For more information regarding Kindergarten programming and helpful hints for a successful transition to school,

please visit our website at www.tcdsb.org

TORONTO CATHOLIC DISTRICT SCHOOL BOARD TRUSTEES 2011 - 2012

Wards 1. Peter Jakovcic 416-512-3401 2. Ann Andrachuk, Chair 416-512-3402 3. Sal Piccininni 416-512-3403 4. Patrizia Bottoni 416-512-3404 5. Maria Rizzo 416-512-3405 6. Frank D’Amico 416-512-3406 7. John Del Grande 416-512-3407 8. Tobias Enverga 416-512-3408 9. Jo-Ann Davis, Vice-Chair 416-512-3409 10. Barbara Poplawski 416-512-3410 11. Angela Kennedy 416-512-3411 12. Nancy Crawford 416-512-3412 Sabrina Renna, Student Trustee 416-512-3413

Bruce Rodrigues, Director of Education

Ann Andrachuk, Chair of the Board

SEPTEMBER 2011

80 Sheppard Avenue East, Toronto, Ontario M2N 6E8 · 416-222-8282 · www.tcdsb.org

Welcome, Hello!

Kindergarten in the

Toronto Catholic District School Board

Me I am a child Home and school is my place In God’s Image, I am made Of God’s name, I am a trace. I am an explorer Just look and see I discover surprises all around me. I am an athlete Watch me dance and hop Sometimes I move without a stop. I am a scientist I know so much about water and weather and the dirt I touch. I am an archeologist Stones and rocks are my find Into my pockets fit rocks of all shapes and kinds. I am an artist The paintbrush my tool Telling a beautiful story, at home and at school. I am a builder With blocks I can make A castle, a cabin, a boat for a lake. I am a poet My prayer is a song of praise and thanksgiving, all the day long. I am a new friend I play by your side Learning together, growing with pride. I am a child Home and school is my place In God’s Image, I am made Of God’s name, I am a trace.

Kindergarten Artwork from: St. Jude Catholic School

St. Thomas More Catholic School St. Timothy Catholic School

© Toronto Catholic District School Board, 2006

Implementation of a Dress Code in TCDSB Elementary Schools In September 2011, the Toronto Catholic District School Board implemented an Appropriate Dress Code policy in each of its elementary schools.

The Appropriate Dress Code consists of any combination of white and navy blue garments (e.g. plain white top, navy blue bottom or, navy blue top and bottom, no denim).

A Dress Code: promotes school spirit and safety encourages a focus on academics supports inclusiveness emphasizes the Catholic school identity simplifies morning routine gives parents choice and flexibility is economical

In keeping with our commitment to reflect Christian values in our day-to-day lives and to abide by the social teaching of the Church and our own Mission and Vision Statement, the Toronto Catholic District School Board has implemented a Sweatshop-Free Purchasing Policy. This requires that all Board-approved vendors provide assurances that the manufacturing of apparel is in keeping with the provisions and procurement requirements of the Suppliers Fair Labour Practices Agreement.

We request that all of our school communities consider safe, just and healthy employment standards whenever and wherever they are shopping. A list of school apparel suppliers, who have declared compliance with our policy, is available on our website.

For more information on a school’s Local Dress Code, it is recommended that parents contact their local school principal or the Chair of the Catholic School Advisory Council (CSAC). Information on the implementation of the TCDSB Appropriate Dress Code is also available on our website at: http://www.tcdsb.org/csac/dresscode.htm

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Parents as Partners Once your child has started school, there are many ways to continue to support his/her education by being a partner with the school:

Attend parent-teacher conferences to discuss successes, concerns and share ideas about your child’s learning. If you feel more comfortable discussing your ideas in a language other than English, an interpreter can be provided for your session.

Volunteer some time. If you have some spare time on a daily, weekly or monthly basis, you may wish to consider becoming a school volunteer. Your school would appreciate the support. Contact your child’s teacher or the school principal.

Stay informed. Your child’s school will send home newsletters that summarize important school events, issues and outline upcoming activities.

Participate in special school events such as Curriculum Nights, Open Houses, Liturgies and other celebrations. These events provide opportunities to build community and celebrate learning with your child.

Attend a Catholic School Advisory Council (CSAC) meeting. Every school has a Catholic School Advisory Council that meet to plan and discuss activities that benefit students and the school. Contact the school for the date of the next meeting.

Contact your child’s teacher if you have any concerns regarding class routines, curriculum, safety and progress as they relate to your child.

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Welcome to the

Toronto Catholic District School Board!

