1. Welcome to Kindergarten Curriculum Night

2. A Kindergarten Day Morning Business – 25 minutes Language Arts –
P.E. – 30 minutes
Math – 60 minutes
Music – 30 minutes (3 days a week)
S.S., Sci., Health –
30 minutes
Art – 30 minutes (2 days per week)
Writing – 15 minutes
Quiet time –
Computer – 30 minutes (1 day per week)
Snack & activity – 15 minutes
Library – 30 minutes (1 day per week)
Free Choice – 30 minutes

3. Language Arts Sharing Literature
Big books and library books shared whole group
Models fluent reading behavior
Builds student’s vocabularies and concepts
Builds background knowledge by introducing children to new ideas and expanding on familiar concepts.
Exposes students to different text structures.
Phonemic Awareness
Understanding that spoken words are made of individual sounds.
Helps students learn to read and spell.
Examples: Phoneme isolation, phoneme identity, categorization, blending, segmentation, deletion, addition, substitution.
Word Blending
Word blending and word building are essential
Students are taught the process of blending individual sounds into words. Ex: VC (at) CVC (cat)

4. Writing “Brave” Spelling (also known as inventive spelling) Journaling
Concepts of Print
Modeled and in journaling
Using resources (environmental print)
Copying print
D’Nealian Print
Encouraging practice
Shared writing
Morning message and class stories
Introduction to various forms of writing
Letter writing
Stories
Expository

5. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

6. Stage 1

7. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

8. Stage 2

9. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

10. Stage 3

11. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

12. Stage 4

13. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

14. Stage 5

15. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

16. Stage 6

17. Examples of Developmental Writing
Stage 1 Drawing/Picture Writing: In the drawing and picture writing stage, children begin to express their thoughts and feelings, the pictures are usually unrecognizable.
Stage 2 Scribbling: At this stage, the child begins to draw somewhat recognizable shapes and may tell about the picture. The child may try to imitate writing, as well.
Stage 3 Random Letters: The child begins to print his or her own name and may put strings of letter with his/her picture. They may attempt to read the message, but it is probably still unrecognizable  
Stage 4 Semi-phonetic(Early Spelling) : The child begins to use some letters to match sounds, often using a beginning letter to represent the whole word. They may begin to use left to right progression, but letter reversals are still common.
Stage 5 Phonetic : At this stage, children begin to write words with beginning and ending sounds. They also begin to spell some high frequency words correctly. Vowels may be inserted into words, but usually aren’t the right ones.
Stage 6 Transitional Spelling : At this stage, children are writing words the way they sound. They are beginning to leave spaces between words and spell many high frequency words correctly. They use punctuation marks, sometimes correctly. They begin to write one or more sentences.
Stage 7 Conventional Spelling: At this level children spell most words correctly, though phonetic based spelling still comes into play when they must spell longer words.  They begin to use punctuation marks correctly and use capital and lower case letters in the correct places. .     Sources: Early Literacy Assessment   McGraw Hill Publishing, Kd Writing   Eileen G. Feidus and Isabel Cardonick, Wright Group Pub., Invitations   Reggie Routman, Heinemann Pub. 1995

18. Stage 7

19. “Practice makes progress”
Guided Reading
Children are grouped with students reading at about the same level and sharing similar instructional needs
These groups may change as the children progress
Children practice strategies with the teacher’s support leading to independent reading
Beginning Reading Strategies
These strategies are used throughout the primary grades to help children when they come to words they don’t know
Children are encouraged to use these strategies instead of relying on “sounding out”
“Practice makes progress”

20. Stations ABC and or Word Study – working with words and or letters
Drama – Creating a play with puppets (theatre)
Cutting out words from magazines, matching uppercase and or lowercase, finding words with certain letters in them, etc.
Writing Station – Writing in our journals, writing words around the room
Use fun pens and or pencils and or markers to write
Buddy Reading – silent reading
Write about a specific activity
Looking at pictures, reading with another students quietly
Pocket Chart – Using the pocket chart to perform a variety of activities
“Read the Room” finding words throughout the room and writing them down
Matching Rhyming Words together
Making Silly Sentences
Handwriting – different activities that we use to work on handwriting
Blocks – making a variety of different buildings with blocks
Blends
Math – working with numbers, patterns, etc.
Poetry – Finding letters and or words that we know in poems, circling uppercase and or lowercase letters
Puzzles and Games – putting together a puzzle or playing a learning game
Overhead – variety of different activities done on the overhead
Creation – Making things that revolve around a lesson
Make your own book
Word Searches
Make a picture that starts with a certain word
Drawing “detailed” pictures
Make a web
Finding letters
Housekeeping
Practice handwriting
Working with words/items that are related to food and kitchen items.
Listening – Listen to a book on tape and complete the follow-up activity
Taking orders, Working in a restaurant
Favorite Character
Setting
Writing the Title and Author
Writing about your favorite part

