Transcript Welcome, Parents! Class of 2028 Mrs. Beth Lind, Principal Mrs. Kathy Dineen-Hendricks, Assistant Principal.

Welcome, Parents!
Class of 2028
Mrs. Beth Lind, Principal
Mrs. Kathy Dineen-Hendricks,
Assistant Principal
Our Kindergarten Team
Mrs. Klimes
Mrs. Marino
Miss Marcucci
Miss Davis
First time to have a
kindergartner?
Experienced at having a
kindergartener?
We are here to answer your
questions and offer some tips to
help your kindergartner have a
successful year!
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 Introduction to Schiesher Kindergarten Team
Preparing For
Kindergarten
Success
 Safety and Security
 Kindergarten Round-Up
 Classroom Community
 Academics: ELA and Math
 Assessment
Overview For This
Evening
 Special people in the building
 Social Emotional Learning (SEL)
 Reporting progress
 Transportation: Arrival and dismissal, bus expectations
 Dressing for kindergarten
 Health and wellness
 Home & school connection
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Full Day At-Risk Program
• At-risk full day program
• Questionnaire completed as a part of
the registration process
• Weighted criteria to gain enrollment
• Begin to fill some gaps by providing
exposure to additional school
experiences
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Schiesher Elementary is a
place where students
always come first! A love
for children, and a passion
for teaching is shared by
all. We are always striving
to build strong
relationships with our
students and our families.
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Preparing your child for a wonderful year…
• My spouse/partner
• Our children
• Our pets
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What is special about Schiesher Elementary School?
Strong community school
children are supported by parents and teachers
Outstanding Educators
providing an individualized caring environment
Knowledge and ability
Meeting the different needs of children
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Kindergarten Beliefs
Enhance the love of learning
Administer periodic assessments
Provide a rich and stimulating
environment
Promote an appreciation for
diversity
Promote self-esteem and
encouragement
Incorporate active learning
Support social and emotional
development
Foster positive interactions
with others
Provide differentiated
instruction
Provide opportunities for
investigation, exploration, and
discovery
Encourage creative expression
Develop quality work habits and
school routines
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Safety and Security
Supervision
On-time arrival
Late arrival
Dismissal
Parking
Transportation
Bus tags
Changes
Early pick-up
Bus drop off
Staff and visitor identification
Safety Drills
Severe weather
Lock-down
Fire drill
Shelter in place
Miscellaneous
Medication
Label clothing
Attendance
Bathrooms
Traveling to and from class
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Kindergarten Round-Up
Wednesday, August 19th
AM and Full Day:
kindergarten student and parent
A-L 9:00 - 10:15
M-Z 10:15 - 11:15
PM: kindergarten student and parent
A-L 1:00- 2:00
M-Z 2:00 - 3:00
No Lisle transportation: Bussing begins on August 20th.
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Kindergarten Round-Up
Bring your child and school supplies
Park across the street and bring your child to enter door 11
We will begin having parents and children enter at 8:55 and 12:55
Greeters will direct you where to go once you enter the building
Parent will stay with the child with the exception of the
assessment
Activities will occur in the classroom with parent and child to
participate
Bring driver’s license/state ID to register in our RAPTOR system
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Our kindergarten program offers many
wonderful opportunities for learning. We
want your child to be ready to participate
and gain the most from each day.
So how can we work together for your
child’s success?
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Classroom Community
Our classroom expectations help us get along with each
other:
Be respectful and responsible
Be organized and follow directions
Volume Chart
Be prepared
Quiet hands
GOAL: BUILD INDEPENDENCE
Second Step
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Read!
Read!
Read!
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Alphabetic Principle
Exploration
Letter naming
Matching sounds
Ordering
Word building
ABC centers
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Phonemic Awareness
Rhyming
Alliteration
Chants
Syllables
Auditory blending/segmenting of words
Hearing the sounds in words (first, middle, last sound)
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Sight Words
• Mastering sight words help students increase
their accuracy, fluency and comprehension
• Students learn sight words through reading and
writing experiences
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Independent Reading
Students have many opportunities to practice reading
and to build confidence at school (at or above their
independent reading level).
