Kindergarten Syllabus

8/2/2019 Kindergarten Syllabus

1/25

Language Arts/Reading Syllabus

Kindergarten

1st Quarter Skills Name of the Day - questioning, replying, writing, drawing, class-made books Print Names - identify letters in name, count and clap syllables, and identify letters

in classmates names. Draw Self-Portraits Journal Writing Drawing and Writing for a purpose - to contribute to a class book, to label items

that relate to a picture. Listening to a story Predicting Comprehension Activities - connect illustrations to story line Self-select literature to show independent interest Investigate books independently Identify front cover and title of books Identify High Frequency (popcorn) Words - (Ongoing throughout the year) Rhyming words Letter Books (ongoing throughout the year) - read from left to right, locate high

frequency words Morning Message (ongoing throughout the year) - orally manipulate phonemes in

words by omitting, adding, and substituting sounds to form new words, recognize

and chant letter names and sounds, blend CVC sounds aloud to make words Identify characters and their feelings in a story Handwriting (ongoing throughout the year) -correct letter formation, brainstorm

and copy words in word journal that begin with the letters Technology used to enhance phonics study Identify Cause and Effect Compare and Contrast Apple Theme Activities Author Study - recognize characteristics and illustrations of Eric Carle Recognize differences between Big and Little Positional Words Color Mixing Alliteration


2/25

Connect print to the environment Fire Safety Activities Drawing Conclusions Identify Plot

Assessments are made through: Journal Writing, Unit Reading Tests,

Teacher observation of student participation and discussion, Color Books,

Letter Books, Glyphs, Handwriting Books, Word Journals, and Sort Books.

2nd Quarter Skills Draw Conclusions Identify Plot Beginning, Middle, and End of a story Recognize Plot and Setting Recall Details and Retell Recognize Cause and Effect Relationships - apply by answering questions and

practice through movement Sort uppercase and lowercase letters Get informations from Illustrations Use Illustrations to retell a story Describe Characters in a story Identify Characters from clues 1-2 step Directions Sequence of Events

Assessments are made through: Journal writing, Unit Reading Tests,

Teacher Observation of student Participation, Discussion and Listening,Sort Book, Gingerbread Glyph, Snowman Sequencing Page, Letter Books,

Word Journals, and Handwriting Books.

3rd Quarter Skills Draw Conclusions from story pictures, information in a story, real life, about story

events, and about how characters feel based on illustrations. Create a story mat Characters, setting and event portrayal


3/25

Speak effectively using appropriate language Main Idea - use details to find and answer questions about it Setting and Plot Writing and Illustrating

Recall Events in a Story

Summarizing Sequence of Events Describe items that are alike or different Classifying Nursery Rhymes - Create books, discuss real or make-believe, dramatize using

costumes and/or props Valentines and name recognition Classifying


Teacher observation of student participation, discussion and listening,Letter Books, Handwriting Books, Word Journals, Sort Books, Class-Made

Books, Nursery Rhyme Books, Nursery Rhyme Assessment Sheet, Chick

books and Valentines.

4th Quarter Skills Author's Purpose Cause and Effect Relationships - name ways a character can solve a problem Sequence of Events - retell a story through discussion and a playground walk and

put events in order. Classifying - group things that are alike together Predicting - using context clues Create a mural to convey meaning of a story Listen attentively to a story Print letters A-Z from memory Print first and last names correctly


Teacher Observation of student participation and discussion, Letter

Books, Handwriting books, Word Journals, Sort Books, Sheep Book,


4/25

Rosie's Walk Sequencing page, Alphabet Assessment, and Name Printing.

*Many skills and topics are introduced and then reinforced throughout the year.5/31/07

>Math Syllabus

Math Syllabus

Kindergarten

1st Quarter Skills Identifying Day of the week, month, date, and year Exploring Teddy Bear Counters, Linking Cubes, and Pattern Blocks.

