Syllabus

Hollis Academy 2025-2026

Caring for Children today……Creating Leaders for Tomorrow

Long Range Plans 

Click the above link to find out what your child will be learning in kindergarten! Kindergarten Grade Standards 

The SCCCR standards listed below serve as underpinnings of what must be in place in classrooms for  students to become proficient readers, writers, and communicators. They include standards for Inquiry Based Literacy, Range and Complexity of literary and informational texts, and Communication. These  essential practices and processes are embedded routinely and systematically throughout each component  of the literacy framework. 

English Language Arts Standards

Foundations of Literacy (F)

ELA.F.1: Demonstrate early phonological awareness to basic phonemic

awareness in spoken words.

ELA.K.F.1.1 Count the number of words in a spoken sentence.

ELA.K.F.1.2 Recognize alliterative spoken words.

ELA.K.F.1.3 Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.

ELA.K.F.1.4 Count, segment, and blend phonemes in single syllable spoken words

made up of three or four phonemes. Count, segment, and blend syllables

in spoken words including compound words.

ELA.K.F.1.5 Blend and segment onsets and rimes of single syllable spoken words.

ELA.K.F.1.6 Orally identify initial, medial, and final phonemes in two- and three-

phoneme (i.e., VC and CVC) words, excluding CVC words ending with /l/, /r/, or /x/.

ELA.K.F.1.7 Delete, add, and substitute the initial or final phonemes of a spoken CVC word.

ELA.F.2: Demonstrate knowledge of the organization and basic concepts of

print.

ELA.K.F.2.1 Locate a book’s front cover, back cover, title page, and where to begin

reading.

ELA.K.F.2.2 Demonstrate one-to-one correspondence by pointing to words, noting that

there are spaces between words.

ELA.K.F.2.3 Follow words from left to right, top to bottom by returning to the

beginning of the next line, and page by page.

ELA.K.F.2.4 Identify the beginning and end of a sentence by locating the capital letter

and end punctuation.

ELA.K.F.2.5 Identify letters and words within sentences.

ELA.F.3: Know and apply phonics and word analysis skills in decoding and

encoding words.

ELA.K.F.3.1 Identify, name, and form all upper and lowercase letters with automaticity.

ELA.K.F.3.2 Compare and contrast letters based on similarities and differences,

including name, shape, sound, and approach strokes for writing.

ELA.K.F.3.3 Produce one-to-one letter-sound correspondences for each consonant with automaticity.

ELA.K.F.3.4 Identify the vowel and produce the vowel sound in a printed syllable or

word when decoding:

a. in a closed syllable (VC: at; CVC: bat);

b. in an open syllable (e.g. he, so, me, go, hi); and

c. in a vowel- consonant-e (VCe) syllable with prompting and support.

ELA.K.F.3.5 Blend letter sounds to decode vowel-consonant (VC) and consonant-

vowel-consonant (CVC) words in isolation and in text.

ELA.K.F.3.6 Delete, add, and substitute the initial, medial, and final letters in CVC

words to build or make new words.

ELA.K.F.3.7 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words.

ELA.K.F.3.8 Decode and encode words using:

a. VC;

b. CV;

c. CVC;

d. consonant digraphs (i.e., ch, sh, th, wh); and

e. combination (i.e., qu).

ELA.F.4: Read and reread grade-appropriate texts with accuracy and

expression at an appropriate rate to support comprehension.

ELA.K.F.4.1 Read high-frequency words commonly found in grade-appropriate text

with accuracy and automaticity.

ELA.K.F.4.2 Read texts orally with accuracy and expression.

ELA.K.F.4.3 Read texts by:

a. using letter-sound knowledge to segment and blend sounds together;

b. decoding the word by analogy; and

c. using visuals from the text to support decoding and confirm

recognition.

Applications of Reading (AOR)

ELA.AOR.1: Evaluate and critique key literary elements that enhance and deepen

meaning within and across texts.

ELA.K.AOR.1.1 Identify and describe the main character(s), setting, and events that move the plot forward.

ELA.K.AOR.1.2 Identify forms of figurative language to include alliteration and

onomatopoeia, as well as descriptive words and rhyme in text.

ELA.AOR.2: Evaluate and critique the development of themes and central ideas

within and across texts.

