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Kindergarten

Curriculum Night

Welcome!

Please take a packet from the podium and have a seat

anywhere.

Children may not be on the school campus before 7:15 A.M.

Kindergarten First bell rings at 7:40 a.m., School begins at 7:45 a.m.

Dismissal at 2:35 p.m.

Early Release Day – Dismissal at 12:35 p.m.

PLEASE WEAR YOUR PARENT PICK-UP BADGE!

Tardies:

If you arrive after the bell and the class has already gone inside, you’ll need to go to the front office for a late pass.

All outside doors remain locked, so it will be necessary to go through the front office doors.

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PLEASE inform us of any changes in

WRITING!!

If transportation change occurs that same

day, please contact the office.

If address, phone, work number or any

other important information changes

please keep me updated in writing.

If there is a change in Kid’s Club

transportation, please notify your teacher

AND Kid’s Club.

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Attendance Phone Line – 480-541-2601(24 hrs./day)

If possible, inform teacher in advance in writing.

Rainy Day Schedules:

Have children go through the A door to their classrooms.

If possible, try not to come in early.

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Labeling:

Please label your child’s belongings, so children will not mix up various items.

This labeling needs to include lunchboxes, backpacks, jackets, water bottles, etc.

Lunch:

Please encourage your child to make different choices each day.

Snack:

Please keep your child’s snack separate from their lunch in a plastic baggie.

Homework:

Homework guidelines for Kindergarten are 3 times per week/5-10 minutes.

The most important homework we can assign you is to read to and with your child on a daily basis.

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MISS KLEIN- MS. TRUAX-

Monday: Library Monday: Music

Tuesday: Art Tuesday: Art

Thursday: Music Wednesday: Library

Friday: P.E. Thursday: P.E.

MRS. ULLMANN- MS. CARMACK-

• Monday- Music Monday- PE

• Tuesday-PE Tuesday- Library

• Thursday-Art Thursday- Music

• Friday- Library Friday- Art

Please have your child wear tennis shoes on P.E. days.

Please return library slips so your child can checkout a book. 6

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Each classroom has their own behavior

system in place but we all use the Love and

Logic philosophy.

Children learn the best lessons when they’re given a task and allowed to

make their own choices (and fail) when the cost of failure is still small.

Children’s failures will be given with love and empathy from their

teachers in this room. The Love and Logic approach uses humor, hope,

and empathy to build up the adult/child relationship. It emphasizes

respect and dignity for both children and adults. It provides real limits in

a loving way and teaches consequences and healthy decision-making.

If you are interested in additional information and have

access to the Internet, you can read more about Love and

Logic on the website www.loveandlogic.com.

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We are encouraging the children to be

independent and responsible.

Water bottles/snacks/lunch

Folders/backpacks/library books

Behavior including solving their own

problems

Students will be encouraged to be in charge

of their own learning.

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Children are asked to bring their own snack

to school everyday.

Please provide your child with a healthy

snack.

Please keep the snack separate from his/her

lunch, since we place snacks in a bin every

morning.

We will NOT have snack on Wednesdays.

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Birthday parties CANNOT take place during school hours.

Invitations and treats CANNOT be given out at school.

Kindergarten classroom directories will go home soon. You can use this information to mail/email invitations if you would like to do so.

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1st Quarter: Parent/Teacher Conferences

2nd Quarter: Report Cards

3rd Quarter: Student Led Conferences

4th Quarter: Report Cards

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Home Reading Club starts after fall break

Helps children with sight words, discover the

patterns in books, build up reading

confidence, and to foster enjoyment of

reading and books

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Daily Folder

Weekly Newsletters or Weekly charts

E-mail/notes/voicemail

Web Page-

(http://www.kyrene.org/staff/aklein )

All teachers will be trained on a new website

program. They will be up and coming soon!

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Volunteer forms: We will send home a

volunteer form when we feel classroom

routines are in place.

Classroom volunteers will be needed for:

Writer’s Workshop

Prepping—cutting, copying, laminating, etc.

Art Masterpiece: Sign up please!!

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Key Ideas and Details

RL.K.1. With prompting and support, ask

and answer questions about key details

in a text.

RL.K.2. With prompting and support,

retell familiar stories, including key

details.

RL.K.3. With prompting and support,

identify characters, settings, and major

events in a story.

Craft and Structure

RL.K.4. Ask and answer questions about

unknown words in a text.

RL.K.5. Recognize common types of

texts (e.g., storybooks, poems).

RL.K.6. With prompting and support,

name the author and illustrator of a

story and define the role of each in

telling the story.

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Integration of Knowledge and

Ideas

RL.K.7. With prompting and support,

describe the relationship between

illustrations and the story in which they

appear (e.g., what moment in a story an

illustration depicts).

RL.K.8. (Not applicable to literature)

RL.K.9. With prompting and support,

compare and contrast the adventures

and experiences of characters in familiar

stories.

Range of Reading and Level of

Text Complexity

RL.K.10. Actively engage in group

reading activities with purpose and

understanding.

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Key Ideas and Details

RI.K.1. With prompting and support, ask and

answer questions about key details in a text.

RI.K.2. With prompting and support, identify

the main topic and retell key details of a

text.

