Room 19 Kindergarten Curriculum Everyday Math Benchmark Literacy Heggerty: Phonemic Awareness Jolly Phonics Being A Writer Zaner-Bloser Handwriting Houghton Mifflin Social Studies Harcourt Science PBIS

Welcome to the wonderful world of learning in Room 19 !

Making Meaning - reading comprehension Retelling Visualizing Wondering/questioning Making connections explore Text Features Values: - responsibility - respect - caring - fairness - helpfulness Social skills: - talking and listening to one another - Speaking clearly - Sharing ideas - Respecting other’s ideas

Reading Concepts Sequence of events Use illustrations Story Details Classification Fantasy and Reality Make predictions Main idea Compare and Contrast Story Structure Summarization Cause and Effect Make Inferences

Phonemic Awareness Increasing Language Awareness Rhyming The understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds and blend and segment the sounds into spoken and written words. Phonemic awareness is an auditory training process. It does not involve print. It is not phonics. Increasing Language Awareness Rhyming Identifying Onsets Blending Identifying Final and Medial Phonemes Segmenting Substituting Phonemes Adding Phonemes Deleting Phonemes

Jolly Phonics: Parent Information Learning the Letter Sounds In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet sounds. For each sound there is an action which helps the children remember the sound the letter makes. As the letters are taught, the children will bring home a sound sheet, please practice them as mush as possible. The letters are not introduced in alphabetical order. The first group “s a t i p n” has been chosen because they make more simple three letter words than any other six letters. Sounds with more than one way of being written are first taught in one form only. For instance, the sound “ai” (rain) is on the Sound Sheet. The alternatives “a-e” (cake and “ay” (day) will be taught later. Blending Blending is a process of saying the sounds in a word and then running them together to make the word, IE- “c-a-t” is “cat.” It is a technique your child will need to learn, and it improves with practice. Some children take longer to do this than others. To start with, you should sound out the word and see if your child can hear it. The sounds must be said quickly to hear the word. It is easier if the first sound is said slightly louder, IE- “b-u-s.” Identifying Sounds in Words If your child is going to be able to write independently, she/he will need to be able to hear the sounds in words and to write the letters for those sounds. When all the sounds have been taught, we will begin our Homework Writing Book.. This will be an opportunity to practice writing words through dictation. Specific instructions will accompany these books. Sight Words Our student’s learn words from the Dolch Sight Word list. This is a list of words that are common words in the English language. These words need to be mastered to achieve reading fluency. Some words cannot be sounded out or spelled correctly by listening to the sounds in them. These are “tricky words!”

Jolly Phonics: Games The Pairs Game Other Activities This game is very useful for developing memory and reasoning, as well as learning the letter sounds. When each set of letter sounds has been taught, your child will bring home a sheet with two of each of the letters on it. To play, the individual letters are turned face down. The first player to start turns over a card and says the sound. Then they turn over another card and again say the sound. If the sounds are the same they keep the cards and take another turn. . If not, the cards are turned face down again, and it is another player’s turn. The person to get the most pairs is the winner. Other Activities Reading Words – The letters can be arranged to make simple regular words. The children blend the sounds and read the word. Building Words – This time the children are told a simple regular word, ie. Pig, pot, etc. They have to listen for the sounds, pick up the letters that make that sound and lay them in the correct order. Then they check if it is correct by blending the sounds and getting back to the original word. In the beginning help may be needed, but gradually they can do it by themselves!

Being A Writer Conventions-directionality, spacing, capitalization, punctuation Telling More – adding details Nonfiction Visualizing Poetry

Handwriting Kinesthetic Learner The goal of Zaner-Bloser Handwriting is to teach children to write legibly. Kinesthetic Learner (using playdough, shaving cream, Karate writing, chalk and dry erase boards) Auditory (verbalize the letter strokes) Visual (notice the entire letter (tall/short, fat/skinny), where does it touch the lines?)

Social Studies Units Unit 1: Families and Friends Groups, Leaders, and Rules Unit 2: A Big Wide World People, Places, and Jobs Unit 3: Long Ago and Today Change over Time Unit 4: Our Country, It’s a great Place! Symbols, Heroes, and Leaders

Science Units Weather and Seasons Water Magnetism Animals: Ocean and Farm Plants Transportation: Land, Air, and Water

General Information

Project 64 The goals of Project 64 include improving: Hand-eye coordination skills Fine motor skills Directionality skills Organization skills Self esteem Following directions Handwriting Drawing skills Attention span