JV Washam Elementary Kindergarten 2012-2013 Curriculum Night JV Washam Elementary Kindergarten

Our Day schedule arrival/morning work Announcements Calendar/morning meeting/Math Specials : Monday: PE Tuesday: Mrs. Bragg Wednesday: Music Thursday: Art Friday: A: technology B: Media Imagine It Lunch Readers workshop Content 1 Physical Activity Snack/book baskets Content 2 Writers workshop Pack up/class meeting Afternoon announcements/Dismissal Lunch 10:41-11:06 must check in at the front office meet us in the cafeteria PayPams lunch account Healthy lunches / snacks Parent table Specials: 9:15-10:00

Morning Meeting We do a morning meeting every day This helps us build our class connections and creates a supportive environment Count around the circle Greeting: Students learn to use appropriate social and inter-personal skills to greet each other by making eye contact, smiling, and identify each other by name Share: students learn to listen to one another using good listening skills while learning about their friends

Common Core - Students will be asked to problem solve and show their work in several ways - Students will be asked to critically think and justify their thinking using text evidence - Students will be integrating thinking and writing across the subjects.

Language Arts Standards For Fiction and Non-Fiction Texts: Ask and answer questions about key details in a text. Retell familiar stories, including key details. Identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems). Name the author and illustrator of a story and define the role of each in telling the story. Describe the relationship between illustrations and the story in which they appear Compare and contrast the adventures and experiences of characters in familiar stories. Actively engage in group reading activities with purpose and understanding Identify the main topic and retell key details of a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Identify the front cover, back cover, and title page of a book. Identify the reasons an author gives to support points in a text. Identify basic similarities in and differences between two texts on the same topic 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. Demonstrate understanding of spoken words, syllables, and sounds Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. Follow words from left to right, top to bottom, and page by page. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. Read common high-frequency words by sight Read emergent-reader texts with purpose and understanding.

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Understand and use question words Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant- vowel-consonant, or CVC) words. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites Distinguish shades of meaning among verbs describing the same general action by acting out the meanings. 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. Demonstrate understanding of spoken words, syllables, and sounds Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words.

Imagine It Reading Program The use of literature, songs, and poems to focus on comprehension strategies integrated with phonics and conventions. Phonics-applying knowledge of letters and sounds to printed words Phonemic Awareness-listening to sounds Comprehension-actively thinking before, during, and after reading (making connections, visualizations, predictions, inferences) Sight Words- need to be able to recognize them quickly, not sound them out

Writer’s Workshop Mini lessons given to teach conventions of writing, child driven (children select topic, use invented spelling) . 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...). 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. 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,

Reader’s Workshop Differentiated instruction, small group work, guided reading groups Meet with the teacher Meet with teacher assistant Independent work Center work

Math: Describe and compare measurable attributes. Counting and Cardinality Know number names and the count sequence. Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 Count to tell the number of objects. Compare numbers and quantities Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Solve addition and subtraction word problems, and add and subtract within 10 Decompose numbers less than or equal to 10 into pairs in more than one way, For any number from 1 to 9, find the number that makes 10 when added to the given number Fluently add and subtract within 5. 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 (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) Analyze, compare, create, and compose shapes.

Science Understand the positions and motions of objects and organisms observed in the environment. Understand how objects are described based on their physical properties and how they are used. Classify objects by observable physical properties (including size, color, shape, texture, weight and flexibility). Compare the observable physical properties of different kinds of materials Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and beside. Give examples of different ways objects and organisms move Understand change and observable patterns of weather that occur from day to day and throughout the year. Infer that change is something that happens to many things in the environment based on observations made using one or more of their senses. Summarize daily weather conditions noting changes that occur from day to day and throughout the year. Compare weather patterns that occur from season to season Compare characteristics of animals that make them alike and different from other animals and nonliving things. Compare different types of the same animal Compare characteristics of living and nonliving things in terms of their: • Structure Growth Changes Movement Basic needs

Social Studies Explain how people change over time (self and others). Explain how seasons change over time. Understand change over time. Explain the impact of how life events bring change (a new sibling, moving to a new house, a new job, a new school, etc.) Use maps to locate places in the classroom, school and home. Use globes and maps to locate land and water features. Identify physical features (mountains, hills, rivers, lakes, roads, etc.). Use geographic representations and terms to describe Surroundings Identify locations in the classroom using positional words (near/far, left/right/above/beneath, etc.) Explain how people adapt to weather conditions. Interaction between humans and the environment. Explain ways people use environmental resources to meet basic needs and wants (shelter, food, clothing, etc.). 4Explain similarities in self and others. Explain the elements of culture (how people speak, how people dress, foods they eat,

Kindergarten Responsibilities Attendance: importance of being on time 3 tardies/3 unexcused absences = note home from office If your child is tardy you need to sign them in at the front office and walk them to class. Please be courteous of the class already in progress.   Behavior: We follow the school wide rules and use a positive reinforcement system (bucket filling, hawk feathers). Individual concerns are handled with notes or phone calls. This year we sent home a behavior matrix outlining our expectations for students. Homework: reinforcement of skills/objectives taught in class must be completed by child and guided by parent in notebook

Other: check folder nightly and return Friday folders wear appropriate footwear daily keep change of clothes in backpack or at school Daily snack Communication: weekly email, monthly newsletters, folder, notes/emails as needed, Twittter, Wiki page

Bucket Filling School wide character program In class we use the terms “filling my bucket” “dipping” “putting a lid on it” Class bucket Hawk feathers “Each of us has an invisible bucket. It is constantly emptied or filled, depending on what others say or do to us. When our bucket is full, we feel great. When it's empty, we feel awful. So we face a choice every moment of every day: We can fill one another's buckets, or we can dip from them. It's an important choice -- one that profoundly influences our relationships, productivity, health, and happiness.” http://strengths.gallup.com/114082/Theory-Dipper- Bucket.aspx

Parental Involvement Daily reading with/to your child Communication: monthly newsletters, class newsletters, emails/notes Volunteers: fill out forms on CMS Website and contact main office Class Wish list on weekly emails

Assessments Reading 3D (DIBELS) Anecdotal Notes Checklists CMS / State Assessments

Technology We use technology to research, learn, and create Smart TV iPad Computers *These are tools that the students use as well as the teachers