Beachy Cove Elementary
Kindergarten Curriculum Night
Welcome to your child’s
The Kindergarten Program
Children are introduced to formal education through Kindergarten, an educational program provided by all primary schools in Newfoundland and Labrador.
The Kindergarten Program is designed to support the intellectual, physical, social, emotional, spiritual, and moral development of the four and five year old child.
The Kindergarten Program provides for learning in language arts, mathematics, science, social studies, art, music, health, physical education, and religious education.
The Kindergarten experience must lay the foundation for future learning by:
- Creating a love of learning;
- Helping children become more effective problem solvers, observers, listeners, speakers, and thinkers in a language rich environment;
- Helping children gain increasing independence through exploring, questioning, and understanding;
- Providing for a balance of child-centered and teacher directed experiences;
- Providing for meaningful and appropriate curriculum connections;
- Facilitating the development of the skills and concepts necessary to experience success;
- Supporting the development of a positive self concept; and
- Supporting the involvement of parents.
We rotate every two weeks.
Morning Sessions begin at 8:30 a.m. and end at 11:45 a.m.
Afternoon Sessions begin at 12:40 p.m. and end at 2:40p.m.
Homework is an important part of the weekly routine. Please provide your child with a quiet place for homework completion. Homework will include our Home Reading Program, reinforcement and other concept practice when necessary, as well as seasonal and thematic homework activities. The goal of homework in Kindergarten is to begin development of study skills necessary as children advance through the school system.
Evaluation in Kindergarten
Evaluation in Kindergarten is ongoing throughout the year and occurs on a daily basis. Evaluation will involve analyzing work samples completed by your child, observations and anecdotal notes collected during formal and informal classroom activities, and specific skill checklists and rating scales.
There will be reporting periods in November, March and June. At this time, report cards will be distributed and parent teacher conferences may be scheduled to discuss your child’s progress.
Language is the major medium through which children learn. They learn language by using it. The Kindergarten Language Arts Program provides for growth in all aspects of each child’s language development. It includes many opportunities for thinking, playing, observing, listening, investigating, experimenting, inquiring, speaking, writing, and reading. The Language Arts Program includes both integrated experiences and the separate teaching of specific skills.
Home reading is an important component of our Language Arts Program. Beginning in January, your child will bring home a book in his/her “Homework bag”. We encourage you to take some time each day to read the book with your child. Read the story aloud a number of times to help your child become familiar with the book; then have him/her read the story to you. Your child’s reading may rely on the pictures, his/her memory, and or his/her developing knowledge of print.
Here are some of the basic concepts about print that you can stress with your child, when you read together. The ideas below are good to use with books that have large print, and a small number of sentences on the page.
v Read the title, author, and illustrator, and then tell your child what an author and illustrator do.
v Discuss the front of a book, back, beginning of a story, and the end.
v Point to each word as you read it so your child can see where you begin to read, and which line you go to after the first line. (This shows right to left progression and top to bottom of a page.)
v Discuss punctuation marks, name them and tell what they mean to the reader.
v Alphabet books and books with large print are good for picking out capital and lowercase letters. Ask your child to point to a capital T or lowercase b.
v Pointing to each word as you say it will gradually help your child to internalize the concept of a word being a group of letters, that is the same each time you read it. Occasionally ask your child to show you a word on the page by putting one finger in front of the word, and one finger after it.
I see a blue house.
Tips For Using “Kindergarten Writing” At Home
When children first begin to talk, parents get excited over all the sounds they make and rejoice when those first words are uttered. Most parents show much less enthusiasm when children begin to write. Instead of saying, “My child has begun to write,” there is often an apology, “Oh, those are only scribbles.” Although a child’s initial efforts to write may look like only scribbles, the writing has meaning to the child. In order to know what children have written, we need only say, “Tell me what you wrote.”
It is recommended that parents encourage even the very young child to write. Writing notes to Santa, helping write a shopping list, or writing cards and letters to relatives can all help children begin to recognize that writing is another way to communicate. The child also gets pride from being able to say, “Look what I wrote!”
When writing with your child at home:
v Ask your child to tell you about his/her drawing. If he/she can’t think of anything, point to a part of the picture and say, “Tell me about this part.”
v Repeat your child’s story back as one complete sentence. Say one word at a time emphasizing the sound or sounds that the child is ready to write.
v Ask, “Do you hear any letters in the word _____?” Allow the child to write what he/she thinks the letters are.
v If your child has no idea of what letter makes the sound, encourage him or her to use a magic line (a horizontal line) in place of the unknown letter or letters.
v If your child hears the letter but does not know how to write it, refer to a piece of printed material that may contain the letter. This may help him/her remember what it looks like.
v PRAISE your child for his/her great kindergarten writing. Then write the story underneath in adult writing. Point out any elements in the kindergarten writing that match the adult writing.
v Read the story back with your child, pointing to the adult writing.
v Remember to PRAISE your child for his/her attempts. Count up how may letter sounds they heard!
The Kindergarten Math Program is activity based and has a focus on developing competence and confidence in using math concepts, strategies and procedures in and outside of school. Most children generally learn mathematics by manipulating concrete materials and interacting with their environment. Kindergarten math activities encourage problem solving, communication and reasoning.
Mathematics Outcomes for Kindergarten cover five mathematical strands – Number, Patterns and Relations, Geometry, Measurement, and Data Management.
The goal of Health education in Kindergarten is to provide children with the knowledge, attitudes, and habits which will maintain good health. Some themes to be introduced and carried throughout the year include healthy living, safety and the body.
The outcomes of the Kindergarten Religious Education program are developed in the classroom using quality children’s literature. Themes focus on self- awareness, understanding relationships with others, special celebrations and observations, and recognizing and appreciating different belief systems.
The role of Art in Kindergarten is to stimulate the child’s natural tendency to explore the visual world. An awareness of form, line, colour, and texture is promoted through concrete experiences with the real environment, and through the use of such materials as clay, pencils, crayons and paint.
The role of the Science Program in Kindergarten is to stimulate interest in science, to encourage observation using all the senses and to stimulate children’s natural desire to investigate their environment using the scientific process.
Kindergarten children will explore and experience the Social Studies Program by making connections to personal experiences in their daily lives. They will explore and make
v Connections to their identity by developing an awareness of self and others
v Connections to their roots by exploring family
v Connections to place by developing an awareness that they live in a community and there are other communities in their province, country and world