1. JV Washam Elementary Kindergarten
Curriculum Night
JV Washam Elementary
Kindergarten

2. 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

3. 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

4. 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.

5. 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.

6. 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.

7. 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

8. 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,

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

10. 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 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.

11. 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

12. 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,

13. 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

14. 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 , monthly newsletters, folder, notes/ s as needed, Twittter, Wiki page

15. 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.”
Bucket.aspx

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

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

18. 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