Improved

Second
Edition!

Second
Edition!

Teacher’s Guide

Read Me First
Introduction . . . . . . . . . . . . . . . . . 2
Classroom Preparation . . . . . . . 5
Additional Materials . . . . . . . . . . 12
Daily Routines . . . . . . . . . . . . . . . 13
Lesson Plan Format . . . . . . . . . . . 17
Yearly Theme Plan . . . . . . . . . . . . 18
Standards & Benchmarks . . . . . 20
FAQs . . . . . . . . . . . . . . . . . . . . . . . . . 26
Authors & Credits . . . . . . . . . . . . 29

Starfall Education Foundation

P.O. Box 359, Boulder, CO 80306
Phone: 1-888-857-8990 or 303-417-6414
 Starfall’s Pre-K Curriculum is…
Integrated — Young children learn best when they can make connections across
many disciplines. Therefore, early literacy, math, social studies, science, social-emotional
development, creative arts, physical movement, health, and technology are integrated throughout
the curriculum.

Standards-Based — The Starfall curriculum establishes clear and developmentally

appropriate goals for children’s learning based on multiple state, district, and federal programs
including VPK, UPK, and Head Start. Benchmarks are listed alongside each lesson plan.

Systematic, Spiraled, and Scaffolded — Children retain new information when it

connects with previous knowledge and experiences. New information is presented in a logical and
linear fashion. Thereafter children move from simple concepts to advanced understanding through
a continuum where skills and concepts are reviewed, revisited, and expanded.

Focused on Early Literacy — Children with large vocabularies who exhibit phonological
and phonemic awareness skills are more likely to become literate. Starfall Pre-K develops these
skills and applies them to phonics, concepts of print, comprehension, and writing, laying the
foundation for long-term achievement.

Focused on Math — The Starfall Pre-K curriculum integrates and emphasizes math skills and
concepts. Direct instruction, center exploration, games, and activities provide a practical approach
to applied math children encounter in everyday life.

A Balance of Instruction and Exploration — The Starfall teacher facilitates learning.

Direct instruction provides a framework to ensure that children receive target skills, concepts,
and strategies. Learning Center and Exploration times provide children time and opportunity
to explore and experiment with what they have learned.

Starfall Education Foundation P.O. Box 359, Boulder, CO 80306 U.S.A.

Email: helpdesk@[Link] Phone: 1-888-857-8990 or 303-417-6414 Fax: 1-800-943-6666 or 303-417-6434
Starfall Education Foundation is a publicly supported nonprofit organization, 501(c)(3).
® ®
Copyright © 2013, 2023 by Starfall Education. All rights reserved. Starfall and [Link] are registered trademarks in the US, the European Union, and various other countries.
2 ISBN 978-1-59577-274-9
A Learning-Centered Classroom
During Learning Center time in the Starfall classroom, children are fully engaged in the Learning Centers.
They are not pulled out to participate in small group sessions or art projects. Rather, children work
uninterrupted and have the full attention of the teacher and paraprofessional.
Learning Centers provide the most natural and effective use of classroom materials, time, and space.
Children are free to make choices, to handle, taste, smell, and observe, to explore at their own developmental
levels, to solve problems in their own way, to share with friends, to dramatize, and to create. Children move
around freely and learn by doing. As they change activities, they meet different groups of children and have
frequent contacts with the teacher. They learn to work and socialize with others. They meet problems and
learn to solve them. They grow in confidence and self-respect.
Most importantly, Learning Centers are fun and are based on purposeful play, which is integral to how young
children learn. At center time, children choose the center in which they wish to work and which materials
they use. Children need uninterrupted time to explore learning activities and develop interests and talents.
During this period, most Learning Centers (computer, art, dramatic play, construction, discovery, library,
writing, and math) are open. Teachers observe children, ask open-ended questions, and make suggestions
that extend children’s play and support their learning.
Learning Centers integrate literacy learning by featuring reading and writing. Paper and pencils are found
in the Construction Center for children to use to create signs (“Please do not knock this building down.”)
and in the Dramatic Play Center for grocery lists and signs such as “Dentist’s Office” or “Restaurant.”
Alphabet books are placed in the Writing Center, counting books in the Math Center, and
appropriate books in the Discovery, Construction, and Art Centers.

Your role in Learning Centers

Provider: You provide the children with challenges and opportunities to learn, and then trust them to
construct their own knowledge in their own unique ways. Carefully select materials and equipment that
reflect the developmental needs of the children, encourage their current interests, and spark new ones.
Provide a variety of open-ended materials that allow choices by the children and invite them to learn.
In addition to the general materials typical for each Learning Center, add specific materials for each
thematic unit to extend the topic and to develop new vocabulary and purposes for reading and writing.

Facilitator: You facilitate the active exploration and learning of each child. Children need help as they
experiment, observe, question, record observations, or search for materials on a topic of interest.
If you are aware of the skill needs of each child, you can
find opportunities to effectively incorporate these skills.
Start by asking questions which promote communication
and learning. Rather than saying, “Nice tunnel” or “Good
picture,” give the children opportunities to talk about their
work using open-ended questions and requests, such as
“How did you build this?” or “Tell me about your picture.”
You also coordinate and facilitate the efforts of resource
teachers, paraprofessionals, and parent volunteers who
work with your children. Arrange for these adults to
work with the children in ways which are compatible
with the existing atmosphere and organization of
your learning environment.

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 Evaluator/Observer: Your purpose in observing and evaluating is to help the children. The progress
made in all areas of development – emotional, social, cognitive, and physical – must be observed
and noted in order for you to provide appropriate activities. Observation and recording should occur
spontaneously and continually in the classroom, enabling you to be responsive to the children’s interests
and provide relevant learning experiences. You move from area to area to assist, suggest, question,
and answer. Constant awareness on your part helps to keep children involved. How you ascertain the
development of each child will vary, but should include the following:

Personal interaction - At the Art Center, you observe a child shaping play dough into an
animal. Talk with the child about his work, and indicate a place to display the animal. At
the Discovery Center you might ask, “Why do you think your sand tunnel collapsed?”
Close observation - During Learning Centers notice conversations, movement within the
Centers, and how the children relate to each other. Is the child’s play reciprocal?
Observe social-emotional and communication skills.
Collect timely samples of the child’s work (artwork, handwriting, dictated stories, etc.)
Keep anecdotal records - “Kim doesn’t like messy paint or clay. Enjoys tidy art activities.”
“I wonder if Kevin needs glasses. Holds his head very near the paper and books, does not catch a ball yet.”

