Welcome To Sarah Adams
Home of the Bulldogs
Kindergarten is a German word meaning “Children’s Garden.” It is a good name
for a five-year-old program. Here we find freedom, sociability, laughter, and
most important of all, growth.
Education is a continuous process of development, and Kindergarten is an
integral part of the total school experience. Since this is your child’s first year in
public school, it is important that activities be challenging and worthwhile.
District 95 recognizes that children come to school with varying experiences and
development resulting from travel, preschool, television, and other activities.
Community Unit School District 95 provides a Kindergarten curriculum suited to
the needs and abilities of each child.
Written by the Sarah Adams Kindergarten
teachers, this handbook provides
information to you and your child that will
make your Kindergarten experience a
successful one. Prior to the start of
school, the children will have a special
time assigned to get to know their
teachers.
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Entrance Requirements
It is necessary to meet the following requirements before school begins in the fall:
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The child must be five years old on or before September 1 of the current year.
An original birth certificate verifying your child’s date of birth must be shown at
the time of registration.
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Physical and dental forms, given to parents at the time of registration, are to be
completed by the physician, dentist, and parent and returned to the school the child will
attend, prior to the start of school. Children whose forms are not on file by
October 15th WILL be excluded from class.
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The School Code of Illinois requires that your child complete a physical
examination. A lead screening is strongly recommended, but not required.
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Verification is required for the following immunizations:
Measles(2), Mumps, Rubella, Tetanus, Diphtheria,
Pertussis, Chicken Pox and Poliomyelitis
A booster for Diphtheria, Pertussis, Tetanus, and Poliomyelitis is required after age four.
 A Dental examination is required
 An Eye examination is required
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THE HEALTH PROGRAM
Health Education
The health program provided by District 95 promotes health education by means of periodic
health examinations, instruction in simple health habits, and other activities. The children learn to
appreciate the true value of health and its relationship to successful everyday living.
Communicable Diseases
Another vital role of our health program is to promote wellness through control and prevention of
communicable diseases. To establish an effective health program it is necessary for the home
and school to work together. Children who show any of the following signs or symptoms should
not be in school:
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Acute cold
Sore throat or earache
Swollen glands
Discharging nose, cough
Fever (100 degrees and above)
Contagious skin eruptions or rashes of any type
General signs of listlessness, weakness, drowsiness, flushed skin,
headache
 Upset stomach and/or vomiting and/or diarrhea
 Pink eye, tonsillitis, lice
 Impetigo – unless under treatment and with a physician’s note
 Ringworm
 Severe toothache
(See the district handbook for more detailed information)
Reentry
A doctor’s note will be required for admission into school if the child has had any communicable
diseases such as strep throat, scarlet fever, conjunctivitis, impetigo or ring worm.
A child returning to school after an absence for any cause should be well enough to participate
fully in school activities, including outdoor play and physical education. After being ill with a
fever, a child must have a normal temperature without medication for at least 24 hours before
returning to school. The same practice should be followed for vomiting and diarrhea.
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Absences - Call 540-2898
If your child will not be in school, it is the responsibility of the parent
to call and inform the school of the reason for your child’s absence.
If your child is in the morning
session,
call before 9:00 A.M.
If your child is in the afternoon
session,
call before noon.
If it is a communicable disease, call
the school nurse to discuss
requirements for reentry into
school.
If the office does not receive a call
about your child’s absence, the
secretary will call home.
Making up Work Missed During Illness
When your child is ill, all schoolwork will be saved until the child returns.
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Schedule
A.M. Kindergarten:
Bell rings at
8:25 A.M.
Class begins at
8:35 A.M.
Students board the bus at
11:10 A.M.
When weather is extreme in the morning, a teacher will allow students to enter before the bell.
They will wait in the hall in front of room 4 with their teacher.
P.M. Kindergarten
Class begins at
12:15 P.M.
Students board the bus at
2:50 P.M.
Kindergarten students line up at the front entrance.
Parents are to stay with their child until they enter the building.
A.M. students are dismissed from the front door.
P.M. students are dismissed from the back door.
If your child arrives late, please take him/her to the office first before proceeding to
the classroom.
Bus Procedures
If your child is not riding the bus home,
you must send a note to the teacher
in the morning. Please specify who will pick up your
