Full Day Kindergarten Curriculum

Presentation

I hear and I forget. I see and I remember. I do and I understand.

--Confucius

Full Day Kindergarten

9:00 - 10:00 Grele T mle Calendar, weather, tally.marks, skip counting, sight words, big books, news, poetry

Srudent driven-active panicipation of studems

10,00 - 10,40 Special IOAO - 1055 Snack 1055 - 12,20 ELA-Readers workshops, small

group instruction

12,20 - 12,50 1250- US US - uo UO- HS 2JS - H5 2AS - },OS

Student sharing-writing/ reading JoumalWricing Lunch ReciPE mandate Quiet Time-Read Aloud Math Science or Social Studies Teacher Directed Centers

112 Day Kindergarten

9:00 - 9:30 Grele Time C'11endar, weather, lally-marks, skip counting, sight words, big books, news, poetry

Teacher Directed

9,}0 - 10,00 Special 10,00 - IOJS Snack 10:15 - 10:45 ELA or Science or Social

Studies or Journal writing 10,45 - 1050 PE mandate 10,50 - 1 U 0 Math 11:15 Dismissal

Math Program (narrative)

• We use Everyday Mathematics 3ro Edition. • We address all of the skills without ample time for repetition, practice,

extension activities, math games or time to reinforce the use of math strategies.

• Full day kinderganen math lessons would incorporate the core skill with repeated practice of previously taught skills .

• Math lessons should be 50-60 minutes . Glrrentlywe have 20 minutes per day.

• We present core skills but time limitations do not allow for repeated exposure.

• Full day program would allow for: + small group instruction • lessons to be reinforced in centers + differentiation - to meet individual student math abilities + additional independent practice

Math Lesson Comparison - Full Day vs. Half Day

FULL DAY LESSON 45milllties

"'Top-It" Lesson Model rules for Top-I<

Panner practice/ play Top-I< Whole group discussion of strategies of T op-h

Variation of Top-It-Differentiated Instruction may include:

"Bottom-It "Use higher nwnbers/lower numbers "'I' op- It with spinner or number cubes

"Addition Top-It ""Record on paper-include numeral fannation

Review Home Link On-going assessments T ri-menu assessments

HALF DAY LESSON 25 minutes

"Top-It" Lesson

Model rules for Top-I< Panner practice/playTop-lt

Tri-mester assessments

Reading Program (narrative)

• Oment kindeq;arten reading program is based on the NYS Learning Standards. • Many literacy concepts are introduced without expectation of mastery. • Most instruction needs to be provided in a whole-group selling. • Students enter kindeq;arten with a broad range of develol'mental skills, ranging from

independent readers to having limited exposure to the alphabet. • Small group instruction is needed for students to reach their fuUeSt potential. • In a half day program, many literacy skills are expected to be mastered at end of the

year. • In fuU day program, these reading skills would be mastered earlier. • More time on reading skills would have a positive effect on student performance in the

upper grades. • In a fuU day kindeq;arten, there is enough time fo r:

+ small group instruction + differentiation + on-going assessment + reinforcement of skills/strategies

ELA Lesson Comparison-Full Day vs . Half Day

FULL DAY LESSON

60 minutes Read Big Book·M~ . Wishy Washy

10 minutes· phonics Ponner read

Small group instruction-Differentiated Instruction may include: graphic organizers

leveled readers in-depth phonics repetition

extensions for higher level students anecdotal records-weekly

ongoing assessments Tri-roester ELP

HALF DAY LESSON

30 millutes Read Big Book-Mrs. Wishy Washy

10 minutes-phonics Ponner read

Minimal anecdotal records Tri-mester ELP

Handwriting Program (narrative)

• Omencly students practice lener formation of one lener per week. It takes 26 weeks with linle extra practice in proper lener formation, number formation and/or legibility.

• There is little time to correct bad habits that may have developed.

