Kindergarten

Language Arts:

The Kindergarten curriculum is designed to continue where the Pre-kindergarten program culminates, and continues to expand in the areas of word attack skills, phonemic awareness, cueing systems, grammar, and fluency. Beginning the year learning short vowels and all consonant sounds, the skills curriculum develops along an increasingly challenging continuum, and by the end of the year, the children have had the opportunity to learn about a variety of concepts. Both quality literature and textbook materials are used; along with myriad other tools to engage all learning styles. Our goal by the end of Kindergarten is to promote children who love to read for pleasure so that they are prepared for the expectations of First grade.

Listening opportunities abound in Kindergarten. Trade books are read daily. Discussion groups give students a chance to listen and to speak. Special guest speakers and readers teach the children audience skills. Listening is a key element in any classroom, as it is fundamental to following directions. Good listening skills are taught early on in the year, and reinforced frequently.

Throughout the year, students have different opportunities to speak. Obviously, daily interaction between the teacher and students allows the children to speak in front of a group. Dramatic play, show and tell, library story time, and parent volunteers also provide a variety of settings and situations. This teaches the children the different types of communication and the different styles we use in talking to others.

Text:

• Scribner-Laidlaw
• 24 Letter Books A-Z

Supplemental Materials:

• Various worksheets to correspond with Letterbook activities, for use in remediation
• Songs, activities, big books, trade books, projects, and many letter/sound recognition games.

Methods:

Each Letterbook is taught daily over a 5 day period with the exception of the first three (c, o, g) in which 2 weeks is used for each. The students learn and understand the routine, which is basically the same for all letterbooks. Each letterbook provides instruction to the teacher for introducing each page. It includes art projects, scientific projects (if applicable), community and environmental projects (if applicable), trade books, films, and extra worksheets to enable the students to have more practice. Listening tapes are included with songs and games.

The goal of the program is to expose the students to a variety of basic scientific and community concepts as well as learning consonants and short vowel sounds. They begin to read with stories made from the little words introduced in the letterbooks. It encourages them through constant repetition, listening, and following directions, as well as the beginning of reading for enjoyment.

Mathematics:

Building on the number concepts begun in Prekindergarten, Kindergarten Mathematics broadens the scope of skills and concepts taught. After reviewing one to one counting, simple addition and subtraction are taught, using manipulatives. Shapes, non-standard measurement (very basic, length and volume only). Recognition of coins and their values, and time to the hour and half hour are introduced. We will explore single digit addition and subtraction without regrouping, and number order up to 31 (using our calendar activities). We introduce graphs and use different manipulatives to enable students to explore mathematical concepts. Each chapter is assessed with a chapter test and cumulative tests are given after Chapters 3 and 6 to measure skills from the beginning of the year.

Text:

• Mathematics in Action (Macmillan/McGraw-Hill)

Supplemental Materials:

• Series student workbook, assorted manipulatives, additional worksheets, home projects, and games.

Methods:

Students explore mathematical concepts daily both in formal lessons and routine activities. Daily calendar activities incorporate number order 1-31. Manipulatives are used whenever possible to make lessons concrete and accessible to the students. Each chapter outlines projects, bulletin boards, games, and manipulatives for suggested use.

Science:

The Science curriculum is based upon concepts included in Letterbooks. Some examples would be “C” caterpillars, “R” rainbows, “N” noses/smell, “S” smell, etc.. Our calendar activities enable us to discuss the seasons and Mr. Weatherbear gives us the opportunity to discuss the weather conditions etc. None of our science is formally taught therefore we do not assess in this area.

Supplemental Materials:

• The Mailbox magazine and various other books published by The Education Center

Methods:

Science is incorporated into Letterbook studies. Other topics listed in the state curriculum are addressed using supplemental materials and activities.

Social Studies:

Social Studies curriculum is based upon concepts included in Letterbooks. Examples would be “F” fire fighters — people in our community that help us, “T” transportation, “N” nurses, “D” doctors etc. Holidays and special people that have lived in the past are incorporated into our program, but we do not assess this area.

Supplemental Materials:

• The Mailbox magazine and various other books published by The Education Center

Methods:

Social studies in incorporated into the Lettterbook studies. Other topics listed in the state curriculum are addressed using supplemental materials.

Bible:

In consideration that many of our students have not been exposed to the Bible and its principles we introduce it in a positive light, through brief daily Bible stories. We read main stories and discuss obedience and consequences of being good versus being bad. We relate this to God and the devil, obedience to our parents, teachers, etc. With the help of songs we learn the basic lessons taught in the Bible. We do not formally assess the students on what they learn.

Text:

• Egermeier’s Bible Story Book

Supplemental Materials:

• Visual aids and songs.

Methods:

The Kindergarten Bible program is a basic overview of significant Old Testament Bible characters and stories. In addition to the factual information, we look at the basic lessons learned from actions. Through songs and stories, obedience is discussed daily. The goal of the Bible program is to prepare them for the more in depth studies that will occur in later grades.

Strengths:

• We teach to the highest level and provide support for emergent learners.
• Hands-on and text curriculum in math to provide concrete reinforcement while preparing students for pencil/paper work on SAT tests
• Children are reading by December, up to the words taught in letterbooks.
• Fine motor skill development is stressed.