Welcome To Kindergarten!

PLEASE LABEL E-V-E-R-Y-T-H-I-N-G.

Please also keep an extra set of pants, socks and underwear in your child’s backpack.

(The school nurse is not able to store extra clothing in her office.)

PLEASE SEND IN ONE, SMALL, HEALTHY SNACK AND ONE HEALTHY DRINK EACH DAY. SOME STUDENTS ARE STILL CONFUSED ABOUT LUNCH VS SNACK.

PLEASE PROVIDE STRAWS, NAPKINS, AND UTENSILS, IF THEY ARE NEEDED.

PLEASE SEND SNACK ITEMS THAT ARE EASILY OPENED BY YOUR CHILD. PUDDING CUPS, JUICE POUCHES AND SMALL FRUIT CUPS ARE ESPECIALLY DIFFICULT FOR MOST YOUNG CHILDREN TO MANAGE, INDEPENDENTLY.

THE BOARD OF EDUCATION WELLNESS POLICY:Healthful party menus and nonfood alternatives for celebrations will be

encouraged.

Healthful snacks in appropriate portions will be encouraged. Students and staff will be encouraged to wash their hands prior to mealtime.

SNACK

Healthy Snack Ideas:

"We can make a commitment to promote vegetables and fruits and whole grains on every part of every menu. We can make portion sizes smaller and emphasize quality over quantity. And we can help create a culture — imagine this — where our kids ask for healthy options instead of resisting them.“ Michelle Obama

HAPPY BIRTHDAY!

WE HAVE 19 STUDENTS IN OUR CLASS.

THERE IS A STUDENT WHO HAS THE FOLLOWING FOOD ALLERGY: HIGH FRUCTOSE CORN SYRUP OR ANY CORN PRODUCT

IF YOU HAVE A CHILD WITH FOOD ALLERGIES. PLEASE CONSIDER SENDING AN ALTERNATE SNACK FOR PARTIES.

THE BOARD OF EDUCATION WELLNESS POLICY:

Students will be discouraged from sharing their foods and/or beverages with one another during meal or snack times, given concerns with

allergies and/or other restrictions on some children’s diets.

OUR SCHEDULE: KINDERGARTEN

SCHEDULE

MRS. JACKSON /WAPPING

8:25-8:45 *ARRIVAL/CENTERS Wash Hands/Return Folders/Play Based Centers/Pledge/Silent Meditation

8:45-9:15 COMMUNITY CIRCLE/LITERACY/MATH

ROUTINES

Attendance/Math Routines/Oral Language/Phonics/Phonological Awareness/Phonics/High Frequency Words

9:15-9:30 BRAIN BREAK/WARMUP SmartBoard Activity and Lessons (Math/Literacy)

9:30-10:15 LITERACY BLOCK Read Aloud/Shared ReadingMini Lesson Guided ReadingWord WorkIndependent ReadingLiteracy CenterShare Time, When Time Allows

10:15-10:45 WRITER’S WORKSHOP Modeled or Interactive Writing/Shared Writing/Independent Writing

10:45-11:00 HANDWRITING Handwriting Without Tears/First Strides/StoryTown

11:00-11:15 BATHROOM/WASH HANDS

11:20-11:50 LUNCH

11:50-12:20 RECESS Recess Duty- M and T

12:25-12:40 QUIET TIME SmartBoard Storybook or Music

12:40-1:35 MATH WORKSHOP Mini LessonExplorations/Math WorkbookSmall Group Instruction (Jan.-June)Math Congress/Share TimeMath Center

1:35-1:50 SNACK/RECESS OR CENTERS

Play Based Centers

1:55-2:35 SPECIAL Monday-PE, Tuesday-ART, Wednesday-PE, Thursday-LIBRARY, Friday-MUSIC

2:35-3:05 SCIENCE/SOCIAL STUDIES

Literature Based Lessons or Second Step

3:05-3:20 *DISMISSAL Clean Up, Check Mailboxes, Pack Up, Review the Day

AM SCHEDULE

Monday: PE with Mrs. Fox Tuesday: Art with Mrs. Critton Wednesday: PE with Mrs. FoxThursday: Library with Mrs. MullenFriday: Music with Mrs. Francolino

For PE, please be sure that your child has or wears sneakers.

