased skills in listening and following directions.
Learning how to solve problems is an area of focus in the Preschool 3s classroom. Students are presented with different ways to work through certain situations using large group instruction. For instance, how to resolve conflicts with peers, understand how to express themselves, and comprehend conflict resolution by giving students the tools they need to resolve conflicts with their peers, encouraging a harmonious classroom environment When these factors are combined, students will further their empathy for others, creating well-rounded, healthy social-emotional skills. The following are presented and encouraged with this lens:
● Ask politely
● Say how you feel
● Take deep breaths
● Using kind words
● Ask for help from a grown-up
● Be patient and wait
Mrs. Wordsmith - The Big Book of Feelings
Social and emotional learning (SEL) is how our young learners form and maintain positive relationships, manage their emotions, and express themselves. Beginning in Preschool 4s, our students are exposed to Mrs. Wordsmith. This curriculum helps students learn new words to express their feelings and emotions As part of early childhood development, we want our students to successfully identify their feelings and talk about their emotions confidentially and accurately.
The curriculum within Mrs. Wordsmith is called The Book of Big Feelings, which focuses on giving students vocabulary words to express themselves. For example, each page in this book represents a specific emotion explained through a story, quiz, list, activity, reflection questions, humorous picture, or a combination of all these things. Some words include resilient, cheerful, disappointed, respectful, calm, and frustrated. As each card is presented, it encourages conversation amongst the class to better understand the word and how it can relate to feelings. With these whole group learning activities, students can answer higher-level thinking questions, solve problems, and gain confidence in expressing their feelings
The more that students understand their feelings and communicate them well, the higher the probability of making social connections and having a lesser amount of
negative feelings. Our goal with this program is to help our students develop their emotional intelligence further.
Literacy/Language
In each preschool classroom, the children are surrounded by written words through classroom labels, signs, environmental print, and literacy activities that are incorporated into the children’s daily activities. As you look deeper into this content area, you will notice how we introduce emergent literacy in Preschool 2s, practice those skills in Preschool 3s, and master what was taught for the past two years in Preschool 4s This lateral progression allows students to be exposed to literacy in various ways, enhancing their skills and preparing them for kindergarten
In Preschool 2’s, our littlest learners are exposed to early language and literacy skills through everyday experiences in the classroom. These moments include read-alouds, talking, laughing, singing, and playing with teachers and classmates. Students in Preschool 2’s learn language and develop early literacy skills as they are spoken to and begin to communicate back through meaningful play and exploration.
Students enrolled in the Preschool 3s classroom begin to understand emergent literacy, the concept that the written word stands for the spoken word. Teachers read to the children daily, asking them to recount the experiences in a story and describe its basic idea
In the Preschool 3s classroom, the children are given various ways to observe their names in print. With continued experience, the preschoolers begin to recognize the first letter in their name and then the letters that follow it. By understanding letters and word knowledge through name recognition, children begin to apply this understanding to recognize other simple environmental prints displayed throughout the classroom and school. The ideas, sequence of events, and predictions of a song's story, poem, or lyric begin to emerge at this age. They are developed through various games, stories, and songs presented in the classroom and during their sessions with the school librarian and music teacher.
In the Preschool 4s classrooms, the students are asked predictive and analytical questions during story time to stimulate deeper thinking. These children are encouraged to respond using complete sentences and clear articulation. Children are also asked to recall their previous knowledge of a story over several days. This is
seen when reading parts of a chapter book where children are asked, “What happened in the story the last time we read?”
In both the Preschool 3s and 4s settings, students are exposed to the alphabetic principle, which is understanding the relationship between letters and sounds and the shapes and spatial features of letters The children begin to make connections between letters and sounds through alphabet books, puzzles, listening to stories, and participating in songs and fun-filled fingerplays.
