Search every subject world, from Preschool to Grade 12. The first five courses of every subject path are free.
200 courses
Mathematics · Preschool
Olly's laundry day and toy box teach the first big ideas of early mathematics: things can be the same, things can go together, and a group can be sorted by a rule. Children match pairs, sort pictures into two groups, say the rule, and find the one that does not belong, then sort real objects at home.
Mathematics · Preschool
With Olly's nest, garden and kitchen, children learn to see one, two and three at a glance, to say the matching number word, and to notice that two cats and two hats are both 'two'. They finish by making their own groups of one, two and three.
Mathematics · Preschool
Share the Picnic: Olly sets out one cup for each guest, and children learn to give one object to each person, to say one number for each thing they touch, and to tell a matched picnic from one where someone is missing out. A bedtime scene and a take-home table-setting job check that the idea works in new places.
Mathematics · Preschool
Who has more boats? Children compare groups of up to five by pairing things one to one and by counting each group, and learn the words more, fewer and the same. A final lesson shows that a longer line or bigger things do not mean more.
Mathematics · Preschool
Olly opens a shape box: circles, squares, triangles and rectangles. Children learn to name each shape whether it is big or small, turned or tilted, count its corners, and then go on a shape hunt to find circles and rectangles in clocks, coins, books and tents.
Mathematics · Preschool
Olly plays hide-and-seek and runs a treasure hunt. Children learn the position words in, on, under and beside, then in front of, behind, above and below, and use them to follow two-step directions in pictures and in a real obstacle path.
Mathematics · Preschool
Sun, moon, sun, moon: children find the part of a pattern that repeats, say what comes next, and build the next pieces themselves. They then copy a pattern with different pictures and spot mistakes, and make a pattern with blocks or body positions at home.
Mathematics · Preschool
Olly and friends share snacks fairly, ducks join each other on the pond, and birds fly away from a branch. Children deal out objects so everyone gets the same, put two small groups together and count them all, and find how many are left when some go away, all with objects and pictures and no symbols.
English · Preschool
Short listening games with Olly: children listen to a spoken clue and find the picture it describes, follow simple spoken directions in play, and practise taking turns in a conversation with a grown-up. Everything is spoken aloud; no reading is needed.
English · Preschool
Children grow their everyday vocabulary: they find familiar things by name, use describing words such as big, little, hot, cold and soft, and sort things into groups by what they are and what we use them for. A grown-up encourages the child to say the words aloud.
English · Preschool
Children learn to "read" pictures: they say who is in a picture, what is happening and where, put three picture-story events in order, and ask and answer who, what and where questions in a back-and-forth chat with a grown-up.
English · Preschool
Playful listening for the sounds inside words: children find words that rhyme, clap and count the parts (syllables) of words, and join two small words into one big word (sun + flower = sunflower). It is all done by listening and speaking; no letters are needed.
English · Preschool
Children explore how books work: the front cover and its title, turning pages from front to back, and the difference between pictures and words. They learn that the words tell the reader what to say, and they spot print and signs in the world around them.
English · Preschool
Children explore letters through names and signs: they tell letters apart from numbers, find a named capital letter among look-alike letters (starting with the first letter of a name), and copy short names with letter tiles, learning that names and words are letters in a set order.
English · Preschool
A grown-up reads a short original story, Cat's Lost Mitten, aloud. Children name who is in it and where it happens, retell the events in order with pictures, say what the problem was and how it was fixed, and then retell the story with a simple sock puppet.
English · Preschool
Children learn that drawing and writing are ways to send a message. They choose drawings that tell a message, tell a grown-up about a picture so the grown-up can write their words down, and try their own marks, letter-like shapes and name letters, working from left to right.
Science · Preschool
Olly the owl shows children how to look closely: name colors and shapes, count small parts and look more than once. Children compare two things to find what is the same and what is different, then turn something they notice into an 'I wonder' question. A short walk with a grown-up puts the habit into the real world.
Science · Preschool
Children meet their five senses and the body part that goes with each one, then choose the sense that answers a question such as 'Is it soft?' or 'Is it loud?'. They learn that a magnifier makes small things look bigger and practise the safety rules that keep exploring safe: only taste food a grown-up gives you, and never look at the sun.
Science · Preschool
Children touch and describe everyday things with words like hard, soft, bendy and stiff, then sort a pile of objects using one question at a time. They compare which of two things is heavier by holding them, and discover that a big thing is not always the heavier one.
Science · Preschool
Children guess and test which things roll (round things and things with wheels) and which slide. They find out that a push makes a still thing move, that a bigger push sends it farther, and that a higher ramp sends a toy car farther, using a simple ramp at home and Olly's ramp simulation.
Science · Preschool
Children learn that plants need water, light and a place to grow, and compare a cared-for plant with one left dry. They put the steps of a bean plant's growth in order (seed, sprout, bigger plant) and start their own bean in a cup, watering it and looking at it each day with a grown-up.
Science · Preschool
Children learn that animals need food, water, air and a safe home. They match animals to the foods they eat and the homes they live in, give each pet its own bowl of water, and practise kind, safe ways to be around animals, such as asking a grown-up before petting a dog.
Science · Preschool
Children look out the window and name the weather: sunny, cloudy, rainy, windy or snowy. They choose what to wear and bring for each kind of weather, then keep a simple picture chart of the weather for a week and count how many days were sunny or rainy.
Science · Preschool
Olly needs a tall tower and a bridge for a toy car. Children learn the builder's cycle: build it, try it, change one thing and try again. They choose materials that stay put instead of rolling away, find out that a wide bottom helps a tower stand, and build and improve their own block bridge at home.
Geography · Preschool
Children meet the first words of geography: near and far, and on, under and beside. Olly the owl explores a park and a bedroom, and children point, sort and move real toys with a grown-up to show where things are.
Geography · Preschool
A room is a small place with smaller places inside it. Children learn that a learning space has areas for different things (a book corner, an art table, a block area), find where things belong at tidy-up time, and use near and beside to say where an area is.
Geography · Preschool
A route is the way we go from one place to another. Children follow Olly's picture routes in order (first, next, last) and learn that landmarks, big things that stay in one place, help us find the way.
Geography · Preschool
A model is a small copy of something big. Children sort real things from models, give each thing in a room one block to stand for it, and build a model of a familiar room with boxes and blocks, putting each piece near or beside the right things.
