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St. Joseph Campus Montessori

Preschool Program Plan

School Year 2017/18

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TABLE OF CONTENTS MISSIONS STATEMENT & VISION ............................................................................................ 4 PROGRAM GOALS ..................................................................................................................... 5 PRESCHOOL PROGRAM ........................................................................................................ 6-8 Belief Statement Types of Programs Faith Sharing Learning Concepts Circle Time Work and Play Learning Centers Minnesota Standards Library/Letters Physical Fitness Handwriting Assessment/Kindergarten Readiness MINNESOTA STANDARDS .................................................................................................... 8-11 List of all Standards REVIEW OF PROGRAM ............................................................................................................ 12 DAILY SCHEDULE ............................................................................................................... 12-13 PROGRAM AVAILABILITY ....................................................................................................... 13

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Mission Statement

“Delivering an academically excellent, Catholic education that develops the whole person and inspires a Christ-centered life in a global community”

Our Shared Vision

All Saints Academy creates and nurtures an environment which supports students, educators and community in realizing their God-given gifts, reaching their full potential

and developing their life-long relationship with Christ.

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Program Goals

Social- To help children develop positive relationships with peers and adults, to help children develop responsibility for their own behavior and learn positive conflict resolution skills. Emotional- To help children develop awareness of self and to help see themselves as competent, likable individuals. Eagerness to Learn-To encourage excitement of discovery and build enthusiasm for learning. Learning skills- To help children with skills necessary for future academic learning such as communication, listening, following directions, completion of tasks, and organizing information about their environment. Expressive- To encourage creativity through use of play materials, art, music and drama. Motor development-To help the development of small and large muscles through play and music activities, as well as varied opportunities for fine-muscle development. Daily Living Skills- To encourage independence in areas such as dressing, hygiene and care of environment. Spiritual- To foster ecumenical values by helping children appreciate and respect people’s similarities and differences, and to encourage love of God, love of life!

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All Saints Academy- St. Joseph Campus Philosophy Statement- All Saints Academy- St. Joseph Campus Preschool Program wishes to provide opportunities for educating and guiding young children in all areas of development. This approach recognizes children learn best with a balance of structured and informal learning. We recognize children need time to explore freely with their minds and bodies; to exercise their curiosity and imagination; to work freely with materials that foster creativity; and to develop social relationships within a secure environment. We also recognize children need planned activities that teach pre-academic concepts and small and large motor skills. They need gentle guidance to help them acquire social skills and to encourage respect of themselves, others, and the environment. All Saints Academy sees each child as an individual who develops at different rates in different areas. By focusing on individual interests and abilities and by providing diverse experiences, the foundation for future growth and learning is laid. The hour of operation for the program begin at 7:30 a.m. and end at 6 p.m. The educational day begins at 7:40 a.m. and ends at 2:50 p.m. Half-day options exist pending availability. After care is available from 2:50 p.m. to 6 p.m. During these hours of operation, the children will be supervised at all times. Types of Programs:

A. The Preschool Program is available to children ages 35 months through five years old on Mondays- Fridays from 7:40 am to 2:50 pm. The following programs are available:

a. Five day, all day b. Three day, all day c. Two day, all day d. Three day, half-day e. Two day, half-day

B. The Preschool Program will have a maximum of 30 children present at any specific time. Faith Sharing: Sharing our Catholic Christian faith is integrated throughout our entire day. For example, we discuss meeting new friends; we share simple prayers at the beginning of our day and at the end of our day. We also integrate stories from the bible throughout the year. Learning Concepts: There are many ways to share the learning of this world with children. The St. Joseph Campus preschool follows the philosophy of Dr. Maria Montessori. Additionally, each concept is learned through themes such as seasons, families, communities, and the understanding of who they are. Line Time: This is our group time of the day. Group sharing can occur at the beginning of the day and at the conclusion of the day. It is our time to pray and share about our lives and learning, share and discuss stories related to our learning concepts, sing songs, dance, share poems and finger plays, count the number of days we’ve been in school, talk about our day ahead, special projects, etc. THE MONTESSORI CLASSROOM Maria Montessori observed that the best way for young children to learn is by active, hands-on experiences. She developed the concept of the prepared environment where the classroom is rich in variety of cognitive materials that foster learning in a number of areas. The purpose of the materials, or works, is not just to impart knowledge to children but also to provide them with stimuli that capture their attention and initiate a process of concentration, coordination, order, self-confidence, independence, and sense of responsibility. The classroom consists of eight areas of works designed to meet all learning levels of children ages three to six. The works in these areas are adapted throughout the year. These areas are: Practical Life This is the foundation of the Montessori classroom. Children learn order, the cycle of work, self-responsibility, and independence through various activities such as: pouring, scrubbing, washing hands and objects, and use of tools that encourage small muscle development. The practical life area strengthens the child’s ability to take care of their personal needs and the needs of the environment. Sensorial The materials and works in this area are designed to help children refine their sensory experiences and their ability to observe, compare, discriminate (visually, auditorily, tactily, gustatory and olfactory), reason, decide and problem solve.