Recorder: There is no standard form for recording children’s activities and behaviors. Develop a method
which works for you. You might choose a binder to keep records for each child, and note the date and
specific comments about the child. Or you may prefer to keep anecdotal records on index cards adding
comments as appropriate during the day.
Your school or district may have a particular checklist that can serve as a guide for your daily record
keeping. These observations and written records are primarily to help further the child’s development,
but they also can be used as a reference for parent conferences and as a basis for the written report that
may be given to parents each grading period.

Exploration/Small Group
Starfall feels strongly that the Learning Center experience should be an uninterrupted period of time
therefore an additional period has been added to allow children the opportunity to engage in free choice
activities. It is during this Exploration period that “pull outs” occur.
Designate an area or cabinet for games and activities that would not typically be used in a specific
Learning Center such as memory games, board games, doll houses, farms, zoos, table and floor puzzles,
building blocks and other construction manipulatives etc. Children will choose from these materials
during Exploration.
Divide your class into two or three small groups. During Exploration, call a small group to work with
you on a specific skill outlined in the lesson plans. Your paraprofessional should remain free to facilitate
children in the Exploration areas and not pull children out for additional small groups.

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Preparing Your Classroom
Set up the Classroom Alphabet Board

AaStarfall com
Bb
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Cc
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Ee
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Ff
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Gg
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Hh Ii
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Jj
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Kk Ll
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Mm Nn
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Oo
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Pp
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Qq
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Rr
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Ss
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Tt
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Uu Vv
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Ww X x
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Yy
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Zz
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Display the Starfall Alphabet Cards at children’s eye level. Each Alphabet Card contains the uppercase and
lowercase letter and a sound-picture. The designated sound-picture is used throughout the curriculum to
introduce and review that letter/sound.
Allow space below each letter to accommodate index-sized cards. Occasionally you will post word cards
under the appropriate letter. (E.g. a child’s name under the first letter of the name.)

Beginning of the Year Checklist

(Prior to the first day of school)
Display the Starfall Alphabet Wall Cards
Display Color Wall Cards
Display Number Wall Cards
Prepare Attendance Board Photo/Name cards
Establish a Pocket Chart for the Attendance
Routine
Establish a Weather Center
Prepare Birthday Cake display
Organize Picture Cards
Set up [Link] on classroom computers
Determine method for Gingerbread Boy’s
daily message
Prepare Assessment materials

Note: The Calendar Routine will not begin

until Week 5.

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 Put up the Classroom Color and Number Wall Cards
Display the Color Wall Cards near the Art Area. Make sure the cards are easily viewable from your gathering space.
Downloadable Color Cards are also available in English/Spanish and English/French.

re d blue g re o ra
en nge

yell pur pink

ow pl e

b ro whi blac g ra
wn te k y

Display the Number Wall Cards at children’s eye level near the Math Center. Make sure the cards are easily
viewable from your gathering space.

0Starfall com
1
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2 Starfall com
3
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4
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5
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6
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7
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8
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9 Starfall com
10
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Assemble the Attendance Board Materials:
The Attendance Board is used daily to establish who F Name Cards for each child, using
is present and as an instructional tool throughout photos and first names
the curriculum. (See Daily Routines on page 12.) F A Pocket Chart to accommodate
Name Cards should be laminated since they will be the Name Cards
handled on a regular basis. Visually emphasize F Heading Cards: Present and Absent,
the first letter of each name on the cards. or Here and Who’s Missing?
(e.g. in bold or colored red)

Present Absent

Tommy David

Kim

Build a Weather Station Materials:

Prepare a space to accommodate a “Weather Station.” F Heading Cards: Today’s Weather,
Each morning children will observe the weather, predict Our Prediction, and Tomorrow’s Forecast
the afternoon weather, and forecast the next day’s weather. F Weather Cards (provided): cloudy,
(See Daily Routines on page 12.)
cold, cool, rainy, snowy, stormy,
Attach Velcro dots to the chart or wall under each sunny, and windy
heading, and to the back of each Weather Card F Velcro dots
for easy placement and removal.

Today’s Weather Our Prediction Tomorrow’s Forecast

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 Put up the Calendar
The calendar is used as a tool to show children how to keep track of important events. You may wish
to purchase a linear calendar pocket chart as shown below. These are available through [Link]
and Oriental Trading Company. Starfall Calendar Cards are included with the lesson plan supplements
(Classroom Kit) or downloadable at [Link]. The names of the months and days of the week in
Spanish and French are also available to download in the Parent-Teacher Center on [Link].

Make a Birthday Chart

An appropriate way to introduce months of the year to young children is through the use of a
birthday chart. Children have a natural interest in learning the names of the months related to
their birthdays and/or the birthdays of friends.
To make a birthday chart, photocopy the “Birthday Cake & Candles” master blackline. You will need
one candle for each child and twelve birthday cakes. Cut out, decorate, and laminate the cakes. Write
the name of a month on each one. Print a small photo of each child, and attach it to his or her birthday
month. Display the cakes on the classroom wall in order, beginning with August. Cut out and color the
candles. Write each child’s name on a candle, and attach it to his or her birthday month above the child’s
photo. Fold the flame back behind the candle. On the child’s birthday, fold the flame up so it shows.
Celebrate summer birthdays during the school year.

Birthday Cake & Candles

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Prepare a Learning Center Choice Board
A learning center Choice Board gives children a concrete method for managing center time.
Therefore, the following materials are available for download at [Link] on the
Pre-K Curriculum page:
Large Two-sided Learning Center Identification Cards to post above your centers

Construction Art Center Discovery Library Center

Center Center

Computer Center Dramatic Play Writing Math Center

Center Center

Identical small Learning Center Cards to use on your Learning Center Planning Chart.

Dramatic Play Writing Math Center Construction Art Center Discovery Library Center Computer Center
Center Center Center Center

Individual Child Name Cards with space for a photo. Use a pocket chart or attach Velcro to the back of
each child’s Name Card.

Kim Tommy

Use a system for Learning Center sign-up that works well for you. See Daily Routines on page 12 for
Learning Center management suggestions.

