• mid-year expectations

    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.


    Academic Area


    Ways to Help at Home

    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

    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

    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

    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/)

    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


    §         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


    §         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)