Transcript Experience the World of Learn

Experience the Lincoln Public
Schools
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Ms. Georgia Fortunato, Superintendent of Schools: Welcome Message
Dr. Caroline Frey, Director of Curriculum: CCSS
Ms. Patricia Gablinske, Central Principal: Standards Based Report Card
Ms. Maryann Struble, Director of Student Services: Developmental
Readiness
Ms. Jeannine Magliocco, Lonsdale Principal: Supporting your child on the
first day of school
Ms. Michelle Carr & Ms. Roberta McLear, Kindergarten Teachers: A Typical
Day In Kindergarten
Ms. Michele Sharpe, Northern Principal: Lunch & Recess
Mr. Reza Sarkarati, Principal Saylesville: What To Bring On The First Day
Ms. Rita Kinniburgh, School Nurse Teacher: Medical Information
Questions
Ms. Susan Imschweiler, Assistant Principal: Photography Presentation
Superintendent
Georgia Fortunato
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In kindergarten students learn the foundational reading and English
language arts skills that set them on the path to become life-long
readers, writers, and effective communicators. Reading is perhaps the
most important skill that students develop in their early academic
years.
Lincoln teachers are able to organize and deliver effective, efficient
instruction in the essential skills and concepts students must master.
Instruction is differentiated to meet the wide range of students’
abilities.
Standards-based instruction is critical to the kindergarten curriculum.
Such instruction develops students’ literacy proficiency in English
Language Arts. The standards describe what students are expected to
know and be able to do by the end of the school year.
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Reading Standards for Literature: Students identify characters, setting, & major events in a
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Writing: Students compose opinion pieces that state an opinion about a topic or a book. They
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Speaking & Listening: Kindergarten students produce clear and coherent sentences in order
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Language: Students acquire new words and phrases through conversations about grade
level topics, by reading & being read to, & by responding to text.
story; they ask & answer questions about essential elements in a story; & retell familiar stories.
Students use illustrations & context to make predictions, & identify common types of text.
Additionally, students locate the names of the author & illustrator & define their roles in telling
the story.
 Reading Standards for Informational Text: These standards are similar in many ways to the
Reading Standards for Literature. However, the CCSS introduce students to more complex textanalysis skills with the prompting and support of their teacher. Students identify the connection
between two events, individuals, ideas, or pieces of information in a text.
 Reading Standards in Foundational Skills: kindergarten students begin to work with words in
three important ways: decoding or word recognition skills, spelling, & writing.
compose informational/explanatory pieces that supply information on a topic. In narrative writing,
students narrate a single event or several events, relate the events in the order in which they occurred,
& express a reaction to the events. The CCSS also ask students to respond to questions & suggestions
from their peers & adults to strengthen their writing.
to share ideas. They describe people, places, things, & events, They understand and follow 1 &
2 step directions. Additionally they ask & answer question to clarify and confirm understanding.
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Effective mathematics education provides students with a
balanced instructional program. Kindergarten students in Lincoln
Public Schools become proficient in basic computational skills
and procedures, develop conceptual understandings, & become
adept at problem solving. Standards-based mathematics
instruction starts with basic material & increases in scope and
sequence as the year progresses. It is like an inverted pyramid,
mathematics development , including readiness for algebra rests
on the foundations built in the early grades.
In kindergarten domains for the CCSS in mathematics are
Counting and Cardinality, Operations and Algebraic Thinking,
Number & Operations in Base Ten, Measurement & Data, &
Geometry.
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Counting & Cardinality: Kindergarteners learn the number names as they count (to 100 by 1s & 10s),
& write number names (from 0-20). Students learn that each successive number refers to a quantity
that is one larger as they count objects & say corresponding number names. Kindergartners count
object (as many as to 20) and answer “how many?” questions & group & compare sets of concrete
items (up to 10 objects in a group) to identify whether the number of objects in one group is greater
than or less than , or equal to the number of objects in another group.
Operations & Algebraic Thinking: Kindergarteners use a variety of approached (use of objects, finger,
drawings, verbal explanations and equations) to represent addition & subtraction (putting together &
taking apart) & to solve problems (within 10).
They decompose numbers (less than or equal to 10) into various pairs (5 = 2 + 3 …5 = 4 + 1) and find
the missing number that makes 10 (for any number from 1 – 9 Kindergartens will also develop fluency
with addition & subtraction within 5.
Number & Operations in Base Ten: Students use objects or drawing to compose & decompose
numbers 11 to 19 into tens & ones ( 18 = 10 + 8).
Measurement & Data: Kindergarteners compare objects with measurable attributes (such as length or
height) to see which object is longer, shorter, lighter, heavier, or in general have “more of”/“less of “ an
attribute.
Geometry: The CCSS calls for kindergarteners to “model shapes in the world” by building and drawing
shapes to form larger shapes (triangles to form a rectangle). Students are asked to identify and
describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cylinders, & spheres).
Identify shapes as two dimensional and three dimensional and be able to analyze & compare them .
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The kindergarten report card goes home in November,
March & June
Additionally, progress reports go home in January & April
Parent Teacher Conferences are in December
Parents are encouraged to contact their child's teachers if
concerns arise outside of the reporting periods
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“The Standards for Mathematical Practice describe varieties of
expertise that educators at all levels should seek to develop in
their students “(CCSS for Mathematics, pg.6). These standards
are the same K-12 and based on the processes and proficiencies
all students should have including problem solving, reasoning &
proof, communication, representation, conceptual
comprehension, fluency, efficiency accuracy and flexibility.
