Welcome to Curriculum Night

Shafer Kindergarten

Balanced Literacy Students will be taught to read and

write using a Balanced Literacy approach. We know that children come to Kindergarten at a variety of ability

levels. Whether your child is just beginning to learn their letter names

and sounds or is already reading, we will design instruction to meet your child’s

individual needs.

Language Arts Expectations

• Students are expected to:– know all letter names and sounds by the end of December.– know 75 sight words by the end of the year. (Previously sent home at

the beginning of the year)– Identifies beginning sounds and ending sounds– Blends sounds to make cvc words. (c-a-t = cat)– Identifies and generates rhyming words– Segments CVC words into sounds– Demonstrate listening comprehension skills

Reading Expectations• Students will be expected to be reading on

instructional:

– Level A by the end of the first grading period.

– Level B by the end of the second grading period.

– Level C by the end of the third grading period.

– Level D by the end of the year.

Level A• Large print that is consistently placed on the

page• Repetition of phrases and patterns• 1 -2 word changes• High frequency words are introduced• Text is predictable• Illustrations have strong support• Children focus on print and gradually

increase their control over words• Most books focus on familiar topics for

children

Example of a Level A

Level B• Large print and text is consistently placed

on the page• Repetition of phrase and patterns• 1 -2 word changes• High frequency words are introduced• Text is predictable• Illustrations have strong support• Books focus on a simple story line or single

idea, with direct correspondence between text and pictures

• Many books at this level feature repeating patterns in the text

• One or two lines of print per page, with a variety of punctuation

Example of a Level B

Level C

• Longer sentences, more lines of text on the page• Change in sentence patterns• 2-3 word changes• Change in punctuation• Illustration provide some support• Some text repetition, but more attention to print is

needed• Larger range of high frequency words• Increase in vocabulary• Stories explore familiar topics in a variety of ways

to offer new viewpoints to readers• Text may be patterned but not as predictable as

Level A and Level B

Example of a Level C

Level D• Longer and more difficult sentence patterns• Oral and written language structure• 3-4 word changes• Text volume increases• Illustrations provide less support• More attention to print is required• Less repetition• Word patterns and opportunities for word work• Larger range of high frequency words• Increase in vocabulary• Tense in sentences change• Stories cover familiar topics but may introduce new, more

abstract ideas• Text contains more compound and multi-syllabic words in a

full range of punctuation

Example of a Level D

Before a child is moved up a reading level he/she must master certain skills. The main purpose of reading is to be

able to comprehend what you have read.

WritingStudents will be introduced to a variety of genres

throughout the year.• 1st Grading Period – Personal Narrative Writing • 2nd Grading Period –Personal Narrative Writing• 3rd Grading Period – Pattern Books• 4th Grading Period – Expository Writing

Writing ExpectationsBy the end of the year, students will be expected to:• Relate illustrations and sentences to topic• Write at least 3 ideas and/or facts about a topic• Use letter- sound connections to make words• Use letters and words to express a complete thought• Use high-frequency words spelled correctly using the word wall• Includes details in text to elaborate• Use spaces between words• Use capital and lower case letters appropriately• Use punctuation at the end of sentence• Teacher and student are both able to read the writing

One strategy that will be used to help convey the vital concept that “print conveys meaning” is daily

writing. During Writer’s Workshop time, the children will combine their emerging writing skills with their

drawing skills. As the children are exposed to a variety of phonics and reading experiences, their

writings will move from drawings and “sound” spellings towards more conventional writing.

Math InstructionTeachers will use a combination of Whole

Group, Small Group Guided Math, and BUILD tubs to meet each child’s individual

needs and abilities throughout the year.

Science and Social Studies

Science – The children will be given opportunities to explore science concepts through hands on lessons in class as well as in the science lab.

Social Studies – The children will learn important social and cultural lessons such as my community, community helpers, Texas and National leaders, etc.

Differentiated Learning

ELT – (Extended Learning Time) where children are working on extension activities.

Guided Reading and Math Small Groups – Teacher will pull a small group of students to meet their individual needs.

Developmental Centers• In Developmental Centers children will have the opportunity

to work with others by learning to take turns, share, communicate, and care for each other through social development.

• Developmental centers will start at 7:40 and ends at the bell 8:00

HomeworkPlease read with your child every night, practice sight words, letter names, letter sounds, writing their name correctly, writing and recognizing numbers 0-20, practice cutting and gluing.

(coming soon: Take Home Readers)

Schedule Example

Other Information:• Knightly folder - this is our main form of

communication, please check every evening.• Snack - Please send only ONE healthy snack.

No cookies, candy or chips. No nut products.• Water bottle - sport top, no twist lid, only

water• Label child’s belongings - lunch box, water

bottle, snack, change of clothes, jackets, etc.• Conference - sign up genius via email• Change of transportation notes - need to be

in before 2:30• Money- place in envelope with child’s official

first and last name, teacher name and use.

Front Office can help you with…

• Absent? Report it through the school webpage or by calling school before 9:30 a.m.

• Transportation Changes? Send note with child in the morning or send email to ShaferTransportation@katyisd.org. Report by 2:30. MUST BE IN WRITING.

• Birthday Treats: Bring to the nurse to approve & then leave on the cart to be delivered to class. Must be store bought!

• Raptor: Checking you in with the Raptor System.

PTA• PTA plays an important role at Shafer.

• Many opportunities to get involved, depending on range of interests and time commitment.

• Becoming a PTA member does not automatically commit you to volunteer for activities; it simply shows support for the school.

• PTA membership provides free entrance to multiple PTA programs: International Knight, Father/Daughter Dance, Mother-Son Event, Guest Speakers, etc.

• Your membership dues help to bring programs to our students.

• https://www.youtube.com/watch?v=kiFp3rxJBJg&feature=youtu.be

Watchdog dads• Watch DOGS (dads of great students)– An

opportunity for any father or male role model to be a positive presence on campus and volunteer in classrooms.

• Attend the kickoff and sign up to help!

How Do I know what’s going on?Weekly Newsletter:Smore.com/u/shaferpta

Sch

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l & P

TA W

ebsi

tes

Shafer Elementary PBIS

Positive Behavior Interventions and Supports

#1 Relationships

#2 Clear Expectations#3 Monitor & Praise

Added 2018

Knightly Mentor Virtue Books

Integrity - 4th

Loyalty -5th

Kindness -2018

Book - Read

aloud, social

skills and Soc.

Studies-all grade levels

All Staff, 1 dollar

Substitutes, 2 dollars

Bus Drivers, 2 dollarsAdministrato

rs, 5 dollars

When students struggle

Response to Intervention:

A Student Centered Approach to Meeting Individual Needs

(RTI)Collaborative . Data Driven . Tiered Support

Teachers and

administrators

will communicate

and collaborate

with parents

when data

supports

struggles, and

work together to

assist our students’ growth.

“If children do not learn the way we

teach them then we must teach them

the way they learn.”

- Rita Dunn