Kindergarten Curriculum presentation 2009 2010

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Kindergarten curriculum

Kindergarten curriculum

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  • 1. Welcome toKindergarten!
  • 2. Welcome to Kindergarten!
    I will introduce you to kindergarten and to our classroom.
    If you have any questions during my presentation, please raise your hand and wait to be called on.
  • 3. Supply List
    6- packages 8 count crayons
    6 -packages 16 count crayons
    1-pair of scissors
    24- glue sticks
    1-package markers
    2-packages #2 pencils
    5-highlighters (yellow, green, blue, pink and purple)
    1-package of cap erasers
    1-wide rule composition notebook (BLACK and WHITE)
    1-plastic folder with pockets & brads (YELLOW)
    1-plastic folder with pockets & brads (GREEN)
    1-mat for rest time (on the floor, labeled with name)
    1-package of Dry Erase markers
    1-backpack (no wheels and labeled with name)
    1-lunchbox, optional (labeled with name)
    2-white socks, (for dry erase board erasers)
    1-package of index cards 4x6
    1-package of playdoh
    3.5mm plug headphonesLast Modified: Jun 05, 2009
  • 4. Class Schedule
    7:30-7:50 Attendance, Morning Work, DEAR Time (Drop Everything And READ)
     
    7:50-8:00 Morning Show/Pledge of Allegiance/Attendance
     
    8:00-8:45 Writer’s Workshop/Handwriting
     
    8:45-9:00 Calendar Math/Math Songs/Weather
     
    9:00-9:30 Teacher PE (Outside Play)
     
    9:30-11:00 Literacy Centers, Guided/Shared Reading, Phonemic Awareness Songs
     
    11:00-11:30 ART (TH), Quiet Reading Time/RtI/Snack
     
    11:30-12:00 Math/Math Centers
     
    12:00-12:20 Social Centers (MTWTH), Yoga Exercising (F)
     
    12:23-12:53 LUNCH (Line B---Tables 10-18)
     