Graphing

Creating a Pictograph Reading a Graph Counting by 1's Skywriting 0-10 Identifying the next number in a sequence Reading, creating and extending an AB pattern Counting to 10 with 1 to 1 correspondence Using positional words Creating and covering designs using pattern blocks Sorting objects by color Acting out story problems Identifying circles, squares, rectangles, and triangles Handwriting- Numbers 0-10 Identifying and ordering numbers 0-5 Identifying most, fewest, and missing numbers Identifying 3 attributes of shapes Identifying ordinal position to fourth Ordering numbers from 1-10 Estimation Identifying yesterday and tomorrow

2nd Quarter Skills Identifying pennies


5/25

Matching a number to a set of objects Naming a shape piece using 3 attributes Identifying time to the hour Showing time to the hour

Identifying before, after, and between

Writing money amounts to 10 cents Paying for items to 10 cents Copying patterns Comparing objects by weight (mass) Identifying, copying, entending an ABB pattern Making shapes on Geoboards Paying for items using pennies Identifying a cube

Copying line segments and shapes on geoboards

Estimating Collections Counting by 10's Identifying and creating sound and movement patterns Identifying and counting dimes Paying for items using dimes Comparing sets of objects Weighing objects/ordering objects by weight Identifying numbers to 20 Identifying trapezoids and parallelograms

3rd Quarter Skills Addition Identifying one cup measuring cup and quart Identifying full, half-full, and empty containers Covering a design in more than one way Placing a tag on a pictograph Comparing and ordering objects by length Identifying shorter/longer Measuring length using nonstandard units Creating and extending an ABC pattern Acting out "some, some more" stories (addition) Identifying nickels counting by 5's


6/25

Identifying a cylinder Paying for items using nickels Handwriting- numbers to 20 Dividing by sharing

Identifying the number of months in a year

4th Quarter Skills Comparing numbers through 10 Creating and extending an ABBC pattern Identifying right and left Exploring tangrams (sorting and identifying) Identifying small, medium, and large shapes Identifying numbers 11-30 Identifying a sphere Sorting coins Identifying a quarter and a dollar Identifying largest and smallest shape Identifying and matching equivalent sets Drawing pictures for "some, some more" stories Identifying a cone Sorting 3 dimensional objects Identifying time of day Counting by 2's Identifying odd and even Acting out "some and some went away" stories Identifying and making symmetrical designs Comparing Heights Identifying hot and cold objects Measuring length using inches Identifying halves and fourths Identifying ellipses

*Many skills taught are reinforced throughout the yearAssessments: Oral Assessments, Written Work, Teacher Observation, and Lesson

Worksheets5/31/07 > Science Syllabus


7/25

Science Syllabus

Kindergarten

1st Quarter Skills Weather Watchers Caterpillar to Butterfly Life Cycle Color Mixing Parts of an Apple Weighing Apples Leaf Collection

2nd Quarter Skills

Stages of the Pumpkin Pumpkin Identification Field Trip to Pumpkin Patch Food Pyramid Five Senses

3rd Quarter Skills Winter Clothing Dental Health Groundhog Day Shadows Penny shining Snow

4th Quarter Skills Farm Study Butter Shaking Plants Weather Earth Day Ocean Exploration Sink or Float


8/25

Living/Non Living*Science lessons are introduced and reviewed throughout the year.

Assessments: Teacher observation, Journal Entries, Class-madeBooks, Experiments conducted and worksheets completed.5/31/07 > Social Studies Syllabus

Social Studies Syllabus

Kindergarten

1st Quarter Skills

Welcome to School Rules and Routines Meet New Friends and Teachers Name of the Day Transportation Fire Safety Shape City Mural Constitution Play Historical Figures - Johnny Appleseed and Christopher Columbus

2nd Quarter Skills Apple Orchard Cultural Holidays Native American Culture Historical Beginnings Thanksgiving Feast Foods and Nutrition Christmas Program Production

3rd Quarter Skills Seasons Geography Awareness National Holidays


9/25

Presidents Black History Month Voting and Elections

4th Quarter Skills

Farm Field Trip Food Production (Little Red Hen) Earth Day Under the Sea Adventure Graduation Production

*Many skills and topics are reinforced throughout the year. Field trips and guest

speakers enhance the curriculum.