Dear Parent/Guardian: We welcome you and your child to the Toronto Catholic District School Board. We recognize that as a parent, you are your child’s first and most important teacher, sowing the seeds of faith and life-long learning. We are pleased that you have chosen a Catholic school for the next phase in your child’s spiritual and educational journey. The unique character of our Catholic schools has grown from the long-standing partnership that exists among our staff, our parents and our parishes to ensure that our students are given opportunities to grow and succeed in a caring, Catholic environment. Kindergarten is an exciting time for young children. It is often their first introduction to formal education, bringing with it a variety of emotions, including anxiety, excitement and anticipation. This is a critical time in your child’s development, where he/she will acquire a variety of important skills, knowledge and attitudes that will guide him/her through future learning experiences. We recognize that children come to us with unique talents and gifts, and a diverse range of needs. We are dedicated to working with you to nurture the spiritual, academic, physical, social and emotional growth of each individual child. We hope that the year ahead will provide your child with opportunities for success, the development of new friendships and many positive experiences. Bruce Rodrigues Ann Andrachuk Director of Education Chair of the Board

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Our Vision of Early Learning

We celebrate the wonder and awe of childhood as a trace of God.

We promote the development of the whole child.

We create caring and inclusive communities where diversity is valued and all children and families are respected.

We offer developmentally appropriate programming to meet the diverse experiences, backgrounds, abilities and needs of all children.

We believe in play-based learning as the main vehicle through which children come to understand themselves, others and their world.

We build healthy learning environments that are safe, secure, stimulating and thoughtfully planned with the child in mind.

We encourage learning through exploring, playing, talking, risk-taking, problem solving and making choices.

We use a variety of instructional approaches with the whole group, in small groups, and individually.

We provide experiences that build a strong foundation for literacy and numeracy development.

We apply ongoing, authentic assessment strategies to inform programming and improve learning.

We welcome and respect parents and caregivers as valued partners in their children’s education.

We foster partnerships between home, school, parish and the larger community.

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Assessment, Evaluation and

Reporting in Kindergarten Young children show their understanding by doing, saying and representing. Teachers continually observe, monitor, document and evaluate children’s learning in many ways. During the first term, you will be invited to attend a conference to discuss how your child is progressing and adjusting to school. This conference is an occasion to share and celebrate your child’s achievements and progress since September. A written progress report is sent home at the end of first and second terms in Kindergarten.

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Meeting the Needs

of All Children The Toronto Catholic District School Board welcomes all children with diverse learning needs and is committed to providing an education that enables all children to reach their full potential. School board staff work in partnership with parents to provide an education that fosters the development of the whole child. Many children with special learning needs are integrated with their peers, while others require programs and resources designed to meet individual learning needs. Families are encouraged to inform the school about their child’s special learning needs well in advance of school entry. Reports or documents from preschool programs, doctors or community agencies should be shared with the school. This will allow the school board to work together with you to plan for a smooth entry to school and to ensure that specialized programs, support and services are in place once your child starts school.

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A Focus on Faith In Kindergarten, we affirm the child in all aspects of growth as we celebrate the wonder of childhood as a trace of God. In God’s Image is the religious education resource for Kindergarten. It provides an approach to religious education that nurtures and affirms the four and five year old child spiritually, emotionally, socially, intellectually and physically through song, prayer, activities and symbol. It provides an approach to religion that flows out of the life experience of the young child and is celebrated in simple rituals that build a foundation for subsequent religious learning. In God’s Image contains eight modules:

Me Earth Times Special Days Church Times Community Plants Animals Changes

A number of more specific topics are contained in each module. These topics are presented throughout Kindergarten.

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Getting Ready for School Teaching and learning happen both at school and at home. Active, fun and meaningful activities are the best ways for parents to support learning at home. They allow children to talk, explore, experiment and wonder about things in their every day lives. When children are actively involved in learning, they discover that learning is both enjoyable and important. The following suggestions will help your child get ready for school.

Help your child with the transition from home to school.

Talk to me about what school will be like and all the fun and wonderful things I will learn.

Bring me to visit my school. Show me my classroom and let me meet my teacher.

Talk to me about my first day and the new people I will meet.

Read books to me about school and making new friends.

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Math learning opportunities promote mathematical thinking, communicating and problem solving through the manipulation of concrete materials. These activities include counting, understanding numbers, sorting, patterning, measuring and collecting data to make and interpret graphs.

Physical Education and outdoor play allow children opportunities to move their bodies and develop large muscle skills through activities such as creative movement, dance, running, jumping, climbing and manipulation of balls, hoops, etc.

School library visits occur once a week. Children are invited to borrow a book to read at home with their families.

Music is incorporated into daily activities. Children will also participate in a weekly vocal music lesson with a trained vocal music teacher.

Snack time helps busy bodies refuel. Children are invited to bring a small, healthy snack (no nut or nut products) to eat each day.

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A Typical Day in Kindergarten

A typical Kindergarten program consists of a balance of exploration or investigation, guided instruction, and explicit instruction (Full Day Early Learning Kindergarten Document 2010, FDELK).

