Mrs. Ernst

December 19-22

From Miss Cheryl’s and Miss Ginger’s SNP Class

LAST WEEK IN OUR CLASS

The children loved “The Gingerbread Man” last week. We even had some children singing The Gingerbread Man ( a variation on the nursery rhyme The Muffin Man ) while walking down the halls. The children measured each other using gingerbread men to practice this skill and to discover the longest and shortest child as well as the ones  in the middle. We used these gingerbread men to create a way to see smallest to biggest and biggest to smallest (seriation). Great hands on math lessons!  The children also enjoyed  playing Ring Around the Gingerbread Man and Gingerbread Man, Gingerbread Man, Fox (a variation of Duck, Duck, Goose).  Science this week was connected to the gingerbread  man crossing the river with the fox. They discovered  items which float and those that sink. They also discovered that gingerbread  men cookies will float, then sink, then they will start to dissolve. The children did not know why the gingerbread man did not want to get wet.

OUR FOCUS THIS WEEK

 This week we will be ending our theme on farm animals with a story called “Dream Snow”. This story is about a farmer who falls asleep and dreams about the first snowfall of the year. When he awakes he discovers that it really has snowed just in time for Christmas. He puts on his red suit, decorates a tree outside his barn and leaves presents for all the farm animals.

IMPORTANT DATES TO REMEMBER

December  22- School Sing Along

                         Class Holiday Party

December 23- January 9- Winter Break—NO SCHOOL

 

Have a wonderful, happy and safe Holiday Season! Happy New Year—See you in 2012!!!!

 

 Our vocabulary words are:

farmer   barn   stall   dream   snowflake   tree   sack   decorate   one 1   two 2   three 3   four  4   five 5

 

 

HOMEWORK:

Related Literature--- If You Take a Mouse to the Movies- Laura Joffe Numeroff; Clifford’s First Christmas- Norman Bridwell; Auntie Claus- Elise Primavera

 

Pre-Academic Activities for the Full Day Students

LETTER TIME-- Letter Review Gg and Ss-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week is a review of  the letters Gg and Ss. I will emphasize the beginning sound found in words that begin with Ss and the hard Gg sound. Vocabulary words will be sent home for you to practice with your child to reinforce the letter sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

IF your child is becoming frustrated when writing his/her first name in upper and lower case letters I have chants for the lower case letters that I can give you. Please email me if you need the chants!!

Thursday- Music( full day students)- On Thursdays we will be going to Music with a kindergarten class. I want to thank Mr. Savage for allowing us to participate in this activity as the students are only in preschool.  

Friday Media Center (full day students) —On Fridays we will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by following Friday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

 

More activities for increasing letter awareness, letter sound awareness and handwriting-

Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)

ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters.

Practice writing the letters.

Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.

READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to Use-

Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

While they are writing say the chants I sent home with your child will help remember the correct way to form the letters

Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 

Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

 

Georgia Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF your child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

Preschool Standards     http://decal.ga.gov/documents/attachments/GELSSection6.pdf

Pre-K Standards          http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf

 

 

December 12-16

From Miss Cheryl’s and Miss Ginger’s SNP Class

 

LAST WEEK IN OUR CLASS

 

The story “Barnyard Song” by Rhonda Gowler Greene was a great introduction to teaching the children about germs, the flu and how to keep from spreading illnesses. Here are a few of their favorite activities. We practiced washing our hands by first creating “germs” by mixing a tiny amount of cooking oil with dried parsley (germs). Once the “germs” were spread all over their hands then they discovered how well you must wash to remove all the germs. Remember to encourage good hand washing at home by reminding them of this science activity. Another fun learning activity was creating a chicken sound using a cup. They were fascinated when they were able to make the cup sound like a chicken when they slid down the yarn using a wet paper towel. Finally everyone enjoyed helping to make soup similar to the soup the farmer fed the animals until they were well. Our soup consisted of frozen peas, dried noodles and seasonings. Everyone tasted the peas when they were frozen and when they were cooked in the soup. Some actually liked the frozen ones better than the cooked ones. They also made predictions about what would happen to the noodles after they were cooked (would they stay hard or get soft?) and how the noodles would look after they were cooked (wavy or straight). Happily everyone ate all the soup they were given and some even asked more! The week was full of other fun activities to encourage proper health procedures including practicing covering their mouths when they cough or sneeze. Most needed frequent reminders (this was a big week for both coughing and sneezing) but this is what learning is all about. Make sure you encourage good health care practices at home to reinforce these skills. I think the children loved singing the song in the story the best. It was to the tune of Old MacDonald. First the animals sang in “their usual voices, in their usual throats” but stopped singing after the sneeze spread the flu to each of them. Their song changed to sneezes, sniffles and unusual sounds which the children loved to make.

