Your Child Entering KindergartenEverything you need to know about

2010

Dear Parents of Kindergarten Children,

Entering kindergarten is an exciting adventure for your child and your family. Kindergarten is the foundation for developing new skills and future learning. During the kindergarten year, students will develop independence, confidence, relationships, behaviors and attitudes that will ensure a positive school experience. We want this transition to be a smooth and happy one.

Union County Public Schools is dedicated to providing a strong curriculum that is aligned to the North Carolina Standard Course of Study. Our goal is to engage children in the learning process, provide them with a sense of accomplishment, and help them develop a love of learning.

Mutual understanding and confidence between teachers and parents are essential to the happiness and sense of security of the kindergarten child. Educating a child must be a collaborative effort between home and school. Neither group can be as effective without the help of the other, and we look forward to joining with you in the educational journey of your child.

This booklet has been designed to provide information and answers to help you prepare your child to begin school. It also suggests some ways you can assist your child in adjusting to school.

We look forward in partnering with you as your child enters this new phase of life. Welcome to Union County Public Schools!

Sincerely,

Dr. Mary Ellis Deputy Superintendent of Instructional Programs

Lori CauthenDirector of Elementary Education

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About MeI am ____ feet ___ inches tall.

I weigh _____ pounds.

My pets are named ______________________________________________________________.

My favorite food is ________________________.

My favorite movie is ______________________.

My favorite activities are _________________________________________________________________________________________________.

My kindergarten teacher’s name is:_______________________________________.

My school name is:_______________________________________.

About MePlace a 5 X 7 picture of your child here.

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Parent’s Checklist

These immunizations include:* 5 DTaP/DT shots (if fourth dose is after fourth birthday, fifth is not required)

* 4 Polio shots-IPV (if third dose is after fourth birthday, fourth dose is not required)

* 2 MMR shots - measles, mumps, rubella (first dose on or after the first birthday and a second dose before school entrance)

* 3 Hepatitis B Shots (the third dose must be after child is 24 weeks old)

* HIB shots - at least one on/after first birthday and before age 5 (not required after age 5)

* One Varicella shot, (for children born on or after April 1, 2001). Second dose is highly recommended before school entrance if there is no history of varicella (chickenpox) disease.

What do I need to bring to enroll my child in kindergarten?

Birth CertificateParents must present a birth certificate verifying that the child is at least 5 years old on or before August 31. You can get a copy of your child’s birth certificate through the County Courthouse in the county where he or she was born. State law requires children who are 5-years old on or before August 31 to be eligible for public school kindergarten.

Shot RecordA certified copy of your child’s immunization record is needed to enroll your child in kindergarten. This record should be signed by the doctor or have a clinic stamp showing who administered the vaccines. Note: The original certificate of immunizations must be brought to school at the time of enrollment.

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Kindergarten Health Assessment ReportYou must have your doctor or health department complete the Kindergarten Health Assessment (KHA) Report which you can pick up anytime from the school or online. In addition, you must submit an up-to-date certificate of immunizations (no longer a part of the Kindergarten Health Assessment Re-port). It is important for your doctor to record all the requested information on the KHA Report, front and back. Please review the form before leaving the doctor’s office to be certain this has happened or you will be sent back to get the needed information.

Proof of ResidenceParents will be required to show 2 proofs of residence from the following list:* Notarized rental/purchase agreement

* Utility bills (electric, telephone, gas, etc.)

* Driver’s license and automobile registration

* Car insurance and property insurance policies

* Income tax W-2 form and property tax bill

Growing Possibilites...

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Reading TipsReading a book to children is an enjoyable and interesting experience. It should be part of the DAILY family routine. It is the most important way parents can help children learn to read.

BEFORE reading a story:• Introduce the book, discuss the cover, title and illustrations.

• Look at the pictures to discover what the story is about. Read the pictures to connect the pictures as one story, not single events.

• Discuss special or new words that are in the story.

• Talk about places, people and things in the story with which your child is familiar.

• Remember to keep the introduction simple and quick.

DURING the story reading:• Allow time for your child to look at and talk about the pictures. Pictures and illustrations are very important. What do you thinkthe characters are saying (inferring)?

• Talk with your child about the characters and story events.

• Ask questions: What do you think is happening? How would you feel if that happened? What might happen next? (prediction)Would you ever do that? Did you think that would happen?

• Point to each word as you read.

• Allow your child to ask questions as you read and answer his/her questions.

• Accept and be positive about your child’s responses to your questions.

