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Experience the World of Learning…. Experience the Lincoln Public Schools. Evening Agenda. Ms. Georgia Fortunato, Superintendent of Schools: Welcome Message Dr. Caroline Frey, Director of Curriculum: CCSS Ms. Patricia Gablinske, Central Principal: Standards Based Report Card
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Experience the World of Learning… Experience the Lincoln Public Schools
Evening Agenda • Ms. Georgia Fortunato, Superintendent of Schools: Welcome Message • Dr. Caroline Frey, Director of Curriculum: CCSS • Ms. Patricia Gablinske, Central Principal: Standards Based Report Card • Ms. Maryann Struble, Director of Student Services: Developmental Readiness • Ms. Jeannine Magliocco, Lonsdale Principal: Supporting your child on the first day of school • Ms. Michelle Carr & Ms. Roberta McLear, Kindergarten Teachers: A Typical Day In Kindergarten • Ms. Michele Sharpe, Northern Principal: Lunch & Recess • Mr. Reza Sarkarati, Principal Saylesville: What To Bring On The First Day • Ms. Rita Kinniburgh, School Nurse Teacher: Medical Information • Questions • Ms. Susan Imschweiler, Assistant Principal: Photography Presentation
Welcome Message • Superintendent Georgia Fortunato
Common Core State Standards (CCSS)…ELA • In kindergarten students learn the foundational reading and English language arts skills that set them on the path to become life-long readers, writers, and effective communicators. Reading is perhaps the most important skill that students develop in their early academic years. • Lincoln teachers are able to organize and deliver effective, efficient instruction in the essential skills and concepts students must master. Instruction is differentiated to meet the wide range of students’ abilities. • Standards-based instruction is critical to the kindergarten curriculum. Such instruction develops students’ literacy proficiency in English Language Arts. The standards describe what students are expected to know and be able to do by the end of the school year.
CCSS ELA continued… • Reading Standards for Literature: Students identify characters, setting, & major events in a story; they ask & answer questions about essential elements in a story; & retell familiar stories. Students use illustrations & context to make predictions, & identify common types of text. Additionally, students locate the names of the author & illustrator & define their roles in telling the story. • Reading Standards for Informational Text: These standards are similar in many ways to the Reading Standards for Literature. However, the CCSS introduce students to more complex text-analysis skills with the prompting and support of their teacher. Students identify the connection between two events, individuals, ideas, or pieces of information in a text. • Reading Standards in Foundational Skills: kindergarten students begin to work with words in three important ways: decoding or word recognition skills, spelling, & writing. • Writing:Students compose opinion pieces that state an opinion about a topic or a book. They compose informational/explanatory pieces that supply information on a topic. In narrative writing, students narrate a single event or several events, relate the events in the order in which they occurred, & express a reaction to the events. The CCSS also ask students to respond to questions & suggestions from their peers & adults to strengthen their writing. • Speaking & Listening: Kindergarten students produce clear and coherent sentences in order to share ideas. They describe people, places, things, & events, They understand and follow 1 & 2 step directions. Additionally they ask & answer question to clarify and confirm understanding. • Language: Students acquire new words and phrases through conversations about grade level topics, by reading & being read to, & by responding to text.
CCSS… Mathematics • Effective mathematics education provides students with a balanced instructional program. Kindergarten students in Lincoln Public Schools become proficient in basic computational skills and procedures, develop conceptual understandings, & become adept at problem solving. Standards-based mathematics instruction starts with basic material & increases in scope and sequence as the year progresses. It is like an inverted pyramid, mathematics development , including readiness for algebra rests on the foundations built in the early grades. • In kindergarten domains for the CCSS in mathematics are Counting and Cardinality, Operations and Algebraic Thinking, Number & Operations in Base Ten, Measurement & Data, & Geometry.
CCSS Mathematics continued… • Counting & Cardinality: Kindergarteners learn the number names as they count (to 100 by 1s & 10s), & write number names (from 0-20). Students learn that each successive number refers to a quantity that is one larger as they count objects & say corresponding number names. Kindergartners count object (as many as to 20) and answer “how many?” questions & group & compare sets of concrete items (up to 10 objects in a group) to identify whether the number of objects in one group is greater than or less than , or equal to the number of objects in another group. • Operations & Algebraic Thinking: Kindergarteners use a variety of approached (use of objects, finger, drawings, verbal explanations and equations) to represent addition & subtraction (putting together & taking apart) & to solve problems (within 10). • They decompose numbers (less than or equal to 10) into various pairs (5 = 2 + 3 …5 = 4 + 1) and find the missing number that makes 10 (for any number from 1 – 9 Kindergartens will also develop fluency with addition & subtraction within 5. • Number & Operations in Base Ten: Students use objects or drawing to compose & decompose numbers 11 to 19 into tens & ones ( 18 = 10 + 8). • Measurement & Data: Kindergarteners compare objects with measurable attributes (such as length or height) to see which object is longer, shorter, lighter, heavier, or in general have “more of”/“less of “ an attribute. • Geometry: The CCSS calls for kindergarteners to “model shapes in the world” by building and drawing shapes to form larger shapes (triangles to form a rectangle). Students are asked to identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cylinders, & spheres). Identify shapes as two dimensional and three dimensional and be able to analyze & compare them .
