Kindergarten Syllabus

Kindergarten Program Goal

The overall goal of kindergarten is to improve children’s understanding of the world and to
strengthen their desire to continue learning. Appropriate, intellectually challenging learning
opportunities are planned to help students meet state and district learner standards in language
arts, mathematics, social studies, science, physical development, the arts, and personal/social
development.

Grade Level Standards in Each Subject

***All standards for Kindergarten are available on the web-site listed below.
http://www.myscschools.com/offices/cso/

Daily Activities
1. Daily News and Morning Message are used daily to enhance the students’ reading and
writing experiences. Both are an opportunity for the teacher to discuss sentence structure,
grammar and spelling.
2. Shared Reading with trade books, big books, poetry, and short stories. Much of the
curriculum studied in our I B Units is incorporated into the Shared Reading lesson.
3. Writing in Journals is a regular part of most days. The students work independently on a
topic of their choice or on a teacher writing prompt. The teacher usually models journal writing
step by step at the beginning of the year.
4. Students have the opportunity to choose any book they want to for self-selected reading
time. They may choose books that are beginning readers. The teacher uses this time to listen to
students who want to read their book aloud.
5. Self-Selected Reading begins in mid- October. Students read quietly for 5 -10 minutes
daily.
6. Literacy Stations are done each morning. Students are placed in a small groups with other
students. Students rotate through several centers which include writing, word study, art,
math, computer, and drama (only educational programs are used during this time.) Students are
pulled out for small group guided reading lessons with the teacher. Students are placed with
those on similar academic levels to better meet the needs of all children. Literacy Stations stress
phonics based skills as well as comprehension skills and developmental skills like cutting.
7. Free Choice Centers: Students are given time to visit free choice centers on Fridays. The
Centers include Home Living, Computer, Reading, Writing, Art, Blocks, Puzzles and Games and
a Math Center. Center time allows the teachers to observe the children at play.
8. Music and Movement activities are a part of each day.
9. Calendar Math uses many math skills including patterning, counting, place value, shapes,
etc.
10. Math incorportaes centers, small groups, independent, and whole group instruction.

Language Arts Timeline

Reading and Language Arts: Our school provides the Houghton Mifflin Harcourt Journeys
reading series for Kindergarten. We also use big books and books from the library. Programs on
the computer provide additional enrichment activities in phonics and reading readiness.
K5 Language Arts Long Range Plans:

August –September
Phonics:
Letter a day, A-Z, rhyming words and counting syllables, Popcorn Words
Guided Reading:
Books about:
School
Rules and Responsibilities
Colors
The Five Senses
Shared writing and introduction to journal writing.

Oct.-Nov.
ERI begins along with literacy stations(Reading A to Z)
Phonics:
ABC review along with rhyming words, blending C-V-C words, Popcorn Words
Guided Reading:
Books about:
The senses and other physical characteristics
Community and family
Wants and needs
Mapping Skills
Thanksgiving
Shared writing and journal writing
December:
ERI contijnues along with literacy stations(Reading A to Z)
Phonics:
ABC review along with rhyming words, blending C-V-C words, Popcorn Words
Guided Reading:
Books about:
Matter (Solids and Liquids)
Christmas Holidays
Winter stories
Shared writing and journal writing

January-February
ERI continues along with literacy stations (Reading A to Z)
Phonics:
ABC Review, A-Z, rhyming words and blending C-V-C words, Popcorn Words
Guided Reading:
Books about:
Fiction books by the following authors along with trade books about their counties
Keiko Kasza (Japan)
Beatrix Potter (United Kingdom)
Mem Fox (Australia)
Books about famous Americans and US symbols
Shared writing and journal writing

March-mid April
ERI continues along with literacy stations (Reading A to Z)
Phonics:
Letter a day, A-Z, rhyming words and blending C-V-C words, Popcorn ‘Words
Guided Reading:
Books about:
The Seasons
Math and Measurement

