Thank you for your interest in Holy Spirit Pre-Kindergarten.

To be eligible for our Pre-K class, children have to be 4 years old by September 1st, and fully toilet trained.

Our Pre-K program runs on four half days, Monday through Thursday, 8:00 AM – 12:00 PM.

There is an optional extended day program 12:00 PM – 3:00 PM. After school care is available 3:00 PM – 5:30 PM.

We are currently enrolling. For more information on the application for our Pre-K program, click on the following links:

General Info for Application Pre-K 20-21

Tuition Rates Pre-K 2020-2021

Tuition Agreement for Pre-K 2020-2021

Pre-K curriculum objectives are:

Social emotional

  • Identify self as a unique member of a group that fits into a larger world picture
  • Show confidence in a range of abilities and the capacity to take on and accomplish new tasks
  • Show independence in own choices
  • Identify own emotions and the emotions of others
  • Express and accurately respond to emotions of self and others
  • Effectively use sentences and actions to express feelings
  • Manage transitions and adapt to changes in schedules, routines, and situations independently
  • Regulate own emotions and behaviors with others with adult support when needed
  • Independently initiate conflict resolution strategies with peers and seek adult support when necessary
  • Engage in cooperative play experiences for sustained periods of time
  • Accept compromises when suggested by a peer or adult


Initiation and Exploration

  • Take initiative to learn new concepts and try new experiences
  • Seek and gather new information to plan for projects and activities
  • Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks
  • Communicate a desire to learn new concepts or ideas
  • Exhibit willingness to try new experiences
  • Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration


Flexible Thinking

  • Demonstrate inventiveness, imagination, and creativity to solve a problem
  • Develop recovery skills from setbacks and differences in opinion in a group setting
  • Attentiveness and Persistence
  • Independently attend to a book from beginning to end
  • Focus on an activity with deliberate concentration despite distractions and/or temptations
  • Carry out tasks, activity, project, or transition, even when frustrated or challenged, with minimal distress
  • Persist in trying to complete a task after previous attempts have failed


Social Interaction

  • Interact with peers in complex pretend play, including planning, coordination of roles, and cooperation Demonstrate cooperative behavior in interactions with others
  • Begin to accept and share leadership
  • Communication Process
  • Listen to and follow multi-step directions with adult support
  • Use complex sentences
  • Describe activities, experiences, and stories with expanded detail
  • Answer questions posed by adults or peers
  • Ask questions for understanding and clarity
  • Make on topic comments
  • Stay on topic in two way conversation that involves multiple turns
  • Communicate actively in group activities



  • Recognize and identify most uppercase and some lowercase letters
  • Recognize own name in print
  • Demonstrate basic knowledge of letter-sound correspondence
  • Engage in rhyming games and songs; can complete a familiar rhyme
  • Identify rhyming words in spoken language
  • Make rhymes to simple words
  • Isolate the initial sound in some word
  • Begin to understand that books are comprised of written words
  • Respond to and interact with read alouds of literary and informational text
  • Hold books right side up and turn pages left to right
  • Answer questions about a story
  • Retell familiar stories
  • Create letter like shapes, symbols, letters, and words with modeling and support
  • Copy more complex lines, shapes, and some letters
  • Create writing with the intent of communicating
  • Dictate a story that demonstrates simple details and narrative structure
  • Use letters, symbols, and words to share an idea with someone
  • Use writing to label drawing


Gross Motor

  • Demonstrates balance and control when walking
  • Can jump/hop
  • Shows eye-hand coordination


Fine Motor

  • Use writing tool correctly
  • Cuts effectively with scissors
  • Draws beyond a simple scribble
  • Create letter like shapes, symbols, letters, and words with modeling and support
  • Copy more complex lines, shapes, and some letters
  • Shows ability to manipulate fine motor materials



  • Count the number sequence 1-20
  • Count backward from 10
  • Tells the number of objects counted
  • Draw pictures, symbols, or use manipulatives to represent spoken number 0-10
  • Identify, without counting, small quantities of items (1- 4) presented in an irregular or unfamiliar pattern (subitize)
  • Match number symbols with amounts 1-10 Name written numerals from 0-10
  • Write numerals 1-10
  • Identify when 2 sets are equal using matching and counting strategies
  • Compare the values of two numbers from 1 to 10 presented as written numerals
  • Demonstrate the understanding of the concept of before
  • Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five
  • Begin to create and extend a new simple pattern
  • Understand sequence of events when clearly explained
  • Explain simple sorting or classifying strategies
  • Sort a group of objects in multiple ways
  • Create and describe simple graphs
  • Use position terms such as above, below, beside, and between
  • Recognizes basic shapes
  • Differentiate two- and three-dimensional shapes (e.g., squares from cubes)
  • Know daily concepts of earlier and later, morning and afternoon
  • Directly compare and describe two or more objects with a measurable attribute
  • Measure length and volume (capacity) using a standard and non-standard measurement tool Understand size: small, medium and large



  • Use senses to describe concepts of weight, motion, and force
  • Ask questions and draw conclusions about physical properties and the physical world
  • Use evidence from investigations to describe observable properties of objects
  • Sort objects into categories based on physical attributes and explain reasoning
  • Describe how shadows change through the day
  • Describe typical day and night activities
  • Classify various earth materials
  • Describe how the Earth’s surface is made up of different materials
  • Communicate awareness of seasonal changes
  • Describe how weather changes
  • Differentiate animals from plants
  • Discriminate between living organisms and non-living objects
  • Ask questions and conduct investigations to understand to increase understanding
  • Communicate results of an investigation


Social Studies

  • Assimilate family, community, and cultural cooperative play
  • Build awareness, respect, and acceptance for differences in people and acknowledge connections
  • Begin to understand how time is measured
  • Demonstrate the awareness of change over time
  • Identify leaders and community helpers at home, school, and in environments
  • Demonstrate an understanding of rules in the home, school environment, and the purposes they serve
  • Develop concepts and describe location, directionality, and spatial relationships
  • Become familiar with information about where they live and understand what an address is
  • Begin to understand the purpose of money and concepts of buying and selling through play
  • Develop an awareness that people work for money in order to provide for basic needs
  • Describe community helpers/workers in terms of tools/equipment they use and services/products they provide


Creative Movement

  • Respond to changes heard in music
  • Use familiar rhymes, songs, chants, and musical instruments to express creativity
  • Sing songs that use the voice in a variety of ways
  • Respond to rhythmic patterns in music
  • Participate in classroom experiences with musical instruments and singing to express creativity


Visual Arts

  • Identify and use colors, lines, and shapes found in the environment and in works of art
  • Progress in ability to create drawings, models, and other art using a variety of materials Can identify colors


Faith Formation

  • Can make the Sign of the Cross accurately
  • Understanding that God created each of us
  • Understanding that God loves us
  • Understanding that God calls me to share His love with others
  • Can identify the role as Mary as the mother of Jesus and mother of the church



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