1. Welcome to Curriculum Night Shafer Kindergarten

2. Schedule Example

3. 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.

5. 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.

6. 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.
Explain that students will be working independently in Daily Five stations as you pull small guided reading groups.

7. Example of a Level A 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

8. 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

9. Example of a Level B 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

10. 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

11. Example of a Level C 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

12. 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

13. Example of a Level D Level D
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

14. Level D 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

15. 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.
Explain that their child may not be moving up as quickly as they think they should.

16. 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

17. 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

18. 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.

19. 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 is more than being able to recognize the number but it is being able to understand what that number represents. Same for addition. We go into depth with the number by composing and decomposing numbers.

20. 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.

21. 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.
We will be asking for volunteers to help with our science lab.

22. 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.
We will be asking for volunteers to help with our science lab.

23. Social Development
Children learn social skills through interaction with others.
Students are given time each day to develop their social skills.
First thing in the morning, 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.

24. Homework
Homework –. A “Knightly Reader” bag is sent home every Monday and should return on Friday. Please practice reading it with your child Monday-Thursday. Also practice sight words, letters, sounds and numbers as needed. A math calendar will come home along with math workbooks. The Math Homework is optional and does not need to be returned to the teacher.
Explain that the Knightly Reader will not begin right away.

25. Other Information: Daily folder- please initial and empty daily.
Snack – Please send only one healthy snack. No cookies, syrup, candy or chips. No nut products. No juice or snacks that require a spoon.
Water bottle – sport top, no twist lid, only water
Label child’s belongings – lunch box, water bottle, change of clothes, jackets, etc.
Behavior expectations-PBIS
Conference – Can be phone or person-sign up genius via
Money- place in envelope with child’s official first and last name, teacher name and use.

26. Shafer Elementary PBIS
Positive Behavior Interventions and Supports

27. #2 Clear Expectations #3 Monitor & Praise
#1 Relationships

29. Knightly Mentor Virtue Books
Kindness - K
Courage - 3rd
Honor - 1st
Respect - 2nd
Integrity - 4th
Loyalty - 5th
Knightly Mentor Virtue Books

30. Who passes out Silver Dollars? How much are they worth?
Substitute- $2
Teacher- $1
Administrator- $5
Bus Driver- $2
Please staple your child’s Silver Dollars in increments of $10.
The prize cart will come around every other Friday.

31. Other Information:
Change of transportation- Please try to keep it consistent. Here is an example of a note.

32. Change of Transportation
All changes of transportation must be completed
before 3:00 p.m.
Severe weather forms will be used to dismiss on days
severe weather is called. Biker/Walker parents please
do not go to front office.

33. Please consider volunteering!
We love our volunteers!
Please consider volunteering!