GCS PreK Syllabus Template
SCHOOL: East North Street Academy of Math and Science
TEACHER: Holly Bolling
Program Goal
The overall goal of PreK programs is to improve children’s understanding of the world and to strengthen their desire to continue learning. Appropriate, intellectually challenging learning opportunities are planned to help students meet state and district learner standards in language arts, mathematics, social studies, science, physical development, the arts, and personal/social development.
Progress Reports and Report Cards: Your child will receive 3 progress reports and 4 report cards this school year. Kindergarten students do not get a progress report during the first nine weeks; instead we will have parent teacher conferences in October. I will send out a schedule in September and times will be given out on a first come basis. Also progress reports and report cards will be sent home in envelopes and I ask that you sign the envelope and send it back to me ( that way I know that you have seen your child’s progress) The progress report/report card is yours to keep.
Field Trips: This school year we will be going on two field trips, our team is currently planning them and we will send the details home as soon as we have them. We welcome parents to come on our trips but you must provide your own transportation to and from the trip. Also we require that students ride the bus so that we can keep track of all of our kids. Thank you in advance for your help with this.
Folders: Your child will bring home a folder everyday. You will find newsletters (every Monday), PTA Information, homework, behavior calendars and any other important information in this folder. Please go over this folder with your child nightly, it is very important that it comes back to school every day. If you need to send me a note or anything put it in the folder, I check this first thing every morning.
Illness and Medication: Medication is not allowed in the classroom. All medication must be left with the nurse and must have a Doctor’s documentation with it. This includes things like Tylenol, cough drops, inhalers etc…. The schools policy for illness is a child must be kept home for 24 hours after fever, nausea, vomiting or diarrhea. Thank you for your help in keeping illness out of our classroom.
Personal Items: Please label your child’s belongings, (backpack, lunchbox, coat etc…) it makes it much easier to keep up with what belongs to whom this way. Also please leave toys at home, we would hate for something to happen to them and we cannot be responsible for them.
Transportation Changes: It is school policy that if there is a change in how your child is getting home that day that you send in a written note stating the change. For example: Evan is normally a bus rider but today he will be a car rider. Or your child is normally a bus rider but today will be going home with a classmate. If we do not have a written note from you we will not allow your child to go home another way or with someone other than his or her designated pick up person. WE understand that emergencies happen and that sometimes you need to call the school and change your child’s transportation method, if this happens please call before 1:30.
Bus Riders: Each bus rider in kindergarten and first grade will be given a bus tag with a number on it; the parent will also be given a card with the same number printed on it. In order to get your child off the bus you will have to show the driver your bus number card every day and the driver will match the tag number to the card the parent is holding. If you do not have your card or you are not at the bus stop to meet your child they will be brought back to school where you may come and get them. There are consequences if your child is brought back, the first time they are brought back they will be taken off the bus for 3 days. The second time they are brought back they will be taken off the bus for 5 days. The third time they are brought back they will be taken off the bus for 10 days.
Car Riders: Car riders will be given a car number (please help your child memorize his or her number ) , we ask that you hang this number on the rear view mirror of your car so that the teachers helping with carpool can quickly see your number and call it in. Your child will then be sent out to carpool at the front of the school where you may pick them up. If you do not have a number with you, you will be asked to park and walk in to the office to pick up your child. Once inside you will have to show your identification in order to get your child. Thank you for your help in keeping our kids safe.
Progress Reports and Report Cards: Your child will receive 3 progress reports and 4 report cards this school year. Kindergarten students do not get a progress report during the first nine weeks; instead we will have parent teacher conferences in October. I will send out a schedule in September and times will be given out on a first come basis. Also progress reports and report cards will be sent home in envelopes and I ask that you sign the envelope and send it back to me ( that way I know that you have seen your child’s progress) The progress report/report card is yours to keep.
Field Trips: This school year we will be going on two field trips, our team is currently planning them and we will send the details home as soon as we have them. We welcome parents to come on our trips but you must provide your own transportation to and from the trip. Also we require that students ride the bus so that we can keep track of all of our kids. Thank you in advance for your help with this.
Folders: Your child will bring home a folder everyday. You will find newsletters (every Monday), PTA Information, homework, behavior calendars and any other important information in this folder. Please go over this folder with your child nightly, it is very important that it comes back to school every day. If you need to send me a note or anything put it in the folder, I check this first thing every morning.
