Overview of Child Expectations

Academic Program

Physical Education Program

Speech/Language Program

Library Media Center

General Policies and Procedures

Helping Your Child At Home

Your child is a special person who neither looks, acts, or thinks like other children. However, some characteristics are common to most five-year olds.

*The five-year old child:

A. Grows Physically
1. Has an uneven period of growth - boys generally behind girls.
2. Is active.
3. Can be quiet for short periods of time.
4. Has difficulty seeing small objects.
5. Has adequate motor control.
6. May not pronounce words clearly.
7. Is developing hand-eye coordination.

B. Grows Mentally
1. Is curious and eager to learn.
2. Learns by doing things himself.
3. Improves his speech by talking and playing with others.
4. Is interested in listening to stories and records.
5. Has a short but expanding interest span.
6. Has a vivid imagination, finds it difficult to distinguish between fact and fancy.

C. Grows Emotionally
1. Is seeking acceptance and a sense of belonging.
2. Responds to praise, encouragement and love.
3. Needs opportunities to succeed.
4. Needs to be free from pressure.
5. Enjoys a variety of activities, but finds security in knowing what is coming next.
6. Is growing in the ability to distinguish right from wrong.
7. Is eager and able to carry some responsibility.
8. Has strong feelings about himself, his possessions, his experience and other people.

D. Grows Socially
1. Is happy, friendly and cooperative.
2. Is learning to share materials with others.
3. Plays best in small groups which should be carefully supervised.
4. Is embarrassed by his mistakes.
5. Seems to like the idea of growing up.
6. Needs adult guidance in learning to take turns.
7. Can be a great talker--needs to have time to express himself.

*Source: Prince Williams County Public Schools, Commonwealth of Virginia

Kindergarten Standards
Instruction is developed through themes which integrate all of the course/grade level standards.

English/Language Arts
Students will develop competencies as they learn to read, write, speak, and listen:

Reading

• Know the name of each letter in the alphabet.
  
• Recognize letter/sound correspondence (PHONETIC AWARENESS)
  
• Recognize that words consist of a combination of sounds. (PHONEMIC AWARENESS).
  
• Develops a basic sight vocabulary of high frequency words.
  
• Begins to read simple predictable books.
  
• See themselves as readers.
  
  

• Write upper and lower case letters.
  
• Write letters of own first and last name.
  
• Write a simple sentence that begins with an uppercase letter and ends with punctuation.
  
• See themselves as writers.
  

Speaking

• Communicate thoughts and feelings to others effectively.
  
• Respond to others respectfully.
  
• Speak in complete sentences where required.
  
• Take turns speaking in a group.

Listening

• Listen and follow directions.
  
• Listen to others respectively and responsively.
  
• Use computer software to support all areas of Language Arts.

Math

Students will understand beginning Math concepts:

• Be able to rote count from 1 to 100.
  
• Count by 10's to 100.
  
• 1 to 1 correspondence.
  
• Recognize numbers 0-20.
  
• Write numerals 0-20.
  
• Simple addition facts to 10.
  
• Simple subtraction facts to 10.
  
• Recognize basic shapes.
  
• Patterning.
  
• Picture graphs.
  
• Introduction to measurement.
  
• Ordinal numbers

Science

Students will understand beginning scientific concepts.

• Ecology / Environment
  
• Health and Wellness
  
• Seeds / Plant Growth
  
• Animals
  
• Seasons /Seasonal Changes

Social Studies

Students will understand beginning Social Studies concepts:

• Role of various community helpers.
  
• Holidays.
  
• Cultural diversity.
  
• Personal environment (address and phone #).

Phonemic Awareness

Phonemic Awareness is the ability to hear sounds that make up words, see relationships between sounds, alter or rearrange sounds to create new words, and is an essential component to learning how to read, write, and spell.

The specific skills for Social/Emotional Development, Physical Development,
Aesthetic Development, and Responsible Learning Behaviors are identified
on a Kindergarten Progess Report.