 

OUR FOCUS THIS WEEK

 This week we will be reading about the adventures of the gingerbread man. There are many versions of this traditional story so I have chosen the version by Eric Kimmel. He retells the story about the cookie that comes alive after being cooked, choosing to have him run away from an old man and woman, a sow (pig), a dog, and a horse and a cow. Finally it is the fox that enjoys a tasty gingerbread treat.

Some key concepts for this story will be sequencing the story, sequencing the way the fox tricks the gingerbread man, positional words, patterns and measurement.

 

Our vocabulary words are:

gingerbread man  sow  pigsty  dog   fox    tail   back    head   snout   

wagged   barked   grazing   behind   rising

 

HOMEWORK:

Play the Gingerbread Man game on Starfall.com. Click on the link below.

http://www.starfall.com/n/holiday/gingerbread/load.htm?f&n=main

 

Listen the Mox’s Shop on Starfall.com. This story emphasizes the short  “o” sound but it also features a fox which goes along with our story.  Click on the link below.

http://www.starfall.com/n/short-o/so/load.htm?f

 

Another fun computer game is Old MacDonald on Sesame Street.org. This can be used to teach beginning letter sounds by emphasizing the name of the farm animals and pressing the key that starts the animal’s name. It is also a science game emphasizing each animal’s sounds. You can also use this game to count by pressing the key to add the animals to the farm scene.

http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/f6ec61d8-486b-11dd-bf7b-   df62be721a24/toddler_old_macdonald

 

Songs, Nursery Rhymes, Fingerplays and Poems

The Muffin Man (change the name to the gingerbread man)

Oh, do you know the gingerbread man?

The gingerbread  man? The gingerbread  man?

Oh, do you know the gingerbread man

 who ran down Drury Lane.

He said, "Catch me if you can,
If you can, if you can."
He said, "Catch me if you can,"
Then ran and ran and ran.
I can run like
the Gingerbread Man.
The Gingerbread Man,
The Gingerbread Man.
I can run like
the Gingerbread Man,
Now catch me if you can!!

http://web.archive.org/web/20080110232939/http://www.theteachersroom.com/gingerbread.htm

 

Ginger Kids (finger play sung to “10 Little Indians”- use your fingers as you add each ginger kid)

One little, two little, three little ginger kids.

Four little, five little, six little ginger kids,

Seven little, eight little, nine little ginger kids,

Ten little gingerbread kids.

(Now do back ward counting starting from ten to one)

 

Related Literature--- The Gingerbread Man by Harriett Ziefret;  Maisy Makes Gingerbread by Lucy Cousins; The Doorbell Rang by Pat Hutchins; Gingerbread Boy by Paul Galdone; Gingerbread Baby by Jan Brett

 

Pre-Academic Activities for the Full Day Students

 

LETTER TIME-- Letter Ss-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week we will introduce the letter Ss. I will emphasize the beginning sound found in words that begin with Ss. Vocabulary words will be sent home for you to practice with your child to reinforce the letter sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

IF your child is becoming frustrated when writing his/her first name in upper and lower case letters I have chants for the lower case letters that I can give you. Please email me if you need the chants!!

 

Thursday- Music( full day students)- The class is going to start participating in one weekly Specials class with a kindergarten class. (What are Specials?- Music, P.E. and Art) On Thursdays we will be going to Music. I want to thank Mr. Savage for allowing us to participate in this activity as the students are only in preschool. We will start on a trial basis first to make certain they are ready to attend and participate. This will be a very beneficial activity for them.

Friday Media Center (full day students) —On Fridays we will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by following Friday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

 

More activities for increasing letter awareness, letter sound awareness and handwriting-

Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)

ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters.

Practice writing the letters.

Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.

READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to Use-

Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.

Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  

Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.

While they are writing say the chants I sent home with your child will help remember the correct way to form the letters

Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   

Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.

Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

 

Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

 

Georgia Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF your child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

Preschool Standards     http://decal.ga.gov/documents/attachments/GELSSection6.pdf

Pre-K Standards          http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf

 

 

December 5- 9

From Miss Cheryl’s and Miss Ginger’s SNP Class

LAST WEEK IN OUR CLASS

The children really enjoyed “Mrs. Wishy-Washy” by Joy Cowley. Many were heard repeating the recurring statements of ‘wishy-washy’ and ‘oh, lovely mud’ found in the story during structured play time and centers. I hope some of them came home and re-enacted the story for you. This would have been fun for them to do while in the tub. We made mud from dirt (actually it was cocoa but it looked and acted just like dirt when mixed with water); painted muddy animal pictures, reinforcing the actions of the animals from the story; and made “mud” pudding then used animal crackers to reenact the story before eating the whole activity.

