KINDERGARTEN CURRICULUM NIGHT

MEET THE TEAM

Tamara Lester, EIP & GLC

Andrea Joyner

Janella Spear-Ellison

Ponhsa Bumpas

Nicole Davis, SPED

Cathy Lane-Ward

Kudrat Raji

SAMPLE KDG. SCHEDULE

• 7:10 – 7:35 BREAKFAST IN CLASSROOM

• 7:40- 7:50 MORNING ANNOUNCEMENTS/ MEETING

• 7:55 – 8:40 SPECIALS

• 8:40 – 9:10 WRITING

• 9:10 -10:10 GUIDED READING

• 10:15 – 10:45 LUNCH

• 10:50 -11:20 RECESS

• 11:20 – 11:55 SHARED\MODELED READING

• 11:55 – 1:10 MATH

• 1:10 - 1:35 SCIENCE/SOCIAL STUDIES

• 1:30 – 2:00 TEAM TIME /RTI INTERVENTION

• 2:00 – 2:15 HEALTH

• 2::15 PACK-UP/ISMISSAL

READING/ LANGUAGE ARTS

AT THE END OF KINDERGARTEN STUDENTS SHOULD :

• TRACK PRINT AND DISTINGUISH WORDS FROM PICTURES AND LETTERS FROM WORDS.

• USE STRATEGIES AND PHONICS SKILLS TO DECODE UNFAMILIAR WORDS.

• BEGIN TO DEMONSTRATE COMPREHENSION STRATEGIES THAT WILL ENABLE THEM TO MANIPULATE GRADE-LEVEL TEXTS

OF APPROPRIATE COMPLEXITY, INCLUDING BOTH STORY BOOKS AND SIMPLE INFORMATIONAL TEXTS.

• BEGIN TO CONNECT THEIR INQUIRIES AND RESPONSES DIRECTLY TO THE TEXT AND IDENTIFY MAIN IDEAS.

• DEVELOP THE ABILITY TO WRITE LETTERS AND REPRESENT WORDS WITH LETTERS, IDENTIFY 75 HIGH-FREQUENCY SIGHT

WORDS AND UNDERSTANDINGS OF BASIC CONVENTIONS OF LANGUAGE.

• CONTINUE TO INCREASE THE COMPLEXITY OF THEIR SPOKEN LANGUAGE AND TO USE LANGUAGE IN BOTH ONE-ON-ONE

AND GROUP SETTINGS.

• WRITE 2-3 SENTENCES USING SIGHT WORDS AND PHONEMIC SPELLING TO TELL A STORY, CONVEY INFORMATION OR

STATE AN OPINION.

• INSTRUCTION OF THE READING CURRICULUM IS TAUGHT USING THE BALANCED LITERACY METHOD. STUDENTS ARE INTRODUCED

TO FICTIONAL AND NON-FICTIONAL TEXT USING MODELED AND SHARED READING WHOLE GROUP AND GUIDED SMALL GROUPS.

THESE INSTRUCTIONAL METHODS WILL PROMOTE THE INCREASED COMPREHENSION THAT IS NEEDED TO SUCCEED.

MATH• TEXT BOOKS:

• MCGRAW HILL: GEORGIA MATH

• IN KINDERGARTEN, INSTRUCTIONAL TIME SHOULD FOCUS ON TWO CRITICAL AREAS: (1) REPRESENTING, RELATING, AND OPERATING ON WHOLE NUMBERS, INITIALLY WITH SETS OF OBJECTS; (2) DESCRIBING SHAPES AND SPACE. MORE LEARNING TIME IN KINDERGARTEN SHOULD BE DEVOTED TO NUMBERS THAN TO OTHER TOPICS.

• AT THE END OF KINDERGARTEN STUDENTS SHOULD BE ABLE TO:

• • KNOW NUMBER NAMES AND THE COUNT SEQUENCE.

• • COUNT TO TELL THE NUMBER OF OBJECTS.

• • COMPARE NUMBERS.

• • UNDERSTAND ADDITION AS PUTTING TOGETHER AND ADDING TO, AND UNDERSTAND SUBTRACTION AS TAKING APART AND TAKING FROM.

• • WORK WITH NUMBERS 11–19 TO GAIN FOUNDATIONS FOR PLACE VALUE.

• • DESCRIBE AND COMPARE MEASURABLE ATTRIBUTES.

• • SORT, COUNT AND CLASSIFY OBJECTS IN CATEGORIES BY SHARED ATTRIBUTES.

• • IDENTIFY AND DESCRIBE 2D AND 3D SHAPES.

• • ANALYZE, COMPARE, CREATE, AND COMPOSE SHAPES.

• STUDENTS BEGIN TO LEARN R.O.P.E.S. A MATH STRATEGY FOR SOLVING MATH PROBLEMS.

