At the Cedar Park West location on Tuesdays, we offer Pre-K, Spanish, Art, Science, Music, and Martial Arts. A full description of coursework is as follows:

Pre-K – Mrs. Rodriguez (lead), Ms. Newell (aide)

Pre-K students at TREA will have their own special schedule for the day. They will stay in the same classroom (no rotation) with the same teacher and teacher’s aide. The Pre-K group will have their own designated lunch, recess, and rest time, even a separate playground. They will have a separate Christ-centered pre-K curriculum focusing on pre-emergent reading and writing, along with educational “centers” and progressive monthly lessons with number and letter themes and even Spanish. Of course, we will praise our Savior and learn Bible verses too! 

Each month will focus on a group of letters and numbers, and we will progress through the alphabet and to #10. Mrs. Rodriguez will incorporate Spanish words and their pronunciations as well.


Supply List for Pre-K:

-preschool wide ruled hand writing tablet
-Playdoh, 4 colors per child
-Smock or old shirt for painting
-1 Art sketchbook
-1 packages multicolored construction paper
-1 package Manila construction paper
-1 Glue bottle
-2 wide-grip pencils
-1 set of jumbo easy grip crayons
-1 set of washable markers
-1 package/box of baby wipes
-Box of Kleenex
-1 small bottle of hand sanitizer

The following items will come to school each day with your child and are to be kept labeled in-with a backpack:
-Mat for rest time
-Extra Sippy cup
-Change of clothes for accident

Spanish – Mrs. Lomas (K/1 Homeroom)

Students will learn to count, identify colors and shapes, read, write and speak in Spanish in a fun and dynamic way through songs, games, lessons and unique activities. We will have posters, exhibits and assignments to work on together in every class. Students will review the alphabet, numbers, vocabulary words, months, days, greetings and receive a lot of practice with pronunciation. We will also use flash cards, power point presentations, and learn through conversation at every level.

September: Alphabet -students will learn a Spanish word for every letter.

Vocabulary: All about me, my family

October: Numbers -students will learn numbers from 1-10, 20-100 depending upon grade level. Students will also learn how to say and ask age and phone numbers.

Vocabulary: colors, shapes, numbers

November: Greetings and Farewells

Vocabulary: emotions, classroom

December: Months and days of the week, holiday traditions for each month of the year; songs

Vocabulary: holidays, Spanish Christmas songs, music instruments

January: Telling the time and date.

Vocabulary: time, year stations, toys

February: Adjectives and descriptions

Vocabulary: my room, the kitchen, the Livingroom.

March: Likes and dislikes; recipes

Vocabulary: food, supermarket, animals

April: Students will learn verb tenses, infinite verbs, conjugating Spanish in present tense. 

Vocabulary: my backyard, my birthday, my toys

May: Customs and traditions from Mexico; review.

Vocabulary: vehicles, my town


Art – Mrs. L (1/2 Homeroom)

This year we will concentrate on several long term projects that will be worked on continuously throughout the year. This will give our students time to learn and grow with their pieces as professional artists do.

First Semester

  • Positive/Negative space /mural work Acrylics
  • Perspective/Ancient texts
  • Metamorphic Art/Healthy eating for our community

Second Semester

  • Creating medium/ Sustainable Art
  • Appreciating nature’s community/ Drawing from life/water color skills
  • Rendering the elements/ Community and it’s response after natural disaster


Science – Mrs. Cecil (3/4 Homeroom)

Sequence to Introduce Learning Objectives:

  • A Plant is a Living Thing
  • Plants Have Many Parts
  • Each Part of a Plant has a Special Function
  • Seeds Contain New Plants
  • Seeds Travel in Many Ways
  • Plants Change as They Grow
  • Plants Need Food, Water, and Light to Grow
  • People Need Plants for Food and Oxygen
  • Not All Plants Reproduce From Seeds Made by Flowers 

Concepts Learned Through Hands-On Learning:

