A Walk Through the Kindergarten Curriculum

Kindergarten is READING

To build vocabulary, to know words and to use words.

To be introduced to books, learning to use them and love them.

Time for listening to stories read aloud and answering questions about the stories.

Time for being exposed to written words.Time to experience stories and charts Learning what can be said, written and

read.Learning to write using sound spelling

(invented spelling).

Kindergarten is WRITING

Learning to coordinate hand muscles with eye muscles.

Drawing pictures to illustrate their stories.

Learning to write one's name correctly, using a capital letter for the first letter and lower case letters for the rest of the name, using sight words in sentences, writing a story with a beginning, middle and end and writing with detail.

Using phonetic “invented” spelling to formulate words.

Kindergarten is MATHEMATICS

Building number concepts (addition, subtraction, fractions and number recognition).

Getting a feel for numbers by using connecting cubes, blocks and other materials .

Comparing sizes (measurement), quantities of numbers, recognizing shapes, colors and similarities/differences

Manipulating materials that give meaning to terms such as smaller and larger, over and under and equal to.

Creating and extending patterns using shapes or objects.

Estimating, collecting data and building graphs. Telling time by hour and half hour. Recognizing, identifying, counting penny, nickel,

dime, quarter and dollar bill.

Kindergarten Expectations What is expected of a

Kindergarten student by the end of the year?

Reading

Demonstrates Concepts of Print Demonstrates left to right page sequence Demonstrates awareness of text progression (left/right;

top/bottom). Demonstrates return sweep. Demonstrates awareness that print, not pictures

contain the message and that the message remains constant.

Indicates cover, title, title page, front and back of book. Indicates a letter, a word, a first letter, a last letter, an

upper case letter, a lower case letter and the space between words.

Demonstrates an awareness of the function of periods, question marks, exclamation points and quotation marks.

Reading

Demonstrates Alphabet Knowledge Identifies letters by name (upper and lower case) in random

order. Uses Reading Processes Effectively (Demonstrates

Phonemic Awareness). Recognizes that words are made up of a series of sounds. Recognizes rhyming patterns and rhyming sounds. Matches words with the same beginning sound/ending

sound. Identifies sounds heard at the beginning, middle or end of a

word. Blends individual sounds to form a word. Matches spoken sounds to letters in print. Makes meaningful predictions about text using word

patterns, phonics, language patterns and structures.

Reading

Constructs Meaning from a Variety of Text Predicts what a story is about using book title,

illustrations and other context clues. Predicts what might happen next in a story. Identifies beginning and ending of a story. Demonstrates awareness of story elements

(setting, characters, problem, sequence of events, and resolution).

Retells familiar stories and rhymes. Summarizes a story (tells what it is mostly about). Supports responses with information from the text. Recognizes high frequency words in context. Understands and follows simple directions.

Reading

Demonstrates Effective Reading Behaviors"Reads along" when being read a familiar

text. Reads books from memory or with picture

support daily. Reads and listens to text for a variety of

purposes (pleasure reading). Self-selects materials for reading and

listening. Participates in discussions and activities

related to text and across texts. Asks and answers questions about material

that has been read or heard.

Writing

Focuses on TopicStays focused on the topic when talking or

writing. Identifies and writes about a topic.Organizes IdeasDemonstrates ability to sequence events

during shared writing experiences.Supports Topic With DetailsDemonstrates ability to identify ideas

related to a topic during shared writing experiences.

Uses pictures to illustrate and support writing.

Writing

Uses Conventions (punctuation, capitalization, spelling, grammar).

Recognizes that oral language can be written. Writes from left to right and uses correct return sweep. Recognizes and puts spaces between words. Approximates words using more than one correct sound. Writes some familiar words correctly. Reproduces print seen in the environment.Organizes to Communicate in WritingWrites a sentence using spelling approximations. Contributes ideas during shared writing process

activities. Chooses to write in a variety of settings for a variety of

purposes.Writes with detail to extend the meaning of a story.

Math

Data Collection, Graphing, Statistics and Probability

Collects, classifies and organizes data. Builds graphs made from physical objects/pictures. Discusses/interprets graphs using mathematical

terms. Knows the likelihood of a given situation.Geometry and Spatial SenseUses informal geometric vocabulary to describe

physical objects and geometric figures. Associates names for common geometric figures with

real-world objects and drawings. Recognizes symmetry in the environment and uses

concrete materials to make symmetrical figures. Uses concrete objects to explore slides and turns.

