Pre-Kindergarten - Gateway 2

Frog Street Pre-K materials meet expectations for supporting social-emotional learning. (2.1a)

Learning progressions are included in the Welcome Guide (p. 112) and are aligned with the identified standards. The Conscious Discipline book is also provided as a resource alongside the Frog Street materials.

The curriculum addresses the following Social and Emotional Development standards throughout daily instruction: A. Self-Concept B. Emotional Functioning C. Relationships with Adults D. Relationships with Other Children

Examples of evidence aligned to these standards include:

• Self-Concept: Learning goals that emphasize belonging and identity are explicitly stated in weekly lesson plans. For example, in Theme 2 (p. 38), the learning goals include developing a sense of belonging and positive self-awareness.

• Emotional Functioning: Daily Calm routines within the Greeting Circle support emotional regulation through strategies such as Scissor Breathing and other Conscious Discipline calming techniques.

• Relationships with Adults: Teacher modeling, co-regulation, and guided reflection are embedded throughout Greeting and Closing Circles, supporting secure relationships between children and adults.

• Relationships with Other Children: Structured peer interactions during the Connect portion of the Greeting Circle encourage cooperation, turn-taking, and shared engagement.

Learning goals related to these standards are clear, developmentally appropriate, and explicitly identified in the weekly lesson plans and within the Teacher Guide. These goals are consistently reinforced through structured routines in the Greeting Circle (Unite, Calm, Connect, Commit) and Closing Circle. Research-supported instructional practices are embedded throughout the curriculum, including modeling, emotional co-regulation, structured peer interactions, and teacher-guided reflection.

Materials connect social and emotional learning with other areas of learning through weekly themes, songs, interactions, and discussions embedded in the Greeting and Closing Circles. For example, in Theme 5 (pp. 38–39), the Week 2 focus on tools is integrated into the Greeting Circle:

• During Unite, children sing “Johnny Works with Hammers” to connect with the week’s theme.

• During Calm, children practice Scissor Breathing to support self-regulation.

• During Connect, children sit face-to-face with a partner, hold hands, and move their arms like oars (tools) while singing “Row, Row, Row Your Boat,” reinforcing cooperation and peer connection.

While the Greeting and Closing Circle routines are repetitive, the activities intentionally expand over time and are designed to help children understand their own emotions, demonstrate empathy for others, and develop a strong sense of classroom belonging. Conscious Discipline’s Brain Smart Start is embedded within the Greeting Circle and is grounded in the research-based framework. In addition, under the Implementation Supports tab, the 7 Essential Skills for School Readiness resource explicitly identifies social-emotional skills necessary for school success, including self-regulation, cooperation, problem-solving, and relationship-building.

Overall, Frog Street Pre-K materials align with documented social and emotional developmental milestones for Pre-K children through consistent use of Greeting and Closing Circle routines and the embedded Conscious Discipline framework. The materials include consistent structures, explicit learning goals, and research-based practices to support social and emotional development.

Frog Street Pre-K materials meet expectations for supporting language and literacy instruction (2.1b)

The materials are intentionally designed to support children’s development across the following language and literacy domains. The Welcome Guide (pp. 113-114) outlines the major standards addressed within the curriculum, including Language and Communication, Emergent Literacy: Reading, and Emergent Literacy: Writing. The scope and sequence outline the following domains that are embedded throughout daily instruction:

• Phonological Awareness

• Concepts of Print

• Shared Writing

• Guided Writing

• Alphabet Knowledge

The materials demonstrate alignment with key literacy domains through clearly articulated learning goals, documented literacy milestones, and research-based references. For example, the scope and sequence and research-based references in the Welcome Guide reflect important Pre-K literacy milestones, and learning goals are explicitly listed at the beginning of each part of the daily lesson. In Theme 9 (p. 86), for instance, objectives include naming letters, producing letter sounds, contributing to class writing projects, and writing words or parts of words.

The materials also support phonological awareness and alphabet knowledge through a defined progression of early literacy skills. The Welcome Guide outlines a phonological awareness hierarchy as well as a continuum of letter learning that moves from sound awareness to letter-sound correspondence and early writing.

Support for shared and guided writing is embedded throughout instruction. Teachers are guided in implementing these practices through daily Morning Message routines, literacy small groups, and opportunities for children to contribute to class writing projects.

The instructional organization of the materials also supports access to literacy instruction. Teachers can access lesson plans along with a week-at-a-glance schedule at the beginning of each unit (through the Lilypad platform). In addition, the lesson plans, weekly overview, and day-by-day details in the Teacher Guide clearly identify the literacy content to be taught and practiced.

Literacy instruction is also intentionally integrated across other areas of learning throughout the day, including math, STEAM, whole-group and small-group instruction, and Practice Centers. For example, in Theme 8 (p. 34), children create a book of animals and label their illustrations, integrating writing and alphabet knowledge into science learning.

Overall, Frog Street Pre-K materials provide intentional progression and repeated opportunities for practice across phonological awareness, print concepts, writing, and alphabet knowledge, while connecting literacy learning with other areas of learning. The materials demonstrate a coherent, strategic curriculum design that supports language and literacy development through clearly defined learning goals, a well-structured scope and sequence, and consistent use of research-supported instructional practices.

