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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
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)
                                               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.
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
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
                             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,
    scheduled                                  write and use several “Popcorn” words this
                                                                                              22. Create, describe and extend simple
  throughout the                               year.
   school year.
                                                       Social Studies                      Develop and implement an action plan to
                                            Our students will:                              address or inform others about a public        Oscoda Area
                                            Recognize that maps and globes
                                                                                           Participate in projects to help or inform        Schools
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.
                                                                                           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
                                              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
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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