Rouse Elementary Kindergarten 2016-2017

Daily Schedule Math in Focus Interactive writing Writers workshop Shared Reading Guided Reading Groups Reading Comprehension Toolkit Literacy/Math Centers

Math in Focus uses concrete-pictorial-abstract learning to apply in real world, hands on experiences Concepts are taught whole group through calendar math, direct lessons; everyday routines; graphing; sorting Concepts are reinforced in small groups, one on one, and math centers where students work independently on skills taught.

Kindergarten Math Numbers: counting by 1’s and 10’s, writing numbers, understanding relationships with numbers, etc.. Measurement: compare the length, weight, and capacity (volume) of objects Geometry: create/explore shapes: 2-D 3-D Algebra: identify/sort objects Number sense/operations: know number names/count sequence, count to tell number of objects, compare numbers, understand addition as putting together and subtraction as taking apart, work with numbers 11-19 to gain foundations for place value

Ways you can help with math at home http://brightcove.vo.llnwd.net/pd16/media/936125974001/936125974001_1079373478001_PSV-Singapore-PeggyFoo-Kinderg-H-264-LAN-Streaming.mp4 http://brightcove.vo.llnwd.net/pd16/media/936125974001/936125974001_1079373514001_PSV-Boston-PatsyKanter-Grk-1-Small-TeenNumbers-H-264-LAN-Streaming.mp4

Interactive Writing Lessons are whole group Students learn: phonemic skills, forming letters, rules for capitalization, punctuation, and spelling Teachers “share” the pen with students All words are spelled correctly Often takes several days to complete

Interactive writing sample

Writers Workshop Students work independently Lessons are differentiated according to student knowledge: spelling, sight words, capitalization, letter/word spacing, punctuation Students write on the subject of their choice (Small Moment) Teachers model a lesson Students use inventive spelling “kid writing” Students learn drawings must match the words they are writing Students learn to add details to words and pictures Students learn to edit their writing Students are writing narratives, informational, and opinion pieces

Beginning of the year expectations

Middle of year expectations

End of year expectations

Ways to help at home Ask your child to leave notes for you Have your child create a to-do list (grocery list) Look back over your child’s writing with them. Notice and praise the growth your child is making as a writer Encourage your child to have a writing notebook at home and write about their experiences (soccer game, going to a restaurant, going to grandma’s house)

Shared Reading Students learn reading concepts: tracking print left-right and word by word, author, illustrator, problem, solution, making connections, inferences, visualizing, spacing, capitalization, punctuation, sequence of a story, story elements (characters, setting, beginning, middle, end) Begins with a picture walk; students ask questions/make predictions Books are revisited over several days High frequency (popcorn words, sight words) are introduced Rhyming words, syllables or sounds in a word are taught

Ways to help at home Explore books at the library or bookstore READ, READ, READ to your child everyday. ASK QUESTIONS: predictions, characters, problem, solution, retell a story, fiction or non fiction text. Read outside, during a family car ride, etc.. Use illustrations for clues Read with expression Reread their favorite book over and over and over Be an example! Children learn by example, so let your child see you read whether it be a book, newspaper, cookbook, etc.

Guided Reading Guided reading has many of the same components as shared reading but is conducted in small groups. Students are working on their instructional level increasing difficulty students will apply reading strategies in context Books are predictable text, contain a large number of sight words, decodable text, and leveled Skills taught: stretch out the word; get your mouth ready to make the first sound of the word; look for chunks you know; does the word make sense; look at the picture One to one correspondence (pointing to each word when reading is needed on level A, B, and C books) End of the year expectations: B-C meeting grade level expectations D or above exceeding grade level expectations

Ways to help at home Make sure your child does reading homework; sign log; return promptly the next day Find a quiet spot for reading Read bedtime stories 15-20 minutes is plenty for a beginner reader Encourage your child to point to each word when reading Talk about the story AFTER you read it. What do you think will happen next? What does this story remind you of? How do you think this character feels? Don’t be afraid to read the same book again! Repeated reading helps build reading fluency!

NonFiction Reading Comprehension ToolKit Students learn to understand, respond to, and learn from nonfiction text by: monitoring comprehension, making connections, asking questions, inferring, visualizing, determine important information, summarize, and synthesize.

Reading is thinking in kindergarten!!!

Ways to help at home Talk to your child, expose your child to a variety of words Read to your child: Research shows benefits of reading to children as early as 9 months old Have them tell you a story Teach phonemic awareness: /d/ /o/ /g/ not /duh/ /aw/ /guh/ Teach phonics (letter names/sounds): /d/ not /duh/ Listen to your child read Promote writing Ask questions Make reading a regular activity at home http://www.readingrockets.org/blogs/shanahan-literacy/11-ways-parents-can-help-their-children-read

Literacy/Math Centers Students are engaged working independently while the teacher is pulling students for interventions or guided reading. Centers reinforce literacy skills: letter/sound knowledge, phonemic awareness, vocabulary, and sight words. Math skills: calendar activities; direct lessons, everyday routines, graphing, sorting, etc. Students work at their own pace, independently or with a partner

Ways to help at home by fostering independence/responsibility Make sure your child arrives to school on time Encourage your child to dress themselves, make a bowl of cereal, show the child how to clean up without criticism, praise your child Encourage problem solving skills by giving your child time to solve a problem before offering your ideas Discover your child’s strengths Help your child develop a passion for an activity they love Avoid doing for your child what they can do for themselves Allow your child to make a choice/decision Allow your child to make mistakes and experience consequences Teach your child caution, not fear Find ways for your child to make a meaningful contribution at home by giving responsibilities around the house

Kindergarten Report Card Satisfactory 100%-70% (A-C letter grade range) Needs Improvement 69%-60% (D letter grade range) Unsatisfactory 59% and below (failing/struggling) Some skills a child may not meet expectations during a specific quarter which will result in a N or U on the report card. Students can still master the skill the next quarter or end of the year and receive a S. Reading, Language, and Math are broken down by standards on the report card. A student may receive a (or a couple) of N/U under each section. Parents please note all S, N, and U will be averaged together for a final grade each quarter. If your child receives several N’s or U’s this indicates your child is struggling in a particular subject area and your child’s teacher will be requesting a conference. Some standards are also broken down into chunks and expanded each quarter, therefore, resulting in various grades for that standard. Some Standards have multiple sub-skills, and require an averaging of these skills.