Miss Clemens’
Kindergarten Class
Welcome Parents!
Welcome to Kindergarten!
 This is an exciting time in you and your
child’s life! Together, we want to make the
transition to kindergarten effortless.
 The presentation today is meant to inform
you on the present school year. Please keep
this presentation (and folder) for future
reference.
A Little About Miss Clemens
 Professionally
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Graduated from Illinois State University
Going through the process for National Board Certification
Taught second grade at St. Mary’s (2 years)
Currently teach at Congerville (4th year)
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Enjoy spending time with family and friends
Active at church
Play flute, like fitness classes at 5 Points, and crafts
Love the outdoors
 Personally
What Professionalism Means to Me
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P repared for each school day
R espectful to those I work with
O ptimistic and positive attitude
F ully accessible to parents and students
E nthusiastic about my profession
S ee teachable moments in all situations
S ensitive to confidentiality
I nstruction time is used to the fullest
O pen to criticism and instruction
N eatly dressed
A lways remember to have fun
L ifelong learner
I nterseted in student’s as learners and people
S ight on Common Core Standards
M indful of the unique needs of each student
School-Wide Expectations
 PBIS Program (Positive Behavior
Interventions and Support)
 Students can “earn” a Star Student
slip by…
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S: Showing Kindness
T: Taking Responsibility
A: Acting appropriately
R: Respecting others, self, and property.
 Your student can use slips for
classroom incentives, Star Student
Store incentives, and be part of a
monthly drawing!
Bee-Havior Management
 Rainbow
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Red, Orange, Yellow, Green, Blue, Purple
 All students start on green each day
 Positive actions will allow a student to move up the rainbow
 Negative actions will allow a student to move down the
rainbow
 1 warning, next time check
 3 checks and a student will move down 1 color
 If a student changes their attitude, checkmarks will be
erased and a student can move back up the rainbow
 Your student will receive a happy face for red, orange, yellow,
and green (just indicated by color of smiley face).
 Your student will receive a straight face for blue and a sad face
for purple.
Red Folders
 Make sure your student brings these
back each day! 
 Red folder is for daily communication
 Bee-Havior Chart/Comments
 Return to school
 Stay at home
Communication
 Website
 www.congerville-k.info
 Weekly Newsletter
 Miss Clemens’ Corner
 Red Folders
 School Phone (309) 467-6729
 8:00am – 3:30pm
 School E-mail – clemensp@district140.org
Curriculum
 Overall, I would say the kindergarten
curriculum is challenging yet rewarding.
Our instruction time focuses on reading
readiness and math skills. Various
methods will be used for optimal learning
opportunities.
 The mornings will be spent enthralled in
our reading and math curriculum.
Reading
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New curriculum introduced in 2008 - 2009
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Harcourt School Publishers
 Phonemic Awareness & Reading Room (MWF)
 30+ minutes designated to this each day
 Small groups with Mrs. Bachman, Mrs. Taylor, a volunteer, and Miss
Clemens
 Phonics
 Zoo-Phonics
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Reading
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Pre-decodable books, decodable books, & leveled readers
Modeled reading, guided reading, buddy reading, reading room/support, and literacy
work stations
 Literature
 Big books, current authors/stories
 Anthology of Tales (offered weekly)
 Robust Vocabulary
 3 words introduced per story
Reading for Meaning
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We will focus on 8 strategies to make our reading experiences more
meaningful
One strategy will be introduced each week
The 8 Strategies Include:
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Strategy 1: Understanding “What’s Important?”
Strategy 2: Retelling
Strategy 3: Making Connections
Strategy 4: Visualizing
Strategy 5: Predicting
Strategy 6: Inferring
Strategy 7: Questioning: Before, During, and After Reading
Strategy 8: Synthesizing
What’s Important
 We compare what is
important in fiction and
nonfiction.
 In nonfiction, the format
leads us to important
information.
 In fiction, we discuss
plots, characters, events,
etc.
 Start our classroom
library with this strategy!
Retelling
 Students will retell a story
in their own words.
 Focus our attention on
story maps, story webs,
and beginning, middle,
and end charts.
 Drama Work Station will
give students great
opportunities to retell
stories with props,
puppets, or pictures!
Making Connections
 We make text-to-self,
text-to-text, and text-toworld connections when
reading.
 Together, we will do
several “think-alouds”
with this strategy in
addition to graphic
organizers.
 During modeled reading,
we will use Post-It notes
to make our connections.