Mid April-May
ERI continues along with literacy stations (Reading A to Z)
Phonics:
Letter a day, A-Z, rhyming words and blending C-V-C words, Popcorn Words
Guided Reading:
Books about:
The Seasons
Plants
Animals
Shared writing and journal writing

Early Reading Intervention program:

All K5 students are regularly tested for knowledge of letter names and sounds using the Aims
Web Tests. Students who test below level are provided with daily Reading Intervention
lessons. The program used is the Scott Foresman Early Reading Intervention series. ERI classes
are designed to last around 30 minutes daily in a small group of no more than 5 students. Classes
take place during Literacy Center time each day. This is one of the centers these students visit
daily.
Math Calendar

Units Time Allocated Standards

First Quarter

Getting Started Weeks 1-2 KCC1

What shape is this? Weeks 3-4 KG2

Shapes and their Size

Why do we count? Weeks 5-6 KCC1, KCC2, KCC3, KCC4: a, b,

c, KCC5, KCC6
Numbers 0-5
How many? Weeks 7-8 KCC1, KCC2, KCC3, KCC4: a, b,
c, KCC5, KCC6
Numbers 6-10

Where does it belong? Weeks 9-10 KMD3

Classifying and Counting

Second Quarter

Which place? Week 11 KG1

Relative Positions

How many? Weeks 12-15 KCC1, KCC2, KCC3, KCC4: a, b,

c, KCC5, KCC6
Numbers 11-20

How long/heavy is it? Weeks 16-18 KMD1, KMD2

Measuring Length, Weight, & Counting

Third Quarter

Week built in for spiral review, assessments, Week 19

enrichment, reteaching

Which group has more? Which group has less? Weeks 20-21 KCC6, KCC7
Comparing Numbers

How do we add? Weeks 22-23 KCC2, KOA1-5

Representing Addition

What shape is this? Weeks 24-26 KG2, KG3, KG4, KG5, KG6
Analyzing Two- and Three-Dimensional Shapes

How many tens and ones? Weeks 27-28 KNBT1

Place Value

Fourth Quarter

Week built in for spiral review, assessments, Week 29

enrichment, reteaching

How do we subtract? Weeks 30-31 KCC2, KOA1-5

Representing Subtraction
How quickly can you recall your facts? Weeks 32-34 KOA5
Mastering Addition and Subtraction Facts within
5

Preview/Review/End of the Year Assessment Weeks 35-36

K-5 Unit Study Calendar

2013-2014
August 26-September 20: Who We Are
(Schools and Rules: Unit 1: Citizens are responsible at school)
September 23-October 4: My Body
October 7 –November 1: Sharing the Planet
(Unit 3: Citizens identify with a family and its history)
November 4-December 20: Where We Are in Place and Time
(Unit 2: Citizens cooperate in the community: community leaders)
(Unit 5: Citizens make choices in the community: needs and wants/goods and services)
November 25-26: Thanksgiving We will use this time for the following standards and return to
Where We Are in Place and Time on Dec. 2
(Mayflower, Native American study, Family Thanksgiving traditions)
January 6-February 7: How We Express Ourselves
(Artist Craft)
February 10-February 28: (Unit 4: Citizens have traditions of American democracy: American
Figures and Symbols)
March 3- April 11: How We Organize Ourselves
(Math Unit)
April 21-May 23: How the World Works
(Plants and Animals)
Mapping (Unit 6: Citizens connect to their surroundings) and Seasonal Changes will be
incorporated throughout the year. The Matter Unit will be incorporated into the math sorting
unit.
Major Assessment/Calculation of Grades: Evaluation of student progress
Kindergarten students are assessed throughout the year based on performance. Assessments
include Aims Web for reading, Fountas and Pinnell Leveled Readers, and the Greenville County
Math Assessment. Each of these is administered at the beginning and end of the year and some
are given midyear as well. Beginning of the year and end of year writing samples are collected
from each child.
K5 students do not receive report cards the first nine weeks. Personal conferences are scheduled
to be held with each child’s parents or guardians. Students do receive a progress report mid
quarter as well as a report card at the end of the 2nd, 3rd and 4th nine week grading periods.
Students do not receive letter grades. They are graded with a system of checks and
minuses. Parents or teachers may request additional conferences throughout the year to discuss
progress or behavior issues.