Other services available for students who are in need of additional support are:

• Primary Mental Health Project
  
• Guidance
  
• School Psychologist
  
• Learning Center
  
• English as a Second Language
  
• Occupational Therapy
  
• Adaptive Physical Education
  
• Physical Therapy
  
• Speech and Language
  

A. Articulation: the ability to produce sounds

B. Language: the ability to understand what one hears as well as to express oneself

C. Rate/rhythm: the ability to speak at an appropriate speed and rhythm (stuttering falls into this category)

D. Voice: using appropriate quality, pitch, and loudness

E. Hard of hearing: the child with a hearing loss may exhibit any and/or all of the problems previously mentioned.

As part of entering kindergarten, students' speech and language development will be screened. If there is a concern in this area, the student's speech and language skills may be further evaluated. Throughout the school year, parents, teachers and other professionals may refer students for testing.

Generally, students are scheduled in small groups for therapy in the speech room. A child is seen for a minimum of two sessions per week which may increase with each child's needs.

Parent involvement is a very important part of the remediation process. Handouts, worksheets, and conferences aid in this process. Parents are encouraged to call with questions and concerns.

Evaluation is an ongoing procedure. Parent and teacher input is especially valuable at this grade level.

Most children enjoy going to speech class. It should be considered a positive experience.

A. Use of the Library

• Each Kindergarten class has a 30-minute library period each week

B. Library Classes

• 1. Format - Kindergarten classes may include a story, a lesson, and a book exchange and opportunities to explore the computer, listening or literacy centers.
  
  
• 2. Curriculum

  a. Units studies in Kindergarten include library orientation, library citizenship, and literature appreciation.

  b. Special projects planned for the year include an author, storyteller visit or a reading incentive program such as Parents as Reading Partners.

C. Library Procedures

• Book Circulation - Kindergarten students are allowed to borrow one book at a time. Books are due the following week in library class.
  
  
• Overdue Books - There is no fine for overdue books, but the child may not borrow another book until the overdue book is returned.
  
  
• Lost Books - Lost books must be paid for; the money will be refunded if the books are found

• A written excuse is required following each absence, even if you
  have been contacted by the nurse.
  
  
• Any change is your child's regular bus routing (e.g. bus change or
  pick up) must be made with a written notification to both your
  child's teacher and bus driver.
  
  
• Please send all messages in an envelope pinned to your child's
  shirt or blouse - NOT on their coat. Write the teacher's name
  and contents of the envelope on the outside of the envelope.

e.g. - Miss Smith
Johnny Jones
Absence or change of address, etc.

B. Supplies

• Backpack: Each child is required to bring a very large backpack every day. This eliminates lost work papers and notices. Please label all personal items of children.
  
  
• Smocks: Just Dad's old, long, heavy duty shirt with three quarters of the sleeve cut off or an extra large tee shirt. Please do not label.

C. Toys

• As a general rule, toys are not permitted in a school setting unless for Show and Tell or otherwise specified by the classroom teacher.

D. Snacks and Lunch

• Snack: Your child's teacher will inform you of a snack as needed.
  
  
• Lunch: Extended day Kindergartners have a choice of bringing their lunch or buying from the school cafeteria. Money can be sent in an envelope or change purse. A menu will be sent home monthly.
  
  Lunch tickets can be purchased by calling the Lima Primary school lunchroom manager at 624-7156 or our district School Lunch director at 624-7043.

E. Room Mothers

• Room mothers are responsible for contacting other parents to send treats, etc. to school for specific holiday parties.
  
  
• Additional responsibilities are at the discretion of the classroom teacher.

F. Class Parties

• We have classroom parties for most major holidays. We want to emphasize how much the children enjoy preparing for these special occasions. It provides an excellent opportunity for sharing and accepting responsibilities!

G. Birthday Celebrations

• We encourage celebrating your child's special day in school with a
  treat such as:

  Chocolate chip cookies, rice crispy treats, ice cream,
  popsicles or place an order through the School Food Service
  Department by calling 624-7043.

• We request that you contact the classroom teacher to determine the accurate number of children in the class and to avoid scheduling conflicts.
  
