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Community Christian SchoolYearly Curriculum OutlineSection 502 – JK/SK Year B______________________________________________________________________________________________________________________

Community Christian School Kindergarten Program

The Kindergarten student at Community Christian School: learns about people, plants, animals, and things in our Father's world experiences art, music, and physical activities practices many new skills and concepts learns to interact with others in a Christian manner develops his or her talents to praise God and serve others is taught to know God's word is encouraged to enjoy God's love

A thematic unit approach is used in the CCS Kindergarten program. The themes are largely based on the calendar year as well as on student interests. Included in the curriculum are introductory activities, conversational content, language arts, mathematics, art and art appreciation, music, poetry, fingerplays, movement games, handwriting, incidental French, and stories.

Separate curriculum strands are taught in Bible, Math, Handwriting, and Language Arts so that these vital areas will be covered on their own as well as being reinforced by the theme studies.

JUNIOR KINDERGARTENThe junior kindergarten program will be based more on activity learning, keeping in mind the developmental characteristics of children at this age. Skills learned will be more of a social nature, such as sitting in a circle, sharing, and playing together. They will be introduced to skills and activities involving drawing, cutting, gluing, counting and some printing. Development and experimentation with a variety of media will be encouraged.

SENIOR KINDERGARTENThe Senior Kindergarten program includes all of the above activities along with more challenging work based on a common theme. Senior students also experience a more concentrated study of numbers, letters, phonemic awareness, and printing including the limited use of worksheets - only as necessary.

___________________________________________Community Christian School Curriculum Handbook

Section 500 – Yearly Curriculum Outlines


Kindergarten Assessment and Evaluation

Each kindergarten student should be encouraged to become all that God has created him or her to be. Assessment is an integral part of the type of training which consistently and lovingly guides and redirects the student in the Christian Kindergarten classroom.

“Assessment” is the gathering of information through observable evidence of what a child can do, say and apply. “Evaluation” involves judging and interpreting the assessment data to determine the child’s progress in achieving the overall learning expectations.

Assessment is the key to effective teaching and is the starting point for instruction in the Kindergarten program. It plays an important role in planning instruction, guiding the student’s next steps, and evaluating progress and achievement. Teachers need to continually observe, monitor, document and assess children’s learning and regularly report on children’s progress toward the achievement of the Kindergarten expectations to parents and to the children themselves.

Assessment strategies should encourage children to show what they know and can do. Therefore, observation is the most important aspect of assessment in the Kindergarten classroom and should be an integral part of all other assessment strategies. Assessment tools used at CCS include recorded anecdotal comments, informal teacher observation, checklists for specific learning skills, checklists for group activities, and ongoing observation and feedback on daily performance. Assessment activities include one-on-one assessment with the teacher, class participation, group participation, class discussion, individual oral assessment, individual written assessment, role-play, journal, skill demonstration, and drawing a picture.

The Kindergarten report card uses two mark descriptors in order to provide a positive approach to how we evaluate students at this emergent level of their formal education: “M” means the student is meeting expectations set out in the Kindergarten Resource Manual and is at or above grade level. He or she masters, understands and applies concepts taught. “P” means the student is progressing towards expectations and is approaching grade level but needs additional time and practice.




BIBLERESOURCES: God’s Wonders – CSI (SK) and Young Children & Worship (YCW) and Jesus Storybook Bible (JSB)SEPTEMBERUnit 1 - Little Children Come to JesusComing to JesusJesus Loves Us

Unit 2 - A New World And A New StartCreation DaysSin Enters The WorldNoah’s ObedienceIn the ArkA New StartGod’s Dependable World

OCTOBERUnit 10 - ThanksgivingThanksgiving

Unit 3 - The PatriarchsAbraham (1-5)Isaac (6-10)Jacob (11-14)Stories Of Joseph (15-20)Jacob Goes To Egypt (21-23)

NOVEMBERUnit 4 - From Egypt to CanaanStories of Moses (1-3)The 10 Plagues (4)Passover (5)Crossing The Red Sea (7)Drink And Food In The Desert (8-9)Ten Commandments (12)Golden Calf (13)The Tabernacle (14)40 More Years (15-16)

DECEMBERUnit 11 - ChristmasZechariah’s SurpriseAngel: Mary’s SurpriseStar: To BethlehemLamb: ShepherdsCandle: Simeon And AnnaGift: Wise Men

JANUARYUnit 5 - Israel In Canaan Before the KingsJoshua and the Spies (1-2)The Defeat of Jericho (3-4)Gideon (5-7)Samson (8-11)Samuel (12-15)

FEBRUARYUnit 6 - Kings And ProphetsSaul (1-3)David (4-12)

Psalm 23 Sin and Repentance David and Goliath

Solomon (13-15)Elijah (16-19)Elisha (20-21)Jonah (22-23)