Frog Street Pre-K materials meet expectations for supporting mathematics instruction  (2.1 c) 

The materials demonstrate alignment with key mathematics domains through clearly articulated learning goals, documented mathematical milestones, and a structured scope and sequence. For example, the math scope and sequence in the Welcome Guide (pp. 122-123) outlines weekly focus areas, while guidance on mathematical behaviors and skills expected by the end of the year is provided (pp. 69–70), along with additional support for understanding mathematical development (pp. 70–73). Learning goals are also identified within daily instruction, particularly in Math Small Groups, where weekly focus areas are described and supported with detailed teacher guidance. For instance, lessons include objectives related to counting, comparing quantities, recognizing numbers, and solving simple problems using manipulatives.

The materials include the Frog Street PreK standards for mathematics, organized into 6 domains (Welcome Guide, p. 114).  

• Counting Skills/Number Sense

• Add To/Taking Away

• Geometry and Spatial Sense

• Measurement

• Classification and Pattern

• Mathematical Practices

The materials include a sequencing of mathematical content that follows a clear, thoughtful, and research-aligned progression. This progression is supported through Math Small Groups and Math Practice Centers that connect directly to weekly focus areas. For example, in Theme 3 (pp. 48–49), the focus is on using symbols to build upon what they know about numbers and quantities. The Math Center provides practice with numeral and counting cards, while Math Small Groups offer practice in recording collections using tallies and numerals and sharing mathematical thinking.

Foundational skills such as number recognition and counting are introduced early and then build toward more complex concepts over time. For example, number recognition and counting appear in Theme 3 (pp. 48–49), while later lessons address more advanced concepts such as comparing quantities in Theme 7 (pp. 98–99). The Welcome Guide (p. 70) further reinforces this progression through a section on intentional and meaningful math instruction that builds on prior knowledge and provides repeated opportunities for practice and deeper understanding.

The activities also incorporate research-based strategies such as the use of manipulatives, some real-world connections, and connections to other areas of learning. The instructional organization of the materials also supports access to mathematics instruction. Teachers can access lesson plans along with a week-at-a-glance schedule at the beginning of each unit (through the Lilypad platform). In addition, the lesson plans, weekly overview, and day-by-day details in the Teacher Guide clearly identify the mathematics content to be taught and practiced.

Overall, Frog Street Pre-K materials support mathematics instruction using a comprehensive approach. The materials demonstrate alignment with key mathematics domains through clearly articulated learning goals, documented mathematical milestones, and a structured scope and sequence. The materials provide some opportunities to support key mathematical processes and skills. Children are encouraged to explain their thinking, use strategies, and engage with mathematical ideas through a variety of activities across themes. The materials also incorporate research-based strategies, including manipulatives, some real-world connections, and links to other areas of learning. 

Frog Street Pre-K materials meet expectations for supporting science and engineering learning experiences (2.1d). 

The Welcome Guide (pg. 115) outlines the science and engineering standards addressed throughout the year, in the following 4 domains:

• Physical Science Skills

• Life Science Skills

• Earth and Space Science Skills

• Scientific Inquiry, Reasoning, and Problem-Solving Skills

The materials provide thematic investigations in practice centers and weekly STEAM experiences. The Welcome guide (pg. 74-80) provides teacher guidance on integrating Science across the curriculum, conducting hands-on Science experiences, and implementing STEAM lessons. Half of the weekly themes (17 out of 36) are science-driven. The materials integrate STEAM activities that are structured to support problem-solving and early coding skills. The lesson plans for STEAM activities are directly tied to learning goals. Progression is represented through repeated engagement with core practices such as observing, questioning, investigating, communicating findings, and using the engineering design cycle across different themes and contexts. Materials clearly connect Science & Engineering with other areas of learning (e.g., literature library, sensory center, science center, outdoor activities). 

Lesson examples from each domain:

Physical Science

• Theme 2, Teacher Guide (pg. 76): Children investigate properties of materials and design a shelter for a pet model, applying engineering and problem-solving skills.

• Theme 6, Teacher Guide (pgs. 18–19): The read-aloud, Samantha on a Roll, leads to an exploration of movement and slopes.

Life Science

• Themes such as Amazing Critters and Animals emphasize classification, growth, and characteristics of living things.

• Theme 7, Teacher Guide (pg. 9): Children follow a Scented Trail Card pathway using their sense of smell, mirroring how ants use antennae, supporting observation and biological understanding.

Earth and Space Science

• The theme Changes incorporates environmental concepts and integrates science concepts throughout the week.

• Theme 9, Teacher Guide (pg. 42-43) Read Aloud-What is Weather?-addresses weather and the water cycle

Scientific Inquiry, Reasoning, and Problem Solving

• STEAM lessons include open-ended questions to guide exploration, encouraging prediction, experimentation, and communication of findings.

• Theme 4, Teacher Guide (pgs. 24–25): Children design and build a robot to solve a problem, supporting engineering thinking and reasoning skills.

Overall, Frog Street PreK science and engineering learning is embedded across multiple components of the day, including read-alouds, practice centers, morning message, music and movement, and small groups. The materials identify relevant standards and include learning goals aligned to physical science, life science, earth and space science, and scientific inquiry. Science and engineering content is embedded across themes and daily components, and some research-based practices, such as open-ended questioning and an engineering design cycle, support children’s exploration and problem-solving. 

