Elementary Disclosure Document Kindergarten Ms. Martin Lincoln Elementary, Room 1 (801) 578-8180, ext. 101 siuna.martin@slcschools.org http://msmartin123.weebly.

com http://msmartin1.weebly.com Full Day Kindergarten Hours: Monday through Thursday 8:10 A.M. to 2:50 P.M. Friday (and other short days) 8:10 A.M. to12:50 P.M. Grade Level/Class Description
Kindergarten is a very exciting and a fun time for our young children. It is not only figuring out how to work and play and learn with other children but to begin the process of learning to read, write and find out more about the world around them. I include the components of comprehensive literacy in our daily schedule by utilizing a large variety of books, completing various age appropriate activities as the students work in centers with partners. We cover all content areas in the State Core Curriculum and the newly adopted Common Core State Standards (for K-2 math only this year) throughout the day. I plan to emphasize reading and writing across the curriculum (including the arts, technology, science and social studies) while integrating literacy concepts from the Story Town Basal Reading Program. Other goals in my Kindergarten classroom are to expose the children to quality literature as we explore a variety of genres and themes. I try to instill a love of reading and writing through daily practice, help to develop their social skills and enhance their mathematical understanding.

Grade Level Goals and Objectives

Utah has developed a Core curriculum which outlines standards of learning that are essential for all students at each elementary grade level. The curriculum includes ideas, concepts, and skills to provide a foundation on which subsequent learning may be built. The curriculum for each grade level can be accessed on the Utah State Office of Educations website at: http:// www.schools.utah.gov/CURR/mathelem/Core-Curiculum.aspx Kindergarten Expectations for Language Arts are: *Oral language: Children speak in complete sentences. Oral language instruction is in response to childrens oral language needs *Phonemic Awareness: Children are able to hear sounds in words developed through daily phonemic awareness instruction *Letter knowledge: Children are able to identify the names of the alphabet in random order by mid-year, December *Letter-Sound correspondence: Children are able to decode CVC (consonant vowel consonant) words by the end of the year. Children are able to listen for sounds in words and encode as they write. *Text reading: Children are able to read a DRA text level 3 by the end of the year. Kindergarten Expectations for Math are: See separate Math Overview page

Instructional Materials
StoryTown (2009) www.harcourtschool.com or visit Lincolns Home Page http://lincoln@slc.k12.ut.us Math Expressions by Houghton Mifflin Publishers (2013) www.houghtonmifflin.com Literature, especially picture books (variety of genres and themes) Leveled books for guided reading and library check out books Alphabet charts, poems, songs Word walls Word sorts (matching cards and folder games) Magnetic letters, dry erase boards, markers Poetry Journals Math manipulatives Centers with activities to encompass all integrated content subjects

Instructional Practices
I incorporate whole group, small group or individualized instruction that is designed to be flexible and take into account the variety of abilities and skills. Students can work in small groups or independently (in centers). Specific concepts are taught through: Phonemic Awareness (in poems, songs, chants, literature, books on tape/CD) Alphabetic Knowledge (in context using shared reading, writing, word walls, own names, interactive writing, journal writing, environmental print, word work in small groups and center activities). Alphabetic Principle--Phonics (Phonics Program from Reading Street, Reading Street Program, invented spelling and writing, word/letter sorts using matching cards, folder games with language arts emphasis) Writing (interactive, guided in small groups or individually, journal, word chunks or families utilizing word walls , and the writing center) Oral Language (cooperatively learning with each other, especially during centers, sharing journal stories with buddies or authors chair and, choral reading of song lyrics, poems, and listening center with books ontape/CD) Spelling (including stages of writing ranging from scribbling to random letters to invented spelling to conventional, word walls [analogy with name associations, letter associations, high frequency words and word chunks]) Comprehension (activating background knowledge, predicting, retelling, summarizing in context during read-alouds, and shared reading, questioning and discussions in guided reading groups and whole class work) Vocabulary (making own mini- book activities for each letter and writing and illustrating, enhanced through read-alouds and listening comprehension activities) Fluency (read alouds, repeated readings---especially in song lyrics and poetry, echo reading, and choral reading)

In order to meet the needs of struggling readers and ELL students, I include: *Constant modeling *Working with a buddy is encouraged *Utilizing parent volunteers to assist these students (when available) *Visual examples and labels on display throughout the classroom *The use of hands-on objects, manipulatives, and computer technology (for real-life reference) *Reference library of books with pictures and words, and literature books in English and Spanish *Allowing time for small group work on comprehension and listening skills *Drawing pictures to further support the concepts being taught *Enhancing their skills via ELD (English Language Development) classes Additional support by aides and other teachers: Library, P.E, Computer Lab, Art Class on designated days assigned to my class. (Monday through Thursday) Speech (if needed) Counseling (if needed) Resource/Special Education (If needed) English Language Learners (ELD) class (if needed) Occupational Therapy (if needed) Social Skills daily (large and small groups)

