2. Kindergarten Reading During the 4th nine weeks we will focus on: Students understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students determine, locate and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

3. Helping Your Child to Read Things you can do with your child at home: Read everyday with your child!!! Locate known sight words in a book Ask questions about what you are reading, such as: How does this book make you feel? Describe the character or setting. Describe the characters feelings. What did you learn from the book?  Say a word and have your child tell you what sound they hear in the middle.

4. Kindergarten Writing During the 4 th nine weeks we will focus on: Students write literary text to express their ideas and feeling about real or imagined people, events, and ideas. Students will choose a topic, find information from various sources, and write about what they’ve learned.

5. How to Help Your Child Write Things you can do at home: After an outing have your child talk about how they felt, describe what they heard, describe what they saw and then have them write about it. Have your child write a poem and read it to you. When your child is writing, encourage him/her to spell words using what he/she knows about letters and write all known sounds, spaces, and punctuation. Play I Spy with your child using describing words. Keep paper and writing utensils readily available for your child to use.

6. Kindergarten Math Students are expected to: read and write the numerals 0-20 and use the written numerals 0-20 to represent the amount within a set. Students are expected to represent numerals with and without objects or pictures. Students use comparative language to describe the comparison of two numbers up to 20: greater, more, most, less, fewer, least, equal to. Students recognize that sets of objects can be joined together to make a larger group. Students will also understand that sets of objects can also be broken into smaller subsets and still remain the total amount. Students will model the action of counting, and/or acting out situations to determine sums up to ten and differences within ten in relation to word problems. Students use counting to solve the various problem types by acting out the situation with objects, fingers and/or drawings. Identify U.S. coins by name including penny, nickel, dime, and quarter. Students should be able to identify the above mentioned coins by front or back. Students understand that income is the money earned or received for goods or services.

7. How to Help Your Child in Math Things you can do at home:  Give your child plenty of opportunities to count  Play number games during everyday activities, such as counting the number of steps, the number of trucks you see while driving, or counting the number of items going in the laundry.  Read the calendar, and determine the number of days until an upcoming event.  Count the number of items you bought at the store.  Take an inventory of your pantry or fridge and have students help you make a list of what you need.  Name and count coins found around the house.  Dump out a piggy bank and students sort the coins  Have your child do chores around the house for money