Frog Street Pre-K materials meet expectations for fostering social orientation and self-identity (Indicator 2.2a). 

The materials offer a rich, varied, and consistent set of developmentally appropriate experiences that support children’s self-identity, agency, social awareness, and interpersonal skills. These opportunities are intentionally embedded across daily routines, lessons, and play-based activities, particularly within the Greeting Circle and Practice Centers, and provide meaningful ways for children to explore, express, and reflect on who they are as individuals and members of a community.

Materials include opportunities for children to develop self-identity, agency, and social awareness through a range of classroom experiences. Early in the year, children create self-portraits in the Writer’s Corner Practice Center (Theme 1, Teacher Guide, p. 8), supporting identity expression and self-awareness, and later reflect on their growth by identifying tasks they can now do that they could not do at the beginning of the year (Theme 9, Teacher Guide, p. 94). 

Opportunities for agency and ownership are also present, such as when children measure jump distances and set personal goals for improvement (Theme 7, p. 37), promoting autonomy and persistence. 

Social awareness and interpersonal skills are supported through collaborative activities like retelling stories using Story Folder magnetic props (Theme 4, p. 61) and through early routines where children learn classroom vocabulary, introduce themselves, and learn peers’ names (Theme 1, p. 13). Classroom community is further reinforced during Greeting Circle routines, where children participate in shared songs and gestures such as waving, shaking hands, and high-fiving (Theme 1, p. 12), supporting a sense of belonging and connection within the group.

Overall, Frog Street Pre-K provides robust, developmentally appropriate, and consistently implemented opportunities for children to develop self-identity, personal agency, social awareness, and a sense of belonging. Through intentional routines, reflective activities, collaborative play, and explicit instructional guidance, the materials affirm children as capable individuals and active members of a classroom community.

Frog Street Pre-K materials meet expectations for supporting emotional development and regulation (Indicator 2.2b). 

The materials provide frequent, intentional, and developmentally appropriate opportunities for children to recognize emotions, practice self-regulation strategies, and apply coping skills across daily routines, learning centers, and instructional settings. 

The materials provide explicit instruction in emotional awareness through activities that help children identify, name, and reflect on feelings. For example, children use the “How Do You Feel Today?” chart in the Writer’s Corner to explore emotions through writing and drawing (Theme 1, Week 4, Practice Centers, p. 86). Feelings puppets in Pretend and Learn centers also support social play and emotional expression, with teachers prompting children to explain why a particular emotion represents how they feel (Theme 1, Week 4, p. 88). In addition, read-alouds such as Feelings Are Real (Theme 1, Week 4, Day 3, p. 94) and Wild Feelings (Theme 1, Week 4, Day 4, p. 97) guide children in connecting emotions to personal experiences, interpreting facial expressions using Photo Cards, and discussing appropriate responses to strong emotions.

The materials also include consistent, daily practice of self-regulation strategies. Each day begins with a structured Greeting Circle that includes a Calm component focused on regulating impulses and emotions. Within the first four themes, or 12 weeks, children explicitly learn five core calming strategies—S.T.A.R., Balloon, Bunny Breathing, Drain, and Pretzel—which are practiced daily and applied across multiple settings (Welcome Guide, pp. 41–42). Theme-based calming activities, such as Train Breathing in Theme 6: On the Move (Week 2, p. 38), further integrate regulation strategies with imaginative play and movement.

The materials also provide opportunities for leadership and shared responsibility in emotional regulation. For example, leadership roles such as the S.T.A.R. Leader allow children to guide peers in calming practices, reinforcing agency, self-control, and collective responsibility for emotional regulation (Theme 2, Week 1, p. 12).

Environmental supports also help promote emotional regulation. The Safe Place is introduced as a dedicated self-regulation learning center where children can independently choose calming strategies using a posted choice board (Theme 2, Week 1; Welcome Guide, p. 42). In addition, the Kindness Tree recognizes acts of kindness daily, promoting empathy, prosocial behavior, and emotional awareness (Theme 2, p. 91; Welcome Guide, p. 46).

The materials also includes opportunities for reflection and application of coping skills. For instance, Closing Circle routines prompt children to articulate strategies they can use when feeling “really mad,” reinforcing the transfer of calming strategies beyond initial instruction (Theme 1, Week 4, Day 5, p. 104).

Across Frog Street Pre-K, emotional development and regulation are not isolated lessons but are intentionally embedded within daily routines, play-based centers, leadership roles, read-alouds, and reflection opportunities. Children consistently practice identifying emotions, regulating their responses, and applying coping strategies in meaningful, developmentally appropriate contexts throughout the instructional day. While the materials primarily emphasize proactive and universal supports, they include moderate guidance for supporting students who experience challenges with emotional development and regulation.

Frog Street Pre-K materials meet expectations for supporting behavioral self-management (2.2c).

The materials intentionally teach classroom routines, self-regulation strategies, and behavior expectations beginning on the first day of school and reinforce them through consistent daily structures, practice centers, and teacher-guided learning experiences. Across themes, children have repeated, developmentally appropriate opportunities to build impulse control, attention, turn-taking, and rule-following embedded throughout the instructional day.

