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Kindergarten Curriculum

Mountain View Elementary

Kindergarten Curriculum

2016-2017

 

READING

  • Shared Reading Experiences – Shared reading experiences support beginning readers by providing a successful reading experience that encourages your child to take risks in predicting events and outcomes, as well as stressing the construction of meaning.  The repetition of language patterns helps your child see patterns in letter-sound relationships.
  • FUNdations / Fountas and Pinnell Phonics – Your child will engage in phonics lessons and activities focused on early literacy concepts, phonological awareness (sounds in a word), letter knowledge; both recognition and letter/sound relationships, spelling patterns, high frequency words, word meaning/vocabulary, word structure, and word-solving strategies.  Your child will revisit these concepts throughout the year and apply these learning as he/she develops as a reader on a daily basis. 
  • Predictable Books – When your child hears and reads a predictable book, he/she is supported in making predictions of upcoming text by the language patterns, the context of the narrative, and the matching of illustrations with the text.  Predictable books are those that present familiar concepts of stories or use repetitive language patterns, a repeated or cumulative sentence, or a familiar sequence.  Your child is able to make sense of the text, which is the primary goal in reading, because he/she “knows what it is going to say.”  The repetition of a central language pattern supports the child as he/she monitors his/her reading for appropriate language use.
  • Best Practices in Reading – During the second half of the year, Kindergartners will begin to move their reading focus from decoding and fluency to more advanced reading comprehension skills.  The Best Practices program introduces kids to skills such as drawing conclusions, making predictions, visualizing, making connections and questioning.

 

 

WRITING

  • Beginning Writing – In the initial stages of writing, your child will be encouraged to illustrate his/her ideas or experiences and to tell about them. You may notice your child engaging in “writing-like” behavior.  For example, he/she might make recurring figures, which are to represent writing.  He/She may then “read” what he/she has written.  This is an extremely important precursor to writing as all children need to understand that writing is a meaningful and purposeful activity and must know what writing “feels” like.  Your child will also be encouraged to express his/her ideas through letter representations and temporary spellings.  He/She will be encouraged to put in writing the sounds, which are readily heard.  Keep in mind that the sounds your child hears may not be the sounds that we, as proficient users of the English language, might hear.  Your child may begin by recording beginning consonant sounds, moving toward ending consonants, and then middle consonants.  Vowels are usually the last sounds to be recorded.
  • Every Child a Writer (ECAW) – Mountain View has adopted the Every Child a Writer approach to teaching students the basic skills of the writing process.  In kindergarten, students focus on writing to describe.  Students participate in whole group instruction where the teacher models, demonstrates and teaches the components of the writing process.  Small groups of students (5-6) meet with the teacher in order to receive differentiated instruction.  Specific skills are targeted and taught during small group time in response to the needs of the group.
  • Writing Portfolios – At Mountain View, we believe in exposing students to a variety of genres of writing at an early age.  Students regularly write in a writing portfolio to a given prompt.  The daily prompts, which are developed by Smart Schools, rotate through various genres such as biography, picture prompts, expository, narrative, phonics, science, etc. 

 

 

 

 

 

 

 

 

MATH

  • Everyday Math – Mountain View’s approach to mathematics is hands on activities correlated with a variety of mathematical concepts:  counting, numerations, measurement, geometry, patterns, data collection, etc. that are taught through Everyday Math curriculum.  Throughout the year, your child will engage in meaningful activities to help him/her establish a strong foundation in mathematical skills.
  • Exemplars – Exemplars is a problem-solving program.  Exemplars has partnered with Everyday Math to combine the strength in problem solving with the daily Everyday Math curriculum.  Exemplars math performance tasks can be used in all classrooms to enhance students' problem-solving and math communication skills and provide classroom-tested, real-world problems for instruction.  You can learn more about Exemplars by reviewing the website at: www.exemplars.com.
  • S.T.A.N.D. O.U.T. Math – This is a supplemental program that reinforces basic addition and subtraction skills.

 

SCIENCE

  • FOSS Science - Your child will be involved in activities and discussions that may include simple experiments to build his/her vocabulary and understanding of the following topics:
    • Animals Two by Two – How organisms can be compared, described and sorted by their physical properties.
    • Wood and Paper - How objects can be sorted using their physical properties.
  • Additional Science Units
  • How different objects move
  • How the sun provides heat and light for the Earth

 

SOCIAL STUDIES - Your child will be involved in activities and discussions that may include simple experiments to build his/her vocabulary and understanding of the following topics:

  • Understanding ideas about the past
  • Compare and contrast people belonging to different groups and living in different places around the world that can be found on a map or globe
  • Recognize ownership as a component of economics
  • How purchases can be made to meet wants and needs
  • Making decisions using democratic traditions (rules)
  • Identify characteristics of quality citizens

 

Additional Educational Opportunities:

  • RtI (Response to Intervention) – Mountain View believes that all students can be successful in school.  In order to meet the needs of all students, Douglas County School District has implemented a three-tiered approach, which enables teachers to provide high-quality instruction by matching interventions based on a student’s need, whether it is academic, social-emotional or behavioral. This process is called RtI, Response to Intervention. These interventions include students needing academic remediation or enrichment. Students may receive remediation or enrichment in their classroom or with our RtI Specialist.
  • Library - Kindergarten visits the library once a week and each student is allowed to check out one library book.  It is important for the children to return their book every week. Your child’s book must be returned prior to checking out another book.  Please help your child remember to return books weekly. Books may be returned before the due date and placed in the classroom library book basket. The librarian has provided a special bag to keep books protected during travel to and from school.
  • Computer Lab - Kindergarten students visit the computer lab where the children will work individually on a computer.  In kindergarten, your child will learn the basics about the computer. 
  • Specials – Your child will actively be participating in Specials each day.  Your child will have the opportunity to attend art, music and physical education.