ELA.K.AOR.2.1 Retell familiar stories using main story elements in a literary text.

ELA.K.AOR.2.2 Retell familiar texts by identifying the topic and supporting details in an informational text.

ELA.AOR.3: Evaluate how an author’s choice of point of view or perspective

shapes style and meaning within and across literary texts.

ELA.K.AOR.3.1 Identify and explain the roles of the author and the illustrator of a story.

ELA.AOR.4: Evaluate and critique how an author’s perspective and purpose shape

style and meaning within and across informational texts.

ELA.K.AOR.4.1 Identify and explain the roles of the author and the illustrator in an

informational text.

ELA.AOR.5: Evaluate and critique how an author uses words, phrases, and text

structures to craft text.

ELA.K.AOR.5.1 Identify and describe the basic characteristics of literary text to include narrative, drama, and poetry.

ELA.K.AOR.5.2 Identify and use text features such as titles, headings, subheadings,

illustrations, and/or photographs to predict and confirm the topic of

informational texts.

ELA.K.AOR.5.3 Identify an author’s opinion about a topic in an informational text.

ELA.AOR.6: Summarize and paraphrase text to support comprehension and

understanding.

ELA.K.AOR.6.1 Retell a text orally to enhance comprehension:

a. include main character(s), setting, and important events for a

story; and

b. include topic and supporting details for an informational text.

ELA.AOR.7: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases.

ELA.K.AOR.7.1 Determine the meaning of known and unknown words and phrases,

choosing from an array of strategies:

a. ask and answer questions about words and phrases to determine their

meaning; and

b. use words and phrases acquired through conversations, being read to,

and responding to texts.

ELA.AOR.8: Analyze word relationships and nuances in word meanings within

literary and informational texts.

ELA.K.AOR.8.1 Determine the effectiveness of an author’s use of words and phrases in literary, informational, and multimedia texts:

a. sort words and phrases into categories (e.g., apple, fruit and carrot,

vegetable) to develop an understanding of word relationships;

b. deepen understanding of words by relating words to their opposites;

and

c. identify and explain descriptive words and phrases that suggest

feelings or appeal to the senses.

ELA.AOR.9: Build and apply a range of academic vocabulary, as well as grade-

level appropriate morphology to apply to reading, writing, and speaking.

ELA.K.AOR.9.1 Use knowledge of morphemes to extract meaning from oral language in grade-appropriate content.

ELA.AOR.10: Evaluate and critique multimedia presentations of a text or subject,

including their impact on an audience.

ELA.K.AOR.10.1 Describe the relationship between visuals (e.g., illustrations, photographs) and the text.

Research (R)

ELA.R.1: Use critical thinking skills to investigate, evaluate, and synthesize a

variety of sources to obtain and refine knowledge.

ELA.K.R.1.1 Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

ELA.K.R.1.2 Instruction of this indicator begins in second grade.

ELA.K.R.1.3 Instruction of this indicator begins in fourth grade.

ELA.K.R.1.4 Instruction of this indicator begins in fourth grade.

ELA.K.R.1.5 Instruction of this indicator begins in fourth grade.

Written and Oral Communication (C)

ELA.C.1: Write arguments to support claims with clear reasons and relevant

evidence.

ELA.K.C.1.1 Use a combination of drawing, dictating, and writing to state a topic and

communicate an opinion and a supporting reason.

ELA.C.2: Write informative/expository texts to analyze and explain complex

ideas and information.

ELA.K.C.2.1 Use a combination of drawing, dictating, and writing to compose

informative/explanatory pieces about a topic with supporting details.

ELA.C.3: Write narratives to develop real or imagined experiences using

effective techniques.

ELA.K.C.3.1 Use a combination of drawing, dictating, and writing to narrate a single

event or linked events in a logical order.

ELA.C.4: Demonstrate command of standard English grammar and

conventions when writing.

ELA.K.C.4.1 Form and use complete simple sentences. When writing:

a. capitalize the first word in a sentence and the pronoun I;

b. identify and name end punctuation marks (e.g., periods, exclamation

points, and question marks);

c. identify and use periods to punctuate sentences;

d. identify and use common singular and plural nouns;

e. identify and use action verbs; and

f. identify and use simple and declarative sentences.

ELA.C.5: Revise writing to improve clarity and enhance style appropriate to

audience, purpose, and task.