Assessments: "Let's Find Out" Weekly Reader, Teacher Observation,

Journal Entries, Assessment Worksheets.


10/25

DeKalb County School System

Elementary Standards & Grading Procedures

Kindergarten

1

Teacher:

School Phone Number:

Email Address:

School Website Link:

Course Descriptions:

Kindergarten students will receive instruction in Georgia Performance Standards (GPS) for ELA, Math,

Science, and Social Studies. The

GPS standards can be found at www.doe.k12.ga.us By the end of kindergarten, students will be able to:

Reading By the end of the year, the student consistently

Purpose of print (ELAKR1a-b) Recognizes that print can inform, entertain, persuade, has meaning &

represents spoken

language.

Concepts of print (ELAKR1c, d, e & f) 1. Tracks text from left to right. 2. Top to Bottom. 3. Distinguishes

between letters, words, &sentences. 4. Identifies capital letters at the beginning of a sentence. 5.

Identifies punctuation marks at the end of a sentence.Rhyming words (ELAKR2a) Distinguishes rhyming

& non-rhyming words AND produces rhyming words in response to a prompt.

Phoneme awareness (ELAKR2b, d & e) Segments beginning, medial, and final phonemes in spoken

words and high frequency words

AND blends phonemes to make high frequency words.

Syllables (ELAKR2c) Blends AND segments syllables in spoken words.

Blends sounds & phonics skills. (ELAKR3d

& e)

1. Blends sounds to read one-syllable words or reads automatically without decoding. 2.

Applies phonics skills when reading words and sentences.


11/25

Oral Reading (ELAKR4a & b) (See GKIDS

Manual for list)

Reads previously taught grade-level text at 30 words per minute with accuracy and expression

(emotion, inflection, emphasis & punctuation.)

Vocabulary (ELAKR5a & b) 1. Uses new vocabulary in oral language. 2. Discusses the meaning of words.

3. Understands

that some words have multiple meanings.

Makes predictions related to text (ELAKR6

a & b)

1. Listens to/reads and responds to a variety of orally presented literature. 2. Makes predictions

based on pictures and titles.

Retells stories (ELAKR6e & h) Retells familiar events/stories AND important facts.

Connections to text (ELAKR6c, d, f & g) Makes connections to oral text by asking & answering questions,

using prior knowledge, using

graphic features, & relating life experiences. Is also able to distinguish fact from fiction.

Letter Names (ELAKR3b) Recognizes and names all 52 upper & lowercase letters.

Consonant Letter Sounds (ELAK3a & c) Produces & matches all consonant letter sounds to the

appropriate letter (20 sounds)

Short & Long Vowel Sounds (ELAK3a-c) Produces & matches short & long vowel sounds to the

appropriate letter (12 sounds)

Handwriting & Writing By the end of the year, the student consistently

Produces narrative writing (ELAKW2)

1) Includes one event 2) Uses drawings, letters, and phonetically spelled words to describe a

personal experience 3) Begins to use organizational structures (beginning, middle, end). 4)

Includes oral or written prewriting to generate ideas (IE: graphic organizers and pictures).

Produces informational writing (ELAKW2)

1) Involves one topic 2) Uses drawings, letters, and phonetically spelled words to share


12/25

information 3) Begins to use organizational structures (steps) 4) Includes oral or written prewriting to

generate ideas (IE: graphic organizers and pictures).

Produces persuasive writing (ELAKW2)

1) Includes an opinion 2) Begins to use formats appropriate to the genre (letter, poster) 3)

Incorporates pre-writes, oral or written, to generate ideas (IE: graphic organizers and pictures)

Produces a response to literature

(ELAKW2)

1) Retells a story orally, through pictures, or in writing 2) Makes connections: text-to-self, textto-text,

text- to-world 3) Begins to use organizational structures (beginning, middle, end) 4)

Incorporates Pre-writes, oral or written, to generate ideas (IE: graphic organizers and pictures)

Prints first name correctly (ELAKW1c) Begins name with uppercase followed by lowercase letters with

correct spelling.

Prints last name correctly (ELAKW1c) Begins name with uppercase followed by lowercase letters with

correct spelling.