Visualizing
 Recipe for visualizing is
1 part personal
knowledge/experiences
with 1 part author’s
words and ideas.
 Drawing what we
visualize, “movie
making,” etc.
Predicting
 Students will predict for
what will come next in the
story, but also to figure
out the meaning of
individual words or
phrases.
 Was your prediction
confirmed or not
confirmed?
Inferring
 One answer is never
enough…
 Teacher modeled with
think-alouds, but also
with student-to-student
discussion.
 “I think…Because…”
Questioning: Before,
During and After Reading
 The goal is to ask
questions that will
motivate students to
interpret, infer, and think
critically.
 Students can ask
questions too!
 Questions may come in
the form of graphic
organizers like a K-W-L
Chart.
Synthesizing
 This is where students
will bring all other
strategies together for
“The Big Picture.”
 Students can write or
orally present a book and
recommend it to the class
(or if they did not like
it…not recommend it).
Writing
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Daily Morning Message
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Journal Writing
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Introduction to formal letter writing
Identification of specific letter of study and sight words
Writing date correctly
Monthly independent journal writing. Students will write about their favorite activity for
that month and illustrate it.
This activity will be done with Mrs. Linboom during Phonemic Awareness time.
Daily Writing Experiences
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Each week your student will get a journal with a focused writing skill.
As a class we will work through the various activities.
The goal is to have one journal finished each week, but do not be surprised if it takes
longer.
Students will get a chance to do “Author’s Chair” and share their daily writing.
Classmates can ask 2 interview questions.
During this time students will learn how to spell words phonetically, memorize how to
spell sight words, and even use a dictionary!
Morning Message is a
HUGE Hit
Traits of Good Writing
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Ideas
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Conventions
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Different kinds of sentences
Voice
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Interesting verbs, adjectives, and nouns
Sentence Fluency
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Correct punctuation, grammar, and spelling
Word Choice
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Interesting, clear, content supported by reasons and details
Your own words and ideas
Organization
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Logical and clear order
Daily Writing Experiences
Week 1 - 12
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Writing names
Labels
Writing Signs
Captions
Mechanics of a sentence
News
Sentences about me
Caption sentence
Lists
Poster
Poetry  Plan on skipping
Daily Writing Experiences
Week 13 - 20
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Questions
Interview Questions
Exclamations
Commands
Directions
Story Response
Descriptive writing of a person
Descriptive writing of a thing
Week 21 - 30
 Descriptive writing of
a place
 Dialogue
 Story Writing
 Friendly Letter
 Invitation
 Thank You Note
 Personal Narrative
Math
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enVisionMath by Scott Foresman*Addison Wesley
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Math skills that build over the course of the year
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2012 Copyright
One to Five
Comparing and Ordering 0 to 5
Six to Ten
Comparing and Ordering Numbers 0 to 10
Numbers to 20
Numbers to 100
Understanding Addition
Understanding Subtraction
More Addition and Subtraction
Composing Numbers 11 to 19
Decomposing Numbers 11 to 19
Measurement
Sorting, Classifying, Counting, and Categorizing Data
Identifying and and Describing Shapes
Position and Location of Shapes
Analyzing, Comparing, and Composing Shapes
Step-Up to First Grade
Calendar/Circle Time
100th Day of School – HUGE CELEBRATION
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Science – A Personal Favorite
Curriculum gathered from K – 2 science conference I attended
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5 Senses
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Concepts of the sun, moon, and stars
Introduction to space
Living and Non-Living Things
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Idea that all good scientists need to use their 5 senses when working
Act out and explore function(s) of eyes, ears, tongue, nose, and skin
The Sky, Nighttime and Daytime
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Hands-on minds-on experiments
When do we know something is living? When do we know something is non-living?
Exploration with hands-on experiments
Earth Day & Plants
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The 3 Layers of Soil in the Midwest, parts of a plant, Sammy Soil, Garden in a Glove, germination, etc.
Water (ocean, lakes, and rivers)
Natural resources – How do we save them?
Earth Day “Celebration”
Science Continued
•Weather
•Properties of water – solid, liquid, and gas
•The 4 seasons (relationship to seasons due
to Earth’s rotation)
•Measuring/understanding temperatures
•Types of precipitation
•Types of clouds
•Nocturnal & Diurnal Animals
•Focus on the Barn Owl & bats
•A closer look at pupils in the dark
•Why are animals nocturnal? Why are
animals diurnal?
•Owl pellet dissection
•And always more to come!
