A complete kindergarten homeschool curriculum

1. Unit 1: First Sounds, First WordsThe letter sounds, taught in the order that makes real words fastest — your child reads their first word (at) in week one.6 skills ▸close ▾

   • Sounds s, a, t, pThe sounds s, a, t, p
   • Blending i and nThe sounds i, n — and real blending
   • Sounds m, d, g, oThe sounds m, d, g, o
   • The sounds c, k, e, u, rThe sounds c, k, e, u, r
   • Sounds h, b, f, lThe sounds h, b, f, l
   • The last letter sounds, plus the word theThe sounds j, v, w, x, y, z — and the word 'the'
2. Unit 2: Words With More in ThemSentences, the two-letters-one-sound teams (sh, ch, th, ng, ck), and words that start with two quick sounds (stop, flag).6 skills ▸close ▾

   • Reading sentences with the words I and aReading whole sentences — and the words 'I' and 'a'
   • Two letters say shTwo letters, one sound: sh
   • More pairs ch and thMore hand-holders: ch and th
   • Endings ng and ckThe endings ng and ck
   • Blends at the startTwo sounds at the start: bl, st, tr and friends
   • Reading like a championBig finish: reading like a champion — and 'to' and 'no'
3. Unit 3: The Vowels Grow UpSilent e (cap becomes cape), the vowel teams (ee, ea, ai, ay, oa, ow, igh), and chopping longer words into chunks.8 skills ▸close ▾

   • Silent e with aSilent e makes the vowel say its name: a_e
   • Silent e with i and oSilent e with i and o: i_e, o_e
   • Teams ee and eaTwo vowels together: ee and ea
   • Teams ai and ayThe teams ai and ay
   • Teams oa and owThe teams oa and ow (the 'oh' one)
   • The igh sound, and the words said and wasThe sound igh — and 'said' and 'was'
   • Words with two chunksLonger words: two chunks
   • Read a little storyCheckpoint: read a whole little story
4. Unit 4: The Tricky VowelsBossy r (car, fork, bird), the two sounds of oo, the loud ow/ou, and oi, oy, aw, ew.8 skills ▸close ▾

   • Bossy r, arBossy r: ar
   • Bossy r, or, erBossy r: or, er
   • Bossy r, ir and urBossy r: ir and ur
   • Moon and book ooThe teams oo (moon) and oo (book)
   • The ow sound in ou and owThe loud teams: ou and ow
   • Teams oi and oyThe teams oi and oy
   • The sounds aw and ew, and the words they and whatThe teams aw and ew — and 'they' and 'what'
   • All my vowel soundsCheckpoint: every vowel sound you own
5. Unit 5: Real ReadingEndings (-s, -ing, -ed), soft c and g, silent letters, three-chunk words, reading with expression, and the last tricky words.8 skills ▸close ▾

   • Endings s and ingEndings that do work: -s, -ing
   • The ending edEndings from the past: -ed
   • Soft c and gSoft c and soft g
   • Silent kn, wr, mbSilent letters: kn, wr, mb
   • Words with three chunksThree-chunk words
   • Reading smoothly with punctuationReading smoothly: punctuation is stage directions
   • Tricky words reviewTricky-word round-up
   • I am a readerYou are a reader: the final story

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1. Unit 1: How Many? Counting and Matching to 10This is where it all starts. Your child learns that counting only works if every single object gets exactly one number word, said once, in the right order — no skipping, no double-counting. You'll move from counting objects in a neat line (easiest) to a scattered pile (harder) to objects arranged in a circle (hardest, because there's no clear start or stop point).9 skills ▸close ▾