OUR FOCUS THIS WEEK

This week we will continue our farm and healthy habits unit. We will be reading “Barnyard Song” by Rhonda Gowler Greene, a former preschool/elementary special education teacher. This story is a perfect introduction to teaching young children ways to keep from spreading illnesses. Using farm animals Mrs. Greene connects how one uncovered, seemingly innocent sneeze spreads germs that cause the whole barnyard of animals to become sick. The farmer then calls the veterinarian who diagnoses the barnyard flu and recommends soup and rest for them until they are well 7 days later. Some of the activities we will participate in this week will be practicing good hand washing techniques after visible germs (cinnamon or another spice or coffee grounds mixed with vegetable oil or lotion) are applied to the hands; an experiment with pepper, water and dishwashing detergent to demonstrate how germs are scared away when using soap to wash your hands; letting the children use colored water to spray construction paper while they pretend to sneeze to demonstrate what happens when one sneezes without covering; and making a cup sound like a chicken ( we are going to be making some farm animal pictures in art this week).

Other key concepts that we are focusing on this week include hand washing sequencing; prepositional words; patterns and farm animals.

 Our vocabulary words are:

sneeze   farmer  veterinarian   barn (barnyard)   tractor   kettle  

bee   rooster   mule   cat   pig   horse  cow   duck   turkey 

HOMEWORK:

•  Look up a barnyard, barn and the animals from our story this week on the internet- see the vocabulary words. Listen to the way the animals sound and describe how they look. Look up a barnyard and notice where the animals live. Also, look up veterinarians for both small animals (pets) and large animals (farm/zoo).

• Play the following Sesame Street game with your child on the computer. Please help them to learn how to use the mouse. This is a farm game about farm animals and the sounds they make.

http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/402240e1-1528-47bd-bed3-d9fa1376ec9a/what_doesn_t_belong_animals

• A fun counting game is also on Sesame Street. Please reinforce how the numbers look to help your child learn their numbers also.

http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/2fbff182-d44c-46d5-8bf3-29f95f665a40/dorothy_imagines_farms

• Another fun computer game is Old MacDonald on Sesame Street. This can be used to teach beginning letter sounds by emphasizing the name of the farm animals and pressing the key that starts the animal’s name. It is also a science game emphasizing each animal’s sounds. You can also use this game to count by pressing the key to add the animals to the farm scene.

http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/f6ec61d8-486b-11dd-bf7b-df62be721a24/toddler_old_macdonald

•  Songs, Nursery Rhymes, Fingerplays and Poems

TRADITIONAL NURSERY RHYMES
Mary Had a Little Lamb
Baa-Baa Black Sheep
Little Boy Blue
To Market, To Market                                                                                                                                                           This Little Piggie Went to Market

Little Boy Blue (can change words to Little Girl Blue)
Little Boy (Girl) Blue
Come blow your horn!
The sheep's in the meadow,
The cow's in the corn.
Where is the boy (girl)
who looks after the sheep?
He's (She’s) under the haystack,
Fast asleep.
Will you wake him (her)?
No, not I
For if I do,
He's (She’s) sure to cry

BARNYARD SONGS
Old McDonald Had a Farm
B-I-N-G-O
Mary Had a Little Lamb
Baa-Baa Black Sheep
Five Little Ducks

Five Little Ducks (song and fingerplay)
5 little ducks went out one day (hold up 5 fingers)
Over the hills and far away, (make wave with arm like over over the hill)
Mommy (daddy) duck called quack, quack, quack, (flap elbows like wings)
But only 4 little ducks came back. (hold up 4 fingers)

4 little ducks went out one day
Over the hills and far away,
Mommy (daddy) duck called quack quack quack,
But only 3 little ducks came back.

3 little ducks went out one day
Over the hills and far away,
Mommy (daddy) duck called quack, quack, quack,
But only 2 little ducks came back.

2 little ducks went out one day
Over the hills and far away,
Mommy (daddy) duck called quack, quack, quack,
But only 1 little duck came back.

1 little duck went out one day
Over the hills and far away,
Mommy (daddy) duck called quack, quack, quack,
But  no little ducks came wondering  back.

No little  ducks went out one day
Over the hills and far away,
Mommy (daddy) duck called quack, quack, quack,
And 5 little ducks came wandering back

•  Related Literature--- Big Red Barn- Margaret Wise Brown; Barn Dance- Bill Martin, Jr; Inside a Barn in the Country- Alyssa Satin Capucilli; Rosie’s Walk- Pat Hutchins; The Little Red Hen- Paul Galdone

 

Pre-Academic Activities for the Full Day Students

LETTER TIME-- Letter G-

Remember to continue to review the previous letters as we begin to progress.  Don’t forget to use the chants I sent home as you practice writing. The children enjoy saying the chants or hearing you repeat the chants as they write in sand, rice or flour using their pointer finger and on an upright chalkboard with chalk or on an attached paper with a crayon on an upright board.