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 Create a Responsibility or Job Chart
Children need to learn the importance of caring for
their classroom. Create a job for each child in your class.
One job may even be assigned to two children to share. Alex

At the beginning of the year, assign jobs to ensure that

children are able to experience all of the different
responsibilities. As children become adept, they can
mentor their peers. You may wish to have children
change jobs by the week or by the day.
As the year progresses, children choose their own jobs.
Randomly flash children’s Name Cards. When their
names are revealed, the children choose jobs.
Introduction of jobs and responsibilities is not formally
addressed in the lesson plans. Create a job chart and a
procedure that works best for you.
Jobs may be divided into Early Morning Jobs, Lunchtime
Jobs, and Afternoon Jobs (if you are a full-day session).
Suggested Job Titles:

Schedule Manager Snack Helpers Soap Manager (waterless soap dispensers)

Gardener (water plants) Floor Manager Zoo Keepers
Door Holder Chair Manager Maitre-de
Door Closer Electrician (light helper) Equipment Manager
Line Leader Duster Area Managers
Classroom Book Helper Meteorologist Flag Bearer(s) (state and US flag)
Librarian Calendar Helper

Learn some American Sign Language

Starfall integrates American Sign Language (ASL)
as a visual and kinesthetic means of teaching
sound-spellings, days of the week, seasons,
and colors. Learn the ASL hand signs using
the ASL reference poster in the Projectable
Books and Posters section of [Link].
You and your class will use them regularly.
For additional instruction on the American Sign
Language alphabet you can access the ABC section
on [Link]. Each letter of the alphabet is
demonstrated in a short video that you can watch
by clicking on the “interpreter” symbol in the
bottom row.

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Organize your Picture Cards
Instructional Picture Cards are provided for use in phonemic awareness and phonics activities.
Theme-related Picture Cards assist in presenting and reviewing concepts.

Individual ABC Picture Cards, Color Cards, and Number Cards are also included.

A b Cc

w
ue
d

llo
re

bl

ye
Set up [Link] on your classroom computers

[Link] is an interactive website where children practice letters, sounds, words, sentences, and
stories, to reinforce the day’s lessons. With a Starfall subscription, you will receive all of the content you
know and love from the free [Link] website, plus new content, including numbers and math, colors,
songs, and rhymes.
Starfall also provides Resource Generators in the Parent-Teacher Center on [Link], which allows
teachers to customize and print pictures, worksheets, and more for various activities throughout the year.

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 Additional Materials for Starfall Pre-K
Story Books with Downloadable Read-Along MP3s: find the download link for the stories in
MP3 format on the Pre-K Curriculum page on [Link]!

• Nursery Rhymes • Over in the Meadow

• The Gingerbread Boy • The Story of Milk
• The Little Red Hen and other Folk Tales • The Frog Prince
• Draw Dragon Dot Eyes and other Chinese Fables • The Ugly Duckling
• Stone Soup • Dolphins Are Not Fish
• The Cobbler and the Elves • Humpback Whales
• A Day in the Life of A Firefighter • Dinosaurs!
• Goldilocks and the Three Bears • The Three Little Pigs
• Who Likes the Rain? • My Father Runs an Excavator
• Thermometers • A Tale of Two Little Engines
• How the Turtle Cracked Its Shell • The Troll Who Lived Under the Bridge
• Why the Sun and the Moon Live in the Sky • Green Grass Grows All Around
• Reach for the Stars • The Ant and the Chrysalis
• Where Oh Where is Backpack Bear?
Story Sequence and Picture Cards to go with many of the fiction books
Music and Lyrics: Starfall provides songs and rhymes to support many lessons throughout the year.
Download the audio and lyrics in the Music section on [Link].
• Starfall’s Selected Nursery Rhymes
• Starfall Sing-Along Volumes 1 and 2
• Star Writer Melodies
Projectable Posters: Find these posters on [Link] in the Projectables catogory, or on as
PDFs in the Pre-K Curriclulum page next to the lesson unit in which they are used:
• ABC Poster • Numbers Poster • Emotion Poster
• Animals • Playground • American Sign Language Poster
• Dinosaurs • Safety Posters 1 and 2 • My Five Senses
• Let’s Stay Healthy! • Trains • The Four Seasons
Plush Gingerbread Boy, Grandmother and Dragon come to life in your classroom as classmates
and classroom volunteers.
Gingerbread Boy Stamp and Stickers, Starfall Pencils, and more!

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Daily Routines
Gingerbread Boy’s Daily Message
Gingerbread Boy delivers magic each day in a message he secretly hides in the
Writing Center. Use the Gingerbread Boy’s Message Generator on [Link] to
create his daily messages, or write them on large post-it notes. Sign them with
Gingerbread Boy’s print stamp and place them in the Writing Center after school
each day so that they are ready in the morning.

Although suggested messages are included in the plans, feel free to adjust the
messages to meet the needs of your class, school events, or personality of your
Gingerbread Boy.

Each day a volunteer retrieves the message from the Writing Center during the Morning Meeting.

Gathering Meeting
The Gathering Meeting consists of three routines:
Attendance Routine
Weather Routine
Calendar Routine (beginning Week 5)
Alex

Attendance Routine

Ja
Sh kie
c
an
e
Each day children place their Name Cards in the Present
column on the Attendance Board. This board is used to
address a variety of phonics skills throughout the curriculum.
In the beginning of the year attach a photo of each child
to his or her Name Card. This not only assists children in
recognizing and locating their names quickly, but also
helps them to recognize the names of their classmates.
When appropriate, replace these Name Cards with ones
that do not include photos.

Weather Routine
Utilizing the “Weather Station” suggested in Classroom Preparations will familiarize children with
weather and weather words and in addition will preview observing, predicting, and forecasting concepts.
Each day the classroom meteorologist selects the Weather Card that represents the weather when the
children arrived, predicts the weather later in the day (afternoon), and later, forecasts what the weather
might be the next day.

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 Calendar Routine
At the beginning of each week, add the home and school symbols, as well as any applicable Special Day
Cards to the linear calendar pocket chart. Children will understand the calendar best if you place the first
“school day” at the beginning of the week, and put the weekend “home days” together at the end of the
row. Look at the calendar with the children each day while the Calendar Helper moves the calendar star
to the current day’s space.
Research in child development indicates that children do not truly understand time concepts until
the first or second grade, even though they may use words associated with time concepts. Initially,
the calendar is used as an informational graph to identify important events such as a child’s birthday,
holidays, guest speakers, etc. Over the course of the year, the calendar routine expands into more
complicated concepts.

Adding Complexity
If your class seems ready, January might be a good time to introduce the children to a traditional grid
calendar that displays the days of the week and the dates. If you switch to a grid calendar help children
make the transition by continuing to use the home and school symbols from the linear calendar.
Note: Many children are confused or overwhelmed by the organization of the grid calendar and the
concepts of months, days, and dates, so don’t expect children to master this format yet. Children will
have many opportunities to learn about months, days of the week, and numeric dates in Kindergarten
and First Grade.

