Imagine Creativity Home School

Curriculum Full Content for Ages 4 to 8 - Including First Grade

It is very difficult to teach your own child one on one, day after day.  All children are different. If it is only one parent doing the facilitation then this can be challenging. If you are trying to teach your own child, you can try dressing up as a teacher, make a game of it. 

This curriculum is meant to be shared, so that there is at least one other parent, besides yourself. I would suggest you find one other family and then with that family discuss a plan to perhaps add one more family after a few weeks or months. One can share the hosting of the home school or it could be better to create one school environment at one location. Each parent teaches one subject to all the children for 20 min to 45 minutes. After each lesson allow for play time,  20 to 30 minutes. Then snack time for 10 minutes. Next lesson for half hour to 45 minutes. Play time for another half an hour. End of day. If the day starts at 9 am then this school day will end at 12 noon. Time for lunch and short sleep. It is important to stay with your child at all times and to choose a group that works well together. 

Decide on what skills your group has or take turns at lessons that are popular with the children. Fathers and mothers should optimally participate. If the child has a favorite grandparent then try to get them involved as well.

Children can watch or help parents build things, learn to cook, sew, make things, play instruments or put on plays. 

As long as a child is being safe there is no right or wrong answer. See what the child brings to the experience, follow their lead if it is going in a positive direction.

It is better to have a schedule that is the same every week. Children feel more secure when things are predictable. Repeat the same lesson for a few days in a row if it was successful. There is no hurry. Creative engagement is the goal not a grade or a list of questions to complete. Creativity leads to interest, leading to ambition, further learning and eventually mastery of a subject. Every child has their own path to follow which usually is predetermined. Believing in oneself for most people is a life-long struggle – but if every day one is participating on a deep enough level, then it becomes natural to believe in yourself. We are all born naturally creative. But it has to have a chance to exercise and be validated every day. 

Read through the content below. Collect a list of things you need to purchase. Make a list of activities you would like to try out each week. See what is needed to set up that lesson. You may have to modify the schedule to fit what your child can accomplish. Is a lesson best at 15 minutes or 45 minutes? It depends.

Painting – Creative Expression – All Ages

  1. Story followed by drawing or painting: Read a story to the children. Have them draw a picture or paint a picture from the story. Materials to use: fat crayons, or water color paints. Best to use only the three primary colors: Red, yellow and blue. Best stories to use: Fairy Tales from any culture, myths, legends, religious stories. (Pre read the story to choose one that is best for the age of your child). Best to use thick watercolor paper (available at a stationary story or art supply store).  Wet the paper on both sides, then wipe with a sponge, so that the paper is damp. (see the video link below). It will stick on a flat surface if wiped with a sponge. When the child paints, the colors will blend together to produce interesting effects. Best to start with one color, there is no hurry. If there is one painting class a week, then in three weeks all the colors are experienced. Then try out several days with two of the same colors: blue and yellow, then several days with blue and red, then several days with red and blue, then several days with red and yellow. If the child likes a certain combination then stay with it for longer or come back to it. After two or three months provide all three colors to try out. For these ages 4 to 7, no other colors are needed.
  2. Crayons:

Paint supplies:

  1. Do not talk about the meaning of the story in an intellectual way. The meaning needs to stay hidden because it is different for each child. They will find the meaning they need from it. Best to read the story and not show any pictures for this painting activity. 
  2. How to use watercolor paints:
  3. Part two paining set up:
  4. Color needs to be experienced. Color Theory: The real experience of color is best experienced in nature, looking at a sunset, or the sun in the evening on a bright patch of grass etc. The brain can see color but not necessarily experience it on all levels of perception. It takes at least half an hour in a state of calm when the inner self is active to experience the color. Emotions can experience color in about five minutes. The ego in ten minutes. The inner self, about half an hour. If each painting lesson can reach the inner self, then the story and its effect on the imagination, and its expression are never forgotten. It can provide inner strength for the future, and it can help to provide structure for the next creative experience. It helps in the overall development of the person. It helps create self confidence,  individuality and insight for what is true. 
  5. For stories use: Grimm’s Fairy Tales, Hand Christian Anderson or books of stories from ancient cultures. Myths and Legends from your culture. Many used copies for sale on All cultures have traditional stories. You can also use stories from your religion. Every religion has wonderful stories. There are many other references to stories below.
  6. How to integrate into the daily schedule: I suggest alternate painting and crayon days. This is usually a morning activity: Circle time, play time, snack time, then Story and Painting time, followed by more play time. 
  7. How to keep this activity creative: Have the paint, brushes and water set up before you tell the story. Tell the story. After the story they can start to paint or draw. Some of them may want to paint a second picture. It’s okay to be flexible. 
  8. Directions for teacher interaction: Say as little as possible after the story. The child should never be told what to paint. If they ask, respond with: “What did you feel from the story?”, or “What did you hear in the story?” The child may say: “I heard a bird singing or I felt such and such ….” Parent: “Okay excellent, paint that part of the story then.” 
  9. After they paint or draw. If the child wants to tell you about their story in their art then listen attentively and then say something positive, affirming and complimentary. Let the paper dry then put in their folder with their name on the back to keep for later.  

