A comprehensive Pre-K language arts curriculum that develops oral language, early writing skills, fine motor control, and print awareness through engaging, play-based activities. Students will grow in their ability to express themselves clearly, listen actively, and understand that words carry meaning—all while discovering that language is a gift from God.
Speak in complete sentences (5-6 words) and retell stories or experiences in sequence
Write own first name correctly and form several uppercase letters with proper grip and directionality
Draw pictures with increasing detail and dictate sentences to communicate ideas
Follow 2-3 step directions and participate in conversations with turn-taking
Recognize that print carries meaning and understand basic print conventions (capital letters, periods)
Click any week to see daily lesson details.
Children practice saying their full names clearly and learn that God knows each of us by name (Isaiah 43:1).
Speaking clearly; name recognitiondiscussionStudents look in mirrors and describe themselves using complete sentences: 'I have [color] eyes.'
Complete sentence formation; self-descriptionhands-onChildren draw self-portraits with details (eyes, nose, mouth, hair) and dictate sentences about themselves.
Drawing with detail; dictationhands-onStudents trace their names with fingers in sand trays or on textured cards, learning letter sequence.
Name recognition; left-to-right directionalityhands-onChildren attempt to write their first names with guidance, focusing on the first letter capital.
Name writing; capital letter awarenesshands-onStudents share about family members using complete sentences and learn family vocabulary words.
Vocabulary building; complete sentencesdiscussionChildren retell a simple family experience in sequence using 'first, then, next' words.
Retelling in sequence; temporal wordsdiscussionStudents draw their family members with details and dictate sentences about each person.
Drawing with detail; dictationhands-onChildren practice vertical and horizontal lines, the building blocks of letters.
Pre-writing strokes; fine motor controlhands-onStudents practice writing their names and identifying the first letter as a capital letter.
Name writing; capital letter recognitiongameChildren play Simon Says with 2-step directions, learning to listen carefully.
Following 2-step directions; listeninggameStudents hear a Bible story about listening (Samuel) and discuss why listening matters.
Listening comprehension; discussiondiscussionTeacher gives 2-step drawing directions; children follow and create pictures.
Following directions; listeninghands-onStudents practice making circular marks, essential for letter formation (O, C, Q).
Pre-writing strokes; circular motionhands-onChildren identify individual letters in their names and practice forming the first letter.
Letter identification; name writinghands-onStudents learn emotion words and practice using them in complete sentences: 'I feel happy when...'
Emotion vocabulary; sentence formationdiscussionChildren make different emotion faces in the mirror and describe what they see.
Vocabulary; observation; speakinghands-onStudents draw faces showing different emotions and dictate sentences about when they feel that way.
Drawing; dictation; self-expressionhands-onChildren practice making crosses (+), combining vertical and horizontal strokes.
Pre-writing strokes; cross formationhands-onStudents learn that names always begin with capital letters and practice writing their names.
Capital letter awareness; name writinghands-onChildren play I Spy using color words and complete sentences to describe what they see.
Color vocabulary; descriptive sentencesgameStudents search for shapes in the room and describe them: 'I found a red circle.'
Shape vocabulary; descriptive languagehands-onChildren draw colorful pictures of creation and dictate sentences about God's colorful world.
Drawing; dictation; descriptive languagehands-onStudents practice diagonal lines, preparing for letters like A, K, M, N, V, W, X, Y, Z.
Pre-writing strokes; diagonal lineshands-onChildren count the letters in their names and practice writing each letter with guidance.
Letter awareness; name writinghands-onStudents practice asking 'who' questions and answering in complete sentences.
Question formation; answering questionsgameChildren ask and answer 'what' questions about pictures using complete sentences.
Question words; descriptive answersdiscussionStudents play a hiding game using 'where' questions and positional words (in, on, under).
Question words; positional vocabularygameChildren draw pictures and dictate questions about their drawings, learning about question marks.