    12:55-1:00 Clean Up from Lunch
     
    1:00-1:45 Science/Social Studies
     
    1:45-2:00 Pack-up, Read Aloud, REVIEW DAY
     
    2:00-2:05 Dismissal
     
  • 5. All About Me
    My name is Bethany "Beth" Salomon. This is my seventh year of teaching. I taught one year of 5th grade in New York, and have been teaching six years of kindergarten in Florida. I graduated college from Buffalo State College in Buffalo, New York with a Bachelor's and a Master's in Elementary Education and Reading. I enjoy cooking, reading, knitting and playing with my dogs Haylie and Lacey.
    I am excited to be your child's teacher this year, and I look forward to meeting you and your child!
  • 6. Classroom Rules
    Our classroom rules are simple:
    *Listen and follow directions
    *Keep hands and feet to self
    *Be kind to others
    *Leave candy, toys and gum at home
    *Learn, learn, and learn!
  • 7. Behavior Management
    Purple = Outstanding Behavior!
    (Student will receive a PURPLE smiley face in folder)
    Green = Good Behavior!
    (Student will receive a GREEN smiley face)
    Yellow = Warning
    (Student will loose 5 minutes of recess or Fun Center time, and YELLOW will be marked in the folder with a note describing the behavior displayed)
    Red = Unacceptable Behavior
    (Student will loose recess and/or Fun Center time, and RED will be marked in the folder. Either a parent-signed note or phone call home will indicate the disruption represented in the classroom)
  • 8. Behavior Management
    Each child has been given a folder that he/she is responsible for bringing to and from school each day.  Enclosed in this folder will be a monthly calendar. You will be able to see how your child behaved each day by the color I have indicated on the calendar. Please initial each day to see your child’s progress.
    Please be reminded that I do give warnings before I change the cards to give your child a chance to correct the behavior at hand. If for some reason the behavior is not corrected, after the warning, I will change your child’s card. At the end of the day, I will ask your child why they were on yellow or red, and I will write their explanation in their GREEN folder. At that time, I will discuss briefly with your child about the behavior they displayed, and I will help them come up with a positive solution for the next time.
  • 9. Reading
    Demonstrates Alphabet Knowledge
    Identifies letters by name (upper and lower case) in random order.
    Uses Reading Processes Effectively (Demonstrates Phonemic Awareness).
    Recognizes that words are made up of a series of sounds.
    Recognizes rhyming patterns and rhyming sounds.
    Matches words with the same beginning sound/ending sound.
    Identifies sounds heard at the beginning, middle, or end of a word.
    Blends individual sounds to form a word.
    Matches spoken sounds to letters in print.
    Makes meaningful predictions about text using word patterns, phonics, language patterns, and structures.
  • 10. Reading
    Demonstrates Concepts of Print
    Demonstrates left to right page sequence
    Demonstrates awareness of text progression (left/right; top/bottom).
    Demonstrates return sweep.
    Demonstrates awareness that print, not pictures contains the message and that the message remains constant.
    Indicates cover, title, title page, front, and back of book.
    Indicates a letter, a word, a first letter, a last letter, an upper case letter, a lower case letter, and the space between words.
    Demonstrates an awareness of the function of periods, question marks, exclamation points, and quotation marks.
  • 11. Reading
    Demonstrates Effective Reading Behaviors
    • "Reads along" when being read a familiar text.
    • 12. Reads books from memory or with picture support daily.
    • 13. Reads and listens to text for a variety of purposes (pleasure reading).
    • 14. Self-selects materials for reading and listening.
    • 15. Participates in discussions and activities related to text and across texts.
    • 16. Asks and answers questions about material that has been read or heard.
  • Reading
    Constructs Meaning from a Variety of Text
    Predicts what a story is about using book title, illustrations, and other context clues.
    Predicts what might happen next in a story.
    Identifies beginning and ending of a story.
    Demonstrates awareness of story elements (setting, characters, problem, sequence of events, and resolution).
    Retells familiar stories and rhymes.
    Summarizes a story (tells what it is mostly about).
    Supports responses with information from the text.
    Recognizes high frequency (sight words) words in context.
    Understands and follows simple directions during reading instruction.
  • 17. Writing
    • Learning to coordinate hand muscles with eye muscles.
    • 18. Drawing pictures to illustrate their stories.
    • 19. Learning to write one's name correctly, using a capital letter for the first letter and lower case letters for the rest of the name , using sight words in sentences, writing a story with a beginning, middle and end and writing with detail.
    • 20. Using phonetic “invented” spelling to formulate words.
  • Writing
    Focuses on Topic
    • Stays focused on the topic when talking or writing.
    • 21. Identifies and writes about a topic.
    Organizes Ideas
    • Demonstrates ability to sequence events during shared writing experiences and/or within their own individualized writing pieces.
    Supports Topic With Details
    • Demonstrates ability to identify ideas related to a topic during shared writing experiences and/or within their own individualized writing pieces.
    • 22. Uses pictures to illustrate and support writing.
    • 23. Uses linking or describing words within sentences to discuss ideas in detail.
  • Writing
    Uses Conventions (punctuation, capitalization, spelling, grammar).
    • Recognizes that oral language can be written.
    • 24. Writes from left to right and uses correct return sweep.
    • 25. Recognizes and puts spaces between words.
    • 26. Approximates words using more than one correct sound.
    • 27. Writes familiar words (sight words) correctly within sentences.
    • 28. Reproduces print seen in the environment.
    Organizes to Communicate in Writing
    • Writes a sentence using spelling approximations.
    • 29. Contributes ideas during shared writing process activities.
    • 30. Chooses to write in a variety of settings for a variety of purposes.
    • 31. Writes with detail to extend the meaning of a story.
  • Math
    • Building number concepts (addition, subtraction, fractions, basic money skills, place value and number recognition).
    • 32. Creates number groups by using connecting cubes, blocks, and other materials .
    • 33. Comparing sizes (measurement), recognizing shapes, colors and similarities/differences.
    • 34. Manipulating materials based on the terms: smaller and larger, over and under, and greater than/less than/equal to.