Geography · Preschool
Outside, the world is made of land and water. Children sort what belongs on land and in water, meet four outdoor places (park, beach, farm and forest) and what we find there, and practice simple ways to care for places outside.
Geography · Preschool
Olly flies over the park and looks down: a map is a picture of a place seen from above. Children see that the small pictures on a map stand for real things, find and count things on a picture map, say what is near or beside, and draw their first map of a room with a grown-up.
History, Civics & Social Studies · Preschool
Children talk about who they are and what they like, notice that friends are alike in some ways and different in others, and find the groups they belong to, such as a family and a class. The course ends with simple ways to help a new friend feel welcome.
History, Civics & Social Studies · Preschool
Children meet several fictional families of different sizes and shapes and learn that every one of them is a family. They practice ways family members care for each other and share a special family way, such as a meal, a game or a bedtime story.
History, Civics & Social Studies · Preschool
Children practice three ways of getting along in a group: taking turns one at a time, sharing so that everyone gets the same, and helping with small jobs. Olly models each idea with a playground or snack scene before children try it.
History, Civics & Social Studies · Preschool
Children meet community helpers such as firefighters, doctors, mail carriers, farmers and teachers, match them to the tools they use and the places they work, and learn a simple safety plan: when you are lost or hurt, find a safe grown-up, and in an emergency a grown-up calls 911.
History, Civics & Social Studies · Preschool
Children use the words first, next and last to put a day in order, decide what happens before and after in everyday routines, and notice that people and plants change as time passes: a baby grows into a child, and a seed grows into a flower.
History, Civics & Social Studies · Preschool
Olly's class plans a small garden together. Children see how a group decides by voting and counting, how giving everyone a job lets the whole group help, and how working together gets a big job done. A take-home activity plants a seed in a cup.
Computers & Digital Literacy · Preschool
Children find out what a device with a screen is, learn gentle and safe ways to use one (dry hands, sitting down, drinks kept away, soft taps), and practise using a device together with a grown-up while taking turns. Each lesson is a few minutes long and ends with something to do or talk about away from the screen.
Computers & Digital Literacy · Preschool
Children practise the three touch-screen moves they need most: one gentle tap followed by waiting, dragging with press-slide-lift, and listening to a direction before pointing and choosing. Pretend play away from the screen backs up each move.
Computers & Digital Literacy · Preschool
Children learn the three buttons that control a story video or audio story: play, pause and replay. They practise pausing to talk or take care of something, replaying a part they missed, and keeping sound at a just-right level by asking a grown-up to turn it down.
Computers & Digital Literacy · Preschool
Using Paint Pad, a pretend drawing app, children learn what three drawing tools do (crayon, paint bucket and stamp), make a picture where every tap adds something, fix a mistake with the undo button instead of throwing the picture away, and give their finished picture a name that tells what it shows.
Computers & Digital Literacy · Preschool
Children learn that pressing save keeps a creation so it can be found later, and that work closed without saving can be lost. They recognise saved work by its small picture and name in a gallery, find their own creation among others, and make a real art box to practise keeping and finding things.
Computers & Digital Literacy · Preschool
Children name the trusted grown-ups who help them with devices, practise 'stop and tell' when a screen shows something scary or confusing or asks them to buy, chat or type, and learn to notice tired eyes or a wiggly body and take a break away from the screen.
World Languages · Preschool
A first, playful meeting with Modern Standard Arabic. Children hear Olly the owl say a few action words and body words, show they understand by doing, pointing and tapping, and answer simple questions with نَعَمْ (yes) or لَا (no). No reading or speaking test: listening comes first.
World Languages · Preschool
A first, playful taste of French through listening and moving. Children hear short French words from Olly the owl and answer with their bodies: they look, listen and keep quiet (Regarde ! Écoute ! Chut !), move (Lève-toi ! Assieds-toi ! Saute ! Tourne ! Marche ! Stop !) and use their hands, feet, arms and nose (Tape des mains ! Touche ton nez !). Everything is narrated and no reading is needed.
World Languages · Preschool
A first, playful taste of Spanish through listening. Children hear short Spanish words and instructions, look at pictures and answer with actions: looking and listening (¡Mira! ¡Escucha!), touching parts of the body (la nariz, las orejas, los pies) and moving (¡Salta! ¡Aplaude! ¡Siéntate!). Everything is narrated and no reading is needed.
World Languages · Preschool
Children learn the French they can use every day: bonjour, salut, au revoir, bonsoir and bonne nuit; s'il te plaît, merci and de rien; and the classroom routine Comment tu t'appelles ? — Je m'appelle…, with Lève le doigt ! and Bravo ! Short scenes with Olly and his friends in Lyon and Dakar model each moment, and grown-ups turn the words into daily routines.
World Languages · Preschool
Children learn the friendly words people use every day across the Arabic-speaking world: hello and goodbye, good morning and good evening with their special replies, good night, and thank you / you're welcome. They listen, choose and sort, and practise the words for real with a grown-up.
World Languages · Preschool
Children learn the Spanish words they can use every day: hola and adiós, buenos días and buenas noches, por favor, gracias and de nada, and the classroom routine ¿Cómo te llamas? Me llamo… and Levanta la mano. Short picture scenes with Olly model each moment, and grown-ups turn the words into daily routines.
World Languages · Preschool
Children become 'dot detectives': they meet three Arabic letters that share one boat shape, ب، ت and ث, and tell them apart by their dots. They hear a key word for each letter (a duck, an apple, a fox), link first sounds to letters, and discover that Arabic starts on the right.
World Languages · Preschool
Children learn Spanish words for the people in a family, four colors and things they use every day. Olly shows a family photo, sorts fruit by color and packs a backpack, and children answer by listening and tapping pictures, then play color-hunt and fetch games with a grown-up.
World Languages · Preschool
Children learn French words for the people in a family, six colors and things they use every day. Théo shows his family photo, Olly finds colors in fruit and vegetables, and Olly packs his school bag. Children answer by listening and tapping pictures, then play color-hunt and fetch games with a grown-up.
World Languages · Preschool
Children learn Arabic words for the people in a family, five colours and everyday objects. They listen and tap, fill Olly's basket with the right pictures, and use the words at home in a colour hunt and a family-photo chat.
World Languages · Preschool
Children count from uno to diez in Spanish, answer ¿Cuántos hay? (How many are there?) by counting small groups, and learn two questions they can use every day: ¿Qué es? (What is it?) and ¿Dónde está…? (Where is…?). Olly counts toys, finds lost things and plays guessing games with the grown-up.