Phonological Awareness is a skill that includes identifying and manipulating units of oral language (words, syllables, onset, and rimes) Phonemic Awareness is the understanding that spoken words are made up of individual sounds called phonemes. To enhance this skill set for our preschoolers enrolled in 3s and 4s, students are exposed to the Heggerty Early Pre-Kindergarten and Pre-Kindergarten Curriculums. These curriculums are a 35-week program that has a systematic progression that is used to introduce students to different phonological Awareness skills and early literacy skills The following areas of focus are taught during these whole group lessons:
PK 3 Phonological Awareness Skills
● Rhyming
● Initial Phoneme Isolation
● Blending
● Segmenting
● Final Phoneme Isolation
PK 4 Phonemic Awareness Skills
● Rhyming
● Onset Fluency
● Blending
● Isolating Final or Medial Phonemes
● Segmenting
● Adding (ex., Making singular words into plural words)
● Deleting
● Substituting
PK 3 & PK 4 Early Literacy Skills
● Alphabet Knowledge
● Language Awareness
Preschool 4s Public Speaking Activities
In Preschool 4s, the children have many opportunities to build confidence through various speaking activities during the school year. During Harbor’s Winter Solstice celebration, the Preschool 4s recite a seasonal poem during All School Meeting for our full student body to enjoy The children also participate in weekly sharing time with their peers to build upon their expressive language The goal is for our students to feel comfortable and confident speaking with others within small and large group settings. In addition, in one of our major projects of the year, our Preschool 4s students are assigned individual projects to learn more about polar, desert, and jungle animals. Students create posters about their particular animals with these projects, including pictures and facts about them The children present these projects to their peers mid-year and to their peers and parents at the end of the year.
Literacy Goals for Preschool 2s Classroom
● Begin to expand their vocabulary
● Begin to develop concepts of print
● Begin to speak in turn
● Begin to notice and/or label characteristics of objects in their environment
● Begin to formulate their own ideas and expand sentence structure through open-ended questions
Literacy Goals for The Preschool 3s Classroom
● Identify Name
● Identify and name the capital letter in their name
● Identify and name the lowercase letters in their name
● Begin to understand the idea that letters and words represent our spoken language
● Begin to understand the relationship between letters and sounds, the shape of letters, and the spatial features of letters
● Begin to develop an understanding of phonological awareness: rhyming sounds, initial /ending consonant sounds, compound words, using the Heggerty Phonics Program
● Understand the basic ideas in a story
● Begin to understand a sequence of events or ideas
● Participate in a weekly library program
● Explanation of art techniques using their creative skills when presented with new art terminology (applying their knowledge when creating art)
Literacy Goals for The Preschool 4s Classroom
● Understand the idea of emergent literacy - that letters and words represent our spoken language
● Understand the idea of the alphabetic principle, the relationship between letters and sounds, the shape of letters, and the spatial features of letters
● Recognize and write the letters of their name
● Identify some upper and lowercase letters
● Begin to develop an understanding of phonological awareness: rhyming sounds, initial /ending consonant sounds, compound words, using the Heggerty Phonics Program
● Begin to recognize simple print (yes, no, love, mom, dad, etc.)
● Understand the basic ideas in a story, including plot, main characters, setting, and the sequence of events
● Predict the outcome of a story
● Understand a sequence of ideas or events
● Develop an understanding of left-to-right and top-to-bottom progression
● Social/Emotional vocabulary development with the Mrs. Wordsmith program
Author Study
Our young learners focus on a different author every month. The students in the class get the opportunity to learn more about the author and how their books connect to the student’s daily activities and themes. After reading a story from the author, the students participate in an art project to make connections to the text To complete their projects, each student is asked a question about the text to promote higher-level thinking and allow the students to make their own connections to the text. The authors we study include Eric Carle, Mo Willems, Jan
Brett, and David Shannon, to name a few.
Mathematics
Preschool 2s students are introduced to various mathematical concepts through daily classroom activities and play These concepts include shape recognition, sorting, number awareness and counting, building with blocks, and comparing objects by size and shape. Mathematical concepts introduced in the Preschool 2s classroom will be practiced in Preschool 3s and worked on towards mastery in Preschool 4s.
