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Curriculum
areas are often integrated into topic or themes, with a continuous
focus on literacy – listening, oral language, reading and
writing.
The themes emphasized in Kindergarten include:
• Nursery Rhymes
• All About Me
• Colors
• Dental Health
• Safety
• Seasons
• Light
• Character Development
Our Language Arts program is approached
through balanced literacy.
The components of
a Balanced Literacy program
are:
Read Aloud:
The teacher reads
a story to the students and engages in a discussion about the book.
Shared Reading:
The teacher and
students read together using:
• a big book
• charted poem or song
• multiple copies of the same book
Guided
Reading:
Small group
reading instruction geared to the level of reading and skill sets
possessed by individuals.
Independent
Reading:
Students read on
their own. In early stages this may look more like story telling
and memorization.
Word
Study:
Phonics, Phonemic
awareness, and vocabulary.
Expectations and areas of focus for kindergarten students:
Reading
• Knows the letter names
• Recognizes the sounds of
letters (Phonics)
•
Understands that words consist of
combinations sounds
(Phonemic Awareness)
•
Understands concepts of print
• Develops a basic sight word
vocabulary (39 words)
• Develops one-to-one
correspondence and word
matching
•
Begins to read predictable books
• Views self as a reader
Modeled
Writing:
Teacher
demonstrates how to write for different purposes and audiences.
Interactive
Writing:
Teacher and
students write together – usually charted stories or predictable,
patterned text.
Guided
Writing:
Small group
writing instruction based on student needs.
Independent
Writing:
Students write on
his/her own.
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Literacy expectations
and areas of focus for kindergarten students:
Reading
• Knows the letter names
• Recognizes the sounds of letters (Phonics)
• Understands that words consist of combinations of
sounds(Phonemic
Awareness)
• Understands concepts of print
• Develops a basic sight word vocabulary (39 words)
• Develops one-to-one correspondence and word
matching
• Begins to read predictable books
• Views self as a reader
Writing
• Writes upper & lower case letters
• Writes first name
• Writes a simple sentence that begins with
an
uppercase
letter and ends with a period
• Understands writing for communication
• Attempts to write sounds that correspond to letters
• Attempts to write notes, lists, stories, and labels
• Draws a picture to illustrate his/her writing
• Views oneself as a writer
Oral
Language
• Communicates thoughts and feelings
• Responds to others respectfully
• Speaks in complete sentences
• Takes turns speaking in a group
• Begins to use descriptive language
• Explains responses
• Retells personal experiences
• Uses appropriate tone & volume
• Asks questions
Listening
• Listens to and follows directions
• Listens to others respectfully and carefully
• Takes turns listening
• Responds to questions and conversations after
listening
to others
• Understands how to use & respond to computer
software
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