Transcript 2 nd Grading Period

Welcome to Curriculum Night
Shafer Kindergarten
Balanced Literacy
Students will be taught to read and write using a
Balanced Literacy approach. We know that
children come to Kindergarten at a variety of ability
levels. Whether your child is just beginning to learn
their letter names and sounds or is already reading,
we will design instruction to meet your child’s
individual needs.
Language Arts Expectations
• Students are expected to know all letter names and sounds by the end of
December.
• Students are expected to know 100 sight words by the end of the year. We
will focus on 25 sight words during each 9 week grading period. You have
received a copy of all the sight words to practice at home.
• Students will orally produce beginning sounds and ending sounds in words.
• Students will orally blend sounds to say words. (c-a-t = cat)
• Students will listen to one word and name a second word that rhymes.
• Students will orally segment words into sounds. (cat = c-a-t)
• Students will demonstrate listening comprehension skills.
Reading Expectations
• Students will be expected to be reading on a Level A by the
end of the first grading period.
• Students will be expected to be reading on a Level B by the
end of the second grading period.
• Students will be expected to be reading on a Level C by the
end of the third grading period.
• Students will be expected to be reading on a Level D by the
end of the year.
Example of a Level A
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Level A
Large print that is consistently placed on the page
Repetition of phrases and patterns
1 -2 word changes
High frequency words are introduced
Text is predictable
Illustrations have strong support
Children focus on print and gradually increase their control
over words
Most books focus on familiar topics for children
Example of a Level B
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Level B
Large print and text is consistently placed on the page
Repetition of phrase and patterns
1 -2 word changes
High frequency words are introduced
Text is predictable
Illustrations have strong support
Books focus on a simple story line or single idea, with direct
correspondence between text and pictures
• Many books at this level feature repeating patterns in the text
• One or two lines of print per page, with a variety of
punctuation
Example of a Level C
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Level C
Longer sentences, more lines of text on the page
Change in sentence patterns
2-3 word changes
Change in punctuation
Illustration provide some support
Some text repetition, but more attention to print is needed
Larger range of high frequency words
Increase in vocabulary
Stories explore familiar topics in a variety of ways to offer new
viewpoints to readers
• Text may be patterned but not as predictable as Level A and
Level B
Example of a Level D
Level D
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Longer and more difficult sentence patterns
Oral and written language structure
3-4 word changes
Text volume increases
Illustrations provide less support
More attention to print is required
Less repetition
Word patterns and opportunities for word work
Larger range of high frequency words
Increase in vocabulary
Tense in sentences change
Stories cover familiar topics but may introduce new, more abstract ideas
Text contains more compound and multi-syllabic words in a full range of punctuation
Before a child is moved up a reading level
he/she must master certain skills. The main
purpose of reading is to be able to
comprehend what you have read.
Writing
Students will be introduced to a variety of genres throughout the year.
• 1st Grading Period – Personal Narrative Writing
• 2nd Grading Period –Writing for Readers
• 3rd Grading Period – Pattern Books
• 4th Grading Period – Expository Writing
Writing Expectations
By the end of the year, students will be expected to:
• Relate illustrations and sentences to topic
• Write at least 3 ideas and/or facts about a topic
• Use letter- sound connections to write words
• Use high-frequency words spelled correctly
• Use details in writing
• Use spaces between words
• Begin to use capital letters and lower case letters correctly
• Begin to use punctuation at the end of a sentence
• Teacher and student are both able to read the writing
One strategy that will be used to help convey the vital concept
that “print conveys meaning” is daily writing. During Writer’s
Workshop time, the children will combine their emerging
writing skills with their drawing skills. As the children are
exposed to a variety of phonics and reading experiences, their
writings will move from drawings and “sound” spellings towards
more conventional writing.
Math
The Kindergarten math curriculum provides students with
mathematical experiences that help them develop number
sense and a positive attitude towards math that will
continue through their school career and their lives.
We will employ a hands-on, problem solving approach to
learn about such concepts as: Numbers, Sorting, Shapes,
Measurement, Number Combinations, Money, Addition
and Subtraction.
Math Instruction
Teachers will use a combination of Whole Group, Guided Math,
Math Stations, and Independent Math to meet each child’s
individual needs and abilities throughout the year.
Science and Social Studies
Science – The children will be given opportunities to explore
science concepts through hands on lessons in a science lab
setting.
Social Studies – Some lessons will be incorporated into language
during read aloud and shared reading.
Differentiated Learning
ELT – This is extended learning time when children are working
on extension activities.
Guided Reading Groups – Teacher will meet with students to
meet their needs according to strategy skills and reading levels.
Guided Math Groups - Teacher will meet with students
according to their individual needs.
Social Development
• Children learn social skills through interaction with others.
• Students are given time each day to develop their social skills.
• At the end of each day we have Developmental Centers where
children have the opportunity to work with others learning to
take turns, share, communicate, and care for each other.
• Developmental centers includes a blocks area, kitchen area,
art, reading, writing, games, puzzles, and other areas
children enjoy working with their friends.
Homework
Homework –At this time homework suggestions will be
addressed in the weekly newsletter. Please read with your child
every night, practice sight words, letter names, letter sounds,
writing their name correctly, writing and recognizing numbers
0-20, practice cutting and gluing.
A “Knightly Reader” bag will also be sent home with
instructions about reading with your child at home at a later
date.
Schedule Example
Other Information:
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Daily folder
Snack – Please send only one healthy
snack. No cookies, candy or chips. No nut
products.
Water bottle – sport top, no twist lid, only
water
Label child’s belongings – lunch box, water
bottle, change of clothes, jackets, etc.
Behavior expectations
Conference – sign up genius via email
Change of transportation
Money- place in envelope with child’s
official first and last name, teacher name
and use.