Welcome toKindergarten!<br />
Welcome to Kindergarten!<br />I will introduce you to kindergarten and to our classroom.<br />If you have any questions du...
Supply List<br />*  4 boxes of 16 pack crayons<br />*  4 boxes of 24 pack crayons<br />*  20 glue sticks<br />*  2 large p...
Class Schedule<br /><ul><li>7:30 - 8:00 Attendance/Morning Show/Bell Work
8:00 - 9:30 Reading Block/ Shared Reading/Guided Reading/ Literacy Centers
9:30 - 10:00 Science/Social Studies
10:00 - 10:30 Calendar Math/Snack
10:30 – 11:00 Teacher P.E.
11:00 – 11:45 -Writing
11:45 – 12:20 Math
12:26 - 12:56 Lunch
  1:00 – 1:30 Quiet Time
  1:30 – 1:50 Social Centers
  1:50 – 2:08 Class Meeting/Dismissal
Tuesdays  10:00 – 10:30  Media Center
Thursdays  9:50 – 10:20 Art
7:30-8:00 Attendance/Morning Show/Bell Work
8:00-8:30 Calendar Math
8:30-10:00 Reading Block/ Shared Reading/Guided Reading/ Literacy Centers
10:00- 10:30 Science/Social Studies
10:30 – 11:00 Teacher P.E.
11:00 – 11:15  Snack/Water
11:15 – 12:00  Writing
12:00 – 12:26 Math
12:26 - 12:56 Lunch
  1:00 – 1:30 Quiet Time
  1:30 – 2:00 Social Centers
  2:00 – 2:08 Class Meeting/Dismissal
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Gowski and mallon

  1. 1. Welcome toKindergarten!<br />
  2. 2. Welcome to Kindergarten!<br />I will introduce you to kindergarten and to our classroom.<br />If you have any questions during my presentation, please raise your hand and wait to be called on.<br />
  3. 3. Supply List<br />* 4 boxes of 16 pack crayons<br />* 4 boxes of 24 pack crayons<br />* 20 glue sticks<br />* 2 large pink erasers<br />* 1 box of watercolor paints<br />* 1 pack of washable markers<br />* 1 pack of coloredEXPO dry erase markers<br />* 1 pack of highlighters (multi-colored)<br />* 1 pack of Play-doh play dough<br />* 2 plastic folders with pockets and fasteners<br />* 1 composition book (wide ruled)<br />* 1/2 inch wide binder with clear sleeve in the front for a cover<br />* 1 pack of page protectors <br />* Plastic pencil box<br />* 1 pair of Fiskar scissors<br />* 1 bottle of Elmer’s glue – 4 oz.<br /> * Headphones for the Computer Lab (mini-phone 3.5 mm plug)<br />* Kindergarten Mat (no sleeping bags)<br />* Backpack with straps (No wheels)<br /> <br />
  4. 4. Class Schedule<br /><ul><li>7:30 - 8:00 Attendance/Morning Show/Bell Work
  5. 5. 8:00 - 9:30 Reading Block/ Shared Reading/Guided Reading/ Literacy Centers
  6. 6. 9:30 - 10:00 Science/Social Studies
  7. 7. 10:00 - 10:30 Calendar Math/Snack
  8. 8. 10:30 – 11:00 Teacher P.E.
  9. 9. 11:00 – 11:45 -Writing
  10. 10. 11:45 – 12:20 Math
  11. 11. 12:26 - 12:56 Lunch
  12. 12. 1:00 – 1:30 Quiet Time
  13. 13. 1:30 – 1:50 Social Centers
  14. 14. 1:50 – 2:08 Class Meeting/Dismissal
  15. 15. Tuesdays 10:00 – 10:30 Media Center
  16. 16. Thursdays 9:50 – 10:20 Art
  17. 17. 7:30-8:00 Attendance/Morning Show/Bell Work
  18. 18. 8:00-8:30 Calendar Math
  19. 19. 8:30-10:00 Reading Block/ Shared Reading/Guided Reading/ Literacy Centers
  20. 20. 10:00- 10:30 Science/Social Studies
  21. 21. 10:30 – 11:00 Teacher P.E.
