Skip to main content
district home page calendar  lunch menus  myschoolbucks  schooltool  Tipline 

Inspiring Young Minds

 

 Kindergarten Weekly News

  

End of year kindergarten Standards

Reading

Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.
Recognize and name all upper- and lowercase letters of the alphabet.
Identify the front cover, back cover, and title page of a book.

Phonological Awareness

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Fluency

Recognize and produce spoken rhyming words.
Blend and segment syllables in spoken words.
Blend and segment onsets and rimes of spoken words.
Blend and segment individual sounds (phonemes) in spoken one-syllable words. Create new words by manipulating the phonemes orally in one-syllable words.

Phonics and Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding words.

Demonstrate one-to-one letter-sound correspondence by producing the primary sound or most frequent sound for each consonant.

Decode short vowel sounds with common spellings.
Decode some regularly spelled one-syllable words.
Read common high-frequency words by sight.

Will engage with emergent level texts and read-alouds to demonstrate comprehension. 

New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)

 

Writing

Text Types and Purposes

 Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an opinion about a familiar topic or personal experience and state a reason to support that opinion.

  Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information.

 Use a combination of drawing, dictating oral expression, and/or emergent writing to narrate an event or events in a sequence.

  Create a response to a text, author, or personal experience (e.g., dramatization, artwork, or poem).

  Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge.

 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing).


Listening and Speaking

Presentation of Knowledge and Ideas

Describe familiar people, places, things, and events with detail.
Create and/or utilize existing visual displays to support descriptions.
Express thoughts, feelings, and ideas.
Participate in collaborative conversations with diverse peers and adults in small and large groups play.

Follow agreed-upon rules for discussions, including listening to others, taking turns, and staying on topic.
Develop and answer questions to clarify what the speaker says.

Participate in conversations through multiple exchanges. Consider individual differences when communicating with others. in a conversation about features of diverse texts and formats.


Language
 

 Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences, including, but not limited to the following:

 Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word.

 Explore and discuss word relationships and word meanings.

Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).

Explore variations among verbs that describe the same general action (e.g., walk, march, gallop) by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Mathematics

Know number names and the count sequence.

Count to 100 by ones and by tens.

Count to 100 by ones beginning from any given number (instead of beginning at 

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).Count to tell the number of objects.

4. Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)

Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand the concept that each successive number name refers to a quantity that is one larger.

Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.

  Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration..  Given a number from 1–20, count out that many objects.

Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.

Compare two numbers between 1 and 10 presented as written numerals

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

 Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies. Note: Drawings need not show details, but should show the mathematics in the problem.

  Add and subtract within 10.

 Solve addition and  subtraction word problems within10.

Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation.

Find the number that makes 10 when given a number from 1 to 9. Record the answer with a drawing or equation.

Fluently add and subtract within 5.

Understand simple patterns.  Duplicate, extend, and create simple patterns using concrete objects.

Work with numbers 11–19 to gain foundations for place value.

 Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary.

Directly compare two objects with a common measurable attribute and describe the difference.

Classify objects into given categories; count the objects in each category and sort the categories by count.

Note: Limit category counts to be less than or equal to 10.

Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

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.

Name shapes regardless of their orientation or overall size. Analyze, compare, sort, and compose shapes.

Analyze, compare, and sort two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.

Model objects in their environment by building and/or drawing shapes. Compose larger shapes from simple shapes. Understand the difference between two-dimensional (lying in a plane, “flat”) and three- dimensional (“solid”) shapes.





Weekly Specials
Recess- 11:00 a.m.             Lunch-11:30 a.m.

Monday-Day Tuesday-Day  Wednesday-Day  Thursday- Day  Friday-Day
 
Mrs. Kronenberg - Day 1- Art   Day 2-Art   Day 3-Library   Day 4-Music   Day 5-Gym   Day 6-Gym
Mrs. O'Brien- Day 1-Gym   Day 2-Library   Day 3-Music   Day 4-Gym   Day 5-Art   Day 6-Art
Mr. Palumbo- Day 1-Music   Day 2-Gym   Day 3-Gym   Day 4-Library   Day 5-Art   Day 6-Art


Book of the Week


Skill of the Week

Sight words


(kindergarten sight words)
a the I am can     at like is big in      it but look see be      you my we have and       to do not did up      go get red he no     me one two that yellow     so run 


-
Mathematics



Social Studies



Science






Upcoming Dates



Andy Palumbo
apalumbo@jd.cnyric.org


Holly O'Brien
hobrien@jd.cnyric.org


Rachel Kronenberg
rkronenberg@jd.cnyric.org


                                   
                                                                                       

                                                                                                                        
                                                                                                        
                                                                                                                                               

                          



 

 
 

DISTRICT

OUR SCHOOLS




Dr. Peter Smith, Superintendent

P.O. Box 606
DeWitt, NY 13214

Phone: (315) 445-8300
www.jamesvilledewitt.org


Developed by CNYRIC