Throughout the school year, we incorporate daily experiences in mathematics, including rote counting of objects to ten in Preschool 3s and 20 in Preschool 4s. Students are exposed to numeral recognition throughout the school day, such as daily calendar activities and other classroom activities involving single- and double-digit numbers. There are a variety of classroom manipulatives, such as counters, stones, beads, and other tactile objects that aid students in the process of learning how to sort, classify, and compare objects by color, size, and shape This is completely based upon one characteristic (color) and, later, using two or more characteristics (color and size).
Basic shapes are introduced in the Preschool 2s classroom and then practiced the following year in the Preschool 3s classroom This includes circles, triangles, squares, rectangles, hearts, and stars Using attribute blocks, geoboards, shape and number puzzles, colored beads, and magnetic shapes, the students can practice becoming more familiar with these basic shapes. With greater experiences and increasing maturity, the children begin to further their understanding of three-dimensional shapes, including spheres, cubes, and pyramids, and how they are found in everyday objects
Mathematical Goals for The Preschool 2s Classroom
● Begin to understand number concepts such as “more” and “let’s count”
● Begin to count with one-to-one correspondence
● Begin to understand shapes and labeling of shapes
● Begin to understand spatial relationships such as under, next to, and behind
● Begin to understand concepts of measurement such as big, little, heavy, light, long, and short, etc.
● Begin to recognize patterns and elements of change in their environment
Mathematical Goals for The Preschool 3s Classroom
● Count to ten
● Begin to develop one-to-one correspondence when counting
● Recognize single-digit numbers up to ten
● Discriminate form and identify basic shapes
● Sort objects by one attribute (shape, color)
● Begin to understand ordinal numbers (first, second, third)
Mathematical Goals for The Preschool 4s Classroom
● Rote count to 20
● Count objects using one-to-one correspondence
● Recognize single-digit numerals and some double-digit numerals
● Understand simple ordinal numbers: first, second, third, last
● Sort objects by one or more attributes
● Recognize basic shapes
● Begin to recognize three-dimensional shapes( including spheres, cubes, etc.)and how they form objects in the world
● Interpret information and draw conclusions from representational graphs
● Recognize comparative values of less than, more than, and the same as
● Compare and order objects by size
● Recognize and produce simple rhythmic and visual patterns
Science
Early childhood science is a time for exploration and discovery Our science specialist visits the preschoolers once each week with hands-on lessons about various topics such as light and shadows, friction and gravity, and air and motion. They learn about the ocean, farm life, adaptation, migration, and hibernation. Students study aspects of biological, earth, and physical sciences with the early childhood/lower school science specialist. They are encouraged to visualize themselves as scientists as they develop science skills, which include observing, classifying, predicting, recording data, and drawing conclusions They are introduced to the scientific method through inquiry-based activities and lab experiences. Students challenge themselves and persevere in solving complex
questions, developing grit by “failing forward” in various STEAM activities.
Preschool Science Sample Lessons
● Recognizing science bins
● Basic reactions – solid (baking soda) + liquid (vinegar) → gas (blew up the balloon)
● Transportation – ramps (slope, friction)
● Observations – pop rocks
● Static electricity – acting it out, making ghosts dance
● Darwin’s Finches activity
● Mayflower - float/sink, make a boat STEM
● Properties of water – adhesion/cohesion
● Space – phases of the moon
Fine Motor
Our preschoolers develop eye, hand, and eye-hand coordination through many classroom activities that utilize a blend of manipulatives. The students use markers, crayons, pencils, laces, glue sticks, and scissors daily. As the school year progresses, the students are exposed to different skills. With time and growing maturity, the students will gain the ability to trace and cut straight, curved, and zig-zag lines, draw, color, and write To strengthen the student’s dexterity in the small muscles in their hands, the students use tweezers, tongs, spoons, droppers, and whisks The students can manipulate large and small objects as they increase their accuracy. Within each classroom, there are writing centers that encourage students to practice using writing tools and scissors. A tripod grasp is taught and practiced.