World Languages · Preschool
Children count from un to dix in French, answer Il y a combien de… ? (How many … are there?) by counting small groups, and learn two questions for every day: Qu'est-ce que c'est ? (What is it?) and Où est… ? (Where is…?). Olly counts strawberries and stars, shares apples one each, and plays a hide-and-find game with his friend Fatou.
World Languages · Preschool
Children talk about what they like (Me gusta la pizza. No me gusta la sopa.), what they do every day (como, bebo, juego, leo, pinto, duermo) and what things are like (grande, pequeño, frío, caliente). Olly has lunch, plays and explores big and small animals, and children answer by listening, sorting and acting.
World Languages · Preschool
Children understand short sentences about themselves: what they like (J'aime les fraises. Je n'aime pas la soupe.), what they do every day (je mange, je bois, je joue, je dors, je lis, je dessine) and what things are like (grand, petit, chaud, froid), plus two feelings (content or contente, and triste). Olly has his afternoon snack, le goûter, plays, and visits big and small animals; children answer by listening, sorting and choosing replies.
World Languages · Preschool
Children count from one to five in Arabic (and hear six to ten), meet the Arabic digit shapes ١ ٢ ٣ ٤ ٥ used in many Arabic-speaking countries, and learn to answer three useful questions: كَمْ؟ (how many?), مَا هٰذَا؟ (what is this?) and أَيْنَ؟ (where?).
World Languages · Preschool
Children listen to two short picture stories told in simple French: Léa's snowy day in Montréal, Québec, and Fatou's trip to the market in Dakar, Sénégal. They follow each story, put its events in order and learn the story words. Then they discover celebrations and meals from several French-speaking places: Joyeux anniversaire !, Bon appétit !, crêpes for la Chandeleur, la galette des rois with its crown, and soup joumou in Haïti.
World Languages · Preschool
Children share a picture story told in simple Spanish: Olly the owl travels to Mexico, Ecuador, Argentina and Spain and sees a volcano, a giant tortoise, a penguin and a castle. They follow the story by listening, retell it in order, learn the words for what Olly sees, and discover how birthdays and markets are part of everyday life in many Spanish-speaking places.
World Languages · Preschool
A short picture story told in simple Arabic: Layla cannot find her white dog. Is it under the chair? Behind the door? Children follow the story through pictures, answer who and where questions, learn the place words تَحْتَ (under) and وَرَاءَ (behind), and put the story back in order to retell it.
World Languages · Preschool
A first step into reading Spanish for children who are ready (most often in Pre-K or Kindergarten). Children meet the five Spanish vowels, blend m, p, s and l with vowels into syllables (ma, pa, so, lu), build words they already know (mamá, papá, sopa, mesa, oso) and put them into short phrases such as mi mamá, el sol and la sopa.
World Languages · Preschool
Arabic letters hold hands! With lots of guidance, children see how ب changes its shape a little when it joins other letters, build three picture words from tiles (بَابٌ door, بَيْتٌ house, ثَلْجٌ snow), and discover the special letters that only hold hands on one side.
World Languages · Preschool
A gentle, adult-led first look at how French sounds and spelling work, for children who are ready (most often in Pre-K or Kindergarten). Children learn to hear ou (as in hibou) and on (as in ballon), discover that the letters oi say wa (le roi, l'étoile, trois), and notice two French surprises: letters we write but do not hear at the end of words (le chat, le lit, la souris) and the accent on é (bébé, école). They sort pictures by sound, spot letters and build words with tiles.
World Languages · Preschool
The Explorer route ends with a project: each child makes a small picture book about themselves in French. Children listen to Camille's model book, learn the page sentences (Je m'appelle…, J'ai … ans, J'aime…, Ma couleur préférée, c'est le bleu, Voici mon papa, Voici ma maman), answer Olly's questions about a book, then draw, make and share their own mini-book with a grown-up.
World Languages · Preschool
Children gather their favourite Arabic words from the Explorer route and make a small paper book about themselves: my name, my family, a colour, a number and something I love. They learn the page frames أَنَا … (I am …), هٰذَا / هٰذِهِ … (this is …) and أُحِبُّ … (I love …), then share the book with a grown-up, reading it the Arabic way, from the right.
World Languages · Preschool
The Explorer route ends with a project: each child makes a small picture book about themselves in Spanish. Children listen to Sofía's model book, learn the page sentences (Me llamo…, Tengo… años, Me gusta…, Esta es mi mamá…), answer Olly's questions about their book, then draw, make and share their own mini-book with a grown-up.
Coding · Preschool
With Olly, children notice that doing something makes something happen: water a seed and it grows, push a ball and it rolls, tap an arrow and Bolt the robot moves. They practise predicting what will happen next and play a 'Robot, robot!' game with a grown-up.
Coding · Preschool
Children learn the words first, next and last, put picture steps of familiar routines in order (plants, butterflies, hand washing) and discover with Olly that some steps only work in the right order. Sequencing is the first big idea of programming.
Coding · Preschool
Children follow two-step instructions with Olly, then give Bolt the garden robot two arrow instructions to reach its charging pad. They discover that the order of two instructions can matter when a hedge is in the way.
Coding · Preschool
Children read picture steps from left to right, one at a time: a fruit-bowl recipe, a clap-and-stomp picture code and arrow pictures for Bolt the robot. They follow each sequence exactly and copy arrow pictures into blocks.
Coding · Preschool
Children spot picture plans with a gap, choose the missing step by looking at the picture before and after, and fix Bolt the robot's programs by adding the missing arrow. This is their first taste of debugging: finding and fixing a problem.
Coding · Preschool
Children plan routes of two or three arrows for Bolt the robot, test them by running and looking carefully at where Bolt stops, and fix routes that bump or stop short. A floor-grid game lets them be the robot.
Mathematics · Pre-K
Olly's dot cards help children see groups of up to five without counting one by one: dice-like patterns, fingers and scattered groups. Children learn to see small groups inside bigger ones (four is two and two) and to match each group to its numeral from 1 to 5.
Mathematics · Pre-K
Children count up to ten things in lines, circles and scattered groups without losing track, count out exactly the number Olly asks for from a bigger pile, and connect the numerals 1 to 10 to groups and to their order on a number path.
Mathematics · Pre-K
An empty nest has zero eggs. Children learn that zero means none, compare groups up to ten by pairing and by counting, and find one more and one fewer by moving along a number path from 0 to 10.