The materials establish consistent routines and expectations beginning on the first day of instruction and maintain these structures throughout the year. Classroom rituals and expectations are explicitly taught on Day 1 (Theme 1, Week 1, Day 1, pp. 12–13), and daily schedules follow a predictable sequence, such as Greeting Circle, Morning Message, Small Groups, Practice Centers, and Closing Circle, which reinforces behavioral consistency (Theme 4, Week at a Glance, pp. 4–5; Theme 9, Week at a Glance, pp. 82–83).

The materials also provide explicit instruction and ongoing practice in self-regulation and impulse control. For example, the Calm component of the Greeting Circle teaches and reinforces five core calming strategies—S.T.A.R., Balloon, Bunny Breathing, Drain, and Pretzel—which are practiced daily (Theme 1, Week 1, p. 12; Theme 4, Week 2, p. 39). Children also assume leadership roles, such as serving as the S.T.A.R. Leader, by selecting and leading calming strategies, which promotes shared responsibility and agency (Theme 8, Week 3, p. 65).

The “Safe Place” is another proactive support for self-regulation. It is defined as a self-regulation learning center rather than a time-out space, where children can independently regain composure when experiencing strong emotions (Welcome Guide, p. 46). Teachers also remind children to use the “Safe Place” during instruction to support in-the-moment regulation (Theme 2, Week 2, p. 39).

The materials also provide opportunities for children to practice attention, turn-taking, and cooperation through structured instructional tasks. For example, children practice waiting turns and tactile identification in Guess the Shape (Theme 4, Week 2, Day 5, p. 49), partner turn-taking and accuracy checks in Animal Charades (Theme 6, Week 1, p. 11), and collaborative problem solving during measurement tasks (Theme 5, Week 3, Day 1, p. 48).

Embedded classroom systems further promote independence. A visual center management system supports children in making decisions, taking turns, and managing disappointment when centers are full (Welcome Guide, p. 85). In addition, transitions are explicitly taught and practiced using TPR commands, chants, and songs to support smooth movement and body control (Welcome Guide, p. 97).

Behavior expectations are also connected to purpose and consequences. Children co-create School Family Agreements and revisit them during Commit routines, helping them connect their choices to outcomes, such as “I use walking feet so that others are safe…” (Theme 1, Week 1, Day 1, p. 13; Theme 3, Week 1, p. 13). The materials also reference Conscious Discipline (CD) resources that provide additional guidance on natural consequences and intervention planning (CD Chapter 10: pp. 286, 294, 303, 310–314).

Overall, Frog Street Pre-K provides consistent routines, explicit instruction in self-regulation, structured classroom systems (including center management and transitions), and frequent opportunities for children to practice behavioral self-management through partner work, small groups, and play-based centers. These supports are intentionally embedded throughout the instructional day and reinforced throughout the year, though the materials could be strengthened by including more robust activities that support children as they develop adaptability and flexibility as expectations and situations change.

Frog Street Pre-K materials meet expectations for supporting problem-solving and conflict resolution (2.2d). 

The materials provide frequent, varied, and developmentally appropriate opportunities for children to engage in problem-solving through cooperative play, inquiry-based learning, and collaborative tasks embedded across the instructional day. 

The materials provide multiple opportunities to support problem-solving and conflict resolution across learning settings. Children engage in cooperative problem-solving experiences such as building animal habitats (Theme 6, Week 4), designing floating sailboats during STEAM investigations (Theme 6, Week 2), navigating grids to reach goals (Theme 8, Week 3), packing items for trips (Theme 6, Week 3), organizing objects by attributes (Theme 4), and sharing materials in math activities (Theme 9, Week 3). These experiences encourage collaboration, negotiation, turn-taking, and shared decision-making. Problem-solving is also embedded within play-based and inquiry-driven instruction, including Practice Centers, STEAM activities, outdoor play, and small-group lessons, where children test ideas, revise plans, communicate with peers, and work through challenges with teacher support.

The materials also include foundational social-emotional supports that contribute to conflict resolution. Daily Greeting Circle routines introduce calming strategies such as S.T.A.R. breathing, leadership roles, and classroom structures like the Safe Place, Kindness Tree, and School Family Agreements, which support emotional awareness and self-regulation. Read-alouds such as Feelings Are Real, The Quickest Way to Be Kind, and The Most Magnificent Thing provide opportunities for children to identify emotions, consider perspectives, and reflect on responses to challenges.

Overall, Frog Street Pre-K provides consistent opportunities for children to engage in problem-solving through cooperative play, inquiry-based learning, and collaborative tasks embedded across daily instruction. While explicit conflict-resolution lessons or role-play scenarios appear less frequently, children are supported in navigating social situations through shared problem-solving experiences, emotional regulation strategies, and guided reflection in developmentally appropriate ways.

Frog Street Pre-K materials meet expectations for supporting receptive and expressive language (2.3a). 

The materials provide frequent, developmentally appropriate opportunities for children to listen, speak, respond, question, and elaborate within structured and play-based contexts. Oral language instruction is reinforced through explicit teacher strategies, interactive routines, and meaningful peer interactions that align with research-based practices and support diverse learners.

