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Teachers

Annie Bonner - room 7

Anne Moua - room 6

Vacant - room 5

Kindergarten

Language Arts and Reading

English Language Arts:
Kindergarten students work with prompting and support to interact with literature or informational text by asking and answering questions and identifying details and main events. Students know and can name all letters (26 lowercase and 26 uppercase), and they can print many letters. They can read common words (75 sight words and decode) and draw, tell or write about a book.

Reading: with prompting and support:
A
sk and answer questions about a reading selection
Ide
ntify characters, setting, and main events in a story
Re
tell stories, including details

Reading:  foundational skills
U
nderstand basic print features (l
eft to right; t
op to bottom; p
age by page)
R
ecognize and name all uppercase and lowercase letters
Re
cognize that spoken words are made up of syllables and sounds
R
ecognize and produce rhyming words
B
lend two or three sounds together to make a recognizable word
U
se phonics when reading words
S
ay the most frequent sounds for each consonant and vowel
Read common high-frequency words by sight

High Frequency/Sight Words taught in Kinder:  I, we, see, you, and, my, the, can, me, here, is, to, like, go, she, said, for, have, be, look, yes, come, did, do, no, on, little, what, they, of, again, are, around, both, can't, could, dos, down, every, find, from, get, good, he, her, home, make, many, one, other, out, over, people, put, saw, says, should, some, their, there, toward, two, under, very, want, was, water, were, where, woman, women, would, your. A, gone, isn't, ball, into, wasn't, slide, hole, little, eye, goes, name, smoke, nowhere, seen, something, hide, flies, bee, flower, sing, before, breakfast, heard, lives, we've, food. This, us, went, who, why, will, zoo, that, then, them, all, girl, give, had, has, because, boy, him, how, but, day, eat, love, his, am, in, so, at, an, it, up, with, play.

Writing
Draw, tell, or write about a book
D
raw, tell, or write about events in the order they happened

Speaking and Listening
Participate in discussions (listen to other; take turns speaking)
Fo
llow oral directions
Ask and answer questions
De
scribe people, places, things, and events, providing detail

Language
Use capitalization, punctuation, and spelling
Iden
tify new meanings for familiar words (knowing duck is a bird, and learning the verb form of to duck)
Sor
t common objects into categories (shapes, foods)

Texts illustrating the complexity, quality, and range of student reading:
Literature:
Over in the Meadow
 by John Langstaff (read-aloud*)
A Boy, a Dog, and a Frog
 by Mercer Mayer
Pancakes for Breakfast
 by Tomie DePaola
A Story, A Story
 by Gail E. Haley (read-aloud*)
Kitten's First Full Moon by Kevin Henkes (read-aloud*)

Informational Texts:
My Five Senses by Aliki (read-along**)
Truck
 by Donald Crews
I Read Signs by Tana Hoban
What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (read-aloud*)
Amazing Whales! by Sarah L. Thomson (read-aloud*)

 

Mathematics

Math:
Know number names and be able to count to 100
W
rite numbers 0 – 20
L
earn about numbers 11-20, with tens and ones
C
ount objects to tell the number of things in a group up to 20
C
ompare numbers and groups
U
nderstand that addition is putting together groups and adding to groups
U
nderstand that subtraction is taking apart groups and taking from groups
F
luently add and subtract within 5
S
ort objects into groups
I
dentify and describe shapes (triangle, square, rectangle; how many sides and corners do they have; which shape has sides of equal length.)