For library, I would suggest that you place your child’s book in a Zip-Lock, bag with your child’s name on it. This will protect the book from any spills while in the backpack.

For Art, Please send in an over-sized, tee shirt. Smocks will be stored in your child’s backpack.

SPECIALS

“\\

“This best-selling, 32-page picture book encourages positive behavior as children see how very easy and rewarding it is to express kindness, appreciation, and love on a daily basis.” McCloud

“This guide provides practical methods for eliminating disruptive behavior and encouraging productive work habits.” Phelan Ph.D.

“This book helps to develop a caring environment as the foundation for growth and learning.” Gibbs

WHAT IS BUCKET FILLING, 1-2-3 MAGIC AND TRIBES?SCHOOL PRACTICES FOR ENCOURAGING POSITIVE BEHAVIOR.

THE FOUR AGREEMENTS/PROCESSING SHEETS:

MY BEST TEACHERS:

Jake 19 Josh 17 Isabella 8

GRADE K OVERVIEW LANGUAGE ARTS CURRICULUM(Interpreted by Shari Jackson)

For more details, please visit :http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Reading: Literature•Key Ideas and Details (character, setting, events, retelling)•Integration of Knowledge and Ideas (illustrations, compare and contrast familiar stories)•Craft and Structure (author, illustrator, unknown words, common types of texts such as stories or poems)•Range of Knowledge and Level of Text Complexity (engage in reading with purpose and understanding)

Reading: Informational Text•Key Ideas and Details (answer questions, main idea, retell, connection)•Craft and Structure (unknown words, front cover, back cover, title page, author, illustrator)•Integration of Knowledge and Ideas (relationship between illustrations and text-person, place, thing, supportive information, compare two texts on the same topic)•Range of Knowledge and Level of Text Complexity (engage in reading with purpose and understanding)

Reading: Foundational Skills•Print Concepts (top/bottom, left/right, page by page, concept of word, letter recognition) •Phonological Awareness (rhyme, syllables, onset and rime, isolate initial/medial/final consonants, substitute initial sounds)•Phonics and Word Recognition (primary consonant letter sounds, long and short vowels, high frequency words, differences and similarities in words)•Fluency (read emergent readers with purpose and understanding)

Writing:•Text Types and Purposes (write/draw: an opinion, an informative text and a narration including a reaction) •Production and Distribution of Writing (add details to strengthen writing, collaborate with peers to publish writing)•Research to Build and Present Knowledge (author study/express opinions, recall or gather information to answer a question)

Speaking & Listening:•Comprehension and Collaboration (listen to others; take turns speaking through multiple exchanges; ask questions about key details, for clarification or to seek help; describe familiar people, places, things and events; add drawings to add detail; express thoughts, feelings and ideas clearly)

Language: •Conventions of Standard English (print upper and lowercase letters, use frequently occurring nouns and verbs, add /s/ and /es/, use question words, use prepositions, use complete sentences, use and name punctuation, use capitalization such as in the word I or at the beginning of a sentence, write letters for short vowel sounds, spell phonetically)•Vocabulary Acquisition and Use (unknown word meanings; multiple meanings, use -ed, -s, re-, un-, pre-, -ful, -less; sort/categorize common objects; verb antonyms; real life connections to words and their use – e.g. colorful things at school; describe and act out word meanings – walk, march, strut, prance; use new words learned through school experiences)

GRADE K OVERVIEW LANGUAGE ARTS CURRICULUM

PHONOLOGICAL AWARENESS

Created by: Mrs. Colwell McKinney-TX

Research consistently finds phonological/phonemic awareness a key predictor of reading success.

Houghton Mifflin Alpahfriends

•Decoding symbols is just a part of reading. Reading is also deriving and constructing meaning. As we learn to read, we become more automatic and we begin to think more clearly about the meaning. Both decoding and comprehension are important.

•You can build comprehension by encouraging your child to retell important story events from beginning, middle and end. Try to help you child to become more and more independent with this skill.

