• This syllabus is an overview of the 2nd nine weeks of Kindergarten. It is intended to provide a general description of the weeks’ basic skills.

    In Kindergarten, we are working to ensure a safe, well-rounded, and innovative environment so that students may possess the ability to apply core academic skills to real-world situations, to become a life-long learnerStudents will be exposed to a wide variety of literature, hands-on activities, higher-order thinking questions, open-ended questions, and enrichment activities.

    Grade Level Standards in Each Subject:

    A copy of the state standards for each curriculum area can be found at the State Department of Education website.

    Second Nine Weeks

    English/Language Arts



    Social Studies

    Reading Standards for


    3. With prompting and support, identify characters, settings, and

    major events in a story. [RL.K.3]

    4. Ask and answer questions about unknown words in a text. [RL.K.4]

    5. Recognize common types of texts (e.g., storybooks, poems).


    6. With prompting and support, name the author and illustrator of

    a story and define the role of each in telling the story. [RL.K.6]

    Reading Standards for

    Informational Text

    10. With prompting and support, ask and answer questions about

    key details in a text. [RI.K.1]

    11. With prompting and support, identify the main topic and retell

    key details of a text. [RI.K.2]

    12. With prompting and support, describe the connection between

    two individuals, events, ideas, or pieces of information in a text.


    13. With prompting and support, ask and answer questions about

    unknown words in a text.


    14. Identify the front cover, back cover, and title page of a book.


    15. Name the author and illustrator of a text and define the role of each in presenting the

    ideas or information in a text. [RI.K.6]

    Reading Standards:

    Foundational Skills

    21. Demonstrate understanding

    of spoken words, syllables, and sounds (phonemes). [RF.K.2]

    b. Count, pronounce, blend, and segment syllables in spoken

    words. [RF.K.2b]

    d. Isolate and pronounce the initial, medial vowel, and final

    sounds (phonemes) in three-phoneme (consonant-vowel-

    consonant, or CVC) words. (This does not include CVCs ending

    with /l/, /r/, or /x/.) (Words, syllables, or phonemes written in

    /slashes/ refer to their

    pronunciation or phonology.

    Thus, /CVC/ is a word with three phonemes regardless of the

    number of letters in the spelling of the word.) [RF.K.2d]

    22. Know and apply grade-level phonics and word analysis skills

    in decoding words. [RF.K.3]

    Know and apply grade-level phonics and word analysis skills

    in decoding words. [RF.K.3]

    a. Demonstrate basic knowledge of one-to-one letter-sound

    correspondences by producing the primary or many of the most

    frequent sounds for each consonant. [RF.K.3a]

    b. Associate the long and short sounds with common spellings

    (graphemes) for the five major vowels. [RF.K.3b]

    c. Read common high-frequency words by sight (e.g., the, of, to,

    you, she, my, is, are, do, does). [RF.K.3c]

    d. Distinguish between similarly spelled words by identifying the

    sounds of the letters that differ. [RF.K.3d]

    Language Standards

    37. Demonstrate command of the

    conventions of Standard English grammar and usage when writing

    or speaking. [L.K.1]

    b. Use frequently occurring nouns and verbs. [L.K.1b]

    c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).


    f. Produce and expand complete sentences in shared language

    activities. [L.K.1f]

    38. Demonstrate command of the

    conventions of Standard English capitalization, punctuation, and

    spelling when writing. [L.K.2]

    40. With guidance and support from adults, explore word relationships and nuances in word meanings. [L.K.5]

    b. Demonstrate understanding of

    frequently occurring verbs and adjectives by relating them to their opposites (antonyms).



    25. Use a combination of drawing, dictating, and writing to

    compose informative or

    explanatory texts in which they name what they are writing about

    and supply some information about the topic. [W.K.2]

    Speaking and Listening


    31. Participate in collaborative

    conversations with diverse partners about

    kindergarten topics and texts with peers and

    adults in small and larger groups.


    a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under

    discussion). [SL.K.1a]

    b. Continue a conversation through multiple exchanges.