• YOUR CHILD’S ABILITY TO EXPLAIN AND PROVE THEIR MATHEMATICAL IDE AS WILL GREATLY IMPROVE THEIR ACHIEVEMENT

SCIENCE

• TEXT BOOK(S): INSPIRE: SCIENCE

• AT THE END OF KINDERGARTEN STUDENTS SHOULD KNOW AND UNDERSTAND:

• OBJECTS CAN BE DESCRIBED IN TERMS OF THE MATERIALS THEY ARE MADE OF.

• PUSHES AND PULLS ARE OBSERVED AS FORCES THAT CHANGE MOTION.

• OBJECTS ARE PULLED TOWARD THE EARTH BY GRAVITY.

• DESCRIBE THE CHANGES THAT OCCUR AS NIGHT TURNS TO DAY.

• THE EARTH IS MADE UP OF ROCKS, SOILS, AND MINERALS

• THE DIFFERENCE BETWEEN LIVING AND NON-LIVING THINGS.

• THE CHARACTERISTICS OF ANIMAL HABITATS, RECOGNIZE OFFSPRING AND HOW

THEY MOVE.

• LIFE CYCLE OF A PLANT

• EXPLANATION AND DEFENSE OF THEIR SCIENTIFIC IDEAS GREATLY IMPROVE THE FLEXIBILITY OF

THEIR KNOWLEDGE

SOCIAL STUDIESTEXT BOOK(S): GALLOPADE: SOCIAL STUDIES

• THE CURRICULUM BUILDS STUDENTS’ ABILITY TO USE PROCESS SKILLS TOANALYZE CONTENT .

• AT THE END OF KINDERGARTEN STUDENTS SHOULD KNOW:

• A MAP IS A DRAWING OF A PLACE AND A GLOBE IS A MODEL OF THE EARTH.

• RULES ARE IMPORTANT TO HELP PEOPLE WORK AND PLAY WELL TOGETHER.

• PEOPLE WORK TO BUY THINGS THEY NEED AND WANT.

• KNOW AND RECOGNIZE U.S. SYMBOLS

• THAT WE OBSERVE NATIONAL HOLIDAYS SUCH AS LABOR DAY, COLUMBUS DAY, VETERANS DAY, THANKSGIVING DAY, CHRISTMAS DAY, MARTIN LUTHER KING JR. DAY, AND PRESIDENTS DAY

• HOW THINGS CHANGE OVER TIME

GEORGIA KINDERGARTEN INVENTORY OF DEVELOPING SKILLS (GKIDS)

• THE GEORGIA KINDERGARTEN INVENTORY OF DEVELOPING SKILLS

(GKIDS) IS A YEAR-LONG, PERFORMANCE-BASED ASSESSMENT

ALIGNED TO THE STATE MANDATED CONTENT STANDARDS.

• THE PRIMARY PURPOSE OF GKIDS IS TO PROVIDE ONGOING

DIAGNOSTIC INFORMATION ABOUT KINDERGARTEN STUDENTS’

DEVELOPING SKILLS IN ENGLISH LANGUAGE ARTS, MATH,

PERSONAL/SOCIAL DEVELOPMENT, AND APPROACHES TO

LEARNING.

• GKIDS WILL ALSO PROVIDE A SUMMARY OF STUDENT

PERFORMANCE IN ENGLISH LANGUAGE ARTS AND MATHEMATICS

AT THE END OF THE KINDERGARTEN SCHOOL YEAR AND SERVES AS

ONE INDICATOR OF FIRST GRADE READINESS.

EARLY INTERVENTION PROGRAM

THE EARLY INTERVENTION PROGRAM (EIP) IS DESIGNED TO SERVE STUDENTS WHO ARE AT

RISK OF NOT REACHING OR MAINTAINING ACADEMICS AT GRADE LEVEL. BASED ON THE

INITIAL SCREENERS GIVEN TO OUR KINDERGARTEN STUDENTS, STUDENTS PERFORMING

BELOW GRADE LEVEL WERE IDENTIFIED FOR ADDITIONAL HELP WITH READING AND MATH.

THE GOAL OF THE EIP PROGRAM IS TO TARGET SPECIFIC SKILLS (OR DEFICITS) THAT

STUDENT NEED HELP WITH, BRING THEM UP TO LEVEL AND MOVE THEM OUT OF EIP.

STUDENTS ARE PULLED OUT OF CLASSROOM FOR SMALL GROUP INTERVENTIONS 1-2 TIMES

PER DAY. STUDENTS ARE MONITORED AND ASSESSED EVERY 2 WEEKS.

TECHNOLOGY USED IN KINDERGARTEN

EVERY CLASSROOM HAS 8 TOUCHSCREEN COMPUTERS. THESE COMPUTERS ARE PART OF STUDENT ROTATIONS WHERE STUDENTS PRACTICE SKILLS USING IREAD AND

IREADY.

EACH CLASSROOM IS EQUIPPED WITH AN INTERACTIVE BOARD THAT IS USED TO ENGAGE STUDENTS IN EDUCATIONAL GAMES, SHARED READING, AND

EDUCATIONAL VIDEOS THAT CONEECT AND SUPPORT INSTRUCTIONAL STANDARDS.