RI.K.3. With prompting and support, describe

the connection between two individuals,

events, ideas, or pieces of information in a

text.

Craft and Structure

RI.K.4. With prompting and support, ask and

answer questions about unknown words in a

text.

RI.K.5. Identify the front cover, back cover,

and title page of a book.

RI.K.6. Name the author and illustrator of a

text and define the role of each in

presenting the ideas or information in a text.

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Integration of Knowledge and

Ideas

RI.K.7. With prompting and support, describe

the relationship between illustrations and the

text in which they appear (e.g., what person,

place, thing, or idea in the text an illustration

depicts).

RI.K.8. With prompting and support, identify

the reasons an author gives to support points

in a text.

RI.K.9. With prompting and support, identify

basic similarities in and differences between

two texts on the same topic (e.g., in

illustrations, descriptions, or procedures).

Range of Reading and Level of

Text Complexity

RI.K.10. Actively engage in group reading

activities with purpose and understanding.

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Print Concepts

RF.K.1. Demonstrate understanding of the

organization and basic features of print.

Follow words from left to right, top to

bottom, and page by page.

Recognize that spoken words are

represented in written language by

specific sequences of letters.

Understand that words are separated

by spaces in print.

Recognize and name all upper- and

lowercase letters of the alphabet.

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Phonics and Word Recognition

RF.K.3. Know and apply grade-level phonics

and word analysis skills in decoding words.

Demonstrate basic knowledge of

letter-sound correspondences by

producing the primary or most

frequent sound for each consonant.

Associate the long and short sounds

with the common spellings

(graphemes) for the five major

vowels.

Read common high-frequency words

by sight (e.g., the, of, to, you, she,

my, is, are, do, does).

Distinguish between similarly spelled

words by identifying the sounds of the

letters that differ.

Fluency

RF.K.4. Read emergent-reader texts with

purpose and understanding.

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• The Daily 5 is a structured language arts program that helps

students develop the daily habits of reading, writing, and working

with peers that will lead to a lifetime of independent literacy!

Students are carefully taught how to choose a good-fit (just-

right) book to read. Each student in our classroom has his/her

special book box to place all just-right books in.

While students work independently, teachers will teach guided

reading and confer with individual students.

While we work with a small reading group, all other students are

highly engaged in the Daily 5 reading activities around the room.

• Check out the website!

thedailycafe.com

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D’nealian handwriting

-Proper grip

-Paper (slant, lines)

• Writer’s Workshop

• Journals (writing, alphabet, math, star words, etc.)

• Daily 5 work on writing

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Text Types and Purposes

W.K.1. Use a combination of drawing, dictating, and writing to

compose opinion pieces in which they tell a reader the topic or

the name of the book they are writing about and state an opinion

or preference about the topic or book (e.g., My favorite book

is...).

W.K.2. Use a combination of drawing, dictating, and writing to

compose informative/explanatory texts in which they name what

they are writing about and supply some information about the

topic.

W.K.3. Use a combination of drawing, dictating, and writing to

narrate a single event or several loosely linked events, tell about

the events in the order in which they occurred, and provide a

reaction to what happened.

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Production and Distribution of Writing

W.K.4. (Begins in grade 3)

W.K.5. With guidance and support from adults, respond to

questions and suggestions from peers and add details to

strengthen writing as needed.

W.K.6. With guidance and support from adults, explore a variety

of digital tools to produce and publish writing, including in

collaboration with peers.

Research to Build and Present Knowledge

W.K.7. Participate in shared research and writing projects (e.g.,

explore a number of books by a favorite author and express

opinions about them).

W.K.8. With guidance and support from adults, recall information

from experiences or gather information from provided sources to

answer a question.

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Counting and Cardinality

Know number names and the

count sequence.

Count to tell the number of

objects.

Compare numbers.

Operations and Algebraic

Thinking

Understand addition as putting

together and adding to, and

understand subtraction as

taking apart and taking from.

Number and Operations in Base

Ten

Work with numbers 11-19 to

gain foundations for place

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Measurement and Data

Describe and compare

measurable attributes.

Classify objects and count the

number of objects in each

category

Geometry

Identify and describe shapes.

Analyze, compare, create, and

compose shapes.

o Investigations website:

http://investigations.terc.edu/index.cfm

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o Common Core Standards

Mathematical Practices

1. Make sense of problems and

persevere in solving them.

2. Reason abstractly and

quantitatively.

3. Construct viable arguments

and critique the reasoning of

others.

4. Model with mathematics.

5. Use appropriate tools

strategically.

6. Attend to precision.

7. Look for and make use of

structure.

8. Look for and express

regularity in repeated reasoning.

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Investigations Curriculum-designed to engage

students in making sense of mathematical ideas through mini-

lessons each day.

Math Workstations-Areas within the classroom where

students work in small groups and use instructional materials to

explore and expand their mathematical thinking

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Process skills

Life Science

Physical Science

Earth Science

Personal and Social

Perspectives

History and Nature

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Develop essential technology skills

Apply technology

Integrate other content areas

Computer Lab once a week

Students will work on laptops and the SMART board during the Daily 5 and throughout the day

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Harcourt Social Studies

Cooperative learning activities

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