Mathematics

Number Sense

• recognizes numbers to 20
• writes numbers to 10
• demonstrates an understanding of concept of first and last
• uses one-to-one correspondence to 10
• demonstrates an understanding of the concept of zero
• compares pairs of numbers up to 20
• demonstrates an understanding of 1/2
• rote counts to 20+
• uses strategies for estimation

Patterns, Relations and Functions

• sorts objects by size and shape
• reproduces, extends, verbalizes, and creates simple patterns

Geometry and Measurement

• recognizes geometric shapes: circle, square, triangle, and rectangle
• recognizes the language (vocabulary) of measurement
• makes comparisons of weight and length using standard and nonstandard devices (e.g., scales, steps, hands, rulers)
• identifies the parts of day (e.g. morning, night)
• recognizes coins: penny and nickel

Statistics and Probability

• reads a graph for meaning and uses the language (vocabulary) of graphing

Science

Inquiry Skills

• observes and describes familiar objects and events
• communicates science-related ideas through writing, drawing and discussion

Animals and Plants

• observes, identifies and describes some life processes of animals: breathing, movement, growth, and taking in nourishment
• gives examples of an animal interacting with its environment through its senses
• keeps a pictorial record of the development of a chick
• recognizes that plants and animals have specific needs in order to live: food, water and a place to live
• distinguishes plant parts such as roots, stems, leaves, flowers and seeds
• distinguishes between things that are alive and things that are not alive

Investigating Water

• (Being revised)

Magnets

• selects materials attracted by a magnet
• demonstrates that magnetic force can pass through various materials
• demonstrates that magnets sometimes attract each other and sometimes repel

Social Studies

Family and Community

• identifies three things about him/herself
• identifies two ways in which his/her family is the same as and two ways different from other families
• participates in the voting process from selecting an issue to discussing the results in the classroom
• names three classroom rules
• locates the commonly used areas in the classroom and school building
• names two events that happened in the past (before today) and two current events in his/her life
• names three people, other than the teacher, who work in the school and identifies the work they do
• recognizes globes and maps as representations of real places
• names three occupations in the community and identifies the work associated with each

Music

• sings a varied repertoire of music, alone and with others
• performs a varied repertoire of music on instruments, alone and with others
• improvises melodies
• composes music within given guidelines
• reads and notates music
• listens to, analyzes and describes music
• evaluates music performances
• understands music in relation to history and culture

Physical Education

• develops body, spatial and temporal awareness, learning about general and personal space
• demonstrates common body positions
• learns the concepts of directionality and laterality
• moves to various rhythms
• learns climbing, supporting and balancing skills on various apparatus
• develops locomotor, manipulative, and non- locomotor skills
• properly demonstrates walking, running, jogging, sliding and jumping
• learns the locomotor skills of skipping, hopping, leaping, galloping, kicking, throwing, catching, and striking
• combines locomotor, non-locomotor and manipulative skills in movement, dance, games and sports
• learns exercises that increase the following health-related components of physical fitness: muscular strength, muscular endurance, cardiovascular endurance and flexibility
• properly follows directions by applying listening and safety awareness skills
• locates the major body parts such as the heart, lungs, and skeleton
• develops self-confidence and interpersonal skills
• demonstrates respect for classmates and their teachers
• demonstrates cooperative skills to solve movement related problems

Health

Illness Prevention

• relates staying clean to staying healthy
• practices hand washing techniques and covering mouth and nose when sneezing
• understands what germs are and where they live

The Human Body: Nose to Toes

• identifies the functions of selected organs
• names and locates selected parts of the body
• appreciates the human body
• associates bones, muscles, and joints with body movements

Nutrition

• understands the importance of eating at least five fruits and vegetables a day
• identifies the four taste buds, and differentiates between them
• becomes familiar with the USDA Food Guide Pyramid

Safety

• lists safety rules at home, school, and play
• identifies common causes of accidents
• recognizes how careless behavior causes accidents
• practices getting help in an emergency

Libraries & Information Technologies
(K-2)

Research Skills

• identifies questions to ask in order to get information on their topic
  
  • identifies topic
  • narrows topic
  • asks open ended questions
  • chooses specific question(s) to be researched
• learns strategies for locating information
  
  • explores a variety of possible resources
  • selects most useful sources of information
• learns to locate information within a source
  
  • uses alphabetical and numerical order
  • uses tools such as indexes, table of contents and menus
  • begins to identify and credit author
• thinks about the research process and how it helped them learn
  
  • decides what was helpful, what was not helpful and what they would change

Literary Appreciation

• differentiates between fiction and non-fiction
  
  • identifies fiction and non-fiction
  • selects fiction or non-fiction as needed
• understands the characteristics of different literary genre, using those studied in Language Arts
• selects quality literature
  
