Complete LUNCH FORMS!
All students, Blended or Remote, must fill out LUNCH FORMS!
Hello Kindergarten Families!
Sadly, our Mayor and our Chancellor have made the decision to continue academic instruction through Remote Learning for the remainder of the 2019-2020 school year. We will not report to the school building during this time. All instruction will take place online.
We appreciate all of your efforts as we navigate through remote learning together. The Kindergarten Team will continue to use Seesaw as the platform in which remote learning will take place. It is imperative your child be logging on and completing assignments each day. This allows teachers to know that the children are actively engaging in the learning process. If anybody is having issues with Seesaw, please contact your child's teacher directly. If your child is unable to attend remote learning for the day, please contact your child’s teacher immediately.
We understand and appreciate that these unprecedented changes will come with challenges. The Kindergarten Team would like to assure all parents and students that we are here for you in the wake of these challenges. We have updated our Kindergarten Page to reflect the current changes. In the Quick Links section, you will find links to any resources that you might need. All usernames and passwords can be obtained by contacting your child's teacher directly.
During this transition, we understand the importance of addressing the emotional and social needs of our students. We have embedded Brain Breaks, Go Noodle movement activities, and various Social Emotional activities within the weekly remote learning schedules. Please continue to talk to your children about the mood meter, and encourage them to talk about how they are feeling. If you would like additional resources to help support your children during this time, please let us know!
If any child needs a device, please follow the steps on the School's Home Page to request one. The Department of Education is currently loaning iPads to families in need of technology.
Please know that we miss all of you very much and hope you are all staying safe. We greatly appreciate your support in guiding your child's learning at home. We are so proud of all of our students and wish we could be together as we approach the end of kindergarten.
With any questions or concerns, please do not hesitate to reach out to your child's teacher via email or Class Dojo. Phone conversations can also be arranged as needed.
In Kindergarten, we read the story, The Little Engine that Could by Watty Piper. In each of the kindergarten classes, we talk about things in kindergarten that might be hard for us! We make a promise to always give three puff effort, even when the going gets tough! We always strive for 3 puff effort because when we give 3 puffs, we are trying our very best!
Add drawings or other visual displays to descriptions as desired to provide additional detail.
Speak audibly and express thoughts, feelings, and ideas clearly.
We understand families have many commitments so our homework is designed in a weekly format for your convenience. Your child will be sent home with a packet on Monday in their red folder to be returned on Friday. Therefore, your child can do the pages at their own convenience. We do however expect that your child is reading every night. Students should read on Raz-Kids, I-Ready, or with a physical, leveled book you may have at home. If you have any questions or concerns about homework or reading expectations, please feel free to contact your child's teacher via Class Dojo or email.
Unit 1: We Are Readers!
In this unit students will learn how to read books by looking at the pictures and thinking, “What is this book about?” and read the pages and think, “How do these pages go with the cover?” Children will learn that there are different ways to read such as independently, whole class, and with a partner. Students will be introduced to concepts of print as well as book discussions.
Unit 2: Readers Read, Think, and Talk About Emergent Storybooks and Familiar Shared Texts
This unit focuses on helping emergent readers connect the story across the pages, saying as much as they can for each page, and moving closer to echoing lines of exact language of the text. This unit also helps young readers learn to have beginner conversations about emergent storybooks with reading partners, while inventing creative ways to interact with books and one another. Students will study one page and say the part of the story that goes on the page, then do that on the next page, and the next page to practice making their reading sound just like the story.
Unit 3: Readers Use Super Powers to Read Everything in the Classroom and Beyond
In this unit students will be introduced to reading super powers (strategies) like looking over the book, looking closely at the pictures, and finding words I know to help me read books. The focus is to have students use multiple sources of information to read fluently. Students will figure out how to read new texts using the reading super powers. Students will focus on how to make their reading sound good and come to life. Students will begin to cross-check their reading to make sure what they read looks right, sounds right, and makes sense.
Unit 4:Becoming a Class of Reading Teachers
In this unit students will move from rereading shared texts to reading new books on their own. As they explore new texts they will draw on all of the strategies they’ve learned up until now to help them read with accuracy. Guided reading groups and teacher conferences will provide important opportunities for students to apply strategies to work through difficult words in just right books. In reading partnerships students will help each other use everything they know about reading the pictures and the words to figure out tricky words.
Unit 5:Learning About Ourselves and Our World: Reading for Information
In this unit readers will ask questions and look closely at nonfiction books to gain information. They will learn the features of nonfiction texts and how to use them to easily locate specific information. Readers will read multiple books on the same topic and understand that they can take what they learned from one book and add it to what they learned from the next book. This unit emphasizes learning from your books. This will mean teaching children to think about what their books are about, and then reading closely, looking for new ideas, information and vocabulary on every page. Children will begin to reflect and ask questions about what they still wonder about the topic.
Unit 6:Readers Are Resourceful: Tackling Hard Words and Tricky Parts in Books
In this unit students will build upon the reading strategies they already know to read texts at their just right reading level. Students will think about the story and how books sound to help them figure out tricky words. This unit includes more strategies for word solving, cross-checking, self-correcting, and meaning-making. They will self monitor while reading to notice when something doesn’t sound right or make sense; then use a strategy to fix their reading. Students will reread their books many times to make their reading sound more fluent and to better understand the stories. The goal of this unit
Unit 7:Readers Get to Know Characters by Pretending and by Performing Their Books
In this unit students will read and notice lots of things about characters. They will study what characters do, how they feel, and what they think. Students will reread and act out books in ways that will help them better understand the character. Students will learn a few specific strategies to help them yield a deeper level of comprehension. They will understand that as they read their ideas about the character might change as they read. They will reconstruct the text with their partner, working to name the important events and recreate the characters’ feelings. As they are acting out their books students will better understand what a character is thinking and feeling.
Some of our favorite books/series:
Pete the Cat By Eric Litwin
The Little Engine That Could by Watty Piper
Giraffes Can't Dance by Giles Andreae
No,David! By David Shannon
Henry and Mudge Series by Cynthia Rylant
Elephant and Piggie Series by Mo Williams
Don't Let the Pigeon Series by Mo Williams
In Kindergarten, each class creates a class charter. The class charter helps the children express how they want to feel when they come to the class. The students and teachers all come together and brainstorm a list of words that they feel are important. When they have come up with a list, each member of the class (teachers too!) sign the charter as a promise to follow these guidelines in the classroom. Here is an example from KB1:
KB-1 Ms. Marinaro & Ms. Vero & Ms. Nunez firstname.lastname@example.org
KB-2 Ms. Katsoris & Ms. Galligan email@example.com
KB-4 Mrs. Smith & Ms. Wilson firstname.lastname@example.org
KB-6 Mrs. Rochford & Ms. Barbosa LRochford@schools.nyc.gov
KB-14 Mrs. Del Valle & Ms. Nin ZDellvalle@schools.nyc.gov
KB-24 Mrs. Raffel & Mr. Ventura NRaffel@schools.nyc.gov
K/1-114 Ms. Orival, Ms. Muse & Ms. Roman SOrival@schools.nyc.gov
Students will NOT report to the building, it is a FULLY REMOTE day for all students!