Curriculum Night 2020-21 Ms. Golden and Mrs. Sundholm The - - PowerPoint PPT Presentation

Curriculum Night 2020-21

• Ms. Golden and Mrs. Sundholm

The Kindergarten Class of 2020-2021

Weekly Schedule

Literacy

Mondo Bookshop Literacy Program

Why Mondo Bookshop Literacy Program?

• Whole Group Reading - Supporting analytical thinkers while building subject-area knowledge
• Small Group Reading - Meeting students where they are as they practice standards in a

small group setting.

• Phonics - lessons that develop foundational skills for proficient reading
• Phonemic Awareness – the ability to hear, identify, move or change sounds (called

phonemes) in spoken words. Activity examples include rhyming, segmenting words, identifying syllables, & onset-rime.

• Speaking & Listening - Supporting language development throughout the literacy block with

thoughtful meaningful conversations

• Assessments - AIMSweb, Reading Records

Being a Writer

K-5 WRITING CURRICULUM

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Common Core Aligned

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Comprehensive Model

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Personalized and Differentiated Learning

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Social/Emotional Learning as a Context for All Learning

Zaner-Bloser Handwriting

Thank you!

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Washington State does not fund curriculum as a budget line item

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100% of this adoption was paid for by you through the Mercer Island Schools Foundation!

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Without our partnership with MISF initiatives and support in the classroom would not be possible

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Thank you! Thank you! Thank you!

Math

Math Talk, Listen, Explore, Be Comfortable With Taking Risks, Playing With Possibilities and Building Numeracy.

Student understands and applies the concepts and procedures of mathematics. Reads numbers to 31, 1:1 correspondence to 20, Rote count to 100 and back from 10, Comparing quantities to 10 , Models and describes situations for addition and subtraction up to sets of 10, Geometry, Sorting rules.

Social Studies

Be The Three Mindfulness Kelso’s Choice Second Step Character Trait of the Month

Mindfulness

Kelso’s Choice

Kelso’s Choice teaches students to distinguish between a small problem (one they can solve themselves) and a big problem (one they need a parent, teacher, or other trusted adult to help them solve). Students will also learn different solutions to solving a problem. Mrs. Falsgraf, our school counselor, teaches this program to our students if and when we return to in-person learning.

Second Step

Character Trait of the Month

Resilience Respect Perseverance Gratitude Empathy Optimism Self Control Kindness Problem Solving Honesty

Specialists

Our Music, P .E., Spanish, Art and Library Specialists are providing weekly lessons during our asynchronous time. You may access these lessons through your child’s Seesaw account. For more info, click here.

V.I.P.

V.I.P. (Very Important Person) Each student has a chance to be the V.I.P. of the

• week. When your child is our V.I.P. they will be

sent an “All About Me” poster in advance of their V.I.P. week. They will then share it with our class

• n an assigned day. They also have a chance to

bring a favorite item to our Zoom meeting to share with the class. This gives them the

• pportunity to practice their speaking skills in

front of an audience. We will email you in advance to let you know you should be expecting the “All About Me” poster. We are still working out details on how to get the poster to you.

Birthdays

A child’s birthday is a very special day! In room 122, we celebrate on, or as close to the actual day, as possible. Summer birthdays will be celebrated before the end of the school year. Classmates make cards for the birthday student, we sing a special birthday song, and give the student a small non-food gift.

Conferences

November 23rd, 24th, and 25th. There is no school for students these three days. A sign up sheet for conferences will be shared at a later date. Report cards are released on Skyward The first report cards assess your student on a continuum of academic behaviors. For example: Cooperative Worker, Participates actively and appropriately, Shows respect for property, Self‐Directed Learner, Follows directions, Makes productive use of class time, Works independently

WaKIDS

WaKIDS is a grant from Washington state that pays for your child to attend full day

• kindergarten. Some of the requirements are the family conferences, Plan, Do

Review time and the assessment tool. Assessments will take place during one-on-one virtual meetings with families, breakout room with a paraprofessional, or through informal observations during meetings.

• Mrs. Wick will be doing additional 1:1 reading assessments that you will schedule

with her.

website

Volunteer Training

We are still trying to figure out how volunteering looks in a remote learning environment but want to let you know that we are hoping to have volunteers help in some capacity in the future. We will keep you posted.