IB Portfolios:
Student portfolios are shared with parents throughout the year. An example of work from each
of the six IB units is included in the portfolio. Examples of children’s work are given to
receiving teachers. Student work is given to parents upon completion of the 5th grade.
Communication with Parents
We communicate with parents through a weekly newsletter/homework sheet that is sent home
each Monday in the homework folder. In the fall, we will conference with each parent about
their child. Periodic progress reports will be sent home to keep you informed of your child’s
achievement. Parents also receive notes and phone calls or emails concerning their child’s
behavior. These notes and newsletters allow the parents to be involved in their child’s
learning. Our classroom website will also include the updated newsletter for parental
convenience.

**The attendance and tardy policy can be found in the Student Handbook.
Guidelines and Procedures
1. During instructional activities: K5 students follow four rules:
I am in control of my voice.
I am in control of my body.
I cooperate.
I follow directions.
2. During non-instructional activities: Routines and procedures have been established in our
classroom to manage behavior during non-instructional activities. Students know what is
expected of them in centers, in line, and in everyday occurrences, such as going to the
bathroom. We have a morning routine before the bell rings to limit the amount of confusion in
the room, which sets the tone for behavior. During recess, we have rules that apply to the
playground equipment. The students know if they break these rules, they will have to walk laps
during playtime. Routines and procedures are listed as follows:

Parent Participation
Throughout the school year there will be a variety of special classroom activities and
celebrations. I encourage you to attend these functions when possible and to support them by
sending needed supplies or treats. I do understand that some of you work and cannot make it to
everything. Parents are encouraged to share special skills and talents relating to jobs or hobbies,
serve as classroom volunteers, assist with field trips and special activities, and collect materials
for the classroom. Parents are also encouraged to become active members of the Parents Teacher
Association (PTA). Your support and participation in school activities makes your child feel
important and sends a message that you value your child’s school and education.

Home -School Connection

You are your child’s first teacher. A strong home school connection contributes to your child’s
experience in school. I believe that working together will help your child succeed. Throughout
the year I will communicate with you through notes, telephone calls, weekly newsletters,
progress reports and parent teacher conferences.

Contact Information
If you have any questions or concerns throughout the year please feel free to contact me at any
time. You can reach me by several methods. Call the school at 355-6000 or my extension 355-
6066 and leave a message. Or through my e-mail address: kevans@greenville.k12.sc.us. I will
get back to you as soon as possible.

Money
On occasion it will be necessary for your child to bring money to school. Always send money in
a sealed envelope or Ziploc bag with the following information written on it:
1. Your child’s first and last name
2. The amount of money enclosed
3. The purpose for the money (book money, field trip, etc.)
4. Teacher’s name
Book Bags
Please help your child to remember to bring their book bag to school every day. In the past I
have found that a regular-size book bag will help prevent your child’s work from getting ruined.
Also, please label all your child’s personal items such as sweater, coat, and lunch box.

Outdoor Recess
The children will be going out for recess every day weather permitting. We are fortunate to have
a variety of playground equipment. Certain types of shoes and boots are less than ideal if your
child chooses to play on this equipment. Please keep this in mind and help your to dress
appropriately.
Changes in Transportation
If your child has any changes in how they will get home, you must send a written note or call the
school office before 2:00 P.M. I do not rely on information a child tells me because children
often become confused and relay messages incorrectly. If no written note or phone call is
received, your child will be sent home by his/her usual method of transportation. If your child is
a car rider please notify the school office or me if they will be riding home with another person.
This will help the teachers on car duty maintain the safety of your child.