•Please encourage your child to point to each word, as he/she reads. Tracking or one-to-one matching helps to eliminate the possibility of adding or deleting words.

•Please help your child to notice and correct errors as he/she reads (Does that sound right?).

•Please read with your child, every day, for 15 minutes. Books on tape/CD can be a great substitute for busy evenings. There has been a great deal of research regarding the power of reading with your child. This is the most important thing you can do.

READING

From:http://finallyinfirst.blogspot.com/

READING COMPREHENISONAs you read with your child, please consider asking a few of the following questions before during and after. These are questions that good readers begin to ask themselves. This verbal processing will strengthen comprehension.

BEFORE:What do you think this story will be about? How do you know? Can you tell me what is happening in each picture?

DURING:What do you think will happen next? Why do you think that? Why do you think the character did that? What would you do? Can you picture this part in your mind? Who are the characters in this story?What is the setting or main place where the story happens?

AFTER: What did this book make you think about or remind you of (life experience/another book)?What was you favorite part of the book? Why? What was the problem in this story? How was the problem solved? Can you retell the story? How does the story begin? What happens in the middle? What happens at the end? What lesson did you learn from this book? How did this book make you feel? Did you like this book? Why? Why not?

SOUTH WINDSOR PUBLIC SCHOOLS KINDERGARTEN HIGH FREQUENCY WORDSPlease practice these at home.

a am and are as at

can come for go have he

his I in is it like

look my of on said see

that the they this to was

we with you be from

• The first 12 words make up 25% of those we read and write. • The first 100 words make up 50% of those we read and write.• The first 300 words make up 75% of those we read and write.

Here are some fun ways to practice high frequency/sight words at home. These ideas and more can be found on http: //pinterest.com/

SCHOLASTIC BOOK CLUBS: A GREAT PLACE TO FIND LEVELED BOOKS

Each set of 6 is about 19.99 (levels 1-4 or A-D).

StoryTown“Program authors Dr. Isabel Beck and Dr. Margaret McKeown create a rich verbal environment through carefully selected words, student-friendly explanations, and meaningful learning activities.”

Houghton Mifflin Harcourt

Characteristics of Texts at Level A: Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported by pictures One line of text on each page Familiar, easy content Repeating language patterns (3‐6 words per page) Short, predictable sentences Almost all vocabulary familiar to children – strongly sight‐word based

Characteristics of Early Emergent Readers (Reading at Level A): Just beginning to learn how print works Just beginning to learn the alphabetic principle – the relationship between letters and sounds Learning to use 1‐1 matching Learning to follow text from left to right Differentiating between print and pictures Beginning to notice each letter’s distinct features Learning some easy, high‐frequency words

FOUNTAS AND PINNELL BENCHMARK ASSESSMENT

FOUNTAS AND PINNELL BENCHMARK ASSESSMENT

Characteristics of Texts at Level B: Simple factual texts, animal fantasy and realistic fiction Simple, one‐dimensional characters Picture books Text and concepts highly supported by pictures Two or more lines of text on each page Repeating language patterns (3‐7 words per page) Very familiar themes and ideas Short, predictable sentences Almost all vocabulary familiar to children – strongly sight‐word based

Characteristics of Early Emergent Readers (Reading at Level B): Recognize and apply repeating language patterns Stronger awareness of left‐to‐right directionality Stronger awareness of 1‐1 matching Learning concept of return sweep (moving from one line of text to the next) Able to distinguish and identify more letters according to their distinct features Developing stronger understanding of the connection between sounds and letters Expanding their core of easy, high‐frequency words

FOUNTAS AND PINNELL BENCHMARK ASSESSMENT

Characteristics of Texts at Level C: Simple factual texts, animal fantasy and realistic fiction Picture books Amusing one‐dimensional characters Familiar, easy content Introduction of dialogue (assigned by said in most cases) Many sentences with prepositional phrases and adjectives Almost all vocabulary familiar to children – greater range of high‐frequency words Some simple contractions and possessives (words with apostrophes) Two to five lines of text on each page Some bolded words Some ellipses, commas, quotation marks, question marks, and exclamation points