Social Studies
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Incorporating former curriculum/Current reading curriculum
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Jobs people do
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Buildings and services
People who help keep us safe in the community
Neighborhoods
Being an active citizen
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Connecting jobs to their services (i.e. doctors help sick people)
What do you want to do when you grow up? Why?
Living in a community
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McGraw Hill
The Pledge of Allegiance
Taking care of your community
What would you like to see change? How can you make a difference?
Recognize calendar holidays
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Labor Day, Memorial Day, Thanksgiving, Martin Luther King Jr., President’s Day,
Lincoln’s Birthday, Washington’s Birthday, Christopher Columbus, Fourth of July,
etc.
Literacy Work Stations
 Big Book Work Station
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ABC/Word Study Work Station
Classroom Library Work Station
Buddy Reading Work Station
 Writing Work Station
 Listening Work Station
 Drama Work Station
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What are literacy work stations?
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How will my student work at the stations?
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A tangible product will not be produced each day
Work that is completed will be turned into “Finished Work” tray
Students will keep their unfinished work in a folder.
What is the teacher doing during this time?
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“I can” statements guide students with controlled choices
2 students per station/depends on class size
Your student will visit two work stations per day
How will my student be assessed during this
time?
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The emphasis in literacy work stations is on teacher modeling
and students taking responsibility for their own learning.
Start with a mini-lessons for the first six weeks. Slowly a play
center will be replaced with a literacy work station.
It needs to be a gradual release from modeling to independent
practice.
I will have my work station where I work with students on
various skills.
What about students who are off task?
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Prior to starting literacy work stations, the entire class will get
a warning (I call this pre-correction).
If a students is not on task they will be removed immediately
from their literacy station and will sit next to me.
Weekly Specials
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Art* (Most Fridays)
Computer* (Friday)
Library* (Tuesday/Thursday)
Physical Education* (Daily)
Music (Tuesday/Thursday)
Reading Room* (Monday, Wednesday, & Friday)
Second Step Program* (Thursday)
*Full day students only because activity takes place in afternoon
Homework
 Reinforcement activities
 Handwriting practice  D’Nealian
 Decodable books
 Should be read three different times and returned to school
 Signatures required (by parent, older sibling, etc.)
 Leveled Readers
 Book-in-a-bag (weekly)
 Should be read three different times and returned to school
 Signatures required (by parent/older sibling/etc.)
Attendance
 Attendance is extremely important
 In the beginning we may see separation anxiety
 Communicate with student what it means to be sick
 Research shows attendance is vital to success in the
classroom
 Half day starts at 8:30 and ends at 11:30
 Full day starts at 8:30 and ends at 3:10
 Dismissal policies
 I must see you before your child will be dismissed
 Bus students will be monitored
 Any changes in how your student gets home needs to be in
a written note
Bus Routes
 This was the number one concern of
parents last year at orientation.
 Please talk to Miss Audrey, Marvin, or
neighbors for details on your student’s
bus route.
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Extras that Make
Kindergarten Great
Snack List
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Monthly snack list
Snack Milk
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Students are strongly encouraged to take snack milk
Birthdays
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Birthday treats are welcome
We will celebrate summer birthdays on student’s half birthday  if you would like
Show and Tell
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Student can share on their snack day
Mystery Reader
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Sign up sheet in packet
Food Experience Friday
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Details in packet
Rainbow Rewards Time
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Smiley Face  full time
Straight Face  lose 5 minutes
Sad Face  lose 10 minutes
More Extras…
•Special Days
•Talent Show
•Muffins with Mom
•Donuts with Dad
•Grandparent’s Day
•Field Trip(s)
Things to Be Aware of
Common Core Standards
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Illinois Learning Standards will be replaced with Common Core Standards. Most of the 50
states in our country are moving to CCS.
Common Core Standards are…
 Are aligned with college and work expectations;
 Are clear, understandable and consistent;
 Include rigorous content and application of knowledge through high-order skills;
 Build upon strengths and lessons of current state standards;
 Are informed by other top performing countries, so that all students are prepared to
succeed in our global economy and society; and
 Are evidence-based.
Gradual transition determined by state representatives and District.
The idea will be that fewer concepts are taught in depth with a goal of mastery in mind.
Common Core Standards will not change Kindergarten curriculum for this year.
• Volunteer in the
Classroom Sheet
• Volunteer for
Reading Room Sheet
• Mystery Reader
• Student
Information Sheet
Please Return These
Papers to Me by
Friday, August 24th
They can be found in
the back of your
Kindergarten
Orientation Packet
Let’s Have a Great Year!