References:
Kendal J. (2011). Understanding the Common Core State Standards. Denver Colorado: ASCD
(2011). Common Core State Standards fro Mathematics. RIDE
(2011). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects. RIDE
(2011). Curriculum Frameworks & Instructional Resources. California Department of Education.
What does my child need to know?
Rhode Island’s Early Learning and Development Standards
(hereafter, The Standards) outlines early learning expectations at key
benchmarks, from birth to 60 months of age.
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There are nine domains in the Early Learning and
Development Standards:
Physical and Motor Health Development
Social and Emotional Development
Language Development
Literacy
Cognitive
Mathematics
Science
Social Studies
Creative Arts
Physical Health and Motor
Development:
Health and Safety Practices
Children engage in structured and
unstructured physical activity.
Gross Motor Development
Catch a small ball with two hands
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Bounce a ball and catch it
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Aim and throw a ball with some accuracy
Fine Motor Development
Fold a piece of paper with accuracy and
symmetry
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Work a puzzles of up to 10 pieces
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Use simple tools (e.g., stapler, hole punch,
scissors, tape dispenser)
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Fold a piece of paper with accuracy and
symmetry
Social Emotional Development:
Relationships with Others
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Children develop trust in and engage positively
with adults who are familiar and consistently
present in children’s lives.
Maintain well-being while apart from parents
or primary caretakers when in familiar settings
or with familiar and trusted adults
Have a close relationship with a consistent
non-parental caregiver, showing interest in the
adult’s feelings, preferences, and well-being
and sharing their experiences
Participate in longer and more reciprocal
interactions (when interacting with familiar
adults in role play, games, or structured
activities) and take greater initiative in social
interaction (including turn-taking)
Self regulation-Control strong emotions most
of the time in an appropriate manner
Persist at a difficult task with decreasing
amounts of frustration
Can name emotions using words, signs, or
other communication methods
Resource:
For more information about developmental milestones from 9
months to 60 months:
www.ride.gov
Instruction and Assessment
Rhode Island Early Learning and Development Standards
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Talk with your child about what to expect during a typical school day (classroom time, lunch and snacks,
recess and bathroom breaks).
Begin practicing night time and morning routines prior to the first day (bed time, wake time, laying out
clothes, packing backpack, etc.)
Attend K Orientation and Back to School Social (meet the teacher and principal, board a bus, see the
classroom, meet some friends.
Read books with your child about starting kindergarten.(e.g., Countdown to Kindergarten).
Try time away from you prior to the 1stday.
Take a Token from Home.
Make your goodbye cheerful and brief, and remind your child when you will return.
If your child is anxious, remain cheerful and reiterate that you will be back to pick him up at the end of the
school day. Remind him that he will be learning exciting new things, and allow the teachers to help.
Read more on Family Education:
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http://school.familyeducation.com/kindergarten/anxiety/51261.html#ixzz3
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First Trimester
Routines, rules, acclimating to an Elementary school setting
Build a sense of community within the classroom and school
Assess benchmark skills in literacy and math
Beginning Literacy and math instruction through poems, hands –on activities,
discussions, illustrations
Second Trimester
Continue to focus on foundational skills in literacy
Differentiated reading/writing instruction for individual development
Basic counting and arithmetic skills, 1:1 correspondence, number recognition,
geometry
Science Kits- Marbles, Tracks & Ramps
Third Trimester
Apply foundational skills and strategies to reading and writing
Build stamina for independent reading and writing
Apply learned math skills to more abstract problem solving
Science Kits- Animals 2x2
Activities May Include:
Literacy and Math Centers
Letter Sound and Identification activities
Hands-on math and science activities
Reader’s/Writer’s Workshop
Independent reading and writing
Discuss, share, critique
Shared reading and writing
Read Aloud and vocabulary development
Science kits- Marbles, Tracks, & Ramps and Animals 2x2
Specialist each day- Art, Music, Health, Library, PE
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Kindergarten Students have 30 min lunch and 30 min recess
periods each school day
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Kindergarten students eat lunch with their same age peers in the
cafeteria. Students are typically assigned to tables by their
grades/classrooms.
Teacher assistants and teachers are in the lunchroom to help students
with the daily challenges of opening containers, such as items from
home and their milk/juice boxes.
Students are able to bring their lunch or buy school lunches.
Students with peanut allergies are assigned to the peanut free tables
and are welcome to invite a friend who has a peanut free lunch.
Students have great fun and practice their developing social skills
during recess time . Recess is held outside on the playground or inside
in their classrooms.
First Day
 Healthy snack on first day
 Lunch or money for lunch
 one folder
 know how they are going home
(parent pick up, bus)
Supplies
 3 glue sticks
 Package of Crayola markers
 2 boxes of Crayola (8,16. 24 count)
 1 pair Fiskars child -sized scissors
Suggested donations
 Box of tissues
 Disinfecting wipes
 Hand sanitizer
 Roll of paper towels
 gallon size Ziploc bag
 Expo dry erasers
 Crayola watercolor paints for center
time
School Health Services
Health Education
Health Promotion
Counseling and Psychological Services
School Nutrition Program
Physical Education
Healthy School Environment
Family and Community Services
 Lincoln
Public Schools Thanks you….and
welcomes your child to Kindergarten!
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make sure to take a book for you and
your child to share.