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Parent Info Master

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Presentation to Kindergarten parents at the beginning of the year.

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Parent Info Master

  1. 1. Kindergarten Introduction
  2. 2. Kindergarten Introduction
  3. 3. Kindergarten Introduction • Thank you
  4. 4. Kindergarten Introduction • Thank you • Meet Kindergarten staff
  5. 5. Kindergarten Introduction • Thank you • Meet Kindergarten staff • Classroom
  6. 6. Kindergarten Introduction • Thank you • Meet Kindergarten staff • Classroom • Overview of the curriculum
  7. 7. Rules and discipline
  8. 8. Rules and discipline
  9. 9. Rules and discipline • Positive reinforcement
  10. 10. Rules and discipline • Positive reinforcement • Catch them being good
  11. 11. Rules and discipline • Positive reinforcement • Catch them being good • Teachers have a right to teach
  12. 12. Rules and discipline • Positive reinforcement • Catch them being good • Teachers have a right to teach • Children have a right to learn
  13. 13. Rules and discipline • Positive reinforcement • Catch them being good • Teachers have a right to teach • Children have a right to learn • Weekly reports
  14. 14. Rules and discipline • Positive reinforcement • Catch them being good • Teachers have a right to teach • Children have a right to learn • Weekly reports • Class rules and discipline plan
  15. 15. Rules and discipline • Positive reinforcement • Catch them being good • Teachers have a right to teach • Children have a right to learn • Weekly reports • Class rules and discipline plan • Family and Student handbook p23-26
  16. 16. Georgia Performance Standards
  17. 17. Georgia Performance Standards
  18. 18. Georgia Performance Standards • Why standards?
  19. 19. Georgia Performance Standards • Why standards? • Language Arts: reading, writing, speaking and listening
  20. 20. Georgia Performance Standards • Why standards? • Language Arts: reading, writing, speaking and listening • Math: numbers and operation, measurement, problem solving, geometry and data analysis
  21. 21. Georgia Performance Standards • Why standards? • Language Arts: reading, writing, speaking and listening • Math: numbers and operation, measurement, problem solving, geometry and data analysis • Mastery
  22. 22. Georgia Performance Standards • Why standards? • Language Arts: reading, writing, speaking and listening • Math: numbers and operation, measurement, problem solving, geometry and data analysis • Mastery • In-depth
  23. 23. Georgia Performance Standards • Why standards? • Language Arts: reading, writing, speaking and listening • Math: numbers and operation, measurement, problem solving, geometry and data analysis • Mastery • In-depth • Child centered
  24. 24. The curriculum- Language Arts
  25. 25. The curriculum- Language Arts
  26. 26. The curriculum- Language Arts • Many opportunities to read and write daily
  27. 27. The curriculum- Language Arts • Many opportunities to read and write daily • Small and whole group instruction
  28. 28. The curriculum- Language Arts • Many opportunities to read and write daily • Small and whole group instruction • Differentiated instruction to meet all academic levels
  29. 29. The curriculum- Language Arts • Many opportunities to read and write daily • Small and whole group instruction • Differentiated instruction to meet all academic levels • Appropriately challenged and to feel successful and confident about their work and efforts
  30. 30. Reading
  31. 31. Reading
  32. 32. Reading • Reading strategies: to help with comprehension of pictures, stories, words
  33. 33. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words
  34. 34. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories
  35. 35. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall
  36. 36. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall • Recognize print and pictures as a source of information
  37. 37. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall • Recognize print and pictures as a source of information • Distinguish among written letters, words, and sentences
  38. 38. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall • Recognize print and pictures as a source of information • Distinguish among written letters, words, and sentences • Understanding that punctuation and capitalization are used in all written sentences
  39. 39. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall • Recognize print and pictures as a source of information • Distinguish among written letters, words, and sentences • Understanding that punctuation and capitalization are used in all written sentences • Identify, say, and write upper and lowercase letters
  40. 40. Reading • Reading strategies: to help with comprehension of pictures, stories, words • Phonics instruction to help students relate sounds to letters and blend sounds to make words • Listening to, reading, and discussing a variety of stories • Print rich environment, high frequency/ sight words, word wall • Recognize print and pictures as a source of information • Distinguish among written letters, words, and sentences • Understanding that punctuation and capitalization are used in all written sentences • Identify, say, and write upper and lowercase letters • Read text with expression
  41. 41. Writing
  42. 42. Writing
  43. 43. Writing • Writes first and last name
  44. 44. Writing • Writes first and last name • Left to right and top to bottom progression
  45. 45. Writing • Writes first and last name • Left to right and top to bottom progression • Use of lower and uppercase and simple punctuation.
