Kindergarten

Kindergarten students are exposed to the early learning necessary to become good readers, including letter and sound recognition, as well as phonetics, fluency, and comprehension. Kinder students learn to recognize numbers through 100, add single digit numbers through 20, and the beginning concepts of problem solving. A focus on community and citizenship rounds out the learning as students learn the art of sharing and caring for those around them.

Sight Words

Journal writing (Journal Writing has its own time) Non-negotiables Journals 1. 1st, 2nd, and 3rd 6 weeks journals: use blank white paper stapled in a journal/in a folder.

Non-Negotiables

Journal Time

During independent journal time students:

- Students can start illustrations first.

- After illustrations students can write 1st letter of beginning sound (labeling initial sound in words), write words (labeling pictures with words), write one sentence, write 2 to 4 sentences, writing stories.

Non-Negotiables

Journal Time

Notes:

Some students start with illustrations and then words and others start with words then pictures. Teacher picks 2 students to share their journal at the end of journal time daily. Students can also share their journals with students at their table.

Books for 1st 6 Weeks

Welcome to Kindergarten/First Week of School Books -The Night Before Kindergarten by Natasha Wing -Miss Bindergarten Gets Ready for Kindergarten by Joseph Slate -Look Out Kindergarten, Here I Come by Nancy Carlson -Clifford Goes to Kindergarten by Norman Bridwell -The Kissing Hand by Audrey Penn -Wemberly Worried by Kevin Henkes -Kindergarten Rocks! by Katie Davis -Countdown to Kindergarten by Alison McGhee -Wow!School!by Robert Neubecker

- First Day Jitters by Julie Danneberg

-Welcome to Kindergarten by Anne Rockwell -How Do Dinosaurs Go To School? by Jane Yolan I Love School by Hans Wilhelm -Pete the Cat Rocking in my School Shoes by James Dean All About Me -Chrysanthemum by Kevin Henkes -Elmer by David McKee -It’s Okay to Be Different by Todd Parr -I Like Me by Nancy Carlson -I Like Myself by Karen Beaumont -Hands Are Not For Hitting by Martine Agassi, Ph.D.

-Whoever You Are by Mem Fox

-I’m as Quick as a Cricket by Audrey Wood -Owen by Kevin Henkes -ABC I Like Me by Nancy Carlson Feelings -The Feelings Book by Todd Parr -The Feel Good Book by Todd Parr -How About a Hug? By Nancy Carlson -How Full is Your Bucket for Kids by Tom Rath and Mary Reckmeyer -How Are You Peeling? Foods with Moods by Saxton Freymann and Joost Elffers -Feelings by Aliki -The Way I Feel by Janan Cain -Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis and Laura Cornell -When Sophie Gets Angry- Really, Really Angry by Molly Bang -Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst and Ray Cruz Family -The Family Book by Todd Parr -Is Your Mama a Llama by Deborah Guarino -Love You Forever by Robert Munsch -Owl Babies by Martin Waddell -A Chair For My Mother by Vera B. Williams -Just Me and My Dad by Mercer Mayer -Just Me and My Mom by Mercer Mayer -Annie Rose is My Little Sister by Shirley Hughes Friendship -The Best Friends Book by Todd Parr -Will I Have a Friend? By Miriam Cohen -Little Engine That Could by Watty Piper -Peanut Butter and Cupcake! By Terry Border -Leo the Late Bloomer by Robert Kraus -Chester’s Way by Kevin Henkes -Should I Share My Ice Cream? By Mo Willems -Can I Play Too? By Mo Willems -My Friend is Sad. By Mo Willems -You are Friendly by Todd Snow and Melodee Strong -How Full is Your Bucket for Kids by Tom Rath and Mary Reckmeyer -Pete the Ct and the New Guy by Kimberly Dean and James Dean Questions for a read aloud (lead4ward vocabulary) (All lead4ward vocabulary needs to be taught and explained: create anchor charts with lead4ward vocabulary, include students and discuss) Bold/Italicized words are lead4ward vocabulary Ask your neighbor… (K.4B) Respond to the questions (K.4B) Ask and respond to questions about text (K.4 B) Identify story elements of the story (K.6A) Identify the setting (K.6A) Identify the characters (K.6A) Identify the key events (K.6A) Identify story elements of the story including setting, character, and key events.(K.6A) Retell the story.

Retell the main event. (K.8A)

Retell a main event from the story read aloud (K.8A) Describe the characters (K.8B) Describe the characters actions (K.8B) Describe the characters in the story and the reasons for their actions. (K.8B) Make inferences based on the cover of the book. (K.8 Fig. 19D) (K.10 Fig19D) Make inferences based on the title of the book. (K.8 Fig. 19D) (K.10 Fig19D) Make inferences based on the illustration/s. (K.8 Fig. 19D) (K.10 Fig19D) Make inferences based on the plot of the story. (K.8 Fig. 19D) (K.10 Fig19D) Make inferences based on the cover, title, illustrations, and plot (K.8 Fig. 19D) (K.10 Fig19D) Retell important events in the story (K.8 Fig. 19E) Act Out important events in the story (K.8 Fig. 19E) Identify the topic of the story (K.10A) Identify the details of the story (K.10A) Identify the expository text (K.10A) Identify the topic and details in expository text heard or read, referring to the words and illustrations (K.10A) Retell important facts. (K.10B) Retell important facts in a text heard or read. (K.10B) Discuss the ways authors group information in text (K.10C) Use the title to make predictions about the text. (K.10D) Use the illustrations to make predictions about the text. (K.10D) Use the titles and illustrations to make predictions about the text (K.10D) Retell the important events in the story (K.10 Fig. 19 E) Act Out the important events in the story (K.10 Fig. 19 E) What questions do you still have?

Other Higher Level Thinking Questions for read aloud Create -What would it be like if…?

-Can you elaborate on the reason…?

-What would happen if…?

-How would you feel if…?

- How would you have handled…?

-What changes would you make to solve…?

Evaluate

-Would it be better if…? Why or why not?

-Why do you think that…?

-What would you recommend…?

-Why did the (character) choose…?

-What choice would you have made…?

Analyze

-What do you think…?

-How is ___ related to …?

-What part of the story was the… (funniest, saddest, most exciting? And why?

-What is the relationship between….?-Can you make any connections? (text to text, text to self, text to world)?

Apply

-What would you do if you could visit where the story took place?

-How would you solve…?

-How would you use…?

-What other way would you plan to…?

Understand

-Can you explain…?

-Describe what…?

-Can you explain what is happening…?

2. 4th and 5th 6 weeks journals: differentiate lines (3 to 6 lines).
3. 6th 6 weeks differentiate lines (5 or more lines).
4. 10 to 15 minutes teacher models a mini lesson (focusing on an objective: increasing detail, sounding out words, etc…).
5. 30 to 40 minutes students complete journals quietly/independently (at the beginning of the year journal time is shorter so students can build their stamina). Students write about anything they want: journal prompts once/twice a week starting in October/November?? . We want to be sure our students are gaining a love for writing.
6. 1st 6 weeks: illustrations
7. 2nd 6 weeks: illustrations with 1st letter of word (initial sounds), some may begin to write words-labeling 3. 3rd 6 weeks: illustrations, labeling, writing one sentence 4. 4th-5th 6 weeks: illustrations, 2 to 4 sentences 5. 6th 6 weeks: illustrations, stories: 4 or more sentences.