Mathematics · Pre-K
Bunnies hop together and birds fly away. Children act out and solve put-together and take-away stories with totals up to ten, and learn that every story has a first, a then and a now, ending with more or fewer than it started. No plus or minus signs yet: just objects, pictures and words.
Mathematics · Pre-K
Olly builds with shape tiles. Children describe triangles, squares, rectangles, circles and hexagons by their sides and corners, put shapes together to make new shapes (two triangles make a square), and compare shapes by size, sides and corners. A first look at solid shapes sorts the ones that roll from the ones that stack.
Mathematics · Pre-K
Patterns grow up: apple, apple, banana; sun, moon, star; cat, dog, dog. Children find the part that repeats in longer patterns, extend them by several pieces, and rebuild the same pattern with new pictures and body positions, spotting and fixing mistakes along the way.
Mathematics · Pre-K
Which tower is taller? Which jar holds more? Children compare lengths and heights by lining up ends, put three things in order from shortest to tallest, and compare how much containers hold by pouring from one to another, discovering that taller does not always mean holds more.
Mathematics · Pre-K
Olly's class wants to know which fruit is the favourite. Children sort collections into groups, count each group, show the counts as a picture graph or bar graph, and read the graph to find the most, the fewest and how many are in a group.
English · Pre-K
Children learn "big" words for everyday ideas (enormous, tiny, soaked, exhausted, delicious), use group words such as fruit, vehicles and tools and explain why something belongs, and practise keeping a conversation going by adding an idea or asking a question on the same topic.
English · Pre-K
Listening games that make the parts of language visible: children count the words in a short spoken sentence, blend and split syllables (ta-ble makes table), and both hear and make rhymes, including spotting the word that does not rhyme.
English · Pre-K
Children tune in to the very first sound of spoken words: they hear that moon starts with /m/, match and sort pictures that begin with the same sound, and blend a first sound with the rest of a word (/s/ ... un makes sun). Everything is spoken; letters come in the next course.
English · Pre-K
Children meet six starter letters, m, s, t, a, p and n, in capital and small form, learn the sound each one makes, and find the letter for the first sound of a picture word (sun starts with s). These six letters begin the PlayOwl sound–spelling sequence that Kindergarten continues.
English · Pre-K
Children learn who makes a book (the author writes the words, the illustrator draws the pictures), that we read words from left to right and from the top line down, and that words are groups of letters with spaces between them, so we can count the words in a line and point to each one as we read.
English · Pre-K
Children listen to an original story, Lola and the Little Seed, and learn to name its characters, setting and main events, retell it with a beginning, middle and end, and explain how a character feels and why. A new story in the quiz checks that the skills transfer.
English · Pre-K
Children discover fact books: books that tell true information about real things. They compare a fact book with a make-believe story, learn how a tadpole becomes a frog from an informational read-aloud and its pictures, and practise asking and answering questions that a fact book can answer.
English · Pre-K
Children become book makers. They plan a little book with one topic and pages in order, dictate a sentence for each page and learn that every spoken word becomes a written word, and label their drawings using letters they know, starting with the letter for the first sound.
Science · Pre-K
Children discover that some questions can be answered by trying something (Will the apple float?) while others are answered by asking someone (What is your friend's name?). They make a prediction, test which things sink or float, and tell honestly what happened, even when the result surprises them.
Science · Pre-K
Children watch things change over time: ice melts into water, a puddle dries up, a seed sprouts. They put before-and-after pictures in order, run an ice-melt race between a sunny spot and a shady spot, and learn to record what they see with drawings and marks so they can count and remember it later.
Science · Pre-K
Children name what everyday things are made of (wood, metal, cloth, paper, plastic, glass) and run two simple tests: a drip test to see which materials soak up water and which keep it out, and a look-through test to see which materials are see-through. They use what they found to pick a material for a raincoat and a window.
Science · Pre-K
Children sort everyday actions into pushes (away from you) and pulls (toward you). With a ramp simulation and a real ramp, they find that a higher ramp sends a toy car farther, then run their first fair test: same ramp, same car, only the floor changes, and the bumpy carpet stops the car sooner than smooth wood.
Science · Pre-K
Children learn that living things grow and change, while things like rocks and balls do not. They match young animals to grown-ups, put the steps of a chick's and a frog's life in order, and measure a growing plant with blocks to see that it gets taller over days.
Science · Pre-K
Children learn that a habitat is a place where an animal finds food, water and shelter. They explore three habitats close to home (a tree, a pond and the damp ground under a log), sort animals into the habitats where they live, and practise being gentle habitat explorers who look closely, count what they find and put everything back.
Science · Pre-K
Children sort daytime and nighttime, find things that give off light, and discover that a shadow appears when something blocks the light. They follow the sun's pattern across one day (low in the morning, high at midday, low in the evening, then night) and trace their own shadow to see it change from long to short to long.
Science · Pre-K
Olly's toy bunny needs a shelter from rain, wind and hot sun. Children decide what a good shelter must do, test shelters with a gentle 'rain' from a watering can and a 'wind' from a fan, compare two designs fairly and improve the one that failed by choosing a better material, using what they learned about waterproof materials.
Geography · Pre-K
Children grow their position words beyond near, on and under: above and below, in front of and behind, between, inside and outside. They spot positions in pictures, sort things that belong inside or outside a home, and act the words out with their own bodies in an 'Olly says' movement game.
Geography · Pre-K
Routes get longer and come with turns. Children follow and retell four-stop routes in order, count the landmarks they pass, and learn what makes directions clear: name a landmark that stays put and say what to do there.
Geography · Pre-K
Maps use symbols: small pictures or shapes that stand for real things. Children match symbols to the things they stand for, meet their first map key (a list that tells what each symbol means), and use the key to find and count places on a picture map of a campground and a park.
Geography · Pre-K
Land and water come in different shapes. Children learn the names of three land shapes (mountain, hill, island) and three kinds of water (river, lake, ocean), sort them, and then build them in a sand tray model: a tall pile for a mountain, a long wet path for a river, a mound with water all around for an island.
Geography · Pre-K
Weather changes what we wear and do, and some places are usually hot while others are usually cold. Children name kinds of weather, pick clothes for sunny, rainy and snowy days, and sort things that belong in a hot, dry desert or an icy cold place.
Geography · Pre-K
A neighborhood is a group of homes and places close together. Children name neighborhood places and what each is for, read a picture map of pretend Olly Street with a key, follow a route along it, and then make their own pretend neighborhood map with paper shapes.