   • Say the numbers to 10Child recites the counting sequence 1-10 in order, without touching objects.
   • Touch and count threeChild touches each of 3 lined-up objects exactly once while saying one number word per touch.
   • Touch and count a lineChild touches each object exactly once while saying one number word per touch, for a line of up to 10 objects.
   • The last number tells how manyChild states that the last number word said while counting a group tells how many objects are in it, without recounting.
   • Count a messy groupChild counts a scattered (non-lined-up) group of up to 10 objects and gives one final count.
   • Counting in a circleChild counts objects arranged in a circle and correctly identifies where they started to avoid double-counting.
   • Count it againChild predicts that recounting the same rearranged group of objects will give the same total, then checks by counting.
   • Spot the counting mistakeChild identifies which of two counting attempts (shown by an adult) counted correctly and which skipped or double-counted an object.
   • Counting in a new pictureChild counts a scattered group of 10 objects presented in an unfamiliar picture (not toys or blocks used all unit) and gives the correct total.
2. Unit 2: Counting Further: To 20 and by Tens to 100This unit stretches the counting-and-touching skill from Unit 1 up to 20, then teaches counting by tens (10, 20, 30...100) as a faster way to count — using a 'ten-bag' of ten objects as one countable unit — and teaches counting on from a number other than 1.9 skills ▸close ▾

   • Touch and count to 10Child touch-counts a set of 10 objects, saying one number word per object, and states the total.
   • Touch and count to 15Child touch-counts a scattered set of 11-15 objects, saying one number word per object, and states the total.
   • Touch and count to 20Child touch-counts a scattered set of 16-20 objects, saying one number word per object, and states the total.
   • Say the numbers to 20Child recites the counting sequence from 1 to 20 without objects present.
   • Counting by tensChild recites the counting-by-tens sequence (10, 20, 30 ... 100) while pointing at pictured ten-groups.
   • Match the tensChild matches a spoken count-by-tens number (e.g., 'thirty') to a picture showing the correct number of full ten-bags.
   • Counting onChild counts on from a stated number between 5 and 15 to reach a target total, without recounting from 1.
   • Ten and some moreChild explains, using a ten-bag and loose objects, why 13 is 'ten and three more.'
   • Bags and loose onesChild determines, for a new mixed picture of ten-bags and loose objects never shown before (e.g., 4 bags and 6 loose in an unfamiliar layout, with a distractor group nearby), which spoken total it matches.
3. Unit 3: More, Fewer, or Same: Comparing GroupsThis unit teaches a genuinely different way to compare two groups: matching objects one-to-one instead of counting them. Your child learns the words 'more,' 'fewer,' and 'same number as' — words that get reused, not retaught, for the rest of the year.8 skills ▸close ▾

   • Match the groupsGiven two groups of up to 10 objects arranged in a line, the child draws a line connecting each object in one group to one object in the other group.
   • Leftovers mean moreAfter matching two unequal groups (up to 10 objects each), the child identifies which group has a leftover object and names that group as having 'more'.
   • The same numberGiven two matched groups with no leftover objects, the child taps the 'same number as' picture rather than choosing 'more' or 'fewer'.
   • Match or countGiven two scattered (unmatched, not pre-lined) groups of up to 10 objects each, the child decides to either match or count and then states which group has more, fewer, or whether they are the same.
   • Bigger number with dotsGiven two numeral cards from 1-10, each shown next to a picture of that many dots, the child taps the numeral that represents the larger amount.
   • Finding the bigger numberGiven two numeral cards from 1-10 with no object pictures shown, the child states which numeral is larger by recalling the represented quantity.
   • Check which has moreGiven a real-world claim like 'the tall skinny cup has more water' about two unequal, differently-shaped groups of objects placed in unfamiliar containers, the child uses matching or counting to check whether the claim is true.
   • One lessGiven a group of objects and told it has 'one fewer' than a shown group, the child selects which of two candidate groups matches that description.
4. Unit 4: Writing and Reading Numbers to 20This unit attaches written numerals — the actual squiggles 0 through 20 — to amounts your child can already count and compare. The rule all unit long is: count or build the quantity first, show the numeral second, never the other way around.9 skills ▸close ▾