child if it is not a parent. If your child will be picked
up before the end of the class period, stop in the
office, and they will notify the classroom that you
have arrived.
Spur of the moment pick-ups are fine as long as
you arrive at school before students board the
buses. Please do not tell your child you might
pick him/her up early as it can be upsetting
for the child if you do not arrive early. The
student must board the bus if there is not a
note, and you are not there. Students
may not ride a bus to a friend’s
house.
All Kindergarten students in District 95
are bused to and from school without
charge.
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CLOTHING
WARDROBE CONSIDERATIONS
When deciding on your child’s wardrobe for Kindergarten, please note that he/she must be
able to manage their own clothing. After using the washroom he/she should be able to re-zip
and button his/her clothing. If this is a problem, please consider elastic waist pants. If your
child cannot tie his/her shoes, please consider slip-ons or Velcro styles. It’s never
too early to begin working on winter coats, snow suits, boots, hats and gloves or mittens.
DRESS
Dress your child for active play. Being prepared for weather changes is also important. It is
better to have too much clothing than not enough clothing. Our curriculum includes active
movement, floor play as well as media that can be messy such as paint, glue and clay. We
go outdoors daily, weather permitting. Comfort is the key.
JEWELRY
Discourage your child from wearing jewelry. It is a source of distraction and usually ends up
lost.
BACK-PACKS
Send a Back-Pack to school with your child daily. It is easier if it zips or opens at the top.
Label it on the inside, with your child’s first and last name.
ITEM IDENTIFICATION
Please label all items your child brings to school, especially clothing. Children easily forget
what belongs to them.
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THE KINDERGARTEN PROGRAM
The Kindergarten teacher continually evaluates your child to provide experiences that will meet
the needs and interests of the five-year-old. During the year, your child will learn about people
and places. Each student will explore and observe changes in the environment, become
increasingly aware of number relationships, recognize the magic of printed work, and grow in
self-expression.
Skills and abilities will be strengthened as your child experiments, observes, participates, and
socializes. The following experiences will give added meaning and enrichment to developing
concepts for the five-year-old:
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Working in group situations
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Following directions
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Adjusting to necessary rules and regulations
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Listening to the teacher and other children
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Expressing ideas in complete and clear sentences
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Dictating original stories, poems, and experience charts
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Retelling stories in sequence
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Recognizing likeness and difference in shape, sound, and arrangement
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Recognizing and using numbers
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Enjoying books and caring for them
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Performing physical skills such as skipping, hopping, jumping, running, balancing,
throwing, and catching
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Expressing ideas independently through a variety of art media
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Singing songs, listening, interpreting, and developing appreciation of music
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Making choices and completing projects
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Developing skills in using small muscles of the hands, fingers, and eyes
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THE KINDERGARTEN DAY
The teacher plans a balanced program, according to the needs of each child. Care is taken to
alternate quiet and active pursuits during each session. Activities will vary according to the day
of the week and the season. The following areas are included in the Kindergarten curriculum:
Reading and Writing
The Kindergarten reading and writing program is presented through a literature
based program. The skills emphasized are phonics, listening, speaking, reading,
and writing.
Children are surrounded with and immersed in written and spoken language in every
imaginable way. A variety of fiction and nonfiction is read and followed by a discussion of the
story. Children also “write” their own stories using Developmental Spelling and Kindergarten
Writing. Children who are already reading are given the opportunity to expand their skills.
Math
The Kindergarten mathematics program develops emergent skills with an
understanding and appreciation of mathematics concepts through hands on
experiences with real objects. Children who are already performing early math
concepts will be given the opportunity to expand their skills.
Science
Science is presented to the children through a sense of wonder and the joy of discovery.
Children gain the ability to use investigative methods that carry over into
everyday problem solving and decision-making. The science program