  46. 46. Writing • Writes first and last name • Left to right and top to bottom progression • Use of lower and uppercase and simple punctuation. • Draw pictures to write about experiences, stories, people, and events
  47. 47. Writing • Writes first and last name • Left to right and top to bottom progression • Use of lower and uppercase and simple punctuation. • Draw pictures to write about experiences, stories, people, and events • Writing activities – stories/ list/ messages/journal
  48. 48. Writing • Writes first and last name • Left to right and top to bottom progression • Use of lower and uppercase and simple punctuation. • Draw pictures to write about experiences, stories, people, and events • Writing activities – stories/ list/ messages/journal • Use letters, phonetically spelled words, word- wall words to write about pictures, stories, events, and experiences
  49. 49. Writing Stages Developmental Stages of Writing -draws picture -uses squiggle lines to represent words/sentences -verbal story teller (draws picture and verbally shares information about his/her story) -uses random letters (draws picture and uses random letters to represent words) -copier (draws picture and copies familiar words) -sounds out words -labels pictures -writes sentences using phonetic spelling and sight words -the story writer (story has beginning, middle, and end; uses capitalization and punctuation.)
  50. 50. Writing Stages Developmental Stages of Writing -draws picture -uses squiggle lines to represent words/sentences -verbal story teller (draws picture and verbally shares information about his/her story) -uses random letters (draws picture and uses random letters to represent words) -copier (draws picture and copies familiar words) -sounds out words -labels pictures -writes sentences using phonetic spelling and sight words -the story writer (story has beginning, middle, and end; uses capitalization and punctuation.)
  51. 51. Listening, Speaking, and Viewing
  52. 52. Listening, Speaking, and Viewing • Following multi step directions
  53. 53. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes
  54. 54. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes • Listening to and speaking appropriately to adults
  55. 55. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes • Listening to and speaking appropriately to adults • Using complete sentences when describing or telling about things
  56. 56. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes • Listening to and speaking appropriately to adults • Using complete sentences when describing or telling about things • Using new vocabulary in oral language
  57. 57. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes • Listening to and speaking appropriately to adults • Using complete sentences when describing or telling about things • Using new vocabulary in oral language • Using subject-verb agreement and tense correctly
  58. 58. Listening, Speaking, and Viewing • Following multi step directions • Reciting simple poems and rhymes • Listening to and speaking appropriately to adults • Using complete sentences when describing or telling about things • Using new vocabulary in oral language • Using subject-verb agreement and tense correctly • Using classroom resources like the calendar, dictionaries, audio-visual equipment and technology to develop research skills
  59. 59. Math
  60. 60. Math
  61. 61. Math • Mathematics is an activity of the mind
  62. 62. Math • Mathematics is an activity of the mind • Emphasis promotes discussion thus developing mental strategies
  63. 63. Math • Mathematics is an activity of the mind • Emphasis promotes discussion thus developing mental strategies • Manipulate/ understand how to solve number problems
  64. 64. Math
  65. 65. Math
  66. 66. Math
  67. 67. Math • Mental oral starter – counting forwards, backwards, patterns
  68. 68. Math • Mental oral starter – counting forwards, backwards, patterns • Introduction/ teaching and learning
  69. 69. Math • Mental oral starter – counting forwards, backwards, patterns • Introduction/ teaching and learning • Differentiated activities in small group
  70. 70. Math • Mental oral starter – counting forwards, backwards, patterns • Introduction/ teaching and learning • Differentiated activities in small group • objectives
  71. 71. Math • Mental oral starter – counting forwards, backwards, patterns • Introduction/ teaching and learning • Differentiated activities in small group • objectives • Review
  72. 72. Math • Mental oral starter – counting forwards, backwards, patterns • Introduction/ teaching and learning • Differentiated activities in small group • objectives • Review
  73. 73. GPS K Standards
  74. 74. GPS K Standards • Numbers and Operations
  75. 75. GPS K Standards • Numbers and Operations • Students will connect numerals to the quantities they represent. • Students will use representations to model addition and subtraction.
  76. 76. GPS K Standards • Numbers and Operations • Students will connect numerals to the quantities they represent. • Students will use representations to model addition and subtraction. • Measurement • Students will group objects according to common properties such as color, shape, texture, or number. • Students will understand the measurement of calendar time. • Students will tell time as it relates to a daily schedule.