Uses independent writing to express ideas

(ELAKW1a & b, ELAKW1d & e)

1. Uses a left-to-right pattern. 2. Begins to use capitalization at the beginning of sentences, and

3. at end of sentences. 4. Draws a picture & writes multiple sentences using phonetically

spelled words on a given topic.DeKalb County School System


Kindergarten

2

Listening, Speaking & Viewing By the end of the year, the student consistently

Uses oral language to communicate

effectively (ELAKLSV1a, e, f, g, h & i)

1. Uses grammatically correct, complete sentences 2. Listens & speaks appropriately 3. Uses

increasing vocabulary to describe people, places, things & actions 4. Effectively relates


13/25

experiences & retells stories

Follows 2-step directions (ELAKLSV1b) Follows 2- step directions

Responds to teacher-read text

(ELAKLSV1g)

Student independently relates experiences and retells stories heard.

Recite short poems & songs (ELAKLSV1c

& d MKM2a & b)

Recites familiar short poems, rhymes, songs, and stories with repeated patterns.

Earth Science By the end of the year, the student consistently

Describes time patterns and objects in sky

during those times. (SKE1a, b & c)

1. Describes changes that occur in the sky over 24 hours. 2. Classifies objects according to

those seen in the day & night sky. 3. Recognizes that the Sun supplies heat & light to the Earth.

Describes physical attributes of rocks and

soils (SKE2a, b & c)

Uses senses to: 1. Observe & group rocks by physical attributes. 2. Observe & group soils by

physical attributes. 3. Recognize earth materials: soil, rocks, water, etc.

Physical Science By the end of the year, the student consistently

Describes objects by materials by physical

properties (SKP1a & b)

1. Compares & sorts materials of different composition. 2. Use senses to classify common

materials by their physical attributes which may include but is not limited to color, size, shape,

weight, texture, buoyancy, and flexibility.

Sorts by & describes various types of

motions (SKP2 a & b)


14/25

1. Sorts objects into categories according to their motion. 2. Can push, pull, and roll common

objects and describe their motions.

Communicates the effects of gravity on

objects (SKP3 a, b & c)

1. Recognizes that some things are in the sky, but return to earth (airplanes & birds). 2.

Recognizes some things are in the sky, but dont come down. (sun, moon, & stars). 3. Explains

why a book does not fall down if it is placed on a table, but will fall down if it is dropped.

Life Science By the end of the year, the student consistently

Sorts living & non-living objects by

physical attributes (SKL1a, b & c)

1. Recognizes the difference between living organisms & nonliving materials. 2. Groups

animals according to their observable features such as size, appearance, motion, where it lives,

etc. 3. Groups plants according by observable features, such as, appearance, size, etc.

Compares & contrasts differences in

organisms (SKL2a, b, c, d, e)

1. Compares the similarities & differences in groups of organisms including plants & animals

by color, size, appearance, etc 2. Recognizes the similarities & differences between a parent &

baby 3. Matches pictures of animal parents & offspring explaining their reasoning (IE: cowcalf, etc.). 4.

Recognizes that you are similar & different from other students. (IE: appearance)

Number Sense and Operations By the end of the year, the student consistently

Identifies & writes numerals 0-20 to label

sets (MKN1c)

Consistently identifies & writes numbers from 0-20 (reversals are ok IF it doesn't change the

value) to label sets

Counts objects up to 30 (MKN1a) Counts objects from 0-30 with out errors

Connect numerals to the quantities they


15/25

represent. (MKN1g)

Divides objects equally between two and three people or sets.

Identifies and produces models for number

words (MKN1b)

Identifies and produces models of number words form 0 through 10

Sequences and identifies ordinal numbers

(MKN1d)

Sequences and identifies ordinal numbers first through tenth

Estimates quantities by using benchmark

numbers (MKN1f)

Estimates quantities using 5 and 10 as benchmarks

Understanding of more than, fewer, equal to

of object (1-10) (MKN1e)

Compares two or more sets of object (1-10) in three ways: equal to, more than and less than

Identifies coins and gives value (MKN1h) Identifies and gives the value for penny, dime, nickel and

quarter

Counts money & exchanges (to $0.30)

(MKN1i & j)

Makes fair trades between pennies and nickels and pennies and dimes to $0.30

Uses counting strategies to model.