also fosters an appreciation of the world by integrating science with other
areas of curriculum.
Story Time
One highlight of the day for the Kindergarten children is story time.
Students enjoy hearing a variety of stories or poems repeated as much
as they enjoy hearing new ones. Story time may include activities stemming from a story or
poem. Good listening habits are essential to Reading Readiness.
Center Time
Subject areas are often presented through interest centers. During Center Time, children
also are given choices for working with different art media, manipulatives, large muscle
apparatus, real and imaginative play areas, and centers for listening and writing. No
pretend weapons or play involving weapons is allowed at school.
Homework
Students may be assigned homework to reinforce and supplement academic instruction that has
been presented in class. Homework is an important part of the educational process by extending
the student learning or practice time. Parents need to know that homework exists and is
expected to be completed. Provide appropriate guidance and assistance when needed. Please
help to make this first homework experience a positive one for your child.
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Sharing Time
On their special day, the child brings an item from home to show to the class and
tells them about it. This is an excellent time for the development of oral expression,
vocabulary, and language that assist in the development of positive self-concept and
responsibility. No weapons, real or pretend, of any kind are to brought to school for
show and tell, including: squirt guns, laser guns, and action figure guns.
Music Time
Music includes singing, listening, rhythms, creative expression, and appreciation. It is an
important activity in the Kindergarten program.
Computer Program
Students become familiar with the keyboard, mouse, and have the opportunity to
work with a variety of educational programs.
Physical Education
Kindergarten students develop motor skills and strengthen areas
necessary for academic success such as following directions,
listening, and understanding left and right in their Physical
Education classes.
Library Media Center and Computer Lab
Your child will bring home one library book each week. It will be due on the date stamped in the
front cover for the following week. Keep the book in a special place. It will be less likely to get
lost.
Read the book several times. Children love repetition. They also learn patterns in stories. Before
reading the book, look at the pictures and predict what the story will be about.
Students will have the opportunity to use the LMC computer lab during library period.
SPEECH
Speech and language patterns are an important part of your child’s school experience.
Some immature speech patterns or habits may correct themselves as the child grows; others do
not and respond best to remediation. Parents, teachers, and the speech pathologist can work
together regarding your child’s communication skills.
If you have any concerns, please contact the office for more information.
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CHARACTERISTICS OF KINDERGARTEN CHILDREN
Five year olds are unique with definite needs and characteristics. Your child’s teacher will plan
learning experiences with these in mind.
PHYSICALLY, the Kindergarten child:
Is growing more slowly than in earlier years
Has a tremendous drive for physical activities – running, jumping, tumbling etc.
Is able to be quiet for short periods of time
Enjoys games with plenty of movement
Is more skillful at gross motor activities than fine motor activities
Usually has developed a hand preference by the end of kindergarten
Is susceptible to communicable diseases and the common cold, but is beginning to build
immunity
INTELLECTUALLY, the Kindergarten child:
Is active, eager interested, and curious
Learns by experiencing, observing, questioning, imitating, examining, exploring, and investigating
Derives more satisfaction from the process than the product
Has a growing attention span
Is interested in stories and books; has some difficulty distinguishing between fantasy and reality
Clarifies understanding of relationships through dramatic play, art, movement, and construction
Can tell relatively long stories in sequence
Advances from the scribble stage to realistic figures in drawing
Is growing in ability to think, to conceptualize
Solves own problems; sometimes needs adult guidance
Likes to finish what is started, shows sense of order in working and putting away toys and
materials
Can continue play from one day to another
EMOTIONALLY AND SOCIALY, the Kindergarten child:
Needs to experience success daily
Enjoys recognition of accomplishments
Gauges success or failure in terms of what the adult seems to expect
Needs a sense of belonging
Responds to praise and consistent direction
Thrives on trust, fairness, and achievable standards
Finds security in definite routine, needs to live in a reasonably predictable world
Is growing in emotional stability
May begin to show rivalry
Has strong emotional links to home
May show fear of the new and unusual
Is not always able to distinguish right from wrong by adult standards
May cry or sulk if opposed
Can understand rules and accepts the consequence of breaking them
Has a constantly growing sense of humor; laughs at childlike jokes, silly words, unusual or
unexpected sounds
Is serious and businesslike in play activities
Seeks companionship of other children; plays best in groups of two to seven
Is protective toward playmates and siblings
Chooses and changes friends, but as the year progresses, likes to play with a constant friend