Morning Meeting
Warm Up Your Brain Activities
Each day the Morning Meeting will begin with a short Warm Up Your Brain activity. These movements/
exercises help develop small and large motor control, improve coordination, create brain patterns, and
activate both sides of the brain among other benefits. You will notice that on occasion the movement/
exercise occurs as part of the Morning Meeting rather than at the beginning. Gingerbread Boy will
introduce his friend Dragon to assist in each day’s Warm Up Your Brain activity.

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Learning Centers
Below you will find some suggestions for managing
Learning Center Time. If you have a management
routine that has been successful for you, we encourage
you to use it.
Partition the classroom with shelves, bookcases, or
dividers to provide small spaces. Large open areas
invite children to run! Arrange Centers according to
the noise and activity levels. Quieter Centers, such as
Library (with an electrical outlet), Writing, and Math
Centers, should be grouped together. The Dramatic
Play, Construction, Discovery, and Art Centers should
be located in another area of the classroom. The Art
Center, with double-sided easels, and the Discovery
Center should be placed on easy-to-clean flooring
near a sink. Carpeted areas work best for housing the
Construction, Dramatic Play, and Library Centers to
reduce noise. Make sure you can see all areas of the
classroom at all times.

Managing Center Time

Before Learning Center time, discuss the activities that are available. A Choice Board (described
below) with illustrations will help children make choices. A matching illustrated label should be
placed in each Learning Center.
Explain how children will place their names on the Choice Board to indicate where they will work.
Discuss how the number of Velcro strips, dots, etc., shows the number of children who
can be in a Center at one time and where children place their names.
When children are finished working in one area, they are free
to move to another. Instruct the children to move their cards
when they decide to try another Center.
Five minutes before cleanup time, ring a bell or use some
signal to let children know they need to finish up their work.
In areas such as Construction or Dramatic Play, children
should begin cleanup earlier.

15
 Choice Board I: Create and laminate a Choice Board with illustrations of the different Learning
Centers in your classroom, using the Learning Center Cards provided. In each section, place dots to
represent the number of children who can work in each Learning Center. Use a permanent marker to
write each child’s name on a clothespin. At Center time, each child in turn clips his or her clothespin on
the Center of choice. When children wish to change Centers, they move their clothespins to other Centers
with empty spaces.
Choice Board II: This option is the same as above, using Velcro instead of dots. Place Velcro dots to
represent the number of children who can work in each Center on the Choice Board under each
illustrated category. Write each child’s name on a small card. Laminate the cards, and place Velcro
on the back. Continue as above.
There are many other methods for managing Learning Centers such as weekly graphs
on which children color in the Centers where they would like to work each day, or
various colored necklaces, bracelets, or props that children can wear to
indicate their preferences. Some teachers conference individually
with children to determine where they would like to work
and what they plan to do there. Consider the options
carefully to decide which will work
best in your classroom.

16
Lesson Plan Format
The easy-to-follow lesson plans include Whole Group, Small Group, and Learning Center activities.
Each session builds on the next, and must be completed in sequence.

10 minutes Gathering
• Attendance Activities
• Weather Observation/Prediction
• Weekly Calendar (beginning Week 5)

15 minutes Morning Meeting

• Warm Up Your Brain Activity
• Integrated theme development including literacy and/or math skills

45 minutes Learning Centers

• Teacher/Paraprofessional interact, engage, and observe children
• No pull-out sessions

15 minutes Circle Time

• Share center experiences
• Phonemic/Phonological Warm Up
• Early Literacy/Letter-Sound

15 minutes Story Time

• Read-alouds and related concept-development activities

40 minutes Exploration/Small Group

• Children move freely among Exploration activities facilitated by paraprofessional
• Small Group pull-out sessions led by teacher
Lesson plans are available for download from the Parent-Teacher Center on [Link]. Printed copies
are available for purchase separately if desired.

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Yearly Theme Plan *Indicates Nonfiction
Unit Week Target Letter Theme Focus Literature
Off to School Teacher’s Choice
1 Alphabet Preview Here We Are!
The Gingerbread Boy
Unit 1
2 Alphabet Preview Look at You! The Gingerbread Boy

3 Alphabet Preview Be a Good Friend “Mr. Bunny’s Carrot Soup”

“Draw Dragon Dot Eyes”
4 Alphabet Preview Colors & Numbers
Let’s Eat!
Your Home & 5 Bb Your Family “The Little Red Hen”
Neighborhood
Unit 2 6 Tt Your Neighborhood Stone Soup

The Cobbler and the Elves

7 Nn Community Helpers
A Day in the Life of a Firefighter*
Your Body 8 Ss Your Five Senses “Chicken Little”
Unit 3
9 Aa Staying Healthy “One Rice Thousand Gold”

10 Pp Being Safe Goldilocks & the Three Bears

The Great Who Likes the Rain?

11 Ll Observing Weather Thermometers*
Outdoors
Where Oh Where is Backpack Bear?*
Unit 4
12 Rr The Four Seasons How the Turtle Cracked Its Shell

Why the Sun & Moon Live

13 Cc Outer Space in the Sky
Reach for the Stars*
Animals 14 Ee Pets The Frog Prince
Everywhere! “The Little Rooster”
Unit 5 The Story of Milk*
15 Mm At the Farm
The Troll Who Lived
Under the Bridge
16 Ff In the Wild Over in the Meadow
The Ugly Duckling
Dd Animals In the
17 Humpback Whales*
Oo Air and Sea
Dolphins Are Not Fish!*
18 Kk Dinosaurs Dinosaurs!
Watch Us Work Ww
19 Let’s Build It! The Three Little Pigs
Hh
Unit 6
Ii
20 Let’s Move It! My Father Runs an Excavator *
Xx
Yy
21 Let’s Go! A Tale of Two Little Engines
Vv
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 Unit Week Target Letter Theme Focus Literature
Your The Green Grass Grew
All Around
Environment 22 Gg How Things Grow
The Troll Who Lived Under
Unit 7 the Bridge (repeated)
Uu
23 Plant It! “The Turnip”
Qq
Jj
24 Things Change The Ant and the Chrysalis
Zz
25 Review Look At Us Now! “The Four Friends”

Holiday Plans
Starfall Pre-K curriculkum includes 25 weeks of formal lesson plans. The remaining weeks are allotted to seasonal
activities as they occur throughout the year. Rather than taking a week off and delaying the next set of concepts
and skills to accommodate a seasonal event, extend one week of plans to two, and incorporate holiday
activities as part of the regular curriculum. The holiday plans include activities, songs, rhymes, recipes, and more!

