Mrs.

Jones Class Schedule

7:50-9:20

ELA

9:20-9:50

Recess

9:50-10:30

Phonics

10:30-11:00

Lunch

11:05-12:20

Math

12:20-12:45

Snack/Restroom

12:45-1:30

Specials

1:30-2:20

Social Studies/Science

2:20-2:30

Dismissal

CCGPS
In Kindergarten, we base our instruction on the Common Core
Georgia Performance Standards (CCGPS)
To find out more information regarding the Common Core
Georgia Performance Standards please visit
https://www.georgiastandards.org/CommonCore/Pages/default.aspx

Unit 1 Math "I can" statements:

I CAN: Count to 100 by ones and tens.
I CAN: Count forward beginning from a given number
I CAN: Write numbers from 0 to 20. I can represent a number of objects within a written
numeral 0-20.

I CAN: Understand the relationship between numbers and counting.

a) count objects, say number names in the standard order, pair each object with one number name.
b) understand that the last number name said tells the number of objects counted.
c) understand that each successive number name refers to a quantity that is one larger.

I CAN: Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count.

Unit 1 math vocabulary:

Zero
Order
Number Line
Forward
Backward
Cardinality
Count
Counting-On
Number
Numeral

Quantity
Sequence
Set

Unit 1 ELA "I can" statements:

I CAN: With prompting and support, ask and answer questions about key details in a
text.
I CAN: With prompting and support, retell familiar stories, including key details.
I CAN: With prompting and support, identify characters, settings, and major events in a
story.
I CAN: Ask and answer questions about unknown words in a text.
I CAN: Recognize common types of texts.
I CAN: With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
I CAN: With prompting and support, ask and answer questions about unknown words in
a text.
I CAN: Identify the front cover, back cover and title page of a book.
I CAN: Name the author and illustrator of a text and define the role of each in
presenting the ideas or information in a text.
I CAN: Demonstrate an understanding of spoken words, syllables, and sounds.
I CAN: Use a combination of drawings, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
I CAN: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers
and adults in small and larger groups.
I CAN: Print many upper and lower case letters.
I CAN: Write a letter or letters for most consonant and short vowel sounds.
I CAN: Identify new meanings for familiar words and apply them accurately.
I CAN: Sort common objects into categories

Unit 1 ELA vocabulary:

poem
story
author
illustrator
sentence
plot
character

narrative writing
predict
rhyme
letter
syllable
word

Unit 1 Science "I CAN" statements

I CAN: describe objects in terms of the materials they are made of and their physical
properties.

Unit 1 Science Theme

Observing With My Senses

Unit 1 Social Studies "I CAN" Statements

I CAN: follow rules

Unit 1 Social Studies Theme

Rules

Kindergarten Syllabus:
Kindergarten students will receive instruction in Common Core Georgia Performance
Standards (CCGPS) for ELA and Math. Science, Social Studies, Music, Health and Physical
Education instruction will be based on the Georgia Performance Standards (GPS.) The CCGPS
and GPS standards can be found at www.ga.doe.org By the end of Kindergarten students will:

CCGPS Reading Standards for Literature and Informational Text

Literature
Informational Text

With prompting and support, ask and answer questions about key details in a text. With
prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key details. With prompting
and support, identify the main topic and retell key details of a text.

With prompting and support, identify characters, settings, and major events in a story.
With prompting & support, describe the connection between two individuals, events, ideas, or
information in a text.

Ask and answer questions about unknown words in a text. With prompting and support,
ask and answer questions about unknown words in a text.

Recognize common types of texts (e.g., storybooks, poems).

Identify the front
cover, back cover, and title page of a book.

With prompting and support, name the author and illustrator of a story and define the role
of each in telling the story.
Name the author and illustrator of a text and define the role of
each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between illustrations and the story in
which they appear. With prompting and support, describe the relationship between illustrations
and the text in which they appear.

(Not applicable to literature) With prompting and support, identify the reasons an author
gives to support points in a text.

With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
With prompting and support, identify basic similarities in
and differences between two texts on the same topic.

Actively engage in group reading activities with purpose and understanding.

Actively
engage in group reading activities with purpose and understanding.

CCGPS Reading Standards: Foundational Skills

Demonstrate understanding of the organization and basic features of print.

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

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

Read emergent-reader texts with purpose and understanding.

CCGPS Writing Standards

Use a combination of drawing, dictating, and writing to compose opinion pieces in

which they tell a reader the topic or the name of the book they are writing about and state an
opinion or preference about the topic or book

Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.

Use a combination of drawing, dictating, and writing to narrate a single event or

several loosely linked events, tell about the events in the order in which they occurred, and
provide a reaction to what happened.