GRADING SCALE

100- 80 S

79-70 N

69 OR BELOW U

NOTE: ANY STUDENT OBTAINING A 69% OR BELOW ON A SUMMATIVE ASSESSMENT WILL BE ALLOWED

TO RETEST. ONCE RETESTED AND IF THEY PASS, THE HIGHEST PERCENTAGE THEY CAN RECEIVE

IS A 70%.

WEIGHTED GRADING SCALE

Progress Reports 0% Class work/Quiz

50%

Summative

Assessments/

Projects 45%

Homework 5%

LEADER IN ME

WE ARE ARE LEADER IN ME SCHOOL. THE LEADER IN ME PROGRAM

EMPOWERS YOUNG PEOPLE TO MAKE POSITIVE, EFFECTIVE, AND

RESPONSIBLE CHOICES BY INTRODUCING AND REINFORCING THE 7

HABITS, A SET OF LEADERSHIP AND LIFE SKILLS FROM STEPHEN COVEY’S

BOOK THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLE.

STUDENTS RECEIVE WEEKLY LESSONS ON THE SEVEN HABITS OF LEADER IN

ME . THROUGH THESE LESSONS AND ACTIVITIES, WRITTEN TO APPEAL TO

THEIR AGE LEVEL,, STUDENTS LEARN PRACTICAL CHARACTER IFE SKILLS

THAT WILL LEAD TO THOSE POSITIVE CHOICES.

THIS MONTH’S FOCUS IS BEING PROACTIVE.

GRADE LEVEL BEHAVIOR MANAGEMENT PLAN

• RED: OUTSTANDING DAY: EXCEEDED THE EXPECTED BEHAVIOR

• ORANGE: SUPERIOR DAY

• YELLOW: GOOD DAY: READY TO LEARN

• BLUE: O.K. DAY: HAD TO BE REMINDED OF THE RULES AND EXPECTATIONS ONCE.

• PURPLE: POOR DAY: HAD TO BE REMINDED OF THE RULES AND EXPECTATIONS MORE THAN ONCE.

OTHER ALTERNATIVES MAY INCLUDE, BUT ARE NOT LIMITED TO:

• TIME-OUT IN ANOTHER TEACHER’S CLASSROOM.

• TIME-OUT AREA IN CLASSROOM

• PARENT CONTACT

• COUNSELOR REFERRALS

• OFFICE REFERRALS

KINDERGARTEN TEACHERS ALL USE CLASS DOJO TO MONITOR AND COMMUNICATE BEHAVIOR.

All students will begin each day on “Ready to Learn.” As the school day progresses, if a procedure/rule problem arises, the following steps will be implemented.

Communication is the key to success. Please remember that it is imperative that you review

your child’s agenda/folder and provide a signature each day.

COMMUNICATIONTEACHERS

• SEND A AGENDA/BEHAVIOR DAILY

• ENSURE TRANSPORT OF AGENDA HOME DAILY

• TELEPHONE AS NEEDED

• E-MAIL AS NEEDED

• CLASS DOJO

Parents

• Sign the agenda/behavior daily

• Ensure transport of agenda to

school daily

• Telephone as needed

• E-mail as needed

• Class Dojo

Students

• Transport agenda/behavior report daily to and from school

• Communicate truthfully about daily behavior/assignments

• Ensure parents see and sign agenda/behavior sheet daily

HOMEWORK

• HOMEWORK IS GIVEN ON MONDAY AND IS

DUE ON FRIDAY. HOMEWORK SHOULD NOT

TAKE MORE THAN 15 MINUTES PER NIGHT.

• RUBRIC ASSESSED PROJECTS WILL BE

ASSIGNED IN VARIOUS SUBJECT AREAS.

ABSENCES/TARDIES

IT IS IMPORTANT THAT STUDENTS ATTEND SCHOOL DAILY AND ARRIVE ON TIME. TARDINESS

INTERRUPTS THE DAILY CLASSROOM ROUTINE AND MAKES IT DIFFICULT FOR A STUDENT TO

CATCH UP ON MISSED MATERIALS. DOORS OPEN AT 7:10 AND STUDENTS ARE ABLE TO GET

BREAKFAST. STUDENTS SHOULD ARRIVE TO SCHOOL BY 7:40. WE ARE REQUIRED BY LAW TO

REPORT ANY STUDENT THAT HAS 3 OR MORE UNEXCUSED ABSENCES AND EXCESSIVE

TARDINESS TO OUR SCHOOL SOCIAL WORKER.

* PLEASE NOTE THAT BREAKFAST WILL NOT BE SERVED AFTER 7:35 AM.

CHECK WITH YOUR CHILD’S TEACHER FOR ANSWERS TO ADDITIONAL QUESTIONS POSED THIS EVENING.

THANK YOU! ☺