Drawing; dictation; question mark awarenesshands-onStudents learn to form uppercase A and O, using strokes they've practiced.
Letter formation; A and Ohands-onChildren listen to Noah's story and retell it using 'first, then, next, last' words.
Listening comprehension; retelling in sequencediscussionStudents practice sequence words by retelling daily routines in order.
Temporal words; sequencingdiscussionChildren draw scenes from Noah's ark and dictate the story sequence.
Drawing; dictation; sequencinghands-onStudents put picture cards in order and retell a simple Bible story.
Sequencing; retellinghands-onChildren learn to form uppercase C and D, building on circular strokes.
Letter formation; C and Dhands-onStudents learn to wait for their turn to speak using a talking stick during circle time.
Turn-taking; waiting to speakdiscussionChildren practice listening to a friend's sentence before adding their own thoughts.
Active listening; responding appropriatelydiscussionStudents bring an item and share about it in complete sentences while others listen.
Speaking clearly; listening to othersdiscussionChildren look at pictures and take turns asking and answering questions about them.
Question-answer dialogue; turn-takingdiscussionStudents learn to form uppercase E and F using horizontal and vertical lines.
Letter formation; E and Fhands-onChildren write their names independently and celebrate their progress.
Name writing; capital letter usehands-onStudents choose a favorite Bible story and retell it in sequence to a partner.
Retelling; sequence wordsdiscussionChildren play a game asking and answering who, what, and where questions.
Question formation; answeringgameStudents create a simple book with drawings and dictated sentences about themselves.
Drawing; dictation; book creationhands-onChildren practice writing all letters learned so far (A, O, C, D, E, F) in rainbow colors.
Letter formation reviewhands-onStudents learn animal names and describe animals using adjectives: 'The elephant is big and gray.'
Animal vocabulary; descriptive languagediscussionChildren make animal sounds and movements, then describe what animals do in complete sentences.
Action verbs; sentence formationhands-onStudents draw their favorite animals with details and dictate descriptive sentences.
Drawing with detail; dictationhands-onChildren learn habitat words (forest, ocean, farm) and use them in sentences.
Habitat vocabulary; sentence formationdiscussionStudents learn to form uppercase G and H, building on previous strokes.
Letter formation; G and Hhands-onChildren learn comparative words and use them in sentences: 'The elephant is bigger than the mouse.'
Comparative vocabulary; sentence formationdiscussionStudents compare small objects and describe them using comparative language.
Comparative language; descriptive sentenceshands-onChildren sort objects by size and explain their choices in complete sentences.
Categorization; explanationhands-onStudents draw big and small versions of the same object and dictate comparison sentences.
Drawing; dictation; comparisonhands-onChildren learn to form uppercase I and J, focusing on vertical lines and dots.
Letter formation; I and Jhands-onStudents learn the names of four seasons and describe one thing about each.
Season vocabulary; descriptive sentencesdiscussionChildren observe weather and describe it using weather words (sunny, rainy, cloudy, snowy).
Weather vocabulary; observationdiscussionStudents draw their favorite season with details and dictate why they like it.
Drawing; dictation; expressing preferenceshands-onChildren retell the order of seasons using sequence words (first, next, then, last).
Sequencing; temporal wordsdiscussionStudents learn to form uppercase K and L using diagonal and vertical lines.
Letter formation; K and Lhands-onChildren practice asking and answering 'when' questions using time words (morning, afternoon, night).
Question words; time vocabularydiscussionStudents practice asking 'why' questions and giving simple reasons in their answers.
Question formation; giving reasonsdiscussionChildren listen to a story and answer when and why questions about it.
Listening comprehension; answering questionsdiscussionStudents draw pictures of their daily activities and dictate when they happen.
Drawing; dictation; time sequencehands-onChildren learn to form uppercase M and N using diagonal and vertical lines.
Letter formation; M and Nhands-onStudents name different foods and thank God for them in complete sentences.