Illness and Medication: Medication is not allowed in the classroom. All medication must be left with the nurse and must have a Doctor’s documentation with it. This includes things like Tylenol, cough drops, inhalers etc…. The schools policy for illness is a child must be kept home for 24 hours after fever, nausea, vomiting or diarrhea. Thank you for your help in keeping illness out of our classroom.
Personal Items: Please label your child’s belongings, (backpack, lunchbox, coat etc…) it makes it much easier to keep up with what belongs to whom this way. Also please leave toys at home, we would hate for something to happen to them and we cannot be responsible for them.
Transportation Changes: It is school policy that if there is a change in how your child is getting home that day that you send in a written note stating the change. For example: Evan is normally a bus rider but today he will be a car rider. Or your child is normally a bus rider but today will be going home with a classmate. If we do not have a written note from you we will not allow your child to go home another way or with someone other than his or her designated pick up person. WE understand that emergencies happen and that sometimes you need to call the school and change your child’s transportation method, if this happens please call before 1:30.
Bus Riders: Each bus rider in kindergarten and first grade will be given a bus tag with a number on it; the parent will also be given a card with the same number printed on it. In order to get your child off the bus you will have to show the driver your bus number card every day and the driver will match the tag number to the card the parent is holding. If you do not have your card or you are not at the bus stop to meet your child they will be brought back to school where you may come and get them. There are consequences if your child is brought back, the first time they are brought back they will be taken off the bus for 3 days. The second time they are brought back they will be taken off the bus for 5 days. The third time they are brought back they will be taken off the bus for 10 days.
Car Riders: Car riders will be given a car number (please help your child memorize his or her number ) , we ask that you hang this number on the rear view mirror of your car so that the teachers helping with carpool can quickly see your number and call it in. Your child will then be sent out to carpool at the front of the school where you may pick them up. If you do not have a number with you, you will be asked to park and walk in to the office to pick up your child. Once inside you will have to show your identification in order to get your child. Thank you for your help in keeping our kids safe.
Approaches to Play and Learning (APL)
Subdomain: Curiosity, Information-Seeking, and Eagerness
Goal APL-1: Children show curiosity and express interest in the world around them.
Goal APL-2: Children actively seek to understand the world around them.
Subdomain: Play and Imagination
Goal APL-3: Children engage in increasingly complex play.
Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.
Subdomain: Risk-Taking, Problem-Solving, and Flexibility
Goal APL-5: Children are willing to try new and challenging experiences.
Goal APL-6: Children use a variety of strategies to solve problems.
Subdomain: Attentiveness, Effort, and Persistence
Goal APL-7: Children demonstrate initiative.
Goal APL-8: Children maintain attentiveness and focus.
Goal APL-9: Children persist at challenging activities.
Emotional and Social Development (ESD)
Subdomain: Developing a Sense of Self
Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.
Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.Subdomain: Developing a Sense of Self with Others
Goal ESD-3: Children form relationships and interact positively with familiar adults who are
consistent and responsive to their needs.
Goal ESD-4: Children form relationships and interact positively with other children.
Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.
Subdomain: Learning about Feelings
Goal ESD-6: Children identify, manage, and express their feelings.Goal ESD-7: Children recognize and respond to the needs and feelings of others
Health and Physical Development (HPD)
Subdomain: Physical Health and Growth
Goal HPD-1: Children develop healthy eating habits.
Goal HPD-2: Children engage in and sustain various forms of physical play indoors and outdoors.
Goal HPD-3: Children develop healthy sleeping habits.
Subdomain: Motor Development
Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.
Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
Subdomain: Self-Care
Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.
Goal HPD-7: Children develop independence in caring for themselves and their environment.
Subdomain: Safety Awareness
Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.
Language Development and Communication (LDC)
Subdomain: Learning to Communicate
Goal LDC-1: Children understand communications from others.
Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Goal LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.
Goal LDC-5: Children describe familiar people, places, things, and events.
Goal LDC-6: Children use most grammatical constructions of their home language well.
Goal LDC-7: Children respond to and use a growing vocabulary.
Subdomain: Foundations for Reading
Goal LDC-8: Children develop interest in books and motivation to read.
Goal LDC-9: Children develop book knowledge and print awareness.
