Welcome To Kindergarten Curriculum Night 2008 2009

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2008-09 Mary Bryant Openhouse and Curriculum night

2008-09 Mary Bryant Openhouse and Curriculum night

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  • 1. A Walk Through the Kindergarten Curriculum
  • 2. Kindergarten is READING
    • To build vocabulary, to know words and to use words.
    • To be introduced to books, learning to use them and love them.
    • Time for listening to stories read aloud and answering questions about the stories.
    • Time for being exposed to written words.
    • Time to experience stories and charts
    • Learning what can be said, written and read.
    • Learning to write using sound spelling (invented spelling).
  • 3. Kindergarten is WRITING
    • Learning to coordinate hand muscles with eye muscles.
    • Drawing pictures to illustrate their stories.
    • 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.
    • Using phonetic “invented” spelling to formulate words.
  • 4. Kindergarten is MATHEMATICS
    • Building number concepts (addition, subtraction, fractions and number recognition).
    • Getting a feel for numbers by using connecting cubes, blocks and other materials .
    • Comparing sizes (measurement), quantities of numbers, recognizing shapes, colors and similarities/differences
    • Manipulating materials that give meaning to terms such as smaller and larger, over and under and equal to.
    • Creating and extending patterns using shapes or objects.
    • Estimating, collecting data and building graphs.
    • Telling time by hour and half hour.
    • Recognizing, identifying, counting penny, nickel, dime, quarter and dollar bill.
  • 5. Kindergarten Expectations
    • What is expected of a Kindergarten student by the end of the year?
  • 6. 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 contain 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.
  • 7. 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.
  • 8. 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 words in context.
    • Understands and follows simple directions.
  • 9. Reading
    • Demonstrates Effective Reading Behaviors
    • "Reads along" when being read a familiar text.
    • Reads books from memory or with picture support daily.
    • Reads and listens to text for a variety of purposes (pleasure reading).
    • Self-selects materials for reading and listening.
    • Participates in discussions and activities related to text and across texts.
    • Asks and answers questions about material that has been read or heard.
  • 10. Writing
    • Focuses on Topic
    • Stays focused on the topic when talking or writing.
    • Identifies and writes about a topic.
    • Organizes Ideas
    • Demonstrates ability to sequence events during shared writing experiences.
    • Supports Topic With Details
    • Demonstrates ability to identify ideas related to a topic during shared writing experiences.
    • Uses pictures to illustrate and support writing.
  • 11. Writing
    • Uses Conventions (punctuation, capitalization, spelling, grammar).
    • Recognizes that oral language can be written.
    • Writes from left to right and uses correct return sweep.
    • Recognizes and puts spaces between words.
    • Approximates words using more than one correct sound.
    • Writes some familiar words correctly.
    • Reproduces print seen in the environment.
    • Organizes to Communicate in Writing
    • Writes a sentence using spelling approximations.
    • Contributes ideas during shared writing process activities.
    • Chooses to write in a variety of settings for a variety of purposes.
    • Writes with detail to extend the meaning of a story.
  • 12. Math
    • Data Collection, Graphing, Statistics and Probability
    • Collects, classifies and organizes data.
    • Builds graphs made from physical objects/pictures.
    • Discusses/interprets graphs using mathematical terms.
    • Knows the likelihood of a given situation.
    • Geometry and Spatial Sense
    • Uses informal geometric vocabulary to describe physical objects and geometric figures.
    • Associates names for common geometric figures with real-world objects and drawings.
    • Recognizes symmetry in the environment and uses concrete materials to make symmetrical figures.
    • Uses concrete objects to explore slides and turns.
  • 13. 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).
    • 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).
    • Understands that a terrarium or an aquarium is a model of a system.
    • Force and Motion
    • Understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare).
    • 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).
    • Knows that life occurs on or near the surface of the Earth in land, water, and air.
  • 14. Science
    • Earth and Space
    • Knows that the sky looks different during the day than it does at night.
    • Knows that the position of the sun in the sky appears to change during the day.
    • 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).
    • Knows ways living things change and grow over time (for example: seed to flowering plant, tadpole to frog).
    • Knows that plants and animals are found in different kinds of environments and are often hidden.
    • Knows selected characteristics of plants and animals (for example: shape, size and color).
    • Knows names for animal offspring (for example: puppies, kittens, cubs, calves, chicks, children).
    • Knows that plants and animals live in different habitats.
  • 15. 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 (for example: city, country, farm and suburb).
  • 16. Creating a Literate Home
    • 30-50 books in your child's room.
    • Read bedtime stories each night.
    • Encourage your child to "pretend read“ books back to you.
    • Visit the library and check out books on a regular basis.
    • Let your child see you reading the newspaper, magazines or books .
    • Magnetic letters are available for building words like mom, dad, love, dog, cat, fish, etc.
    • Pencils, crayons, markers, paper and envelopes are available to encourage writing.
    • Praise your child's efforts at reading and writing.
    • Display your child's work.
  • 17. Fun ways to help your child learn their letters
    • Shaving Cream - Use men’s shaving cream (Don’t use Menthol). Spread it on a large surface such as a table. Let the child practice making letters in the cream.
    • Sand - Fill a large pan with sand. Give the child a stick and let him practice making letters in the sand.
    • Rainbow Letters - Choose a letter and write or paint it in five colors with markers or a paint box.
    • Letter Books - Staple some paper together. Find letters in magazines, cut them out and paste them in the book. Make one page for each letter of the alphabet.
  • 18. More ideas…
    • Magnetic Letters - Get magnetic letters. Practice making words and naming the letters by sticking them on the refrigerator.
    • Alphabet Cereal - Name letters before you eat them or find every letter of the alphabet and glue them on a piece of paper.
    • Pipe Cleaners - Form the pipe cleaners into the shapes of letters.
    • Yarn - Practice making the yarn into letter shapes, glue them on cards. Use them as practice cards. Sometimes feeling the letter helps the child remember it.
  • 19. More ideas…
    • Sandpaper Letters - Cut the letters out of sandpaper. Glue them on cards. Let the child feel the letters as he tries to name them.
    • Chalkboard - Get a small chalkboard and let the child write letters.
    • Marker Board - Get a small white marker board and let the child practice writing the letters with dry erase markers.
  • 20. Closing
    • Feel free to contact us with any additional questions or concerns by email, a note or telephone.
    • We will have 2 conference nights (October 23rd and March 12 th ) to discuss your child’s progress.
    • Kindergarten will not receive report cards for academics the 1 st nine weeks. Your child will only be graded on behavior during this time.
    • They will get a report card starting the 2 nd 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.
  • 21. Let’s have a great year in Kindergarten!!!!!