• A full day program kindergarten program would:

+ provide time to implement the program properly

+ provide daily practice and reinforcement

+ allow time to address bad habits

+ lead to bener legibility and stronger writing foundation

+ support mastery of skills

Writing Program (narrative)

• Currently the students are able to engage in independent journal writing about 2 da)' per 6 day Cycle. (20 minutes per lessonl40 minutes per 6 day c)cle.)

• Half day program challenges: + It takes an entire >"'Ir before the majority of students become independent

wnters.

+ Little time offered to address individual needs. + Little to no time for students to share writing with peers. + Little time to receive feedback.

• After review of other district writing samples, and our observations during visitations, we concluded that full day kindergarten writing samples show similarities between our current first grade writing samples.

• Since kindergarten students enter with a broad range of developmental writing skills, the half day program provides little time to correct bad habits.

• ntis increased time would allow for individual conferencing, time to share and reflect, plus collaboration.

Writing Lesson Comparison-Full Day vs _ Half Day

FULL DAY LESSON 30 ",iullus - DAILY

Introduce using a period in your sentence Whole group presentation-introduce period

Model examples Student practice in journals

Small group instruction-differentiated inSlruction may include:

"'integrate content areas (scitnce/social studies) "'active panicipation with panners

"phonemic awareness-reinforce/ reAttach skills Writer's Workshop-sharing writing

Teacher/peer feedback conferencmg

On-going assessments Tn-mestcr assessments

HALF DAY LESSON

30 mimttl!s-2 times per 6 day cycle

Introduce using a period in your sentence

Whole group prtsent2tion-inuoduce period Model examples

Scudcm practice in journals ELP assessmentS-twice per ~r

Science Program (namltive)

• Currendy we use the BOCES Science Kits. • Lessons are designed to be implememed in a full day kinde~anen program. • With half day progrm>, we are unable to present all lessons that are provided in each

kit. • Typically only 4- 5 lessons are able to be taught per kit. • Students enter kinde~anen with a broad range of scientific experiences. vocabulary

and skill development. • Half day program allows for science instruction for 30 minutes per 6 day cycle. • Full day program would increase instructional time to 90 minutes per 6 day cycle. • I ncreases in time would allow students to:

• build stronger science vocabulary • develop critical thinking skills • apply predicting and problem solving • have authentic. hands-on experiences + bener develop science concepts

Science Comparison-Full Day vs. Half Day

FULL DAY LESSON 30 minutes - every other day (Social Stlldies

on alterTlate day) Planting Seeds

Read aloud book-Bean & Plant Whole group discussion of bean characteristics­

explore and observe shape, color, size Small group instruction-Differentiared

Instruction may include: G .... phic organizers

Alternative reading books Hands-on e~rimems CorrunurutyGarden

Science observation journal

HALF DAY LESSON 30 minutes-once per 6 day cycle

Planting Seeds Read aloud book-Bean & Plant during Mwning

QKk Discussion of bean seed characteristics during ~

shape, color, size Plant seed in small groups

Social Studies Program (narrative)

• Gm-ently we use the Harcourt Social Studies Program. We provide Social Studies instruction for 30 minutes per 6 day C}de.

• The program is designed for full day program. Tune restraints limit our ability to present all lessons in each unit.

• Students enter Kindergarten with a broad range of exposure to Social Studies concepts.

• A full day program would allow students to build vocabulary and experience wider exposure to current and historical events, different cultures and good citizenship.

• A full day program would afford our students with opportunities to have authentic and extended experiences through exposure to non· fiction textS.

Special Thank-You

• Committee Members : • Mrs. Colleen Klimchuck • Mrs. Kimberly Bosela • Mr. Manhew Brown • Mrs. Kimberly Q'owley • Mrs. Christie Edholm • Miss Carrie Jenner • Mrs. Jamie Marrin • Mrs. Kim McAtee • Mrs. Suzanne Austin

Questions