Fall Winter Spring

Season of Fall Season of Winter Season of Spring
Grandparents’ Day Chinese New Year St. Patrick’s Day
Johnny Appleseed Groundhog Day Earth Day
Harvest/Halloween Valentine’s Day Cinco de Mayo
Thanksgiving Black History Month Mother’s Day

New Resources
Snacks Throughout the Year
Weekly snack suggestions, including materials and recipes are available to download in the Pre-K section of
[Link]. The snacks are related to weekly themes and are quick, easy, and fun for children to prepare.

Outside Activities Throughout the Year

Suggestions for weekly outside activities are also available in the Pre-K section of [Link]. Included
are various types of group games, relays, and gross/fine motor strengthening activities.

19
 Starfall Pre-K Standards & Benchmarks
The Starfall standards and benchmarks were designed to address the VPK, Head Start, and UPK programs, and
to reflect many current Pre-K state standards. The resulting Starfall standards provided the guidelines for the
development of our balanced and comprehensive Pre-K program.

Approaches to Learning
Initiative and Curiosity Creativity
• Demonstrates flexibility, imagination, and • Approaches tasks, activities and problems with
inventiveness in approaching tasks and activities creativity
• Demonstrates increasing independence and • Uses imagination in play and interactions with
willingness to try new challenges others
• Shows curiosity and initiative by choosing to
Reflection and Problem Solving
explore a variety of activities and discuss a range
of topics, ideas, and tasks • Uses prior knowledge to understand new
experiences or problems in new contexts
Engagement and Persistence • Develops increasing ability to find more than one
• Focuses attention on tasks and experiences solution to a question, task or problem alone or
despite interruptions or distractions with others
• Brings a teacher-directed or self-initiated task, • Uses self-talk as a strategy
activity, or project to completion • Reflects on what has been learned
• Attends to tasks for a brief period and seeks help
when needed

Creative Arts
Art • Responds to changes in tempo and a variety of
• Experiments with a variety of art materials musical rhythms through body movement
• Creates original artwork that reflects thoughts, • Participates in creative movement and dance from
feelings, experiences, or knowledge different cultures and times
• Shows appreciation for different art forms, • Expresses concepts, ideas or feelings through
culturally diverse works of art, and the creative movement
work of others • Participates in movement using fingerplays,
• Describes or explains own artwork songs, and rhymes
• Shows care and persistence in a variety of art Dramatic Play
projects
• Demonstrates appropriate audience skills
Music • Participates in teacher-guided dramatic play
• Enjoys participating in a variety of music activities activities such as acting out a story
• Creates sounds using traditional or handmade • Engages in spontaneous and imaginative play
instruments using a variety of materials to dramatize stories
• Experiences different moods, tempos, and and real life experiences
rhythms in music activities • Reinforce concepts through dramatic play
• Represents fantasy and real-life experiences
Creative Movement and Dance through pretend play
• Participates in a variety of dance and movement • Engages in cooperative pretend play with other
activities with or without props children

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 Health, Safety and Nutrition
Self-care Safety
• Demonstrates personal hygiene and emerging • Identifies the importance of personal safety
self-care skills practices, rules, and routines
• Identifies adults in their communities who keep
Health and Nutrition
them safe and healthy
• Develops awareness of nutritious food choices • Recognizes dangerous substances and situations
and habits that promote physical well being

Physical Development
Gross Motor Fine Motor
• Demonstrates strength and coordination of large • Demonstrates hand-eye coordination
muscles to engage in skills such as jumping, • Uses a variety of writing, drawing, and art tools
hopping, and running with increasing coordination
• Moves with an awareness of personal space in • Demonstrates control, strength, and dexterity to
relationship to objects and others manipulate objects
• Combines a sequence of large motor skills
• Moves with balance and control

Social/Emotional Development
Self-Regulation Social Problem Solving
• Uses materials appropriately and puts them away • Accepts guidance and direction and seeks
• Recognizes and regulates emotions, attention, support when needed
impulses and behavior • Uses basic problem solving skills to resolve
• Follows simple rules, routines, and directions conflicts peacefully
• Demonstrates self-help skills • Works with others to solve problems
Relationships Emotional Development
• Engages in and maintains positive relationships • Recognizes and identifies emotions in self and
and interactions with trusted adults and children others
• Demonstrates sense of belonging to family, • Recognizes self as unique having own abilities,
community, and other groups characteristics, emotions, and interests
• Expresses common courtesy and respects the • Demonstrates confidence in own abilities and
rights of others (compromises, cooperates, takes expresses positive feelings about self
turns) • Demonstrates understanding and acceptance of
• Identifies family members and their relationships similarities and differences among others (race,
• Seeks assistance from adults or classmates (or gender, culture, language, special needs, and
assists adults or classmates) family)
• Empathizes with the feelings of others
• Shows emotions through facial expressions

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 Mathematics
Number Sense Geometry and Spatial Sense
• Uses one-to-one correspondence to determine • Identifies shapes regardless of their orientations
“how many” or size
• Counts/identifies numbers in sequence • Describes, compares, creates, and composes
• Recognizes the number of objects in a small set shapes
without counting (subitizing) • Recognizes and identifies basic two-dimensional
• Understands that numbers always represent the shapes
same quantity • Recognizes and identifies basic three-dimensional
• Counts, constructs, compares, or orders groups of shapes
objects (more, fewer, less and/or same) • Sorts two- and/or three-dimensional shapes
• Recognizes, names, and/or writes numerals • Understands directionality, order, and position of
• Understands and uses ordinal numbers self and objects in space
• Uses numbers to predict, estimate, and make • Responds to and uses positional words such as in,
realistic guesses under, between, down, behind
• Represents numbers in different ways
Measurement and Data
• Recognizes number of objects stays the same
regardless of their arrangement • Becomes familiar with standard and nonstandard
• Recognizes numbers in the environment measuring tools and their uses
• Identifies the number that comes before or after a • Measures length, weight, height, size, or capacity
given number in a counting sequence of one or more objects
• Uses measurable attributes to compare objects
Patterns, Operations, and Algebraic Thinking • Orders objects by measurable attributes
• Combines and separates sets of objects to create • Uses terms related to time periods such as
new sets morning, afternoon, night, today, tomorrow, and
• Understands addition as adding to and yesterday
understands subtraction as taking away from • Analyzes, compares, and sorts groups of objects
• Uses concrete objects to solve problems by a single attribute (e.g., size, shape, color,
• Creates, identifies, duplicates, and extends simple texture, orientation, and position) and explains
patterns • Uses graphs and charts to collect and analyze data
• Sorts objects by physical attributes • Explores the use and meaning of currency and
coins