AFTER the story reading:• Go back to the beginning and have your child turn the pag-es and share comments or questions he/she might still have.

• Have your child retell the story to you or act it out with them.

• Compare the story situations to your child’s experience. Could you do that? Has that ever happened to you? Did we ever do that? How did the story make you feel?

• Share your favorite part of the story and explain why.

It should be part of the DAILY family routine.

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Parents can help this process by:• Providing a wide variety of books for your child, including nursery rhymes and fairy tales.

• Providing a library card for your child.

• Providing a special place for your child to keep his/her books.

• Giving your child books as presents.

• Making reading a part of your daily routine.

• Providing a place to read that is comfortable and quiet.

• Providing a wide variety of reading materials: magazines, newspapers, recipes.

• Accepting your child’s “pretend reading.”

• Pointing out print in the environment (signs, cereal boxes, restaurants).

• Reading your child’s favorite stories over and over again.

• Allowing your child to select the story that he/she would like to hear.

• Bringing books for your child to read in the car while you are running errands.

• Letting your child see you reading.

Growing Possibilites...

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Writing TipsYour child’s first attempt at writing may be scribbles. Encourage and praise this work!!! He/she is practicing communicating in this way. Drawings are also a means of communication through writing. Learning to communicate on paper is a way to share thoughts and ideas. It helps children make connections between the printed and spoken word.

Parents can help their children with writing by:• Inviting your child to tell you about drawings or to “read” his/her notes.

• Praising efforts. Respond to the message, not how it looks.

• Providing a space for writing and materials to use (crayons, pencils, paper).

• Say “Tell me about your story,” rather than “What is this?”.

• Let your child see you write and tell your child why you are doing it (grocery list, note to your spouse, etc.).

• Have a place, such as the refrigerator, to display your child’s writing.

• Retell family stories. Let your child tell the best part.

• Help your child learn to write his/her first name or part of it with proper upper/lower case letters (example: Sara, not sara or SARA). Your child will be so proud and the kindergarten teacher will be grateful! Try making name/words with letters out of a magazine.

Encourage and praise this work!!!

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Growing Possibilites...

At first, your child will write approximations of letters. Praise efforts! Sometimes a child will write letters backwards and certainly not in a straight line. Now is NOT the time to expect quality penmanship! Now is the time to PRAISE your child’s efforts and encourage them.

What about Phonics?• Phonics are the sounds of letters and words and the use of eyes. By reading books with rhythm, rhyme and repetition, you will be building your child’s awareness of phonics in an appropriate way. Dr. Seuss’ books, Brown Bear, Brown Bear, What Do You See?, or any nursery rhymes are good.

Have fun with words - make up silly sentences such as, “Silly Sally sat on a slimy slug-ug!!!” You are teaching phonics!

Singing songs also builds phonic awareness.

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For a child to really understand quantity and numbers, the child must have an assortment of any one object to handle and count (such as buttons or popsicle sticks).

Math Concepts

Growing Possibilites...

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• Help your child gain an understanding of what numbers mean rather than just counting. “How many forks do we need? One for you, one for me, and one for Grandma. That makes three!” Have your child point to objects as they are counted.

• Give your child the opportunity to sort things that are alike and different. Sort coins, socks, and silverware or match canned goods, plastic containers and lids.

• Set up a routine or sequence for the morning and at bedtime. “First, I take my bath. Second, I brush my teeth. Third, we read books. Then I go to sleep!”

• Discuss what day it is. “Today is Monday, tomorrow will be Tuesday and so on.”

• Divide up toys among siblings and friends so they all have the same amount to share. Help them learn to trade and share.

“Do you understand?”

• Help your child begin to understand the concept of time using concepts he/she can grasp such as day and night or before Barney comes on television.

• Help your child to know his/her birthday and how old he/she is.

• Identify shapes in the environment and point them out to your child regularly (circles, squares, rectangles). “Your cracker is a square.”

• Provide materials that your child can use to figure out relationships, like longer and shorter, lighter and heavier, bigger and smaller.

• Demonstrate real time. If you say 5 more minutes until bedtime - mean it. It establishes a real time frame of reference.

But math is much more than numbers. It is also used to compare, classify, and order, as well as to under-stand time and space relationships. Providing real materials of different sizes, shapes, and weights for your child to manipulate and explore will help your child develop a solid foundation for performing mathematical tasks throughout school and the rest of your child’s life.