(MKN2a)

Uses counting strategies to find out how many items are in two sets when they are: 1.

Combined, 2. Separated, and 3. Compared.

Builds number combinations up to 10

(MKN2b)

Builds number combinations up to 10.


16/25

Creates & explains story problems

(MKN2c)

Uses representations to create and explain story problems.DeKalb County School System


Kindergarten

3

Measurement By the end of the year, the student consistently

Compares objects by properties (MKM1) Compares by all 4 properties: length, capacity, height & weight

Understands measurement of calendar time

(MKM2a, b & c)

Names the: 1. Four Seasons 2. Days of the week in order 3. Months of the year in order

Tells time relating to daily schedule

(MKM3a, b, & c)

1. Orders daily events 2. Includes time of day (morning, afternoon, evening) event occurs.

3. Names the day of the week when weekly events occur 4. Understands yesterday, today &

tomorrow

Geometry By the end of the year, the student consistently

Recognizes & names two & three

dimensional figures (MKG1a & b)

Recognizes and names triangles, rectangles, circles, quadrilaterals, and squares as well as

spheres and cubes.

Creates representations using two & three

dimensional figures from the environment

(MKG1c)

Creates representations of observed two and three-dimensional figures from the environment


17/25

including triangles, rectangles, squares, and circles as well as spheres and cubes

Combines & decomposes two & three

dimensional figures (MKG1d)

Combines basic figures and more complicated figures and decomposes basic shapes into

combinations of basic shapes

Compares geometric shapes (MKG1e) Compares geometric shapes and identifies similarities and

differences of the following two and

three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes

Identifies spatial relationships (MKG2a -b) Identifies when an object is: 1. Beside 2. Above 3. Below 4. In

front of 5. Behind 6. Inside or

7. Outside another object

Extends, identifies, creates & transfers

patterns (MKG3a, b & c)

Recognizes a pattern (such as AB, ABC, AABB, ABB), copies the pattern, extends the pattern,

identifies missing elements within a given pattern AND creates a pattern in a different context

with attributes similar to a given pattern.

Data Analysis and Probability By the end of the year, the student consistently

Poses questions & gathers data (MKD1) 1. Poses questions 2. Collects data 3. Organizes 4. Records data

with objects, pictures & graphs

Process Skills By the end of the year, the student consistently

Uses manipulatives & mathematic language

to express ideas & solve problems (MPK5)

Uses manipulatives and mathematical language appropriately

Historical Understandings By the end of the year, the student consistently

Describes purpose of various national

holidays (SKH1a, b, c, d, e, f, g, h & i)

Identifies the purpose of & describes the people & events on Labor Day, Columbus Day,


18/25

Veterans Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents Day (George

Washington, Abraham Lincoln, & current President), Memorial Day, Flag & Independence Day

Explains & identifies important American

symbols (SKH2a, b, c, d, e, f, g & h)

Explains & identifies the meaning of: US & Georgia flags, Bald Eagle, Statue of Liberty,

Lincoln Memorial, Washington Monument, White House, Pledge of Allegiance & Star

Spangled Banner

Explains change & chronology using

correct terms (SKH3a, b, c, d, e, f & g)

Able to Use Terms to Explain Change: Now, Long ago, Before, After; Morning, Afternoon,

Night; Today, Tomorrow, Yesterday; First, Last, Next; Day, Week, Month, Year; & Past,

Present, Future

Geography By the end of the year, the student consistently

Describes purpose of community and family

celebrations & customs. (SSKG1)

Describes a family celebration or custom and community celebrations and customs with

specific details and the meaning behind the celebration.

Compares and contrasts a map and globe

(SSKG2a, b & c)

Does each of the following: 1. Points to land and water on a map or globe. 2. Explains a

map/globe is a view from above. 3. Explains that a map/globe shows features in a smaller size.

