Welcome To Kindergarten Curriculum Night 2008 2009

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2008-09 Mary Bryant Openhouse and Curriculum night

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Welcome To Kindergarten Curriculum Night 2008 2009

  1. 1. A Walk Through the Kindergarten Curriculum
  2. 2. Kindergarten is READING <ul><li>To build vocabulary, to know words and to use words. </li></ul><ul><li>To be introduced to books, learning to use them and love them. </li></ul><ul><li>Time for listening to stories read aloud and answering questions about the stories. </li></ul><ul><li>Time for being exposed to written words. </li></ul><ul><li>Time to experience stories and charts </li></ul><ul><li>Learning what can be said, written and read. </li></ul><ul><li>Learning to write using sound spelling (invented spelling). </li></ul>
  3. 3. Kindergarten is WRITING <ul><li>Learning to coordinate hand muscles with eye muscles. </li></ul><ul><li>Drawing pictures to illustrate their stories. </li></ul><ul><li>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. </li></ul><ul><li>Using phonetic “invented” spelling to formulate words. </li></ul>
  4. 4. Kindergarten is MATHEMATICS <ul><li>Building number concepts (addition, subtraction, fractions and number recognition). </li></ul><ul><li>Getting a feel for numbers by using connecting cubes, blocks and other materials . </li></ul><ul><li>Comparing sizes (measurement), quantities of numbers, recognizing shapes, colors and similarities/differences </li></ul><ul><li>Manipulating materials that give meaning to terms such as smaller and larger, over and under and equal to. </li></ul><ul><li>Creating and extending patterns using shapes or objects. </li></ul><ul><li>Estimating, collecting data and building graphs. </li></ul><ul><li>Telling time by hour and half hour. </li></ul><ul><li>Recognizing, identifying, counting penny, nickel, dime, quarter and dollar bill. </li></ul>
  5. 5. Kindergarten Expectations <ul><li>What is expected of a Kindergarten student by the end of the year? </li></ul>
  6. 6. Reading <ul><li>Demonstrates Concepts of Print </li></ul><ul><li>Demonstrates left to right page sequence </li></ul><ul><li>Demonstrates awareness of text progression (left/right; top/bottom). </li></ul><ul><li>Demonstrates return sweep. </li></ul><ul><li>Demonstrates awareness that print, not pictures contain the message and that the message remains constant. </li></ul><ul><li>Indicates cover, title, title page, front and back of book. </li></ul><ul><li>Indicates a letter, a word, a first letter, a last letter, an upper case letter, a lower case letter and the space between words. </li></ul><ul><li>Demonstrates an awareness of the function of periods, question marks, exclamation points and quotation marks. </li></ul>
  7. 7. Reading <ul><li>Demonstrates Alphabet Knowledge </li></ul><ul><li>Identifies letters by name (upper and lower case) in random order. </li></ul><ul><li>Uses Reading Processes Effectively (Demonstrates Phonemic Awareness). </li></ul><ul><li>Recognizes that words are made up of a series of sounds. </li></ul><ul><li>Recognizes rhyming patterns and rhyming sounds. </li></ul><ul><li>Matches words with the same beginning sound/ending sound. </li></ul><ul><li>Identifies sounds heard at the beginning, middle or end of a word. </li></ul><ul><li>Blends individual sounds to form a word. </li></ul><ul><li>Matches spoken sounds to letters in print. </li></ul><ul><li>Makes meaningful predictions about text using word patterns, phonics, language patterns and structures. </li></ul>
  8. 8. Reading <ul><li>Constructs Meaning from a Variety of Text </li></ul><ul><li>Predicts what a story is about using book title, illustrations and other context clues. </li></ul><ul><li>Predicts what might happen next in a story. </li></ul><ul><li>Identifies beginning and ending of a story. </li></ul><ul><li>Demonstrates awareness of story elements (setting, characters, problem, sequence of events, and resolution). </li></ul><ul><li>Retells familiar stories and rhymes. </li></ul><ul><li>Summarizes a story (tells what it is mostly about). </li></ul><ul><li>Supports responses with information from the text. </li></ul><ul><li>Recognizes high frequency words in context. </li></ul><ul><li>Understands and follows simple directions. </li></ul>