Needs adult help in learning to share materials, take turns, and plan
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GENERAL INFORMATION
ALLERGIES
Inform the school immediately if your child is allergic to bee stings or has other
medical needs that might effect his/her school performance. If he/she has had a
“bad night” due to allergies, please send a note.
NAMETAGS
For the first two weeks of school, please have your child wear a clearly
readable nametag with their name (first name child uses and last name),
address, phone number, and teacher’s name. This helps school personnel and bus drivers get to
know your child quickly.
PARTY INVITATIONS
Party invitations should not be distributed at school unless the entire class is invited. Addresses
and phone numbers of classmates can be obtained from the Sarah Adams Buzz Book that is
distributed early in the school year.
TAKING A VACATION?
Vacations during the school year are discouraged. If it is necessary for your child to miss school,
students are encouraged to make a travel book. Using unlined paper, the child can record the
trip’s events in pictures. He/she can also dictate a sentence or two for each picture. They will be
shared with the whole class upon returning to school.
Play sound, letter, and number games and point out everything of interest. Reading signs and
historical markers aloud to your child increases knowledge and awareness.
FIELD TRIPS
The Kindergarten students attend field trips during the year. Field trips always need parent
volunteers. The head room parent will arrange the volunteers for each trip. NO SIBLINGS MAY
ATTEND, OR SHOW UP TO WATCH ANY FIELD TRIP.
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Illinois Early Learning Standards –
Kindergarten Benchmarks Ages 5-6
Language Arts
 Understand that pictures and symbols have meaning and that print carries a message.
 Demonstrate understanding of concepts about books (i.e., front and back, turning pages,
knowing where a story starts, and viewing page on left before page on right).
 Demonstrate understanding of concepts about print (i.e., words, letters, spacing between
words and left to right).
 Demonstrate phonological awareness (i.e., segmenting and blending syllables and phonemes,
and substituting sounds).
 Demonstrate alphabet knowledge (i.e., recognizes letters and their most common sounds).
 Read one syllable and high frequency words.
 Make predictions based on cover, title, and pictures.
 Connect text to prior experiences and knowledge.
 Engage in shared/independent reading of familiar predictable text.
 Retell information from a story.
 Respond to simple questions about reading.
 Compare/contrast a variety of literary works.
 Demonstrate understanding that different text forms are used for different purposes.
 Demonstrate understanding of literal meaning of stories by making comments.
 Understand the structure of a story.
 Recognize narrative, informational texts and rhymes.
 Show independent interest in and knowledge about books and reading.
 Comprehend and respond to fiction and non-fiction.
 Write upper and lowercase letters.
 Write words based on how they sound, using initial consonants and some ending sounds.
 Begin to write simple sentences.
 Represent stories through pictures, dictation, written words and play.
 Represent stories through pictures, dictation, written words and play.
 Use drawing and writing to convey meaning and provide information.
 Listen attentively to stories read aloud.
 Follow 2-3 step directions accurately.
 Respond appropriately to information and ideas conveyed orally.
 Use language to communicate needs and wants.
 Use expanded language and vocabulary for a variety of purposes.
 Explain past events with accurate detail.
 Seek answers to questions through active exploration.
 Relate prior knowledge to new information.
 Use discussion, drawing, writing or other means to communicate new information learned.
Mathematics
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Use concepts that include number recognition, counting, sequence of numbers, oneto-one correspondence, and ordinals.
Count with understanding and recognize “how many” in sets of objects.
Solve simple math problems mentally, or by using objects, drawing pictures, etc.
Represent mathematical ideas with symbols, pictures or objects.
Talk about the thinking involved in solving mathematical problems.
Estimate number objects in a set.
Connect numbers to quantities they represent using physical models and
representations.
Make comparisons of quantities.
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Mathematics Continued
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Demonstrate a beginning understanding of measurement using non-standard units.
Count with understanding and recognize “how Many” in sets of objects
Construct a sense of time through participation in daily activities.
Order, compare and describe objects by size, length, capacity, and weight.
Use estimation skills in solving everyday measurement problems.
Use common instruments for measuring during work or play.
Show increasing skill in using available tools for exploring and extending
mathematical competence.
Sort objects into groups and tell the rule or rationale for the groups.
Recognize, describe, translate, duplicate, create, and extend patters in various
formats.
Construct and explain a simple graph.
Investigate addition and subtraction using concrete objects.
Describe and compare qualitative change (e.g., student grows taller).
Recognize geometric shapes and structures in the environment.
