Getting Ready for Kindergarten
Getting Ready for Kindergarten
Getting ready for Kindergarten!
Getting ready for Kindergarten!
The move from preschool to "real" school is exciting. There's a lot that parents can do to make the transition to kindergarten as smooth as possible. Is your child ...*Able to separate from parents (no crying, clinging, etc.)
The move from preschool to "real" school is exciting. There's a lot that parents can do to make the transition to kindergarten as smooth as possible. Is your child ...*Able to separate from parents (no crying, clinging, etc.)
*Able to take turns and share (sharing is a regular part of the day in kindergarten)
*Able to take turns and share (sharing is a regular part of the day in kindergarten)
*Able to display respect towards others
*Able to display respect towards others
*Able to communicate with words, not actions, when upset (emphasize that screaming, crying, hitting, kicking, and other "temper tantrum" behavior is not acceptable)
*Able to communicate with words, not actions, when upset (emphasize that screaming, crying, hitting, kicking, and other "temper tantrum" behavior is not acceptable)
*Able to take care of own needs(snap, zip, button, tuck in shirt, buckle belt, fasten velcro, tie shoes, use restroom, blow nose, etc.)
*Able to take care of own needs(snap, zip, button, tuck in shirt, buckle belt, fasten velcro, tie shoes, use restroom, blow nose, etc.)
*Able to listen, do, and stay focused for a period of ten minutes or more
*Able to listen, do, and stay focused for a period of ten minutes or more
*Has been read to at home, has basic concepts of print (such as text is read top to bottom and left to right)
*Has been read to at home, has basic concepts of print (such as text is read top to bottom and left to right)
*Able to identify colors and shapes
*Able to identify colors and shapes
*Has had experience using crayons, scissors, glue...can cut straight, wavy, curly lines, simple shapes
*Has had experience using crayons, scissors, glue...can cut straight, wavy, curly lines, simple shapes
*Able to use a pencil/crayon to trace or color simple designs (be sure he/she grips the pencil/crayon correctly)
*Able to use a pencil/crayon to trace or color simple designs (be sure he/she grips the pencil/crayon correctly)
*Has had experience with group situations through pre-school, daycare, library groups, etc.
*Has had experience with group situations through pre-school, daycare, library groups, etc.
*Should know their full names and recognize name in print ex. Jane Smith (knowing their phone number and address would help)
*Should know their full names and recognize name in print ex. Jane Smith (knowing their phone number and address would help)
Here are some things you can have your child do to help him/her excel in Kindergarten. Have your child...
Here are some things you can have your child do to help him/her excel in Kindergarten. Have your child...
*Write his/her name correctly (first letter is capitalized and the rest are lowercase letters ex: Annie)
*Write his/her name correctly (first letter is capitalized and the rest are lowercase letters ex: Annie)
*Go beyond the "ABC" song (able to recognize letters in isolation and out of sequence)
*Go beyond the "ABC" song (able to recognize letters in isolation and out of sequence)
*Practice writing the letters learned (uppercase and lowercase)
*Practice writing the letters learned (uppercase and lowercase)
*Practice writing words you see around the house
*Practice writing words you see around the house
*Draw a picture and write letters/words about the picture
*Draw a picture and write letters/words about the picture
*Color a picture (stay within lines)
*Color a picture (stay within lines)
*Dictate a story to you
*Dictate a story to you
*Practice reading sight words (make flash cards)
*Practice reading sight words (make flash cards)
*Make a pattern (use colors, blocks, buttons)
*Make a pattern (use colors, blocks, buttons)
*Sort silverware, toys, and items in the house (by color, type, size, shape, use)
*Sort silverware, toys, and items in the house (by color, type, size, shape, use)
*Count by rote to at least 31 (add on when mastered)
*Count by rote to at least 31 (add on when mastered)
*Identify at least numbers 1-31 (add on when mastered)
*Identify at least numbers 1-31 (add on when mastered)
A CHILD'S ACADEMIC SUCCESS
A CHILD'S ACADEMIC SUCCESS
Becoming a Reader -- Helping Your Child Become a Reader
Becoming a Reader -- Helping Your Child Become a Reader
Every step a child takes toward learning to read leads to another. Bit by
Every step a child takes toward learning to read leads to another. Bit by
bit, the child builds the knowledge that is necessary for being a reader.
bit, the child builds the knowledge that is necessary for being a reader.