ELA.K.C.5.1 With guidance and support, plan, revise, edit, and build on personal ideas and the ideas of others to strengthen writing.

ELA.C.6: Write independently and legibly for a variety of tasks and purposes.

ELA.K.C.6.1 Print all uppercase and lowercase letters, focusing on pencil grasp, letter formation, legibility, and pacing; use appropriate spacing for letters,

words, and sentences.

ELA.C.7: Organize and communicate ideas through a range of formats to

engage a variety of audiences.

ELA.K.C.7.1 Present information orally in a logical order of events using conjunctions

and temporal words (e.g., before, after).

ELA.C.8: Through collaboration, react and respond to information while

building upon the ideas of others and respecting diverse perspectives.

ELA.K.C.8.1 Participate with peers and adults in structured discussions and routines

about grade-appropriate topics and texts:

a. enter a conversation by greeting, taking turns, and responding to others

with statements, phrases, and/or questions; and

b. consider the ideas of others while engaging in conversations.

ELA.C.9: Evaluate and critique ideas and concepts interactively through

listening and speaking.

ELA.K.C.9.1 Ask and answer questions in conversation on a topic.

Math Standards

Mathematical Process Standards

PROBLEM SOLVING

MPS.PS.1 Make sense of problems and persevere in solving them strategically.

REPRESENTATION & COMMUNICATION

MPS.RC.1 Explain ideas using precise and contextually appropriate mathematical language, tools, and models.

CONNECTIONS

MPS.C.1 Demonstrate a deep and flexible conceptual understanding of mathematical ideas, operations, and relationships while making real-world connections.

ANALYZE & JUSTIFY

MPS.AJ.1 Use critical thinking skills to reason both abstractly and quantitatively.

STRUCTURES & PATTERNS

MPS.SP.1 Identify and apply regularity in repeated reasoning to make generalizations.

Data, Probability, and Statistical Reasoning

K.DPSR.1. Collect and organize data and communicate through multiple representations.

K.DPSR.1.1 Sort pictures or objects into at least two categories. Count to determine how many are in each category. Limit to 20 pictures or objects.

K.DPSR.1.2 Answer questions about data organized in a t-chart, object graph, or picture graph.

Measurement, Geometry, and Spatial Reasoning

K.MGSR.1. Describe and compare objects in real-world situations using units of length, weight, money, and time.

K.MGSR.1.1 Identify a penny, nickel, dime, and quarter.

K.MGSR.1.2 Directly compare two objects using words including shorter, longer, taller, lighter, and heavier.

K.MGSR.2. Analyze, describe, and manipulate shapes to make sense of their relationships in mathematical and real-world situations.

K.MGSR.2.1 Identify and describe the attributes of triangles, squares, rectangles, circles,

cubes, and spheres to include everyday situations.

K.MGSR.2.2 Describe relative positions of objects by appropriately using terms including

below, above, beside, between, inside, outside, in front of, or behind.

Numerical Reasoning

K.NR.1. Represent multi-digit numbers in a variety of ways to build the foundation for place value understanding.

K.NR.1.1 Read, write, and represent the numerals 0 to 20 and represent the written numeral with concrete models.

K.NR.1.2 Compose and decompose numbers from 11 to 19 into tens and ones by using

concrete objects, pictorial models, or drawings to demonstrate understanding that the teen numbers are composed of one set of ten ones and a few more ones.

K.NR.2. Demonstrate and explain the relationship between numbers and quantities.

K.NR.2.1 Count forward by ones and tens to 100 and backward from 10 by ones.

K.NR.2.2 Subitize a quantity of up to 10 objects in an organized arrangement without

counting, explaining how one grouped the objects within the set to determine the total quantity.

K.NR.2.3 Given a group of up to 20 objects, count the number of objects in that group and

represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.

K.NR.2.4 Given a number from 0 to 20, count out that many objects.

K.NR.3. Demonstrate the ability to compare quantities of objects and numerals

representing quantities of objects.

K.NR.3.1 Compare up to 10 objects in one set to another set of up to 10 objects using the

phrases more than, fewer than, or the same as.

Patterns, Algebra, and Functional Reasoning

K.PAFR.1. Develop an understanding of the relationship between addition and subtraction to solve problems.