Goal LDC-10: Children comprehend and use information presented in books and other print media.
Goal LDC-11: Children develop phonological awareness.
Goal LDC-12: Children develop knowledge of the alphabet and the alphabetic principle.
Subdomain: Foundations for Writing
Goal LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.
Goal LDC-14: Children use knowledge of letters in their attempts to write.
Goal LDC-15: Children use writing skills and writing conventions.
Mathematical Thinking and Expression (MTE)
Subdomain: Foundations for Number Sense
Goal MTE-1: Children demonstrate a beginning understanding of numbers and quantity during play and other activities.
Goal MTE-2: Children demonstrate a beginning understanding of numbers and operations during play and other activities.
Subdomain: Foundations for Algebraic Thinking
Goal MTE-3: Children demonstrate a beginning understanding of algebraic thinking by sorting, describing, extending, and creating simple patterns during play and other activities.
Subdomain: Foundations for Geometry and Spatial Understanding
Goal MTE-4: Children begin to identify, describe, classify and understand shape, size, direction and movement during play and other activities.
Subdomain: Foundations for Measurement and Data Analysis
Goal MTE-5: Children demonstrate a beginning understanding of measurement (the idea of repeating the use of an object to measure) and a beginning understanding of data analysis through comparing, and interpreting data during play and other activities.
Subdomain: Mathematical Thinking and Reasoning
Goal MTE-6: Children use mathematical thinking to solve problems in their everyday environment.
Cognitive Development (CD)
Subdomain: Construction of Knowledge: Thinking and Reasoning
Goal CD-1: Children use their senses to construct knowledge about the world around them.
Goal CD-2: Children recall information and use it for addressing new situations and problems.
Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.
Subdomain: Creative Expression
Goal CD-4: Children demonstrate appreciation for different forms of artistic expression.
Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
Subdomain: Social Connections
Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.
Goal CD-7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group).
Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.
Goal CD-9: Children explore concepts connected with their daily experiences in their community.
Subdomain: Scientific Exploration and Knowledge
Goal CD-10: Children observe and describe characteristics of living things and the physical world.
Goal CD-11: Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.
Units of Instruction Aligned with Standards
4K Units
The following outlines both content covered and skills children will be assessed for obtaining through the academic school year in six week increments. Broad units of study may include:
MY SCHOOL & ME: NAME STUDY, SELF-EXPLORATION
CONSTRUCTION: FORMING LETTERS, DISCOVERING SHAPES
FAMILIES: CELEBRATIONS, FOOD & NUTRITION
MY COMMUNITY: PEOPLE AND PLACES AROUND ME, HELPING OTHERS
TRANSPORTATION: VEHICLES, MOVEMENT
GROWING & CHANGING: EARTH (INSECTS/PLANTS), ANIMALS, KINDERGARTEN HERE WE COME
Academic Calendar
Know (Content/Concept)
Do (Skills/Procedures)
1st six weeks
A. Numbers to 2
B. Oral and written communication
C. Curiosity and discovery
D. Rules and responsibility
D. Sense of self
E. Fine motor
E. Personal health and safety
A. Count two objects from a set of more than two.
A. Recognize set of 2.
A. Associate numeral 2 with a quantity.
B. Represent self, friends, and school through a combination of drawing and dictating.
B. Follow directions in a simple song.
B. Recognize first name of a friend.
C. Participate in a variety of activities.
D. Describe characteristics of self to a friend/adult.
D. State classroom rules.
D. Begin to clean up when hears familiar cue (e.g., clean-up song).
E. Hold a pencil, crayon, marker, paintbrush with some control.
E. Toilet and wash hands independently.
E. Put away book bag and belongings.
2nd six weeks
A. Numbers to 3
A. Measurement
A. Sort and classify
B. Oral and written communication
B. Informational texts
B. Emergent reading
C. Creativity and imagination
D. Social relationships
E. Fine motor
A. Count three objects from a set of more than three.
A. Recognize set of 1, 2, and 3.
A. Associate numeral 3 with a quantity.
A. Compare objects by common measurable attributes.
A. Group objects by one attribute (size, shape, color).
B. Contribute to small/whole group dictation.
B. Represent informational texts during play.
B. Begin to identify significant words in texts.
B/C/E. Represent a structure through a combination of drawing, dictating, or writing.
