Kindergarten Curriculum Night

Transcription

1 Kindergarten Curriculum Night Welcome! Please take a packet from the podium and have a seat anywhere. 1

2 Children may not be on the school campus before 7:15 A.M. Kindergarten First bell rings at 7:40 a.m., School begins at 7:45 a.m. Dismissal at 2:35 p.m. Early Release Day Dismissal at 12:35 p.m. PLEASE WEAR YOUR PARENT PICK-UP BADGE! Tardies: If you arrive after the bell and the class has already gone inside, you ll need to go to the front office for a late pass. All outside doors remain locked, so it will be necessary to go through the front office doors. 2

3 PLEASE inform us of any changes in WRITING!! If transportation change occurs that same day, please contact the office. If address, phone, work number or any other important information changes please keep me updated in writing. If there is a change in Kid s Club transportation, please notify your teacher AND Kid s Club. 3

4 Attendance Phone Line (24 hrs./day) If possible, inform teacher in advance in writing. Rainy Day Schedules: Have children go through the A door to their classrooms. If possible, try not to come in early. 4

5 Labeling: Please label your child s belongings, so children will not mix up various items. This labeling needs to include lunchboxes, backpacks, jackets, water bottles, etc. Lunch: Please encourage your child to make different choices each day. Snack: Please keep your child s snack separate from their lunch in a plastic baggie. Homework: Homework guidelines for Kindergarten are 3 times per week/5-10 minutes. The most important homework we can assign you is to read to and with your child on a daily basis. 5

6 MISS KLEIN- Monday: Library Tuesday: Art Thursday: Music Friday: P.E. MS. TRUAX- Monday: Music Tuesday: Art Wednesday: Library Thursday: P.E. MRS. ULLMANN- MS. CARMACK- Monday- Music Monday- PE Tuesday-PE Tuesday- Library Thursday-Art Thursday- Music Friday- Library Friday- Art Please have your child wear tennis shoes on P.E. days. Please return library slips so your child can checkout a book. 6

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8 Each classroom has their own behavior system in place but we all use the Love and Logic philosophy. Children learn the best lessons when they re given a task and allowed to make their own choices (and fail) when the cost of failure is still small. Children s failures will be given with love and empathy from their teachers in this room. The Love and Logic approach uses humor, hope, and empathy to build up the adult/child relationship. It emphasizes respect and dignity for both children and adults. It provides real limits in a loving way and teaches consequences and healthy decision-making. If you are interested in additional information and have access to the Internet, you can read more about Love and Logic on the website 8

9 We are encouraging the children to be independent and responsible. Water bottles/snacks/lunch Folders/backpacks/library books Behavior including solving their own problems Students will be encouraged to be in charge of their own learning. 9

10 Children are asked to bring their own snack to school everyday. Please provide your child with a healthy snack. Please keep the snack separate from his/her lunch, since we place snacks in a bin every morning. We will NOT have snack on Wednesdays. 10

11 Birthday parties CANNOT take place during school hours. Invitations and treats CANNOT be given out at school. Kindergarten classroom directories will go home soon. You can use this information to mail/ invitations if you would like to do so. 11

12 1 st Quarter: Parent/Teacher Conferences 2 nd Quarter: Report Cards 3 rd Quarter: Student Led Conferences 4 th Quarter: Report Cards 12

13 Home Reading Club starts after fall break Helps children with sight words, discover the patterns in books, build up reading confidence, and to foster enjoyment of reading and books 13

14 Daily Folder Weekly Newsletters or Weekly charts /notes/voic Web Page- ( ) All teachers will be trained on a new website program. They will be up and coming soon! 14

15 Volunteer forms: We will send home a volunteer form when we feel classroom routines are in place. Classroom volunteers will be needed for: Writer s Workshop Prepping cutting, copying, laminating, etc. Art Masterpiece: Sign up please!! 15

16 Key Ideas and Details RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.K.2. With prompting and support, retell familiar stories, including key details. RL.K.3. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 16

17 Integration of Knowledge and Ideas RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.8. (Not applicable to literature) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity RL.K.10. Actively engage in group reading activities with purpose and understanding. 17

18 Key Ideas and Details RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. RI.K.5. Identify the front cover, back cover, and title page of a book. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. 18

19 Integration of Knowledge and Ideas RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity RI.K.10. Actively engage in group reading activities with purpose and understanding. 19

20 Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet. 20

21 Phonics and Word Recognition RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency RF.K.4. Read emergent-reader texts with purpose and understanding. 21

22 The Daily 5 is a structured language arts program that helps students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy! Students are carefully taught how to choose a good-fit (justright) book to read. Each student in our classroom has his/her special book box to place all just-right books in. While students work independently, teachers will teach guided reading and confer with individual students. While we work with a small reading group, all other students are highly engaged in the Daily 5 reading activities around the room. Check out the website! thedailycafe.com 22

23 D nealian handwriting -Proper grip -Paper (slant, lines) Writer s Workshop Journals (writing, alphabet, math, star words, etc.) Daily 5 work on writing 23

24 Text Types and Purposes W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 24

25 Production and Distribution of Writing W.K.4. (Begins in grade 3) W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 25

26 Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten Work with numbers to gain foundations for place value. 26

27 Measurement and Data Describe and compare measurable attributes. Classify objects and count the number of objects in each category Geometry Identify and describe shapes. Analyze, compare, create, and compose shapes. 27

28 o Common Core Standards Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 28

29 Investigations Curriculum-designed to engage students in making sense of mathematical ideas through minilessons each day. Math Workstations-Areas within the classroom where students work in small groups and use instructional materials to explore and expand their mathematical thinking 29

30 Process skills Life Science Physical Science Earth Science Personal and Social Perspectives History and Nature 30

31 Develop essential technology skills Apply technology Integrate other content areas Computer Lab once a week Students will work on laptops and the SMART board during the Daily 5 and throughout the day 31

32 Harcourt Social Studies Cooperative learning activities 32

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