Math Lessons

  1. Keep it real and with a purpose. Find a rhyme with numbers. Find a story with numbers. Then use objects to represent these number concepts. You can make these as simple or as complicated as you like depending on the age and interest level of the child. Start with a rhyme or story with some numbers in them. The king and queen had three daughters …
  2. Place two baskets of chestnuts or some other physical object such as blocks that can be handled easily by a child in front of them. Make up a story about collecting chestnuts. Picking them up and placing them in the basket. Write down the equation for the story. Such as a squirrel who collects chestnuts into their nest. They started with none and after one day had five: 0 + 5 = 5. Ask the child for the answer to how many chestnuts were collected. Up to grade one use only 20 maximum objects. Play with the chestnuts by counting them to begin with. Animal stories are best. Use the fingers to count with. 
  3. Do the same for a story where chestnuts are given away. Write down a subtraction equation. Pick the child’s favorite animal, make up a story about the animal where some counting is involved. Adding and subtracting up to 20 is as far as you need to go for ages 4 to 7. If a child seems particularly interested in math you can provide more challenges for them as long as all other areas of their development are at the same level. If other areas are lacking such as social skills, creativity expression etc then best to not over stimulate the mind with math. Best to concentrate on the other areas until they have caught up. 
  4. You can finish the lesson with a game that requires adding or subtracting. Add cups of water by ones to a bucket. All the kids keep track of how many cups they added. Then at the end add them all up to find out the total number of cups in the bucket. Add cups of water by twos to a bucket. Etc. The greater the responsibility, the greater the freedom and vice versa. It is important to give some risk to the situation, some challenge, so that the child can self regulate responsibility. Then later they can use this skill of responsibility to create a greater risk and sense of freedom. It creates confidence. So playing with water there is some risk, but also a chance to show more responsibility. 
  5. Look up all the nursery rhymes that have to do with numbers. These can be found in Mother Goose books. Recite these rhymes when doing math. Use fingers and toes.
  6. Look for stories with numbers. Write down these numbers as you tell the story. 
  7. Have one child hide two things. Have a second child try to find those two things. Keep adding things to hide till you get to 4. Help the child if it gets difficult so they don’t get frustrated, by using the ‘warmer’, ‘colder’ prompts as they move about the room. 
  8. Math should be integrated into other activities, such as a story or a game, for this age, it is not a lesson on its own. Age 7 and beyond there is more time set aside for math, see below. 
  9. First Grade – Math Games – One Year Goals (Take a few days for each activity) If there is an activity that seems interesting for your child, then stay with it as long as they enjoy it. If the game is not working, stop and come back to it later or in a different way. If the concept has no value to them, it will be boring or seem unimportant, so best to find something that is of value to them. 

Write out the numbers, add a story to each number. Add pictures they draw.
Learn a new number every few days. 

Make up a story for adding numbers. 

Make up a story for subtraction.
Add by two’s, then 3’s etc.

Use the concept of zero in a story. Now add something to zero.

Count things regarding animals. How many feet? How many toes? How many ears?

How many teeth? How many in the group? How many branches on a tree?
How many stars: billions and billions …

Read a story about earth, moon, sun, planets, stars.

How far away is the end of the universe: infinitely far. No end.

How long does it take light to reach the earth: About nine minutes.

How many miles away to the nearest park? The grocery story? A Relative’s house?

How long does it take to walk a mile? About half an hour or less if you walk fast. 

How many steps in a yard, in a meter, in a mile, around the block?

Take out a ruler. Look at the numbers on it. Measure a few things.

If you have a scale, measure the weight of things, more and then take away and see what less number comes up.

Look at a map of your area. What do the numbers mean on it in terms of distance?
Look at different maps, stories from places they know. How long would it take to get there?

Look at a clock, what do all the numbers mean? How to tell time?

What is a second, a minute, an hour, a day, a week, a month, a year, etc.

Look at the thermometer with numbers on it. What is very hot? What is a very cold number? Check the temperature every few days and write it down. 

How hot is boiling? How cold when water is freezing? Use Fahrenheit and Celcius. 

What temperature do they like best? How warm is the human body when healthy? 98.6 deg.

Math Games: 4 to 9 Year Olds

Math Games: Math does not have to be a dry, abstract or tedious lesson. The mind naturally is counting things every minute of the day all the way from how long it takes to do things to how far things are away, to how many things. There is definitely a sense of satisfaction the mind achieves with the ability to calculate and make sense of the world from this point of view.

Here is a resource I strongly suggest: it uses small wood blocks to make math stories and activities. They are called Cuisenaire Rods:

One of the basic uses of Cuisenaire Rods is to provide a model for the numbers 1 to 10. If the white rod is assigned the value of 1, the red rod is assigned the value of 2 because the red rod has the same length as a “train” of two white rods. Similarly, the rods from light green through orange are assigned values from 3 through 10, respectively. 


The rods can also be used for acting out subtraction as the search for a missing addend. For example, 5 minus 2 can be found by placing a red rod (2) on top of a yellow (5), then looking for the rod which, when placed next to the red, makes a train equal in length to the yellow.

Multiplication, such as 5 times 2, is interpreted as repeated addition by making a train of 5 red rods or of 2 yellow rods.

Division, such as 10 divided by 2, may be interpreted as repeated subtraction (“How many red rods make a train as long as an orange rod?”) or as sharing (“Two of what color rod make a train as long as an orange rod?”).

Cuisenaire Rods also make effective models for decimals and fractions. If the orange rod is designated as the unit rod, then the white, red, and light green rods represent 0.1, 0.2, and 0.3, respectively. If the dark green rod is chosen as the unit, then the white, red, and light green rods represent 1⁄6, 2⁄6 (1⁄3), and 3⁄6 (1⁄2), respectively. Once the unit rod has been established, addition, subtraction, multiplication, and division of decimals and fractions can be modeled in the same way as the operations with whole numbers.

Cuisenaire Rods are suitable for a variety of geometric and measurement investigations. Once students develop a sense that the white rod is 1 centimeter long, they have little difficulty in accepting and using centimeters as units of length. Since the face of the white rod has an area of 1 square centimeter, the rods are ideal for finding an area in square centimeters. Since the volume of the white rod is 1 cubic centimeter, the rods can exemplify the meaning of volume as students use rods to fill up boxes. Students may even develop a sense of a milliliter as the capacity of a container that holds exactly one white rod. Cuisenaire Rods offer many possibilities for forming and discovering number patterns both through creating designs that are growing according to some pattern and through finding the number of ways in which a rod can be made as the sum of other rods. This second scenario can lead to the concept of factors of a number and prime numbers.