K.PAFR.1.1 Add and subtract number combinations within 5.

K.PAFR.1.2 Create a sum of 10 using objects and drawings when given one of two addends 0–9, to include real-world situations.

K.PAFR.1.3 Compose and decompose numbers up to 10 in different ways. Record using objects or drawings.

K.PAFR.1.4 Solve add-to/joining, take-from/separating, part-part-whole (total unknown), part-part-whole (both addends unknown) real-world situations to find sums and differences

within 10.

K.PAFR.2. Recognize, describe, extend, and create patterns.

K.PAFR.2.1 Describe, extend, and create (to the next term) simple repeating patterns in the form of AB, AAB, ABB, and ABC.

Social Studies Standards

History

K.H.1 Identify similarities and differences between oneself and others.

K.H.2 Examine ways in which individuals change or stay the same over time.

K.H.3 Identify different forms of evidence used in historical inquiry, such as digital sources, maps, photographs/images, or texts.

Geography

K.G.1 Identify a map, various map features, and explain the purpose of maps.

K.G.2 Utilize sources of geographic information (e.g. digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.

K.G.3 Describe and compare the cultural and natural environment around one’s home and school by constructing a visual representation.

Economics

K.E.1 Identify and compare wants and needs.

K.E.2 Explain how wants and needs change over time.

K.E.3 Explain why people have jobs, and describe the economic benefits for self and community.

K.E.4 Identify an economic want or need at one’s school or community level and create a solution.

Civics and Government

K.CG.1 Identify similarities and differences between people and discuss ways to protect and respect all people by practicing civic dispositions.

K.CG.2 Explain the purpose of rules and laws, and discuss consequences of breaking them.

KCG.3 Establish and practice classroom rules and procedures for listening and responding appropriately to others.

K.CG.4 Collaborate with others to identify a classroom or school issue and propose a resolution using civic dispositions.

Science Standards

Motion and Stability: Forces and Interactions

K.PS2.1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K.PS2.2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Energy

K.PS3.1 Make observations to determine the effect of sunlight on Earth’s surface.

K.PS3.2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Molecules to Organisms: Structures and Processes

K.LS1.1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

Earth’s Systems

K.ESS2.1 Use and share observations of local weather conditions to describe patterns over time.

K.ESS2.2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

Earth and Human Activity

K.ESS3.1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

K.ESS3.2 Ask questions to understand the purpose of weather forecasting to prepare for and respond to severe weather.

K.ESS3.3 Obtain and communicate information to define problems related to human impact on the local environment.

Instructional Materials and Resources/Required Texts 

Math 

• McGraw Hill Reveal Curriculum

• Math Manipulatives Kit 

• Sherry Parrish Number Talks 

• Guided Math Materials 

• Math in Practice: Teaching Kindergarten Math

Reading 

•Reading Horizons

• HMH

• Practice Books/Classroom Library 

• Literacy Footprints 

• Guided Reading Leveled Books  

Science 

• Interactive Science Books 

• Literature Big Books 

• Vocabulary Cards 

• Reading Resources Kit 

• Key Resources Kit 

• Supporting Resources Kit 

Social Studies 

• Pearson My World Social Studies: Making Our Way 

• Social Studies Independent Books 

• Savvas MyWorld Interactive workbook

Writing 

•Reading Horizons

• HMH

Major Assessments/Calculation of Grades 

Kindergarten students are assessed according to the Greenville County assessment guidelines:

KRA – Kindergarten Readiness Assessment   

Reading Benchmark 

Writing Prompts 

 Math Benchmark (winter and spring) 

 Student Portfolios 

No letter or numerical grades are assigned in Kindergarten. A Standards Based report card will be sent  home at the end of each quarter. 

Report Card Student Skills Key 

M 

The student consistently meets or exceeds end of year expectations for this standard

P 

The student shows expected growth/progress in meeting the end of year standard

B 

The student is beginning to progress toward the end of year standard

N 

The student needs intensive support at school and home to develop this standard

blank 

Skill has not been assessed or introduced

Student Records 

Student work that is not sent home in their folders is stored in the classroom and shared with  parents at conferences. 

Missed Work/Make-up Policy 

Students are responsible to make up missed work, which will be sent home with students the day they  return to the classroom. Students will be expected to come prepared to take any missed tests the  day he/she returns to school.  

