Listening and Speaking

"Reading and Writing float on a sea of talk" - James Britton

"Quality talk leads to rich written work" - Susan L. Kempton

Listening and speaking are the foundation for literacy. Children's first experience with language and learning about the world is through listening. The ability to convey thoughts and ideas through speaking is essential in the learning process. Both listening and speaking are active processes and need to be practiced through authentic interactions. Parents and teachers provide solid language models and practice in meaningful ways.

Students will develop as focused listeners and confident speakers.

• Listens to the speaker and knows how to respond/interact
• Speak to convey thoughts and ideas

Reading

Reading is the process of constructing meaning from print and illustrations. It is a thinking process. "It is essential to begin with meaning when we start formal reading instruction." (Starting with Comprehension, by Andie Cunningham and Ruth Shagoury)

Students will be emergent readers.

• Demonstrate an interest in reading (listening to stories, independent examination of books, sharing books with others)
• Demonstrate an understanding of reading strategies (accessing prior knowledge; making meaning from text and pictures; recognizing language patterns; using letter/sound cues)
• Comprehend what is read to them (i.e. retelling, predicting)

Writing

"You cannot write without thinking. Any writing involves thinking, writing, rethinking, rewriting and rereading. Patience helps this process unfold. Writing is a process that cannot be hurried or forced, but must be nurtured, encouraged, and appreciated." (Never Too Early to Write by Bea Johnson)

Students will be emergent writers.

• Demonstrate an interest in writing (using pictures, symbols, letters, words or sentences)
• Express their thinking, feelings, and ideas to make sense (using pictures, supporting oral language, symbols, words or sentences)
• Use writing strategies (environmental print, labeling, familiar words, phonetic association, etc.) to communicate
• Incorporate some conventions into writing (i.e. spacing, punctuation, left to right presentation)
• Understand the relationship between letter names and their sounds
• Develop fine motor skills

Kindergarten implements its mathematics curriculum using Investigations in Number, Data, and Space

Areas of Investigation:

• Who is in School Today? - Exploring materials and routines
• Counting and Comparing - Exploring numbers and measurement
• What Comes Next? - Exploring patterns
• Measuring and Counting - Exploring measurement and number
• Make a Shape, Build a Block - Exploring 2D and 3D geometry
• How Many Do You Have? - Exploring addition, subtraction and number systems
• Sorting and Surveys - Exploring data

Report Card Outcomes and Indicators

Student will be emergent mathematical thinkers.

• Demonstrate an interest in mathematics
• Count a set of up to 20 objects
• Compare two quantities up to 10 to see which is greater/less
• Measure the length of an object to decide which of the two objects is longer
• Represent a set of data to solve a problem
• Sort a set of objects according to their attributes
• Explore and identify 2-D and 3-D shapes
• Combine two small quantities using manipulatives, drawings, and/or notations

The Science Curriculum will involve an integrated curriculum that explores change through

• Force and motion
• Weather and climate
• Interdependent relationships in Ecosystems

Science Labs will reinforce these concepts through hands on investigations, experiments and field trips.