Science
Scientific Inquiry and Reasoning Physical Science
• Explores simple machines • Investigates states of matter (solids, liquids and
• Shows curiosity by asking questions and seeking gases)
information • Observes and describes how objects move
• Participates in scientific investigations, analyzes, • Develops awareness of the properties of objects
draws conclusions, and communicates results (e.g., float/sink, heavy/light, rough/smooth, hard/
• Collects, describes, and records information soft, magnetic/nonmagnetic, solid/liquid, wet/
• Uses tools and equipment to explore objects dry)
• Makes and verifies predictions • Explores relationship of objects to light
• Compares, contrasts, and classifies objects and
data

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Life Science Earth and Space
• Notices changes in living things over time • Explores the characteristics of the sun, moon,
• Recognizes living things have similar needs for stars, and/or clouds
water, food, and air • Observes and describes weather/seasons and
• Describes characteristics in the appearance, how they change
behavior, and habitats of animals • Understands the use of natural resources and
• Uses senses to explore demonstrates environmental awareness and
• Describes simple life cycles of plants and animals responsibility (e.g., reduce, reuse, recycle)
• Observes similarities and differences in living and • Investigates properties of earth materials
nonliving things including water, soil, rocks, and sand
• Notices similarities and differences among various
Engineering
living things
• Designs, builds, analyzes, and modifies structures
using blocks or other classroom materials

Technology
Exploring Technology Technology Use
• Becomes familiar with interactive applications, • Navigates simple on screen menus
games or activities • Moves a cursor to a target on the screen
• Uses technology for research with teacher support • Understands how to open or close windows and
• Uses technology independently to explore use the back button
concepts and gain information • Enjoys electronic forms of storybooks and
informational texts
Vocabulary
• Uses a device to take pictures
• Understands common technology terms, such
as computer, Internet, mouse, keyboard, device, Technology and Our World
tablet, and printer • Identifies examples of technology used in daily life
such as phone, computer, car, and camera
• Identifies examples of how technology affects
them in daily life including their home and school
environments

Language and Literacy

Reading - Literature Reading - Informational
• Retells familiar stories in sequence • Asks and answers questions about key elements
• Identifies characters, settings, and major events in and details in a text
a story • Recalls important facts from informational text
• Asks and answers questions about key elements • Makes connections between pieces of essential
and details in a text information in a text
• Compares and contrasts characters, stories, or • Distinguishes between fiction and nonfiction
events
• Makes predictions based on titles, illustrations,
content, and prior knowledge
• Recognizes common types of literature (folk tales,
fairy tales, fables, poetry, nursery rhymes)

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 Integration of Knowledge and Ideas Alphabet Knowledge
• Identifies the role of author and illustrator • Recognizes and names most letters of the
• Describes the relationship between illustrations alphabet especially those in their own name
and text • Recites the alphabet in sequence
• Engages in group reading activities with purpose
Phonological Awareness
and understanding
• Makes connections using illustrations/photos, • Distinguishes individual words within spoken
prior knowledge, and real-life experiences phrases or sentences
• Uses illustrations to make inferences or predict • Combines words to form compound words/
• Recalls information from stories and other text Separates compound words
• Interacts appropriately with books and other • Counts/blends/deletes syllables in spoken words
materials in a print-rich environment • Combines onset and rime to form a familiar one-
• Identifies sequence of events syllable word
• Identifies basic similarities in and differences • Identifies or discriminates rhyming words
between two texts on the same topic • Identifies spoken words as same or different
• Recognizes cause and effect • Blends phonemes into words
• Recognizes/identifies beginning and ending
Phonics & Word Recognition sounds in words
• Associates letters with their names and sounds • Isolates and pronounces the initial sounds in
• Recognizes own name, familiar words, and words
environmental print
Vocabulary
• Demonstrates understanding of one-to-one
correspondence of letter and sounds • Connects/Discusses words and (their) meanings
• Recognizes frequently used words in text • Uses illustrations and context to determine word
• Identifies words beginning with the same letter as meaning
their own name • Understands and uses describing words
• Comprehends increasingly complex and varied
Print Concepts vocabulary
• Understands print conveys meaning • Begins to recognize opposites of familiar words
• Shows where print begins on a page • Uses words and phrases acquired through
• Identifies front cover, back cover and title of a conversations, activities and read alouds (Uses
book new vocabulary)
• Understands that letters form words • Identifies real-life connections between words
• Demonstrates/Understands directionality in print and their use
• Recognizes that spoken words are represented in • Identifies new meanings for familiar words and
written language by specific sequences of letters applies them accurately
• Understands words in print are separated by • With guidance and support, explores word
spaces relationships and nuances in word meanings
• Differentiates between letters and numbers • Asks questions about unknown objects and words
• Recognizes relationship between illustrations and
Speaking & Listening
text
• Focuses on letter names and shapes • Speaks in complete sentences
• Connects oral language and print • Listens to and discusses literary texts
• Describes familiar people, places, objects, and
English Conventions events according to characteristics or attributes
• Uses frequently occurring nouns and verbs • Participates in group discussions
• Forms regular plural nouns • Engages in conversations with peers and adults
• Understands and uses question words (e.g., who, • Engages in agreed-upon rules for discussions
what, where, when, why, how) (e.g., listening to others and taking turns speaking
• Recognizes first letter of names is capitalized about the topics and texts under discussion)
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• Asks and answers questions in order to seek help, a variety of purposes, such as giving information,
get information, or clarify something that is not sharing stories, or giving an opinion
understood • Independently writes some letters and words
• Participates in collaborative conversations with • Uses appropriate writing conventions with adult
diverse partners about pre-kindergarten topics assistance
and texts • Explores letter-sound relationships while writing
• Follows simple and multi-step directions
Language Development
• Demonstrates knowledge of nonverbal
conversational rules (e.g., appropriate eye • Comprehends previously learned simple
contact and facial expressions, and maintaining a vocabulary in a language other than their own
comfortable distance in conversation) • Demonstrates the ability to listen, understand,
and respond in increasingly complex ways
Writing • Understands that people use different languages
• Contributes to a shared writing experience or (including sign language) to communicate
topic of interest • Expresses simple greetings, words, and phrases in
• Writes own name a language other than their own
• Uses a combination of drawing, dictation, scribble • Communicates effectively with adults and/or
writing, or invented spelling to convey meaning classmates who speak other languages by using
• Uses writing tools and materials gestures, pointing, or facial expressions
• Recognizes writing as a way of communicating for

