1 / 25

Kindergarten Curriculum Night

Kindergarten Curriculum Night. September 10, 2013. Agendas. Main communication between school & home Transportation changes Absence notes Record nightly reading on yellow reading log. Thursday Folders. Go home on Thursdays  Keep all completed work at home

rooney-burt
Download Presentation

Kindergarten Curriculum Night

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. KindergartenCurriculum Night September 10, 2013

  2. Agendas • Main communication between school & home • Transportation changes • Absence notes • Record nightly reading on yellow reading log

  3. Thursday Folders • Go home on Thursdays  • Keep all completed work at home • Work marked as “Incomplete” or “Please finish”, etc. should be returned in agenda asap • Return EMPTY folder on Friday morning

  4. Homework • Nightly reading – between 15 – 30 minutes (record on left hand side of agenda) • Can include reading to or reading by your child. Track the words as you read so your child can follow along. • Nightly practice of sight words (must be recognized by “sight” – not sounding out) • See also homework suggestion sheet

  5. Curriculum • We use the Common Core State Standards for language arts and math (45 states have adopted this as their curriculum) • We use the N.C. Essential Standards for Science and Social Studies • The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. • Provides consistency across the states. See: http://www.corestandards.org/frequently-asked-questions for more information.

  6. Our Daily Schedule 7:30 - 8:00 - Unpack / Morning Enrichment 8:00 – 9:00 – Calendar / Math Investigations Lesson 9:00 - 9:50 - Specials (except Tuesdays – 2:10 – 3:00) 10:00 – 10:15 Snack 10:15 - 12:30– Literacy (Shared Reading, Words their Way, Reader’s Workshop, and Writing ) 12:30 - 12:50 Read Aloud

  7. Our Daily Schedule 12:50 – 1:15 – Lunch 1:15– 2:00- Science (M, T, W) S.S. (Thur. Fri.) 2:00 – 2:20 – Math Centers 2:20-2:50– Recess 2:50-3:00 Pack Up / Dismissal

  8. Specials • Monday – Media Center- Mr. Green (make sure to send books in by Friday to make sure new books can be checked out on Monday. • Tuesday – Science Lab (Buchanan) Computers (Horack) alternate weeks • Wednesday – Art with Mrs. Starnes • Thursday – Music with Mr. Ablan • Friday – PE with Mrs. Aycock

  9. Science Themes(integrated through the general curriculum as much as possible) • Animals • Plants • Weather (including seasons) • Matter • Moving Right Along (simple machines) • 1 lab lesson in the classroom each week • Science Lab as special every other week

  10. Social Studies Themes • Families • Unique Individuals • Citizenship • Changes (over time, within the community) • Holidays and special days in the community • Geography (simple maps and symbols) • Economic concepts (wants & needs) • Technology (transportation, media, computers)

  11. Literacy Throughout the year, we will work on the following skills: • Identification of letters & letter sounds • Phonemic awareness: the ability to distinguish and manipulate individual sounds (phoneme isolation, phoneme identity, phoneme substitution, oral segmenting, oral blending, sound deletion, onset-rime manipulations (i.e. j-ump, st-op, str-ong). • Listening Comprehension • Sight Words (know by sight – not sounding out)

  12. Balanced Literacy What is balanced literacy? • Literature-rich activities to develop the fluency and comprehension that proficient readers possess. • Such instruction stresses the love of language, gaining meaning from print, and instruction of phonics in context. • The Balanced Literacy approach to reading instruction incorporates many reading strategies in order to meet the varying needs of all students.

  13. Balanced Literacy Cont. • Some of the components of the approach include phonemic awareness and phonics instruction, reading aloud to children, independent reading, guided reading, shared reading and literacy centers for independent practice. • Balanced literacy cultivates the skills of reading, writing, thinking, speaking, and listening for all students. • Balanced literacy allows for flexibility within the classroom. It allows the teacher to meet each child where he is and move him forward in the manner and time best suited to the individual.