   • Find the numberChild taps the numeral (0-10) that matches a counted set of objects shown on screen.
   • Matching a count to its numberGiven a set of 0-5 objects the child has just finger-counted with the parent, child taps the one numeral (from 2 choices) that was shown as the record of that exact count moments earlier.
   • Numbers 11 to 20Child taps the numeral (11-20) that matches a counted set built as a ten-stick plus some loose objects.
   • Numbers in orderChild places scattered numeral cards 0-10 into counting order.
   • Facing the right wayChild distinguishes correctly-formed numerals from mirror-reversed versions (e.g., correct 6 vs. reversed 6 that looks like 9's mirror) for a target numeral named aloud.
   • Trace the numbersChild physically traces numerals 0-20 following a modeled stroke path, checked by the parent against a printed model.
   • Why teens have a 1Child explains, using a built ten-stick and loose objects, why the numeral for a teen number has a '1' even though the amount is more than one.
   • Numbers all aroundGiven a numeral card shown alone with no counted objects present, child selects which of two real-world photos (e.g., a house number, a page in a counting book) contains that same numeral.
   • Bigger or smaller numberChild taps the larger or smaller numeral of two shown, both presented WITHOUT accompanying object sets, using only the numerals themselves.
5. Unit 5: Joining and Separating: Addition and Subtraction Stories to 10This is the first time counting describes something changing, not just a fixed pile sitting still. Your child acts out stories — things arriving, things leaving — with real objects before ever seeing a number sentence like 5-2=3, which gets introduced afterward as a record of what already happened.8 skills ▸close ▾

   • Put togetherChild acts out a joining story with real or pictured objects and states how many are in all, for totals to 10.
   • Take awayChild acts out a separating story with real or pictured objects and states how many are left, for starting amounts to 10.
   • Coming or goingChild determines whether a spoken story describes something coming (join) or something going (separate), before any number is mentioned.
   • Write a number sentenceChild records a completed joining or separating action as a number sentence (e.g. 5 - 2 = 3) after acting it out with objects.
   • Split a numberGiven a number to 10 shown with objects, child finds a decomposition into two parts (e.g. 5 = 4+1) using the objects.
   • Split it two waysGiven one number to 10 shown with objects, child finds two different decompositions of that same number.
   • Find the missing partGiven a spoken story mentioning a total and one known part, child finds the missing part using objects, for totals to 10.
   • Mixed up storiesChild chooses the numeral that shows the result of a mixed set of join, separate, and decompose stories presented in random order within the same session.
6. Unit 6: Ten and Some More: Decomposing 11-19This unit gives every teen number the same structure: a full ten plus some loose ones, always. Your child already counts to 20 fluently and has used ten-frames — this unit puts that fluency to work naming and building teen numbers rather than teaching counting itself.8 skills ▸close ▾

   • Teen numbers are ten and some moreGiven a built ten-frame (fully filled) plus a small group of loose objects (1-9), the child names the total as 'ten and ___ more' matching the count of loose objects.
   • Build a teen numberThe child builds a physical model (one full ten-group plus loose ones) for any spoken teen number 11-19.
   • Match teen numbersThe child matches a written teen numeral (11-19) to an object model showing its correct ten-and-ones decomposition, where the model's surface features (object color/type, ten-frame orientation, or arrangement) differ from any pairing directly drilled in a worked example, choosing among 2-3 pictured models.
   • Same number, different lookThe child compares two different-looking arrangements of the same teen number (e.g., spread out vs. grouped into ten-and-ones) and states that the count is the same.
   • Count on from tenThe child counts on aloud from ten to reach a teen total, starting at 'ten' rather than restarting at 'one,' when shown a built ten-group plus loose ones.
   • How many ones are in a teen numberGiven only the spoken teen number, the child predicts how many loose ones will be needed before building the model, then checks by building.
   • Tens with buttonsPresented with a new context never used in instruction, a ten-frame of buttons plus a scattered pile of buttons outside a frame of a different color, with no verbal cue that this is a 'teen number' task, the child taps the numeral matching the total, on a novel-context probe treated as low-stakes and formative rather than as proof of transfer.
   • Next number to 19The child recalls, from memory without a model present, the number word that comes immediately after a given teen number up to 19.
7. Unit 7: Comparing Length and WeightThis unit takes the matching-and-comparing logic from Unit 3 — built for comparing amounts — and points it at two new things: length and weight. Your child learns to compare length by lining up starting points, then order three objects at once, and to read a balance-scale picture to compare weight.9 skills ▸close ▾