Social Studies
Self, Family and Community Government
• Recognizes his or her role as a member of a group • Recognizes patriotic symbols and activities
(class, family, community) • Understands the need for rules in a variety
• Describes characteristics of where he or she lives of settings
or visits
History
• Recognizes common symbols in the community
• Recognizes the roles and responsibilities of • Differentiates past, present, and future
various workers in their community • Describes events that happened in the past (e.g.,
• Recognizes and accepts responsibilities family or personal history)
• Investigates ways people form communities • Understands how people live and what they do
• Demonstrates knowledge of personal information changes over time
(hair color, age, gender, phone, address etc.) • Sequences familiar events in time
• Begins to categorize time intervals
Geography and Cultural Differences
Economics
• Recognizes aspects of the environment, such as
roads, buildings, trees, gardens, bodies of water, • Understands that an individual earns money
or land formations through work
• Recognizes that people share the environment • Demonstrates an awareness of the uses of money
with other people, animals, and plants • Understands that money is needed to exchange
• Understands maps are representations of actual for goods and services
places • Recognizes difference between wants and needs
• Understands similarities and respects differences
among people including those from different
cultures

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 Frequently Asked Questions
Sequence of Themes
Is it important to follow the sequence of themes in the order in which they are presented, or can
they be presented in a different order?
The curriculum content and skill lessons are presented in a linear fashion, and we encourage you to
follow the sequence in order. Concepts introduced or reinforced in later parts of the year are based
on prior knowledge of content and skills introduced early on.
While the themes are presented in a specific order, they cannot always match seasonal events,
since school start times vary. Some themes are scheduled to occur near certain times. (e.g., fire safety
in October, fire safety month). Rather than skip ahead to the weekly lesson plans for these themes,
we encourage you to incorporate some of your own ideas and plans. Doing so will provide prior
knowledge and information as well as the opportunity to review the content when the theme
is addressed in sequence.

Sequence of Letters
How did you decide on the order for teaching letters and sounds?
The sequence of letter introductions is determined by the most frequently encountered letters
and sounds, placing similar letter sounds apart from each other, and giving the ability to blend
early sounds together to form words. During the first four weeks, no individual letters are introduced.
Rather, an overview of all letters is presented, specifically those which occur in the children’s names.
Beginning with Week Five, one letter/sound is featured per week. We encourage you to follow the
sequence of letter introduction, as previously introduced letters/sounds are reviewed and
reinforced with the introduction of each new letter/sound. However, any activity related to
letter/sounds formally introduced or not yet introduced is encouraged!

Holidays, Special Events, Days off from school

Often we have a four day week. How can I fit five days of plans into a four day week?
This is always a challenge! Rather than skipping Day Five, look carefully at the week’s activities and
incorporate some of them into the following week. It is not essential for you to complete a week’s
worth of plans in one school week. You may wish to carry over some activities to the next week.

Lesson Plan Schedule

I’m not sure I can follow the daily lesson plan schedule due to specials. Can I rearrange time blocks?
We are aware that every school/center has schedule challenges! Some schools provide special
pull out sessions for physical education, art, etc, and you must follow the school’s daily time line.
The Starfall lesson plan schedule reflects blocks of time typical in preschools such as morning
meeting time, story time, circle time, and center time. These time blocks may be rearranged to
suit your schedule needs. However, we do encourage you to follow the lesson order in sequence.
It is preferential to extend a week’s plan to the next week, rather than skip or eliminate a lesson.
We are confident that teachers can make thoughtful modifications.

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Learning Center Time
I noticed there are no small group pull out times during Learning Centers. I’ve always done this in
the past and it has worked well for me. Can I pull small groups during this time?
It does seem reasonable to pull groups out of learning center time since children are engaged and
it provides an opportunity for the teacher to work with small groups while the others are working
in centers. We believe a crucial opportunity is lost when teachers do this! Learning Centers offer
the most valuable educational time for purposeful observation during the day. If teachers are busy
pulling children from groups and focusing on directing lessons, they miss valuable opportunities to
engage with and encourage the children. Learning center time becomes mere busywork, allowing
teachers to conduct small group time, but also causing teachers to lose a rich opportunity to actively
facilitate and observe the children.
We realize that working with small groups of children is essential, and for that reason we have
included a special block of time called Exploration. During Exploration time, children engage in
activities while the teacher pulls small groups. It’s the best of both worlds! Teachers can be an active
part of Learning Center time, while also having time later to pull children for small group sessions.

Music
I see that Starfall has included music CD’s with the program. I have many different songs that I
have used from other sources or publishers. Can I still use those songs?
Absolutely! We encourage you to use as much music as possible! The songs provided by
Starfall are related to themes and activities. Feel free to substitute your own songs at any time.
Copyright restrictions limit the songs we can provide.

Literature
I noticed you do not include some of the classic stories in your program and that sometimes you
only incorporate one story per week. Can I use additional literature to supplement the program?
Starfall has produced many fiction and nonfiction stories, and has rewritten many traditional fairy
tales, folk tales, and fables for the pre-k program. We strongly encourage you to incorporate the
classic stories and additional quality literature as often as you can! During story time, you may
occasionally want to substitute one of your favorite books and develop the skill/concept addressed
that day around your story. You can never read too much to children!

Warm Up Your Brain

Is it important to always begin the Morning Meeting time with the “Warm Up Your Brain” activity
or can I skip that?
Research shows that children are getting less and less exercise. It also shows that engaging both
sides of the brain during movement helps children to better focus and engage in the activities.
The “Warm up Your Brain” activities were carefully chosen to assist children in accessing both sides
of their brains, creating brain patterns, and developing core strength, which improve large and small
motor skills and provide opportunities for movement. These activities are especially beneficial for
children with special needs, such as those with sensory integration issues or poor small motor
control. We actually encourage you to incorporate these quick exercises throughout
the day as transitional activities and as the children’s needs require.

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 ESL and Special Needs
How does the curriculum address English language learners and children with special needs?
The curriculum was designed to address English language learners and children with special
needs by incorporating rich language development, and all modalities of learning (visual, auditory,
kinesthetic) throughout the program. [Link] has free activities that can be used by children at
school and home to review and reinforce many phonics and phonemic awareness skills. A [Link]
membership adds more opportunities to practice phonemic awareness, phonics AND math skills.
We have found this is an invaluable tool for English language learners as well as children with special
learning needs. The Starfall curriculum includes use of [Link] on a daily basis.
Use time during Exploration to pull special needs groups for emphasizing specific areas in which
reinforcement is needed.
Remember, pre-K is a time to expose children to basic skills. Due to varying levels of readiness
and development, one should not expect mastery at this time. Pre-K is a springboard for success
in kindergarten. While some children will master all the skills set forth, others will not. Our primary
goals are to introduce pre- kindergarten concepts, and to develop and motivate successful life-long
learners.