Students should have opportunities to read or look at
books at home.
Visit the Lisle Library to obtain a library card at your
child’s reading level.
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Read-alouds
It is important for students to listen to stories:
*For pure enjoyment.
*To stimulate imaginations.
*To build knowledge and comprehension.
*To practice the story elements.
*To model fluency.
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Math
Math
Math…
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What students need for their future is as
much about how they think as it is about
what they know, and helping students
succeed is as much about how we teach as
about what we teach.
Cathy Seeley, October 2011
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Procedural Skill & Fluency
Standards for Mathematical Practice
1. Make sense of problems and persevere through 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. Looks for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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What does all of that mean?
Math Sense-Making: Making sense and using appropriate reasoning.
1. Make sense of problems and persevere through them.
6. Attend to precision.
• Math Structure: Seeing structure and generalizing
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
• Math Drawing: Modeling and using tools.
4. Model with mathematics.
5. Use appropriate tools strategically.
• Math talk: Reasoning and explaining.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
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Conceptual Understanding
• No longer superficially getting to answers.
• Students are able to see math as more than a set of mnemonics, tricks,
or discrete procedures, or tricks.
• Teach more than “how to get the answer” and instead support
students’ ability to access concepts from a number of perspectives.
• The standards require a real commitment to understanding
mathematics, not just how to get the answer. Attention to conceptual
understanding is one way that we can start counting on students
building on prior knowledge. It is very difficult to build further math
proficiency on a set mnemonics or discrete procedures
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Because You Can’t Memorize
Understanding…
Our focus has been on getting the answer.
The Standards are not so much built from
topics as they are woven out of progressions.
Prepare students on a trajectory through high school
and eventually college and career ready.
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Procedural Skill and Fluency Understanding
Children will use manipulatives and concrete
representations so they are able to be connected with
written and symbolic methods in order to connect the
concepts with the procedures.
When students understand math at a conceptual level they
will eventually increase in their speed and accuracy when
performing calculations. To be fluent is to flow; fluent isn’t
halting, stumbling, or reversing oneself.
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Procedural vs. Conceptual
Procedural involves working out a procedure, but the students
may not understand the reasoning behind procedure.
Conceptual knowledge is understanding the concepts in order
to solve problems (so students may use any procedure).
A great example is with fractions. Many students can solve
fraction problems for a test because they memorize a
procedure only to forget two weeks later. Thus, the students
have not mastered the conceptual understanding.
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Application
Students can use appropriate concepts and procedures
for application even when not prompted to do so.
Teachers provide opportunities for students to apply
math concepts in “real world” situations.
Application can be motivational and interesting, and
there is a need for students at all levels to connect the
mathematics they are learning to the world around
them.
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Task Based Instruction
• Use performance tasks
• Focus on Mathematical Practices
• Students should be challenged and struggle
• Guide with open ended questions
• Allow students to work together to solve
problems
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Performance Tasks
 Activities that give students the opportunity to demonstrate their
understanding and mastery of math skills and concepts covered in
class. Revolve around an interesting problem that offers several
methods of solution.
 Students
 Use an organized approach using one or more strategies
 Explain the steps and strategies used to complete the task
 Show evidence of checking answers for correctness and reasonableness.
 The tasks require analysis to explain the methods used and the
reasoning behind choosing the method.
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Assessment
Essential to inform the teacher what knowledge
and skills the child has upon entry (baseline)
Reading
Math
MAP assessment
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On- going Assessment
 Assessments gain insight into how much students are growing and
learning
 Updated results support adjustments
 Assess in a variety of ways:
 meeting with students one on one (conferring)
 conducting informal observations
 saving projects and student work for a portfolio
So….get ready to watch our students bloom during their kindergarten year!
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Assessments Utilized for Benchmark/Report
Card Feedback
End of math unit assessments
Running Record
independent reading level
reading readiness (RR)
skills such as print concepts,
rhyming words,
letter recognition,
Sounds
As children develop these skills, they will transition
into guided reading groups.
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Specials
Other Special
People
PE: Mr. Cyrus or Mr.