  22. 22. 11:00 – 11:15 Snack/Water
  23. 23. 11:15 – 12:00 Writing
  24. 24. 12:00 – 12:26 Math
  25. 25. 12:26 - 12:56 Lunch
  26. 26. 1:00 – 1:30 Quiet Time
  27. 27. 1:30 – 2:00 Social Centers
  28. 28. 2:00 – 2:08 Class Meeting/Dismissal
  29. 29. Tuesdays 10:00 – 10:30 Media Center
  30. 30. Thursdays 1:15 – 1:45 Art</li></li></ul><li>All About Us<br /><ul><li>I have 10 years of experience teaching Kindergarten. I graduated from the University of South Florida with an Early Childhood and Elementary Education Degree. This will be my fifth year at Mary Bryant Elementary. I live in the Eagles with my husband and 2 children. The oldest one is Lexi who is a Sixth grader at Farnell this year. Then there is Kevin who is in Fourth grade.
  31. 31. I have 12 years of experience teaching Kindergarten. I graduated from the University of South Florida with an Early Childhood and Elementary Education Degree. This will be my fifth year at Mary Bryant Elementary. I live in the Eagles with my husband and 4 children. The oldest one is Edward, who is a Fifth grader at Mary Bryant this year. Then there is Matthew who is in Third grade, Nathan who is in First grade this year and Lauren who is two years old.
  32. 32. We really enjoy teaching and will do everything we can to make this year a successful and happy one for your child.</li></li></ul><li>Classroom Rules<br /><ul><li>Listen and follow directions
  33. 33. Keep hands and feet to self
  34. 34. Be kind to others
  35. 35. Take care of our school and our</li></ul> classroom.<br />
  36. 36. Behavior Management<br /><ul><li>Our classroom uses a color coded behavior management system. In our class pocket chart, each child has a pocket designated to him/her. In your child’s pocket are four colored cards. Everyone begins each day with the green “Good Behavior” cards in their pockets on the chart. Students who forget to follow the rules must replace their green cards with yellow, orange, or red cards. It is part of a system that helps students take responsibility for their own behavior in the classroom.
  37. 37. If a student breaks a classroom rule, the procedures are as follows:
  38. 38. 1. Verbal Warning
  39. 39. 2. Yellow card moves to the front of his/her pocket. This signifies a second warning. At this time, the student will be asked to think about the choices that they are making and correct the behavior.
  40. 40. 3. Orange card moves to the front of his/her pocket. This will result in a short time out from either centers or teacher directed P.E.
  41. 41. 4. Red card moves to the front of his/her pocket. This will result in a longer time out/complete loss of time in centers or teacher directed P.E. If the behavior is seriously disruptive, the child will be removed from the classroom and the parent will be called.
  42. 42. Take a few moments to review the report with your child. Be sure to praise all the “green” days, these mean that your child followed every rule all day long! Your praise will encourage your child to work toward even more green days in the future. The students that earn green happy faces in their folders every day of the school week will receive a special treat on Fridays from the classroom treasure box.</li></li></ul><li>Behavior Management<br /><ul><li>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.
  43. 43. 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.</li></li></ul><li>Reading<br />Demonstrates Alphabet Knowledge<br />Identifies letters by name (upper and lower case) in random order. <br />Uses Reading Processes Effectively (Demonstrates Phonemic Awareness).<br />Recognizes that words are made up of a series of sounds. <br />Recognizes rhyming patterns and rhyming sounds. <br />Matches words with the same beginning sound/ending sound. <br />Identifies sounds heard at the beginning, middle, or end of a word. <br />Blends individual sounds to form a word. <br />Matches spoken sounds to letters in print. <br />Makes meaningful predictions about text using word patterns, phonics, language patterns, and structures. <br />
  44. 44. Reading<br />Demonstrates Concepts of Print<br /><ul><li>Demonstrates left to right page sequence
  45. 45. Demonstrates awareness of text progression (left/right; top/bottom).
  46. 46. Demonstrates return sweep.
  47. 47. Demonstrates awareness that print, not pictures contains the message and that the message remains constant.
  48. 48. Indicates cover, title, title page, front, and back of book.
  49. 49. Indicates a letter, a word, a first letter, a last letter, an upper case letter, a lower case letter, and the space between words.