Over their first 6 years, most children
Over their first 6 years, most children
•Talk and listen.
•Talk and listen.
•Listen to stories read aloud.
•Listen to stories read aloud.
•Pretend to read.
•Pretend to read.
•Learn how to handle books.
•Learn how to handle books.
•Learn about print and how it works.
•Learn about print and how it works.
•Identify letters by name and shape.
•Identify letters by name and shape.
•Identify separate sounds in spoken language.
•Identify separate sounds in spoken language.
•Write with scribbles and drawing.
•Write with scribbles and drawing.
•Connect single letters with the sounds they make.
•Connect single letters with the sounds they make.
•Connect what they already know to what they hear read.
•Connect what they already know to what they hear read.
•Predict what comes next in stories and poems.
•Predict what comes next in stories and poems.
•Connect combinations of letters with sounds.
•Connect combinations of letters with sounds.
•Recognize simple words in print.
•Recognize simple words in print.
•Sum up what a story is about.
•Sum up what a story is about.
•Write individual letters of the alphabet.
•Write individual letters of the alphabet.
•Write words.
•Write words.
•Write simple sentences.
•Write simple sentences.
•Read simple books.
•Read simple books.
•Write to communicate.
•Write to communicate.
•Read simple books.
•Read simple books.
Children can take more than one of these steps at the same time. This list of
Children can take more than one of these steps at the same time. This list of
steps, though, gives you a general idea of how your child will progress
steps, though, gives you a general idea of how your child will progress
toward reading.
toward reading.
Talking and Listening
Talking and Listening
As your child grows older, continue talking with her. Ask her about the
As your child grows older, continue talking with her. Ask her about the
things she does. Ask her about the events and people in the stories you read
things she does. Ask her about the events and people in the stories you read
together. Let her know you are listening carefully to what she says. By
together. Let her know you are listening carefully to what she says. By
engaging her in talking and listening, you are also encouraging your child to
engaging her in talking and listening, you are also encouraging your child to
think as she speaks. In addition, you are showing that you respect her
think as she speaks. In addition, you are showing that you respect her
knowledge and her ability to keep learning.
knowledge and her ability to keep learning.
Reading Together
Reading Together
Try to spend at least 30 minutes each day reading to and with your child. At
Try to spend at least 30 minutes each day reading to and with your child. At
first, read for no more than a few minutes at a time, several times a day. As
first, read for no more than a few minutes at a time, several times a day. As
your child grows older, you should be able to tell if he wants you to read
your child grows older, you should be able to tell if he wants you to read
for longer periods. Don't be discouraged if you have to skip a day or don't
for longer periods. Don't be discouraged if you have to skip a day or don't
always keep to your schedule. Just get back to your daily routine as soon as
always keep to your schedule. Just get back to your daily routine as soon as
you can. Most of all, make sure that reading stays fun for both of you!
you can. Most of all, make sure that reading stays fun for both of you!
What Does It Mean?
What Does It Mean?
From the earliest days, talk with your child about what you are reading. You
From the earliest days, talk with your child about what you are reading. You
might point to pictures and name what is in them. When he is ready, have him
might point to pictures and name what is in them. When he is ready, have him
do the same. Ask him, for example, if he can find the little mouse in the
do the same. Ask him, for example, if he can find the little mouse in the
picture, or do whatever is fun and right for the book. Later on, as you read
picture, or do whatever is fun and right for the book. Later on, as you read
stories, read slowly and stop now and then to think aloud about what you've
stories, read slowly and stop now and then to think aloud about what you've
read. From the time your child is able to talk, ask him such questions about
read. From the time your child is able to talk, ask him such questions about
the story as, "What do you think will happen next?" or "Do you know what a
the story as, "What do you think will happen next?" or "Do you know what a
palace is?" Answer his questions and, if you think he doesn't understand
palace is?" Answer his questions and, if you think he doesn't understand
something, stop and talk more about what he asked. Don't worry if you
something, stop and talk more about what he asked. Don't worry if you
occasionally break the flow of a story to make clear something that is
occasionally break the flow of a story to make clear something that is
important. However, don't stop so often that the child loses track of what is
important. However, don't stop so often that the child loses track of what is
happening in the story.
happening in the story.