With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.

With guidance and support from adults, explore a variety of digital tools to produce
and publish writing, including in collaboration with peers.

Participate in shared research and writing projects.

With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

CCGPS Speaking and Listening Standards

Participate in collaborative conversations with diverse partners about kindergarten

topics and texts with peers and adults in small and larger groups.

Confirm understanding of a text read aloud or information presented orally or

through other media by asking and answering questions about key details and requesting
clarification if something is not understood.

Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.

Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.

Add drawings or other visual displays to descriptions as desired to provide

additional detail.

Speak audibly and express thoughts, feelings, and ideas clearly.

CCGPS Language Standards

Demonstrate command of the conventions of English grammar and usage when

writing or speaking.

Demonstrate command of the conventions of English capitalization, punctuation,

and spelling when writing.

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on K reading and content.

With guidance and support from adults, explore word relationships and nuances in
word meanings.

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

CCGPS Math Standards

Know number names and the count sequence.

Count to tell the number of objects.

Compare numbers.

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

Work with numbers 1119 to gain foundations for place value.

Describe and compare measurable attributes.

Classify objects and count the number of objects in categories.

Identify and describe shapes.

Analyze, compare, create, and compose shapes.

GPS for Science

Describes time patterns and objects in sky during those times.

Describes physical attributes of rocks and soils

Describes objects by materials by physical properties

Sorts by & describes various types of motions

Communicates the effects of gravity on objects

Sorts living & non-living objects by physical attributes

Compares & contrasts differences in organisms

GPS for Social Studies

Describes purpose of various national holidays

Explains & identifies important American symbols

Explains change & chronology using correct terms

Describes purpose of community and family celebrations & customs.

Compares and contrasts a map and globe

Demonstrates knowledge of personal information

Demonstrates good citizenship

Retells stories to demonstrate positive character traits

Describes a variety of professions.

Explains how people earn income

Explains how money is used

Explains making choices about purchases

GPS for Music

Singing, alone and with others, a varied repertoire of music

Performing on instruments, alone and with others, a varied repertoire of music

Reading and notating music

Improvising melodies, variations, and accompaniments

Composing and arranging music within specified guidelines

Listening to, analyzing, and describing music

Evaluating music and music performances

Understanding relationships between music, the other arts, and disciplines outside
the arts

Understanding music in relation to history and culture

Moving, alone and with others, to a varied repertoire of music

GPS for Health

Comprehend concepts related to health promotion and disease prevention to

enhance health.

Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.

Demonstrate the ability to access valid information and products and services to
enhance health.

Demonstrate the ability to use interpersonal communication skills to enhance

health and avoid or reduce health risks.

Demonstrate the ability to use decision-making skills to enhance health.

Demonstrate the ability to use goal-setting skills to enhance health.

Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce

health risks.

Demonstrate the ability to advocate for personal, family, and community health.

GPS for Physical Education

Demonstrates competency in motor skills and movement patterns needed to

perform a variety of activities.

Demonstrates understanding of movement concepts, principles, strategies, and

tactics as they apply to the learning and performance of physical activities.

Participates regularly in physical activity.

Achieves and maintains a health enhancing level of physical fitness.

Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.

Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.

Core Instructional Materials and Resources (Textbook/Publisher/web links):

English Language Arts:

Houghton Mifflin Harcourt
wwwk6.thinkcentral.com

Mathematics:
Houghton Mifflin: Math Expressions & Math Georgia
www.eduplace.com

Science:
Harcourt Wild About Science
www.hspscience.com

Social Studies:
Houghton Mifflin Social Studies: Georgia
www.eduplace.com

Kindergarten Assessment

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is the state-wide

assessment used in all public K classrooms. The primary purpose of GKIDS is to provide
ongoing diagnostic information about kindergarten students developing skills in language arts,
math, science, social studies, social/emotional development, and approaches to learning. The
goal of the assessment program is to provide teachers with information about the level of
instructional support needed by individual students entering kindergarten and first
grade. Information about GKIDS can be found at: www.gadoe.org/ci_testing.aspx

General Web Links for Parental Support

Compass Learning & Odyssey

www.compasslearning.com

NetTrekker classic & Netrekker DI (Differentiated Instruction)

www.nettrekker.com

Information on standards-based education

edinformatics.com/parents.htm

Resources, research tools, and grade-specific activities

lightspan.com

Educational games for students and advice for parents

school.discovery.com

PBS Kids
pbskids.org/

Primary Games
www.primarygames.com/

Abcya
www.abcya.com

English language arts Web Links for Parental Support

Discovery School.com
school.discovery.com

Family Education
school.familyeducation.com/reading/activity/34563.html

Web English Teacher

www.webenglishteacher.com/readingmain.html

Starfall Learning
www.starfall.com/

Reading Rockets
www.readingrockets.org

We Read: Literacy and Education for Life

www.weread.org

Mathematics Web Links for Parental Support:

U.S. Dept. of ED.

ed.gov/pubs/parents/Math/index.html

Bi-Lingual Math Ed.

www.aaamath.com/

Math Education
www.math.com/parents.html

Online Math Games

www.coolmath4kids.com/

Science Web Links for Parental Support

Harcourt Science
www. thinkcentral.com

Ask-a-scientist.
www.madsci.org/

Social Studies Web Links for Parental Support

Social Studies Sites for Elementary Students

www.ortegaelementary.org/socialstudiessites.htm

National Geographic
www.nationalgeographic.com/kids/

World Almanac for Kids

www.worldalmanacforkids.com/explore/timeline.html

Learn about habits and customs from various cultures

www.netlaputa.ne.jp/~tokyo3/e/

Physical Education and Health Web Links for Parental Support

CDC Physical Activity Topics

www.cdc.gov/NCCDPHP/DNPA/physical

Physical Activity in your daily life

www.americanheart.org/presenter.jhtml?identifier=2155

Increase your familys physical fitness

www.healthatoz.com/healthatoz/Atoz/hl/fit/star/kfphyact.jsp

PE Central
www.pecentral.org/

A Healthier U.S.
www.healthierus.gov/exercise.html

To volunteer in the classroom, please click the following

link:
To sign up for Mystery Reader, please click the following
link:

This list contains all the sight words we will be studying throughout the year.
Your child should spend some time each week studying these words with an
adult. The amount of time will vary according to the ability level of the
individual child.
As you study the list, vary the order of the words.

Dolch Pre-Primer Sight Vocabulary

a
and
away
big
blue
can
come
down
find
for
funny
go
help

here
I
in
is
it
jump
little
look

make
me
my
not
one
play
red
run
said
see
the
three
to
two
up
we
where
yellow
you

DISTRICT HOME

Key Dates

August

08/07 Open House Registration, 8:30-12pm

08/10 First Day of School
08/18 Room Parent Meeting, 8-9 am
08/25 Yogli Mogli Spirit Night, 4:30-8pm
08/27 Curriculum Night, 6-8pm

Daily Folders

Please check your child's folder daily for any papers that need to be
signed and returned. This is where you will also find your child's
behavior chart for the week.

Blue Folders
Blue folders will come home every Thursday. Please remove all papers
from the folder and return on Friday.

Dismissal Changes
Please inform me of all dismissal changes in writing! If I do not have it
in writing, I will send your child home the way they usually go home.
You may email me your dismissal changes as long as I receive the email
before 1:00PM that day. A note in their daily folder is the best way to
communicate dismissal changes clearly.

Lunch Money
Please send lunch money in a sealed envelope or Ziploc baggie with the
following information: your child's name, my name, and their lunch
number.

Snack Time
We will have snack daily. Please send a healthy snack for your child
each day.

Birthdays
Each birthday boy or girl will be given a special birthday sticker and a
fun birthday pencil on their big day! You may bring a treat for the class
during lunch only!

Library: We visit the library every Monday. Please

remember when your child checks out books, they must

be returned by the following Monday in order for your child
to check out new books. If your child forgets to bring their
book back, please encourage them to return it as soon as
possible. We will send home notices when books are
overdue.
Dear Parents,
Please send in boxes/bags of any of the following snacks:
Cereal
Mini Ritz with cheese
Cheezits
Pretzels
Teddy Grahams
Vanilla Wafers
Ritz Crackers
Fruit snacks
Pretzels
Gold Fish
Animal Crackers
We are always in need of treasure box items! These
items include rings, bracelets, small cars, bouncy balls, etc

Classroom Behavior Plan

Our class uses a number chart to track daily behavior. The chart
begins at 5 and goes down to 1. Your child will begin on "3" every day.
He/she can remain on three by being a participant for the day, move up for
positive behavior and contributing to the class, or move down for negative
choices and just being an observer.
We use this method so students have multiple opportunities each day
to be recognized for positive behavior and contributing to the class as
leaders.

5= Leader
Role model, teaches others, assesses self and others

4= Contributor
Demonstrates self-control, contributes without being asked, adds additional
information, exceeds expectations

3= Participant
Actively participates when asked, follows, directions, meets timelines

2= Observer
Does what is told when recommended several times, turns in projects late and
incomplete, wants others to carry the load

1= Distractor
Does not carry out assignments, lacks self-control, persuades others to do less