History, Civics & Social Studies · Pre-K
Children describe themselves, notice that classmates are alike and different in many ways, and then step out into the community: the library, the park, the store and other shared places. They finish by finding places on a simple picture map of Olly's neighborhood.
History, Civics & Social Studies · Pre-K
Children sort needs (things we must have to live and be safe) from wants (things that are nice to have), discover that we cannot have everything so we choose, and see how people use and save money to get what they need. A pretend store brings it all together at home.
History, Civics & Social Studies · Pre-K
Children learn that rules keep us safe and help everyone be treated fairly, match rules to the places where they are used (classroom, street, playground, library), and practise what to do after a rule is broken: say sorry, help fix it and try again.
History, Civics & Social Studies · Pre-K
Children look at jobs in three places: classroom jobs that keep a room running, community workers who make things or help people, and big jobs that go faster when the work is shared. They sort workers who make things from workers who help people, an early step toward goods and services.
History, Civics & Social Studies · Pre-K
Children use the words past (long ago) and present (today), compare how people lit their homes, wrote, talked and traveled long ago with how we do it now, and discover two ways to learn about the past: asking older people and looking closely at old objects and photos.
History, Civics & Social Studies · Pre-K
Olly's class notices litter in their neighborhood park and plans a clean-up. Children practise the steps of a simple community action: notice a problem, share ideas and vote, do the plan safely with grown-ups, and check how it helped. They also sort litter into recycling and trash.
Computers & Digital Literacy · Pre-K
Children meet three input tools (a finger on a touch screen, a mouse and a keyboard), learn to point and click with a mouse that slides on the table, and use a pretend keyboard to copy short words and make a gap with the space bar. A paper keyboard lets them practise away from the screen.
Computers & Digital Literacy · Pre-K
Children learn that icons are small pictures that stand for an app or a job, match common icons to what they do, and move around a pretend tablet with the home, back and close buttons. They finish by finding the right button in an app they have never seen, and by knowing which buttons are for grown-ups.
Computers & Digital Literacy · Pre-K
In Shape Studio, a pretend app, children build pictures from circles, squares, rectangles and triangles. They learn to select a shape and then change its colour, size or place by dragging, and they plan a picture by choosing its shapes first. Cutting real paper shapes connects the screen to hands-on making.
Computers & Digital Literacy · Pre-K
Children save their work and check the 'Saved' message to make sure it worked, reopen saved work from the gallery to keep going, and learn helpful words for asking a grown-up for help: what I was doing, and what happened. Practice is with pretend apps and talk, not real accounts.
Computers & Digital Literacy · Pre-K
Children sort information into private (home address, phone number, passwords, photos of themselves) and fine to share (favourite colour or animal), practise stopping to ask a trusted grown-up before typing or saying private information on a device, and learn that a password is a secret key shared only with the family grown-ups who look after them. No real personal information is ever asked for.
Computers & Digital Literacy · Pre-K
Children think about what is best done hands-on (smelling, squishing, building, running) and what a device can help with (seeing faraway things, calling family), use a timer and a warning to end device time calmly, and make the same idea two ways, on a screen and with real materials, then say what was different.
Coding · Pre-K
Children learn that every sequence has a goal. They match everyday sequences to their goals, build longer arrow sequences that take Bolt the robot to its charging pad, and check sequences step by step to see whether they really reach the goal.
Coding · Pre-K
Children notice actions that happen again and again, count how many times they repeat, and say it the short way: repeat 3 times: hop. Then they use Bolt's repeat block to move the robot many squares with just a few blocks.
Coding · Pre-K
Children find two different routes to the same goal, count the steps on each to find the shorter one, and choose a route that goes around a problem such as a puddle or a hedge. Bolt the robot tests every choice.
Coding · Pre-K
Children hunt for the one wrong step, or bug, in everyday plans and in Bolt the robot's programs. They follow programs step by step to see where things first go wrong, then change just the wrong instruction to fix it.
Coding · Pre-K
Children learn Olly's planning routine (look, trace and say the plan, build, run and check). They predict where Bolt the robot will stop before running, plan routes that collect a gem, and compare what happened with their plan.
Coding · Pre-K
Children learn the word algorithm (steps in order that finish a job), make their own picture algorithms by choosing helpful pictures and ordering them, and test them by asking a grown-up to follow them exactly, then improve what did not work.
Mathematics · Kindergarten
Kindergartners make counting exact: one number for each object, the last number tells how many, and moving the objects does not change the count. Ten strips show that each next number is one more, and zero shows a count of none. Children show and read numbers from 0 to 10.
Mathematics · Kindergarten
Children count to 100 by ones and by tens using a hundred chart, count forward from any number instead of starting at 1, and count groups of up to 20 objects and build the matching numeral, including the tricky teen numbers. Handwriting practice happens on paper with a grown-up watching.
Mathematics · Kindergarten
Is 7 greater than 5? Children compare groups of up to ten by pairing and counting, using the words greater than, less than and equal to, then compare written numbers on a number path and put three numbers in order from least to greatest.
Mathematics · Kindergarten
Putting groups together becomes addition. Children show joining stories with objects, fingers and drawings, learn the plus and equal signs, solve add-to and put-together story problems within 10, and become quick and confident with sums within 5.
Mathematics · Kindergarten
When some go away, we subtract. Children show take-away stories with objects, drawings and equations using the minus sign, solve take-away problems within 10 by counting back on a number path, decide whether a story needs adding or subtracting, and grow confident with subtraction within 5.
Mathematics · Kindergarten
Seven can be 5 and 2, or 4 and 3, or 6 and 1. Children break numbers up to 10 into two parts in different ways, record them with equations like 7 = 4 + 3, find every way to split a small number in an organised list, and find the partner that makes 10 for any number from 1 to 9 using a ten strip.
Mathematics · Kindergarten
Every teen number is a full ten and some more ones. Children build teen numbers with ten strips and blocks, write equations like 14 = 10 + 4, see why the 1 in a teen numeral stands for ten ones, and use 'ten and some more' to compare and order teen numbers.
Mathematics · Kindergarten
A pumpkin can be tall, heavy and wide all at once. Children learn the things we can measure about an object (length, height, weight, how much it holds), compare two objects directly by lining up ends, and compare weights with their hands and a balance scale, discovering that bigger is not always heavier.
