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 learner. Students 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
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
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]
21. Demonstrate understanding
of spoken words, syllables, and sounds (phonemes). [RF.K.2]
b. Count, pronounce, blend, and segment syllables in spoken
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]
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
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
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
Identifying developmental stages of plants and animals
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,
• Comparing wants among
different families, schools, and communities
5. Differentiate between goods
Examples: goods—food, toys, clothing
services—medical care, fire protection, law enforcement,
12. Describe families and communities of the past,
including jobs, education,
communication, and recreation.
• Identifying ways everyday life has both changed and remained
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 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 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
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 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.
7:45 a.m. – 8:00a.m.
8:00 a.m. – 8:30a.m.
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.
1:30 p.m. – 2:00 p.m.
Unified Arts (Planning)
2:00 p.m. - 2:30 p.m.
2:30 p.m. - 2:45 p.m.
2:45 p.m.- 3:00 p.m.
Prepare for Dismissal
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
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.