Characteristics of Early Emergent Readers (Reading at Level C): Begin to move smoothly across the printed page when reading Begin to use some expression when reading Eyes are taking over the process of matching the spoken word to the printed word (removal of finger tracking) Developing phrased reading Noticing dialogue and punctuation and reflecting this with the voice Developing a larger core of high‐frequency words Consistently monitoring reading and cross‐checking one source of information against another; self‐correcting

FOUNTAS AND PINNELL BENCHMARK ASSESSMENT

Characteristics of Texts at Level D: Simple factual texts, animal fantasy and realistic fiction Picture books Amusing one‐dimensional characters Familiar, easy content, themes, and ideas Simple dialogue (some split dialogue) Many sentences with prepositional phrases and adjectives Some longer sentences (some with more than six words) Some simple contractions and possessives (words with apostrophes) Two to six lines of text on each page Some sentences turn over to the next line Some words with –s and –ing endings Fewer repetitive language patterns

Characteristics of Early Emergent Readers (Reading at Level D): Eyes can track print over two to six lines per page Can process texts with fewer repeating language patterns Voice‐print match is smooth and automatic; finger pointing is rarely needed, if ever Notices and uses a range of punctuation and read dialogue, reflecting the meaning through phrasing Can solve many regular two‐syllable words, usually with inflectional endings (‐ing). Consistently monitors reading and cross‐checks one source of information against another; self corrects

Words Their Way: Word Study for Phonics, Vocabulary and Spelling

joyofkindergarten.blogspot.com

“Words Their Way’s developmentally-driven and hands-on instructional approach in word study, providing a practical way to study words with students.” Pearson

GRADE K MATH OVERVIEW for more details please visit: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Counting and Cardinality• Know number names and the count sequence (count to 100 by 1’s and 10’s,write numbers from 0-20)• Count to tell the number of objects.• Compare numbers (greater than, less than, equal to; written numbers 1-10)Operations and Algebraic Thinking• Understand addition as putting together andadding to (within 10), and understand subtraction astaking apart and taking from (within 5).Number and Operations in Base Ten• Work with numbers 11–19 to gain foundationsfor place value (tens and ones).Measurement and Data• Describe and compare measurable attributes (more/less; taller/shorter).• Classify objects and count the number ofobjects in categories.Geometry• Identify and describe shapes (circle, square, triangle, rectangle, hexagon, cone, cylinder, sphere, cube)• Analyze, compare, create, and composeshapes.

“Investigations is a complete K-5 mathematics curriculum, developed at TERC in Cambridge, Massachusetts. It is designed to help all children understand fundamental ideas of number and operations, geometry, data, measurement and early algebra.” TERC

EACH LESSON PROVIDES:

FOCUS POINTSAN ACTIVITYA DISCUSSIONA MATH WORKSHOPA FOLLOW UPCLASSROOM ROUTINES

DREAMBOX

•Over 1,200 lessons, with millions of paths through the curriculum

•Adaptive: lessons, hints, level of difficulty, pace, sequence, and much more are adapted for each student

•Virtual manipulatives help students solve problems multiple ways

•Standards: Aligned with the Common Core State Standards

Handwriting Without Tears App available for I-Pad 2 or higher

Wet Dry Try

“The HWT kindergarten program incorporates hands-on activities and good handwriting habits to develop strong writers.” Olsen

POEMS FOR FORMING NUMERALS 1. A straight line down is so much fun - that's the way to make a one. 2. Around and back on a railroad track. Toot - Toot - Two ! 3. Around a tree, around a tree, that's the way to make a three. 4. Down and over and down some more. That's the way to make a four. 5. Down, around, put a hat on top! 6. Roll a loop and make a hoop, six, six, six. 7. Across the sky and down from Heaven, that's the way you make a seven. 8. Make an 'S' but do not wait. Slide back up and make an eight. 9. A circle first and then a line - that's the way to make nine!

Email:sjackson@swindsor.k12.ct.us

Phone: 860-648-5010 (EXT. 1955)

Volunteers

Questions ???

Please collect materials.

Session Two Begins at 7:15. Thank you for coming!