Beginning in Preschool 3s, students complete a fine motor journal throughout the school year Using these journals, students can strengthen, develop, and increase their fine motor skills and dexterity. This journal includes activities designed to expose our students to emergent writing skills. Students are exposed to making various types of lines, letters, numbers, and their names. Other activities involve cutting, tape, stickers, letter or number collages, and drawings. Our main goal is to have our 3-year-old students gain enough strength in their fine motor skills to hold a pencil with a three-finger grasp and attempt to write their names
Gross Motor
The preschool children play on the playground daily, weather permitting, throughout the year, where the equipment is designed to develop strength, coordination, and agility The students are exposed to large motor toys inside the classroom, such as building blocks, balance beams, dry-erase boards, easels, magnetic boards, balls, and beanbags designed to encourage large motor development and agility. In addition, the classroom teachers play various games and engage children in delightful musical movement activities that foster physical development.
Physical Education
Preschool 3s and 4s participate in physical education once a week as part of their regular program, led by a state-certified physical education teacher, where they engage in various developmentally appropriate activities and experiences. Locomotor skills are practiced throughout the year These include power walking, leaping, galloping, and skipping, all cued with music as a signal Manipulative activities using early childhood equipment are explored during class. Child-centered activities during PE class allow students to experience frequent successes and improve their social skills while encouraging the continual development of physical fitness levels. By the end of the year, each child develops a love of movement
Both Preschool 3s and 4s follow lessons encompassing a structured warm-up and stretching routine that, in time, can be self-run by the students. Every class strongly emphasizes personal space and how to move safely amongst their peers. Some sample topics/units that classes will follow are:
● Movement exploration (eg, animal movements, starting/stopping)
● Locomotor skills development (e.g., hopping, running, walking, galloping)
● Motor skills practice
● Eye/hand-eye/foot coordination skills development through the use of various manipulatives (e.g., scarves, balloons, small-sized gopher balls, parachutes)
● Social interaction
● Introduction to basic sports skills (e.g., Soccer -- controlled kicks; basketball -- bounce, catch, and dribble)
Our preschool program also incorporates time for structured free play. This encourages students to participate in imaginative play, creating their own games with classmates and exploring various pieces of equipment they will utilize throughout the school year.
Art
In independent schools, we view the arts, athletics, and academics as core elements, with equal value, of the school curriculum. Students in early childhood have strong exposure to the arts, including art classes and music theory.
The Harbor Preschool 3s and 4s art curriculum is designed to help our youngest artists grow in perception, appreciation, and knowledge of the arts. We help our students grow in those areas through free expression, experimentation with materials, and decoding the history behind why we are able to create art today. Fine motor skills are matured through manipulating clay and using paintbrushes and drawing supplies Students are encouraged to connect with other subject areas by creating projects inspired by what they may be learning in their classrooms
In art class, students work with our artist-in-residence in a studio setting. Our preschoolers work in whole-group instruction or sometimes in small groups, which rotate each week, depending on the project being developed. Since art is a centerpiece of preschool learning in the classroom, our preschool art class curriculum is designed to be a deeper and richer artistic experience Students use various tactile materials, such as clay, watercolors, sculpture materials, fabric, and paint, in an environment where creativity is key. Preschool art is about self-expression; the adult’s hand should not be seen in the preschool art piece. Preschool art is about process; all pieces should look individual and one-of-a-kind. We integrate our curriculum so that the themes being developed in the preschool classroom are also explored artistically in art class We want our students to have the opportunity to demonstrate what they are learning in other disciplines (language arts, science, mathematics) through the creation of a work of art.
