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Kindergarten General Information • Kindergarten teachers must differentiate to meet the student educational needs • Students should know all capital and lower case letters by Christmas, along with many of the letter sounds, or they are BELOW GRADE LEVEL. • To be on grade level at the end of kindergarten, students should be reading at guided reading level “B” or “C”, preferably “C” • Teachers must move beyond the “letter a week” format. They should be teaching and re-teaching letters, sounds, high frequency words, and blending at least three times during a school year. Each time they should focus on them in a little different manner. It is the re-visiting that makes mastery happen • Teachers should be teaching the high frequency words throughout the school year, visiting, re-visiting continually, using them as Word Wall Words! • Kindergarten Writer’s Workshop is a must in every classroom throughout the school year • Teachers should read the Utah State Core for kindergarten at least yearly, and construct your curriculum map accordingly. The items in the state core are the minimum teaching/learning requirements • Kindergarten students can be taught in a developmentally appropriate manner, and also focus on academic achievement! It’s the HOW and the WHAT integrated together! DAP in Kindergarten •What does Developmentally Appropriate Practice (DAP) mean? “Developmentally appropriately practice (DAP) means assuring that classrooms, instruction, and assessment for young children takes into consideration three major dimensions: age, individual growth patterns, and cultural factors.” Krogh, 1997; Bredekamp & Copple, 1997 Ray Reutzel “Some are still back in the 60’s, thinking that teaching children to read and write in kindergarten is inappropriate; we need to eradicate this notion!” Ray Reutzel, Statement May 4, 2007 Is teaching Reading to Young children DAP? “Learning to read and write is critical to a child’s success in school and later in life. The early childhood years, from birth through age eight, are the most important period for literacy development. It is for this reason that the International Reading Association for the Education of Young Children (NAEYC) have joined together to formulate a position statement regarding early literacy development . . . IRA and NAEYC are committed not only to helping young children learn to read and write but also to fostering and sustaining their interest and disposition to read and write for their own enjoyment, information, and communication.” (1998) Learning to read and write. Developmentally appropriate practices for young children. A joint position statement for the IRA and the NAEYC in Young Children, July 1998) DAP in Kindergarten • What should children learn about literacy in kindergarten? – Oral Language – Concepts of Print – Letter Names and Sounds – Phonological and Phonemic Awareness – Beginning Phonics (CVC words) – 25 Sight Words – Listening Comprehension Strategies DAP in Kindergarten • If we adopt a literacy and math focus, then what happens to art, music, dance, science, and social studies? The State of Utah has adopted a K-2 Integrated Core Curriculum to assure that young children receive opportunities to experience these important content subject areas through integrated theme unit study. Ideally, these content subject areas will also be integrated into literacy and mathematics learning in the other grades. Play should continue in kindergarten. However, it should be integrated with literacy, math, and content subject area learning. Neuman, 2000 Whole Class Instruction Letters, Sounds, High Frequency Words, Blending, etc. • August through December – Environmental Print – At least one Alphabet book per day – Kinesthetic Alphabet at least once per day – Oral Language – Phonemic Awareness – Letter/sound games, songs, chants – King and Queen of the day • Consonants and Vowels • Syllabication – Informational Texts - building background knowledge – Writer’s Workshop – Read Alouds Whole Class Instruction Letters, Sounds, High Frequency Words, Blending, etc. • January through Mid-February – One letter per day for 26 days • Proper letter formation/writing practice • Making sure that every letter is explicitly taught • Making as many connections as possible – Continue: • Kinesthetic alphabet • Oral Language • Phonemic Awareness • Letter/sound games, songs, chants (connecting to specific letter/sound • Read Alouds • Punctuation • Informational Texts - connecting to letter/sound • Writer’s Workshop Whole Class Instruction Letters, Sounds, High Frequency Words, Blending, etc. • February through June – Back to Alphabet as a whole • Work on letter/sound fluency • More focus on blending • More practice with high frequency words • Continue punctuation • Writing whole words and sentences – Constant Review – More Informational Texts connected to Content Core – Focus on Comprehension in shared reading – Continue Read Alouds – More in-depth Writer’s Workshop Small Group Instruction • August through December – Guided Reading for those who are ready – Differentiated small groups to meet needs • i.e., own name, other’s names, first letter of name, vowels, letter recognition, sounds, a few high frequency words, blending, guided reading, etc. Small Group Instruction • January through June – Guided Reading groups for all students • Some may still be working on own name, other’s names, first letter of name, vowels, letter recognition, sounds, a few high frequency words, blending – Texts for Level A • Letter Books, repetitive pattern books, syntactic pattern books • Focus: concepts of print, patterned text, 1 to 1 matching, check the pictures, support predictions, oral language, high frequency words (usually not known out of context), main idea • Level B – Letter books, repetitive pattern books, syntactic pattern books – Focus: concepts of print, patterned text, 1 to 1 matching, check the pictures,oral language high frequency words, retelling, cross-checking 1st sound/word with pictures • Level C – 1 to 1 matching (eyes only), high frequency words, attends to beginning/ending sounds, visual phrasing (2-5 words), monitors known words, blends cv, vc, cvc, ccvc, words, text with little or no repetition Suggested Half-Day Schedules • First of year: Monday through Thursday 8:25/12:37 - attendance, show and tell, number card ﬂips 8:30/12:42 - Calendar time 9:10/1:20 - Shared reading/Interactive writing 9:30/1:40 - Lesson time: Mondays - Phonics/Phonemic Awareness, Tuesday - Sorting/Patterns, Wednesday - Content Areas, Thursday - Writer's Workshop 9:50/2:00 - Recess 10:00/2:10 - Centers & small group instruction (CBL) 11:00/3:10 - Cleanup 11:05/3:15 - Story 11:17/3:25 - Home Suggested Half-Day Schedules • End of year: 8:25/12:37 - Attendance/ Show and Tell/Spelling 8:30/12:42 - Independent Writing/Story Starters 9:10/1:20 - Lesson Time - all areas of CBL integrated into content learning 9:30/1:40 - Math - addition, subtraction 9:50/2:00 - Recess 10:00/2:10 - Guided Reading & Centers 11:00/3:10 - Cleanup 11:05/3:15 - Story 11:17-3:25 - Home Another Half-Day Schedule 12:25-12:35 MIR (TRADE TAKE HOME BOOKS & TAKE ROLL) 12:35-12:40 WORD WALL (DIFFERENT ACTIVITY EVERY DAY) 12:40-1:00 WORD WORK (PHONICS—LETTERS, SOUNDS, CHUNKS, HIGH FREQUENCY WORDS, POEMS STUDENT DICTIONARIES 1:00-1:15 CALENDAR ALPHABET CHANT SHARED READING/COMPREHENSION TAUGHT HERE MORNING MESSAGE 1:15-2:00 GUIDED READING /CENTERS 2:00-2:30 INTERACTIVE WRITING/WRITERS WORKSHOP/READ ALOUD SOMETIMES COMPREHENSION SKILLS HERE 2:30-2:45 RECESS 2:45-3:15 MATH 3:15-3:20 DISMISS • MUSIC IS USED AS A TRANSITION AND IS OFTEN PART OF A PHONEMIC AWARENESS ACTIVITY • SOCIAL STUDIES AND SCIENCE AND ART TAUGHT THROUGH INTERACTIVE WRITING, READ ALOUDS, AND SHARED READINGS & REINFORCED IN CENTER TIME; CONNECTED TO LITERACY • AT THE END OF THE YEAR MY GUIDED READING AND CENTER TIME INCREASES TO AN HOUR Kindergarten Learning Centers • Learning centers: – support the literacy, mathematics, and the integrated K-2 Core, and enrich oral language and background knowledge – must encourage self regulation and independence – have a designated leader – have clear procedures for entry, behavior, clean-up, and exit – have an overall routine for use – must require some kind of accountability for students – need clearly posted directions, objectives, and expectations or rules – must be well organized with sufficient tools for learning and exploration Learning Centers (cont.) • Only previously explicitly taught strategies and tasks should be found in academic learning centers for independent or collaborative practice • At some point learning tasks must be differentiated for children- not the same task/level for all students in the center • If there isn’t sufficient room for stand alone centers- they may be transportable!
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