Assessments
Our school offers VPK and we have specific objectives and assessments to address. How does your
curriculum align with this program?
The Starfall standards and benchmarks were designed to address the VPK (Voluntary Pre-Kindergarten),
Head Start, and UPK (Universal Pre-Kindergarten) programs as well as to be reflective of many state
pre-K standards. Sample observation forms and assessments which reflect those used in these
specific programs are included with Starfall Pre-K. We realize that many districts have required
assessment and observation forms. Please modify or adapt the assessment/observation included
to meet your specific needs. We encourage you to develop individual portfolios for each child to
include samples of their work, observation notations, and assessment checklists.

Policies and Procedures

Why aren’t activities like fire drills, severe weather drills, handicapped accessibility, and bathroom
rules procedures included?
Procedures such as these are considered school policy issues. Refer to your school’s or center’s
rules and regulations dealing with conducting drills, providing accessibility for handicapped
children, bathroom rules (depending on where the bathrooms are), self-care issues such as
grooming, and rules regulating what items can be used in the classroom (combs, antibacterial
soap, outside food, etc).

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Authors & Credits
Pam Ferguson — Principal Author Teacher Advisors
45-year veteran kindergarten teacher in Myrna Estes, 35 years, Chester and Pittsfield, MA
St. Petersburg, Florida, at Holy Family Catholic Public Schools
School; serving on the Florida Catholic Conference
Tonia Holmes-Sutton, Ed.D, 11 years, Clark County
Accreditation team since 2001; former director of
School District, National Board Certified Teacher, Early
several daycare centers in Baltimore, Maryland.
Childhood, SDE (Staff Development for Educators)
Joan Elliott — Principal Author Consultant
18 years teaching kindergarten in North Carolina
and Texas public schools; 12 years teaching in Contributors
Department of Education, University of North Carolina Brandi Chase, Executive Director
at Asheville and University of Texas at Brownsville;
Faith Gowan, Senior Artist and Print Designer
recipient of the Christa McAuliffe Teaching Award and
Marc Buchanan, Senior Editor, Layout Design
Fulbright Fellowship (Korea).
Stephanie Riess Additional Art & Design
Veteran teacher of 38 years with experience in
public schools in Pinellas County, Florida, as well as Matthew Baca, Dale Beisel, Craig Deeley,
a parochial school in the Diocese of St. Petersburg. Kira Gowan, and Julie Ann Quinsay
Experience includes teaching a variety of grade levels
in both general and gifted education. [Link] is brought to you by a dedicated group of
artists, musicians, and engineers. To learn more about
Angel Frierson us, visit: [Link]
25 years of elementary and early childhood teaching
in public, private, and homeschool settings.
Experience includes leadership in literacy and math,
teacher mentoring, and curriculum development.

A Brief History
[Link] opened September 2002 with a mission to ensure children have fun learning to read.
Shortly after its launch, teachers worldwide wrote to tell us how the website successfully motivated
their students. A few teachers, including our principal writers Joan Elliott and Pam Ferguson,
described how they had created lesson plans leveraging the excitement Starfall had created
in their classrooms. Joan’s message proclaimed, “By year’s end, all of my kindergarten
students were reading!”
Impressed by their enthusiasm and success, we enlisted Joan and Pam to help
us create a complete kindergarten reading and language arts curriculum. The
effort involved a task force of over 150 volunteer teachers, 50 schools, and
over 5,000 students across the United States. We proudly released Starfall
Kindergarten in 2009 alongside membership content on [Link].
Due to the success of the kindergarten curriculum, we received numerous
requests to create a Pre-K program, the Starfall way. In 2009, Starfall
embarked upon developing a complete Pre-K curriculum. Pre-K
teachers around the country volunteered to pilot the program in
public and private schools, day care centers, and homeschools.
These teachers embraced the curriculum and provided excellent
feedback, ensuring the program uses what works based on
practical real-world experience.
Starfall Pre-K was released in July of 2013 and revised in 2019.

29
 Starfall gratefully acknowledges the following teachers who piloted Starfall Pre-K,
and actively contributed to its development:

• Brooke Mack, Williamsburg Elementary School, • Nicole Hutchins, La Costa Valley Preschool and
Williamsburg, KY Kindergarten, Carlsbad, CA
• Cathy Trumbull, Sacred Heart Interparochial • Penny Doan, Williamsburg Elementary School,
School, Pinellas Park, FL Williamsburg, KY
• Daphne Bordelon, Sale International Studies • Rebecca Martinez, Benavides Elementary
Magnet School, Columbus, MS School, Brownsville, TX
• Dolores Gracia, Benavides Elementary School, • Sandy McCuan, Discovery Elementary School,
Brownsville, TX Bakersfield, CA
• Erin Stovall, Dobson Elementary, Dobson, NC • Sarah Steely Shelley, Williamsburg
• Esperanza Chavez, La Costa Valley Preschool Elementary School, Williamsburg, KY
and Kindergarten, Carlsbad, CA • Shannon White, Discovery Elementary School,
• Isela Salinas, Benavides Elementary School, Bakersfield, CA
Brownsville, TX • Sharon Kruzer, Kid’s Planet Preschool,
• Jamie Bishop, Gateway Creative Minds, St. Petersburg, FL
Portland, OR • Susan Bridges Hester, First Baptist Church
• Laura Ann King, Holy Family Early Preschool, Newnan, GA
Childhood Center, St. Petersburg, FL • Susana Gonzalez, Martin Luther King, Jr.
• Laura Beth Rogers, First Baptist Church Elementary School, Las Vegas, NV
Preschool, Newnan, GA • Tonia Holmes-Sutton, Martin Luther King, Jr.
• Lee Ann Zweeres, Kid’s Planet Preschool, Elementary School, Las Vegas, NV
St. Petersburg, FL • Tyra James, Kid’s Planet Preschool,
• Maizie Tyler, La Costa Valley Preschool and St. Petersburg, FL
Kindergarten, Carlsbad, CA • Vicky Deal, Lincoln Memorial Elementary School,
• Melissa Watterson, Holy Family Early Caney, KS
Childhood Center, St. Petersburg, FL

We also wish to thank Stephen Schutz, Karen Bidgood, and the Purchasing,
Customer Service, and Warehouse teams at SPS Studios.

Starfall ®

Pre K
Starfall Education Foundation P.O. Box 359, Boulder, CO 80306 U.S.A.
Email: helpdesk@[Link] Phone: 1-888-857-8990 or 303-417-6414 Fax: 1-800-943-6666 or 303-417-6434

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