Look for Books!
Look for Books!
The books that you pick to read with your child are very important. If you
The books that you pick to read with your child are very important. If you
aren't sure of what books are right for your child, ask a librarian to help
aren't sure of what books are right for your child, ask a librarian to help
you choose titles.
you choose titles.
As your child grows into a preschooler and kindergartner, the two of you can
As your child grows into a preschooler and kindergartner, the two of you can
look for books that have longer stories and more words on the pages. Also
look for books that have longer stories and more words on the pages. Also
look for books that have repeating words and phrases that she can begin to
look for books that have repeating words and phrases that she can begin to
read or recognize when she sees them. By early first grade, add to this mix
read or recognize when she sees them. By early first grade, add to this mix
some books designed for beginning readers, including some books that have
some books designed for beginning readers, including some books that have
chapters and some books that show photographs and provide true information
chapters and some books that show photographs and provide true information
rather than make-believe stories.
rather than make-believe stories.
Choose books with covers that have big, simple pictures of things that she
Choose books with covers that have big, simple pictures of things that she
sees every day.
sees every day.
Keep in mind that young children most often enjoy books about people, places,
Keep in mind that young children most often enjoy books about people, places,
and things that are like those they know. The books can be about where you
and things that are like those they know. The books can be about where you
live or about parts of your culture, such as your religion, your holidays, or
live or about parts of your culture, such as your religion, your holidays, or
the way that you dress. If your child has special interests, such as
the way that you dress. If your child has special interests, such as
dinosaurs or ballerinas, look for books about those interests.
dinosaurs or ballerinas, look for books about those interests.
From your child's toddler years through early first grade, you also should
From your child's toddler years through early first grade, you also should
look for books of poems and rhymes. Remember when your baby heard your
look for books of poems and rhymes. Remember when your baby heard your
talking sounds and tried to imitate them? Rhymes are an extension of that
talking sounds and tried to imitate them? Rhymes are an extension of that
language skill. By hearing and saying rhymes, along with repeated words and
language skill. By hearing and saying rhymes, along with repeated words and
phrases, your child learns about spoken sounds and about words. Rhymes also
phrases, your child learns about spoken sounds and about words. Rhymes also
spark a child's excitement about what comes next, which adds fun and
spark a child's excitement about what comes next, which adds fun and
adventure to reading.
adventure to reading.
Show Your Child That You Read
Show Your Child That You Read
When you take your child to the library, check out a book for yourself. Then
When you take your child to the library, check out a book for yourself. Then
set a good example by letting your child see you reading for yourself. Ask
set a good example by letting your child see you reading for yourself. Ask
your child to get one of her books and sit with you as you read your book,
your child to get one of her books and sit with you as you read your book,
magazine, or newspaper. Don't worry if you feel uncomfortable with your own
magazine, or newspaper. Don't worry if you feel uncomfortable with your own
reading ability. It's the reading that counts. When your child sees that
reading ability. It's the reading that counts. When your child sees that
reading is important to you, she may decide that it is important to her, too.
reading is important to you, she may decide that it is important to her, too.
Learning about Print and Books
Learning about Print and Books
Reading together is a perfect time to help a late toddler or early
Reading together is a perfect time to help a late toddler or early
preschooler learn what print is. As you read aloud, stop now and then and
preschooler learn what print is. As you read aloud, stop now and then and
point to letters and words; then point to the pictures they stand for. Your
point to letters and words; then point to the pictures they stand for. Your
child will begin to understand that the letters form words and that words
child will begin to understand that the letters form words and that words
name pictures. He will also start to learn that each letter has its own sound—
name pictures. He will also start to learn that each letter has its own sound—
one of the most important things your child can know when learning to read.
one of the most important things your child can know when learning to read.
By the time children are 4, most have begun to understand that printed words
By the time children are 4, most have begun to understand that printed words
have meaning. By age 5, most will begin to know that not just the story but
have meaning. By age 5, most will begin to know that not just the story but
the printed words themselves go from left to right. Many children will even
the printed words themselves go from left to right. Many children will even
start to identify some capital and small letters and simple words.
start to identify some capital and small letters and simple words.