BIBLE CONTINUEDMARCHUnit 7 - Exile and ReturnExile (1-2)A Statue and a Fire (3)In the Lion's Den (5)Return to Jerusalem (6-7)Queen Esther (8-10)

APRILJesus’ Death and ResurrectionPalm SundayPreparing for the Passover/The Lord’s SupperGethsemanePeter’s DenialThe CrucifixionThe Resurrection

Ascension and PentecostJesus’ AscensionPentecost

MAYJesus On Earth:Choosing DisciplesJesus’ Miracles

Water Into Wine Catching Fish Curing Lepers Casting out Demons Raising the Dead (Jairus’ Daughter) Jesus Walks On Water Lazarus Is Raised Blind Man Of Bethsaida

JUNEParables of JesusA Friend at MidnightThe Great BanquetThe Lost Sheep and the Lost CoinThe Lost SonThe TalentsThe Unforgiving ServantThe Hidden Treasure




VISUAL ARTRESOURCES: The Full-Day Early Learning Kindergarten ProgramThe following expectations are quoted directly from The Full Day Early Learning Program 2010-2011 – pgs. 151-156.Overall Expectations in the area of the visual arts will ensure that students:V1. demonstrate an awareness of themselves as artists through engaging in activities in visual arts;

demonstrate an awareness of personal interests and a sense of accomplishment in visual artsV2. demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts;

explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (e.g., use natural and recycled materials at a learning centre)

explore different elements of design (e.g., colour, line, shape, texture, form) in visual artsV3. use problem-solving strategies when experimenting with the skills, materials, processes, and techniques used in visual arts both individually and with others;

use problem-solving skills and their imagination to create visual art forms (e.g., choose materials to make a three-dimensional structure stable; choose an alternative way to fasten their materials if the first way is unsuccessful)

V4. express responses to a variety of visual art forms, including those from other cultures; express their responses to visual art forms by making connections to their own experiences or by talking about the form respond to a variety of visual art forms (e.g., paintings, fabrics, sculptures, illustrations) from various cultures, including their own

V5. communicate their ideas through various visual art forms. communicate their understanding of something (e.g., a familiar story, an experience, a song, a play) by representing their ideas and feelings

through visual art

Note: We engage in art activities weekly as a response to a book we’ve read or as it relates to our Social Studies unit. As the children participate in art activities, they gain experience with the following skills:-cutting-pasting-colouring-drawing-painting-tracing-molding with playdoh, clay, plasticene-using a variety of writing tools




MUSICRESOURCES: Musicplay by Denise GagnonSEPTEMBERFollowing DirectionsBeat and Sound AwarenessSpeaking/Singing/Shouting/Whispering VoicesSinging a ResponseImitate/Creative Movement

OCTOBERLoud-QuietHigh-lowFast-SlowTone-matchingEcho SongsCreative Movement

NOVEMBERLearn and practice songs for the Christmas Program

DECEMBERChristmas SongsIncorporate concepts learned into singing Christmas Songs

JANUARYLoud-Quiet (Practice)Fast-Slow (Practice)High-Low (Practice)Timbre – Voices

FEBRUARYMusic From ChinaUnpitched InstrumentsTa TitiPatterns in Music

MARCHMusic of the CaribbeanMime AnimalsSing on pitch

APRILMake an InstrumentAdd an Orff Accompaniment

MAYMusic Can Express FeelingsTimbre of Unpitched InstrumentsRead Ta and Titi

JUNERest SignPractice songs for the JK/SK Celebration




LANGUAGE STUDIESLANGUAGE STUDY SKILLS TAUGHT, REVIEWED AND/OR EXPOSED AT THE JK/SK LEVEL:WRITING SKILLS/COMPOSITIONIs aware that printed words represent spoken words

Beginning Writing Skills makes pictures to tell a story dictates story copies familiar and unfamiliar words from environment uses initial consonants to indicate words uses invented spelling

Developing Writing Skills shows evidence of spacing between words writes a sentence following a given pattern traces or writes below a teacher's model

Independent Writing Skills Finds and copies words from a picture dictionary or words around the room plans what to “write” maps written words to oral reads back printed words to audience develops a desire to write conventionally

Printing holds pencil correctly forms most letters correctly as presented forms most numerals correctly prints name and sight words colours pictures per instruction

LANGUAGE STUDIES




LANGUAGE STUDY SKILLS TAUGHT, REVIEWED AND/OR EXPOSED AT THE JK/SK LEVEL:READING/LITERATURE SKILLSVisual Perception Skills

Sees likenesses and differences in:o concrete objects, pictures, colours, shapes and design, position, direction, size, letters, words

visualizes part-to-whole by assembling puzzles left to right eye movement

Reading Interest Shows interest in books and other printed materials enjoys being read to and wants to learn to read