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Language The goal of this area is to develop reading and writing readiness. The sounds of the letters are introduced initially and may be followed up by word building and reading, depending on each child’s readiness. Montessori observed that young children have a “sensitive period” during which learning names are of interest and relatively easy. Basic nomenclature from geography, history, biology, and cultural studies is presented. Books are read day. We are extremely fortunate to have added Spanish to the preschool curriculum also. Each class meets weekly with a Spanish specialist. Math Montessori math materials present abstract math operations in a concrete manner, which is developmentally appropriate for the young child. The works help develop exactness, logic, reasoning and understanding of quantity and symbols. Science This area encourages the child’s innate wonder and quest for the facts by allowing scientific experimentation and discovery. The Montessori method assists the child in putting his or her world in order by observing, discovering, and classifying. Social Studies/Geography Children learn about their physical and cultural world, as well as history. An awareness of time is introduced by various seasons, months, and the clock. Art Children are encouraged to explore various art media to develop visual creativity. Famous artists are introduced throughout the year. Elements of are introduced: color, line, texture, balance, and value. Vocabulary words are introduced: collage, primary colors, shadows, overlapping, etc. Music and Movement Mrs. Mary Schumann is the building Music specialist. Besides the music we do during our in class line time, Mr. Schumann meets with each class weekly. The preschoolers also have a scheduled weekly Phy. Ed. time with Mr. Terhaar. This is an introduction to games and sports, as well as sportsmanship and cooperation. Our in-class line time is part of our daily schedule and includes music, large muscle movement, calendar, a poem, sometimes a concept or theme, and a story. This is a total group time and every child is asked to participate. In preparation for later grades, children are asked to raise their hands and take turns speaking. Line time is approximately 20 to 30 minutes a day. STEM All Saints Academy Preschool through Grade 6 is focusing on becoming a STEM school. STEM is an acronym for Science, Technology, Engineering, and Mathematics. The preschool classroom is rich in works that encourage these disciplines. Multi-aged Grouping The Montessori pre-primary classroom is designed to meet the needs of children three through six years of age. The environment has a broad range of works, which allows each child to find something suitable to their stage of development. All children are allowed to develop at their own pace in a non-competitive and supportive atmosphere. Children returning to a second or third year have the confidence and knowledge to help new members of the class. The younger children see examples of positive leadership and higher expectations in the older students. Birthdays The Montessori method celebrates each child individually on the birthday. The child visits the “birthday box” and selects a book and a pencil. He or she receives a birthday crown they may choose to wear during the day. During line time, the birthday child selects a friend to hold the “sun”. They then hold a globe and walk around the sun as many times as they are years of age. I narrate this “orbit” by telling the children, “(child’s name) was born in the (fall, winter, ….) of the year. Then it was winter, then spring…. The Earth has gone around the sun once and (child’s name) was one.” This continues to the present day. If a child has a summer birthday, we can celebrate half birthdays or in the spring of the year.

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After the orbit, we sing Happy Birthday and our birthday blessing. Many of the children bring small items or treat bags to share with their classmates. Non-food items, such as stickers, pencils, bubbles, are preferred. If small candies are given out, they should be placed in treat bags and will be sent home to enjoy are parents’ discretion. We are a NUT SAFE building, so please read labels carefully. Any treat containing nuts or processed in a factory with nuts must not be brought into school. Please arrange a date to celebrate your child’s birthday with me prior to the day to make sure we have no conflicts. Holidays We are a Catholic school so we do celebrate Christian holidays. Advent and Lent are celebrated in the classroom as well as Christmas, Valentine’s Day, and Easter. At times we join our older school friends for prayer services during Advent or Lent but this depends on the scheduling and preschool session. I use my discretion as to whether or not the preschoolers will benefit from the gathering with the older students. We also celebrate Halloween. The dates are marked on your calendars. The preschoolers are allowed to bring in their costumes to wear on their day. Halloween is a fun holiday for many, but can be scary for younger children. I keep the topic discussion focused on spiders, bats, pumpkins, or other tangible objects. Assessment/Kindergarten readiness Our assessment tool is also built from following the Minnesota Early Learning Standards. We assess throughout the year with formal reports being shared in November and February at conferences with parents. These are the goals and objectives that promote the physical, intellectual, social, and emotional development of the preschool child. Family Connection The All Saints Academy Preschool program believes the best education will result from an active partnership among parents, teachers and children. Throughout the school year there are many opportunities for parents to take part in their child’s learning experience. Some of them include:

≈ Parents are welcome and encouraged to volunteer in the classroom whenever they wish. ≈ In the beginning of the year, a Parent Night is held. This event is where we explain our program and answer any questions parents might have. ≈ Parent volunteers are asked to help with various holiday events such as: Easter, Christmas, and Halloween. ≈ Students are involved in the Christmas singing performance each year. ≈ All Saints Academy keeps in close contact with parents with bi-weekly letters emailed. ≈ All year long the preschool teachers and the students are working hard and making a portfolio for the end of the year that will show their academic growth for the year.