This week we will introduce the letter Gg. I will emphasize the beginning soundfound in words that begin with Gg. I will be teaching the children the “hard G” sounds as in grape, green, and great. Vocabulary words will be sent home for you to practice with your child to reinforce the letter sound. Try to follow the activities and strategies listed below. Please keep in mind that each child has varying abilities. I will expose your child to the standards that are age appropriate but will adjust each lesson to their individual levels and needs.

IF your child is becoming frustrated when writing his/her first name in upper and lower case letters I have chants for the lower case letters that I can give you. Please email me if you need the chants!!

Thursday- Music( full day students)- The class is going to start participating in one weekly Specials class with a kindergarten class. (What are Specials?- Music, P.E. and Art) On Thursdays we will be going to Music. I want to thank Mr. Savage for allowing us to participate in this activity as the students are only in preschool. We will start on a trial basis first to make certain they are ready to attend and participate. This will be a very beneficial activity for them.

Friday Media Center (full day students) —On Fridays we will visit the Media Center and check out one book. Please read this book with your child daily. The book needs to be returned by following Friday or your child will not be able to check out another book. Please help your child learn to respect the books he/she has brought home. Show them the proper way to handle the books and how to put them away.  We practice this at school in our classroom library and they need to know the same respect and treatment of books applies at home also.

More activities for increasing letter awareness, letter sound awareness and handwriting-

1. Go on a treasure hunt around your house (inside and/or outside) to find items that begin with each letter sound. (Use the vocabulary words I have sent home to help you.)
2. ALWAYS practice writing their first names in upper and lower case letters—not just upper case (capital letters).  At this age children only need to learn to write the upper case letters (except in the first names). They should learn to recognize both upper and lower case letters.
3. Practice writing the letters.
4. Look in books, magazines, etc. to find both the upper and lower case letter of the week. Always go from left to right as you do when you read. They can even use a highlighter to mark the letters they find. This is also a great review exercise for the previous letters we have learned. For those students who can recognize the letters this is a great way to start exposing them to words. Have them find and highlight the word that has the letter in it.
5. READ to your child. Read a variety of books to them. Ask questions about what you are reading- use “what” and “who” questions at first. Then move on to questions that require higher thinking- where, when, how and why. Talk about the pictures. Point to the words as you are reading. All of these things increase awareness which will help them learn to read

Handwriting Strategies to Use-

1. Using a shortened normal sized crayon or pencil will encourage the correct hand position when they are writing if this is needed for your child. The shortened length requires your child to have to hold the writing instrument using a more appropriate grasp.  A crayon helps the writer increase pressure when writing. Pencils tend to slip easily and may not be the best instrument to use for beginning writers.  Markers should not be used until they are established writers. Once your child is an established writer use regular length crayons and begin writing with pencils.
2. Writing on a slanted surface such a 3 inch binder helps to keep their hand and arm in the correct position if needed.  
3. Writing with chalk on an upright easel encourages correct arm and hand position PLUS it increases the need to add pressure.
4. While they are writing say the chants I sent home with your child will help remember the correct way to form the letters.   (These will be sent home when we begin letter formation.)
5. Have your child write while laying prone (flat) on his stomach.  This is another way to reinforce the correct position for the arm and hand when writing.                                   
6. Roll playdoh or other modeling clay into balls first and then snakes. Use the snakes to form the letters. Use a rectangle shape such as a picture frame with no glass as a guide to form the letters. ALWAYS form the letters starting from the top to bottom inside the rectangle shape using the edges as a guide.
7. Practice writing the letter shapes with their fingers on sandpaper; in rice, sand or flour; or hair setting gel in a sealed plastic bag. 

Speech and Language- Miss Allison

Check out the Speech and Language page on the left side of this blog page.

Georgia Pre-K Content Standards Link

     Here is a useful link to the Ga. Preschool/ Pre-K content standards. As special needs preschool educators our lessons are planned around these standards and the individual needs of each student. You may find information on this site helpful when you are working with your child at home and in your community. This site will help you as parents become familiar with the standards your child will need know or be exposed to during their preschool/pre-k years. The standards are set up according to your child’s chronological age. IF your child is older than 4 they will still be concentrating on the 4 year old standards. To access the standards click on the top address for the preschool standards or click on the bottom address for the Pre-K standards.

Preschool Standards     http://decal.ga.gov/documents/attachments/GELSSection6.pdf

Pre-K Standards          http://decal.ga.gov/documents/attachments/Content_Standards_Full.pdf