Mrs. Robertson
and
Mr. Klitzka
Mrs. Robertson
and
Mr. Klitzka
Summit Drive Elementary School
Kindergarten Syllabus
2025 - 2026
CONTACT INFORMATION
Teacher Name: Jenny Robertson
Room Number: 227
Email: jlrobert@greenville.k12.sc.us
Classroom Phone: 864-355-8847
Link to Classroom Website: https://sites.google.com/greenvilleschools.us/summit-drive-kindergarten-e-le/home
DAILY SCHEDULE
7:30 – 7:45 Arrival Responsibilities Unpack, lunch choice, choose book, SD morning news show
7:45 – 7:55 Opening Group Greeting, Share, Calendar, Morning Message
7:55-8:25 Language and Word Study and RH
8:25-9:10 Reading Workshop Phonemic Awareness Activities/ Sight Word Activities/Independent Literacy Stations
9:10 – 9:40 Math Hands-on instructional activity to explore math concept
9:40- 10:10 Related Arts
Art
Music
Design
Library
PE
10:20 – 10:40 Language and Word Study Big book reading and activities for concepts about print and reading strategies
10:40-11:10 Lunch
11:10-12:00 Language and Word Study/Small Group Individualized Instruction
12:00 – 12:30 Writing Workshop Whole group, student topic sharing, students write independently or with teacher guidance
12:30 – 1:00 Recess/ Physical Movement
1:00 - 1:30 Social Studies/Science/Health
1:30 – 2:00 Center Time
2:00 – 2:10 Language and Word Study Big book reading and activities for concepts about print and reading strategies
2:10-2:15 Pack Up/Closing Circle/Dismissal
GRADING GUIDELINES
State and district guidelines are followed at Summit Drive Elementary and grades reflect the accomplishment of the student in the classroom.
KINDERGARTEN ACADEMIC SKILLS INDICATORS
M
The student consistently meets or exceeds end-of-year expectations for this standard
P
The student shows expected growth/progress in meeting this end-of-year standard
B
The student is beginning to progress toward meeting this end-of-year standard
N
The student needs intensive support at school and home to develop this end-of-year standard
If left blank, this standard was not addressed or assessed during this reporting period
Art, Music, and Physical Education
M=Meets standards
P=Progressing towards standards
MAKE UP WORK
Make up of school work missed during lawful absences shall be worked out with the teacher(s) concerned at the earliest time possible but should not exceed five (5) school days after the student returns to school.
CLASSROOM EXPECTATIONS
Please see the Summit Drive Behavior Matrix below. This matrix explains our school wide expectations for all students in all areas of our building. For a larger view of our behavior matrix, please use this link to view. Located below our behavior matrix are our procedures for disruptive behavior.
Disruptive Behavior Procedure
Step 1: Verbal/Non-Verbal Redirection
A non-verbal warning can be a simple touch of the desk, the use of a warning card, etc.
Step 2: Student Reflection Form
The teacher will discuss with the student the continuation of their disruptive behavior and the consequences (see below) if the behavior continues. The student will complete a student reflection on their behavior. The teacher and student will review the reflection together.
Step 3: Teacher-Given Consequence & Parent/Guardian Contact
Teacher-Given Consequence Options:
Silent Lunch
Isolated Recess
Time spent with another grade-level teacher
Step 4- Parent/Guardian Conference
Parent/guardian will come into the school building or plan for a Google Meet/phone conference. During this conference teacher, student, and parent/guardian will review the behavior matrix, disruptive behavior, steps #1-3 of this procedure, and what's to come next (referral). This conference will be documented.
Step 5: Referral
A referral will be written.
Student Removal Referral
When a student's behavior halts instruction and redirection has been attempted and ignored, administration will be notified immediately for removal.
HOMEWORK
Students are encouraged to spend some time each day reading a variety of materials independently. When homework is given, assignments shall reflect the following guidelines. Homework shall include one or more of the three generally recognized types of homework:
Practice: reinforces newly acquired skills taught in class
Preparation: helps students prepare for upcoming lessons, activities, or tests
Extension: provides challenging, often long-term opportunities for enrichment that parallel class work
PARENT/TEACHER COMMUNICATION
Emails - Responses to be received within 24 hours however not during instructional time or on weekends
Fall parent conferences and on an as-needed basis
Parent BackPack for grades, attendance, etc.