Minnesota Standards: The following Minnesota standards that are considered early childhood indicators of progress are woven throughout every experience, project and activity. 1) Social and Emotional Development

a) Demonstrate increasing competency in recognizing and describing own emotions b) Demonstrate increasing use of words instead of actions to express emotions c) Begin to understand and respond to others' emotions d) Begin to show self-regulation to handle emotions appropriately e) Explore a wide range of emotions in different ways (e.g., through play, art, music, dance) f) Respond to praise, limits, and correction

2) Self-Concept

a) Begin to experiment with own potential and show confidence in own abilities b) Demonstrate increasing self- direction and independence c) Develop an awareness of self as having certain abilities, characteristics, and preferences d) Begin to develop awareness, knowledge, and acceptance of own gender and cultural identity

3) Social Competence and Relationships

a) Interact easily with one or more children b) Interact easily with familiar adults c) Approach others with expectations of positive interactions d) Begin to participate successfully as a member of a group e) Use play to explore, practice, and understand social roles and relationships f) Begin to understand others' rights and privileges

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g) Sustain interaction by cooperating, helping, sharing, and expressing interest h) Seek adult help when needed for emotional support, physical assistance, social interaction, and approval i) Use words and other constructive strategies to resolve conflicts

Approach to Learning 4) Curiosity

a) Show eagerness and a sense of wonder as a learner b) Show interest in discovering and learning new things

5) Risk-Taking

a) Choose new as well as a variety of familiar activities b) Use a variety of strategies to solve problems

6) Imagination and Invention

a) Approach tasks and experiences with flexibility, imagination, and inventiveness b) Use new ways or novel strategies to solve problems or explore objects c) Try out various pretend roles in play or with make-believe objects

7) Persistence

a) Work at a task despite distractions or interruptions b) Seek and/or accept help or information when needed c) Demonstrate ability to complete a task or stay engaged in an experience

8) Reflection and Interpretation

a) Think about events and experiences and apply this knowledge to new situations b) Generate ideas, suggestions, and/or make predictions

Language and Literacy Development 9) Listening

a) Understand non-verbal and verbal cues b) Listen with understanding to stories, directions, and conversations c) Follow directions that involve a two or three-step sequence of actions d) Listen to and recognize different sounds in rhymes and familiar words

10) Speaking

a) Communicate needs, wants, or thoughts through non-verbal gestures, actions, expressions, and/or words b) Communicate information using home language and/or English c) Speak clearly enough to be understood in home language and/or English d) Use language for a variety of purposes e) Use increasingly complex and varied vocabulary and language f) Initiate, ask questions, and respond in conversation with others

11) Emergent Reading

a) Initiate stories and respond to stories told or read aloud b) Represent stories told or read aloud through various media or during play c) Guess what will happen next in a story using pictures as a guide d) Retell information from a story e) Show beginning understanding of concepts about print f) Recognize and name some letters of the alphabet, especially those in own name g) Begin to associate sounds with words or letters

12) Emergent Writing

a) Understand that writing is a way of communicating b) Use scribbles, shapes, pictures, or dictation to represent thoughts or c) Engage in writing using letter-like symbols to make letters or words d) Begin to copy or write own name

Creativity and the Arts 13) Creating

a) Use a variety of media and materials for exploration and creative expression b) Participate in art and music experiences c) Participate in creative movement, drama, and dance on the basis of one characteristic

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14) Responding

a) Show others and/or talk about what they have made or done b) Show interest and respect for the creative work of self and other sides

15) Evaluating

a) Share experiences, ideas, and thoughts about art and creative expression b) Share opinions about likes and dislikes in art and creative expression

Cognitive Development 16) Mathematical and Logical Thinking/Number Concepts and Operations

a) Demonstrate increasing interest in and awareness of numbers and counting b) Demonstrate understanding of one-to-one correspondence between objects and number c) Demonstrate ability to count in sequence d) Demonstrate ability to state the number that comes next up to 9 or 10 e) Demonstrate beginning ability to combine and separate numbers of objects

17) Patterns and Relationships a) Recognize and duplicate simple patterns b) Sort objects into subgroups by one or two characteristics c) Order or sequence several objects