    32. Confirm understanding of a

    text read aloud or information

    presented orally or through other media by asking and answering

    questions about key details and requesting clarification if

    something is not understood.




    1. Count to 100 by ones and by tens.


    2. Count forward beginning from a

    given number within the known

    sequence (instead of having to begin

    at 1). [K-CC2]

    3. Write numbers from 0 to 20.

    Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).


    4. Understand the relationship

    between numbers and quantities;

    connect counting to cardinality.


    5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration;

    given a number from 1-20, count out that many objects. [K-CC5]

    6. Identify whether the number of

    objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting

    strategies. (Include groups with up

    to ten objects.)


    7. Compare two numbers between 1 and 10 presented as written



    8. Represent addition and

    subtraction with objects, fingers,

    mental images, drawings, sounds

    (e.g., claps), acting out situations, verbal explanations, expressions, or

    equations. (Drawings need

     not show details, but should show the mathematics in the problem. This

    applies wherever drawings are

    mentioned in the Standards.)






    6. Compare size, shape, structure, and basic needs of living things.

    Identifying similarities of offspring and their parents

    7. Classify objects using the five senses.

    Grouping objects according to

    color, shape, size, sound, taste, smell, texture, and temperature

    8. Identify features of Earth as landmasses or bodies of water.

    4. Describe survival traits of living things, including color, shape, size,

    texture, and covering.

    Classifying plants and animals

    according to physical traits

    Examples: animals—six legs on insects, plants—green leaves on

    evergreen trees

    Identifying developmental stages of plants and animals

    Examples: plants—seed

    developing into seedling, seedling

    developing into tree; animals—

    piglet developing into a pig, kid

    developing into  a goat

    Describing a variety of habitats and

    natural homes of animals

    6. Recognize evidence of animals

    that no longer exist.



    4. Differentiate between needs

    and wants of family, school,

    and community.

    • Comparing wants among

    different families, schools, and communities

    5. Differentiate between goods

    and services.

    Examples: goods—food, toys, clothing

    services—medical care, fire protection, law enforcement,

    library resources

    12. Describe families and communities of the past,

    including jobs, education,


    communication, and recreation.

    • Identifying ways everyday life has both changed and remained

    the same.



    Ø Cooperates with teachers and others

    Ø Follow one-and two-part oral directions

    Ø Select appropriate voice level when interacting with others

    Ø Works independently

    Ø Accepts responsibilities

    Ø Respects rights and property of others


    Learning Methods Utilized in the Classroom...


    Ø Memorization

    Ø Use print rich classroom, library, computer, and real world resources to acquire information

    Ø Drill and practice

    Ø Reading repetitive books

    Ø Individual, partnering, small, and whole group instruction

    Ø Everyday routines

    Ø Group discussions

    Ø Manipulatives



    Motor Development


    Ø Writes and colors appropriately and with control

    Ø Uses scissors and glue appropriately

    Ø Forms and copies shapes correctly

    Ø Can trace patterns

    Ø Ties shoes

    Ø Works with puzzles and other manipulatives


    Grading Scale

    E [A: 90-100   B: 80-89]    S [C: 70-79]             N [D: 60-69 F: Below 60]

    E: Excellent                        S: Satisfactory                    N:  Needs Improvement

    Homework Policy

    Homework is set to reinforce classroom learning or to prepare for future classroom activities. Each student must complete his/her own work. Students will have a homework packet for the week, spelling words and a book to read every night except on Friday.  Homework packets are due on Friday.

    Daily Schedule



    7:45 a.m. – 8:00a.m.

    Unpack/Independent Reading

    8:00 a.m. – 8:30a.m.

    Morning Meeting

    8:30 a.m. – 10:00a.m.

