Walkertown Elementary Kindergarten
Mid-Year Expectations
These are the academic goals we work toward during the 1st and 2nd quarters of Kindergarten. Academic grades will not appear on the 1st quarter report card; however, we will let you know of your childs progress on these expectations.
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Academic Area |
Goals |
Ways to Help at Home |
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Book and Print Awareness: |
§ Holds book and turns pages correctly § Points to and understands: o front and back of the book o title, author, illustrator o punctuation (period) § Begins at the top left side, points to one word at a time, moves left to right across the line, and knows return sweep at the end of the line § Understands the difference between a letter and a word § Can identify the first and last letter in a word and the first and last word on the page § Understands and identifies capital and lowercase letters |
§ Read, read, read J(and talk about the way books work) § Have your child point to the words as you read together § Discuss parts of the book § Visit the library regularly |
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Letter Identification: |
§ Knows 14 capital and lowercase letters o identifies the letters in random order o names their sounds and a word that begins with that sound o writes them legibly |
§ letter flash cards § practice writing letters § letter bingo § magnetic letters |
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Sight Words: |
§ Recognizes own name by sight § Recognizes 25 high frequency words § This is our complete set of 53 for the year: a all and as at be black blue boy brown but can did do down for go green had has have he her him his I in is it little of on orange out red said she some that the then there they to up was we were white with yellow you |
§ flash cards § make up sentences using the words § build words using magnetic letters § find these words in books, newspapers, magazines, cereal boxes |
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Phonological Awareness: |
§ Initial Sounds: o identifies words that start with the same sound o identifies words that start with a given sound o names the first sound in a given word § Ending Sounds: o identifies words that end with the same sound o recognizes rhyming words § Segmenting: o orally separates words into syllables o beginning to separate words into individual sounds § Blending: o puts heard syllables together to say the word o puts heard onset and rime together to say the word |
§ Name 3 words (milk, table, mud) and have your child identify the 2 that start the same § Name 3 words (gum, feather, jet) and ask your child which starts with the sound /fffff/ § Say a word (money) and ask your child what sound does it start with (/mmm/) § Name 3 words (tag, rug, bat) and have your child identify the 2 that end the same § Name 3 words (sun, rug, bug) and have your child identify the rhyming words § Name a word (marshmallow) and have your child clap and say the syllables (marsh-mall-ow) § Name a word (chin) and have your child say it slowly, separating all the sounds (ch-i-n) § Say a word slowly and have your child guess the word (by syllable, /mush-room/ or by onset and rime, /w-all/) |
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Comprehension and Motivation: |
§ Makes predictions before and during stories § Retells stories (setting, characters, events, authors purpose) § Responds to stories with personal connections § Recognizes repeating language patterns in simple books and uses it to read early emergent books independently § Enjoys rereading familiar books |
§ Read, read, read J(and talk about the book as you read) § Before and during, ask your child what they think might happen in the story § After reading, ask why the author wrote the book (to entertain or to inform) and this reminds me of § Have your child read and reread the simple books that come home. Make sure they point to the words as they read |
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Writing: |
§ Writes from left to right and top to bottom § Uses drawings, single words, phrases, and captions to express ideas in writing § Writes using sounds heard, mostly consonants § Uses print from surroundings § Writes 8 high frequency words correctly § Writes first name using capital letter at the beginning only § Reads and remembers own writing |
§ Make writing materials accessible and encourage your child to write every day § Write with your child and model drawing detailed pictures and sounding out words to write |
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Mathematics: |
§ Counts aloud from 0-30 § Counts objects 0-20 § Counts dots and matches or writes the numeral 0-10 § Describes how objects are alike and different § Names the days of the week § Model and use directional and positional words: above, under, on, behind, in, beside, between, over, around, in front of § Use ordinals 1st 5th § Sort objects by one attribute § Create and extend action and word patterns |
§ Practice counting objects at home § Practice writing numbers § Discuss how common objects are alike and different (fork and spoon, chair and table) § Use a calendar at home § Discuss positional words and ordinal numbers as you play with toys like cars or animals § Sort common objects and toys by color, shapes, etc § Make patterns with common objects and toys (fork, spoon, spoon, fork, spoon, spoon) |