Receptive and expressive language development is supported through a range of integrated instructional experiences across Frog Street Pre-K materials. Daily interactive read-alouds promote listening comprehension, vocabulary development, and expressive responses, as seen in Theme 3 (Teacher Guide, p. 18, Quinito’s Neighborhood), where children identify settings, describe characters, and connect experiences to their own lives. The Welcome Guide (p. 26) outlines questioning and prompting strategies aligned to dialogic reading practices. 

Teacher talk and modeling strategies, such as Repeat, Expand, and Model, along with Parallel Talk and Self-Talk, are embedded in routines like Morning Message and writing lessons (e.g., Theme 2, p. 8; Theme 4, p. 10), with strategy cards and icons prompting language modeling. Language use is further supported in small groups, centers, and STEAM activities, where children explain ideas, collaborate, and engage in problem-solving discussions (e.g., Theme 8, pp. 24–25), with open-ended questions included to extend conversation.

Dramatic play and peer interactions also promote expressive language, such as in Theme 6 (p. 89), where children engage in role-based scenarios and respond to prompts about personal experiences. Language-rich routines are embedded throughout the day, including Greeting and Closing Circles, Music and Movement, and inquiry activities, with songs and chants supporting auditory memory and expressive fluency (e.g., Theme 1, p. 12). 

Dual-language supports, such as bilingual vocabulary cards (e.g., bridge/puente), story summaries, and strategy cards encouraging gestures, cognates, and Total Physical Response (e.g., Theme 2, p. 15), are included to support participation and language development for a range of learners.

Overall, Frog Street Pre-K provides consistent, high-quality support for receptive and expressive language development through interactive read-alouds, explicit teacher modeling, peer collaboration, music, play, and inquiry-based learning. Oral language opportunities are intentionally embedded across all components of the daily schedule and reinforced through research-based instructional strategies. 

Frog Street Pre-K materials meet expectations for supporting vocabulary (2.3b). 

Vocabulary development is intentional and systematic, with new words introduced weekly, reinforced across daily routines, and applied in meaningful instructional and play-based contexts. Children are provided with frequent opportunities to hear, use, revisit, and deepen understanding of vocabulary across content areas.

The materials provide intentional weekly vocabulary instruction through each theme’s Getting Started page, which identifies focus vocabulary aligned to the theme. For example, Theme 6, Move, includes words such as actions, maneuver, obstacle, and personal space (Teacher Guide, p. 2). These vocabulary words span common, academic, and content-specific domains, helping children build language across a variety of contexts.

Vocabulary instruction is also supported through explicit teaching with child-friendly resources. Vocabulary Cards include visuals, printed words, and teacher scripting with accessible definitions. For example, in Theme 2 (Teacher Guide, p. 98), the teacher reviews the words friend and loyal using Vocabulary Cards and example sentences.

The materials provide multiple contexts and repeated exposure to vocabulary throughout the instructional day. Vocabulary is embedded across Greeting Circle, Morning Message, Read-Alouds, Practice Centers, Small Groups, STEAM, and Closing Circle. Words are revisited an average of three to five times per day and reinforced throughout the week, supporting repeated practice and deeper understanding.

Vocabulary learning is also active and multimodal. Gesture- and movement-based strategies help children connect physical actions to word meanings. For example, in Theme 1 (Teacher Guide, p. 35), children label body parts such as head, lungs, and toes using Vocabulary Cards and movements. In Theme 5 (Teacher Guide, pp. 18–19), children act out bulldozer movements during a read-aloud. These nonverbal supports also help make vocabulary more accessible for diverse learners.

The materials also support vocabulary development through dialogic read-alouds and oral language use. Teachers are prompted to pause during reading, define vocabulary, and ask children to connect words to their own experiences. For example, in Theme 2, during The Little Engine That Could, teachers explain the word determined and ask children when they have felt that way.

Vocabulary is also developed across content areas. Academic language includes words such as predict, compare, observe, and describe. In mathematics, children are introduced to terms such as equal, greater, and fewer (Theme 7, Teacher Guide, pp. 33–36). In science, vocabulary includes words such as sink, float, solid, liquid, and temperature (Theme 8, Teacher Guide, p. 45). In social studies, children encounter terms such as community, map, role, and responsibility (Theme 3, Teacher Guide, p. 22).

The materials also support children in exploring conceptual relationships among words. For example, in Theme 1 (Teacher Guide, p. 104), children discuss relationships among emotion words and connect those words to their own illustrations, helping deepen both vocabulary knowledge and conceptual understanding.

Teacher guidance and language strategy tools are embedded throughout the materials to support implementation. Vocabulary Cards, Language Strategy Cards, “Talk About It” icons, and Dual Language supports guide teachers in modeling, extending, and assessing vocabulary use. English-Spanish vocabulary pairings are also included to support dual-language learners.

Overall, Frog Street Pre-K provides frequent, intentional, and developmentally appropriate opportunities for children to learn and use common, academic, and content-specific vocabulary. Vocabulary instruction is explicit, multimodal, and reinforced across daily routines, content areas, and play-based learning. Teachers are well supported with clear tools and strategies to model, extend, and revisit vocabulary in meaningful contexts. 

