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Kindergarten Curriculum Night. Welcome! Please take a packet from outside the classroom and have a seat anywhere. . Arrival/Dismissal. 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.

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Kindergarten Curriculum Night

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Kindergarten curriculum night

Kindergarten

Curriculum Night

Welcome!

Please take a packet from outside the classroom and have a seat anywhere. 


Arrival dismissal

Arrival/Dismissal

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.

      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.


Transportation

transportation

  • PLEASE inform me of any changes in E-MAIL or 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.


Attendance rainy day

Attendance/Rainy Day

  • Attendance Phone Line – 541-2601(24 hrs./day)

  • If possible, inform teacher in advance in writing.

    Rainy Day Schedules:

  • Have children go through the front office to their classrooms.

  • If possible, try not to come in early.


Classroom info

CLASSROOM INFO

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 consider paying for lunches online. This alleviates lost money.

    Homework:

  • The most important homework we can assign you is to read to and with your child on a daily basis. 


Daily schedule

Daily Schedule

  • 7:40 Bell Rings

  • 7:45-7:55 Unpack/Attendance

  • 8:00-9:20 Reading (Daily 5)

  • 9:20-9:40 Recess

  • 9:40-10:40 Writing

  • 10:40-11:20 Lunch/Recess

  • 11:20-12:45 Math

  • 12:45-1:35 Specials

  • 1:35-1:50 Snack

  • 1:50-2:30 S.S./Science/Health

  • 2:35 Dismissal


We love specials

WE LOVE SPECIALS!

  • Monday: Computer Lab

  • Tuesday: Art

  • Wednesday: Music

  • Thursday: P.E.

  • Friday: Library


Library

LIBRARY

  • Remember your child’s library day and have your child bring their book to school. Students won’t be able to check out a new book if they don’t return last week’s book.

    Suggestions:

    • Keep books in a special place away from pets and younger siblings.

    • Talk with your child about taking care of his or her library book.

    • Keep library books in a zip lock bag if your child carries a water bottle in his/her backpack.


Snacks

Snacks

  • 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.


Birthdays

BIRTHDAYS

  • Birthday parties CANNOT take place during school hours.

  • Invitations and treats CANNOT be given out at school. We will send home a kindergarten directory for your convenience.

    Thank you for your understanding!


Conferences report cards

Conferences/report cards

  • 1st Quarter: Parent/Teacher Conferences – October 22nd and 23rd

  • 2nd Quarter: Report Cards

  • 3rd Quarter: Student Led Conferences

  • 4th Quarter: Report Cards


Parent teacher communication

Parent/Teacher Communication

  • Daily Folder

  • Newsletter

  • E-mail/notes/voicemail

  • Web Pages-check frequently for updates

  • Please feel free to contact me at anytime


Kindergarten standards

KindergartenStandards


Reading common core literature

Reading COMMON CORE- LITERATURE

  • 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.


Reading common core literature1

Reading COMMON CORE- LITERATURE

  • 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.


Reading common core informational text

Reading COMMON CORE- INFORMATIONAL TEXT

  • 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.


Reading common core informational text1

Reading COMMON CORE- INFORMATIONAL TEXT

  • 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.


Reading common core foundational skills

Reading COMMON CORE- FOUNDATIONAL SKILLS

  • 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.


Reading common core foundational skills1

Reading COMMON CORE- FOUNDATIONAL SKILLS

  • 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.


Daily 5

Daily 5

  • 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 (just-right) 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


Writing

writing

  • D’nealian handwriting

    -Proper grip

    -Paper (slant, lines)

  • Writer’s Workshop

  • Journals (writing, alphabet, math etc.)

  • Daily 5 work on writing


Writing common core

Writing COMMON CORE

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.


Writing common core1

Writing COMMON CORE

  • 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.


Math common core

Math COMMON CORE

  • 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.


Math common core1

Math common core

  • 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.

  • Investigations website:

    • http://investigations.terc.edu/index.cfm


Math common core2

Math common core

  • 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.


Science

Science

  • 5 senses

  • Living Things

  • Magnets

  • Weather

  • Balls N’ Ramps

  • Conservation


Technology

Technology

  • Develop essential technology skills

  • Apply technology

  • Integrate other content areas

  • Students will work on laptops and the SMART board during the Daily 5 and throughout the day

  • Computer lab once a week


Questions

QUESTIONS?


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