   • Longer or shorterGiven two objects with aligned endpoints shown on screen, the child taps the one that is longer (or shorter).
   • Heavier or lighterGiven two objects on a balance-scale picture where one side clearly dips, the child taps the heavier (or lighter) object.
   • Lining up to find the longer oneGiven a new pair of objects whose length difference is subtler than the worked examples, the child names which is longer and states that it 'stops further out' with reduced parent prompting.
   • Exactly the same lengthGiven two objects with matching start and stop points, the child classifies the pair as 'same length' rather than 'longer' or 'shorter', distinguishing this from pairs that merely look close.
   • Shortest to longestGiven three objects of differing length, the child orders them from shortest to longest by comparing each new object against the objects already placed, not just its nearest neighbor.
   • Big can be lightGiven a big-looking but light object paired against a small-looking but heavy object on a balance picture, the child predicts an outcome from appearance, compares it to the balance result, and identifies that appearance and weight disagreed.
   • Stick or balanceGiven a mixed, unlabeled set of length and weight comparison pictures, the child identifies which attribute each picture concerns (a stick picture vs. a balance picture) before answering.
   • A level balanceGiven a balance picture with both sides level, the child recalls that this means the two objects weigh the same, distinguishing it from a picture with any visible dip.
   • Look and matchGiven a description comparing sticks' lengths and a description comparing block piles' amounts, the child explains how the two comparisons use the same 'look and match' idea without counting.
8. Unit 8: Naming and Building 2D and 3D ShapesThe last unit of the year. Your child names 5 flat shapes (circle, square, triangle, rectangle, hexagon), 4 solid shapes (sphere, cube, cone, cylinder), describes position with words like above and beside, and builds bigger shapes out of smaller ones. The core idea repeated all unit: a shape's name comes from its sides and corners, not its size, color, or which way it's turned.9 skills ▸close ▾

   • Spot the shapeChild names a circle, square, triangle, rectangle, or hexagon shown at an unfamiliar size, color, or rotation, by tapping the matching name/picture.
   • Circle and squareChild names a circle or square shown in a size and color like the ones just demonstrated, by tapping the matching name.
   • Solid shape namesChild recalls the spoken name for a sphere, cube, cone, or cylinder when shown a real object or picture of that solid.
   • Sides and cornersChild counts the number of sides and corners on a given 2D shape and states whether that count matches another shape's count.
   • Flat or solidChild sorts a mixed pile of 2D and 3D shape pictures into flat and solid groups, regardless of the shapes' size or color.
   • Above, below, beside, and behindChild identifies whether one object is above, below, beside, in front of, or behind a second (reference) object shown in a picture.
   • Make big shapesChild builds a given larger 2D shape (e.g., a hexagon or rectangle) out of two or three smaller pattern-block shapes.
   • Shapes all aroundChild selects the correct name for a 2D shape presented in a context never used anywhere in this unit's instruction (e.g., a hexagon-shaped floor tile pattern, or a triangle-shaped kite), with no size/color/orientation cue matching a taught example.
   • Number stories and shapesChild recalls a previously taught addition or subtraction story answer (Units 5-6) and a shape name in the same mixed practice set without confusing the two response formats.

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1. Unit 1: Weather, Sky and SeasonsNine weeks of watching the actual sky: daily weather, wind you infer, sun that warms, shadows that move, puddles that vanish, and a family severe-weather plan.9 skills ▸close ▾

   • Today's weatherDo the hands-on exploration, then show Clara you can talk about naming today's weather and comparing days.
   • Finding the windDo the hands-on exploration, then show Clara you can talk about how we know wind exists without seeing it.
   • Sun and shadeDo the hands-on exploration, then show Clara you can talk about sunlight warming things and shade keeping them cool.
   • Shadows moveDo the hands-on exploration, then show Clara you can talk about shadows changing with the sun's position.
   • Where puddles goDo the hands-on exploration, then show Clara you can talk about where puddle water goes.
   • Dress for the weatherDo the hands-on exploration, then show Clara you can talk about choosing clothes and plans to match the weather.
   • Our tree todayDo the hands-on exploration, then show Clara you can talk about what the adopted tree looks like right now and predicting its change.
   • Staying safe in stormsDo the hands-on exploration, then show Clara you can talk about what to do when severe weather comes.
   • Weather all togetherDo the hands-on exploration, then show Clara you can talk about putting all the weather ideas together.
2. Unit 2: Pushes, Pulls and Things That MoveForces at floor level: pushes and pulls, ramps and races, collisions, balanced tugs, light and shadows, magnets, and a ball-run build that fails on purpose.9 skills ▸close ▾