Frog Street Pre-K materials meet expectations for supporting children in recognizing and manipulating sounds and words (2.3c). 

Phonological awareness is embedded in the Morning Message routine (Step 1 of 3), providing consistent, systematic opportunities for children to engage in listening, segmenting, blending, and manipulating sounds in spoken language. While phonemic awareness is more concentrated in Themes 7 and 9 and is primarily oral, the curriculum provides repeated practice, aligned strategy supports, and integration into shared writing routines, supporting skill development over time.

Phonological awareness skills are embedded daily in Morning Message and reinforced in Literacy Small Groups. The online Literacy Scope and Sequence outlines the following progression across themes:

• Theme 1–2: Auditory discrimination; segment sentences into words

• Theme 3: Review compound words; segment, blend, and delete syllables

• Theme 4: Recognize rhyming words

• Theme 5: Recognize and produce alliterative words

• Theme 6: Blend onset-rime

• Theme 8: Review sentence segmentation, syllable blending/deleting, rhyming

Examples include:

• Theme 2, Week 1, Morning Message (p. 14): The teacher says a sentence (e.g., “How is your fabulous family? ") and places a sticky note for each spoken word. Children repeat the sentence, count the words, and segment sentences into individual words.

• Theme 5, Week 4, Literacy Small Group (p. 98): Children generate additional rhyming words (rat, hat, ___) and identify alliterative words (map, mop).

• Strategy Cards in Teacher Resources provide structured support for sentence segmentation, rhyming, syllables, compound words, onset-rime, and alliteration, and are referenced within lessons.

Phonological awareness instruction is integrated into shared writing during Morning Message, where the teacher models writing while children repeat the sentence to focus on the target sound skill, connecting oral language work with print awareness, even though the writing component is primarily teacher-led.

Phonemic awareness is addressed in specific units and reinforced through oral blending and segmenting tasks:

• Theme 7, Week 2, Morning Message (p. 40): The teacher models blending phonemes (/t/ /o/) and invites children to listen for the blended word within the sentence.

• Theme 9, Week 3, Literacy Small Group (p. 72): Children segment phonemes in words (bee: /b/ /e/) using connecting cubes, pushing one cube for each sound.

Although phonemic awareness is primarily oral and limited to certain themes, children engage in structured blending and segmenting activities supported by visual phoneme cards and manipulatives. Writing opportunities in shared and guided writing, as well as the Writer’s Corner, reinforce literacy skills, though they are not always explicitly tied to phoneme-to-grapheme mapping.

Overall, Frog Street Pre-K materials provide consistent opportunities for phonological awareness development through daily Morning Message routines and reinforcement in Literacy Small Groups. Skills progress across themes, from auditory discrimination and sentence segmentation to rhyming, alliteration, and onset-rime blending, as outlined in the Literacy Scope and Sequence. Structured activities, Strategy Cards, and shared writing routines support practice and skill development, while phonemic awareness is addressed in specific themes through oral blending and segmenting activities using visual supports and manipulatives.

Frog Street Pre-K materials meet expectations for developing alphabet knowledge and concepts of print (2.3d). 

The materials provide consistent, structured, and developmentally appropriate opportunities for children to develop foundational literacy skills through Morning Message, Literacy Small Groups, Practice Centers, guided writing, and family engagement activities.

Alphabet Knowledge Standards:

A. Names letters B. Recognizes letter sounds C. Produces letter sounds D. Recognizes and produces syllables (Spanish)

Print Concepts Standards:

A. Distinguishes between letters, words, and pictures B. Understands print directionality C. Identifies punctuation and letter case D. Understands sentences are comprised of words separated by spaces E. Recognizes some familiar words

Examples of Evidence:

Alphabet Knowledge

• Theme 2, Week 1, p. 21: Children identify the letters within their names and build Ff, Mm, and Gg using Letter Builder, Play-Doh, or Wiki Stix (Names letters; Recognizes letter sounds).

• Theme 2, Week 1, p. 3: Families engage in “I Spy Letters” to identify target letters F, G, and M in environmental print (Name letters).

• Theme 4, Week 3, p. 66: Students review target sounds /b/, /k/, /m/, /s/, and corresponding letter cards throughout the week (Recognizes and produces letter sounds).

• Theme 7, Week 3, p. 73: Students match uppercase and lowercase letters (Ss, Tt, Uu, Vv), discuss alphabetical order, and practice printing/forming letters on dry-erase boards (Names letters; Recognizes letter case).

• Theme 6, Week 2, p. 40: During Morning Message, students locate displayed letters and practice writing them (Names letters; Produces letter sounds).

• Theme 8, Week 4, p. 99: Children identify the first sound in a word and determine which letter represents that sound, with scaffolding as needed (Produces letter sounds).

Print Concepts

• Theme 5, Week 3, p. 66: During Morning Message, students recall each word in a sentence as the teacher writes, identify punctuation marks, and circle ending punctuation (Identifies punctuation; Understands sentences are comprised of words separated by spaces).

• Theme 3, p. 66: Teacher models spacing between words and explains that sentences begin with an uppercase letter (Understands spacing; Identifies letter case).

• Theme 7, p. 92: Children identify the first and last word in a sentence and name the punctuation mark (Distinguishes words; Identifies punctuation).