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Self Help & Independence

• Work with your child to learn to snap, zip, button, and tie so that he/she can take care of toileting needs and put on shoes and coats independently at school. If your child has not yet mastered all of these skills, help your child dress in clothing he/she is able to manage.

• Help your child learn how to wash hands, use a fork and spoon, blow his/her nose, and use the toilet independently.

• Give your child responsibility for simple jobs, such as setting the table, sorting socks, or putting away his/her toys and belongings.

• Provide your child with opportunities to make decisions. “What book would you like to read?”; “Do you want to wear your red shorts or your blue ones?”.

Growing Possibilites...

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General Knowledge and CognitionChildren are born with a keen sense of curiosity and a strong desire to learn. Their interest and exploration should be encouraged. This is how they gain knowledge about their world. They also need many opportunities to think and solve problems. Young children develop concepts as they interact and work with materials, people, events, and ideas. “I learn the properties of sand by pouring it, feeling it, and adding water.”

• Take turns pretending to do something or making different expressions. Let the other person guess what you are doing or feeling.

• Provide some toys and materials that require thinking, such as wooden puzzles, blocks, and things to sort and match.

• Provide material scraps, boxes, and other things from around the house to use for creative play and art.

• Work with your child on learning his/her first and last name, your name, your phone number, and your address.

• Talk to your child about things that go together, such as socks and shoes and fork and spoon.

• Help your child learn some body parts, like arms and toes and some things in your home, such as bed, table, and sprinkler.

• Assist your child in learning such concepts as hot and cold, in and out, and over and under, by describing those things as your child experiences them.

• Point out colors in the natural environment and let yourchild find colors that are alike and different in magazines, the closet, etc.

• Introduce your child to the world around him/her by taking walks, visiting the grocery store, park, library, and other places in your neighborhood and town. Talk with your child about what you see.

(Thinking Skills)

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Starting SchoolBefore school starts you will be notified by mail or phone when to bring your child for orientation and a readiness evaluation. The information gathered will allow us to assess your child’s readiness for Kindergarten and will allow us to learn how to best work with your child to assist in their learning.

Growing Possibilites...

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• Set the tone that learning is good, fun, and important. Phrase things positively. Don’t use school as punishment.“You have to go to bed early because you have to go to school,” etc.

• Share with your child fun things you remember about school.

• Begin the “going to bed/getting up” routine at least a week before school starts so everyone will be used to it by the first day!

• Make sure your child has a good breakfast or arrives at school early enough to eat breakfast at school.

• You may want to let your child ride the bus on the first day. You can meet the bus at school and walk your child into class.

• Label all personal belongings, such as jackets and lunch boxes.

• Place any money your child takes to school in an envelope and label it with your child’s name, the amount, and what the money is for. Example: Bob Hill - lunch money $1.75.

Tips for the First Day of School

• Make sure your child is dressed in clothing that he/she can manage independently at bathroom time and can get dirty during play times. It is also good to wear shoes that they can run and play in easily.

• Provide a special place at home for school materials (backpacks, notes, lunch money, etc.).

• Set aside a special time later that afternoon/evening to talk about the day. “Tell me about your new friends!”; “What was your favorite part?”

• Arrival and dismissal are not the best times to try to talk with your child’s teacher because many children may need the teacher’s undivided attention. Ask the teacher for a good time to come in or chat on the phone.

• Make sure to check with the teacher about an extra set of clothes for emergencies.

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Sometimes parents feel that once their child has started school their job is finished! Actually you are more important now that you’ve ever been. The most important thing you can do is get involved and stay involved!

The 5 R’s For Parents

Make sure your child:

1. Gets plenty of REST2. Eats REALLY healthy food3. Attends school REGULARLY4. Has ROUTINES and a schedule5. Is READ to everyday

These things are extremely important for your child to do well in school. No matter how great a teacher is, he/she still needs your help. Making sure these things happen supports the teacher, and most importantly, your child.

Nothing makes a child feel better than to see a friendly, re-spectable relationship between the most important grown ups in the child’s life - his/her parents and teacher. But sometimes parents feel nervous. They may feel that the teacher knows everything and that they have nothing to add. Teachers don’t feel that way. They are pleased when parents express a de-sire to work together as partners to help their child learn.

Always remember: You know your child better than anyone does. You were your child’s first teacher and will ALWAYS be the most important one!

Next StepsTying it all together

Sometimes parents get anxious about what their child knows or doesn’t know. They are tempted to push and pressure.