Reading Readiness Abilities has adequate attention span remembers main ideas, names of characters, some major details from stories read aloud sequences events logically follows oral directions looks at books from :

o front to backo left hand of page to right hand of page

is aware of text progression from:o left to righto top to bottom

tracks words with finger fromo left to righto top to bottom

is becoming aware of each word handles books appropriately distinguishes between real and imaginary event relates story content to own experiences predicts outcome memorizes short passages

LANGUAGE STUDIESLANGUAGE STUDY SKILLS TAUGHT, REVIEWED AND/OR EXPOSED AT THE JK/SK LEVEL:




READING/LITERATURE SKILLS CONTINUED

Word Recognition interested in words and symbols recognizes in print own name, some names of peers, words displayed around the classroom, words frequently used in class. Names upper and lower class letters matches upper case and lower case letters recognizes numerals 1-20 recognizes colour and shape words recognizes number words 1-10

The skills mentioned above are taught using a variety of methods. During read-alouds, the teacher models how to read a text. During independent reading time the student is doing all of the ‘reading’ for themselves. Shared reading/writing and guided reading/writing provide opportunity for the teacher to model strategies and concepts of print for early learners.

When students are developmentally ready, he/she is provided with leveled readers with simple text using high-frequency words. This guided reading program ensures that they will have success which provides the necessary encouragement as they begin their journey to becoming readers.

LANGUAGE STUDIESJK/SK covers the same rotation both years, but JK's are simply exposed the first year and the expectations are different for JK




based on individual developmental levels.RESOURCES:Jolly Phonics:Printing: Zaner-BloserSpelling: High Frequency WordsReading: Various authors and books/levelled readers/reading buddiesSEPTEMBERReadiness Activities and ReviewReview the AlphabetLook for LettersLetter/Sound AssociationLetters Ss, Aa

OCTOBERLetters Tt, Ii, Pp, Nn

NOVEMBERLetters Cc, Kk, Ee, Hh, Rr

DECEMBERLetters Mm, Dd, Gg

JANUARYLetters Oo, Uu, Ll, Ff

FEBRUARYLetters Bb, Jj, Zz, Ww

MARCHLetters Vv, Yy, Xx

APRILLetters Qq, ch, sh, th

MAYShort Vowels

JUNELong Vowels

For each letter introduced, K/JK: learns a letter song that emphasizes its corresponding sound practices letter formation with chalk/chalkboard and on paper brings something for show and share that begins with the letter makes a list of words with that begin with the letter (SK) completes a letter page for alphabet book (JK) forms the letter with playdoh and/or sticks or in the sand does a Jolly Phonics worksheet for the letter of the week each week we review the songs and sounds known to date

FOREIGN LANGUAGE STUDIESFRENCH LANGUAGE STUDY SKILLS TAUGHT, REVIEWED AND/OR EXPOSED AT THE JK/SK LEVEL TO DEVELOP AN APPRECIATION OF ANOTHER LANGUAGE, TO DEVELOP ORAL VOCABULARY OF SIMPLE WORDS AND PHRASES AND TO DEVELOP LISTENING SKILLS.




La Conversation Simple-Bonjour,-Au Revoir-S’il vous plait-Merci-Comment ca va? Ca va bien. Ca va tres bien! Ca va mal.-Je suis un garçon/une fille.-Il fait froid. Il fait soleil. Il vent. Il neige.-Joyeux Noel-Je m’appelle est . . .-Je t’aime

Vocabulaire-colore : rouge, orange, brun, vert, blanc, rose, violet, jaune, bleu, noir-Les nombres: 1-15-le temps : le froid, chaud-ma famille - maman, le papa, le frère, la sœur-forme : le triangle, le cercle, le carré, le rectangle, l'ovale, le diamant-le fruit : la pomme, l'orange, la poire, la banane-les animaux : le chien, le chat, le lion, l'éléphant, la girafe, le serpent, le poisson, l'oiseau -les parties de corps - la tête, les épaules, les genoux, les pieds

FOREIGN LANGUAGE STUDIESFRENCH




Resources: Personal and InternetSEPTEMBER-rouge-Bonjour,-Au Revoir-S’il vous plait-Merci-Les nombres: 1-15

OCTOBER-review of September-orange-Les nombres: 1-15

NOVEMBER-brun-Comment ca va? Ca va bien. Ca va tres bien! Ca va mal.-Je suis un garçon/une fille.-Les nombres: 1-15

DECEMBER-vert-Joyeux Noel-le temps : le froid, chaud-Les nombres: 1-15

JANUARY-blanc-Je m’appelle est . .