Food vocabulary; gratitude expressiondiscussionChildren express food preferences using 'I like...' and 'I don't like...' sentences.
Expressing preferences; sentence formationdiscussionStudents sort foods into groups and explain their sorting in complete sentences.
Categorization; explanationhands-onChildren draw their favorite meal with details and dictate sentences about it.
Drawing; dictation; descriptive languagehands-onStudents practice O again and learn P, focusing on circular and vertical strokes.
Letter formation; O and Phands-onChildren learn transportation words and describe how each one moves.
Transportation vocabulary; action verbsdiscussionStudents discuss different ways to travel and use transportation words in sentences.
Vocabulary; sentence formationdiscussionChildren compare vehicle speeds and use comparative language to describe them.
Comparative language; descriptive sentencesdiscussionStudents draw their favorite or imaginary vehicle and dictate sentences about it.
Drawing; dictation; creative expressionhands-onChildren learn to form uppercase Q and R, building on circular and diagonal strokes.
Letter formation; Q and Rhands-onStudents learn to identify the topic of a conversation and stay focused on it.
Topic identification; focusdiscussionChildren take turns adding sentences about a chosen topic without changing subjects.
Staying on topic; contributing to discussiondiscussionStudents listen to sentences and identify which ones match the topic and which don't.
Topic awareness; critical listeninggameChildren draw multiple pictures about one topic and dictate related sentences.
Drawing; dictation; topic focushands-onStudents learn to form uppercase S and T using curved and straight strokes.
Letter formation; S and Thands-onChildren learn that prayer is talking to God and practice simple prayer sentences.
Prayer language; speaking to GoddiscussionStudents practice saying 'Thank you, God, for...' prayers out loud.
Gratitude expression; speaking clearlydiscussionChildren learn to ask God for help using 'Please help me...' sentences.
Request formation; prayer languagediscussionStudents draw something they're thankful for and dictate a prayer sentence.
Drawing; dictation; prayerhands-onChildren learn to form uppercase U and V using curved and diagonal strokes.
Letter formation; U and Vhands-onChildren write their names and compare to earlier attempts, celebrating growth.
Name writing; self-assessmenthands-onStudents choose and retell a favorite Bible story with sequence words.
Retelling; sequencingdiscussionChildren practice asking and answering all question types (who, what, where, when, why).
Question formation; answeringgameStudents create a book with drawings and dictated sentences showing what they've learned.
Drawing; dictation; reflectionhands-onChildren practice writing all uppercase letters learned so far (A-V).
Letter formation reviewhands-onStudents learn names of community helpers and what they do using complete sentences.
Occupation vocabulary; sentence formationdiscussionChildren match tools to community helpers and explain the connections.
Association; explanationhands-onStudents share what they want to be when they grow up and explain why.
Future tense; giving reasonsdiscussionChildren draw a community helper with details and dictate sentences about the job.
Drawing; dictation; descriptive languagehands-onStudents learn to form uppercase W and X using diagonal strokes.
Letter formation; W and Xhands-onChildren learn opposite pairs and use them in sentences: 'Ice is cold. Fire is hot.'
Opposite vocabulary; sentence formationdiscussionStudents learn positional opposites and demonstrate them with actions.
Positional vocabulary; following directionshands-onChildren match opposite picture pairs and explain why they go together.
Association; explanationgameStudents draw pairs of opposites and dictate sentences comparing them.
Drawing; dictation; comparisonhands-onChildren learn to form uppercase Y and Z, completing the alphabet!
Letter formation; Y and Zhands-onStudents count objects and use number words in complete sentences: 'I see three apples.'
Number vocabulary; sentence formationdiscussionChildren practice asking and answering 'how many' questions.
Question formation; number wordsdiscussionStudents compare quantities and use 'more' and 'less' in sentences.
Comparison vocabulary; sentence formationhands-onChildren draw groups of objects and dictate counting sentences.