Science

The Nature of Matter Knows that objects have many different observable properties:

(for example: colors, shapes, forms, textures, sizes and weights, positions and speeds).

Knows that matter exists in different states (solid, liquid, gas). Energy Knows the effects of sun and shade on the same object (for

example: crayons, ice and chocolate). Understands that a terrarium or an aquarium is a model of a

system. Force and Motion Understands that different things move at different speeds

(bicycle/motorcycle, car/plane, tortoise/hare). Knows the names of objects that roll, slide or fly. Processes that Shape the Earth Knows that the surface of the earth is composed of different

types of solid materials (for example: sand, pebbles, rocks, clumps of dirt).

Knows that life occurs on or near the surface of the Earth in land, water, and air.

Science

Earth and Space Knows that the sky looks different during the day than it does at

night. Knows that the position of the sun in the sky appears to change

during the day. Knows some of the objects seen in the night sky (for example: stars,

moon). Processes of Life Knows some of the basic needs of living things (for example: food,

water, space). Knows ways living things change and grow over time (for example:

seed to flowering plant, tadpole to frog). Knows that plants and animals are found in different kinds of

environments and are often hidden. Knows selected characteristics of plants and animals (for example:

shape, size and color). Knows names for animal offspring (for example: puppies, kittens,

cubs, calves, chicks, children). Knows that plants and animals live in different habitats.

Social Studies

Time, Continuity, and Change (History) Listens to, views and discusses stories, poems and other media about

people form other places and times. Has an awareness of the terms past, present and future. Listens to, views and discusses stories, poems and other media about

selected scientists and inventors. Listens to, views and discusses stories, poems and other media about

people and events surrounding commemorative holidays. Listens to, views and discusses stories, poems and other media about

selected American symbols (for example: bald eagle, American flag, Statute of Liberty).

People, Places, and Environments (Geography) Knows terms that describe relative location (for example, near, far,

up, own, left, right, in front of, behind, next to). Knows a map can represent a real place. Knows some landforms (for example: lake, mountain and ocean). Knows people live in different settings (for example: city, country,

farm and suburb).

Creating a Literate Home

30-50 books in your child's room. Read bedtime stories each night.Encourage your child to "pretend read“ books

back to you.Visit the library and check out books on a regular

basis. Let your child see you reading the newspaper,

magazines or books.Magnetic letters are available for building words

like mom, dad, love, dog, cat, fish, etc.Pencils, crayons, markers, paper and envelopes

are available to encourage writing. Praise your child's efforts at reading and writing.Display your child's work.

Fun ways to help your child learn their lettersShaving Cream - Use men’s shaving cream

(Don’t use Menthol). Spread it on a large surface such as a table. Let the child practice making letters in the cream.

Sand - Fill a large pan with sand. Give the child a stick and let him practice making letters in the sand.

Rainbow Letters - Choose a letter and write or paint it in five colors with markers or a paint box.

Letter Books - Staple some paper together. Find letters in magazines, cut them out and paste them in the book. Make one page for each letter of the alphabet.

More ideas…

Magnetic Letters - Get magnetic letters. Practice making words and naming the letters by sticking them on the refrigerator.

Alphabet Cereal - Name letters before you eat them or find every letter of the alphabet and glue them on a piece of paper.

Pipe Cleaners - Form the pipe cleaners into the shapes of letters.

Yarn - Practice making the yarn into letter shapes, glue them on cards. Use them as practice cards. Sometimes feeling the letter helps the child remember it.

More ideas…

Sandpaper Letters - Cut the letters out of sandpaper. Glue them on cards. Let the child feel the letters as he tries to name them.

Chalkboard - Get a small chalkboard and let the child write letters.

Marker Board - Get a small white marker board and let the child practice writing the letters with dry erase markers.

Closing Feel free to contact us with any additional

questions or concerns by email, a note or telephone.

We will have 2 conference nights (October 23rd and March 12th) to discuss your child’s progress.

Kindergarten will not receive report cards for academics the 1st nine weeks. Your child will only be graded on behavior during this time.

They will get a report card starting the 2nd nine weeks for academics and behavior. Please refer to the codes listed on the report card to read it correctly.

Progress alerts will go home (mid way through each grading period) in advance to let you know of your child’s progress before the report card.

Let’s have a great year inKindergarten!!!!!