Kindergarten Curriculum Meeting

HomeworkPackets sent home on Mondays & Due on Fridays

**This homework is designed to be done each night for 15-20 min. Please do not wait till Thursday to complete a week’s worth of homework!

No need to send it in any other days betweenLEAVE EVERYTHING IN THE FOLDER AT ALL TIMES!

WHY do we do homework??For reinforcement of skillsTo lay a foundation for homework practicesTo show parents the type of work we are doing in class

NEATNESS COUNTS!Your child is expected to complete homework with

the SAME degree of quality as is expected in class. Allowing your child to complete homework carelessly sends the

message that homework is less valuable than

schoolwork.

Homework is graded! In order to get a Satisfactory, your child must have: completed all of the assignment, turned it in on time, assignment must be your child’s own work, and must have been done correctly and neatly!

Book and Print Awareness 

*Assesses a child’s knowledge about print and how written language is used by readers and writers. These concepts are necessary foundation concepts to help children become independent readers and writers. *Book and Print Awareness concepts are inside your child’s homework envelope. After reading, the parent should orally discuss each of the concepts using the book previously read.

 

 High Frequency (Popcorn) Word Recognition

 These are words that good readers need to instantly recognize without prompting. Many of these words do not sound as the spelling might suggest so sounding them out is unproductive and loses time that the child needs to read fluently – which also affects the child’s ability to understand what he/she has read. Ex: My dog will sit on the fence. The only word that might present a challenge in this sentence is fence. The child should be encouraged to look at the rest of the words in the sentence to see what makes sense ,(using context clues) and use picture clues from the illustration on the page.

Reading 3DLetter Naming- 60 second assessment requiring the student to name as many letters as quickly as he/she can. This shows clear mastery in letter recognition.

First Sound Fluency- A timed assessment testing the ability of the student to decipher the first sound in any word. This test is not asking for the letter, it is wanting the child to produce the sound they heard first. For example in the word “cold” the first sound is /k/.

Phoneme Segmentation Fluency- A timed assessment that is expanding the first sound fluency test. A word will be said and the student must separate each sound in the word. We call it “pinching the sounds” of a word. For example if the word was coat, the child should say /k/ /o/ /t/.

Nonsense Word Fluency- A timed assessment that uses make believe words to determine if the student understands alphabetic principals and basic phonics to blend sounds together to read the word. For example the student would see the word qap and have to read it as “kwap”.

Reading (TRC)• Your child will be asked to read a leveled

text.

• Your child will need to read all words by themselves, with NO coaching. They must use their knowledge of High Frequency words, decoding skills, and their picture/text cues.

• After reading your child will be asked to RETELL the story.

• When retelling the story, your child will need to know specific details, sequential events, and be able to do this without coaching.

• The retell is the part of the assessment that shows the student's comprehension of the text

1. Recalling Words- knowing high frequency words, decoding words, fluency**Make sure your child is using picture cues or text cues to help with this part of reading

2. Comprehension- This is the part of reading that most children have the most difficulty with. When children transition from learning to read to reading to learn, most students struggle because their comprehension skills are lacking.

Always Remember that reading is composed of two parts…

Ways to help your child comprehend text…

• You can help your child by having them make connections. Connections are when your child relates the story to him/herself or another book.

EX. Connection to the Three Little Pigs: I had to work hard on learning my kindergarten words. My brother got to play, but I had to study hard! But then on my writing assessment I spelled all my words correctly.

• Another way to help your child with comprehension is to enable them to make inferences. This is when your child draws conclusions from the text.

EX. The last pig did not get to play and had to work hard, but his house was the strongest. You do better when you work hard!

• Predictions also aide comprehension skills. Not only should you ask your child to predict what the book will be about, but in the middle of the book stop and ask what they think will happen next.

Tracking

Math

The “Big Ideas” Begin in Kindergarten!

• Counting and Cardinality• Operations and Algebraic Thinking• Number and Operations in Base Ten•Measurement and Data• Geometry

Counting and Cardinality• Know number names and the counting sequenceo Students will count to 20o Students will count forward beginning from any given

numbero Students will write numbers 0-20 and match sets of

0-20 objects to the correct number

• Count to tell the number of objects

o Students will understand one-to-one correspondenceo Students will understand that the last object counted is

how many are in the set

• Compare numberso Students will identify whether the number of objects in one

group is greater than, less than, or equal to the objects in another group by using matching and counting strategies

Operations and Algebraic Thinking• Understand addition as putting together and

adding to, and understand subtraction as taking apart and taking from

o Students will DECOMPOSE numbers less than or equal to 10 into pairs in more that one way and record each decomposition by a drawing or equation

o For any number from 1-9, students will find the number that makes 10 when added to the given number and record the answer with a drawing or equation

Number Bonds

Ten Frames

Number and Operations in Base Ten

• Work with numbers 11-19 to gain foundations for

place valueoStudents will COMPOSE and DECOMPOSE

numbers from 11-19 into tens and ones

Measurement and Data• Describe and compare measurable attributeso Students will describe measurable attributes of

objects, such as height, length, weight, depth, etc.

o Students will directly compare 2 objects with a measureable attribute in common to see which object has “more of” and “less of” the attribute and describe the difference

• Classify objects and count the number of objects in each categoryo Students will classify objects into categories, count

the number of objects in each category, and sort the categories by count

Geometry• Identify and describe shapeso Students will identify and describe objects in the

environment using names of shapes and describe the relative positions of these objects using positional terms such as above, below, beside, in front of, behind, and next to

2-D Shapes 3-D Shapes

circle

square

rectangle

trianglehexagon

sphere cube

cylinder cone

Science

• Forces and Motion• Positions and Motions of objects and organisms

• Matter: Properties and Change• Physical Properties (size, color, shape, etc.)

• Earth Systems, Structures, and Processes• Patterns of Weather

• Structures and Functions of Living Organisms• Similarities and Differences of animals• Comparing living and non-living things

Social Studies• Civics and Government: Roles of a Citizen• Fair Play and Rules

• History• Change over Time (people, weather, seasons)

• Geography and Environmental Literacy• Maps and Globes• Interaction between humans and environment

• Economics and Financial Literacy• Needs/Wants

•Culture• Similarities/Differences• Elements of Culture

Science/Social Studies Standards: http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/k-2.pdf

Math Standards: http://www.corestandards.org/Math/

ELA Standards: http://www.corestandards.org/ELA-Literacy/

Links to Kindergarten Curriculum