This document summarizes the kindergarten language arts program. It has three key ingredients: daily phonics instruction to learn letter sounds, reading instruction through guided reading and literature, and daily writing experiences. Teachers differentiate instruction for each student by tailoring the content based on their abilities through small group instruction, leveled materials, and individual attention. The program has been successful, with most students reading at or above a first grade level by the end of kindergarten.

1. Kindergarten Language Arts Program
“The more
that you read,
the more things
you will know.
The more you
learn,
the more places
you’ll go.”
Dr. Seuss, I Can Read with My Eyes Shut!

2. The stories are true…
 Year after year, we graduate many
successful readers from kindergarten.
 From 2009-2014, 56% children were
reading at the 1st
grade level, 16% at the
2nd
grade level, 4% at the 3rd
grade level,
and 5% at or above the 4th
grade level.
 A class of 15 children typically reads over
1800 books independently.

3. What’s our recipe for success?
Our program is rooted in:
 Concrete, up to date
information about literacy
 Kiddie Country’s excellent
literacy traditions
 Teacher expertise
And features:
 Three key ingredients
 Differentiated instruction

4. The 3 ingredients are…
 Phonics, reading instruction, and writing experiences are
offered on a daily basis during our 45 minute literacy period
 Systematic direct instruction is blended with authentic reading
and writing tasks
 Each component is tailored to meet individual needs
TheAlphabetic Principle(letters andphonetic sounds)
DailyWritingExperiencesLiterature/ReadingInstruction

5. Three key ingredients and differentiated instruction
make the difference.
But what IS differentiated instruction ?
“Differentiation can be defined as a way of teaching in which teachers
proactively modify curriculum, teaching methods, resources, learning
activities, and student products. The needs of individual students
and/or small groups of students are addressed to maximize the
learning opportunity for each student in the classroom.”
Carol Tomlinson

6. How does differentiated instruction
help my child?
 Differentiated instruction enables us to offer
appropriate instruction for your child
whether s/he is an advanced reader or
mastering letter names.
 Every child deserves a perfect fit with regard
to literacy instruction. Not too hard and not
too easy…because one size doesn’t fit all.

7. Ingredient 1: Literature/Reading
Instruction
 Quality books are read to
the children multiple times
each day
 Children read independently
using a wide range of
leveled texts
 Guided reading instruction is
conducted in small groups
 Comprehension strategies
are both modeled and
intentionally developed

8. How do we differentiate reading
instruction?
 Small group and individual instruction
 Insightful, frequent, and personalized
assessment
 Student/teacher ratios that allow for these
types of instruction and assessment
 Materials on many levels, from preschool
through grade 6
 Flexible grouping

9. Ingredient 2: Writing
 Given the opportunity, writing develops naturally like language.
 Children are encouraged to write using letters or phonetic sounds.
Spacing, punctuation, etc. are modeled and reinforced as is
appropriate.
 Students learn to spell common sight words.
 Daily writing experiences build on our phonics program.

10. How do we differentiate writing?
 Open ended activities
 Mini lessons for small groups or individuals
on spacing, punctuation, applying letter
sound knowledge, capitalization, etc.
 Personal attention

11. It works!
Sept
.
Mar.
Sept.
Mar.

12. Ingredient 3: Alphabet & Phonics
 Goals include:
– Rapidly naming letters
– Discerning beginning, ending, and medial sounds
– Mastering consonants and digraphs
– Mastering short vowels as well as long vowels
and other vowels when appropriate
– Using these phonetic skills to spell words and
decode unknown words

13. We use the Phonovisual program, an
organized method of teaching phonics.

14. How do we differentiate?
 By adjusting the content…there is no need to learn
sounds that you already know!
 Reviewing phonetic sounds though games in small
groups. The content can then be tailored.
 Through open ended writing experiences
 Individual attention when coaching your child to use
phonetic sounds to decode unknown words

15. “Oh magic hour, when a child first knows she can
read printed words!”
A Tree Grows in Brooklyn by Betty Smith, 1943
 Blend reading instruction, writing instruction, and
phonics instruction on a daily basis
 Add differentiated lessons for that “just right” fit
 Mix thoroughly in a language rich classroom
environment
 Sprinkle in scores of bright, engaging books
 Drizzle with fun
 That’s our recipe for creating successful readers and
writers!