B/C/E. Create a structure and label parts.
D. Begin turn-taking during play.
3rd six weeks
A. Numbers to 4
B. Oral and written communication
B. Informational texts
B. Emergent reading
C. Prior knowledge
D. Social relationships
E. Fine motor
E. Gross motor
A. Count four objects from a set of more than four.
A. Recognize set of 1, 2, 3 and 4.
A. Associate numeral 4 with a quantity.
B. Describe actions or events using sentences.
B. Begin to identify significant words in texts.
B/C/E. Represent one's family through a combination of drawing, dictating, or writing.
B/C/E. Represent informational texts during play.
D. Begin to show awareness of others' feelings.
4th six weeks
A. Numbers to 5
A. Two-dimensional shapes
B. Oral and written communication
B. Informational texts
B. Literary texts
B. Emergent reading
C. Task completion
D. Problem solving
E. Fine motor
A. Count five objects from a set of more than five.
A. Recognize set of 1, 2, 3, 4 and 5.
A. Associate numeral 5 with a quantity.
A/E. Identify and represent circle, square, triangle, and rectangle.
B. Utilize classroom displays, materials, and texts independently.
B. Begin to identify significant words in texts.
B/C. Represent literary texts in play.
B/C/E. Represent a community through a combination of drawing, dictating, or writing.
D. Demonstrate the use of simple strategies to resolve conflict.
5th six weeks
A. Numbers to 6 and 7
A. Position words
A. Data analysis
B. Oral and written communication
B. Emergent reading
B. Informational texts
C. Task completion
D. Social relationships
E. Fine motor
A. Count six and seven objects from a set of more than six; than seven.
A. Recognize set of 1, 2, 3, 4, 5, 6, and 7.
A. Associate numeral 6, 7 with a quantity.
A. Describe location using positional words.
A. Construct and interpret a graph with real objects.
B. Begin to identify significant words in texts.
B/C/E. Represent a type of transportation through a combination of drawing, dictating, or writing.
B/E. Use a combination of drawing, dictating, and writing to compose a narrative.
C. Demonstrate delight and satisfaction when completing a task.
D. Interact and engage consistently in conversations with others.
6th six weeks
A. Numbers to 8 and 9
A. Numeral relations
A. Environmental patterns
A. Addition and subtraction
B. Oral and written communication
B. Informational texts
B. Phonemic awareness and phonics
B. Emergent reading
B. Research and inquiry
C. Problem solving
D. Self control and responsibility
E. Fine motor
E. Gross motor
A. Count eight and nine objects from a set of more than eight; than nine.
A. Recognize set of 1, 2, 3, 4, 5, 6, 7, 8, and 9.
A. Associate numerals 8, 9 with a quantity.
A. Identify ordinal numbers 1st-10th.
A. Identify patterns located in the environment.
A. Represent simple addition and subtraction.
B. Recognize all 26 letters.
B. Begin to comprehend words in print.
B. Perceive themselves as readers.
B. Begin to identify significant words in texts.
B/C/D. Represent informational texts in play.
B/C/E. Represent my growth and change through a combination of drawing, dictating, or writing.
B/C/E. Begin to use classroom resources to answer how and why questions.
D. Demonstrate self-regulation and responsibility.
E. Demonstrate balance and coordination in play.
Instructional Materials and Resources
PreK programs actively involve children in learning experiences consistent with their development and help children acquire a strong foundation for future learning. Materials are rotated into the classroom as appropriate for specific projects and/or student needs.
Assessment/Evaluation of Student Progress
Each 4k student will have an individual portfolio that the teacher will keep update with the following information included:
Anecdotal records based on teacher observation and checklists
Photos
Portfolio entries (including required documented artifacts)
Literacy/Math Assessments
4K Skills Report—completed 2nd, 3rd and 4th reporting periods
Student Records:
4K Skills Report and student portfolios are shared with parents during required conferences. The Literacy/Math Survey, DIAL (Pre/Post results), and the completed 4K Skills Report are included in the student’s permanent record for the receiving kindergarten teacher.