18) Spatial Relationships/Geometry a) Identify and name common shapes b) Use words that show understanding of order and position of objects

19) Measurement

a) Recognize objects can be measured by height, length, weight, and time b) Make comparisons between at least two groups of objects

20) Mathematical Reasoning

a) Use simple strategies to solve mathematical problems Scientific Thinking and Problem Solving 21) Observing

a) Use senses to explore materials and the environment b) Identify and/or describe objects by physical characteristics

22) Questioning

a) Express wonder about the natural world b) Ask questions and seek answers through active exploration c) Make predictions about objects and natural events

23) Investigating

a) Use tools (e.g., magnifying glass, binoculars, maps) for investigation of the environment b) Make comparisons between objects that have been collected or observed

Social Systems Understanding 24) Human Relationships

a) Recognize and appreciate similarities and differences between self and others from diverse backgrounds b) Understand various family roles, jobs, rules, and relationships c) Participate in activities to help others in the community

25) Understanding the World

a) Recognize and describe the roles of workers in the community b) Share responsibility in taking care of their environment c) Begin to recall recent and past events d) Identify characteristics of the places where they live and play within their community e) Begin to understand the uses of media and technology and how they affect their lives

Physical and Motor Development

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26) Gross Motor Development a) Develop large muscle control and coordination b) Develop body strength, balance, flexibility, and stamina c) Use a variety of equipment for physical development d) Develop ability to move their body in space with coordination

27) Fine Motor Development

a) Develop small muscle control and coordination b) Use eye-hand coordination to perform a variety of tasks c) Explore and experiment with a variety of tools (e.g., spoons, crayons, paintbrushes, scissors, keyboards)

28) Physical Health and Well-Being

a) Participate in a variety of physical activities to enhance personal health and physical fitness b) Follow basic health and safety rules c) Recognize and eat a variety of nutritious foods d) Demonstrate increasing independence with basic self-care skills

**This program plan was developed by a certified teacher and will be evaluated in writing annually by certified teacher under part 9503.0032.

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Review of Program: The program is evaluated annually by all certified teachers. A written report is provided to the principal and available to parents upon request. Daily Schedules for the St. Joseph Campus Montessori Preschool Program All-Day Program-

Time of Day Monday thru Friday

7:35-7:45 Arrival

7:45-8:45 Independent Time: Each child selects a work activity and/or is presented a lesson.

8:45-9:15 Line Time: Full class gathers for music, large muscle, stories, theme, silence

9:15 Snack Time: Table is available for up to six students. Students not having snack at this

time return to Independent work. Other students may have snack after another child

has finished and cleaned up the area. 10:00-10:20 Second Line Time: Full class gathers again

for any birthday celebrations, prayer, last story, etc.

10:20 Dismissal for ½ day students; transition for full day students*

The above portion of the day will be conducted with two teachers and a limit of 20 students. At 10:20 ten children will be going home or to other daycare while ten will continue the day with a teacher. Their

schedule is as follows. 10:20 Bathroom Break

10:30-11:00 Outdoor time

11:00-11:15 Bathroom break and get ready for lunch

11:20-11:45 Lunch

11:45 Bathroom break, clean up after lunch

12:00 Storytime for full day students

12:20-1:30 Nap and quiet time

1:30-2:30 Craft or indoor activity

2:30-2:45 Closing song, activity

2:45 Dismissal

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Half-Day Programs; Morning and Afternoon

Students in the Preschool Program have access to the After Care Program from 2:50 p.m. to 6 p.m. Program Plan Availability: The program plan is available to parents upon request and will be made available within 48 hours.

Morning Half-Day Program

Time of Day Monday thru Friday

7:35-7:45 Arrival

7:45-8:45 Independent Time: Each child selects a work activity and/or is presented a lesson.

8:45-9:15 Line Time: Full class gathers for music, large muscle, stories, theme, silence

9:15 Snack Time: Table is available for up to six students. Students not having snack at this

time return to Independent work. Other students may have snack after another child

has finished and cleaned up the area. 10:00-10:20 Second Line Time: Full class gathers again

for any birthday celebrations, prayer, last story, etc.

10:20 Dismissal for ½ day students

10:20-12:00 Prep Time and Lunch Time for Teacher(s)

Afternoon Half-day Program

12:00-12:10 Arrival

12:10-1:10 Independent Time: Each child selects a work activity and/or is presented a lesson.

1:10-1:40 Line Time: Full class gathers for music, large muscle, stories, theme, silence

1:40-2:25 Snack Time: Table is available for up to six students. Students not having snack at this

time return to Independent work. Other students may have snack after another child

has finished and cleaned up the area. 2:25-2:45 Second Line Time: Full class gathers again

for any birthday celebrations, prayer, last story, etc.

2:45 Dismissal