  9. 9. Reading <ul><li>Demonstrates Effective Reading Behaviors </li></ul><ul><li>&quot;Reads along&quot; when being read a familiar text. </li></ul><ul><li>Reads books from memory or with picture support daily. </li></ul><ul><li>Reads and listens to text for a variety of purposes (pleasure reading). </li></ul><ul><li>Self-selects materials for reading and listening. </li></ul><ul><li>Participates in discussions and activities related to text and across texts. </li></ul><ul><li>Asks and answers questions about material that has been read or heard. </li></ul>
  10. 10. Writing <ul><li>Focuses on Topic </li></ul><ul><li>Stays focused on the topic when talking or writing. </li></ul><ul><li>Identifies and writes about a topic. </li></ul><ul><li>Organizes Ideas </li></ul><ul><li>Demonstrates ability to sequence events during shared writing experiences. </li></ul><ul><li>Supports Topic With Details </li></ul><ul><li>Demonstrates ability to identify ideas related to a topic during shared writing experiences. </li></ul><ul><li>Uses pictures to illustrate and support writing. </li></ul>
  11. 11. Writing <ul><li>Uses Conventions (punctuation, capitalization, spelling, grammar). </li></ul><ul><li>Recognizes that oral language can be written. </li></ul><ul><li>Writes from left to right and uses correct return sweep. </li></ul><ul><li>Recognizes and puts spaces between words. </li></ul><ul><li>Approximates words using more than one correct sound. </li></ul><ul><li>Writes some familiar words correctly. </li></ul><ul><li>Reproduces print seen in the environment. </li></ul><ul><li>Organizes to Communicate in Writing </li></ul><ul><li>Writes a sentence using spelling approximations. </li></ul><ul><li>Contributes ideas during shared writing process activities. </li></ul><ul><li>Chooses to write in a variety of settings for a variety of purposes. </li></ul><ul><li>Writes with detail to extend the meaning of a story. </li></ul>
  12. 12. Math <ul><li>Data Collection, Graphing, Statistics and Probability </li></ul><ul><li>Collects, classifies and organizes data. </li></ul><ul><li>Builds graphs made from physical objects/pictures. </li></ul><ul><li>Discusses/interprets graphs using mathematical terms. </li></ul><ul><li>Knows the likelihood of a given situation. </li></ul><ul><li>Geometry and Spatial Sense </li></ul><ul><li>Uses informal geometric vocabulary to describe physical objects and geometric figures. </li></ul><ul><li>Associates names for common geometric figures with real-world objects and drawings. </li></ul><ul><li>Recognizes symmetry in the environment and uses concrete materials to make symmetrical figures. </li></ul><ul><li>Uses concrete objects to explore slides and turns. </li></ul>
  13. 13. Science <ul><li>The Nature of Matter </li></ul><ul><li>Knows that objects have many different observable properties: (for example: colors, shapes, forms, textures, sizes and weights, positions and speeds). </li></ul><ul><li>Knows that matter exists in different states (solid, liquid, gas). </li></ul><ul><li>Energy </li></ul><ul><li>Knows the effects of sun and shade on the same object (for example: crayons, ice and chocolate). </li></ul><ul><li>Understands that a terrarium or an aquarium is a model of a system. </li></ul><ul><li>Force and Motion </li></ul><ul><li>Understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare). </li></ul><ul><li>Knows the names of objects that roll, slide or fly. </li></ul><ul><li>Processes that Shape the Earth </li></ul><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). </li></ul><ul><li>Knows that life occurs on or near the surface of the Earth in land, water, and air. </li></ul>