Identify and name basic shapes.
Describe some attributes of two and three dimensional shapes.
Show understanding of and use direction, location and position words.
Represent data using concrete objects, pictures, and graphs.
Study, compare, interpret, and analyze information presented in graph form.
Gather and analyze data about themselves or their environment.
Science
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Use senses to explore and observe materials.
Begin to develop quest8ions on scientific topics, such as natural phenomena.
Seek information through observation, exploration, and investigations.
Collect, describe, compare and record information.
Use simple tools and equipment to enhance observation and gather data.
Become familiar with the use of devices incorporating technology.
Observe, categorize, and describe characteristics, basic needs, and life cycles.
Show an awareness of changes that occur in themselves and their environment.
Describe and compare basic needs of living things.
Identify, describe and compare properties of objects (e.g., size, shape, and color).
Describe the effects of forces in nature.
Begin to observe and describe simple seasonal and weather changes by using common
weather-related vocabulary (e.g., rainy, snowy, sunny, and windy).
Understand the purpose of recycling.
Explore and describe properties of rocks, soils, water, and air.
Identify, observe and describe basic concepts associated with night/day and seasons.
Begin to understand and use basic safety practices.
Use observation skills to learn to document changes in science.
Express curiosity and ask questions about their world.
Recognize common scientific instruments.
Form explanations and communicate scientific information.
Begin to be aware of technology and how it affects their lives.
Begin to understand ways to reduce, reuse, and recycle materials.
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Social Science
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Recognize and demonstrate the reasons for rules.
Demonstrate beginning awareness of city/town, state and country.
Participate in voting as a way of making choices.
Show beginning understanding of what it means to be a leader.
Develop an awareness of roles of leaders in their environment.
Identify community workers and the services they provide.
Describe some people’s jobs and what is required to perform them.
Become aware of the difference between needs and wants.
Begin to understand the use of trade or money to obtain goods and services.
Begin to understand how people rely on others for goods and services.
Recall information about the immediate past.
Show some awareness of time and how the past influences people’s lives.
Become aware of how people in different places have different experiences.
Become aware of local and national holidays (e.g., Martin Luther King Jr. Day, Veteran’s
Day, and 4th of July.
Locate objects and places in the community.
Express beginning geographic thinking (e.g., maps or models).
Show beginning awareness of the relationships between people and where they live.
Begin to develop an awareness of ways people depend on and interact with the
environment (e.g., fishing, farming, and industry).
Explore differences between urban and rural.
Identify similarities and differences in people’s characteristics, habits and living patterns.
Understand that each of us belong to a family and recognize that families vary.
Physical Development and Health
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Engage in active play using fine and gross motor skills.
Move with balance and control.
Use strength and control to effectively accomplish tasks.
Use eye-hand coordination to perform tasks.
Use writing and drawing tools with some control.
Coordinate movements to perform complex tasks.
Show understanding and follow simple health and safety rules.
Understand the importance of physical fitness.
Develop increased endurance.
Exhibit structured and unstructured physical activity daily.
Follow rules and procedures when participating in group physical activity.
Follow directions with little or no reinforcement during periods of group activities.
Participate in simple practices that promote healthy living and safety and prevent illness.
Encourage others in making positive health choices (e.g., eating, cleanliness, and health
practices).
Begin awareness of cause of environmental health risks (e.g., air, water, and sun).
Identify body parts.
Perform self-care tasks.
Recognize that people grow and change.
Identify examples of good nutrition and importance for good health.
Use socially acceptable ways to resolve conflict.
Explore choices that can affect health (e.g., brushing teeth, washing hands, and nutrition).
Learn to avoid dangerous situations.
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Fine Arts
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Dance: Investigate and explore the elements of dance.
Drama: Investigate and explore the elements of drama.
Music: Investigate and explore the elements of music
Visual Arts: Investigate and explore the elements of visual arts.
Describe or respond to their own creative work or the creative work of others.
Respond to artistic creations or events.
Dance: Participate in dance and creative movement activities.
Drama: Participate in drama activities.
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Music: Participate in music activities by identifying a variety of sounds and sound sources
(e.g., Instrumental, voices and environmental sounds).
Visual Arts: Participate in the visual arts. Identify media and tools used in painting,