  77. 77. GPS K Standards • Numbers and Operations • Students will connect numerals to the quantities they represent. • Students will use representations to model addition and subtraction. • Measurement • Students will group objects according to common properties such as color, shape, texture, or number. • Students will understand the measurement of calendar time. • Students will tell time as it relates to a daily schedule. • Geometry • Students will correctly name simple two and three-dimensional figures, and recognize them in the environment. • Students will understand basic positional relationships. • Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and
  78. 78. • Data Analysis and Probability • Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. • Process Skills Students will solve problems that arise in mathematics and in other contexts.
  79. 79. • Data Analysis and Probability • Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. • Process Skills Students will solve problems that arise in mathematics and in other contexts. • Students will investigate, develop, and evaluate mathematical arguments.
  80. 80. • Data Analysis and Probability • Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. • Process Skills Students will solve problems that arise in mathematics and in other contexts. • Students will investigate, develop, and evaluate mathematical arguments. • Students will use the language of mathematics to express ideas precisely.
  81. 81. • Data Analysis and Probability • Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. • Process Skills Students will solve problems that arise in mathematics and in other contexts. • Students will investigate, develop, and evaluate mathematical arguments. • Students will use the language of mathematics to express ideas precisely. • Students will understand how mathematical ideas interconnect and build on one another and will apply mathematics in other content areas.
  82. 82. • Data Analysis and Probability • Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs. • Process Skills Students will solve problems that arise in mathematics and in other contexts. • Students will investigate, develop, and evaluate mathematical arguments. • Students will use the language of mathematics to express ideas precisely. • Students will understand how mathematical ideas interconnect and build on one another and will apply mathematics in other content areas. • Students will create and use pictures, manipulatives, models, and symbols to organize, record, and communicate mathematical ideas.
  83. 83. Science/ Social Studies/ Health
  84. 84. Science/ Social Studies/ Health
  85. 85. Science/ Social Studies/ Health • Science – asking questions, observing, classifying, communication, predicting.
  86. 86. Science/ Social Studies/ Health • Science – asking questions, observing, classifying, communication, predicting. • Social Studies – using myself, my family and my world, children compare, describe, identify, recognize, develop and examine.
  87. 87. Science/ Social Studies/ Health • Science – asking questions, observing, classifying, communication, predicting. • Social Studies – using myself, my family and my world, children compare, describe, identify, recognize, develop and examine. • Health – using thematic units to help children choose, identify, recognize, and practice healthy behaviors.
  88. 88. Special Areas
  89. 89. Special Areas
  90. 90. Special Areas • Specialist teachers
  91. 91. Special Areas • Specialist teachers • Music
  92. 92. Special Areas • Specialist teachers • Music • Art
  93. 93. Special Areas • Specialist teachers • Music • Art • Physical Education
  94. 94. Homework
  95. 95. Homework
  96. 96. Homework • Reading 15 minutes per day
  97. 97. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV
  98. 98. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following:
  99. 99. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching
  100. 100. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc.
  101. 101. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions
  102. 102. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org
  103. 103. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use
  104. 104. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email
  105. 105. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in
  106. 106. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school
  107. 107. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips
  108. 108. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips • Wish List
  109. 109. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips • Wish List • Introduce social/academic mom if you know who they are
  110. 110. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips • Wish List • Introduce social/academic mom if you know who they are • Questions can be written on index cards – individual concerns can be addressed at conference
  111. 111. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips • Wish List • Introduce social/academic mom if you know who they are • Questions can be written on index cards – individual concerns can be addressed at conference • If a parent asks about levels, tell them we have put them in temporary instructional groups and are seeing how they will perform
  112. 112. Homework • Reading 15 minutes per day • Quiet time without the distraction of TV • In your classroom presentation please be sure to include the following: • Introduction of self /education background/why you went into teaching • Schedule of day including specials, computer lab, etc. • Discipline plan – focus on positive/ interventions • Communication – email, voicemail, newsletter, agenda, website – www.creekview.org • Agenda use • Transportation changes – must be written note – not email • Absences – send in note for excused absence, schools starts at 7:45 and ends at 2:15, parents must walk in if tardy and sign in • Birthday celebrations only in lunch room with snack/no invitations at school • Volunteers must be volunteer trained before helping at school or chaperoning on field trips • Wish List • Introduce social/academic mom if you know who they are • Questions can be written on index cards – individual concerns can be addressed at conference • If a parent asks about levels, tell them we have put them in temporary instructional groups and are seeing how they will perform • Sign up for conferences
  113. 113. We’ll meet again!
  114. 114. We’ll meet again!
  115. 115. We’ll meet again! • Sign up for parent teacher conference
  116. 116. We’ll meet again! • Sign up for parent teacher conference • We will talk about specific questions you may have regarding your child at that time

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