Gathering time happens when the children and educators gather for large group activities. These activities may include prayer, discussions, sharing and explorations.

In God’s Image…The Kindergarten Religious Education Program nurtures the spirituality of the young child by creating opportunities within the day to engage in “prayerful play.” Using a variety of themes and following the Liturgical Cycle of the Church Year, self-directed experiences are provided as a way of playfully engaging the kindergarten children in spirituality at their own level.

Intentional play-based learning opportunities allow children to extend their learning and problem solving through focused play. Opportunities may include dramatic play, sand and water play, blocks and puzzles, paint, playdough, literacy and math centres. Language and math learning opportunities are embedded throughout the day.

Language learning opportunities promote a love of reading and writing and include oral language development through talk, rhymes, finger plays, songs and poems. Children also engage in reading, writing and letter and sound recognition games during language activity times.

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Give your child a safe and healthy start to school.

Help me start my day with a healthy breakfast. Help me pack a nourishing snack that does not contain peanuts or nut products (since some of my friends may have allergies to peanuts or nut products).

Make sure I get to bed early. I will need between 10-12 hours of sleep every night.

Make sure that I am dressed in comfortable clothes for the day’s weather.

Teach me how to be independent when dressing for all seasons.

Teach me how and who to ask for help when I need it.

Teach me how to use the washroom and how to wash my hands.

Give me time each day to play actively, both indoors and outdoors, so I can be physically healthy.

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Help your child become familiar with words and books.

Show me photographs of familiar people and places and let me tell you about them.

Sing songs and teach me rhymes.

Read to me. Take me to the library. Bring home books and magazines. Read my favourite stories again and again.

Talk with me about stories to help me understand their meaning.

Show me printed words and alphabet letters in my language. Tell me the sounds they make.

Help me learn to read and print my name. Help your child learn about shapes, sizes and colors.

Give me things to sort by shape, size or colour, like socks, toys or food.

Help me find and name shapes and colours all around me.

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In science and technology, children learn about the natural and human-made world through exploration and experimentation so they can:

observe, question and share information

conduct simple investigations

care for the environment

explore common materials

use technology. In health and physical activity, children participate in daily physical activity (both indoors and outdoors) and learn to how to make healthy and safe choices. In the arts, children express their ideas and feelings through music, visual arts, drama and dance while learning about basic art forms.

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In language, children are involved in learning opportunities so they can:

talk, listen and participate in conversations with others

share ideas and ask questions

explore and develop strategies and skills for reading and writing

view and respond to various media materials.

In mathematics, children begin to understand math-related skills and concepts through hands-on exploration of concrete materials so they can:

understand numbers by counting, representing, matching, estimating and making sets

compare and measure

describe, sort and compare shapes and three dimensional objects

describe the position of objects

recognize, describe and make patterns

sort and classify

collect data to make concrete graphs.

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Help your child learn to count and understand that numbers have meaning.

Help me play counting games.

Let me count things at home and in my community.

Show me how numbers are used around me, for example, at the grocery store, while cooking, while using the telephone and the calculator.

Talk to your child about traveling to and from school each day.

Tell me about how I will get to school: Will I walk? Will you drive me? Will I take the school bus?

Remind me each day how I will get home and who will pick me up.

Walk or drive me to school before the first day to show me the way.

Teach me to wait for the bus on the sidewalk, well back from the road.

When the bus stops and the door opens, show me how to climb up the steps and hold onto the railing.

Remind me to behave, listen to the driver and sit quietly.

Teach me to recognize my regular stop. I should only get off the bus here.

Teach me how to get off the bus safely. I should look all ways before I cross the street. I should walk to the person who is picking me up.

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Learning through Play There is a strong link between play and learning for young children, especially in the development of oral language, reading, writing, mathematics and personal-social development skills. Children initiate free play, engage in more structured play based learning opportunities under the guidance of the early learning team (Ministry of Education). For the young child, play is the serious business of learning. It is through play that children experiment, explore, create, problem-solve, role-play, communicate and make decisions. Play has a genuine and necessary role in the Kindergarten classroom, as it is the most natural way to facilitate children’s learning in all areas of the Kindergarten program.

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The Kindergarten Program The Kindergarten Program (Ministry of Education and Training, 2006) and the Full Day Early Learning Kindergarten Program (Ministry of Education 2010) outlines the educational policies that shape education for all kindergarten children in Ontario. The program document lists the knowledge and skills children should develop by the end of Kindergarten in six fundamental areas:

personal and social development

language

mathematics

science and technology

health and physical activity

the arts

In personal and social development, children are provided a variety of learning experiences so they can:

develop a positive attitude about themselves and others

become more independent and responsible

develop self-regulation skills (awareness and regulation of own behavior)

develop appropriate social skills

solve problems and complete tasks

become more aware of their surroundings.