  1. Addition and subtraction: Ask the child to find two white blocks. Place them in a train, side by side. Now ask them; how many blocks do you have? Now to represent this number 2, find one block that is the same length as this train. This would be a red block as it is made of two one blocks. This can be written down as 1 + 1 = 2. Use the same technique to add different numbers. This can also be used for the concept of subtraction: Take a red block and place a white block on top of it. What is left over? Look for the block size that fits in the space. It is another white block: 2 – 1 = 1. The other blocks can be used to try out all the variations of subtraction. Such as the brown block (8) minus one white block (1) minus a red block and a light green block:  8-1-2-3 = ? (Answer: the red block or 2). 
  2. Division and multiplication: Find the block that represents 10. Then find two blocks that equally divide this ten block into two. This would be two yellow blocks. The child can see that placing two yellow blocks together is the same length as one orange block. Then place 10 white blocks under these two trains. The main idea: The yellow block represents five, 5 times two is ten.

This can be written as: 10 ÷ 2 = 5 or
5 x 2 = 10

Variations on this theme: Use the 4 purple block divided by two. Find two blocks that have the same length as the purple block; this would be two red blocks. Therefore 4 ÷ 2 = 2

Here is a link to purchase the Cuisenaire Rods:

This kit comes with instructions and activities.

Writing letters and numbers

D for dwarf. 

  1. Four year olds: Start with any letter or number. Tell a story about it. Give examples of the sounds this letter makes. Draw the letter with crayons. Add colors around the letter. Work your way through the alphabet. Bind all the letter drawings together. 
  2. Five year olds: Show how letters can be sounded out into simple words. 
  3. Six year and seven year olds: Copy out random words from a book. Have the child make up a random story from the words. They can work in twos so that each child tells their story to one other child. If there is time you can write out the story for them. 
  4. Paint or draw an aspect of this story you or them have made up.  
  5. Add math symbols if appropriate. Math symbols can be written very large and then fill in the picture with things that represent that number. 
  6. Read the child a poem. Then have them copy out the poem. Draw or paint the feeling from the poem. If this works keep doing it. There is no end to good poems. 
  7. Seven years old: Write out a story from a book using a pencil or colored pencil crayon. Use a lined notebook to help them practice letter shapes. Have them draw pictures to represent the story. They can also write their own stories. 
  8. Give the child some wood animal toys, stuffed animal, or doll. Ask them where this person or animal lives, help them write down the story they imagine about this character. Or write a poem about it. 
  9. Directions for teacher interaction: Say as little as possible while they are engaged and then make a positive affirmation at the end. 
  10. This activity is usually best done in the morning three times a week after play time and snack time. After this activity, allow for half an hour of play time. If a child is particularly interested in this activity, then provide more opportunities for it. 

Growing Things

  1. Have the child prepare soil, seeds etc and plant something such as peas, lettuce, chives, mint, cress, sprouts from beans or peas. Have the child take care of this garden by watering it. Let them choose what they want to grow. 
  2. Tell stories about farmers till the vegetables can be harvested, usually a few days to two weeks. 
  3. Count out the seeds and make a record of how many used. Then how many of these grew? Help them make a record of this as well in their own journal. Have them draw some aspect of the garden or scene from a story. 
  4. Letting things grow: need for nourishment from the soil, energy from the sun and moisture from the rain. 
  5. Life has a cycle, life, death and rebirth from the seed. Draw a circle for this in the journal. 
  6. How many seasons are there? A picture for each. What animals like each season? Where do the birds go in the winter? What animals like to live in the snow and ice?
  7. What is the best season to grow things?
  8. Where do all the best colors come from? Nature, let them draw these colors. 
  9. For 7 years old: Life has certain abilities: 1. Life goes on and on because all living things are in a cycle. 2. Living things can heal themselves if given what they need to grow. 3. All living things can feel their environment and react to it. Have them choose a pant or animal and an example of what this animal can do in these ways. For example if a branch is broken off a tree, it can heal that area. If an animal is wounded it can heal that wound. Etc. 
  10. Make bread on the day you harvest the things the child grew. Eat fresh bread with butter and with the harvested vegetables. Keep it very simple. 
  11. Directions for teacher: Prepare the lesson ahead to have all the necessary items. Try to do each task with deliberation but slow and methodically. Follow the reactions of the children and see where the conversation goes. Children have a natural instinct to nurture and take care of things. 

Parks and Nature

Tell a story from Grimms Fairy Tales, about a journey into a forest. Take the child for a walk in the forest. Have a silent listening time. How do animals talk to each other? What are the animals talking about? Help them make up an imaginative story about the forest. Write down the story. Tell this story the next day. Have them add to it. Have them draw a picture or do a painting about this story. Have them read the words of the story with you. They can add more words if they like. Add more paintings. Bind this all into a book. Have the child thread the string and tie the knots. Give them some choices of instruments to help thread it. Try to let them figure out a way to get it completed. This may take several weeks to accomplish, there is no hurry. The most important thing is to stay engaged in the process, connect to nature and become mindful of nature. As long as they find meaning in it then keep going and expanding on the subject. 

Listening in nature: requires stillness, a quiet place. One instrument can be used here. A flute, a singing bowl, or humming. There is no need for talking or any analysis after. Just more time to process the contemplation. When children become quiet in nature, there is more going on than can ever be talked about. 

