Syllabus

Jessica Conner

Email: jconner@greenville.k12.sc.us

Phone: 355-5228

Website: https://sites.google.com/a/greenvilleschools.us/jconner/home

Gateway Elementary School

2023-2024 PreK Syllabus

   I. Objectives Addressed During PreK

Project One:

• Describes and duplicates simple repeating patterns

• Names and identifies basic 2-D shapes

• Recognizes routines with passing time

• Participate in choral singing, chanting, and reading

• Handle books appropriately and with care

• Understand that print conveys a message 

• Hold a book upright while turning pages from front to back

• Recognize and use print and symbols used to organize classroom activities

• Distinguish between print and pictures

• Identify own name

• Communicate thoughts for an adult to write

• Use writing materials as intended during cooperative and independent writing experiences

• Use known letters and approximations of letters to write their own name

• Imitate adult writing conventions that they have observed

• Discovers things that interest and amaze them and seeks to share them with others

• Expresses themselves through a variety of creative experiences

Project Two:

• Recognize that objects can be counted as part of different groups

• Count out 0-5 objects

• Extend and create simple repeating patterns

• Use a variety of positional words

• Use 2-D shapes to represent real world objects

• Speak in complete sentences

• Answer complex questions with an explanation

• Describe personal experiences 

• Notice and show an interest in new, unfamiliar, and interesting words

• Engage in reading behaviors independently with increased focus

• Turn pages one by one

• Recognize print in classroom, school, or other familiar environment

• Locate starting point when reading line of text

• Understand that a title is the name of a story or text

• Use pictures to help make meaning when reading

• Apply background knowledge when encountering unfamiliar texts (text to self)

• Answer questions about a story read aloud

• Play with words and sounds by adding variations to familiar songs, poems, and books

• Recognize and name the letters in their own name

• Represent thoughts and ideas through drawing

• Incorporate writing into play by creating lists, letters, written observations, etc.

• Write own name

• Plans play scenarios and uses or creates a variety of props or tools to enact them

• Works on a project over several days, solving problems and making their work more elaborate

• Forms and maintains friendships with other children

Project Three:

• Use “more than” and “less than” to describe sets

• Count up to 10 objects 

• State the number of objects without counting (1-5)

• Describe 2D shapes characteristics and attributes

• Retell longer narratives with mostly correct sequence of events

• Distinguish between real and made up words

• Locate the title of a story 

• Follow print using L-R directionality

• Identify names of some friends

• Identify and utilize appropriate resources as part of inquiry process

• Apply background knowledge when encountering unfamiliar texts (text to world)

• Predict what will happen next in a story 

• Distinguish between similar sounding words (e.g. tree and three)

• Use words, clapping, marching, or other appropriate modality to repeat rhythms in rhythmic texts

• Recognize the first sounds in some words

• Show they know that letters function to represent sounds in spoken words

• Write symbols or letters to represent names

• Engage in discussions regarding different purposes and forms of writing

• Asks questions to find out more about the things that interest them

• Plans and acts out scenes based on books, stories, everyday life, and imagination

• Expresses a range of emotions with their face, body, vocal sounds and words

Project Four:

• Counts up to 10 objects with one-to-one correspondence

• Recognize & attempt to write numerals up to 10

• Describes & compares objects by size & length

• Describe the weather as hot or cold

• Create longer narratives with reasonable sequence of events

• Distinguish between letters and words

• Use beginning, middle, end story structure to discuss story sequencing 

• Use words, clapping, marching, or other appropriate modality to beat syllables

• Identify a variety of rhymes      

• Associate sounds with specific words

• Recognize and name letters in the names of others who are important to them

• Represent thoughts and ideas by writing letter-like forms

• Incorporate representations of signs, logos, or other commonly used symbols into their drawing or writing to communicate the messages that they convey

• Recognize the first sounds in some words

• Plans and completes artistic creations such as drawings, paintings, collages and sculptures

• Represents what they learn during scientific exploration

Project Five:

• Match numerals 1-10 to sets of objects

• Use observation and counting to answer questions

• Name and identify basic 3-D shapes

• Use 3-D shapes to represent real world objects

• Describes & compares objects weight

• Locate word boundaries in a line of text

• Imitate the special language in storybooks and story dialogue with accuracy and detail

• Create some rhymes

• Identify words that begin with the same sound

• Recognize and name letters in authentic texts

• Make some sound-to-letter matches using letter name knowledge

• Associate sounds with the letters at the beginning of some words

• Use some conventional letters in their writing

• Chooses among different ways to explore the environment based on experience 

Project Six:

• Recognize & describe larger and smaller sets

• Show how sets up to 5 can be decomposed or composed

• Route count to 20

• Name the number that next or before when counting (1-5)