  14. What does Balanced Literacy look like in the classroom? • Shared Reading: A selection of text in which the students and teacher read the same poem, story, etc. • Words Their Way: This is the word study portion of our literacy time. The students will be identifying letters, sounds, words, and definitions using word sorts. • Reader’s Workshop: A time for the students to interact with age appropriate text independently, with a partner (partner reading), or with the teacher.

  15. What does Balanced Literacy look like? • Writer’s Workshop – (See next slides) • Interactive Read Aloud – Actively listening and responding to the reading of a story.

  16. Book Boxes • We are learning about picking “just right books” •“Just right books” are books that we want to read, based on their pictures, words or familiarity. • Family project: Help decorate your child’s book box with pictures of family members, friends, famous people, picture books to remind them of what good readers look like!

  17. Writer’s Workshop • Lucy Caulkins – Writer’s Workshop • Predictable Charts (I am, I see, etc.) • Telling stories through pictures (5 color rule) • Labeling pictures with letters / sounds (inventive spelling- don’t panic!) • Writing short sentences to tell a story across 3 fingers (by end of year) • Smartie Scoop EVERY Friday

  18. Deer pair ants, Ur stoodntwil b brnginghomriting, doo not b skairdov the speling. The inglishlangwijizkunfewzing two lern. Cidzuz “phonetic” speling in thairwrk to xpresthairthouts. Foursingcidz too uzcunvenshunalspelingreedossthairdezir and abillite to right. It iz mi joub to teechur child 2 uzreesorsis and lerning to beecum a grate ritr. U can hlpur child bi incorugingthim at eechdivelupmentil stag. Axkur child to reed and esplanethairriting to u. Azur child lerns about the inglishlangwij that wilmak the tranzishun to “adult writing”. Thank u 4 ursaport, Mrs. Vermeire

  19. Math • Investigations (hands-on exploration) • Number sense • Problem solving • Counting and cardinality (to 100 by 1’s and 10’s, write numbers to 20, etc) • Algebra (addition & subtraction) • Number & Operations (place value 11 – 19) • Measurement & Data (compare, graphing) • Geometry (identify 2-D and 3-D shapes, compare)

  20. What is PBIS? • Positive Behavioral Interventions and Supports • Office Referrals- after 3 chances • Are you making a good choice? • What should you be doing? • Interventions – time away, loss of privilege • What is a bee? What are “bee” incentives? • Gummy Bears, Marbles and then classroom store.

  21. Bee Incentives 25 = Candy Day 50 = Treasure Box Reward 75 = Hat Day 100 = Pajama Day 125 = Wacky Hair & class incentive 150 = Jersey Day & 10 extra playtime minutes 175 = Class Choice Reward 200 = Recess on PE Day or Teacher Choice

  22. Have You Filled A Bucket Today? • School-wide character building theme based on the book: Have You Filled A Bucket Today? By David Messing. The Bucket-Filling school program has several CURRICULUM GOALS : 1. To teach children how to reach out and express love, respect and appreciation to others2. To help children become other-centered rather than self-centered3. To help children express their feelings (good and bad) in a healthy manner4. To help children understand where feelings originate and how to protect their feelings from being hurt5. To establish a framework for more constructive words and actions and less bullying6. To create more positive home and school environments CONCEPTS LEARNED:Bucket Filling (showing love and respect for others)Bucket Dipping (bullying)

  23. Progress Reports & Report Cards • Sent home mid quarter • Shows progress toward the end of the quarter • Sign and return • 1st quarter conferences will be held in October. • Conferences will be held on an as needed basis thereafter. • Assessments- BIG GOALS FOLDER

  24. Miscellaneous • Pay Pams is the easiest way to pay lunch money www.paypams.com • Please send an easy-to-open snack each day • Plastic, labeled water bottle for recess • Scholastic Book Clubs – class/parent gifts • Sight Word List- practice weekly • Old socks • Shoes and appropriate clothing • Check my wiki page often for information http://aprilvermeire.cmswiki.wikispaces.net/

More Related