Schools Foundation

Let’s Take a Look

Golden/Sundholm Class Website

THE END 2020-2021

Important Information:

• FERPA (The Family Educational Rights and Privacy Act) does not allow us to

discuss any children with anyone except their own parent without permission.

Grading at Northwood

4 - Exceptional 3 - Meets Standard 2 - Progressing Toward Standard 1 - Below Standard Students receive grades for Math, Writing, Reading, and Participation. Requirements for an Exceptional grade include:

• Consistently performing beyond

expectations and seeking

• pportunity to go further
• Demonstrating depth of thought and

application

• Connecting knowledge or skill to

another area

• Applying knowledge for a new

purpose

• Teaching others

Report cards are released on Skyward! At this time, specialists will not be providing grades.

How do you get to the US Open?

Even professionals still practice their ground strokes. Foundational skills are important building blocks to ensure success later in life. We have to go slow in Kindergarten so they can go fast later! Deeper knowledge rather than broader.

Age Appropriate Work Expectations

I do, we do, you do: Always moving toward working independently. Independence with school supplies, ipad usage, apps, and completing tasks. Students need clear and concise expectations. Work in small chunks with breaks in between. Repeating activities

• It is normal for students to not “get it” the first time. It is also important to repeat

tasks even when they do “get it.”

It is not age appropriate to focus on conventional spelling until approximately second grade. If a student asks for your help spelling a word you can say:

• “Try it on your own first”
• “Let’s sound it out together”
• “Do your best, its okay to make mistakes”
• “I noticed you wrote (b sound) I hear the sound

(d sound)” (Worry more about phonetics than conventional spelling).

• Help them find the word on a word chart, look

and say list, or in a picture dictionary to copy themselves.

Age Appropriate ELA Expectations

“Normal is just a setting on a washing machine”

Beginning of the year: Write by drawing pictures, writing some letters, and/or writing a few words. Can read quietly on their own for 5-10 minutes (Most are looking at pictures or retelling familiar stories). Phonics: rhyming, letter names/sounds, syllables, concept of print, and oral language. Goals for end of the year: Write at least 1-2 sentences independently. Can read quietly on their own for 20 minutes. The goal is to reach a guided reading level of D. Phonics: segmenting and blending vc, cvc, and ccvc

• words. Look and say words, digraphs, and silent e

for long vowels. Can ask and answer questions, retell the beginning, middle, and end of a story, describe how characters are feeling, recognize some text features, identify the author, etc.

Assignments

• Some assignments are just for practice, others are for assessment.
• Ask yourself, “Is what they’re turning in an accurate representation of what my

child can do?”

• Please remember that typically you are not there to help them in kindergarten.

It’s okay if it was difficult for them or if it isn’t perfect.

Free Choice and the Importance of Play

We are starting to have free choice everyday during online learning. The purpose of this is to:

• manage stress, encourage creative play, offer students choice and agency,

build relationships with peers, foster oral language, and so much more.

Articles for Parent Reference:

https://www.naeyc.org/our-work/families/five-essentials-meaningful-play https://www.gse.harvard.edu/news/uk/18/06/summertime-playtime https://education.seattlepi.com/developing-oral-language-kindergarten-5769.html

Material Kits

• Students need to be able to easily locate these items on their own.
• My recommendation is to keep all of the school supplies together, and in bins.
• Most of these items need to last for the entire year.
• Worksheets and workbooks are not to be hurried through.

How to help your student

Let them to make mistakes and be willing to show them your mistakes. Give them time. Re-read directions for them, remind them of a strategy, or reteach a skill if needed, but have them do the work. Be close enough you can hear them, but do not speak for them or distract them. Build skills toward independence (i.e. don’t press the unmute button for them, but point to where it is). Play board games Be physically active and provide time to play outside if possible.

Role of the Family

You will need to be more involved with online learning than in-person learning, but you will not need to be their teacher. Each family and each student have different needs. Create a learning space at home and keep supplies together and accessible. Designate who their “helper” is during the day. Be consistent, be clear, and develop routines. Families are their children’s first teachers and know them better than anyone else. Doing what you can is enough.