Take cues from your child. If your child is eager to learn something, such as the alphabet, and the learning experi-ence is fun, not a battle...by all means do this!

Otherwise, it is not really necessary.

Remember: If a child comes to school eager to learn, excited about starting school, self confident, and with a solid founda-tion of social skills, the child will be like a little sponge soak-ing up all of the more “academic” skills quickly and easily.

Offer to help in ways that you can. Ask if there are things you can help your child with at home. Let the teacher know you support his/her efforts to help your child.

Keep on top of what your child is learning in school and how he/she is doing. Make sure notes and “homework” are com-pleted and returned.

So, relax. Enjoy your child. Entering kindergarten is a major milestone in both of your lives. Make the most of this time before your child starts school!

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Suggested ReadingThe Berenstain Bears Go to School, Stan & Jan BerenstainBilly and the Big New School, Catherine & Laurence AnholtFirst Day, Hooray!, Nancy PoydarFranklin Goes to School, Paulette BourgeoisFroggy Goes to School, Jonathan LondonI Love School!, Philemon SturgesThe Kissing Hand, Audrey PennLook Out Kindergarten, Here I Come!, Nancy CarlsonMeet the Barkers, Tomie DePaolaMiss Bindergarten Gets Ready for Kindergarten, Joseph SlatePete & Polo’s Big School Adventure, Adrian ReynoldsSpot Goes to School, Eric HillVera’s First Day of School, Vera RosenberryWemberly Worried, Kevin HenkesWhen Kangaroo Goes to School, Sonia LevitinWhen You Go To Kindergarten, James Howe

*Be sure to visit your Public Library for more good suggestions*

My favorite books are:

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The Union County Public Schools System provides special education and related services for children ages 3 through 22 who have been determined eligible for services by the Individualized Education Program (IEP) team. Referral, evaluation, identification, and special education services are provided as required by the Individuals with Disabilities Act (IDEA) and the North Carolina Procedures Governing Programs and Services for Children with Disabilities.

For more information visit our EC website at www.ucps.k12.nc.us and click on Exceptional Children’s Program.

Process to Transition Services from EC Preschool to Kindergarten

April - May Transition meeting with current Preschool teacher, Special Education teacher and representatives from the schools under consideration for placement. Kindergarten registration will be completed at the transition meeting.

Questions are best answered by the Special Education teacher that is working with your child.

If your child is Currently Receiving Services and you have unanswered questions contact: • EC Preschool Services Glenda Rape, Exceptional Children’s Preschool Coordinator 704-283-3621 • Speech/Language Services only Julie Parlier, Lead Speech/Language Pathologist 704-283-3697 0r Jennifer Cantrell, EC Preschool Speech Language Pathologist 704-290-1509

For Service Inquiry contact:

• Elementary EC Program Specialists Dr. Donica Davidson 704-283-3502 Janie Webb 704-283-3558 or Adrienne Anderson 704-283-3792

• Speech/Language Services Julie Parlier, Lead Speech/Language Pathologist 704-283-3697

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Union County Board of EducationDr. Ed Davis, Superintendant

Dean Arp, Jr., Chairman

John Collins, Vice-Chairman

John Crowder

David Scholl

Kimberly Morrison-Hansley

Carolyn J. Lowder

John Parker

Laura Minsk

Richard Weiner

Materials provided by:Elementary Education

Layout and Design by: Communications Department

Elementary Education

400 North Church Street Monroe, NC 28112Phone 704.296.0834 Fax 704.283.8419www.ucps.k12.nc.us

Dr. Ed DavisSuperintendent 704-296-0766

Dr. Mary EllisDeputy Superintendent of Instructional Programs704-296-1002

Dr. David ClarkeDeputy Superintendent of Human Resources704-296-1007

Dr. Denise PattersonAssistant Superintendent of Auxiliary Services 704-290-1557

Dr. Michael WebbAssociate Superintendent of Building Operations704-225-8420

Luan IngramChief Communications Officer704-296-5188

Lori CauthenDirector of Elementary Education704-296-0834

Lynette ParkerSecretary to Director of Elementary Education704-296-0835

Carolyn WhitePupil Services & Testing Director704-296-0840

Jane McNeely-SowellFederal Programs Director704-283-3621

Dr. Nancy TurnerExceptional Children’s Director704-283-3596

Donna BrearleyAIG Director704-283-3558

Denise LamarChild Nutrition Director704-296-3000

Adam JohnsonTransportation Director704-296-3015

Jan NashAfter School Care Director704-290-1516

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