Saluda Primary SchoolSaluda Primary School

101 2013-2014 School Year “When I Grow Up” Principal: Lori Corley

School Counselor: Melissa StoverInstructional Coach: Charlene Herlong

School Secretary: Rosa Sierra & Susan VanceESOL: Mayra Garcia

Our PurposeOur Purpose

Better prepare students and parents for school

Expectations for children first entering school

A day in the life of a Kindergarten student

Needed information to help children learn

Mission, Vision, Values and Mission, Vision, Values and BeliefsBeliefs

At Saluda Primary School, our vision is to nurture thinkers and leaders.

Saluda Primary School Values/Beliefs:•Maximum learning is attained in an orderly and safe environment.

•A successful school involves communication and cooperation of teachers, students, parents, and the community.

•Every child and teacher has the right to be respected. •A positive school environment challenges each child to be a confident

productive citizen.•Children have the right to learn without being hindered by others.

•Students are taught to be responsible for their actions.•Children respond to learning through various learning styles.

•Students need technical and computer knowledge in order to be productive in the future.

Saluda Primary School Saluda Primary School PledgePledge

I come to school to learn and I will learn. With these hands, with this heart, with this mind, I can do

anything!

Getting Your Child ReadyGetting Your Child ReadyBeware of School Phobia(Sick from tension, physical complaints, fear of

leaving parents)

What can you do?Teach them their first and last nameKeep routinesTell your child they are safeSpeak to your school counselor if it becomes a

major problemWe know and understand that this is your baby

Before the First DayBefore the First DayPut your child’s

name on their book bag, lunchbox and other personal items

Do a practice walk to the bus stop

Talk about good behavior on the bus

Establish a schedule (bath, bed, wake-up)

Teach responsibility for behavior

● Plan a separation routine● Discuss fears or questions● Review the school day routine● Wake-up early on the first day● Eat breakfast● Review drop-off & pick-up procedures● Arrive on time and leave promptly ●Teach responsibility at school and other public places

AA Day in the Life of a 5K Day in the Life of a 5K StudentStudent

7:50-8:00(10min)

Arrival /Announcements

8:00-8:05(5min)

Morning Announcements

8:05-8:20(15min)

Calendar

8:50-9:00(10min)

Introduce/Review Literacy Centers

9:00-9:25(25min)

Guided Reading 1/Task Centers

9:25-9:50(25min)

Guided Reading 2/Task Centers

9:50-10:15(25min)

Guided Reading 3/Task Centers

10:15-10:40(25min)

Guided Reading 4/Task Centers

10:40-10:54(14min)

Prepare for lunch

10:54-11:19(25min)

Lunch

11:19-11:40(21min)

Mini Lesson/Read Aloud/Zoo Phonics/Bathroom

11:40-12:25(45 min)

Math/Problem Solving

12:25-1:10(45min)

Related Arts

1:10-1:50(40min)

WFTB Modeling/Writing

1:50-2:10(20min)

Recess/Bathroom/Water/Pack up

2:10-2:40(20min)

2:40-2:5010 min

Developmental Centers

Class Meeting /Dismissal

Incentive and Prevention Incentive and Prevention ProgramsProgramsRoving Researcher Caught Being GoodOlweus Bullying PreventionClassroom Behavior “Color” System◦Students move up or down in color based on their behavior each day in class.

Beginning Assessment Beginning Assessment Letter Identification – letter, sound,

wordWriting VocabularyConcepts About PrintMath Concepts

How is an Observation Survey used?*strengths and weaknesses,

*what students need to be taught,

*how instruction can meet the needs of our students.

Common Core Reading Common Core Reading StandardsStandards

4 over arching “Big” ideas for Reading

◦Key Ideas and Details◦Craft and Structure◦Integration of Knowledge and Ideas◦Range of Reading and Level of Text

Complexity

Common Core Reading StandardsCommon Core Reading StandardsKey Ideas and Details:With prompting and support, ask and answer questions about key details in a text.With prompting and support, retell familiar stories, including key details.With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure:Ask and answer questions about unknown words in a text.Recognize common types of texts (e.g., storybooks, poems).With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas:With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity:Actively engage in group reading activities with purpose and understanding.

What will Kindergarteners be What will Kindergarteners be reading?reading?Informational text◦ Non-fiction◦ Magazines,

articles◦ Environmental

print◦ How-To books

•Literary Texto Fictiono Storybookso Poems

Foundational SkillsFoundational SkillsPrint ConceptsPhonological AwarenessPhonics and Word RecognitionFluency

Other Literacy StandardsWritingListening and SpeakingLanguage

How can you help your child?How can you help your child? Talk to your child Say silly tongue twisters Read it and experience it Use your child's name Play with puppets Trace and say letters Write it down Play sound games Read it again and again Talk about letters and sounds Take a “picture walk” through a book to discuss what

is happening before reading the words. Help children understand 1:1

correspondence/directionality by pointing to words as you read them.

Fluency required to be Fluency required to be ready to move to the next ready to move to the next grade.grade.

Kindergarten Common Core Kindergarten Common Core Standards for MathematicsStandards for Mathematics

Grade K Overview Counting and Cardinality

◦ Know number names and the count sequence.◦ Count to tell the number of objects.◦ Compare numbers.

Operations and Algebraic Thinking◦ Understand addition as putting together and adding to, and

understand subtraction as taking apart and taking from. Number and Operations in Base Ten

◦ Work with numbers 11-19 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.◦ Analyze, compare, create, and compose shapes.

8 Standards for8 Standards for Mathematical Practice Mathematical Practice1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Kindergarten Critical Areas: (1) representing and comparing whole numbers, initially with

sets of objects;

(2) describing shapes and space

Examples of KindergartenExamples of Kindergarten Word Problems Word Problems

Addition

Three red apples and three

green apples are on the table.

How many apples are on the

table?

SubtractionMom has ten apples. She gives

one to Mary Ann. How many

apples are left?

Helping your child Helping your child learn outside of schoollearn outside of school1. Use everyday objects to allow your child to count and group a collection of objects.

2. Encourage your child to construct numbers in multiple ways.

3. Have your child create story problems to represent addition and subtraction of small numbers

4. Persevere 5. Praise

When I Grow UP... 

Building a Foundation for College

and Career Ready

Citizens