FEBRUARY-rose-Je t’aime-ma famille - maman, le papa, le frère, la sœur

MARCH-violet-forme : le triangle, le cercle, le carré, le rectangle, l'ovale, le diamant

APRIL-jaune-le fruit : la pomme, l'orange, la poire, la banane

MAY-bleu-les animaux : le chien, le chat, le lion, l'éléphant, la girafe, le serpent, le poisson, l'oiseau

JUNE-noir-les parties de corps - la tête, les épaules, les genoux, les pieds

MATHEMATICSResources: Addison Wesley – Math Makes Sense KSEPTEMBER OCTOBER NOVEMBER




Unit 1 - Data ManagementWhich are the same?Same and DifferentDescribe Mystery ObjectsSort by Describing WordsStory Time SortingPeople GraphsConcrete GraphsPicture GraphsCould it Happen?

Unit 2 - Number SenseCounting our FamiliesCounting OurselvesCounting to 5Counting Down from 5Counting to 10Counting Down from 10Writing Numerals from 1 to 5Writing Numerals from 6 to 10

Unit 2 - Number Sense Cont.

DECEMBERUnit 3 - Spatial Sense and GeometryPositionDescribing 3-D ObjectsExploring 3-D ObjectsExploring 2-D ShapesMaking2-D ShapesMaking Geoboard ShapesMaking Shape CreaturesSeeing Shapes Everywhere

JANUARYUnit 3 – Spatial Sense and Geometry Cont.

FEBRUARYUnit 4 - PatterningPatterns EverywhereDifferent Kinds of PatternsMake an Action PatternMake a Sound PatternPattern ProblemsPattern Day

MATHEMATICS CONTINUEDResources: Addison Wesley – Math Makes Sense KMARCHUnit 5 – Measurement

APRILUnit 6 – Numbers and Applications

MAYUnit 6 – Numbers and Applications – Cont.




Exploring SizeWhich is Taller?Comparing LengthsIndirect ComparisonExploring CapacityExploring MassOrdering EventsDurationNaming Coins

Numbers are all Around UsOrdinal Numbers in Songs and ChantsNumbers in Stories and BooksFinger Flashes/Dot Cards, Prove it!Using the Helpful Numbers 5 and 10Scoop EstimatingCounting to 20Counting to 30

JUNEUnit 6 – Numbers and Applications – Cont.

PHYSICAL EDUCATION

RESOURCES: OPHEA (Ontario Physical & Health Education Association) and QDPA (Quality Daily Physical Activity)SEPTEMBER OCTOBER NOVEMBER




Introduce signal (whistle), boundaries (where to run/skip/gallop etc. and sit in a group), groupings (scatter formation/partner formation) and rules (freeze when the whistle blows, stop, look, listen)

Introduce skills like starting, stopping, bending, stretching, etc.

Introduce skills like crawling, walking, skipping, galloping, running, jumping, hopping and sliding.

Over and under game with a beanbag.

QDPA – Fitness Songs with Actions Introduce skipping and galloping, as

well as quarter, half, and full turns. Explore body concepts by playing games

such as Run and Touch, Body Part Tag, Make Shapes with Your Body and Touch a Person Who . . .

Balloons – Eye/Hand Coordination Balls – bouncing, tossing and catching.

QDPA – Fitness Songs with Actions Beanbag Activities Introduce and practice balance. Introduce ball rolling and bouncing as

well as tossing and catching. Play Red light-Green light

DECEMBER QDPA – Fitness Songs with Actions Noodle Hockey Noodle Games: Jump and Duck, Noodle

Tag, Hornet Tag Introduce kicking a ball.

JANUARY QDPA – Fitness Songs with Actions Parachute Activities Waffle Balls/Scoops Creative Movement – Hokey Pokey Walk on the balance beam

FEBRUARY QDPA – Fitness Songs with Actions Introduce gymnastic activities such as

balancing on various body parts, log roll and somersaults

Make an obstacle course to go throughMARCH

QDPA – Fitness Songs with Actions Tag Games

APRIL QDPA – Fitness Songs with Action Introduce Relay Running Play Beach Ball Tennis

MAY QDPA – Fitness Songs with Actions Introduce Track and Field Day Events

Standing Long JumpRunning Long Jump50m DashBall Throw

JUNE QDPA – Fitness Songs with Action Play Hopscotch

SOCIAL AND SCIENCE STUDIESRESOURCES: OACS Units, Personal Units and Internet ResourcesSEPTEMBERAll About Me (OACS)Welcome to School

OCTOBERAwesome AutumnThanksgiving

NOVEMBERDr. SeussMagnets




DECEMBERChristmas

JANUARYWinterJan BrettPenguins

FEBRUARYMy Feelings (OACS)

MARCHSpringEric Carle

APRILIn the GardenLife Cycle of a ButterflyFrog and Toad

MAYCelebrating God's Gift of Food (OACS) & Power to Play: A Healthy Eating and Physical Activity Program for K-3God's Daily CareThe Four Food GroupsFood and Health

JUNERainforests or OceansLaura Numeroff



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