drawing, and constructing.
Use a variety of materials to explore and express ideas.
Listen to, sing or play a variety of music representing diverse cultures and styles.
Create or perform story elements and characterizations.
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Foreign Language
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Maintain the native language for use in a variety of purposes.
Investigate customs of other children in the classroom.
Use and maintain the native language in order to build upon and develop transferable
language and literacy skills.
Social/Emotional Development
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Recognize emotions and how they are linked to behavior.
Express frustration and anger effectively and without harming others, self, or property.
Demonstrate control of impulsive behavior.
Identify and express one’s likes and dislikes, needs and wants, strengths and challenges.
Use simple strategies to gain assistance.
See one’s self as a learner.
Analyze why one achieved or did not achieve a goal.
Lean to identify the feelings and perspectives of others.
Use observational and listening skills to identify the feelings and perspectives of others.
Have positive relationships with one or two peers, and show the capacity to care about
them.
Display the capacity for humor.
Describe the way that people are similar and different.
Describe positive qualities in others.
Accept and interact with peers and adults of ethnic groups other than own.
Identify ways to work and play well with others.
Demonstrate appropriate social and classroom behavior.
Show interest in others; exchange information with and request information from others
appropriately.
Identify problems and conflicts commonly experienced by peers.
Identify approaches to resolving conflicts constructively.
Take turns fairly easily.
Understand that hurting others is wrong.
Identify social norms and safety considerations that guide behavior.
Assert own rights and needs appropriately.
Identify a range of decisions that students make at school.
Make positive choices when interacting with classmates.
Identify and perform roles that contribute positively to one’s classroom
Identify and perform roles that contribute to one’s family.
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GETTING READY FOR SCHOOL
A Kindergarten student should be able to:
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Say their first and last name clearly
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Put clothing on, manage buttons, hooks, zippers, boots, and tie shoes
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Know what to do when lost
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Know about Stranger Danger
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Tend to toilet needs independently
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Use a tissue properly and cover the mouth for a sneeze or cough
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Speak in a clear voice
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Ask for help without getting upset
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Assume simple but essential home duties and responsibilities
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Know their home phone number and address
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Assess basic social skills such as:
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taking turns
playing fairly
cooperating and sharing
standing up for their own rights
problem solving
listening without interruption
using the words “please” and “thank you”
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HOW PARENTS CAN HELP BEFORE
SCHOOL BEGINS
Preparing your child for school is important. The following are suggestions that may help in
making the first days in school a happy experience.
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Make physical and dental appointments early. Return forms to school as soon as possible.
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Reflect a positive attitude about school and learning.
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Purchase clothing that your child can manage. Clothing should not be restrictive and should
be practical. Boots should be at least one size larger than shoes. An extra pair of shoes
should be brought to school if students wear shoe boots. Girls should wear pants for
Physical Education classes. All clothing should be appropriate for the weather and clearly
labeled.
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Encourage your child’s creativity and experimentation.
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Provide plenty of time for your child to do things independently. Many failures and poor
attitudes stem from being rushed.
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Be a good listener.
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Encourage your child to help plan family activities. Provide many firsthand experiences and
trips for your child.
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Make sure your child gets at least ten to twelve hours of sleep each night.
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Plan activities that encourage independence and problem solving.
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Teach the identification of shapes and colors.
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Provide crayons, glue, scissors, paper, and clay in the home. These materials help in
developing small muscle control.