Mathematics · Kindergarten
Children classify objects into given categories (animals with legs or without, things that travel on land, water or air), count how many are in each category, record the counts in a table and a bar graph, and put the categories in order from most to fewest to answer questions.
Mathematics · Kindergarten
Children name flat shapes and solid shapes in any size or position, tell flat from solid, describe shapes by their sides, corners (vertices) and faces, use position words to say where things are, and put small shapes together to build bigger ones.
English · Kindergarten
Kindergartners sharpen the listening and speaking skills that every later reading course depends on: answering who, what, where and why questions about a story read aloud, following two- and three-step directions, and describing things clearly with describing words, opposites and category words.
English · Kindergarten
Kindergartners learn all 26 letters in capital and small form (including the tricky look-alikes b, d, p and q), put letters in alphabet order, and learn how print is built: letters make words, spaces separate words, and sentences start with a capital letter and end with an end mark. They also practise following print left to right and word by word.
English · Kindergarten
An all-listening course in the smallest sounds of speech (phonemes). Children blend sounds into words (/m/ /a/ /p/ makes map), break words into sounds and count them, find the first, middle and last sound, and swap one sound to make a new word. These oral skills prepare children to read and spell with letters in the next courses.
English · Kindergarten
Children learn the first 13 letter–sound pairs of the PlayOwl sound–spelling sequence, in three small steps: m, s, a, t; then p, n, i, f; then o, d, c, g, h. They hear each sound, tap letter tiles, and choose the letter that spells a sound at the start, middle or end of a spoken word, getting ready to blend and read words in the next course.
English · Kindergarten
Children use the 13 letter–sound pairs they already know (m, s, a, t, p, n, i, f, o, d, c, g, h) to blend sounds into words with letter tiles, read words that differ by just one letter, learn five heart words (the, a, I, is, to) and read a short decodable story. The checks are built so that pictures and first-letter guessing never give the answer away.
English · Kindergarten
Children learn Step 4 of the PlayOwl sequence (b, e, r, l, k, u), so they now know all five short vowels. Then they turn sounds into spellings: they say a word, tap its sounds and build it with letter tiles, learn when /k/ is spelled c or k, and learn five new heart words (he, me, be, said, of).
English · Kindergarten
Children learn the last single-letter sounds of the PlayOwl sequence (Step 5: w, j, v, x, y, z and qu) and nine more heart words, then read whole sentences and a short story, Jax and the Tan Pup, made only of taught spellings and heart words. They answer questions about the story and learn to reread when something does not make sense.
English · Kindergarten
Two original read-aloud stories, Turtle's Big Climb and Squirrel's Snowy Day, help children name characters, setting and major events, retell a story in order with key details, explain how a character feels and why, and compare the adventures of characters in two stories. Stories are heard, not decoded.
English · Kindergarten
Using an original read-aloud fact text, How Seeds Travel, children find the main topic and key details, ask and answer questions about the text, learn what titles, pictures, labels and captions do, and tell how two things in a text are alike and different. A new text about sea turtles checks transfer.
English · Kindergarten
Kindergartners learn three reasons to write (to share an opinion, to give information and to tell a story) and make one piece of each, combining drawing, dictating to a grown-up and writing with the letters and sounds they know. Short checks help them tell the three kinds apart, find a reason, separate facts from feelings and put story events in order.
English · Kindergarten
Using short sentences made of the letters and heart words they can read, children learn what makes a complete sentence, start sentences and names (and the word I) with capital letters, choose a period, question mark or exclamation mark, and build sentences with spaces between words.
English · Kindergarten
The last Kindergarten English course brings the year's writing to an audience. Children share a drawing or piece of writing by speaking clearly in complete sentences, listen to others and respond with an on-topic question or kind comment, and revise their own work by adding a detail after a friend's question.
Science · Kindergarten
Kindergarten scientists choose the right tool for a job (magnifier, cubes, balance), measure and compare lengths with cubes laid end to end, compare weights with a balance, and learn to back up what they say with evidence: 'I know because I saw, measured or felt it.'
Science · Kindergarten
Children find out that pushes and pulls can start something moving, stop it or change its direction, including when a ball bumps into a wall. They compare strong and gentle pushes, read a simple bar chart from a ramp investigation, and use test results to decide which design really turns a marble into a cup or slows a toy car down.
Science · Kindergarten
Children describe materials by their properties (strong, bendy, waterproof, soft, see-through) and explain why things are made of the materials they are: windows of glass, boots of rubber, pillows of soft cloth. Then they test paper, foil and cardboard as a bridge for toy animals, count how many blocks each holds, and choose the best material using the data.
Science · Kindergarten
Children run a plant investigation in a simulation, changing the hours of light and whether the plant gets water, and read the results to find that plants need both light and water to grow well. They sort animals by whether they eat plants, other animals or both, and find the big pattern: all living things need water, plants use light to make their own food, and animals must eat.
Science · Kindergarten
Squirrels dig holes to hide acorns, beavers dam streams, tree roots crack sidewalks and people build roads. Children find out how living things change the places they live to meet their needs, use a picture model to match living things to places that meet their needs, and choose everyday actions that reduce the harm people do to land, water, air and other living things.
Science · Kindergarten
Children describe the weather from clues and a thermometer, record it on a chart, and read a month of weather records to find patterns, such as more snowy days in January than in July where winters are cold. They learn how weather forecasts help families prepare for severe weather and practise the safe action for thunderstorms, tornadoes, floods and blizzards.
Science · Kindergarten
Why is the slide hot on a sunny afternoon? Children observe that sunlight warms the things it shines on, compare thermometer readings for sand and water in the sun and in the shade, and then design shade structures. They test which cover keeps an ice cube from melting longest and learn which materials block sunlight and which let it through.
Science · Kindergarten
The class bean plant will be alone for a long weekend. Who will water it? Children work like engineers: they ask questions to understand the problem, draw and label a design (a string that carries water from a jar into the soil), explain how its parts help it work, and compare test results from three designs to choose the one that keeps the soil damp.
Geography · Kindergarten
Children learn the words geographers use to tell where things are (above, below, beside, between, in front of, behind), sort out left and right on their own bodies and for a friend who faces them, and then tell a route in order with a start, landmarks, turns and a finish. A garden robot shows that turning left or right depends on the way you face.
Geography · Kindergarten
Children discover that a model is a small copy of something real, learn to see things from straight above like a bird (a cup's top is a circle, a table top is a rectangle), and then follow a real room as it becomes a block model and finally a flat map. They finish by sorting what a map can show from what it cannot.