Drawing; dictation; number wordshands-onStudents celebrate learning all 26 uppercase letters by writing the complete alphabet.
Letter formation; alphabet knowledgehands-onChildren learn position words (in, on, under, beside, between) through a game.
Positional vocabulary; sentence formationgameStudents give and follow 2-3 step directions using positional words.
Giving directions; following directionshands-onChildren draw pictures showing position words and dictate sentences describing them.
Drawing; dictation; positional languagehands-onStudents navigate a simple obstacle course by following positional directions.
Following multi-step directions; positional wordshands-onChildren practice writing both their first and last names.
Name writing; letter sequencinghands-onStudents learn what rhyming means and identify rhyming word pairs.
Rhyme recognition; listeningdiscussionChildren match pictures of rhyming words and say them in sentences.
Rhyme recognition; sentence formationgameStudents practice generating rhyming words with teacher support.
Rhyme production; phonological awarenessdiscussionChildren draw rhyming pairs and dictate sentences using the rhyming words.
Drawing; dictation; rhyme awarenesshands-onStudents are introduced to lowercase letters and notice they look different from uppercase.
Lowercase letter awareness; comparisonhands-onChildren identify the first sound in spoken words.
Initial sound isolation; phonological awarenessdiscussionStudents connect initial sounds to letter names and shapes.
Letter-sound correspondence; phonicsdiscussionChildren sort pictures by beginning sound and explain their sorting.
Sound categorization; explanationhands-onStudents draw objects that start with specific sounds and label with letters.
Drawing; letter-sound connectionhands-onChildren learn to form lowercase a, c, and o, building on circular strokes.
Lowercase letter formation; a, c, ohands-onStudents practice answering 'Who is Jesus?' in their own words.
Faith expression; sentence formationdiscussionChildren share what it means that Jesus loves them using complete sentences.
Personal expression; faith languagediscussionStudents practice telling a friend about Jesus in simple words.
Sharing faith; clear communicationdiscussionChildren draw something about Jesus and dictate sentences about why they love Him.
Drawing; dictation; faith expressionhands-onStudents learn to form lowercase d, g, and q with circles and lines.
Lowercase letter formation; d, g, qhands-onChildren practice using polite words in complete sentences in various situations.
Polite language; social skillsdiscussionStudents discuss how kind words make people feel and practice saying kind things.
Empathy; kind speechdiscussionChildren practice apologizing and forgiving using complete sentences.
Conflict resolution language; social skillsdiscussionStudents draw a picture of someone being kind and dictate sentences about it.
Drawing; dictation; kind languagehands-onChildren learn to form lowercase e, s, and f using various strokes.
Lowercase letter formation; e, s, fhands-onStudents learn to identify the front cover, back cover, and title of books.
Book concepts; vocabularydiscussionChildren learn that authors write words and illustrators draw pictures.
Book roles; vocabularydiscussionStudents discuss how words and pictures work together in books.
Print awareness; comprehensiondiscussionChildren create a simple book with a cover, title, pictures, and dictated words.
Book creation; drawing; dictationhands-onStudents learn to form lowercase i, l, and t with vertical lines and dots.
Lowercase letter formation; i, l, thands-onChildren learn that sentences begin with capital letters and practice identifying them.
Capital letter awareness; sentence conceptdiscussionStudents learn that sentences end with periods and practice noticing them in books.
Period awareness; sentence conceptdiscussionChildren help create sentences orally and watch as teacher writes them correctly.
Sentence formation; print awarenessdiscussionStudents draw a picture and dictate a sentence that starts with a capital and ends with a period.
Drawing; dictation; sentence awarenesshands-onChildren learn to form lowercase b, h, and k with vertical lines and curves.
Lowercase letter formation; b, h, khands-onStudents learn that exclamation points show excitement and practice using excited voices.
Exclamation point awareness; expressive readingdiscussionChildren learn that questions end with question marks and practice asking questions.