  • Identify and Label Parts of Plants
  • Identify and Label Parts of Flowers
  • Identify and Label Parts of Fruits
  • Identify and Label Parts of Seeds
  • List the Purpose of Seeds
  • List the Purpose of Fruit
  • List the Purpose of Flowers
  • Discuss How Seeds Travel
  • Discuss How Seeds are Alike and Different
  • Observe the Growth Direction and Purpose of Plant Roots and Stems


Music – Mrs. Larsen (5/6 Homeroom)

Fall Semester Musical:

“The Boy who cried Wolf” (Aesop’s Fable classic tale of sincerity and honesty)

Spring Semester Musical:

“The Empty Pot” (An Ancient Chinese folktale of honesty and integrity)

Musical Theatre Class Format:

Classes always begin with vocal warm-ups (some silly, such as “Mommy made me mash my M&M’s,” and some using solfege: Do, Re, Mi). Warm-ups may be followed by 1-2 folk songs or other choir songs.

-Work on song(s) from the Musical

-Work on a scene from the Musical

-Group Game(s)/Activity/Social Dance/Percussion to reinforce musical concepts

(Grades 3-6 will rotate between musical games and group recorder playing)


Martial Arts – Shihan Yocham

At this location we will be educating the physical, mental, and spirit via a very well rounded and complete martial art curriculum. It is called Okinawan GoJu Ryu. Although Okinawa is credited with its origination it has had various influences. We are able to trace our pedigree back to the 1800’s with some parts of the curriculum dating back to the B.C. era. We will reference modern day science with this classical curriculum to better our understanding of ourselves. By looking into how to express our energy with a stronger spirit we will find we can obtain more physical power. We will explore how performing a technique differently trains our slow twitch muscles as well as our fast twitch muscles. We will look at models and diagrams of the human anatomy to see which techniques require which parts of us to be most exercised and conditioned.

Our country has become more multi-cultural than ever before. The universal language of karate is Japanese so we will get to learn and use some Japanese vocabulary. Some examples are basic counting, etiquette, and maybe even how to write some simple characters.

Each student will have an opportunity to earn rank which will increase the acknowledgement by allowing them to move faster into the leadership part of the program. We will be lead to be mindful and extremely mentally present throughout our techniques which will create more observations on how to use our energy (the spirit part) to develop more speed and power to the physical realm.

September and October:

  • First pin stripe material
  • Awareness of which muscles should be engaged to be most efficient in our body movements.
  • Awareness of how to align our limbs to aim accurately.
  • How to breath diaphragmatically, which nerve it directly stimulates and how it affects our brain.
  • Testing strength and conditioning so we track improvement through the year.


  • Second pin stripe techniques.
  • Teaching points on “awareness” as we have in September but different techniques require different muscle engagement. We will continuously talk about which muscles we are using, where they are, and how we should be using them.
  • For breath control we will expand the lesson to breathing as a tool for self-discipline, self-control, and how that serves us from quite prayer to intense physical exercise.


  • Review and improvement of the previous techniques taught for first and second pin stripe. If students have been practicing at home they are likely to be ready to move on to the third pin stripe techniques. If they are ready we will move into them but if not we will implement placing prepared students into leadership roles and build them into stronger leaders. Direction will be assessed based on what the majority of the class is capable of demonstrating.
  • Review our strength and conditioning numbers by testing our numbers.

January and February:

  • We will move into the third pin stripe techniques. This will be when the class splits into more leadership development through leading our peers through the techniques. Expectations are that the intensity of exercise will rise by raising the intensity and speed of technique performance.
  • Diaphragmatic breathing rhythm will be a regular part of class by now.
  • Application of techniques in how the more obvious application of our techniques have many more applications that are not as obvious but can still be potent.
  • Review in a fast moving format the techniques by putting the hand and foot techniques we have worked on creating unique combinations.


  • We will break into the fourth pin stripe techniques.
  • Increase emphasis on stretching and lengthening our muscles to increase their performance.


  • Build deeper into how to provide potent leadership.
  • Implement fifth pin stripe techniques.


  • Test our strength and conditioning to compare our test results throughout the year.