Geography · Kindergarten
Children learn that a map symbol is a small picture or mark that stands for a real thing, use a map key to find out what each symbol means (even when the symbol is a star or a flag), and then read picture maps: counting one kind of symbol and telling what is beside what.
Geography · Kindergarten
Children spin a globe to discover that most of the Earth is covered by water, then learn the shapes of the land (mountain, hill, island, volcano, desert) and the shapes of water (ocean, lake, river, waterfall). They find land and oceans on a real world map and build landforms in a tray at home.
Geography · Kindergarten
Children name kinds of weather and their symbols (sunny, cloudy, rainy, snowy, windy, stormy) and learn to go indoors when they hear thunder. They put the four seasons in order and find out that some places are warm all year while others are cold almost all year. Finally they choose clothes for hot and cold places and read a simple weather chart.
Geography · Kindergarten
Children discover that places fit inside bigger places, like stacking cups: classroom, school, neighborhood, town, state and country. They meet the community places that help everyone and the helpers who work there, and they learn the basic rules for getting around safely: walk with a grown-up, cross at a crosswalk, and stop, look and listen.
Geography · Kindergarten
Children use clues (buildings, traffic, people, open land) to tell a city, a town and a farm area apart, then compare two places kindly by saying how they are the same and how they are different. They finish by sorting helpful and harmful actions and choosing a real way to care for a place.
Geography · Kindergarten
In this capstone, children put the whole kindergarten path together: they plan a map with a title, symbols and a key, design symbols that are simple and different, and explain a route on a map with a start, landmarks, turns and a stop. They finish by drawing a map of one room at home and guiding a grown-up along a route on it.
History, Civics & Social Studies · Kindergarten
Kindergartners build an 'identity puzzle' of the many parts that make them who they are, discover that each person belongs to several groups at once, and practise noticing how classmates are alike and different with respect and curiosity.
History, Civics & Social Studies · Kindergarten
Kindergartners test rules for fairness (does the rule treat everyone the same way and help the group?), learn that a responsibility is a job others count on you to do, and help a class make and change a rule by sharing ideas and voting.
History, Civics & Social Studies · Kindergarten
Kindergartners connect community helpers to the services they give everyone (fire safety, health care, mail, libraries, trash pickup), learn who the people in authority are at school and in the community and how they keep us safe, and find service buildings on a picture map using position words.
History, Civics & Social Studies · Kindergarten
Kindergartners decide why needs come before wants when money or time is limited, discover the natural resources that everyday things come from (trees, animals, water, soil), and learn that because resources are limited, people make choices and take care not to waste them.
History, Civics & Social Studies · Kindergarten
Kindergartners put events in order with first, next, last and yesterday, today, tomorrow, learn the seven days of the week on a calendar, and compare going to school long ago in a one-room schoolhouse with going to school today, noticing what changed and what stayed the same.
History, Civics & Social Studies · Kindergarten
Kindergartners become history detectives. They learn that old objects (artifacts) and pictures are clues about how people lived, practise asking who, what, when, where and how questions about a clue, and compare an old picture and a new picture of the same street to find what changed and what stayed the same.
History, Civics & Social Studies · Kindergarten
Kindergartners meet five fictional families and the traditions they celebrate, learn how traditions are passed down from grandparents to children, discover that all people share the same basic needs even when they meet them in different ways, and practise respectful, curious responses to traditions that are new to them.
History, Civics & Social Studies · Kindergarten
Room 5 at the fictional Willow School wants more new books to read. Kindergartners follow the class from noticing the problem, to listening to everyone's ideas and voting, to asking the principal for permission and running a Book Swap Box with a job for everyone, and finally checking whether the plan worked.
Computers & Digital Literacy · Kindergarten
Children learn that hardware is the parts of a device you can touch, recognise the screen, keyboard, mouse or trackpad, speaker, microphone, camera and charger, and say what each part does. They then find the same jobs done by different-looking parts on a desktop computer, a laptop and a tablet.
Computers & Digital Literacy · Every grade
A hands-on start for anyone new to computers, tablets or PlayOwl. Children really point, click, tap, drag, scroll, zoom and type, open and close tabs and windows, search on a pretend web, and take a tour of PlayOwl, all inside safe practice screens. It works with a mouse, a touch screen or a keyboard.
Computers & Digital Literacy · Kindergarten
Children build a toolkit of input moves: mouse point, click, double-click and drag; touch tap, press-and-hold, swipe, spread and pinch; and the keyboard's letter keys, space bar, backspace and enter. They finish by choosing the best input tool for different jobs.
Computers & Digital Literacy · Kindergarten
In Sticker Town, a pretend app, children learn to open the menu (three lines) to find places that are not on the screen, find tools in a toolbar by their icons and names, and scroll to find things below or above what they can see. They use home, back and close to get around without getting lost.
Computers & Digital Literacy · Kindergarten
Children make a sticker picture in Sticker Town and add a typed caption that tells about it, save it with a name that says what it is, and then reopen it, change it and save again so the change is kept. They learn why names like 'aaaa' make work hard to find.
Computers & Digital Literacy · Kindergarten
Children learn what a digital message is and that a sent message cannot be taken back, message only people their grown-ups say are OK, keep private information out of messages, and tell a trusted adult when a message asks for private things or feels unkind or uncomfortable. They practise writing kind messages and the 'face to face' test before sending.
Computers & Digital Literacy · Kindergarten
Children learn to describe a device problem clearly (what I was doing, what I expected, what happened), try simple safe checks with a grown-up (power, volume, plugged in, wait and try again), and recognise problems where they must stop and get an adult straight away, such as a cracked screen, a hot device or a spilled drink.
Coding · Kindergarten
Kindergartners learn to break a big job into small, numbered steps and to use first, next, then and last. They plan Bolt the robot's routes before building them, including routes that must collect gems before the charging pad counts.
Coding · Kindergarten
Kindergartners discover that the routines they follow every day (washing hands, tidying up, getting dressed) are algorithms. They decide which steps must stay in order and which can swap, and compare two algorithms for the same job to choose the clearer, complete, shorter one.
Coding · Kindergarten
Kindergartners learn the four arrow blocks, read short block programs by moving a finger one square per block, and build their own programs that steer Bolt the robot around hedges and over gems to the charging pad.
Coding · Kindergarten
Kindergartners find the part of a sequence that repeats, including groups such as clap-stomp or up-right, write it the short way (repeat 3 times: up, right), and use Bolt's repeat block to climb staircases and cross long gardens with only a few blocks.