Games and Sports

  1. Choose a game that you like from the past or from your culture. Explain how to play it and let them play this game. A lot is accomplished here, such as physical development of heart and lungs, endurance, coordination, cooperation, helping others, ego development, development of ambition, and the desire to do well. If they like this game, keep playing it over and over. Eventually they will want or need a new game. 
  2. Sports, allow for some rules. Allow them to modify the game. Explain how to play it safely. 
  3. Imaginative play. Use simple objects that relate to stories. Give them a quest or starting point or character. Let them work out the rest. If it goes well let it go on and don’t interrupt if possible. Later the next day they can draw a character from their game. Add math concepts if there is an opportunity. 
  4. Imaginative play: integrates and works out things learned, helps work out emotional issues not resolved, and sets up new challenges. 
  5. Keep the children in sight at all times. It’s okay to set boundaries and rules to keep everyone safe. Some objects to make a story: Rope of various lengths. Wood rounds from cut trees. Flags. Sheets of cardboard. String. Old blankets. Kids like to build forts, houses, castles, etc. 
  6. This activity can be scheduled at any time of the morning or afternoon. 

More Books, Pictures and Images

  1. Bind all the paintings they do together into a book. Add a title page and their name. 
  2. Have picture books available for them to look at. 
  3. Seven years old: Have them try to sound out the words of a simple book. 
  4. Purchase a used copy of classical art with pictures. Slowly look at each picture, have the child tell you what they like about the pictures. They can make up a poem or story about the picture. This may be a before bed activity but then best to not ask anyquestions.

Children will instinctively recognize the meaning of this art, its gestures and living image value. The more profound the image, the deeper is the development. Purchase used books from:  Search: classical art books.

5. Find interesting images then use them: who is the character? Write down or tell me as much about this person as you can? Then: What happened just before this or just after, see if you can get them to imagine a story about this event or character. Write it down for them.  Here are some images: 


Or take two images and see if a story can develop out of them?


  1. Coordinated movement. Speak out a nursery rhyme, act out the story with simple gestures. Repeat the same rhyme every day with the same movements. Use Mother Goose Rhymes. Use poems from your culture or verses from your religion. 
  2. Do stretching or yoga before you start a lesson. Slow and gentle, slow deep breathing. 
  3. Four year olds: Finger knitting – hand and eye coordination:
  4. Finger knitting techniques:
  5. Six or seven years old: Stick weaving: this activity develops hand and eye coordination:
  6. Finger knitting or stick weaving can be done every day. 
  7. Daily Schedule: This activity is best done three times a week morning or afternoon. Try to do it at the same time every other day. If the child finds these activities to be particularly interesting then provide more time for them. 

Dress Up

  1. Use primary colors of cloth for dress up. Act out a story. Act out a poem. Act out a song. They can act out the story or poem as you read it. Dress up as different characters in the story. 


  1. Listen to calm music or one instrument classical music. Have the children draw to paint what they feel from the music. Never discuss the meaning of music or the meaning of what they have painted or drawn. Only add new music about once every few weeks. Have them draw or paint to the same music if they are connecting to it. No need for change. Search flute music:
  10. Sing to them or learn a song with them. Sing the same songs over and over with them. 
  11. Move with the music or dance with the music. Good for end of day activity. At the end stand in a circle and hold hands, (or hold cloth or rope to maintain a social distance). Quiet time. 
  12. It is best to do this activity before resting time or sleeping time. It can be done every day for a longer or shorter time. 

Watch and Lean

  1. Children can learn from watching a parent do things such as cook, clean up, make things, fix things. They can help where they can and are encouraged to participate even though it will take longer to accomplish the task. “Thanks for helping”, Good job”, See how well it turned out”. 


  1. Purchase the materials and then assemble them with some room for variation. Keep the materials simple, hopefully made of natural products such as wood, felt, yarn, cotton fabric etc. 
  2. For example cut out fabric in the shape of animals and then sew these onto a larger piece of cloth. In this way a quilt is made. Cut out animal shapes. 
  3. Or cut out two sides of the animal shape. Then stuff the animal shapes with scraps of old cut up clothing or cotton. Let the child choose what animal shape to cut. Add stitches for eyes and mouth etc. Let them play with these animals. 
  4. Before you bring materials to the group make sure it’s agreed by everyone to be appropriate for the ages of children involved. 
  5. Twice a week. Could be a morning or afternoon activity for half an hour. 
  6. Stay present with this activity and only let children use scissors and needles and thread when safe for their age. Put all tools out of reach after the activity. 

Build Things

1.   Provide simple materials for building things. Such as cut up branches from a tree – nature blocks. These pieces can be used to build a bridge. It may take an hour to build the bridge and then it is only used one time to drive a toy truck over it. The joy is in the building.

More blocks:

2. Small garden hand shovels to dig with. Add some toy figures to place into the story. 

3. At the end of the day always disassemble all the pieces so that the next day they can start again with a clean slate. 

4. Parents stay present and can watch each child. Hopefully they can accomplish independent play with each other. 

Field Trips: Zoo, sea shore, mountains, any places to explore nature. These are rich learning experiences that are best used to mark the change of the seasons. Try not to introduce facts about what is there. Better to let it be seen and experienced. The emotional process is where you want to keep the focus. Facts are useful in high school and college. Emotional development is learned mostly in the primary years till age 14.

I realize I have not provided you with every resource for every craft, every story, every activity but I will add ideas here as time goes on. Send me feedback about what works and what is not working:

Your Feedback and My Responses


1. Sleep

Learning at this level is deeply engaging for the child and requires a lot of energy. You will notice that your child will require more sleep if they are engaged creatively every day. A half hour afternoon sleep is good for the heart and mind. If they don’t want to sleep, have them lie down and close their eyes for half an hour.

