Mrs. Newman, Ms. Morrissey, Ms. Veilleux, Mrs. Cavanaugh
Kindergarten is the foundation for the total school program. We are dedicated to the belief that all children can and will learn. It is understood that children learn at different rates and have different needs. Varied learning opportunities will be provided to assist all the children to develop academically, socially, emotionally, and physically. Our goal is to help each child become an independent, self-reliant, life-long learner.
Welcome to Kindergarten at Duffy School! Here is some information that will help your child have a successful transition and a productive school year.
Each day your child will need:
- Backpack- large backpack with no wheels
- Folder- sturdy, 2 pocket
- Healthy snack- no peanuts, packed separately from lunch, water only, please
Change in dismissal:
- A written note/email is required at the start of the day.
- If there is a change after the day has started, call the office to inform them of the change.
- If your child brings money to school please send it in a labeled and sealed container or envelope.
- Include name and what money is for.
- As the weather becomes colder, please be certain your child dresses appropriately. Boots and snow pants are a MUST in snowy and cold weather. Muddy season means boots should be worn.
- Art- Send in an old large T-shirt to be used as an art smock.
- Library- Help your child to remember his/her book on or before library day, as a new book may not be signed out until one is returned.
- Gym-Your child should wear sneakers and comfortable clothing for gym class.
LABEL, LABEL, LABEL EVERYTHING!!!
Please put your child’s name in coats, sweaters, boots, mittens, lunch boxes, backpacks, folders, and other personal belongings. Yellow rain slickers and black snow pants all look alike!
Apply Concepts about Print
• Demonstrate understanding of the organization and basic features of print by following words-left to right, top to bottom, page by page.
• Understand that spoken words are printed in written language.
• Understand that words are separated by spaces in print.
• Recognize and name all upper and lowercase letters of the alphabet.
Demonstrate Phonological Awareness (the ability to manipulate sounds orally)
• Recognize and produce rhymes.
• Understand words are made of syllables that can be put together and taken apart.
• Blend and segment onsets and rimes (/b/-/at/ says “bat”).
• Identify beginning, middle, and ending sounds.
• Substitute beginning, middle, and ending sounds to make new words (cat, cap).
Apply Phonics and Word Recognition Skills
• Produce the correct sound for each letter including short and long vowel sounds.
• Read kindergarten sight words automatically.
• Distinguish between similarly spelled words (map/mop, hat/ham, tim/tip).
Read with Fluency
• Read familiar and emergent texts with purpose and understanding.
Identify Key Ideas and Details
• Ask and answer questions to demonstrate understanding in literature and informational texts.
• Identify main idea and retell familiar stories with key details.
• Identify character, setting, and major events in stories.
• Describe connection between two individuals, events, or ideas in informational texts.
Understand the Structure of Texts
• Ask and answer questions about unknown words.
• Recognize common types of texts (storybooks, poems, etc.)
• Identify author and illustrator and define their roles.
• Identify parts of a book (cover, title page).
Integrate Knowledge and Ideas Within and Across Texts
• Recognize that illustrations complement and add to the meaning of text.
• Compare/contrast the adventures and experiences of characters in familiar stories.
• Identify reason an author gives to support points in an informational text.
• Identify the similarities and differences between two informational texts on the
Read and Comprehend a Range of Texts with Appropriate Grade Level Complexity
• Engage in group reading activities with purpose and understanding.
Demonstrate Command of Conventions of Standard English
• Print uppercase and lowercase letters.
• Use frequently occurring nouns and verbs.
• Form plural nouns.
• Understand and use question words.
• Use common prepositions (from, in,
out, on, off).
• Speak in complete sentences.
• Capitalize the beginning of sentences and the pronoun “I”.
• Recognize and name end punctuation.
• Spell simple words phonetically with a beginning, middle, and end (i.e., mtn=mitten).
Understand and Use Grade Appropriate Vocabulary
• Use the context of a story to identify the meaning of words.
• Use the knowledge of prefixes and suffixes to understand the meaning of a word.
• Sort common objects into categories.
• Understand word opposites.
• Identify real life connections between
words and their use.
• Act out similar verbs (walk, strut, march).
• Utilize acquired vocabulary from reading and conversation.
Write a Variety of Text for Various Purposes
• Use a combination of drawing, dictating, and writing to share an opinion, tell a story, and share information.