  50. 50. Demonstrates an awareness of the function of periods, question marks, exclamation points, and quotation marks.</li></li></ul><li>Reading<br />Demonstrates Effective Reading Behaviors<br /><ul><li>"Reads along" when being read a familiar text.
  51. 51. Reads books from memory or with picture support daily.
  52. 52. Reads and listens to text for a variety of purposes (pleasure reading).
  53. 53. Self-selects materials for reading and listening.
  54. 54. Participates in discussions and activities related to text and across texts.
  55. 55. Asks and answers questions about material that has been read or heard.</li></li></ul><li>Reading<br />Constructs Meaning from a Variety of Text<br />Predicts what a story is about using book title, illustrations, and other context clues. <br />Predicts what might happen next in a story. <br />Identifies beginning and ending of a story. <br />Demonstrates awareness of story elements (setting, characters, problem, sequence of events, and resolution). <br />Retells familiar stories and rhymes. <br />Summarizes a story (tells what it is mostly about). <br />Supports responses with information from the text. <br />Recognizes high frequency (sight words) words in context. <br />Understands and follows simple directions during reading instruction.<br />
  56. 56. Writing<br /><ul><li>Learning to coordinate hand muscles with eye muscles.
  57. 57. Drawing pictures to illustrate their stories.
  58. 58. 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.
  59. 59. Using phonetic “invented” spelling to formulate words.</li></li></ul><li>Writing<br />Focuses on Topic<br /><ul><li>Stays focused on the topic when talking or writing.
  60. 60. Identifies and writes about a topic.</li></ul>Organizes Ideas<br /><ul><li>Demonstrates ability to sequence events during shared writing experiences and/or within their own individualized writing pieces.</li></ul>Supports Topic With Details<br /><ul><li>Demonstrates ability to identify ideas related to a topic during shared writing experiences and/or within their own individualized writing pieces.
  61. 61. Uses pictures to illustrate and support writing.
  62. 62. Uses linking or describing words within sentences to discuss ideas in detail.</li></li></ul><li>Writing<br />Uses Conventions (punctuation, capitalization, spelling, grammar).<br /><ul><li>Recognizes that oral language can be written.
  63. 63. Writes from left to right and uses correct return sweep.
  64. 64. Recognizes and puts spaces between words.
  65. 65. Approximates words using more than one correct sound.
  66. 66. Writes familiar words (sight words) correctly within sentences.
  67. 67. Reproduces print seen in the environment.</li></ul>Organizes to Communicate in Writing<br /><ul><li>Writes a sentence using spelling approximations.
  68. 68. Contributes ideas during shared writing process activities.
  69. 69. Chooses to write in a variety of settings for a variety of purposes.
  70. 70. Writes with detail to extend the meaning of a story.</li></li></ul><li>Math<br /><ul><li>Building number concepts (addition, subtraction, fractions, basic money skills, place value and number recognition).
  71. 71. Creates number groups by using connecting cubes, blocks, and other materials .
  72. 72. Comparing sizes (measurement), recognizing shapes, colors and similarities/differences.
  73. 73. Manipulating materials based on the terms: smaller and larger, over and under, and greater than/less than/equal to.
  74. 74. Creating and extending patterns using shapes and/or objects.
  75. 75. Estimating, collecting data, and building graphs.
  76. 76. Telling time by hour and half hour using digital and analog time. </li></li></ul><li>Math<br />Data Collection, Graphing, Statistics and Probability<br /><ul><li>Collects, classifies, and organizes data.
  77. 77. Builds graphs made from physical objects/pictures.
  78. 78. Discusses/interprets graphs using mathematical terms.
  79. 79. Knows the likelihood of a given situation.</li></ul>Geometry and Spatial Sense<br /><ul><li>Uses informal geometric vocabulary to describe physical objects and geometric figures.
  80. 80. Associates names for common geometric figures with real-world objects and drawings.
  81. 81. Recognizes symmetry in the environment and uses concrete materials to make symmetrical figures.
  82. 82. Uses Concrete objects to explore slides and turns.</li></li></ul><li>Science<br />The Nature of Matter<br /><ul><li>Knows that objects have many different observable properties: (for example: colors, shapes, forms, textures, sizes and weights, positions and speeds).