Demonstrates knowledge of personal

information (SSKG3)

Independently states their street address, city, county, state, nation, & continent

Civics By the end of the year, the student consistently


19/25

Demonstrates good citizenship (SSKCG1) Explains how rules are made, why they are made & why we

follow them.

Retells stories to demonstrate positive

character traits (SSKCG2)

Retells stories that illustrate positive character traits & explains how characters show: honesty,

patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, & accomplishment.

Economics By the end of the year, the student consistently

Describes a variety of professions. (SSKE1) Student identifies a variety of common jobs in the community

& describes the work people do.

Explains how people earn income (SSKE2) Clearly describes that people earn income by exchanging

human resources (physical or mental

work) for wages.

Explains how money is used (SSKE3a & b) Distinguishes goods from services. Identifies U.S. coins &

currency. Explains use of money.

Explains making choices about purchases

(SSKE4)

Explains that people must make choices because we cannot have everything due to cost, bills,

responsibilities, etc.DeKalb County School System


Kindergarten

4

Approaches to Learning By the end of the year, the student consistently

Asks questions Asks questions that further their progress in completing an activity. Or, may help others

understand a task through their own questioning.

Self selects activities and topics Self selects activities with little adult support. Demonstrates variability in

activities and topics

in which to engage.


20/25

Seeks help when needed Determines when to persist at a task and when to seek help from an adult or

more capable peer.

Supports the needs of others and solicits support in a positive, proactive manner.

Shows creativity Models a teacher-created project but typically, when allowed, creates a product that

demonstrates creativity & supports peers in their use of materials.

Displays imagination Includes imaginative elements in work and positively responds to successive

attempts to exhibit

creativity through trial and error. May offer suggestions for imaginative solution to tasks.

Uses a variety of problem solving strategies Attempts many ways to solve a problem. Rarely

demonstrates visible frustration when solving a

problem and may help support his or her peers in their problem solving. Can verbally describe

the ways in which he or she solved the problem.

Pays attention Pays attention to the teacher or other speakers during class discussions. Pays specific

attention

to what is asked of him or her and may help others refocus their attention.

Demonstrates increasing task persistence Demonstrates consistent engagement in task regardless of

task content or complexity. May help

others continue to pursue completion of a task. Demonstrates pride in completion of an activity.

Displays motivation/enthusiasm for learning Overtly demonstrates motivation & enthusiasm for

learning. Encourages peers to engage in

activities and seeks out additional activities to continue learning.

Works independently Works independently and self monitors to stay on task. May help redirect others

who interrupt

him/her to maintain focus. Demonstrates this independence across tasks in the classroom.

Demonstrates self confidence/positive

attitude

Has either consistent or advanced skills in personal and social development. The child has the

social and emotional maturity that is consistent across time and learning contexts.


21/25

Adjusts well to changes Does not display any negativity or lack of cooperation when the routine or

environment

changes. Demonstrates a maturity to new people or to the changing situation.

Expresses emotions and needs appropriately Demonstrates age appropriate behaviors with adults and

other children. Uses self-regulation or

reflective strategies to redirect self or problem solve.

Treats others with respect in words and

actions

Listens to ideas of others & negotiates best course of action, uses supportive language (e.g.,

Thank you, Good idea, I like that!) & demonstrates empathy when others are sad, mad, or hurt.

Shows caring for others Meets own needs in relation to the larger needs of others. Demonstrates

empathy when others

are sad, mad, or hurt. Shares materials, opens doors, helps others with or without requests.

Follows directions and school rules Follows school rules, asks for clarification, or seeks help to comply

with rules or directions and

may help others understand rules or follow directions.

Respects the property of others Follows school rules, asks for permission for use of materials and

supplies and shows deliberate

consideration for the property of others (e.g., returns scissors that are left on a table, etc).

Works cooperatively with others Works well with other regardless of group members. Supports the

contributions of other

children, asks opinion or needs of others, demonstrates initiative in facilitating group activities.

Fine and Gross Motor Skills Fine & gross motor skills are consistently attempted, carried out, and serves

a purpose. For

example, a child would be rated as consistently demonstrating if he or she could hold scissors

appropriately, and use his or her fine or gross motor skills to complete a task. The child should

be demonstrating age appropriate fine and gross motor skills.