2. Food

Breakfast: oatmeal with fruit. Eggs, whole wheat toast. French toast. Omelette with vegetables. Lunch: Salads, whole wheat bread, yogurt with fruit. Vegetables. 


If you can accomplish it, there is no need for any TV, phones, or any electronics in this age group 0 to 7. Listening to music is the one exception but live music is the best even if it is very simple. Any play activity is better than screens, phones, computer games etc. Imaginative play is the best, it creates the opportunity to learn social skills, negotiate, work out conflict, build physically, problem solving, humor and enjoyment of life. Without play the imagination can’t develop, the ambition is slowed down and the sleep is not deep enough. If possible half the day can be left to free play at this age. Screens have almost no learning value, lead to social isolation and are too passive. 


Example of a Day 

Jump Rope to a Few Rhymes

Start with the Morning Verse: Hold hands and say the following verse together after a few moments of silence:

When I woke up this morning the day had just begun. I saw a golden flower with petals like the sun! The flower was unfolding, and waking from the night. … Now our golden flower has opened to the sun, each petal face shining in the morning light. Now our golden flower has opened in the sun and we will shine and blossom til the day is done!

Material needed: A skip rope. Any rope about 10 feet long. 

Set Up: Tie the rope to something solid at one end. Hold the rope at the other end and turn it in a circle. As you turn it, the child jumps to miss the rope. 

Rhymes to say as you turn the rope:

Jack be nimble
Jack be nimble,

Jack be quick,
Jack jump over
The candlestick.
Then count the number of jumps.

After a minute rest try this one:
Yankee Doodle
Yankee Doodle went to town,

A-riding on a pony;
Stuck a feather in his hat
And called it macaroni.
Then count the number of jumps.

Water time, rest time for five minutes:
Activities for the rest of the morning. Check out the mood of your child, the type of day outside. Can you go on a nature walk? Or to the park? If yes, take a book with you to read when there. Let the child play for about half an hour at the park, beach or walking on a trail. Then read the story. When back home, have the child draw or paint some feelings, ideas or a character from the story. Only use two colors. If the story did not interest them they can draw or paint from the story they told you yesterday or a story from a few days ago.

When all is done, hole punch one side of the paper and add to the collection by weaving yarn through the holes and tying knots to hold them together.

Alternate Plan
Read the story they told you yesterday back to them. Tell them that along the way they can change it, or add to it at any point. Write down the new parts. When all done, they can again draw or paint a scene from this story. Choose a word from the story that is most interesting for them. Help them write out that word and sound out all the letters. Put this page in a separate folder so that tomorrow or at a later date you can ask them if they can sound out that word again.

Lunch Time

Afternoon Lesson

Listen to music:
Dance to this music or weave a stick:
Play time.
Snack time.
Clean up time.
Help mother or father make dinner.
Set table.

Example Two

Morning Verse:
I look into the world
Wherein there shines the sun
Wherein there gleam the stars
Wherein there lie the stones.
The plants they live and grow.
The animals they feel and live.
And humankind a spirit gives
For learning and for work
In me may live and grow.

Walk to the park for half an hour. Focus on what they hear and see. Quiet and still to do this.

Your Child is Telling you a Story Activity: (Connecting the imagination with verbal expression, emotions and dilemma resolution)
Read one of these stories:
Children love to tell stories, they naturally go on and on, the sentences have no end. See you can stop reading half way through the story and have the child make up the middle and end. 

Materials needed: A pen and notebook. Or a computer to write down the story they tell you. A book containing myths, legends, religious stories or Fairy Tales if you want to tell a different story. Paper and two crayons: red, yellow, or blue. (Use the big fat ones if you have them).

Example Three

Start with the Morning Verse: Hold hands and say the following verse together after a moment of silence:


When I woke up this morning the day had just begun. I saw a golden flower with petals like the sun! The flower was unfolding, and waking from the night. … Now our golden flower has opened to the sun, each petal face shining in the morning light. Now our golden flower has opened in the sun and we will shine and blossom til the day is done!


Read the story. 

After reading it, have the child draw a picture from the story.

Ask two questions about the picture and acknowledge that you understand the picture.

Now ask the child to take that character in their picture and one other element of the story and ask them: “What if these people or person and the animal, the next day, took a long walk into the forest?” This may be enough to get their story started. If not add: “Along the way they met a lost horse, an old person, a weary soldier returning from battle …?” or “On the way back it started to get dark …” Or: “In the middle of the woods they met a king and queen on a horse …” Or “Along the way an eagle started to follow him/her …” Then after each new prompt ask “Then what happened?” (We are all on a journey into the woods, we are all trying to find meaning there, adventure and a way back home).

This should be enough to get their imagination going. As they start to tell you the story, write it down. If they get stuck, ask them a question, be inquisitive, show interest and react emotionally to the story. When it comes to an end and they have enough energy they can do another picture from their story. End.


The next day or two days later, read back their story to the child. Ask if they would like to change or add anything. Write down the changes and read it back to them. (You have become their story editor 🙂  )


For seven year olds: Ask them what word is most important in this story. Have them write out that word. What sounds does each letter make? Draw out each letter in colored pencil. Draw a picture for each letter. Then fill in a picture around the letters. Ask them what other words start with those letters. 


For 4 to 7: Write out the word or words that are most important for them in this story. Have them draw each letter in large print, small and capital letters. Have them sound out each letter and then sound them all out together to make the word. Then fill in a picture around the letters. Ask them what other words start with those letters. 


For 8 year olds: Have them copy out the first paragraph of their story. If they are interested, they can keep going as long as they like. Use colored pencils, or lead pencil. Not a pen. 


If this was a successful activity, then continue as long as they are interested in their story. If it seems to have come to a natural conclusion, then make a printed copy or hand written copy along with all their art work and put it into a binder or have the child make a binding for it. 