Produce and Publish Clear and Coherent Writing
• Add detail to writing and edits with support from peers and adults.
• Explore digital resources for use in writing.
Research to Build and Present Knowledge
• Participate in shared research and writing projects.
• Recall information from experiences or gather information from sources to answer a question.
Speaking And Listening
Participate in Collaborative Conversations with Understanding about Kindergarten Topics and Texts
• Follow rules for discussion.
• Continue a conversation through multiple exchanges.
• Confirm understanding through questioning and request clarification if needed.
Present Knowledge and Ideas Clearly
• Describe familiar people, places, things, and events to provide additional detail.
• Add drawings to provide additional detail.
• Speak audibly and clearly.
• Engage in a variety of fine motor activities using pencils, markers, crayons, playdough, and scissors.
• Is introduced to the upper- and lower-case manuscript alphabet and practices letter formation in written work.
• Write name using upper- and lower-case letters.
Kindergarten Sight Words
Kindergarten Spelling Words
Our mathematics curriculum is based on the Connecticut Core Standards for Mathematics (CCSS-M) that define what students should understand and be able to do by the end of the year at each grade level. The Connecticut Core Standards for Mathematics have two key components:
(1)Standards for Mathematical Practice – eight practices in which students engage at all grade levels
(2)Standards for Mathematical Content – conceptual understandings and procedural knowledge and
The Content Standards at each grade level are grouped into domains (e.g. Geometry) and clusters within
Our main instructional focus in Kindergarten is on representing, relating and operating on
whole numbers, initially with sets of objects. An additional area of focus is on describing
shapes and space. To provide you with an understanding of your child’s mathematics learning
this year, we have highlighted domains and clusters of standards for Kindergarten below. A
comprehensive description of the Connecticut Core Standards for Mathematics is available at:
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
• Add/subtract within 5.
Operations and Algebraic Thinking
• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Number and Operations in Base Ten
• Work with numbers 11-19 to gain foundations for place value.
Measurement and Data
• Describe and compare measurable attributes
(length, weight). Example: Compare the heights of objects and describe one as taller/shorter.
• Classify objects and count the number of objects in categories.
• Identify and describe shapes. Describe objects using names of shapes and the relative positions of these objects using terms such as above, below, beside, in front of, behind, next to.
• Analyze, compare, create, and compose shapes.
Counting and Cardinality
• Know numbers, names and the count
sequence (Count to 100 by ones and tens. Count forward beginning from a given number. Write numbers from 0 to 20).
• Count to tell the number of objects.
• Compare numbers (Identify whether the number of objectsin one group is greater than less, than, or
equal to the number of objects in another group. Compare two numbers between 1 and 10 presented as written numerals).
• Identify how our five senses help us gather information and understand the world.
• Perceive the natural world through the use of five senses.
• Recognize that weather conditions vary daily and seasonally.
• Describe and record daily weather conditions.
• Relate seasonal weather patterns to appropriate choices of clothing and activities.
Science and Technology in Society
Environment and Shelters
• Recognize that humans select both natural and man-made materials to build shelters.
• Describe the materials people use to shelter themselves and how that is based on climate conditions.
• Compare and contrast shelters to identify common features.
• Demonstrate a thoughtful and coordinated attempt to search out, describe, explain and predict
• Participate in speaking, listening, presenting, interpreting, reading and writing about science.
• Understand that mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.
Government and Civics
• Develop a sense of self and personal abilities.
• Develop the following skills: interpersonal, decision-making, problem-solving listening/speaking, personal and group skills.
• Explore, understand and appreciate the cultural similarities and differences between one’s own culture and other cultures.
• Distinguish between a map and a globe.
• Locate the United States and Connecticut on a map.
• Locate areas of land and water on a map and globe.
• Develop a sense of personal history.
• Develop a sense of U.S. history through the study of famous Americans and national holidays.
• Locate yesterday, today, and tomorrow on a calendar to sequence events.
• Recognize events that re-occur and use terms such as before and after to compare events.
Recognition of Religious Holidays
• Epiphany (Christian), Christmas (Christian), Hanukkah (Jewish)
Field Study: Indian Rock Nature Preserve
Field Study: Wadsworth Atheneum
Theme: Great Artists
Ten Frame Game