  14. 14. Science <ul><li>Earth and Space </li></ul><ul><li>Knows that the sky looks different during the day than it does at night. </li></ul><ul><li>Knows that the position of the sun in the sky appears to change during the day. </li></ul><ul><li>Knows some of the objects seen in the night sky (for example: stars, moon). </li></ul><ul><li>Processes of Life </li></ul><ul><li>Knows some of the basic needs of living things (for example: food, water, space). </li></ul><ul><li>Knows ways living things change and grow over time (for example: seed to flowering plant, tadpole to frog). </li></ul><ul><li>Knows that plants and animals are found in different kinds of environments and are often hidden. </li></ul><ul><li>Knows selected characteristics of plants and animals (for example: shape, size and color). </li></ul><ul><li>Knows names for animal offspring (for example: puppies, kittens, cubs, calves, chicks, children). </li></ul><ul><li>Knows that plants and animals live in different habitats. </li></ul>
  15. 15. Social Studies <ul><li>Time, Continuity, and Change (History) </li></ul><ul><li>Listens to, views and discusses stories, poems and other media about people form other places and times. </li></ul><ul><li>Has an awareness of the terms past, present and future. </li></ul><ul><li>Listens to, views and discusses stories, poems and other media about selected scientists and inventors. </li></ul><ul><li>Listens to, views and discusses stories, poems and other media about people and events surrounding commemorative holidays. </li></ul><ul><li>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><ul><li>People, Places, and Environments (Geography) </li></ul><ul><li>Knows terms that describe relative location (for example, near, far, up, own, left, right, in front of, behind, next to). </li></ul><ul><li>Knows a map can represent a real place. </li></ul><ul><li>Knows some landforms (for example: lake, mountain and ocean). </li></ul><ul><li>Knows people live in different settings (for example: city, country, farm and suburb). </li></ul>
  16. 16. Creating a Literate Home <ul><li>30-50 books in your child's room. </li></ul><ul><li>Read bedtime stories each night. </li></ul><ul><li>Encourage your child to &quot;pretend read“ books back to you. </li></ul><ul><li>Visit the library and check out books on a regular basis. </li></ul><ul><li>Let your child see you reading the newspaper, magazines or books . </li></ul><ul><li>Magnetic letters are available for building words like mom, dad, love, dog, cat, fish, etc. </li></ul><ul><li>Pencils, crayons, markers, paper and envelopes are available to encourage writing. </li></ul><ul><li>Praise your child's efforts at reading and writing. </li></ul><ul><li>Display your child's work. </li></ul>
  17. 17. Fun ways to help your child learn their letters <ul><li>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. </li></ul><ul><li>Sand - Fill a large pan with sand. Give the child a stick and let him practice making letters in the sand. </li></ul><ul><li>Rainbow Letters - Choose a letter and write or paint it in five colors with markers or a paint box. </li></ul><ul><li>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. </li></ul>
  18. 18. More ideas… <ul><li>Magnetic Letters - Get magnetic letters. Practice making words and naming the letters by sticking them on the refrigerator. </li></ul><ul><li>Alphabet Cereal - Name letters before you eat them or find every letter of the alphabet and glue them on a piece of paper. </li></ul><ul><li>Pipe Cleaners - Form the pipe cleaners into the shapes of letters. </li></ul><ul><li>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. </li></ul>
  19. 19. More ideas… <ul><li>Sandpaper Letters - Cut the letters out of sandpaper. Glue them on cards. Let the child feel the letters as he tries to name them. </li></ul><ul><li>Chalkboard - Get a small chalkboard and let the child write letters. </li></ul><ul><li>Marker Board - Get a small white marker board and let the child practice writing the letters with dry erase markers. </li></ul>
  20. 20. Closing <ul><li>Feel free to contact us with any additional questions or concerns by email, a note or telephone. </li></ul><ul><li>We will have 2 conference nights (October 23rd and March 12 th ) to discuss your child’s progress. </li></ul><ul><li>Kindergarten will not receive report cards for academics the 1 st nine weeks. Your child will only be graded on behavior during this time. </li></ul><ul><li>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. </li></ul><ul><li>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></ul>
  21. 21. Let’s have a great year in Kindergarten!!!!!

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