21. Mackeben Read–At–Home Program
It is important to read with your child every night-this includes your child reading to you and you reading to your child.
Reading at home is expected as part of their nightly homework routine-this reinforces skills your child has learned throughout the school day
Parents are responsible for writing the titles of the books read nightly in the child’s assignment notebook or on the monthly calendar. This will be used for proof of participation in our many read-at home incentive programs (Rush to Read, Ozzie Reading Club, Six Flags Great America, Pizza Hut Read it coupons and our monthly awards from our neighborhood businesses)
Remember to…
Sit side by side
Encourage use of strategies
Have child retell the story
Read story more than once
Ask questions about the story
"The power of the parent-child bond has a positive
effect on a child's attitude toward reading and his/her ability to read"

23. Math
Everyday Math
Contains hands-on activities that include games, whole group and small group activities.
Number recognition 0-100
Number writing 0-20
Symmetry
Shape Recognition
Coin Identification and value
Calendar (days of the week, months of the year)
One to one correspondence
Counting by 1’s, 5’s, and 10’s to 100.
Simple data collection and graphing.
Measurement
Telling time
Calculator Skills
Understanding equivalence (ex. 6 as 2+4, 5+1, 7-1)
Patterning
Math links contain reinforcement activities to be completed at home.

24. Science Life Science Living and Non-living Animals (Chicks) Plants
Physical Science
Matter (solid vs. liquid)
Movement
Earth Science
Earth and Sky
Weather
Caring for the Earth
Human Body
Five Senses
Growing and Changing
Healthy Habits and Dental Health

25. Social Studies, Science, Health
Beginning of the Year (1st half)
2nd Half of the Year
School Friends
Shelter
Different feelings about school.
Varieties of shelter, clothing, needs, etc.
Identify ways to get along with others.
Tools
Manners
Past vs. Present tools
Food Nutrition
Identify different types of tools and their uses.
Identify the needs for food.
Wishes
Food pyramid
Families
Needs vs. Wants
All families are different and ways families work together
Personal Goals
Places Near and Far
Holidays and Celebrations
Neighbors and or neighborhoods
Understand sequencing (months and seasons)
Hawaii Unit
Describe ways people celebrate holidays

26. Other Information PBIS
Themes (Apples, Chicks and or Farm, Gingerbread, 100th Day, Hawaii and or Oceans)
Field Trips
MAP testing
Homework
Scholastic Books

27. PBIS (Positive Behavior Intervention Program)
Purpose:
Create and maintain a safe learning environment where teachers can teach and students can learn.
Increase data-based decision making about behaviors and academic instruction and reinforcement across all school settings.
Mackeben has 3 broad expectations:
BE SAFE
BE RESPECTFUL
BE RESPONSIBLE
Expectations are posted throughout the building. Teachers will be re-teaching the expectations throughout the year.
Each classroom has a 3 step behavior management system.

28. Other Information PBIS
Themes (Apples, Chicks and or Farm, Gingerbread, 100th Day, Hawaii and or Oceans)
Field Trips
MAP testing
Homework
Scholastic Books

29. MAP testing (Measures of Academic Progress)
The MAP is a computer adaptive test that measures a student’s knowledge. Because it is adaptive, the test adjusts to the student’s skill level. As the student answers correctly, the questions become harder. If a student answers incorrectly, the questions become easier. The test will be administered to Kindergarteners in the fall, winter and spring. Because results come back to the district within a few days, the results will allow teachers to immediately target specific areas of instructional needs.

30. Other Information PBIS
Themes (Apples, Chicks and or Farm, Gingerbread, 100th Day, Hawaii and or Oceans)
Field Trips
MAP testing
Homework
Scholastic Books

31. Questions?