  • selects literature appropriate to their own reading/comprehension levels
  • selects library materials independently for recreational reading
  • recognizes magazines and non-fiction as sources for information and recreational reading
• learns about different cultures through folklore and mythology, using those studied in Language Arts
  
  • understands that there are various kinds of folklore
  • identifies common themes of folklore
  • compares cross-cultural versions of folklore
• hears stories related to the content of their classroom assignments

Life Long Learning

• learns that information will always be an important part of their lives
  
  • asks thought-provoking questions
  • identifies further questions to be asked
• begins to learn to use information resources independently
  
  • begins to learn that there are a variety of resources available and chooses appropriate ones
  • begins to learn to use new information tools such as the library web site
  • begins to learn to use the library catalog
• understands and demonstrates appropriate library behavior
  
  • understands and demonstrates proper care of materials
  • understands and follows library procedures and rules

Technology

• uses input devices (e.g. mouse, keyboard)
• navigates within a program
• works cooperatively with peers when using technology
• uses drawing tools in a graphics program
• is introduced to a curriculum-related Internet site

If you have any questions about the information provided in this overview, please contact your child’s teacher.

The Lexington Public Schools
Paul B. Ash, Ph. D.,Superintendent
Lynne Celli Sarasin, Ph. D., Deputy Superintendent for Curriculum, Instruction and Professional Development

The Curriculum Coordinators and Heads:

Walter Pavasaris, Fine & Performing Arts; Jennifer Wolfrum, Health Education; Steven Arnoff, Ed. D., Information and Instructional Technologies (Libraries/Educational Technology): Karen Tripoli, Mathematics; Fran Ludwig, Science; Sazi Marden and Mary Tambor, Social Studies; Shelley Chamberlain, Technology; Marie Murphy, World Languages / ESL / Bilingual; Stephanie Grimaldi, Reading/Language Arts

WHAT IS KINDERGARTEN?

Kindergarten is a special time for young children. It is many things for many children, but for most children, kindergarten represents their first, real and formal entry into elementary school. In Lexington, the kindergarten program strives to create an experience that encourages the development of each child’s potential to its fullest. Clearly, no two 5-year-olds are the same. Children progress and learn at different rates. The kindergarten curriculum recognizes these variations and, using carefully prepared activities, provides the substance that enables 5-year-olds to successfully negotiate meaningful 5-year-old’s issues.

A major component of the kindergarten program is to promote positive attitudes and social responsibility. Whether it is with problem solving and decision making in the block corner, turn taking in classroom discussions, sharing at snack, or cooperating in writing and reading books or at cleanup time, kindergarten provides a plethora of experiences through which children’s social and emotional growth will develop. Specifically, the kindergarten program seeks to help children take the perspective of others, articulate feelings of their own and hear those of other children; take responsibility for themselves by following through and understanding the consequences of their own actions and by making choices and developing self-reliance and independence.

The development of intellectual skills and thinking is a second goal of kindergarten. Throughout the kindergarten year, children are likely to be involved in activities that promote such things as critical and analytical thinking, problem solving, memory development, literacy development, and the acquisition of general and factual knowledge. An extremely important facet of the kindergarten year is the move toward thinking and communicating in more symbolic ways. Attention to writing and recording is a crucial dimension of the kindergarten year. Print -- in charts, signs, labels, posters, books, and cards -- can be found in abundance in the kindergarten classrooms, on the walls, in shelves, on the bulletin boards, and in every corner of the room.

Themes are used to expose and teach all of the curriculum areas. Kindergarten is interdisciplinary. Facets of reading, math, spelling, language arts, social studies, science, physical education, music, and art are represented in the tasks, projects, and assignments found every day in a kindergarten class.

Finally, the development of children’s physical potential is a significant goal. This is crucial to their self-image and physical growth. An environment conducive to the physical development and well being of kindergarten children provides opportunities for the child to develop fine- and gross-motor control, coordination, and rhythm. Additionally, it provides opportunities to enjoy participating in physical activities and to learn about how to be a fair sport.

In conclusion, children bring to school a wide variety of experiences and skills. Kindergarten provides a broad range of activities geared toward developing children’s skills, with careful attention to individual differences. As with preschool, development in the kindergarten hinges on children’s active interaction with their environment.

TIPS FOR PARENTS TO STIMULATE CHILDREN’S READING

• Choose books related to the child’s interests.
• Offer books with appealing illustrations.
• Present several choices without imposing your own preferences.
• Invite the child’s opinions on books liked or disliked.
• Read aloud or read together the beginning or an especially interesting part of the book.
• Continue to read aloud to the child even after he or she reads independently.
• Encourage the child to choose a book to read aloud to someone else.
• Broaden a child’s horizons by helping to select from a wide range of subjects.
• Encourage your child to read whatever he or she enjoys even if it appears to you to be too easy or too hard.
• Let the child see your enjoyment of your own reading.
• Find time for your child to visit and browse in libraries.
• When you are going to buy a gift, consider a book.