Read to your child every day.
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HOW PARENTS CAN HELP AFTER
SCHOOL BEGINS
Your interest and cooperation are important to your child’s success in school. The following
suggestions should help you and your child make the school experience a worthwhile and
pleasant one:

If you bring your child to school the first day, cheerfully leave him/her at the door.

Daily attendance is extremely important. When absence is necessary, call the school
office. If your child contracts a communicable disease, the school should be notified
so that the teacher can alert other parents. Keep your child at home if he/she has
an elevated temperature or shows signs of illness.

Join and become an active member of the PTO.

Encourage your child to talk about school. Be a good listener.

Be consistent in your discipline and expectations.

Follow through with suggestions that the classroom teacher may recommend.

Offer genuine praise for your child’s efforts and look at work brought home.

Read to your child each day.
VOLUNTEER OPPORTUNITIES
The Kindergarten child is always very proud and excited to have their parent volunteer in
the classroom. Since this is such a special time for you and your child, siblings
are not invited.
Volunteers are needed for:

Classroom Helper

Room Parent

Field Trip Parent
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SCHOOL and PARENT
COMMUNICATION
CALENDARS
The students will make monthly calendars. Put them in a conspicuous place and spend time
marking the days. This is a good tool for teaching numbers, time awareness, and calendar
dates. The monthly calendar is an excellent reminder for your child’s snack day, gym, returning
library books, special events, and book order due dates.
MONTHLY NEWSLETTER
The classroom teacher, in the beginning of the month, will send a monthly newsletter home. The
newsletter highlights classroom activities and events.
NOTES
When sending notes to the teachers, put them in an envelope. Label the envelope
with your child’s name, A.M. or P.M., and nature of the message, for example: field
trip money, pickup note, etc. This labeling process establishes reading priority and helps a
great deal. If you send a note, instruct your child to give the note to the teacher before class
begins.
PAPERS AND PROJECTS
Since children measure their self-worth through our reactions to them, check their school
bags daily for notes, papers and projects. Praise their responsibility in getting things home.
Show joy in their work no matter how it looks and hang their work somewhere for all to see.
PROGRESS REPORT SCHEDULE
There are three official Progress Reports. The first Progress Report will be sent home in
November and discussed at conferences. The mid-year Progress Report is sent home in late
February. The third Progress Report is sent home in June. Parents may sign up for fall
conferences at Back to School Night, or through the teacher, in early September.
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Orientations
BUS ORIENTATION RIDE
In August, the transportation department conducts a practice bus ride to teach the students the
proper way to ride a bus. The Bus Orientation will take place prior to school beginning in August.
Information will be sent to you from the District 95 Transportation Department in August. Their
number is 438-2834.
CLASSROOM ORIENTATION
The week before school starts, your school holds a Meet and Greet for all grades. The exact date
and time will be announced in the teacher assignment letter you will pick up at the District-wide
Residency Event at the High School in August. The Meet and Greet is a wonderful opportunity for
parents and students to meet the teacher, see the classroom, and become familiar with the
school environment. Students should bring their school supplies on this day.
Please bring with you:


Your child’s back pack
All supplies
BACK TO SCHOOL NIGHT/OPEN HOUSE
At Back to School Night in September, parents are introduced to the Kindergarten curriculum.
Teachers will discuss classroom expectations. Children do not attend this meeting in the
fall.
At the Open House in the spring, children show their parents the classroom, centers, and
samples of their class work.
During these events, individual children’s progress should not be discussed. If you have
concerns, conferences with the teacher may be scheduled at any time.
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ALL I EVER NEEDED TO KNOW I LEARNED IN KINDERGARTEN
By Robert Fulghum
Reprinted from Kansas City times, September 17, 1986
Most of what I really needed to know about how to live, and what to do, and
how to be I learned in Kindergarten. Wisdom was not at the top of the graduate
school mountain, but there in the sandbox at nursery school.
These are the things I learned: Share everything. Play fair. Don’t hit people.
Put things back where you found them. Clean up your own mess. Don’t take
things that aren’t yours. Say you’re sorry when you hurt somebody. Wash your
hands before you eat. Flush. Warm cookies and cold milk are good for you.
Live a balanced life. Learn some and think some and draw and paint and sing
and dance and play and work every day some.
Take a nap every afternoon. When you go into the world, watch for traffic, hold
hands, and stick together. Be aware of wonder. Remember the little seed in the
plastic cup. The roots go down and the plant goes up and nobody really knows
how or why, but we are all like that.
Goldfish and hamsters and even the little seed in the plastic cup – they all die.
So do we.
And then remember the book about Dick and Jane and the first word you
learned, the biggest word of all: LOOK. Everything you need to know is in there
somewhere. The Golden Rule and love and basic sanitation. Ecology and politics
and sane living.
Think of what a better world it would be if
we all – the whole world- had cookies and milk about 3
o’clock every afternoon and then lay down with our
blankets for a nap. Of if we had a basic policy in
our
nation and other nations to always put things
back where we found them and cleaned up our own
messes. And it is still true, no matter how old you
are, when you go out into the world, it is best to
hold hands and stick together.
Welcome to Kindergarten
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