| Language Arts
The kindergarten language arts curriculum is designed to excite
children about literacy. Each day is filled with experiences
that develop expressive and receptive language. Art, media,
puppetry, dramatic play, story telling, and literature sharing
are the activities used to develop listening, speaking, reading,
writing, and viewing skills.
Kindergarten children learn that print carries meaning and
represents language. They engage in pre-reading activities
that include learning letter names and sounds and recognizing
common words. Children are introduced to beginning comprehension
strategies. Writing experiences are also an important part
of the kindergarten language arts curriculum.
Mathematics
Kindergarten children develop mathematical skills through
"hands-on" activities and games. They become familiar with
numbers 1-110 by counting by 1s, 2s, and 5s. The concepts
of graphing, telling time, number patterns, fractions, and
money are introduced. Children compare a variety of objects
using their length, weight and volume; estimate measures;
and use measurement tools. Number stories provide a way for
young children to read and write numbers. Games are used as
a concrete way of introducing a variety of topics, including
the concepts of fairness and chance. Kindergartners will occasionally
bring home Math Link "homework" assignments to explore with
their family.
 Media
Center
The media center is an exciting place for kindergarteners.
They listen to stories and meet characters like Cat in the
Hat, Clifford the Dog, Franklin the Turtle - characters who
will remain friends for life. They learn how to care for books,
and how to choose a book that meets their reading interests.
They check out books and practice responsible behaviors by
returning them on time. Alphabet and counting books coordinate
with the language arts and math curricula. Students practice
listening skills and begin to identify authors and illustrators.
Science
Students learn important science concepts and develop the
ability to think critically by actively constructing ideas
through their own inquiries, investigations, and analyses.
Students are actively engaged in the process of science as
they explore the natural world.
In the Wood and Paper Module students are introduced to a
wide variety of woods and papers in a systematic way. They
will observe the properties of these materials and discover
what happens when they are subjected to a number of tests
and interactions with other materials. Students learn that
wood and paper can be recycled to create new forms of paper
or wood that have new properties. Finally, they use what they
know about the properties of these marvelous materials as
they change wood and paper into a variety of products. Throughout
the module, students have ample opportunities to compare different
kinds of wood, different types of paper, and wood and paper.
The concept of trees as natural resources is introduced.
The Animals Two by Two Module provides young students with
close and personal interaction with some common land and water
animals. Appropriate classroom habitats are established, and
students learn to care for the animals. In four activities
the animals are studied in pairs. Students observe and care
for one animal over time, and then they are introduced to
another animal similar to the first but with differences in
structure and behavior. This process enhances opportunities
for observation, communication, and comparison.
The giant sequoia is the most massive living organism on Earth.
It is a tree, magnificent in dimension and awe inspiring in
its longevity and durability. To stand in the company of such
giants is to experience the scale of life. To a kindergartner
the oak on the corner, the pines at the park, and the mulberry
trees at school are giants. The Tress Module provides students
with the opportunity to experience a systematic investigation
of trees that will bring students to a better understanding
of trees' place at school and in the community, and will provide
some solid experiences on the way to understanding all plants.
Social Studies
Through the Kindergarten curriculum, "Myself and Others",
children learn about the world around them, starting with
their own classroom and expanding into their community, country,
and world. Through a variety of classroom experiences, students
begin to develop skills in history, geography, economics,
and civics. Kindergarteners experience how stories, poems,
and songs relate to their world. Good citizenship skills are
emphasized as students learn to make good choices and help
others. Students begin to explore the core democratic values.
Visual Art
The visual art curriculum for kindergarten in a full-day setting
is taught by a visual art specialist. This highly structured,
sequential framework has been specially designed to provide
developmentally appropriate skills and knowledge while honing
creativity, appreciation, historical understanding, and the
ability to discuss and analyze art. In kindergarten, students
will develop an awareness of two- and three-dimensional forms,
manipulate art tools, be exposed to famous works of art, and
learn to use a wide array of art materials. Throughout the
year, student art may be displayed in individual school buildings
and throughout the community.
Vocal/General Music
An elementary music specialist teaches Vocal/general music
in a full-day kindergarten setting. Students learn to make
and respond to music through age-appropriate songs, dances,
and activities. Basic instruction includes: Exploring their
singing voices and other sounds; keeping a steady beat utilizing
physical movement, dances, games, and rhythm instruments;
learning a variety of traditional songs; and creating cultural
awareness through songs, instruments, and ethnic dances. (Students
enrolled in half-day kindergarten have music taught by their
classroom teacher.)
Health
The study of health in kindergarten is one of self-discovery
and self-realization. It is an opportunity for children to
explore what is valued by themselves and others and to grow
socially and emotionally. The importance of the family and
the interdependence of all people are identified.
Children begin to identify the individual health practices
that promote good health and emotional well-being. Students
identify common household products that may be unsafe or poisonous.
Physical Education
Students go to Physical Education class for 35 minutes twice a week. During these classes students are given opportunities to develop Gross Motor skills and coordination. A variety of objects used in physical education will assist students’ development of eye, hand, and foot coordination. Students will be assessed on some locomotor skills, movements and actions. Students will also develop positive characteristics and attitudes conducive to physical fitness through exercise and activities. Through organized activities and game play, students develop a sense of fair play, and cooperation with others. Fitness components consist of but are not limited to endurance, upper body strength, core strength and flexibility. Students are introduced to the T.R.O.Y Fitness Program and are tested on two parts: Jump Roping and Continuous Jog
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