The Kindergarten Program

Weekly Schedule

Every kindergarten teacher provides opportunities during the week for meeting time, work/play, physical activities, quiet time, literature, story time, music, art and readiness activities to promote cognitive development, evaluation, and clean-up. Along with regular classroom activities, the children participate in music, library, and physical education with the specialist in charge of each area.

Reporting to Parents

Individual parent conferences are scheduled twice a year: once in the fall and once in the spring. Each time, parents are given an overview of their child's performance. Conferences may be arranged with teachers any time during the year to explore questions and concerns. Written progress reports are issued twice during the year.

Daily Schedule

The kindergarten session begins at 8:45 a.m. and ends at 12:15 p.m., Monday through Friday.

Bus Transportation

Elementary school children are transported without charge if they live two miles or more from the school which they attend. Kindergarten children, who are eligible to ride school buses, come to school on buses with children in grades K-5. At the end of the kindergarten session, 12:15 p.m., they return home on buses carrying kindergartners only except on Thursday. Parents also may pay to have their child ride the bus.

Parent Volunteers

Parents are encouraged to volunteer in their child’s classroom. Some activities they may want to get involved in include: room parent, library helper, computer assistant, special class projects or field trip assistant and/or driver.

Snack

Milk may be purchased at school. Children can bring a snack or their own drink. Kindergarten teachers will contact you to arrange payment.

Extended Day

Tuition supported extended day programs are available to all elementary school children in the town. They begin at the conclusion of the kindergarten session, 12:15 p.m., and generally run until 6:00 p.m. Upper grade children join extended day programs at 3:15 p.m. (12:15 p.m. on Thursdays). These non-profit programs are administered by parent groups and supported on the basis of tuition paid by parents. For further information, call your child’s school.

ENTERING KINDERGARTEN SUGGESTIONS FOR SUMMER

Parents frequently ask what they can do to help prepare their child for kindergarten. Listed below are some suggestions for activities to do with your child this summer. Remember that they are only suggestions - not a checklist of things you must do. Being relaxed and positive about starting school is the best approach you can take.

1. Read aloud to your child. Make time each day to read aloud with your child. The U.S. Department of Education's booklet, Becoming a Nation of Readers, says, "the single most important activity for building the knowledge required for eventual success in reading is reading aloud to your child."
2. Use the Cary Library. Get a library card for your child and let your child choose some books to read together. Take advantage of story hours, summer reading programs, and other activities offered at the library. The library also offers a book list called "New Schools - New Friends" which includes some books with a theme related to starting school. A few examples:

3. Will I have a Friend? By Miriam Cohen

   School Bus by Donald Crews

   School Days by B. Hennessy

4. Keep a summer journal or scrapbook. Number the pages. Some children can write using invented spelling. Others can dictate a narrative to an adult, which can be written down and read aloud. Remember to include space for children's drawings and photographs.
5. Make a calendar to keep track of vacation plans or summer weather.
6. Enjoy play which builds large muscle skills. Run, skip, jump, swim, throw, catch, climb, etc. Have fun together!
7. Play with friends. Talk out problems, share, take turns, be creative, learn new games, explore, dramatize solutions. Children learn a great deal through play.
8. Practice following directions with 2-3 parts.
9. Enjoy activities, which build small muscle skills. Use construction toys (blocks, Lego's, K'nex, etc.). Set up an activity center or desk at home. Have paper, scissors, paints, markers, pencils, and crayons available. Post letters, numbers, and words for reference.
10. Find opportunities to practice math-related skills:
    
    • Count toys while picking them up, blue cars in the highway, houses on the street, etc.
    • Sort and classify into sets: toys, silverware, socks, shells, rocks, etc.
    • Order and compare things - biggest/smallest; most/least; longest/shortest. etc.
    • Identify shapes in signs, buildings, nature, etc.
    • Fold napkins into different shapes.
    • Look for and create patterns using colors, shapes, numbers, buttons, beans, etc.
11. Make maps of the neighborhood, places visited, downtown, etc.
12. Help with grown-up jobs - cleaning up, cooking, yard work, washing the car, etc.
13. Visit the school. In June, you and your child will have an opportunity to visit your school and see a classroom. During the summer. come play on the playground. Near the end of the summer, drop in to see your classroom and become familiar with the school building.

Most of all relax and have fun this summer! Learning should be enjoyable.