Saluda Primary School

1. Saluda Primary School 101 2013-2014 School Year “When I Grow Up” Principal: Lori Corley School Counselor: Melissa Stover Instructional Coach: Charlene Herlong School Secretary: Rosa Sierra & Susan Vance ESOL: Mayra Garcia

2. Our Purpose • Better prepare students and parents for school • Expectations for children first entering school • A day in the life of a Kindergarten student • Needed information to help children learn

3. Mission, Vision, Values and Beliefs At Saluda Primary School, our vision is to nurture thinkers and leaders. • Saluda Primary School Values/Beliefs: • Maximum learning is attained in an orderly and safe environment. • A successful school involves communication and cooperation of teachers, students, parents, and the community. • Every child and teacher has the right to be respected. • A positive school environment challenges each child to be a confident productive citizen. • Children have the right to learn without being hindered by others. • Students are taught to be responsible for their actions. • Children respond to learning through various learning styles. • Students need technical and computer knowledge in order to be productive in the future.

4. Saluda Primary School Pledge I come to school to learn and I will learn. With these hands, with this heart, with this mind, I can do anything!

5. Getting Your Child Ready Beware of School Phobia (Sick from tension, physical complaints, fear of leaving parents) What can you do? Teach them their first and last name Keep routines Tell your child they are safe Speak to your school counselor if it becomes a major problem We know and understand that this is your baby

6. Before the First Day ●Plan a separation routine ●Discuss fears or questions ●Review the school day routine ●Wake-up early on the first day ●Eat breakfast ●Review drop-off & pick-up procedures ●Arrive on time and leave promptly ●Teach responsibility at school and other public places • Put your child’s name on their book bag, lunchbox and other personal items • Do a practice walk to the bus stop • Talk about good behavior on the bus • Establish a schedule (bath, bed, wake-up) • Teach responsibility for behavior

7. A Day in the Life of a 5K Student

8. Incentive and Prevention Programs • Roving Researcher • Caught Being Good • Olweus Bullying Prevention • Classroom Behavior “Color” System • Students move up or down in color based on their behavior each day in class.

9. Beginning Assessment • Letter Identification – letter, sound, word • Writing Vocabulary • Concepts About Print • Math Concepts How is an Observation Survey used? *strengths and weaknesses,*what students need to be taught, *how instruction can meet the needs of our students.

10. Common Core Reading Standards • 4 over arching “Big” ideas for Reading • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

11. Common Core Reading Standards Key Ideas and Details: • With prompting and support, ask and answer questions about key details in a text. • With prompting and support, retell familiar stories, including key details. • With prompting and support, identify characters, settings, and major events in a story. Craft and Structure: • Ask and answer questions about unknown words in a text. • Recognize common types of texts (e.g., storybooks, poems). • With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas: • 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). • With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity: • Actively engage in group reading activities with purpose and understanding.

12. What will Kindergarteners be reading? • Informational text • Non-fiction • Magazines, articles • Environmental print • How-To books • Literary Text • Fiction • Storybooks • Poems

13. Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency Other Literacy Standards • Writing • Listening and Speaking • Language

14. How can you help your child? • Talk to your child • Say silly tongue twisters • Read it and experience it • Use your child's name • Play with puppets • Trace and say letters • Write it down • Play sound games • Read it again and again • Talk about letters and sounds • Take a “picture walk” through a book to discuss what is happening before reading the words. • Help children understand 1:1 correspondence/directionality by pointing to words as you read them.

15. Fluency required to be ready to move to the next grade.

16. Kindergarten Common Core Standards for Mathematics • Grade K Overview • 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 11-19 to gain foundations for place value. • 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.

17. 8 Standards for Mathematical Practice 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. Kindergarten Critical Areas:  (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space

18. Examples of Kindergarten Word Problems Addition Three red apples and three green apples are on the table. How many apples are on the table? SubtractionMom has ten apples. She gives one to Mary Ann. How many apples are left?

19. Helping your child learn outside of school 1. Use everyday objects to allow your child to count and group a collection of objects. 2. Encourage your child to construct numbers in multiple ways. 3. Have your child create story problems to represent addition and subtraction of small numbers 4. Persevere 5. Praise

20. When I Grow UP... Building a Foundation for College and Career Ready Citizens