• Kindergarten Syllabus 2021-2022

    W.J. Christian K-8 School

    Third Nine Weeks Syllabus



    • Students will participate in authentic learning activities that support individual risk-taking in their reading, writing, and speaking attempts. 
    • Ongoing assessment of students’ needs and achievement will guide instructional strategies for the class.
    • There will be frequent opportunities to ask and answer questions, read and write, recite poems, sing songs, and retell stories.
    • Students will also engage with manipulatives, math stories, music, and math games.
    • Once a standard is introduced, it is understood that the standard is continuously taught and/or reviewed throughout the entire school year. Some standards will appear in multiple grading periods.

    Literacy Standards

     [RL.K.10] I can actively engage in group reading activities and discussions involving literary texts with purpose and understanding. 

     [RL.K.10] I can actively participate in group reading activities and discussions involving informational texts with purpose and understanding.

    [RF.K.2a] I can recognize and produce rhyming words.

    [RF.K.2b] I can count, pronounce, blend, and segment syllables in a word.

    [RF.K.2c] I can blend and segment onsets and rimes of single–syllable spoken words.

    [RF.K.2d] I can isolate and pronounce the beginning, middle, and ending sounds of CVC words.

    [RF.K.2e] I can add or substitute sounds to make new words.

    [RF.K.1] I can recognize print concepts (read left to right, top-to-bottom, and page- by-page).

    [RF.K.1d] I can recognize and name uppercase and lowercase letters of the alphabet.

    [RF.K.2] I can recognize and give sounds of previously taught letters.

    [RF.K.3c] I can read grade-level high frequency words by sight.

    [RF.K.4] I can read emergent reader texts with purpose and understanding.

    [L.K.1a] I can print many uppercase and lowercase letters.

    [L.K.6] I can use words and phrases based on kindergarten content learned through conversations, reading, and being read to, etc.

    [W.K.1] I can use a combination of drawing, dictating, and writing to compose opinion, informative/explanatory, and narrative passages.

    [L.K.2] I can use grade appropriate capitalization, punctuation, and spelling when writing.

    [SL.K.1] I can actively participate in conversations with diverse partners, using grade appropriate conversational skills to express thoughts, feelings, and ideas and to ask and answer questions appropriately. 


    Mathematics Standards

    [K-CC1] I can count, in order, by ones to 100. I can count by tens to one hundred.

    [K-CC2] I can count on from a given number. (Instead of having to begin at 1).

    [K-CC3] I can write numbers zero through twenty.

    [K-CC3] I can count objects by matching a number to at least 20 objects. Write numbers from 0 to 20.

    [K-CC4] I can count objects, say the number names in the standard order, and pair each object with one and only one number name and each number name with one and only one object.

    [K-CC4] I can say the last number name and tell the number of objects counted no matter the arrangement.

    [K-CC4] I can say that each successive number name refers to a quantity that is one larger.

    [K-CC5] I can count a number of objects and tell how many.

    [K-CC6] I can correctly compare sets of objects (up to ten). 

    [K-G2] I can name 2-D shapes. (rectangle, square, circle, triangle, hexagon) Correctly name shapes regardless of their orientations or overall size.

    [K-G4] I can use descriptive words to describe 2- D and 3-D shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or “corners”), and other attributes (e.g., having sides of equal length).

    [K-G6] I can use simple shapes to create larger ones. Compose simple shapes to form larger shapes.

    [K-G1] I can describe objects using names of shapes and the position of an object using words like above, below, beside, in front of, behind, and next to. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

    [K-G3] I correctly identify shapes as 2-D (flat) or 3-D (solid). Identify shapes as two- dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

    [K-MD1] I can describe measurable attributes of an object. Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object.

    [K- MD2] I can directly compare two objects with measurable attributes in common. Directly compare two objects, with a measurable attribute in common, to see which object has “more of” or “less of” the attribute, and describe the difference.

     [K-NBT1] I can build numbers 11-19 together, using tens and ones. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

    Science Standards

    [S.K.9] [S.K.10] Observe, record, and share findings of local weather patterns over a period of time (e.g., increase in daily temperature from morning to afternoon, typical rain and storm patterns from season to season). Names four seasons and identifies types of weather; explores purpose of weather forecast and weather patterns  

    [S.K.2] Use observations and data from investigations to determine if a design solution (e.g., designing a ramp to increase the speed of an object in order to move a stationary object) solves the problem of using force to change the speed or direction of an object.

     Social Studies Standards

    [SS.K.2] Identify rights and responsibilities of citizens within the family, classroom, school, and community. 

    [SS.K.4] Differentiate between needs and wants of family, school, and community. 

    Self Development

    • Follow the classroom rules.
    • Cooperate with teachers and others.
    • Follow one- and two-part directions.
    • Listen and stay seated when someone is speaking.
    • Select appropriate voice level when interacting with others.
    • Accept responsibilities.

    Motor Development

    • Use scissors and glue appropriately.
    • Form and copy shapes correctly.
    • Trace patterns.
    • Tie shoes. 

    Special Vocabulary

    • High Frequency Words (English) High frequency words are those words, which are repeatedly used in written and spoken English. These are the common words as highly used in our lessons, essays, letters and newspapers. In order to enhance writing and speaking skills in English language, these words must be learned.
    • LA.K.RF.22.c Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does) 

    Grading Policies

    • Standards Aligned Report Card identifies standards for ELA, social studies, math, and science. The rubric defines 4 different performance categories for each standard: E-exceeding standards, M-met standards, PT-progressing toward standards, I- improvement needed

    Classroom Discipline Plan

    Consequences for not following the classroom discipline plan:

    • 1st offense: The teacher will tell the student to clip down one color.
    • 2nd offense: The student will clip down once again, and the teacher and student will privately engage in a conversation. 
    • 3rd offense: The parent will be contacted. 
    • 4th offense: Administration will be contacted.

    Homework Policies

    • The purpose of homework in Kindergarten is to encourage responsibility and to practice/reinforce basic skills at home.
    • Each student should complete his/her own work.
    • Homework will be consistent with letter sounds, letter names, repetition/rhyming words, and sight words.
    • Flash cards will go home with the student in a folder.
    • All expectations for homework will be stated inside the folder.

    Special Events

    • Students return to school - January 10
    • M.L.K. Day (no school) - January 17
    • President’s Day (no school) - February 21
    • Spring Intercession - March 21-25
    • Spring Break - March 28 - April 1
    • Students Return to School - April 5
    • Late Spring Break - April 15
    • Memorial Day - May 30
    • Students Last Day - June 9

    Progress Reports Report Cards

    February 7, 2022

    April 5, 2022

    May 2, 2022

    June 14, 2022