• Theme 3, Week 2, p. 34: Students create “Get Well” or “Missing You” cards in the Writer’s Corner (Recognizes familiar words; Distinguishes letters and words).

• Theme 9, Week 1, p. 10: Students write uppercase letters during a timed partner activity (Recognizes and names letters; Recognizes letter case). 

Overall, Frog Street Pre-K consistently embeds alphabet knowledge and print concepts into the daily Morning Message routine, providing structured, repeated exposure to foundational literacy skills. During Morning Message, teachers guide children in reviewing target letters and sounds, identifying uppercase and lowercase forms, and locating specific letters in written sentences. Children are often invited to highlight or circle focus letters, practice letter formation, and connect sounds to printed words. At the same time, print concepts are reinforced through teacher modeling and student participation as children identify the first word in a sentence, recognize that sentences begin with an uppercase letter, note ending punctuation, and observe word spacing. Through this predictable routine, children engage in meaningful, contextually rich practice of both alphabet knowledge and concepts of print within authentic shared writing experiences.

Frog Street Pre-K materials meet expectations for supporting children’s comprehension (2.3e). 

The materials intentionally incorporate literary and informational texts into daily instruction and provide explicit teacher guidance to support comprehension before, during, and after reading. These texts are developmentally appropriate and integrated across themes and content areas.

The materials include a broad range of texts and comprehension supports. The program features 104 core texts, including 74 literary texts that support narrative comprehension, oral language, and social-emotional learning, and 30 informational texts that build early content knowledge. An additional set of 10 Pre-K Emergent Readers supports early decoding, print concepts, and thematic understanding. Overall, the collection places a stronger emphasis on literary texts for read-aloud instruction, while informational texts support learning in science, math, and social studies.

The authorship and illustration data suggest that the collection is predominantly created by White authors and illustrators, with more limited representation from Latinx/Hispanic and Black/African American creators. The materials include a mix of female and male authors and illustrators, with several recurring contributors and some informational texts credited to teams rather than individuals. Across the text set, protagonists often include boys, girls, mixed-gender groups, families, classrooms, and community settings. Many texts focus on shared childhood experiences, emotional development, and social interaction, which makes them accessible to preschool learners.

The texts are developmentally appropriate, accessible, and integrated across themes. Representation within texts includes some instances of children with disabilities, such as a book featuring a child with Down syndrome on the cover (Feelings Are Real, Theme 1, Teacher Guide, pp. 94–95), though the character is not featured within the text, as well as a small number of books depicting children using wheelchairs. 

Daily read-aloud instruction is a consistent feature of the curriculum. Each day includes two read-aloud experiences aligned with the weekly theme, and fiction and nonfiction texts are intentionally paired within each theme. For example, Theme 6 includes The Numeral Dance and Samantha on a Roll alongside How Do We Get There and Traveling Across a Tundra. These read-alouds are embedded consistently within whole-group instruction.

The materials also include explicit guidance to support comprehension. Teacher Guides provide structured prompts for before-, during-, and after-reading discussions, and the questions are aligned to multiple levels of Bloom’s Taxonomy to support recall, inference, application, and reflection. For example, in Theme 2, Teacher Guide pp. 18–19, teachers use A Chair for My Mother to connect story content to children’s family roles and classroom community.

Genre and text-feature instruction are also addressed in the materials. Informational text features are explicitly taught and reinforced. For example, in Theme 7, Teacher Guide (p. 16), children use Crawling Creatures to explore the table of contents and identify features such as labels, captions, glossary, index, and headings. Teachers also reinforce genre distinctions through tools such as the “Fiction or Nonfiction” poster.

Overall, Frog Street Pre-K provides consistent support for children’s comprehension and understanding through daily exposure to a range of literary and informational texts. The curriculum includes structured teacher guidance, repeated opportunities for discussion and reflection, and explicit attention to genre and text features. The texts are developmentally appropriate, accessible, and integrated across themes. Representation within texts includes some inclusion of children with disabilities, and this area could be further strengthened.

Frog Street Pre-K materials meet expectations for supporting cognitive processes (2.9a). 

The materials consistently support the development of children’s cognitive processes. This is evident across multiple units and activity types, particularly within daily Practice Centers and STEAM components. The materials include activities that develop children’s reasoning, problem-solving, planning, and flexible thinking through play and practice.

The materials support reasoning and critical thinking across learning contexts. For example, the Welcome Guide explains that children engage in science and engineering learning through observation and questioning (p. 76) and are encouraged to think critically by applying, analyzing, evaluating, and synthesizing what they have learned (p. 36). These opportunities are also reflected in instruction. In Theme 6 (p. 9), children navigate an obstacle course of streamers by crawling and walking without touching them, and they are then encouraged to design new obstacle courses or pathways, which promotes planning and flexible thinking.

The materials also include intentional opportunities for problem-solving and iterative thinking. For example, in Theme 5 (pp. 102–103), children solve the problem of helping Frog-E learn how to dance by creating a dance, teaching it to Frog-E, and coding the robot to perform it. When Frog-E runs into a wall, children must reprogram him, reinforcing persistence, reasoning, and iterative problem-solving through trial-and-error.