Ruettiger
Mrs. Briggs, secretary
Art: Mr. Campian
Mrs. Schmidtke, nurse
Music: Mrs. Leonard
Mrs. DeNichols, nurse
Technology: Mrs. Altic
Mrs. Lauten, SLP
Library: Mr. Melka
Mrs. Noreen, secretary
Mrs. Colgan, LCSW
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Social Skills/Second Step
Social and emotional skills, and social problem solving are
important to healthy child development and success in school and
later in life. Second Step focuses on:
*Empathy.
*Emotion management.
*Social problem solving.
In addition to academic skills such as reading and math, students
must also develop social and emotional competencies like selfcontrol, problem-solving, and the ability to work cooperatively with
others.
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Reporting Progress
Report Cards 3x year
Parent/Teacher Conference (November)
February (as needed)
Parent may call conference
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Bus Expectations
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Children have assigned seats (to and from school)
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Kindergartners sit in the front
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Talk in volume 1 -2
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Backs against the seat – seated on their bottoms
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Stay seated at all times
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Teach your child his/her bus stop
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Keep hands and feet to self
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Listen to the driver
Parent must be at the stop in order to release the child
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Arrival Procedures
AM Kindergarten
 Students may arrive between 8:30 and 8:40
 Bus
 Car
 Walking
 The students will wait outside with the teacher’s
aide until the first bell.
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Arrival Procedures
PM Kindergarten
 Students may arrive between 12:35 and
12:40(parent/caregiver must stay with the child
until school supervision arrives)
 Bus
 Car
 Walking
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Departure Procedures
AM /PM
Bus
 Car
 Walking
 Changes in routine departures must be communicated in
writing to the teacher as much ahead of time as possible.
Email is least preferred. Last minute changes must be
communicated to the office secretaries. The secretaries
do their best not to interrupt the class for changes in
daily routines.
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Departure Procedures
PM Kindergarten
 Bus (circular drive)
 Car
 Walking
 Changes in routine departures must be communicated
to the teacher as much ahead of time as possible
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Tardiness
School starts at 8:45 A.M. / 12:45
Running late? Check in at the school office before
coming to class. Must enter through Door 1 –
with child.
We will take student to class.
Attendance concerns: teacher, social worker,
nurse, administration
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Dressing for Kindergarten
Attire should be comfortable and appropriate
Tennis shoes are recommended (PE day is a must) and will protect your child's
feet better than sandals or flip flops.
 Wear shorts underneath skirts and dresses (movement carpet –tables)
Spaghetti strap tops: at least one inch wide. We are striving for everyone to be
comfortable and confident in our classes.
Classrooms are cool due to the air conditioning (keep a light sweater or long
sleeved shirt in their locker or book bag)
Consider sending a change of clothes labeled with your child's name (just in case).
These will need to be replaced as needed due to use or weather.
Good clothes may get dirty: busy hands = busy bodies!
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Health and Wellness
Mrs. Schmidtke & Mrs. DeNichols
Immunizations
Allergies
Physical exams
Medication
Medical conditions
 Proper sleep and nutrition
Illness
Healthy snacks
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Volunteers - we
parent volunteers!
Art
Computers
Classroom
Parties*
Library
Field Trips
Copy Volunteers
Mystery Readers
Help from home
On- going or one time!
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*Parties/Birthday Recognition
 Three classroom parties: Fall, (Halloween), Winter (Holiday),
100’s day (February)
 Entrance for parties is through the cafeteria door (check-in)- signup ahead of time: Raptor
 Food free parties
 Food items are not permitted for birthday celebration/recognition
 Token item
 Book donation
 Party invitations – may be distributed outside of school not in the
classroom
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Home / School Communication
Teacher website
School website
Teacher newsletters
Monthly school newsletter
Email
Voicemail
Written communication
Check your child’s backpack daily.
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We need your help!
2.5 hours a day
Transition time: fall, winter, spring
Specials - transitions
Start and end time
Illness
Absences
Reinforce skills
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Everyday counts!
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Questions?
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Let’s Have a
Great Year!
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