Core Instructional Materials and Resources (Textbook/Publisher/web links):


22/25

English Language Arts: Scott Foresman Reading Program www.sfreading.com/

Mathematics: Houghton Mifflin: Math Expressions & Math Georgia www.eduplace.com

Science: Harcourt Wild About Science www.hspscience.com

Social Studies: Houghton Mifflin Social Studies: Georgia www.eduplace.comDeKalb County School

System


Kindergarten

5

Kindergarten Assessment

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is the state-wide assessment used in all

public

Kindergarten Classrooms. The primary purpose of GKIDS is to provide ongoing diagnostic information

about

kindergarten students developing skills in language arts, math, science, social studies, social/emotional

development,

and approaches to learning. The goal of the assessment program is to provide teachers with

information about the

level of instructional support needed by individual students entering kindergarten and first grade.

Information about

GKIDS can be found at: www.gadoe.org/ci_testing.aspx

National Standards for Physical Education and Health

Physical Education develops physically educated individuals who have the knowledge, skills, and

confidence to enjoy a

lifetime of healthful physical activity. The curriculum for physical education includes six national

standards:

Standard 1: Demonstrates competency in motor skills and movement patterns to perform a variety of

physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as

they apply to the


23/25

learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

Health Education provides students with the opportunity to learn about a variety of topics related to

their physical, emotional,

and social health. The curriculum for health includes eight national standards in which students will:

Standard 1: Comprehend concepts related to health promotion and disease prevention to enhancehealth.

Standard 2: Analyze the influence of family, peers, culture, media, technology and other factors.

Standard 3: Demonstrate the ability to access valid information and products and services to enhance

health.

Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health &

reduce health risks.

Standard 5: Demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.

Standard 8: Demonstrate the ability to advocate for personal, family and community health.

General Web Links for Parental Support

Compass Learning & Odyssey www.compasslearning.com

NetTrekker classic & Netrekker DI (Differentiated Instruction) www.nettrekker.com

Information on standards-based education edinformatics.com/parents.htm

Homework Help school.discovery.com

Resources, research tools, and grade-specific activities lightspan.com

Educational games for students and advice for parents school.discovery.com


24/25

PBS Kids pbskids.org/

Primary Games www.primarygames.com/

English language arts Web Links for Parental Support

Discovery School.com school.discovery.com

Family Education school.familyeducation.com/reading/activity/34563.html

Web English Teacher www.webenglishteacher.com/readingmain.html

Starfall Learning www.starfall.com/

Reading Rockets www.readingrockets.org

We Read: Literacy and Education for Life www.weread.orgDeKalb County School System


Kindergarten

6

Mathematics Web Links for Parental Support:

U.S. Dept. of ED. ed.gov/pubs/parents/Math/index.html

Bi-Lingual Math Ed. www.aaamath.com/

Math Education www.math.com/parents.html

Online Math Games www.coolmath4kids.com/

Science Web Links for Parental Support

Harcourt Science www. thinkcentral.com

Released test items from state testing program www.edinformatics.com/testing/testing.htm

Ask-a-scientist. www.madsci.org/

Social Studies Web Links for Parental Support

Social Studies Sites for Elementary Students www.ortegaelementary.org/socialstudiessites.htm

National Geographic www.nationalgeographic.com/kids/

World Almanac for Kids www.worldalmanacforkids.com/explore/timeline.html


25/25

Learn about habits and customs from various cultures www.netlaputa.ne.jp/~tokyo3/e/

Physical Education and Health Web Links for Parental Support

CDC Physical Activity Topics www.cdc.gov/NCCDPHP/DNPA/physical

Physical Activity in your daily life www.americanheart.org/presenter.jhtml?identifier=2155

Increase your familys physical fitness www.healthatoz.com/healthatoz/Atoz/hl/fit/star/kfphyact.jsp

PE Central www.pecentral.org/

A Healthier U.S. www.healthierus.gov/exercise.html

Grading Scale:

K

Documents

Kindergarten Syllabus