A Typical Day in Kindergarten
Each kindergarten classroom is staffed with a kindergarten teacher and paraprofessional. Class sizes range from 20-23 students with several kindergarten classrooms also hosting a student teacher or Professional Development School intern. Parents are also welcomed and encouraged to volunteer in their child's classroom. The morning typically involves an opening gathering/morning meeting time, reader's workshop, writer's workshop, and math. After lunch and recess, most classrooms schedule science, social studies, and developmental play activities. A description of each aspect of the kindergarten day is described in more detail as well as specific information about each curricular area can be found on this page.
Morning Gathering/Morning Meeting
Songs, stories, calendar, large group instruction, and signing in are all a part of Morning Gathering. We use this as way to provide a soft landing for our students and orient them to the school day. Each child signs in on a tally chart asking them to answer the question of the day like, "Did you play in the leaves this weekend?" Then the teacher uses this data to help children count, group, and analyze.
Writer's Workshop
All kindergarten students participate Writer's Workshop. Writing is one of the easiest ways we can differentiate instruction for children. All children start with drawing pictures, adding initial sounds for words represented in their drawings, moving to words and sentences over the course of the year. Writer's Workshop is a great way to help children hear the sounds in the words they are writing. Teachers work with children to help them apply learned letter sounds, beginning sight words (I, see, look), and sound chunks (king of ing, star of are). We believe that premature insistence of standard or 'correct' spelling inhibits a young child's desire and ability to write. We encourage you to accept your child's efforts to use 'sound' spelling and understand that the transfer to book spelling will gradually occur. As children understand how a consistent spelling system works, they begin to make the transition to standard spelling. One way we assist students in that transfer is by underwriting the book spelling under their sound spelling. For example, a student may write about his/her cat and spell it "ct". We will write the book spelling, cat, under their word so they can see the book spelling connection as they begin to add vowels to their writing. Authorship at this level may include dictated passages, copied sentences and a child's original work. All of these activities are important pieces so that your child 'sees' him/herself as a writer/reader.
Reading
During reading, using our core reading resource, Into Reading, students participate in whole class lessons focused on a skill or concept the teacher wants students to begin to apply to their reading/sound work. After the lesson, students engage in a variety of learning experiences to support their literacy learning. Students work in small groups with a teacher to develop sound and phonics skills, learn sight words, and begin to apply skills to books. Students also begin to read by themselves and with a partner - skills they develop throughout their kindergarten year. Learning sounds (phonemic awareness) and phonics are critical components to every kindergarten classroom and working to apply those skills to text is a focus during reading. Our classrooms have rich classroom libraries and our schools have amazing libraries where all students can find books that interest and motivate them! Students also use their Chromebook to access books online that are selected by the teacher. The reading growth in kindergarten is always one of the most exciting experiences!
Math
Our core math program is called Bridges in Mathematics, which combines activities, games, skills, and practice to help students develop a solid grasp of mathematical concepts. The children enjoy small group Work Places pertaining to sorting, patterning,graphing, understanding number concept, writing numbers, estimating, measuring,solving problems, and adding and subtracting basic problems with manipulatives.
Lunch
When children arrive in the morning, they need to select their lunch choice for the day. They may choose from four choices offered by the school cafeteria or they may pack their lunch. Packers may also choose to purchase just a milk. Children will go to the cafeteria and go through the lunch line to select the side dishes and milk they would like. Depending on the set up at each school, kindergarten classes may eat in the cafeteria/all purpose room or in their classroom. As each class eats lunch, the classroom paraprofessional supervises and assists children. Parents are welcome to join their child for lunch - coming in to have lunch with your child is another way to stay connected to your child.
Please visit our food service website for more information about menus, nutrient analysis, free/reduced lunch, managing your child's account, etc.
Recess
Each classroom goes outside (weather permitting) for recess twice a day - once for 30 minutes and once for 15 minutes. During recess time, children can explore the equipment on the playground and enjoy games with their friends. Recess is one of the favorite times of day for many kindergarten children because it encourages creative play - one of the hallmarks of development for early elementary aged children. Recess is supervised by classroom teachers and is typically scheduled for some time after lunch, although some classrooms take two short recess breaks during the day.
Social Studies/Science Activities
Social studies and science activities are typically scheduled during the afternoon. These activities are hands-on and offer opportunities for creative exploration.
Developmental Cooperative Play Time
Although our kindergarten program has been created with a core academic focus (reading, writing, and math), kindergarten teachers recognize the importance of play as another crucial area for young children. During structured play times in the classroom, children are able to work in cooperative groups as they share materials, create structures, play games, etc. As children play and work with each other, they are formulating social skills that will last a lifetime. Negotiating the social arena for many children is just as important as learning to read because these social skills will support and enhance the success they have in the academic areas in subsequent years in school.