1. Welcome to Curriculum Night Shafer Kindergarten

2. 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.

4. 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.

5. 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.

6. Example of a Level A

7. 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. Example of a Level B

9. 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. Example of a Level C

11. 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. Example of a Level D

13. 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. 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.

15. Writing Students will be introduced to a variety of genres throughout the year. 1st Grading Period – Personal Narrative Writing 2 nd Grading Period –Writing for Readers 3 rd Grading Period – Pattern Books 4 th Grading Period – Expository Writing

16. 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

17. 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.

18. 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

19. 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.

20. 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.

21. 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.

22. Social Development Children learn social skills through interaction with others. Students are given time each day to develop their social skills. At the end of each day 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.

23. Homework Homework –At this time homework suggestions will be addressed in the weekly newsletter. Please read with your child every night, practice sight words, letter names, letter sounds, writing their name correctly, writing and recognizing numbers 0-20, practice cutting and gluing. A “Knightly Reader” bag will also be sent home with instructions about reading with your child at home at a later date.

24. Schedule Example

25. Other Information: Daily folder Snack – Please send only one healthy snack. No cookies, candy or chips. No nut products. Water bottle – sport top, no twist lid, only water Label child’s belongings – lunch box, water bottle, change of clothes, jackets, etc. Behavior expectations Conference – sign up genius via email Change of transportation Money- place in envelope with child’s official first and last name, teacher name and use.