The curriculum also promotes analysis, experimentation, and decision-making through hands-on play. In Theme 8 (p. 62), children build the tallest possible tower using geometric solid blocks. Teachers prompt critical thinking with questions such as, “Which block would be best to place at the top of the tower? Why?” Through this activity, children analyze block attributes, test ideas, and revise their structures during play.

The materials also support planning, collaboration, and reflection through group problem-solving tasks. For example, in Theme 3 (pp. 102–103), children design outdoor games using a limited set of materials, including cups, balls, yarn or string, masking tape, and a hole punch. Children work in small groups to plan how the materials will be used and ensure the game meets specific criteria. This activity engages children in a clear cycle of planning, doing, and reflecting.

Overall, Frog Street Pre-K consistently embeds opportunities for children to reason, plan, problem-solve, experiment, and reflect. Activities are robust, appropriately varied, and clearly aligned to support the development of cognitive processing skills through intentional play and practice. 

Frog Street Pre-K materials meet expectations for supporting executive functioning (2.9b).  

The materials are designed to support the development of executive functioning skills across all domains, including working memory, inhibitory control, attention regulation, and cognitive flexibility. Executive functioning supports are embedded throughout daily routines, whole-group instruction, small-group lessons, and practice centers.

The materials include opportunities to support the development of executive functioning skills across the instructional day. For example, working memory is supported in Theme 3 (p. 14), where the teacher says a sentence and the children repeat it. The teacher then says a word for children to clap and segment, followed by asking children to repeat the sentence as it is written on chart paper, such as “Teachers work in our school community.” This activity requires children to hold and retrieve information while engaging in multiple steps. Working memory is also reinforced daily during Morning Message and across read-alouds, literacy and math small groups, and STEAM activities.

The materials also support inhibitory control through activities that require patience, turn-taking, and self-regulation. For example, in Theme 8 (p. 100), children make predictions on a T-chart about which container will hold the most water, and then take turns counting and pouring cups of water to determine capacity. In addition, turn-taking routines and daily CALM activities during Morning Circle, including strategies such as Scissor Breathing, support impulse control, patience, and self-regulation.

Attention regulation is also supported through engaging, movement-based activities. In Theme 5, (p. 38), Children chant Humpty Dumpty while standing and acting out the rhyme as Humpty Dumpty falls and gets back up. More broadly, Music and Movement activities embedded throughout the day support sustained focus by combining movement, rhythm, and active participation.

The materials also provide opportunities to develop cognitive flexibility. For example, in Theme 4 (p. 45), after reading "Maria Had a Little Llama," children discuss what it would be like if animals came to school. Questions such as, “How would school be different?” and “Where would animals play?” prompt children to consider alternative perspectives and adapt their thinking. Pretend and Learn Practice Centers also support flexible thinking through role-play and open-ended exploration.

Overall, Frog Street Pre-K's executive functioning supports are consistently embedded across themes and instructional settings, including Morning Message, small groups, STEAM, Music and Movement, and Practice Centers. Activities intentionally promote working memory, inhibitory control, attention regulation, and cognitive flexibility through structured routines, guided discussions, turn-taking, and open-ended questioning. These supports are systematic, varied, and clearly aligned to executive functioning development.

Frog Street Pre-K materials meet expectations for supporting dispositions that foster learning (2.9c)

Across themes, children are provided structured opportunities to develop autonomy, curiosity, persistence, and creativity within developmentally appropriate contexts.

The materials support children’s motivation to learn through opportunities for autonomy and choice. For example, the Welcome Guide explains that a visual center management system allows children to place their name card on the center icon they choose, supporting independence and decision-making (Practice Centers, p. 84). In Theme 3, Week 1, Practice Centers (pp. 8–11), children select from centers such as Technology Center, Writer’s Corner, Creativity Station, Gross Motor, Math, Pretend and Learn, Language and Literacy, and Outdoor Activities, allowing them to follow their interests independently or with peers.

The materials also promote curiosity and problem-solving through engaging, open-ended tasks. For example, in Theme 4 (pp. 76–77), children are presented with the problem of helping Rapunzel leave and return to her tower. They brainstorm solutions, work in small groups, and respond to open-ended questions such as, “Which materials do you think might be helpful and why?” This encourages curiosity, exploration, and meaningful problem-solving.

The materials also support persistence by providing opportunities for challenge and reflection. In Theme 5 (pp. 48–49), children measure the length of their shoes using connecting cubes. For an added challenge, they are given only five cubes and asked to estimate how many more are needed before checking their answer. This structure encourages perseverance, estimation, reflection, and continued effort.

Creativity and imagination are also embedded throughout the materials. In Theme 6 (p. 89), children pack a picnic basket and engage in pretend play at a park. In Theme 9 (p. 89), children role-play “school,” selecting a teacher and rotating roles. Suggested activities include reading to the class, modeling spelling with plastic letters, and drawing and writing, as well as sorting manipulatives. These opportunities support imagination, creative thinking, and ownership of learning.

Overall, Frog Street Pre-K consistently embeds opportunities for autonomy, curiosity, persistence, and creativity through center choice, problem-based learning, differentiated challenges, and imaginative play. These experiences are supported by clear teacher guidance and structured routines that encourage children to take initiative, solve problems, and engage meaningfully in learning.