Reporting Kindergarten Students Progress • The kindergarten report card goes home in November, March & June • Additionally, progress reports go home in January & April • Parent Teacher Conferences are in December • Parents are encouraged to contact their child's teachers if concerns arise outside of the reporting periods
CCSS Standards for Mathematical Practice • “The Standards for Mathematical Practice describe varieties of expertise that educators at all levels should seek to develop in their students “(CCSS for Mathematics, pg.6). These standards are the same K-12 and based on the processes and proficiencies all students should have including problem solving, reasoning & proof, communication, representation, conceptual comprehension, fluency, efficiency accuracy and flexibility. • References: • Kendal J. (2011). Understanding the Common Core State Standards. Denver Colorado: ASCD • (2011). Common Core State Standards fro Mathematics. RIDE • (2011). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. RIDE • (2011). Curriculum Frameworks & Instructional Resources. California Department of Education.
Developmental Readiness What does my child need to know? Rhode Island’s Early Learning and Development Standards (hereafter, The Standards) outlines early learning expectations at key benchmarks, from birth to 60 months of age.
What are the “Standards”? There are nine domains in the Early Learning and Development Standards: • Physical and Motor Health Development • Social and Emotional Development • Language Development • Literacy • Cognitive • Mathematics • Science • Social Studies • Creative Arts
Physical Health and Motor Development& Social Emotional Development Physical Health and Motor Development: Health and Safety Practices- • Children engage in structured and unstructured physical activity. Gross Motor Development- • Catch a small ball with two hands • Bounce a ball and catch it • Aim and throw a ball with some accuracy Fine Motor Development- • Fold a piece of paper with accuracy and symmetry • Work a puzzles of up to 10 pieces • Use simple tools (e.g., stapler, hole punch, scissors, tape dispenser) • Fold a piece of paper with accuracy and symmetry Social Emotional Development: Relationships with Others- • Children develop trust in and engage positively with adults who are familiar and consistently present in children’s lives. • Maintain well-being while apart from parents or primary caretakers when in familiar settings or with familiar and trusted adults • Have a close relationship with a consistent non-parental caregiver, showing interest in the adult’s feelings, preferences, and well-being and sharing their experiences • Participate in longer and more reciprocal interactions (when interacting with familiar adults in role play, games, or structured activities) and take greater initiative in social interaction (including turn-taking) • Self regulation-Control strong emotions most of the time in an appropriate manner • Persist at a difficult task with decreasing amounts of frustration • Can name emotions using words, signs, or other communication methods
Developmental Milestones Resource: For more information about developmental milestones from 9 months to 60 months: www.ride.gov Instruction and Assessment Rhode Island Early Learning and Development Standards
Supporting Your Child on the First Day of School • Talk with your child about what to expect during a typical school day (classroom time, lunch and snacks, recess and bathroom breaks). • Begin practicing night time and morning routines prior to the first day (bed time, wake time, laying out clothes, packing backpack, etc.) • Attend K Orientation and Back to School Social (meet the teacher and principal, board a bus, see the classroom, meet some friends. • Read books with your child about starting kindergarten.(e.g., Countdown to Kindergarten). • Try time away from you prior to the 1stday. • Take a Token from Home. • Make your goodbye cheerful and brief, and remind your child when you will return. • If your child is anxious, remain cheerful and reiterate that you will be back to pick him up at the end of the school day. Remind him that he will be learning exciting new things, and allow the teachers to help.Read more on Family Education: • http://school.familyeducation.com/kindergarten/anxiety/51261.html#ixzz332w13prb
A Typical Day in Kindergarten First Trimester • Routines, rules, acclimating to an Elementary school setting • Build a sense of community within the classroom and school • Assess benchmark skills in literacy and math • Beginning Literacy and math instruction through poems, hands –on activities, discussions, illustrations Second Trimester • Continue to focus on foundational skills in literacy • Differentiated reading/writing instruction for individual development • Basic counting and arithmetic skills, 1:1 correspondence, number recognition, geometry • Science Kits- Marbles, Tracks & Ramps Third Trimester • Apply foundational skills and strategies to reading and writing • Build stamina for independent reading and writing • Apply learned math skills to more abstract problem solving • Science Kits- Animals 2x2
A Typical Day in Kindergarten • Activities May Include: • Literacy and Math Centers • Letter Sound and Identification activities • Hands-on math and science activities • Reader’s/Writer’s Workshop • Independent reading and writing • Discuss, share, critique • Shared reading and writing • Read Aloud and vocabulary development • Science kits- Marbles, Tracks, & Ramps and Animals 2x2 • Specialist each day- Art, Music, Health, Library, PE
Lunch & Recess Kindergarten Students have 30 min lunch and 30 min recess periods each school day • Kindergarten students eat lunch with their same age peers in the cafeteria. Students are typically assigned to tables by their grades/classrooms. • Teacher assistants and teachers are in the lunchroom to help students with the daily challenges of opening containers, such as items from home and their milk/juice boxes. • Students are able to bring their lunch or buy school lunches. • Students with peanut allergies are assigned to the peanut free tables and are welcome to invite a friend who has a peanut free lunch. • Students have great fun and practice their developing social skills during recess time . Recess is held outside on the playground or inside in their classrooms.
What to Bring on the First Day Suggested donations • Box of tissues • Disinfecting wipes • Hand sanitizer • Roll of paper towels • gallon size Ziploc bag • Expo dry erasers • Crayola watercolor paints for center time First Day • Healthy snack on first day • Lunch or money for lunch • one folder • know how they are going home (parent pick up, bus) Supplies • 3 glue sticks • Package of Crayola markers • 2 boxes of Crayola (8,16. 24 count) • 1 pair Fiskars child -sized scissors
Comprehensive School Health School Health Services Health Education Health Promotion Counseling and Psychological Services School Nutrition Program Physical Education Healthy School Environment Family and Community Services
Questions… • Lincoln Public Schools Thanks you….and welcomes your child to Kindergarten! • Please make sure to take a book for you and your child to share.