Home/School Connections
Parents are provided with suggestions and activities to support children’s learning on an on-going basis. Family members are invited to be part of our community of learners through a variety of ways that may include sharing special skills and talents relating to jobs or hobbies, serving as classroom volunteers, assisting with field trips and special activities, collecting materials for classrooms, attending parent curriculum workshops,
Communication with Parents
PreK programs support the development of children as lifelong learners through partnerships with each child’s home and family. Parents are invited to participate in parent conferences throughout the school year and are encouraged to call the school and/or send a note with questions and concerns. Each family receives:
classroom rules and procedures
student work samples
4K Report Card and Interim Progress Report
Newsletters describing class and school activities, this information is also included on the teacher’s website.
Attendance and Tardy Policies
Every learning day is important. Regular, prompt attendance helps young children build a lifetime of good school habits. Families will be contacted when attendance or late arrival affects student learning.
Building Responsible and Respectful Behavior
PreK programs provide opportunities to facilitate a child’s self-discipline, respect for others, and individual responsibility. Clear and consistent expectations and routines provide a framework for responsible student behavior.
1. Listen and follow directions the first time.
2. Keep hands and feet to self.
3. Respect self, friends, and the school.
4. Use walking feet and quiet voices.
Procedures for Non-Instructional Routines
Birthdays: We love to celebrate in our class! You are welcome to bring special birthday snack on your child’s birthday but we ask that you keep it simple. Cupcakes and juice are great; we do not have enough time in our day for a full party. We celebrate in the afternoons during snack time at 1:30, please remember that it is a school rule that candles and balloons are not allowed.
Progress Reports and Report Cards: Your child will receive 3 progress reports and 4 report cards this school year. Kindergarten students do not get a progress report during the first nine weeks; instead we will have parent teacher conferences in October. I will send out a schedule in September and times will be given out on a first come basis. Also progress reports and report cards will be sent home in envelopes and I ask that you sign the envelope and send it back to me ( that way I know that you have seen your child’s progress) The progress report/report card is yours to keep.
Field Trips: This school year we will be going on two field trips, our team is currently planning them and we will send the details home as soon as we have them. We welcome parents to come on our trips but you must provide your own transportation to and from the trip. Also we require that students ride the bus so that we can keep track of all of our kids. Thank you in advance for your help with this.
Folders: Your child will bring home a folder everyday. You will find newsletters (every Monday), PTA Information, homework, behavior calendars and any other important information in this folder. Please go over this folder with your child nightly, it is very important that it comes back to school every day. If you need to send me a note or anything put it in the folder, I check this first thing every morning.
Illness and Medication: Medication is not allowed in the classroom. All medication must be left with the nurse and must have a Doctor’s documentation with it. This includes things like Tylenol, cough drops, inhalers etc…. The schools policy for illness is a child must be kept home for 24 hours after fever, nausea, vomiting or diarrhea. Thank you for your help in keeping illness out of our classroom.
Personal Items: Please label your child’s belongings, (backpack, lunchbox, coat etc…) it makes it much easier to keep up with what belongs to whom this way. Also please leave toys at home, we would hate for something to happen to them and we cannot be responsible for them.
Transportation Changes: It is school policy that if there is a change in how your child is getting home that day that you send in a written note stating the change. For example: Evan is normally a bus rider but today he will be a car rider. Or your child is normally a bus rider but today will be going home with a classmate. If we do not have a written note from you we will not allow your child to go home another way or with someone other than his or her designated pick up person. WE understand that emergencies happen and that sometimes you need to call the school and change your child’s transportation method, if this happens please call before 1:30.
Bus Riders: Each bus rider in kindergarten and first grade will be given a bus tag with a number on it; the parent will also be given a card with the same number printed on it. In order to get your child off the bus you will have to show the driver your bus number card every day and the driver will match the tag number to the card the parent is holding. If you do not have your card or you are not at the bus stop to meet your child they will be brought back to school where you may come and get them. There are consequences if your child is brought back, the first time they are brought back they will be taken off the bus for 3 days. The second time they are brought back they will be taken off the bus for 5 days. The third time they are brought back they will be taken off the bus for 10 days.
Car Riders: Car riders will be given a car number (please help your child memorize his or her number ) , we ask that you hang this number on the rear view mirror of your car so that the teachers helping with carpool can quickly see your number and call it in. Your child will then be sent out to carpool at the front of the school where you may pick them up. If you do not have a number with you, you will be asked to park and walk in to the office to pick up your child. Once inside you will have to show your identification in order to get your child. Thank you for your help in keeping our kids safe.