Material: A whole punch, yarn, a stick to help get the yarn through the holes. 

Read the story – Alternate Story Telling Activity:

After reading it, have the child draw a picture from the story.

Ask two questions about the picture and acknowledge that you understand the picture.

Now ask the child to take that character in their picture and one other element of the story and ask them: Enemy to Friendship: Identify the two characters who don’t get along, they are isolated on a boat going to a far off place, things happen, shipwreck, or giant squid attacks the boat, they have to help each other, become friends ….

Boy meets girl, girl meet boy, things go wrong, then right again:  girl likes boy, boy does something stupid, boy wins girl back. Propt: Have the child choose their favorite character, for example Cinderella. She is invited to …. She meets ….

Who she meets, gets lost, does something wrong, gets diverted, … He has to find his way back to her. Or reverse the genders.

Leaving Home, returning many many years later, accepted by parents: Main character has to make their living in another place, he or she is lost then he or she finds themselves: “He met a woodcutter …” or “She met a …” they tell the rest … “It was enough to buy some …” They had to use his or her wits to survive, “He/she had to come up with a solution ….”   Eventually with the help of ….   He/she comes home eventually to find …”


The next day or two days later, read back their story to the child. Ask if they would like to change or add anything. Write down the changes and read it back to them. (You have become their story editor 🙂 )


For seven year olds: Ask them what word is most important in this story. Have them write out that word. What sounds does each letter make? Draw out each letter in colored pencil. Draw a picture for each letter. Then fill in a picture around the letters. Ask them what other words start with those letters. 


For 4 to 7: Write out the word or words that are most important for them in this story. Have them draw each letter in large print, small and capital letters. Have them sound out each letter and then sound them all out together to make the word. Then fill in a picture around the letters. Ask them what other words start with those letters. 


For 8 year olds: Have them copy out the first paragraph of their story. If they are interested, they can keep going as long as they like. Use colored pencils, or lead pencil. Not a pen. 


If this was a successful activity, then continue as long as they are interested in their story. If it seems to have come to a natural conclusion, then make a printed copy or hand written copy along with all their art work and put it into a binder or have the child make a binding for it. 

Material: A whole punch, yarn, a stick to help get the yarn through the holes. 

*Not all stories are suitable for every age. Pre-read the story and choose one that you think your child can relate to. 


First Grade Curriculum 

Milestones to complete by the end of grade one: 

Basic reading and writing. 

Basic math; addition and subtraction.
How best to accomplish these goals: keep it interesting, involve creativity, make sure there are opportunities for overall social and emotional development. Here is a curriculum that could add some structure to the day:

Daily Schedule

Morning Verse – see below
Main lesson – Reading and writing 30 to 40 minutes. Include a creative expression that keeps it interesting, such as painting, drawing or the use of their imagination in some way.
Play time is half an hour to 40 minutes – with at least one other child who is within 2 years of your child.

Snack time 15 minutes –

Second Mail Lesson, one half hour – Math games. Math puzzles. Practical math with real objects. Add a story to make it interesting. Use beans, or blocks.
Rest time
Play time half an hour.

Third Main Lesson – Art or music. (Art projects such as finger knitting, clay, weaving, etc)

Play time – 

Circle time – end of day verse.

Before Bed: Read them a story.


Every Other Day – excursion to a place of nature in the afternoon. 


Emotional, Social and Developmental Goals in Grade One

To feel confident within your own body.
To enjoy all aspects of every day: interaction with others, learning new things, art etc.

To learn that happiness and play is the normal way of being. 

To learn to trust others, have others trust them, and to build integrity.

To learn compassion toward others and toward nature and animals. 

To be able absorb healthy affection from others and feel they deserve it. 

To be able to express emotions and listen to others emotions without judgment. 

To be able to connect to nature and absorb what it has to offer. 

To not be scared into being only an intellectual person or believe that learning facts is the only important thing. 

To be able to read a book, but also to be able to read the clouds, read the creeks, read the wind in the trees and read the flight of birds. 

To have a day filled with a variety of activities that does not involve TV, computer games or phone apps. 

Know that they have security, an opinion that matters and confidence in the daily routine. 

Be able to learn and play in an environment free from fear, worry or too high an expectation. 

Be able to show a unique expression, a new idea, a creative aspect and be recognized and complimented for this. 


Morning Verse

You can keep using the ones listed below or here is a new one:

I look into the world

Wherein there shines the sun

Wherein there gleam the stars

Wherein there lie the stones.

The plants they live and grow.

The animals they feel and live.

And humankind a spirit gives

For learning and for work

In me may live and grow.

Fall Verse

Links to Stories

The Prince Of Tears  Draw pictures or paint after telling.

Swan Maidens and Other Stories

Best Stories for First Grade
Great Fairy Tales for First Grade

These were some wonderful fairy tales we have shared in First Grade: One letter can be introduced for each story. Draw the letter and add character to it:

For the Alphabet, (since everyone asks this!), this is what we have done/will finish by the end of the school year:

A- Apple: Snow White and the Seven Dwarfs. 

B- the BEAR from Snow-White and Rose-Red (Grimm’s)

C- the CAT from The Master Cat (otherwise known as Puss in Boots)

D- the DOOR of the DWELLING of the DWARVES from Little Snow White (Grimm’s)

E- the eeee sound from KEY in The Golden Key (Grimm’s) not my favorite, you may be able to do better!

F- the FISH from The Fisherman and His Wife (Grimm’s)

G- the GOOSE from The Golden Goose (Grimm’s)

H- the HOUSE from Hansel and Gretel (Grimm’s) (Parents read first, may be too scary for the child? – then again okay for a child to learn that one can have the courage to stand up to evil.)

