Beruflich Dokumente
Kultur Dokumente
Curriculum
Presentation
I hear and I forget.
I see and I remember.
I do and I understand.
--Confucius
Full Day Kindergarten 112 Day Kindergarten
60 minutes 30 millutes
Read Big Book· M~ . Wishy Washy Read Big Book-Mrs. Wishy Washy
10 minutes· phonics 10 minutes-phonics
Ponner read Ponner read
Small group instruction-Differentiated Minimal anecdotal records
Instruction may include: Tri-mester ELP
graphic organizers
leveled readers
in-depth phonics repetition
extensions for higher level students
anecdotal records-weekly
ongoing assessments
Tri-roester ELP
Handwriting Program (narrative)
• Currently the students are able to engage in independent journal writing about 2 da)'
per 6 day Cycle. (20 minutes per lessonl40 minutes per 6 day c)cle.)
• Half day program challenges:
+ It takes an entire >"'Ir before the majority of students become independent
wnters.
+ Little time offered to address individual needs.
+ Little to no time for students to share writing with peers.
+ Little time to receive feedback.
• After review of other district writing samples, and our observations during visitations,
we concluded that full day kindergarten writing samples show similarities between our
current first grade writing samples.
• Since kindergarten students enter with a broad range of developmental writing skills,
the half day program provides little time to correct bad habits.
• ntis increased time would allow for individual conferencing, time to share and reflect,
plus collaboration.
Writing Lesson Comparison-Full Day vs _Half Day
• Committee Members :
• Mrs. Colleen Klimchuck
• Mrs. Kimberly Bosela
• Mr. Manhew Brown
• Mrs. Kimberly Q'owley
• Mrs. Christie Edholm
• Miss Carrie Jenner
• Mrs. Jamie Marrin
• Mrs. Kim McAtee
• Mrs. Suzanne Austin
Questions