  
• If you will be having a party at home, PLEASE DO NOT send invitations to school to be passed out in the classroom. We would appreciate your understanding and sensitivity to all students in this delicate situation.
  
  
• It is understandable that the entire class cannot be invited to a party in your home. However, in order for feelings not to be hurt, please encourage your child to refrain from discussing these events in the classroom.
  
  
• Mrs. Kretchmer would be happy to give you the addresses of the children you would like to invite if you call her office or send in a note with a list of names.

H. Conferences

• The majority of parent-teacher conferences are held during November and December.
  
  
• Parents will be contacted by phone to schedule a mutually convenient appointment.

I. Homework

• On occasion, homework may be assigned to reinforce a specific math or language arts concept.
  
  
• Parents may request that homework be saved when anticipating an extended absence.

J. Home/School Communication

1. Please check your child's backpack each day to find information in the form of:

• newsletter
  
• special events
  
• materials needed
  
• office communications
  
• PTA
  
• schedule changes
  
• personal correspondence

A. Read to Your Child - This is the most important thing you can
do as a parent. When you read aloud, your child learns a great deal about: "book language." You also send a message that reading is worthwhile and fun!

B. Be a Good Literate Model - Set a good example by letting your child see you reading. Keep books, magazines, and newspapers in your home. Try not to confine your reading to hours when your child is in bed. Let your child see that you, yourself, read and like to read. If you enjoy reading, you are serving as a good model that your child may follow.

C. Build an Organized Reading Atmosphere in Your Home

1. Get your child a library card - Help your child get a borrowing
card at the public library. The power to borrow books of one's
own choice independently will build self-esteem and also instill
the idea of books as good sources of entertainment and informa-
tion. Ask the librarian to suggest good books.

2. Buy books for your child - Books make great gifts. The child who
owns books is usually interested in reading them and values
them.

3. Teach your child how to take care of books - Your example is the
best teacher. Treat books with care and your child will do the
same.

D. Capture Reading Opportunities in the Environment - Take your child places (nature centers, museums, airports, parks, zoos, etc.) These experiences can be used to stimulate an interest in reading, as children like to read about things they have seen.

E. Encourage Your Child's Speaking Ability

1. Encourage your child to talk about daily events - Expect your
child to speak in whole sentences, not monosyllables, and
wait for your child to finish sentences. Remember, good talkers
often make good readers!

2. Encourage your child to develop and talk about his interest -
These will vary with age.

3. Establish eye contact with your child when carrying on a conversation - This will send
out a message that you're interested in what he has to say and that you feel what he is saying is important.

4. Listen to your child tell stories, ask questions, relate experiences
and read to you - In this way, you are helping to develop your
child's oral language skills, vocabulary, and reading skills.

F. Encourage Your Child to Be a Good Listener

1. Much of your child's education is gained by listening - Encourage
him to listen to others, even younger brothers and sisters, and
not just expect they will listen to him.

2. Teach your child to patiently await his turn in conversations and
to listen to others while he waits - In this way, his comments fit
in when he does speak.

3. Give your child clear directions and expect him to follow them -
Begin with one-step directions and gradually increase the level
of difficulty by adding more steps.

G. Encourage Your Child to Write

1. Give your child opportunities to write in the home

• thank you notes
  
• grocery list
  
• notes to siblings and parents
  
• draw a picture about an experience
  
• write their name
  
• scribble a label for a drawing

2. Have a variety of writing materials available at all times - such as:
pencils, crayons, chalk, stamps, magazines, markers

3. At this stage whatever you child writes is acceptable -
The stages of writing are:

Stage 1 Using scribble writing

Stage 2 Writing strings of letters such as B H L A V

Stage 3 Using the initial consonant sounds of words such as D for the word "dog"

Stage 4 Using inventive spelling for the sound/symbol connections they are making such as P R I T E for "pretty"

Stage 5 Using conventional spelling such as "pretty"

H. Don't Compare Your Child with Anyone Else's - Your child is a unique individual. Make it clear at all times that you love your child for who he is, not for what he can do!

I. Above All, Have Fun! - Try not to turn your home into a school.
Use reading-related activities that both you and your child will enjoy.

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