I- the “I” that the Prince was from “The King’s Son Who Feared Nothing” (Grimm’s)

J- For JACK from “Jack and the Beanstalk”

K- the KING from “The Princess of the Flaming Castle” K for KNIGHT:

L- Long Legs Longshanks from “Longshanks, Girth and Keen”  (Slovakian tale and I had to include it because it is my favorite tale!)

M- the MOUNTAIN from Semeli Mountain (Grimm’s)

N- the NAIL from “The Nail” (Grimm’s)

O- the hole in a shape of an O from “The Gnome” (Grimm’s)

P- the PINK from “The Pink” (Grimm’s)

Q- the QUEEN from my container story

R- RUMPELSTILTSKIN from “Rumpelstiltskin” (Grimm’s)

S- the SNAKE from “The White Snake” (Grimm’s)

T- the TROLL from “The THree Billy Goats Gruff”

U- the UMBRELLA my Fairy Queen has in my container story

V- a VALLEY, also from my container story

W- WATER from  “Iron Hans” (Grimm’s)

X,Y.Z – the Three Wise Men from my container story – see Donna Simmons’ work for this inspiration, the reasoning behind it and the drawings! 

We will cover some more fairy tales during a writing block toward the end of the school year.

For the Qualities of Numbers-

1 – pick a sun from any tale (we did “Brother and Sister” – Grimm’s

2- “The Two Brothers” (Grimm’s) (this is my other favorite fairy tale)

3- “The Three Sons of Fortune” (Grimm’s)

4-  “The Lion” from the book “Active Arithmetic!”

5- “The Star Money” (Grimm’s)

6- “How Six Men Got On In the World” (Grimm’s)

7- “The Seven Ravens” (Grimm’s)

8- “Eight” by Dorothy Harrer

9-  “The Gnome” (Grimm’s)

10-  we did not do a story

11- we did not do a story

12- “The Twelve Hunstmen” (Grimm’s)

We have also done all the Fairytale Stories from Dorothy Harrer, including The Prince Who Couldn’t Read, The Secret and Magic Name of the King (also great for the letter “I”!), The Princess of the Golden Stairs, The Soldier, the Huntsmen and the Servant, Three Sisters, The Fir Tree.

Nature Stories:
All of the ones by Dorothy Harrer including The Lazy Gnome, The Lazy Water Fairy, The Four Seasons, The Rainbow, The Prince of Butterflies, The Snowflake, The Stag, The Lion, and the Eagle, The Four Brothers.

I have also found a Slovak tale regarding “The Twelve Months.” Excellent!!  I have also taken our local animals, found them in Anna Comstack’s “Handbook of Nature Study” and taken some of the characteristics I wanted to highlight and put them into a little nature story.

Other Favorite Fairy Tales:
The Fairy Tales collections by Virginia Haviland are really wonderful and you can get them so cheaply used.  Other favorite fairy tales include “The Castle Under the Sea” (; The Three Princesses of Whiteland (J. Moe) and Soria Moria Castle (PC Asbjornsen); many of the Grimm’s fairy tales not covered in the alphabet stories; many Irish fairy tales; tales from Czechoslovakia such as Budilinek and Zlatovlaska the Golden-Haired; some of the Russian tales such as The Little Humpbacked Horse and Wassilissa the Beautiful.

Fairy tales are great fun, and I hope this list helps you as you put together a wonderful experience at home for your First Grader.

Best Grimm Fairy Tales

  • The Wolf and the Seven Little Kids
  • The Frog-King or Iron Henry
  • Rapunzel
  • The Three Little Men in the Wood
  • The Three Spinsters
  • The Three Snake-Leaves
  • The White Snake
  • The Valiant Little Tailor
  • Cinderella
  • Mother Holle
  • The Seven Ravens
  • Little Red-Cap
  • The Bremen-Town Musicians
  • The Singing Bone
  • The Devil with the Three Golden Hairs
  • The Wishing-Table, the Gold Ass, and the Cudgel in the Sack
  • King Thrushbeard
  • Little Snow-White
  • The Knapsack, the Hat, and the Horn
  • Rumpelstiltskin
  • The Golden Bird
  • The Queen Bee
  • The Three Feathers
  • The Golden Goose
  • Allerleirauh
  • Jorinda and Joringel
  • The Pink
  • The Gold Children
  • The Poor Man and the Rich Man
  • The Singing Soaring Lark
  • The Goose-Girl
  • The Gnome
  • The King of the Golden Mountain
  • The Old Woman in the Wood
  • The Three Brothers
  • The Iron Stove
  • One-Eye, Two-Eyes, and Three-Eyes
  • Iron Hans
  • The Donkey
  • The Star Money
  • Snow-White and Rose-Red
  • The Griffin
  • The Nixie of the Mill-Pond
  • The Little Folks Presents
  • The Spindle, the Shuttle, and the Needle
  • The Peasant and the Devil
  • The Sea-Hare
  • The Drummer
  • The Grave-Mound
  • The Boots of Buffalo Leather

More Read Aloud Books

Concepts in Reading and Writing
Letters have sounds –
Upper and lower case letters –
Learn to read and write by knowing the possible sounds of each letter –
How did language start: It started over 3,000 years ago with symbols for each word as a token that could be pressed into clay:

Learn the shape of each letter and sounds it can make. Show both lower and upper case.
Choose a new letter every few days, take examples of that letter from a story. When they hear that sound they can tell you they heard it. Read a sentence, see if they can hear the sound of that letter.
Draw the letter with a colored pencil. Add words on the page with that letter and sound. Draw pictures around this.
After adding a new letter, review the previous day’s letters.
Use books with short simple words. As you read, point to each word as you speak it.
Have the child copy out a story that is interesting for them. Then they can underline the letters they know the sounds to.
In time the child will want to read to you. Listen and help them pronounce each word.