    • 35. Creating and extending patterns using shapes and/or objects.
    • 36. Estimating, collecting data, and building graphs.
    • 37. Telling time by hour and half hour using digital and analog time.
  • Math
    Data Collection, Graphing, Statistics and Probability
    • Collects, classifies, and organizes data.
    • 38. Builds graphs made from physical objects/pictures.
    • 39. Discusses/interprets graphs using mathematical terms.
    • 40. Knows the likelihood of a given situation.
    Geometry and Spatial Sense
    • Uses informal geometric vocabulary to describe physical objects and geometric figures.
    • 41. Associates names for common geometric figures with real-world objects and drawings.
    • 42. Recognizes symmetry in the environment and uses concrete materials to make symmetrical figures.
    • 43. Uses Concrete objects to explore slides and turns.
  • Science
    The Nature of Matter
    • Knows that objects have many different observable properties: (for example: colors, shapes, forms, textures, sizes and weights, positions and speeds).
    • 44. Knows that matter exists in different states (solid, liquid, gas).
    Energy
    • Knows the effects of sun and shade on the same object (for example: crayons, ice and chocolate).
    Force and Motion
    • Understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare).
    • 45. Knows the names of objects that roll, slide or fly.
    Processes that Shape the Earth
    • Knows that the surface of the earth is composed of different types of solid materials (for example: sand, pebbles, rocks, clumps of dirt).
    • 46. Knows that life occurs on or near the surface of the Earth in land, water, and air.
  • Science
    Earth and Space
    • Knows that the sky looks different during the day than it does at night.
    • 47. Knows that the position of the sun in the sky appears to change during the day.
    • 48. Knows some of the objects seen in the night sky (for example: stars, Moon).
    Processes of Life
    • Knows some of the basic needs of living things (for example: food, water, space).
    • 49. Knows ways living things change and grow over time (for example: seed to flowering plant, tadpole to frog).
    • 50. Knows that plants and animals are found in different kinds of environments and are often hidden.
    • 51. Knows selected characteristics of plants and animals (for example: shape, size and color).
    • 52. Knows names for animal offspring (for example: puppies, kittens, cubs, calves, chicks, children).
    • 53. Knows that plants and animals live in different habitats.
  • Social Studies
    Time, Continuity, and Change (History)
    Listens to, views, and discusses stories, poems, and other media about people form other places and times.
    Has an awareness of the terms past, present and future.
    Listens to, views, and discusses stories, poems, and other media about selected scientists and inventors.
    Listens to, views and discusses stories, poems, and other media about people and events surrounding commemorative holidays.
    Listens to, views and discusses stories, poems and other media about selected American symbols (for example: bald eagle, American flag, Statute of Liberty).
    People, Places, and Environments (Geography)
    Knows terms that describe relative location (for example, near, far, up, own, left, right, in front of, behind, next to).
    Knows a map can represent a real place.
    Knows some landforms (for example: lake, mountain, and ocean).
    Knows people live in different settings.
  • 54. Homework
    The HOMEWORK calendar is sent home monthly in a Yellow folder. The homework folder will be given on Mondays, and the yellow folder will be returned on Fridays or another day if indicated, with the completed homework. Please complete all assignments. The homework reinforces what we are doing in the classroom.
  • 55. Important Information
    Feel free to contact use with any additional questions or concerns by email, a note or telephone.
    We will have 2 conference nights to discuss your child’s progress.
    Kindergarten will not receive report cards for academics the 1st nine weeks. Your child will only be graded on behavior during this time.
    They will get a report card starting the 2nd nine weeks for academics and behavior. Please refer to the codes listed on the report card to read it correctly.
    Progress alerts will go home (mid way through each grading period) in advance to let you know of your child’s progress before the report card.
  • 56. Behavior on Report Card
    If your child has had 5 yellows or 3 reds within the 9 week grading period, they will receive a "N" (needs improvement) in the category that best suits the behavior that they displaying in the classroom.
    Be sure to look over and sign your child's folder everyday, so that you are aware of their behavior in the classroom. Please encourage your child to make good choices everyday!
  • 57. Practice at Home
    Recognizing upper and lowercase letters, letter sounds (beginning, middle and end), recognizing numbers 0-30, tying shoes, memorizing lunch number, hand writing skills, write sentences with familiar words and/or beginning sounds, writing sentences using capital letter and a period at the end of the sentence, patterning, recognizing color/number words,
    recognizing high frequency words (sight words--Starting in October), knowing personal information (phone #, age, birthday, address and parents names), counting by 1's, 10's, 5's and 2's and ALWAYS READ for 10 minutes a day (alone, with a friend or with a parent or family member).
  • 58. Classroom Volunteers
    Homeroom Parent and Helpers- Our homeroom parent is responsible for coordination and scheduling the volunteers in our classroom. There are also some school-wide responsibilities involved. Please be sure that you have the time to take on this responsibility if you sign-up to be a homeroom parent or a helper.
    Classroom Helpers- If you would like to volunteer to help out in the classroom for various activities, holiday parties, art projects, small groups etc.
    Memory Makers- Help us create lasting memories by joining MEMORY MAKERS. Please sign-up if you’re willing to donate film, instant camera with flash and / or take for processing.
    Ready Reader/Story Parents
    Copy Helpers- If you would like to volunteer to copy, laminate, and use die-cut machines in media center for various projects that we need for class.
  • 59. My Class Website
    Please check my website for Monthly Newsletters, Class Photos and Monthly Homework Calendars/Sight Words.
    My website has additional important information they you may need, so please check it out!
  • 60. My Contact Information
    Miss Bethany (Beth) Salomon
    13910 Nine Eagles Road
    Tampa, Florida 33626
    School Phone: (813) 356-1645 x518
    Leave message through voice mail or with the front office.
    Email (please email me first):
    bethany.salomon@sdhc.k12.fl.us
    Website: http://bryant.mysdhc.org/teacher/0527SALOMON/
  • 61. Let’s Have a Great Year!