The Art Curriculum Explores the Following Topics/Techniques:
● Color theory: Roy G Biv (which are the colors of the rainbow), primary and secondary colors, and color mixing
● How to make different types of lines
● Clay
● Collage
● Art history and decoding the art of the past
● Printmaking
● Painting/Drawing
● Sculpture
● Nature-based art
Music
Music is the basis for Harbor Country Day School’s performing arts curriculum. Our Preschool 2s students attend music class twice a week, depending on how the child enrolled schedule Preschool 3s and 4s students attend a music class once a week, in which various topics relating to music are explored. Singing and vocalization are of great importance to our music program. Singing, chanting, rhyming, and rhythm activities are used to encourage active participation in an inviting environment. We believe that singing helps to promote a positive sense of community for even our youngest students In addition to singing, preschool students use various rhythm instruments such as claves, egg shakers, and drums to explore rhythm, timbre, and tempo.
Preschool music classes expose children to musical concepts while developing self-esteem, self-expression, socialization, and concepts related to the preschool curriculum, such as colors, numbers, shapes, nature, and so much more!
Each music class encourages the following:
● Taking turns
● Playing cooperatively
● Being a leader and a follower
● Joyfully using one’s voice
● Playing rhythm instruments
Music classes for Pre-K 3’s and 4’s focus on developmental skills including:
● Vocal Control (whispering, speaking, calling, and singing)
● Social Skills through group play
● Fine and Gross Motor Skills through movement and instrument play.
● Comprehension through storytelling and listening activities.
Students are encouraged to participate in a positive environment that promotes self-esteem and socialization. Basic music concepts are introduced where students will learn to differentiate between loud and soft, fast and slow, high and low, and to understand steady beats.
The Preschool 2s, 3s, and 4s classes support the development of good listening skills in a classroom setting. Playing instruments and listening to music encourages young students to multi-task. Our music curriculum incorporates literature and/or dramatic play to promote early (emergent) reading skills. Specific stories enable children to develop a sense of rhyming and steady beat while having fun!
Library
The preschool library program is designed to align with classroom learning, offering weekly visits where students engage in story time with books that complement their current studies. During these visits, preschoolers are introduced to essential library procedures, such as borrowing books, and are encouraged to participate in discussions about the stories they hear
Throughout the year, the library curriculum follows the preschool modules, incorporating topic-related trade books and activities. The program emphasizes three key areas of development:
1. Inquiry-Based Learning: Students are guided to build understanding and create new knowledge through exploration and questioning.
2. Personal and Aesthetic Growth: The program fosters a love for reading and an appreciation for the beauty of literature and storytelling.
3. Social Responsibility: Students learn to share materials, respect library resources, and contribute to a positive library environment
This approach aims to nurture a lifelong love of learning and reading while supporting the overall development of each child.
Global Language
Beginning in Preschool 4s, our students start receiving global language classes Speaking a foreign language is a means of reaching out to others across cultural and linguistic boundaries and helping people interact with people. The earlier language learning begins, the more practice and experience it can provide, leading
ultimately to greater fluency, cultural awareness, and appreciation. Preschool 4s students spend half the school year learning Mandarin and the other half learning Spanish.
Mandarin
In Preschool 4s, the Mandarin program consists of an age-appropriate Chinese language curriculum that reinforces content and skills from listening, speaking, reading, writing, and cultural themes.
Mandarin is taught orally through movies, movement, songs, and simple games Children are introduced to new vocabulary in various ways and at their own pace
Students should know the following vocabulary and skills:
● Basic greetings
● Colors
● Numbers one through ten
Spanish
In the Preschool 4s Spanish program, there is a great deal of repetition, reinforcement, and review The themes are taught through games, hands-on play, miming, singing songs, storytelling, puppets, and videos Some topics taught are greetings, basic colors, numbers one through 30, counting, simple, polite expressions and commands, weather expressions, family words, and body parts. At this age, language acquisition ranges from simple word elements to short conversational dialogues. The focus is on having students acquire language in a playful atmosphere at their own pace
Students should know the following vocabulary and skills:
● Basic greetings
● Colors
● Numbers one through ten