   • Sort pushes and pullsDo the hands-on exploration, then show Clara you can talk about sorting pushes and pulls.
   • Big pushes go farDo the hands-on exploration, then show Clara you can talk about bigger pushes making things go farther and faster.
   • Steep ramps go fastDo the hands-on exploration, then show Clara you can talk about steeper ramps and faster rolling.
   • Crash and turnDo the hands-on exploration, then show Clara you can talk about bumps and collisions changing which way things go.
   • Two equal pullsDo the hands-on exploration, then show Clara you can talk about two pulls that cancel out.
   • Blocking the lightDo the hands-on exploration, then show Clara you can talk about materials blocking light and making shadows.
   • Our tree and pushesDo the hands-on exploration, then show Clara you can talk about what changed on the tree and finding pushes and pulls at home.
   • Magnets pull some thingsDo the hands-on exploration, then show Clara you can talk about magnets pulling some things and not others.
   • Build a ball runDo the hands-on exploration, then show Clara you can talk about building something, watching it fail, and fixing one part.
3. Unit 3: Living Things and Their PlacesAlive or not, what living things need (with a control cup), body parts with jobs, babies and parents, habitats, traveling seeds, and a sit-spot that produces a real question.8 skills ▸close ▾

   • Alive or not aliveDo the hands-on exploration, then show Clara you can talk about sorting alive, not alive, and once-alive.
   • What seeds needDo the hands-on exploration, then show Clara you can talk about what seeds need to sprout and grow.
   • Body parts with jobsDo the hands-on exploration, then show Clara you can talk about animal body parts and what each part is for.
   • Babies and parentsDo the hands-on exploration, then show Clara you can talk about animal babies resembling their parents.
   • Where animals liveDo the hands-on exploration, then show Clara you can talk about matching animals to the places that meet their needs.
   • How seeds travelDo the hands-on exploration, then show Clara you can talk about how seeds get to new places.
   • Our tree's storyDo the hands-on exploration, then show Clara you can talk about the tree's story across three seasons.
   • Watch and wonderDo the hands-on exploration, then show Clara you can talk about watching quietly and asking a science question.
4. Unit 4: Stuff and What It DoesMaterials and their properties, choices that fit purposes, water's three states, changes you cannot undo, sound as vibration, an instrument build, and the year's capstone question.10 skills ▸close ▾

   • Made of whatDo the hands-on exploration, then show Clara you can talk about sorting objects by what they are made of and how they feel.
   • Picking the right stuffDo the hands-on exploration, then show Clara you can talk about materials chosen because their properties fit the job.
   • Ice, water, steamDo the hands-on exploration, then show Clara you can talk about ice, water and steam being the same stuff.
   • Can you undo itDo the hands-on exploration, then show Clara you can talk about changes that can be undone and changes that cannot.
   • Shaking makes soundDo the hands-on exploration, then show Clara you can talk about shaking and vibrating things making sound.
   • Loud, quiet, high, lowDo the hands-on exploration, then show Clara you can talk about loud versus quiet and high versus low sounds.
   • Change your instrumentDo the hands-on exploration, then show Clara you can talk about changing a design to change its sound.
   • My tree all yearDo the hands-on exploration, then show Clara you can talk about the tree's whole year of changes.
   • The big safariDo the hands-on exploration, then show Clara you can talk about finding weather, forces, living things, materials and sound in the real world.
   • Ask and find outDo the hands-on exploration, then show Clara you can talk about asking a question and planning how to find out.