In late kindergarten or early first grade, your child may want to read on his
In late kindergarten or early first grade, your child may want to read on his
own. Let him! But be sure that he wants to do it. Reading should be something
own. Let him! But be sure that he wants to do it. Reading should be something
he is proud of and eager to do and not a lesson.
he is proud of and eager to do and not a lesson.
How Does a Book Work?
How Does a Book Work?
Children are fascinated by how books look and feel. They see how easily you
Children are fascinated by how books look and feel. They see how easily you
handle and read books, and they want to do the same. When your child
handle and read books, and they want to do the same. When your child
watches you handle books, she begins to learn that a book is for reading, not
watches you handle books, she begins to learn that a book is for reading, not
tearing or tossing around. Before she is 3, she may even pick one up and
tearing or tossing around. Before she is 3, she may even pick one up and
pretend to read, an important sign that she is beginning to know what a book
pretend to read, an important sign that she is beginning to know what a book
is for. As your child becomes a preschooler, she is learning that
is for. As your child becomes a preschooler, she is learning that
When your child watches you handle books, she begins to
When your child watches you handle books, she begins to
learn that a book is for reading.
learn that a book is for reading.
•A book has a front cover.
•A book has a front cover.
•A book has a beginning and an end.
•A book has a beginning and an end.
•A book has pages.
•A book has pages.
•A page in a book has a top and a bottom.
•A page in a book has a top and a bottom.
•You turn pages one at a time to follow the story.
•You turn pages one at a time to follow the story.
•You read a story from left to right of a page.
•You read a story from left to right of a page.
As you read with your 4- or 5-year-old, begin to remind her about these
As you read with your 4- or 5-year-old, begin to remind her about these
things. Read the title on the cover. Talk about the picture on the cover.
things. Read the title on the cover. Talk about the picture on the cover.
Point to the place where the story starts and, later, where it ends. Let your
Point to the place where the story starts and, later, where it ends. Let your
child help turn the pages. When you start a new page, point to where the
child help turn the pages. When you start a new page, point to where the
words of the story continue and keep following the words by moving your
words of the story continue and keep following the words by moving your
finger beneath them. It takes time for a child to learn these things, but
finger beneath them. It takes time for a child to learn these things, but
when your child does learn them, she has solved some of reading's mysteries.
when your child does learn them, she has solved some of reading's mysteries.
Early Efforts To Write
Early Efforts To Write
Writing and reading go hand in hand. As your child is learning one, he is
Writing and reading go hand in hand. As your child is learning one, he is
learning the other. You can do certain things to make sure that he gets every
learning the other. You can do certain things to make sure that he gets every
opportunity to practice both. When he is about 2 years old, for example, give
opportunity to practice both. When he is about 2 years old, for example, give
your child crayons and paper and encourage him to draw and scribble. He will
your child crayons and paper and encourage him to draw and scribble. He will
have fun choosing which colors to use and which shapes to make. As he holds
have fun choosing which colors to use and which shapes to make. As he holds
and moves the crayons, he will also develop muscle control. When he is a late
and moves the crayons, he will also develop muscle control. When he is a late
toddler or early preschooler, he will become as eager to write as he is to
toddler or early preschooler, he will become as eager to write as he is to
read.
read.
Your preschool child's scribbles or drawings are his first writing. He will
Your preschool child's scribbles or drawings are his first writing. He will
soon begin to write the alphabet letters. Writing the letters helps your
soon begin to write the alphabet letters. Writing the letters helps your
child learn about their different sounds. His very early learning about
child learn about their different sounds. His very early learning about
letters and sounds gives him ideas about how to begin spelling words. When he
letters and sounds gives him ideas about how to begin spelling words. When he
begins writing words, don't worry that he doesn't spell them correctly.
begins writing words, don't worry that he doesn't spell them correctly.
Instead, praise him for his efforts! In fact, if you look closely, you'll see
Instead, praise him for his efforts! In fact, if you look closely, you'll see
that he's made a pretty good try at spelling a word for the first time. Later
that he's made a pretty good try at spelling a word for the first time. Later
on, with help from teachers (and from you), he will learn the right way to
on, with help from teachers (and from you), he will learn the right way to
spell words. For the moment, however, he has taken a great step.
spell words. For the moment, however, he has taken a great step.
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