    English Language Arts-Reading

    10:00 a.m. – 10:30a.m.


    10:30 a.m. – 11:00a.m.


    11:00 a.m. – 11:30a.m.

    English Language Arts-Writing

    11:30 a.m. – 12:30p.m.


    12:30 p.m. – 1:00p.m.


    1:00 p.m. – 1:30 p.m.

    Environment-Social Studies

    1:30 p.m. – 2:00 p.m.

    Unified Arts (Planning)

    2:00 p.m. - 2:30 p.m.

    P.E. (Planning)

    2:30 p.m. - 2:45 p.m.


    2:45 p.m.- 3:00 p.m.

    Prepare for Dismissal

    3:00 p.m.




    Each student must have the following supplies:

    •  $5 school ID (required)
    •  4 plastic pocket folders with prongs
    •  4 Primary Composition Books
    •  4 Writing Tablets with 5/16” lines
    •  1 Steno Book
    •  2 boxes of regular size crayons [8 or 12 count]
    •  2 boxes of Kleenex
    •  6 glue sticks
    •  1 box of gallon size zip lock bags
    •  1 box of quart size zip lock bags
    •  1 plastic pencil pouch *NO BOXES*
    •  2- 67.6 oz bottles of Hand Sanitizer
    •  Scissors *No pointed edges*
    •  2 tubes of disinfecting wipes
    •  1 can of disinfectant spray
    •  24 Pencils
    •  2 packs of copier paper
    •  1 clear or mesh book bag


    Classroom Rules/Expectation

    1.     Work quietly and do not disturb others.


    2.     Pay attention to your teacher.


    3.     Raise your hand to speak or stand.


    4.     Use your best behavior in the restroom, lunchroom, and hallway.


    5.     Turn in complete homework.


    6.     Keep your hands, feet, and other objects to yourself.



    Codes for Misbehavior

    1.                 Talking/ Disrupting others


    2.                 Not paying attention/ Playing


    3.                 Speaking out of turn/Not raising hand


    4.                 Misbehaving in the restroom, lunchroom, or hallway


    5.                 Incomplete homework


    6.                 Not keeping hands, feet, or objects to yourself



    1st Offense: Teacher Warning

    2nd Offense: Contact Parent and Notice sent home

    3rd Offense: Conference with Kindergarten Team/Student

    4th Offense: Conference with Principal/Teacher/Parent/Student

    5th Offense: Send to an Administrator


    Communication with Parents

    ·        Handbooks and homework folders will be sent home daily to communicate positive classroom news and behaviors. Parents will receive notes and phone calls to discuss negative classroom behavior as well.

    ·        Conferences may be requested as needed by the teacher or parent throughout the year. We are available for parent conferences Monday –Friday from 1:30.p.m.to 2:30 p.m. Please call the school or send a note by your child to schedule an appointment.

    ·        We will regularly report academic progress to parents through test grades, writing samples, and completed class work.

    ·        We will provide a progress report and report card to parents each nine weeks


    Parents, What’s Your Role?

    Parents are a child’s first teacher, an influential and important partner in his/her education. Through the use of normal daily activities and routines, you can help your child acquire skills and abilities that will help him/her succeed in school. These are some ideas you can use to enhance your child’s learning:

    •  Set a bedtime to allow your child adequate rest.
    • Make sure your child eats breakfast.
    •  Help your child memorize his/her address, city, state, phone number, and birth date.
    •  Help your child learn how to tie his/her shoelaces and identify left and right hands and feet.
    •  Establish a relationship with your child’s teacher. At all times your child’s handbook can be used to write notes and concerns to communicate with his/her teacher.
    • Ask questions about daily activities at school to show you are committed to his/her education.
    •  Always speak with your child about his/her behavior at school. Encourage positive interaction with other students and adults.
    •  Check your child’s homework folder.
    •  Help your child with homework daily.
    • Check your child’s backpack every night to make sure they are ready for school.