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1. Unit 1: Me, My Family, My StoryHistory starts at home: the child's name, family, growth, daily sequence, traditions, an elder interview, their address, homes near and far — bound into a book they author.9 skills ▸close ▾

   • My name storyDo the activity together, then show Clara you can talk about knowing and telling the story of their own name.
   • My familyDo the activity together, then show Clara you can talk about who is in their family and how family members help each other.
   • Then and nowDo the activity together, then show Clara you can talk about how they have changed since they were a baby and what stayed the same.
   • My day in orderDo the activity together, then show Clara you can talk about putting the events of a day in order.
   • A family traditionDo the activity together, then show Clara you can talk about what a tradition is and naming one of their family's.
   • Life long agoDo the activity together, then show Clara you can talk about asking an older person what life was like long ago.
   • Where I liveDo the activity together, then show Clara you can talk about saying where they live, from street to country.
   • Different homesDo the activity together, then show Clara you can talk about homes being different while meeting the same needs.
   • My story bookDo the activity together, then show Clara you can talk about telling their own story from their book.
2. Unit 2: Rules, Jobs and MoneyCivics and economics at kid scale: why rules exist, fair vs equal, community jobs, needs and wants, earning and the save-spend-share jars, a family market, real votes, and a signed family constitution.9 skills ▸close ▾

   • Why we have rulesDo the activity together, then show Clara you can talk about why games and families have rules.
   • Fair and the sameDo the activity together, then show Clara you can talk about the difference between everyone getting the same and everyone getting what they need.
   • Community helpersDo the activity together, then show Clara you can talk about community jobs and what would happen without them.
   • Needs and wantsDo the activity together, then show Clara you can talk about sorting needs from wants.
   • Where money comes fromDo the activity together, then show Clara you can talk about money coming from work and trading for things.
   • Save, spend, shareDo the activity together, then show Clara you can talk about choosing to spend, save or share money.
   • Trading things and jobsDo the activity together, then show Clara you can talk about goods you can hold and services people do.
   • Voting togetherDo the activity together, then show Clara you can talk about how voting lets a group decide fairly.
   • Making our own rulesDo the activity together, then show Clara you can talk about making rules together and agreeing to follow them.
3. Unit 3: Maps and PlacesGeography by making: mapping the bedroom, symbol keys and treasure hunts, a field-tested walk map, land and water, cardinal directions, how places shape lives, and the room-to-Earth zoom.8 skills ▸close ▾

   • My room mapDo the activity together, then show Clara you can talk about what a map shows and drawing a place from above.
   • Treasure map symbolsDo the activity together, then show Clara you can talk about map symbols standing for real things.
   • Our walk mapDo the activity together, then show Clara you can talk about mapping a walk using landmarks in order.
   • Land and waterDo the activity together, then show Clara you can talk about telling land from water on a map and naming landforms.
   • North, south, east, westDo the activity together, then show Clara you can talk about using north, south, east and west.
   • Hot and cold placesDo the activity together, then show Clara you can talk about how the place people live shapes how they live.
   • From home to EarthDo the activity together, then show Clara you can talk about how home fits inside town, state, country and Earth.
   • Our map fairDo the activity together, then show Clara you can talk about making a map with a key and showing it works.
4. Unit 4: People and the PastThe past through evidence: old objects as clues, school and travel and communication then vs now, the town's own story, symbols and holidays treated plainly, changemakers, a review museum and a sealed time capsule.10 skills ▸close ▾

   • Clues from old thingsDo the activity together, then show Clara you can talk about using old objects as clues about the past.
   • School long agoDo the activity together, then show Clara you can talk about how school long ago was different from now.
   • Travel then and nowDo the activity together, then show Clara you can talk about putting ways of traveling in order from long ago to now.
   • Talking then and nowDo the activity together, then show Clara you can talk about how people far apart talked long ago and now.
   • How our town changedDo the activity together, then show Clara you can talk about finding out how their town has changed.
   • Flags and symbolsDo the activity together, then show Clara you can talk about flags and symbols standing for groups and places.
   • Holiday storiesDo the activity together, then show Clara you can talk about holidays remembering and celebrating things.
   • People who changed thingsDo the activity together, then show Clara you can talk about how a real person saw a problem and changed things.
   • Our learning museumDo the activity together, then show Clara you can talk about showing and explaining what they learned all year.
   • My time capsuleDo the activity together, then show Clara you can talk about making a time capsule for their future self.

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