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Oscoda Information Technology document sample
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What goes on in the Oscoda has developmentally appropriate
Language Arts Mathematics
classrooms with a strong literacy focus
Kindergarten Classroom? Kindergarten classrooms are print rich The big ideas for Kindergarten children are
for all children. We believe that play
Teachers read many stories each day with environments. The text books are Silver in the area of number. The expectations
matters for all children. When children
children. Through these stories, children Burdett Ginn. Children will be assessed emphasize counting, grouping, and ordering
are engaged in play they exhibit
learn many of the conventions of written with the Michigan Literacy Progress Profile numbers. Teachers will emphasize meaning,
predictable play behaviors that support
language, use picture clues, and play with (MLPP and Dynamic Indicators of Basic naming and patterns. Everyday Learning is
their development and prepare them for
the sounds of language. They are Early Literacy Skills (DIBELS). the text book and students are assessed
real life skills.
encouraged to write their names The child can: with adopted Curriculum assessments.
and words, letters to friends, 1. Rhyme
experience charts and many labels 2. Identify beginning sounds in Your child can: Library/Media Center
in the classroom. Math Science words. 1. Count objects in sets to 30. Literacy and research skills are reinforced
and Social Studies concepts are 3. Blend sounds to make words. 2. One to one correspondence to 30. in the media center. Children check books
implanted in the children’s 4. Segment words into individual 3. Order numbers to 30. out of the library and work in the Computer
activities. Academic learning is sounds. 4. Read numbers to 30. lab.
playful and exploratory. You will 5. Recognize a minimum of 18 high 5. Write numbers to 30.
see your child cutting, manipulating frequency words. 6. Count by 1’s to 100. Science
materials, exploring, pretending and 6. Recognizes uppercase letters. 7. Count by 2’s to 30.
Our students will:
observing. Children contribute their own 7. Recognizes lowercase letters. 8. Count by 5’s to 30.
Ask questions about the world
ideas, use their own problem solving 8. Knows letter sounds. 9. Count by 10’s to 100.
Design and conduct investigations
strategies, and pursue their own interests. 9. Recognizes concepts of print. 10. Understand the numbers 1 to 30 as
Develop strategies for gathering
Teachers skillfully weave in academic goals 10. Sequences a story/retell story having one, two or three groups of ten
information
and objectives as they build on what (minimum of 3 events) and some ones.
Communicate findings of investigations
children can do and challenge them to try 11. Identifies story elements (setting, 11. Compose and decompose numbers from
Develop an awareness of need for
new things. character, events) 2 to 10. (eg. 5 = 4 + 1 = 2 + 3)
evidence
12. Describes author & illustrator. 12. Describe and make drawings to
Show science concepts through
In addition to whole group activities, 13. Compare and contrast texts. represent number stories.
creative expression
children will work individually and in small 14. Identifies and discusses a variety of 13. Can write simple addition and
Develop an
groups while teachers move around the genre. subtraction sentences.
awareness of and
room (observing, asking questions, giving 15. Make predictions based on illustrations. 14. Create, describe and extend simple
sensitivity to natural
help, and discussing with the children). 16. Writes a narrative piece. number patterns.
world
Children will independently get the 17. Writes an informational piece. 15. Know and use common words for parts
Describe how
materials they need and use peers as a 18. Able to spell a minimum of 18 words of the day (morning, afternoon) &
technology is used in
resource. correctly. relative times (yesterday, today)
everyday life
19. Forms upper and lowercase letters 16. Identify tools that measure time
Units:
Kindergarten children are in the “want to correctly. (clocks, calendar)
Force and Motion
learn” mode as they make sense of their 20. Child communicates clearly for a 17. Identify daily landmark times to the
Describe position of an object
world. Our Kindergarten program is variety of purposes. nearest hour (lunch 12:00)
Gravity-how objects fall towards the
designed to meet the needs of all of our 21. Child is able to attend, listen and 18. Compare two or more
earth
children. respond appropriately during objects by length, weight or
Force-push or pull
discussions and stories capacity using terms taller,
Organization of Living Things
shorter, heavier, etc.
Organisms have basic needs
19. Identify basic 2
Popcorn words Living and non-living
Family You may hear your child talk about
dimensional shapes.
Solid Earth
20. Identify basic 3
Activities “Popcorn” words in Kindergarten. These are
dimensional shapes.
Identify earth materials (air, water, soil)
the familiar words that keep “popping up” in
Curriculum focused 21. Sort and classifies shapes by
family activities our lives. The children will learn to read,
attributes.
scheduled write and use several “Popcorn” words this
22. Create, describe and extend simple
throughout the year.
patterns.
school year.
Social Studies Develop and implement an action plan to
Our students will: address or inform others about a public Oscoda Area
Computer
Technology
Geography
Recognize that maps and globes
issue
Participate in projects to help or inform Schools
others
Our students will: represents place
Use age- Use position words (up/down, in/out, Math and Physical Students First
appropriate technology and software as a above/below) to identify locations in the Education
tool for learning. Students will use classroom Extended and supplemental Math
computers in the classroom as well as the Identify and describe places in the lessons/activities related to classroom
immediate environment (classroom, home, core curriculum—ongoing learning and
computer lab.
practice.
playground)
Fitness for Brain and Body
Describe ways people use the
“Active Kids=Healthy Kids”
environment to meet human needs and Math and
Employability Skills wants (food, shelter & clothing) Wellness activities
Work Ethics History are integrated,
The mission of the Oscoda
Distinguish between yesterday, today and such as skip
Works & plays cooperatively
tomorrow counting while Area School District,
Accepts responsibility jumping,
Create a timeline using events in their through partnership with
Follows directions nutrition—recipes.
own lives the home and community,
Takes care of personal needs Technology
Identify beginning, middle & end of is to deliver comprehensive
Follows rules
historical stories and challenging learning
Respects rights, opinions & property of
Describe ways people learn about the Language and experiences, preparing all
others
past Performing Arts students to become
Civics and Government Reading, Writing, Listening and productive, responsible
Identify our country’s flag as an Speaking members of society.
important symbol of the United States Apply skills and knowledge to perform
in the arts (songs, reader’s theater)
Explain why people do not have the right
Technology
to do whatever they want (promote Talk it! Read it! Write It!
fairness, common good, safety)
Career Awareness Describe fair ways for groups to make
decisions Technology & Art
Community Helpers Display and publish student work
Describe situations in which they
Respect for other’s work
demonstrated self-discipline and
Use of technology as a tool
Health Education responsibility (caring for pet, school Integrated into all subjects
Healthy Choices: Nutrition, Physical rules, working in a group, taking turns) Art in everyday life Kinderga
Activity, Economics
Medicines, Drugs, Dental Health Describe economic wants appropriate to
Intervention rten
Safety with Household Products and their age
Distinguish between goods and services and Under the 2009-2010
Medicines
Awareness of Dangerous Objects and Recognize situations in which people Sea Time
Weapons trade We have a Reading
Characteristics of Appropriate and Public Issues Coach and an
Inappropriate Touching Identify classroom rules Intervention Coach
Use simple graphs to explain information to work with our students in the area of
Cedar Lake
Personal Safety and How to Use 911
Friends, Feelings and Manners about a classroom issue Literacy. This allows our students to get Elementary
Compare their viewpoint on classroom more one on one attention in Reading Skills. 989-739-5491
issues www.oscodaschools.org
Express a position on a classroom issue
Citizen Involvement
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