Coding · Kindergarten
Kindergartners learn three kinds of bugs (missing, extra and wrong steps), find the first block that sends Bolt the wrong way by stepping through a program, and fix bugs and test again until the program works.
Coding · Kindergarten
Kindergartners learn that in an interactive story the reader's taps are events that make things happen. They plan a story with a beginning, a choice and an ending for each choice, and explain how it works using first, if you tap, then. They make story cards to share at home.
Mathematics · Grade 1
First graders extend counting past 100 to 120 from any starting number, read and write numerals such as 104 and 117 correctly, count large collections by making tens, and compare numbers with the symbols >, < and =.
Mathematics · Grade 1
Ten ones bundled together make a ten. Learners build and write two-digit numbers as tens and ones, compare two-digit numbers by looking at the tens first, and find 10 more and 10 less than a number without counting, using base-ten blocks and the hundred chart.
Mathematics · Grade 1
Learners solve joining and putting-together stories within 20, including stories where the missing number is the part that was added. They add by counting on from the greater number, and use turn-around facts and smart grouping (make a ten first) to add two or three numbers.
Mathematics · Grade 1
Subtraction is more than taking away. Learners solve take-from stories, take-apart stories where one part is missing, and compare stories that ask how many more or fewer, all within 20. They learn to solve subtraction by thinking of a missing addend and choosing between counting back and counting up.
Mathematics · Grade 1
Learners build reliable strategies for facts within 20: making a ten to add (8 + 6 = 8 + 2 + 4), going back through ten to subtract (13 − 4 = 13 − 3 − 1), using doubles and near doubles, and using fact families so every addition fact also gives two subtraction facts. Facts within 10 are practised for accuracy, never against a clock.
Mathematics · Grade 1
The equal sign means 'is the same amount as', not 'the answer comes next'. Learners decide whether equations such as 7 = 8 − 1 and 4 + 1 = 5 + 2 are true or false, find unknown numbers in any position (5 = ☐ − 3), and balance equations with operations on both sides (4 + 5 = 3 + ☐).
Mathematics · Grade 1
Learners add within 100 using base-ten blocks, the hundred chart and number lines: adding tens to a two-digit number (34 + 20), adding ones with and without making a new ten (42 + 5 and 47 + 6), and explaining their steps in tens and ones while solving story problems.
Mathematics · Grade 1
Seventy take away thirty is like seven take away three, but with tens. Learners subtract multiples of ten from 10 to 90 using ten-sticks and number-line jumps, use addition to subtract by counting up in tens, and solve story problems with tens, including differences of zero.
Mathematics · Grade 1
How long is it? Learners order objects by length, compare two lengths that cannot be put side by side by using a string as a go-between, and measure lengths by laying same-size units such as cubes end to end with no gaps or overlaps. They learn to spot measuring mistakes and explain why they change the answer.
Mathematics · Grade 1
Learners tell and write time to the hour and half hour on analog and digital clocks: the short hand shows the hour, the long hand shows the minutes, and half past means the long hand has gone halfway around. They then put the events of a day in time order and find one hour later.
Mathematics · Grade 1
A class asks a question, collects answers and turns them into a table, a picture graph and a bar graph. Learners organize data into up to three categories, show it in a graph, and answer questions about how many are in each category, how many in all, and how many more or fewer one category has than another.
Mathematics · Grade 1
What makes a triangle a triangle? Learners separate defining attributes (three straight sides, closed) from attributes that do not matter (colour, size, direction), build new shapes from flat and solid shapes, and split circles and rectangles into two and four equal shares called halves and fourths, discovering that more equal shares means smaller shares.
English · Grade 1
Grade 1 begins by sharpening the sound skills behind reading and spelling: telling short and long vowel sounds apart, blending and segmenting spoken words of up to five sounds (including words that start or end with two consonants), and finding sounds in any position. A quick review of Kindergarten's Steps 1–5 makes sure every child can spell and read CVC words before new spellings begin.
English · Grade 1
Step 6 of the PlayOwl sequence: children learn the "floss" pattern (ff, ll, ss and zz after a short vowel, as in puff, bell, kiss, buzz), ck after a short vowel (duck, sock), and the -s ending that can sound like /s/ or /z/ (cats, dogs). They read a decodable story, Fuzz and the Big Mess, with ten new heart words.
English · Grade 1
Steps 7 and 8 of the PlayOwl sequence: digraphs, where two letters make one new sound (sh, ch, th, wh, ng and nk), and consonant blends, where two or three consonants sit side by side and each keeps its own sound (st, fl, tr, -nd, -mp). Children read and spell these words and read a decodable story, Chip and the Ship.
English · Grade 1
Steps 9 and 10 of the PlayOwl sequence teach long vowels: the silent final e (cap becomes cape, kit becomes kite), single vowels that say their names at the end of short words (he, go, hi) and y as long i (my, fly), and the first vowel teams ee, ea, ai, ay and oa. Children read and spell long-vowel words and read the decodable story Jade and the Kite.
English · Grade 1
Step 11 of the PlayOwl sequence: children read and spell words with the endings -s, -es, -ed and -ing (wishes, jumped, landed, helping), learn what those endings tell us about number and time, and read two-syllable words by splitting them between consonants (rab-bit, nap-kin) and compound words (sun + set). They read the decodable story The Picnic.
English · Grade 1
Children put Steps 1–11 to work in connected text. They practise reading every word accurately by its letters instead of guessing, noticing and fixing their own errors, reading with phrasing and expression that follow punctuation, and rereading a longer decodable story, Zack and the Skunk, to understand and retell it. Accuracy and meaning come before speed.
English · Grade 1
Children read two original stories written with the spellings they know, The Best Hat and Fred and the Beans. They retell each story with key details, describe how characters feel and why, work out each story's central message, and compare the two main characters' experiences, finishing with a short written comparison.
English · Grade 1
Using two short original fact texts, Bats and Owls, children name the main topic and key details, ask and answer questions with evidence from the text, use headings, bold words, a glossary and captions to find facts quickly, and compare two texts on similar topics. A third text about moths checks transfer.
English · Grade 1
Children learn what makes a clear sentence: a naming part and a telling part, a capital letter at the start (and for I, names and days of the week) and the right end mark. Then they make sentences stronger by adding details that tell where, when or how, and by joining two short sentences with and, but, so or because.