• Describe 3D shapes characteristics and attributes

• Use 1:1 print tracking

• Recognizes and names all letters of the alphabet

• Represent thoughts and ideas by writing letters

• Use known letters and approximations of letters to write some familiar words

• Uses materials in increasingly varied and resourceful ways to represent experiences or ideas

II. Communication with Parents

The PreK program supports the development of children as lifelong learners through partnerships with each child’s home and family.  Parents will have the opportunity 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

·         work samples

·         weekly newsletters describing class and school activities

·         newsletters may be e-mailed to families upon request

   III. Assessment/Evaluation of Progress

         Sources for assessment:

·         Anecdotal records based on teacher observation and checklists

·         Portfolio work sample entries

·         Photographs

·         Project Documentation

Documentation of progress:

·         PreK Report Card—completed each reporting period

·         PALS—completed during Fall, Winter, and Spring rating periods

·         Portfolios

   Permanent Records

PreK Report Card and portfolios are shared with parents during conferences.   The PreK Report Card is included in the children’s permanent record for the receiving K5 kindergarten teacher.

  IV.    Classroom Expectations

PreK program goals build self-discipline, respect for others, and develop individual responsibility.  Clear and consistent expectations and routines provide a framework for responsible behavior.  Three to five simple classroom rules are developed with children in the first days of school.  Individual and small group problem solving is used as the primary method for resolving conflicts.  A copy of the behavior plan was sent home the first week of school. 

   V. Homework Policy

Children will begin having homework after winter break. Each night will focus on a different developmental skill that will help you and your child be ready for 5K in the fall.  A homework calendar will come home at the beginning of each month.

  VI.    Materials Needed for Class

Children need a backpack large enough to hold a three-ring binder.  A change of clothes should be kept in each child’s backpack or cubbie.  The classroom is already stocked with pencils, paper, crayons, scissors, and glue, but you may want to keep these supplies at home, too.

 VII. Daily Schedule

Morning Writing and News

Breakfast

Opening Circle (Calendar, Writing, Name Cycle, Heggerty's Lesson)

Related Arts (Monday-Library, Tuesday-Art, Wednesday-STEAM Lab, Thursday-P.E., Friday-Music

Math Small Group

Work Time (Plan Do Review)

Lunch

Shared Reading

Language Arts Small Group

Physical Activity

Interactive Read Aloud

Flexible Scheduling: Quiet Time, Project Work, Coaching Sessions

Numeracy and Literacy Music and Movement       

Closing Circle (Community Meeting, Pack Up)

VIII. eLearning Guidelines for Inclement Weather

https://docs.google.com/document/d/1j0b10ks-R6lQmIPSAGy9wQ10lLAcXDYOf085ZrtB7QY/edit?usp=sharing

  IX.    Procedures for Non-Instructional Routines

Lunch Money and Other Fees

Always send money or checks in a sealed envelope with your child’s name, amount, and what it is to be used for written on the front.  Please do not rely on your child to tell us how to use monies.  Cash is fine, but checks are safer.

Personal Toys and Materials

PLEASE do not allow children to bring toys.   Your child will share a cubbie with one other child.  Please mark your child’s clothing items and book bag with his/her name.  Rest mats will be labeled here.  Also, please make sure your child always has a change of clothes here at school to store in their cubbie.

Communication Notebooks

A ½ inch 3-ring binder will be used for home-school communication.  This will be labeled with each child’s name and symbol. This 3-ring binder should stay in your child’s book bag at all times. Field trip forms, newsletters, homework, notes from the office, etc. will be placed in your child’s notebook. Please check your child’s notebook every day.

Birthdays

Birthdays are very special days for children.  We will celebrate your child’s special day in our classroom.  If you wish to send refreshments please let us know ahead of time. District policy prohibits us from distributing birthday invitations. 

Arrival and Dismissal

Arrival:  We ask that all the children arrive at school by 7:45 am. When a child arrives at school he/she will go in the early stay teacher's room until we arrive to pick him/her up. If your child arrives after 7:45 am, he/she will need to stop by the front office for a tardy slip.

Dismissal:  All children will be issued a car tag for dismissal at Gateway Elementary. Please make sure to have your child’s car tag with you to ensure your child a safe dismissal. WE WILL NOT ALLOW your child to go home with anyone until the tag is presented or the parents/guardians are contacted. We understand that emergencies may keep you from picking up your child; however, please contact me or the school to inform us of a change in dismissal. Please make sure to have all names on the dismissal forms at school to ensure your child goes home with the proper adult.

Bus riders will also be dismissed at the same time as the car riders. Please make sure that you fill in a family bus form for your child.  It is important because the children will receive a bus tag that has your family number.  The bus tag ensures that the bus driver drops your child off with the proper adult.  If the person at your home does not have the family bus number tag, then the bus driver WILL NOT allow the child to get off the bus.

X. South Carolina Early Learning Standards

South Carolina Early Learning Standards are available on the Greenville County School District website and the South Carolina State Department website.