  83. 83. Knows that matter exists in different states (solid, liquid, gas). </li></ul>Energy<br /><ul><li>Knows the effects of sun and shade on the same object (for example: crayons, ice and chocolate). </li></ul>Force and Motion<br /><ul><li>Understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare).
  84. 84. Knows the names of objects that roll, slide or fly. </li></ul>Processes that Shape the Earth<br /><ul><li>Knows that the surface of the earth is composed of different types of solid materials (for example: sand, pebbles, rocks, clumps of dirt).
  85. 85. Knows that life occurs on or near the surface of the Earth in land, water, and air. </li></li></ul><li>Science<br />Earth and Space<br /><ul><li>Knows that the sky looks different during the day than it does at night.
  86. 86. Knows that the position of the sun in the sky appears to change during the day.
  87. 87. Knows some of the objects seen in the night sky (for example: stars, Moon). </li></ul>Processes of Life<br /><ul><li>Knows some of the basic needs of living things (for example: food, water, space).
  88. 88. Knows ways living things change and grow over time (for example: seed to flowering plant, tadpole to frog).
  89. 89. Knows that plants and animals are found in different kinds of environments and are often hidden.
  90. 90. Knows selected characteristics of plants and animals (for example: shape, size and color).
  91. 91. Knows names for animal offspring (for example: puppies, kittens, cubs, calves, chicks, children).
  92. 92. Knows that plants and animals live in different habitats. </li></li></ul><li>Social Studies<br />Time, Continuity, and Change (History)<br /><ul><li>Listens to, views, and discusses stories, poems, and other media about people form other places and times.
  93. 93. Has an awareness of the terms past, present and future.
  94. 94. Listens to, views, and discusses stories, poems, and other media about selected scientists and inventors.
  95. 95. Listens to, views and discusses stories, poems, and other media about people and events surrounding commemorative holidays.
  96. 96. Listens to, views and discusses stories, poems and other media about selected American symbols (for example: bald eagle, American flag, Statute of Liberty).</li></ul>People, Places, and Environments (Geography)<br /><ul><li>Knows terms that describe relative location (for example, near, far, up, own, left, right, in front of, behind, next to).
  97. 97. Knows a map can represent a real place.
  98. 98. Knows some landforms (for example: lake, mountain, and ocean).
  99. 99. Knows people live in different settings.</li></li></ul><li>Homework<br />Homework is sent home weekly. You will find it in the back of your child’s folder. The homework folder will be given on Mondays, and turned in on Fridays. Please keep the homework until Friday. Complete all assignments. The homework reinforces what we are doing in the classroom.<br />
  100. 100. Important Information<br /><ul><li>Feel free to contact me with any additional questions or concerns by email, a note or telephone.
  101. 101. We will have 2 conference nights to discuss your child’s progress.
  102. 102. Kindergarten will not receive report cards for academics the 1st nine weeks. Your child will only be graded on behavior during this time.
  103. 103. 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.
  104. 104. 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.</li></li></ul><li>Behavior on Report Card<br /><ul><li>If your child has had 5 or more color changes 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.
  105. 105. 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!</li></li></ul><li>Practice at Home<br /> 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) 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).<br />
  106. 106. Classroom Volunteers<br /><ul><li>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.
  107. 107. Classroom Helpers - If you would like to volunteer to help out in the classroom for various activities, holiday parties, art projects, small groups etc.
  108. 108. Ready Reader/Story Parents
  109. 109. 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.</li></li></ul><li>My Class Website<br /><ul><li> Please check my website for Monthly Newsletters, Class Photos and Homework and Sight Words.
  110. 110. My website has additional important information that you may need. So check it out!</li></li></ul><li>My Contact Information<br />Email (please email me or stick a note in the front pocket of your child’s folder.<br />Kathryn.mallon@sdhc.k12.fl.us<br />Website: http://bryant.mysdhc.org/teacher/0527MALLON/<br />wendi.gowski@sdhc.k12.fl.us<br /> Website: http://bryant.mysdhc.org/teacher/0527GOWSKI/ <br />
  111. 111. Let’s Have a Great Year!<br />