Attendance and Tardy Policy 

Attendance is of the utmost importance. In accordance with the SC Compulsory School  Attendance Law, The School District of Greenville County has adopted uniform rules to assure that  students attend school regularly. Each day that students are not in school, they miss hours of  valuable instruction and opportunities for learning that they will not have again.  

All children are required to attend a public or private school kindergarten beginning at age five and  continuing until their 17th birthday. If parents choose not to send their children to kindergarten, they  must sign a waiver which may be obtained at the local school.  

Students are counted present only when they are actually in school, on homebound instruction, or  are present at an activity authorized by the school principal. 

The school year consists of 180 days. To receive credit, attend at least 85 days of each 90 day  semester course and at least 170 days of each 180 day year course. Accrued absences may not  exceed two days during the school year. Any absence in excess of ten may cause the student to  lose credit for the year. 

(Refer to Student Handbook) 

Rules for Student Behavior 

Students at Hollis are responsible, respectful, and ready to lead.

Hollis Safety Plan

Procedures for Non-Instructional Routines 

Morning Procedures: Students will eat breakfast from 7:15-7:30.  Breakfast will be cleaned up at 7:30.  

Restroom Rules: Students are free to use the restroom throughout workshop time. If there is explicit  instruction happening (read aloud, mini lesson, etc.) students will show the crossed fingers sign to indicate  that they need to use the restroom. 

Lunchroom Procedures: Once in the cafeteria, students will get their lunch through the line. Students will not be allowed to re-enter the  line again. Once they have their lunch, their name code will be scanned at the cashier’s station.  Students will walk to the lunch table and begin eating. When  lunch is over students will clean up their area and the teacher will call students to put their tray up. 

Helpers: Students were given jobs and instructions on how to do their jobs at the beginning of the  school year. Students will all get the chance during the school year to do various jobs.

Walking in the hall: Students will follow Hollis Academy’s rules for  walking in the hallway. Students will walk quietly on the right side of the hall with their hands by their side.  Students will be reminded not to touch or lean on the walls. 

Housekeeping: Students are responsible for keeping their supplies neat and organized. They are to  keep their belongings in their cubbies, table caddies, and table bins in their designated area. Students are also expected to respect community supplies.  

Getting materials/supplies: Students will have access to the supplies they need and determine when they need to get new supplies.  Students that are not being responsible with supplies will be retaught.  

Water Fountain: Students will have water bottles filled every morning and emptied in the afternoon. Students are able to drink water all day long. 

Playground: Students will stay in the assigned area of the playground. When it rains or for any other reason we cannot go on  the playground, we will play games inside. 

Emergency Procedures: Students will follow procedures for fire, tornado, and earthquake drills  implemented by Greenville County School District. There is an emergency bag that is carried  throughout the day with the students. During any emergency drill, students are instructed to remain  calm and quiet so that announcements by administration can be heard.  

Dismissal: Students will be called by tables to pack up and put their folder in their backpack.  Students will put on bus tags before they leave the classroom.  At 2:05 teachers will collect students that go home in a car from related arts and take them to the dismissal area..  Kindergarten Aides will escort students who ride the bus to the bus area at 2:05 from related arts. Students will wait quietly while they are called to  be dismissed. Dismissal is at 2:15. 

Presentation of Rules and Procedures

Rules and procedures were communicated to parents at the beginning of the year.

Rules and procedures were communicated to students the first day of school and reinforced  everyday thereafter. Behavior sheets are sent home daily informing parents of their student’s  behavior. Parents are asked to initial the behavior chart for verification that they did receive it.  

Behavior Contract 

If needed, a student will be given an individual behavior contract. The behavior contract will be between the students, teacher, and parent to help better  the child’s behavior in class. The contract will promote daily positive  learning. 

Reward System 

Students may earn “Husky Growls” by following school expectations. If enough growls are earned, the class will participate in a classwide celebration.

Communication with Parents 

We believe that YOU are your child’s very first teacher, we treasure the partnership we will create this year and hope you reach out to let us know anything related to your child.  The teacher will communicate with parents based on students behavior if needed through behavior sheets, phone calls, emails, texts or Remind App. 

We will also send home newsletters that include reminders, dates, and things we are currently learning.