Welcome to Kindergarten

1. Welcome to Kindergarten Mrs. Mondello & Mrs. Reekie Room 6

2. Classroom Philosophy UNITY I dreamed I stood in a studio and watched two sculptors there. The clay they used was a young child's mind, and they fashioned it with care. One was a teacher; the tools he used were books and music and art; One a parent with a guiding hand, and a gentle, loving heart. Day after day the teacher toiled, with touch that was deft and sure, While the parent labored by his side and polished and smoothed it oer. And when at last their task was done, they stood proud of what they had wrought. For things they had molded into the child could neither be sold or bought. And each agreed he would have failed if he had worked alone, For behind the parent stood the school, and behind the teacher, the home.

3. 8:25- 8:50 Choice Time • 8:50 – 9:15 Morning Meeting/Read Aloud  • 9:15 - 9:30 Snack • 9:00 – 9:30 Intervention Block  • 9:30 – 10:15 Literacy Centers • thematic units, phonics reinforcement, guided reading • 10:15 – 10:45 Writer’s Workshop • 10:45 – 11:00 Fundations • 11:00 – 11:25 Lunch • 11:25 – 11:40 Bathroom/Poetry/Fundations • 11:40 – 12:00 Recess • 12:00 -12:50 Calendar & Math Workplaces Daily Schedule

4. Balanced Literacy • Science and Social Studies Integrated • Friendship • Seasons • Zoo Animals • Harvest/Native Americans • Traditions • Ocean Life • Earth Science (magnets, water, properties) • Life Cycles • (frog, butterflies, ladybugs) • Weather • Farms Thematic Units Read aloud Shared Reading Explicit phonics instruction (Fundations) Centers, (See attached) Guided Reading individualized, leveled, independent reading Writer’s Workshop Individualized

5. Fundations • All K-3rd grade students 15 - 30 minutes daily. • (see packet for scope and sequence) • Explicit direct phonics and handwriting instruction. • Fundations folders will go home weekly to let you know which letters have been taught and the exact verbalizations for letter formation. This is resource for you to use at your discretion. Due back each Thursday. Same as library books!!!

6. Learning Centers/Work board • Independent • Different goals at different centers • Heterogeneous groups • Examples: listening center, word sort, poetry journal, ABC center, (see packet)

7. Writer’s Workshop • Differentiated for every child. • Study author’s craft • Pilot new program for district Non Fiction Writing, Tony Stead and Linda Hoyt, purpose is to align writing to the Common Core Standards • Additions to narrative and informational are persuasive and explanatory.

8. Math Investigations Hands on math program designed to build deeper sense of numbers and mathematical thinking. Students construct knowledge from experiences. Workplaces!!! Number Corner Calendar experiences, base ten building, math read aloud and story problem extensions.

9. Homework Kids need to be kids!!! Philosophy matches the classroom. All kids need something different. Daily sound practice (blue folder) Writing Practice, letter formation (blue folder) Reading Log ( yellow folder )grade level expectation) Work that needs finishing Individual Extras January, sight word games, guided reading books, raz-kids on line reading. ALWAYS USE YOUR JUDGEMENT!!! NO TEARS PLEASE!!!

10. Response To Intervention What is it? Tiered instruction for reading driven by formative assessments. Groups change frequently to meet the needs of the children. Teacher teams meet to discuss students and exercise shared responsibility in student progress and learning.

11. District Wide Assessments Literacy • Marie Clay’s Letter ID • DIBELS • DRA, Developmental Reading Assessment, • Writing Samples Math • Symphony, on line universal screener. • Cathy Richardson’s Counting and Comparing Numbers • Problem solving (addition and subtraction • Number Fact Fluency

12. COMMON CORE • What is it? • learning objectives by grade and subject • based heavily on MA curriculum standards • adopted July 21, 2010 • adopted by 44 states (+ US Virgin Islands and Washington D.C.) • What is the purpose? • ensure equality between classrooms • identify critical learning content • guide approaches to education • align content and instruction between grades • www.corestandards.org

13. Standards Based Report Card • What is it? • more specific; more grades per content area • aligned with common core • term grades based on year end objectives • What is the purpose? • give more concrete feedback about students’ progress *See packet for a sample of last years report card, expect changes!!!

14. Special Activities Friday’s Book Buddy Day Friday’s Library Day Return books Thursday • Theme Day’s take place at the end of each theme. • Parent Volunteers needed for theme days and centers. • Birthday Celebrations • Please no food.

15. There’s Nothing in My Bag Today Today I did my math and science, I toasted bread. I halved and quartered. I counted, measured, used my eyes, and ears and head. I added and subtracted on the way, I used a magnet, blocks, and memory tray. I learned about a rainbow and how to weigh. So please don’t say, “Anything in your bag today?” You see I’m, sharing as I play. I learned to listen and speak clearly when I talk, to wait my turn, and when inside to walk. To put my thoughts into a phrase, to guide a crayon through a maze. to do it with a smile and not a frown. To put my pasting brush away. So please don’t say, “What, nothing in your bag today?” I’ve learned about a snail and a worm, remembered how to take my turn. Helped a friend when he was stuck, learned that water runs off a duck. I looked at words from left to right, agreed to differ, not to fight. So please don’t say, “Did you only play today?”