Reading Books for Grade One
1. Check out the local library and find the section on Grade One Sight Reading Books.


Read over all the activities in the Age 4 to 7 Curriculum below. Most of these can still be done with Grade One. 

More Verses:

Lists of Stories Best for Each Age Group

The three year olds in the nursery or mixed-age kindergarten are very satisfied with little nature stories, or with a simple tale such as “Sweet Porridge”. The older threes are often ready to hear the “sequential” tales such as the tale of the turnip. The turnip has grown so large that Grandfather cannot pull it out by himself, so one after another come Grandmother, grandchild, dog, cat and finally mouse. All together are then able to pull out the turnip. One finds many tales of this sort which have a strong pattern of repetition and order. There are also traditional songs which fall into this category such as “I Had a Cat and the Cat Pleased Me” or “Had Gad Ya”, a song sung during the Jewish holiday of Passover. Such sequential stories have the added advantage of being relatively easy for a beginning story teller to learn. A collection of tales for this age group includes the following:

Sweet Porridge (Grimm, 103)

Goldilocks and the Three Bears (Russian)

Little Louse and Little Flea (Spindrift)

The Turnip (Russian)

The Mitten

Little Madam (Spindrift)

The Gingerbread Man

The Johnny Cake (English)   

The Hungry Cat (Norwegian, Plays for Puppets)

(Note: Grimm’s fairy tales are numbered from 1 to 200, and their numbers are given here to help you locate the story in a complete edition of the Grimm’s tales. A list of sources for most of the fairy tales mentioned here appears at the end of the article.)

  1. The next category of tales is slightly more complex, but the overall mood is usually cheerful and without too much sorrow or struggle. The fours and young fives are usually quite comfortable with these tales.

Billy Goats Gruff (Norwegian)

Three Little Pigs (English;

Wolf and Seven Kids (Grimm, 5)

Pancake Mill (this Newsletter)

Mashenka and the Bear (Russian, Plays for Puppets)

The Shoemaker and The Elves (Grimm, 39)

  1. In the next category come many of the tales which we normally associate with the term fairy tale and which we think of in relation to five and six year olds. These tales contain more challenge and more detail. The main character often sets out in the world with a simple task to perform such as in the ” Miller Boy and the Pussy Cat”. Although obstacles are encountered, they do not weigh too heavily on the soul of the individual.

Such tales include:

Star Money (Grimm, 153)

Frog Prince (Grimm, 1)

Mother Holle (Grimm, 24)

Little Red Cap (Grimm, 26)

Bremen Town Musicians (Grimm, 27)

Golden Goose (Grimm, 64)

Spindle, Shuttle and Needle (Grimm, 186)

Hut in the Forest (Grimm, 169;

Queen Bee (Grimm, 62)

Snow Maiden (Russian, Plays for Puppets)

The Seven Ravens (Grimm, 25)

Snow-White and Rose Red (Grimm, 161)

Little Briar Rose (Grimm, 50)

Princess in the Flaming Castle (this Newsletter)

The Donkey (Grimm, 144)

Rumpelsti1tskin (Grimm, 55)

Snow-White and the Seven Dwarves (Grimm, 53)

Hansel and Gretel (Grimm, 15)

  1. The final group which I will include here are those fairy tales which are well suited for the six year olds who are making the transition to first grade, This is a time of stress for children as they lose their baby teeth and sense a departure from the heart of early childhood. (Fortunately they still have a few more years before they make their final “fall” from Paradise.) Tales in which characters have a personal experience of suffering or sorrow meet this new phase of inner development in the children. Often these tales are not told in the kindergarten at all but are left for first grade.

Jorinda and Joringel (Grimm, 69)

Brother and Sister (Grimm, 13)

Cinderella (Grimm, 21)

Rapunzel (Grimm, 12)

A frequent problem which troubles kindergarten teachers is how to select tales for a mixed-age group. If there are three year olds present as well as six year olds, will the more advanced tales harm the little ones?

My own experience and that of other teachers, is that this is not a problem provided the story is appropriate for some of the children in the group. This is an interesting phenomenon which seems to work as follows. In a mixed-age group from three to six, one can choose a tale for the five and six year olds and the three and four  year olds will be attentive.

They may seem less focused than they are with a simpler tale, but they rarely grow restless (though it sometimes helps to seat the youngest ones near the teacher or the assistant). On the other hand, if one would tell the same complex tale to a group of only three and four year olds, one would  find that they do not attend to it well and easily lose interest. It is as if there is no one in the group who can “carry” the story for the others. In a mixed-age group one can also create a balance in the tales by telling some that are appropriate for the younger children. The older children generally do not get bored with the  simpler tales, for they are now old enough to see the humor in the sequential tales or simpler fairy tales, and  they will laugh at the humorous parts while the little ones listen with full seriousness.

When choosing a fairy tale, another factor to take into account is whether a fairy tale is generally well  known in the society, even if it is known in an incorrect form. When a tale is well known, children often seem ready to hear it at a younger age than they otherwise might be.

The final consideration, and probably the most important one, is the story teller’s own relationship to the story. Sometimes a story teller loves a tale so much that the story may be told to children who are generally  too young for it. It is as if the story teller’s love of the tale builds a bridge to it. Thus, I knew one teacher who  loved “The Seven Ravens* so much that she told it year after year to her class of three and four year olds, a  feat which I would not undertake. When this love of fairy tales is coupled with an understanding of them on  the part of the story teller, doors are opened to the whole realm of life in which fairy tales are true and live  forever. In the telling of fairy tales we too are nourished and brought back into this realm. Rudolf Steiner  describes the fairy tales very beautifully when he says, “Much deeper than one might imagine lie the sources  whence flow genuine, true folk tales that speak their magic throughout all centuries of human evolution.