Harold Lewis Center
Curriculum
The Harold Lewis Center uses Get Set for School as their primary curriculum and Heggerty Phonemic Awareness as a supplemental curriculum. Both curriculums are aligned with Ohio’s Early Learning and Development Standards adopted by the Ohio Department of Education and Workforce.
Get Set for School
The Get Set for School curriculum uses a developmental approach based on the most relevant research about how young children learn best. Students are taught developmentally by learning the easiest skills first and then building on that knowledge. Students use multisensory activities for discovery play and active learning.
Get Set for School is divided into learning areas that create a better academic outcome for preschool students.
The Get Set for School curriculum uses a developmental approach based on the most relevant research about how young children learn best. Students are taught developmentally by learning the easiest skills first and then building on that knowledge. Students use multisensory activities for discovery play and active learning.
Get Set for School is divided into learning areas that create a better academic outcome for preschool students.
Learning Areas
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Language and Literacy
Students are taught a foundation in letter and letter sound recognition that begins to build reading and writing skills. These skills support each other and develop in tandem. This learning area shows students that print has meaning and they can use it to express themselves. -
Numbers and Math
Active lessons promote number recognition, formation, and counting. Students manipulate and count objects in the room, sing songs that reinforce number concepts, and participate in different activities that explore numbers. They also use fine motor skills to explore number activities, trace numbers, and manipulate objects as they count them. -
Readiness and Writing
Students learn social-emotional and readiness skills using hands-on methods that create meaningful experiences. They develop fine motor skills, learning to hold a crayon, and use Wood Pieces to learn body parts, position words, and the vocabulary to describe capital letters and numbers.
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View examples of activities in each skill area:
Heggerty Phonemic Awareness
Heggerty is a supplemental resource that is implemented daily in every classroom. It consists of 35 weeks of easy-to-implement phonological and phonemic awareness lessons to build strong foundational literacy skills in our students.
The Early Pre-K Curriculum ("the blue book") is taught in the 3 & 4 year old classrooms and the Pre-K Curriculum ("the purple book") is taught in the 4 & 5 year old classrooms. The Pre-K Curriculum builds on the skills learned from the Early Pre-K Curriculum.
Heggerty is a supplemental resource that is implemented daily in every classroom. It consists of 35 weeks of easy-to-implement phonological and phonemic awareness lessons to build strong foundational literacy skills in our students.
The Early Pre-K Curriculum ("the blue book") is taught in the 3 & 4 year old classrooms and the Pre-K Curriculum ("the purple book") is taught in the 4 & 5 year old classrooms. The Pre-K Curriculum builds on the skills learned from the Early Pre-K Curriculum.
Heggerty lessons are designed to be taught alongside our Get Set for School curriculum and each lesson length is only 6-10 minutes. The following phonemic awareness and literacy skills are taught throughout the program:
- Rhyming
- Initial phoneme isolation
- Blending
- Segmenting words
- Final phoneme isolation
- Alphabet knowledge
- Language awareness
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What is phonemic awareness?
Phonemic awareness is the ability to recognize and manipulate the individual sounds (phonemes) in spoken words. -
What is a phoneme?
A phoneme is the smallest unit of sound in a word.
Example: the /p/ sound at the end of the word tap
Ohio's Early Learning and Development Standards
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What are Ohio's Early Learning and Development Standards?
Ohio’s Early Learning and Development Standards guide educators in selecting and developing curriculum to provide appropriate, educationally beneficial opportunities for young children from infancy through the end of preschool. The years between birth and age five are critical to the lifelong success of each child. During this time, a foundation is built which will impact each child’s ability to learn, grow, and develop the necessary skills to become an independent, productive, and happy adult. The hope is that wherever young children spend their day, they are challenged to discover and learn through play, empowered to become caring and resilient, and prepared for success through meaningful opportunities to practice foundational skills. -
What are the guiding principles of Ohio's Early Learning and Development Standards?
The writing of Ohio’s Early Learning and Development Standards was guided by the following principles of how young children learn and develop as supported by research:
1. Each child is unique.
2. Relationships matter.
3. Play is important to learning.
4. Areas of learning and development are integrated.
5. Children learn best with a whole-child approach.
6. Development and learning are deeply rooted in family, home, early learning programs, and community.
7. Children develop on a continuum.
8. Each child has the right to equitable learning opportunities. -
What is the purpose of Ohio's Early Learning and Development Standards?
Ohio’s Early Learning and Development Standards illustrate how children develop critical kindergarten readiness skills, starting in infancy. The purpose of the standards is to:
• Describe the minimum scope in essential areas of learning and development.
• Guide curriculum selection and design to support high-quality early learning experiences for young children.
• Inform early childhood educators about what children need to learn and illustrate how skills may develop.
• Provide stakeholders with a common and comprehensive set of expectations for the learning and development of young children.
• Illustrate connections between early learning and development and later school outcomes by aligning to Ohio’s K-12 standards.
• Provide a reference for selecting assessments.
Standards are not a replacement for curriculum or assessment, but they are one piece of a system that includes standards, curriculum, and assessment. Standards describe what children should know and be able to do, while curriculum describes what teachers will do to set up and facilitate learning experiences. Curriculum further defines the scope and provides a sequence of what to teach and how to teach it. Assessments show what children know and are able to do and can be used to make instructional decisions.
