What is Kindergarten?
 Kindergarten is:
 Learning to get along and work with others in our classroom community
 Learning to share and learning to solve problems
 Learning to be “Independent”
 Learning to listen and follow directions
 Learning to follow expectations, rules, and procedures
 Learning when to have fun & be silly and when to work & be serious
What will my student be
learning?
Mathematics
1st Quarter “I Can” Statements:
 I can count from 0 to 15.
 I can write and show numbers 0 to 5.
 I can point and count objects up to 5.
 I can tell how many objects are in a group that is 5 or less.
 I can sort objects.
 I can find shapes in the environment.
 I can name squares, circles, triangles, rectangles, and hexagons.
2nd Quarter “I Can” Statements:
 I can count from 0 to 30.
 I can count to 30 starting at a number that is not one (1).
 I can write and show numbers 0 to 10.
 I can point and count objects up to 10.
 I can tell how many objects are in a group that is 10 or less.
 I can use words to compare groups of objects.
 I can participate in showing adding and subtracting stories.
 I can find the missing number in an equation or a drawing
when the total is 10 or less.
2nd Quarter “I Can” Statements (continued):
 I can quickly add and subtract from 0-5.
 I can tell about objects using measuring words.
 I can find shapes in the environment and describe where they
are using positional words.
 I can sort and count objects.
 I can name squares, circles, triangles, rectangles, hexagons,
cubes, spheres, cones, and cylinders.
 I can identify shapes as flat or solid.
3rd Quarter “I Can” Statements:
 I can count from 0 to 50.
 I can count to 50 starting at a number that is not one (1).
 I can write and show numbers 0 to 15.
 I can point and count objects up to 15.
 I can tell how many objects are in a group that is 15 or less.
 I can compare groups of objects and/or numbers (up to 5) and
decide which group is greater than/less than or if they are
equal.
 I can solve addition and subtraction word problems to 5.
3rd Quarter “I Can” Statements (continued):
 I can break apart a number (0-5) in many ways and record
with a drawing or an equation.
 I can find the missing number in an equation or a drawing
when the total is 10 or less.
 I can quickly add and subtract from 0-5.
 I can compose and decompose 11-15 into tens and ones.
 I can name squares, circles, triangles, rectangles, hexagons,
cubes, spheres, cones, and cylinders.
4th Quarter “I Can” Statements:
 I can count from 0 to 100.
 I can count to 100 starting at a number that is not one (1).
 I can write and show numbers 0 to 20.
 I can point and count objects up to 20.
 I can tell how many objects are in a group that is 20 or less.
 I can compare groups of objects and/or numbers (up to 10)
and decide which group is greater than/less than or if they are
equal.
 I can solve addition and subtraction word problems to 10.
4th Quarter “I Can” Statements (continued):
 I can break apart a number (0-10) in many ways and
record with a drawing or an equation.
 I can find the missing number in an equation or a
drawing when the total is 10 or less.
 I can quickly add and subtract from 0-5.
 I can compose and decompose 11-19 into tens and
ones.
 I can name squares, circles, triangles, rectangles,
hexagons, cubes, spheres, cones, and cylinders.
What will my student be
learning?
Reading
We will be using the following programs in the
classroom to help with Reading instruction:
 Fundations
 Starfall.com
 Reading 3D
 The Reading Workshop by Lucy Caulkins
 Kindergarten Reading:
 Identify concepts about print: letters, words, pictures, title,
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author, illustrator, left-to-right, top-to-bottom, front-to-back
directionality, and one-to-one correspondence
Recall and retell details in a story: characters, setting,
plot, and the beginning, middle, & end
Compare/contrast details in multiple stories
Connect stories with real life experiences
Recognize letter name and give sounds for all letters and
some blends and digraphs
Blend beginning, middle, and ending sounds to read
words
Recognize high frequency words taught by sight
What will my student be
learning?
Writing
We will be using the following tools in the
classroom to help with Writing instruction:
 Thinking Maps and Graphic Organizers
 Writing Workshop by Lucy Caulkins
 Kindergarten Writing:
 Write first and last name with appropriate usage of capital
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and lowercase letters
Write all capital and lowercase letters
Use left-to-right and top-to-bottom patterns of writing
Use high frequency words taught in writing
Write 1-3 sentences about own drawing
Use appropriate capitalization and punctuation in writing
Use proper spacing when writing
 Kindergarten Writing (continued):
 Use a combination of drawing, dictating, and writing to
compose personal narratives and opinion pieces
 Label pictures
 Compose a book about a subject discussed in the
classroom
What can I do to
help my student?
 Provide a consistent homework
routine in a quiet place at your
residence
 Read for 20 minutes a night with your
student
 Make sure your student comes to
school well nourished and well rested
Closing Notes
• Kindergarten is a big adjustment for most students.
Spending seven hours in a structured environment can
be overwhelming for five and six year olds.
• In today’s global economy, Kindergarten is very
academically focused. Kindergarten is not just playing
in centers. Kindergarten is structured, learning
activities.
• School is important, but is only one aspect of your
student’s life. Sports, dance, scouts, church, and other
activities are also very important in your student’s
development.