Course Requirements (Assignments, Attendance, Tardies, Discipline, etc) Class Rules and Behavioral expectations (see separate sheet)
Discipline Policy (see separate sheet) Path of Movement (handwriting) (see separate sheets-uppercase and lowercase) Safety: Please walk or drive with your child to school and set a route that he/she will follow daily. Practice crossing surrounding streets and get to know the crossing guard and safety patrol members. Since parking is limited on the south end of the building, please respect the space allotted for BUSES ONLY. Kindergartners will need to gather at the small playground (outside nearest Kindergarten Room 1). We will enter and exit as an entire class at this playground. Please ask siblings and other relatives to pick them up at this same Kindergarten playground only. The only exception is if your child attends the Afterschool Program. One of those teachers will pick the students up right outside of our room and will go directly to the auditorium. If routines change (especially who will be picking up or meeting your child--please send a note with him/her that day). I will NOT release your child to another child or adult unless authorized by you as the parent via a written note or personal phone call from you. Attendance: It is very important that your child be at school every day and on time. Please remember to pick them up on time also (so they are not scared fearing that no one is coming for them). Please bring your child to school no earlier than 8:10 A.M. If you bring the child earlier, please stay in the lunchroom or designated school area and not in the hallways. Be sure your child eats a nutritious breakfast. Clothing: Please send your child to school in washable clothing. The children can get dirty from playing and sometimes from paint spills. Dress your child appropriately for the weather conditions--we do go out for recesses, unless the weather is extreme. Also, have your child wear protective shoes. Please label all belongings!

Backpack: The children will bring papers homework and school announcements almost on Tuesday. Please have a large enough one for your child to handle these papers without crunching them. Send their backpack daily. Volunteers: Volunteers are always welcome! Daily Communication: The office phone number is (801) 578-8180. Our secretary, Eva Herrick, will answer all incoming calls, offer to transfer your call to my room or take a written message. If it is a time sensitive matter, please ask her to transfer the call directly to me. I generally return phone calls after hours only, so it wont interrupt my teaching time with the children. My email address is listed in the heading of this document. However, I do not have time to check it during school hours (only before or after school) so please keep that in mind. If plans differ from the regular routine you have established with your child, a written note is always welcome. Newsletter/Hotline: This bulletin is prepared in the office and will be sent home on Tuesdays of each week. New Homework includes both Literacy and Math Packets go out on Monday and drop off previous done homework from the past week on the same Monday. Birthdays: You are welcome to send a simple treat on your childs birthday. You are also invited to come in and read their favorite book (from home) to the class. A suggested time might be scheduled in the afternoon. Please reserve time with the teacher beforehand (AT LEAST ONE DAY IN ADVANCE) in case there is an assembly or something else which might conflict.

Grading Procedures
Clear standards and expectations are established for all students at each grade level. To be on grade level, students are expected to be able to demonstrate knowledge for the information that has been taught with minimal assistance from the teacher. The following are assessments which I use: *Districtwide Assessments for Kindergarten, at the beginning and the end of the year *Informal observations and anecdotal notes *Phonemic Awareness for Young Children (Adams, 1998) *Running records *ERI (Early Reading Screening Instrument) *Portfolios *Reading Street Assessments *Math Expressions Unit tests *Assessing student writing skills and strategies through analysis of journal writing and writing samples *Conferences with students Kindergarten has a different report card than the other grades. However, since our District will be implementing the Common Core State Standards for Curriculum (CCSS)--for Math only in grades K-2, our report card will not align with it exactly. We will explain this in more detail as we learn more about the adjustments ourselves. Homework: Watch for homework daily. A note will be attached to each one. Some may be from the Math Expressions program, from the Story Town Reading Program, Math Expression homework packets and various worksheets to reinforce concepts/skills from class. I do record these on the computer. I do accept late or missing assignments within that same trimester.

Please remind your child to turn their homework in on a regular basis so good habits will be established from the beginning. I will send home a password for you to log-onto my website of the recorded homework at mid-term of each trimester--so you can see your childs progress and refer to it for any missing assignments (and again with each report card at the end of each trisemister). End Of Year District Assessment: completed one on one with each Kindergarten student-rd similar to the Fall assessments. Note: During the 3 week of May, there will be no regular Kindergarten classes so your child will be able to do his/her best. Please make note of this on your calendars in May.

To Parent(s) of

Disclosure Signatures (please detach this from the pocket of the folder and return to the
teacher) I have received a copy of this disclosure for Full Day Kindergarten from Ms. Martin:

Parent signature & date

Parent signature & date

Student signature

Class Rules:
I keep my hands (and feet) to myself I listen quietly I use words when I am angry (discourages pushing or shoving) I follow directions I am respectful (includes I listen, I am polite, I take care of myself and
those around me, I valued the opinions of other people, I speak to others as I would like to be spoken to)

Behavioral Goals:
Working toward being a self directed learner Managing his/her own behavior choices Managing his/her own time Completing class work using his/her best efforts Paying attention Staying on task Challenging himself/herself to learn new concepts in academic areas (reading, writing, math, science, social studies, technology, music, art, etc.) Following directions given the first time Socially getting along with the other children Talking out problems using words (not physical aggression) Participate in class/group discussions while waiting her/her turn to speak Being an engaged listener Sitting in the rug area and attending to the speaker for instructions, storytime, sharing writing and, discussions, etc. Not disturbing other children when they are working or listening Showing respect for others and property in the classroom Completing and returning homework in a timely manner

New Kindergarten Common Core State Standards (CCSS) for Math

Common Core State Standards are now available at: http://www.corestandards.org/. (The actual standards are accessible through the last button on the top ribbon that says The Standards.)

(adopted by Salt Lake City School District for K-2, beginning 2011-2012 school year)

Kindergarten Overview
Counting and Cardinality Know number names and the count sequence Count to tell the number of objects Compare numbers

Operations and Algebraic Thinking Understand addition as putting together and adding to Understand subtraction as taking apart and taking from Number and Operations in Base Ten Work with numbers 11-19 to gain foundations for place value

Measurement and Data Describe and compare measurable attributes Classify objects and count the number of objects in categories Geometry Identify and describe shapes Analyze, compare, create, and compose shapes