School-wide weekly phone/email blasts from school administration
Teacher websites
Weekly teacher newsletters
Weekly work folders
Phone calls - Phones do not ring in the classrooms during school hours, but you may leave a message
MATERIALS NEEDED
Essential Items
Wood Ticonderoga #2 Pencils (qty 24)
Expo Black Dry Erase Markers (qty 4)
Elmer’s All Purpose Glue Sticks (up to qty 12)
Crayola Crayons: 24 Count (qty 4)
Kleenex (qty 2)
Headphones (NOt wireless)
Primary Lined composition notebook (QTY 1)
Wish list Items
Water color paint pallets
Astrobrights paper (any colors)
white cardstock
Green Frog tape
Crayola Markers
Scotch thermal laminating pouches
Index cards
GCS INCLEMENT WEATHER INSTRUCTIONAL PLAN FOR PARENTS
Revised August 2021
The state Education Oversight Committee approved Greenville County Schools as an eLearning district in the fall of 2020. This designation allows the district to conduct eLearning on inclement weather days or when the district must close a school due to quarantines. eLearning days are not counted against the district and therefore does not require the use of make-up days. Below are the procedures and expectations for students on eLearning days.
Inclement Weather
For the purpose of inclement weather days, eLearning is defined as live instruction throughout the day. This live instruction may be whole group, small group, and/or individual sessions. Students are expected to log on to the live instruction during inclement weather days. If students are unable to join the live meets due to power loss, sickness, etc., work must be made up within five days of returning to school.
GCS KINDERGARTEN GRADE LONG RANGE PLANS
We follow the South Carolina Department of Education Standards that can be found HERE and the GCS Elementary Curriculum.
English Language Arts
The following will be English Language Arts focuses throughout the year: overarching ELA expectations (what students do as readers, writers, thinkers, and communicators), foundational literacy skills, application of reading skills and strategies, research, and written and oral communication skills. English language arts instructional time is broken into three main literacy components: reading (ie: read alouds, focus lessons, shared reading, and small group and independent reading), writing (ie: focus lessons, community writing, small group and independent writing), and phonics and word study (ie: phonics, vocabulary, grammar). Please ensure to review our weekly newsletter to see when we are reading the novels listed above and make note of additional novels that have been added to our reading list.
In partnership with Greenville County School District, SDE adopted the HMH Into Reading K-6 Curriculum along with the process of benchmarking all students through the Amira program. Amira reading benchmark reports will be sent home three (Fall, Winter, Spring) times throughout the school year. Kindergarten through second grade classrooms also use the Reading Horizons Discovery program for teaching foundational literacy skills. Reading Horizons Discovery is a research-based foundational reading program that uses the instructional principles of Orton-Gillingham and Structured Literacy.
Math
Unit 1 - Math is…
Unit 2 - Numbers to 5
Unit 3 - Numbers to 10
Unit 4 - Sort, Classify, and Count Objects
Units 5 - 2-Dimensionsal Shapes
Units 6 - Understand Addition
Unit 7 - Understand Subtraction
Unit 8 - Addition and Subtraction Strategies
Units 9- Numbers 11-15
Unit 10 - Numbers 16-19
Unit 11 - 3-Dimensional Shapes
Unit 12 - Count to 100
Unit 13 - Compare Measureable Attributes
Unit 14 - Proficiency with Power Standards
Science
Unit 1 - Intro to Science & Engineering Practices and Crosscutting Concepts
Unit 2 - Weather and Shelter
Unit 3 - Moving Along
Unit 4 - Living Things and Their Needs
Social Studies
Unit 1 - We are Citizens of our Classroom, School, and Community (Civics and Government)
Unit 2 - We are Similar, We are Unique (History)
Unit 3 - Where We Live is Special (Geography)
Unit 4 - Our Choices Matter (Economics)