Question mark awareness; question formationdiscussionStudents sort sentences by their ending punctuation and read them appropriately.
Punctuation recognition; expressive readinggameChildren draw pictures and dictate three sentences: statement, question, and exclamation.
Drawing; dictation; punctuation awarenesshands-onStudents learn to form lowercase m, n, and r with humps and curves.
Lowercase letter formation; m, n, rhands-onChildren observe and describe signs of spring using descriptive language.
Observation; descriptive vocabularydiscussionStudents learn about plant growth and describe the process in sequence.
Science vocabulary; sequencingdiscussionChildren learn names of baby animals and use them in complete sentences.
Animal vocabulary; sentence formationdiscussionStudents draw a spring scene with details and dictate descriptive sentences.
Drawing; dictation; descriptive languagehands-onChildren learn to form lowercase p, j, and y with lines that go below the baseline.
Lowercase letter formation; p, j, yhands-onStudents practice identifying and retelling who, what, and where in stories.
Story elements; retellingdiscussionChildren practice adding adjectives to make retellings more interesting.
Descriptive language; adjectivesdiscussionStudents retell a story using action words and acting out parts.
Action verbs; dramatic retellinghands-onChildren draw story scenes with many details and dictate rich descriptions.
Drawing with detail; dictationhands-onStudents learn to form lowercase u, v, and w with curves and diagonals.
Lowercase letter formation; u, v, whands-onChildren learn they can write letters for sounds they hear in words.
Phonetic spelling; sound awarenessdiscussionStudents practice saying words slowly to hear individual sounds for spelling.
Sound segmentation; phonetic spellingdiscussionChildren attempt to spell simple words using invented spelling with encouragement.
Phonetic spelling; risk-takinghands-onStudents draw a picture and label parts using invented spelling.
Drawing; labeling; phonetic spellinghands-onChildren complete the lowercase alphabet by learning x and z.
Lowercase letter formation; x, zhands-onStudents write simple sentences starting with 'I like' using invented spelling.
Sentence writing; phonetic spellinghands-onChildren write sentences starting with 'I see' and draw matching pictures.
Sentence writing; picture-text connectionhands-onStudents write sentences about what they have using emergent spelling.
Sentence writing; personal expressionhands-onChildren create a book with several simple sentences they write themselves.
Book creation; sentence writinghands-onStudents practice writing both uppercase and lowercase versions of letters.
Letter formation; upper and lowercasehands-onChildren learn what an author's chair is and practice sharing their writing.
Presenting; speaking about writingdiscussionStudents practice reading their own writing aloud with confidence.
Reading own writing; confidencediscussionChildren learn to ask questions about peers' writing respectfully.
Question asking; active listeningdiscussionStudents choose their best piece of writing to share and celebrate.
Self-assessment; presentationdiscussionChildren practice writing their full names with careful letter formation.
Name writing; letter formationhands-onStudents reflect on how their speaking has improved throughout the year.
Self-reflection; speakingdiscussionChildren compare early and recent writing samples to see their progress.
Self-assessment; reflectiondiscussionStudents discuss what they're excited to learn in kindergarten.
Future thinking; expressing excitementdiscussionChildren create a book showing what they've learned this year.
Drawing; writing; reflectionhands-onStudents write the entire alphabet, both uppercase and lowercase.
Alphabet writing; letter formationhands-onChildren share their favorite learning memory from the year in complete sentences.
Reflection; speaking clearlydiscussionStudents pray prayers of thanksgiving for what they've learned this year.
Prayer; gratitude; speaking to GoddiscussionChildren practice presenting their portfolios to families.
Presentation; speaking about workdiscussionStudents create a memory book with drawings and writing about the year.
Drawing; writing; reflectionhands-onChildren celebrate their growth and share their learning with families.
Presentation; celebration; reflectioncelebrationStart with Day 1 and work through at your own pace. Each lesson builds on the last!