Phoenix Community Learning Center

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Welcome to PHOENIX Community Learning Center!
Classes/Assignments

Kindergarten A

Instructor
Ms. Sushumna Means
Department
Classes

Course Description

Dear Parents, 

Welcome to your child's kindergarten year at Phoenix Community Learning Center! I am looking forward to working with you and your child this year. Even though kindergarten can be a challenge, it is a year of tremendous social and academic growth. Instruction in all academic areas will follow the standards established by the state of Ohio.

 

LANGUAGE ARTS 

Amplify CKLA is our reading curriculum chosen by Phoenix Community Learning Center.  Amplify CKLA is based on a whole group/small group daily participation plan. Whole group learning opportunities occur daily with the introduction of key focus points.  The students will then practice these key focus points during the week independently and in small groups while guided reading groups take place with the teacher.  Independent/small group practice will include fluency, spelling, phonics, and phonemic awareness skills.

Amplify CKLA also cross teaches into our science and social studies curriculum with the addition of appropriate topics and real photographs.

  

MATH

MyMath is our math curriculum for grades K-12.  The MyMath program offers students a broad background in math.  MyMath is a completely consumable program where each student interacts with the text in multiple ways throughout the learning cycle.  MyMath is written to meet the Common Core State Standards. In addition all primary student have access to Redbird mathematics. It is an online program that helps with understanding which is developed through initial instruction and honed through problem solving. Procedural skill initiates with instruction and fluency is achieved through plenty of practice, including engaging, on- going games. Applications appear throughout courses, in the form of contextualized problems and STEM projects.


HOMEWORK

Homework will be assigned on a daily basis, and will be due the following day. Assigned projects will have a longer due date and may take several weeks to complete. In addition to reinforcing skills learned at school, homework provides you, the parent, the opportunity to stay informed about what your child is studying. It is very important that the homework assignments are in the students handwriting. This helps build their fine motor skills.


PARENT/TEACHER COMMUNICATOR FOLDERS

Each night, your child will bring home a red parent/teacher communicator folder.  One pocket of this folder will be designated for class papers, graded papers, and papers from the office to “Keep at Home”. The other pocket will be labeled “Return to School” and will be for homework, notes to or from me, or things that need to be signed. This includes homework, notes, or permission slips. The back folder pocket contains your child's monthly behavior chart.  A color will be selected reflecting your child's behavior for the day. Please review and initial the chart daily.

I am looking forward to working together to make your child’s kindergarten year is a success. If you have any questions, please do not hesitate to contact me.

Enthusiastically,

Ms. Means

shumimeans@gmail.com

Upcoming Assignments See all

Due:

By the end of this unit, students will be able to:

1. Identify the parts of books and function of each part (front cover, back cover, title page, table of contents); 
2. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud; 
3. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken words;
4. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/ /t/; 
5. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing, e.g., /b/ and /p/; 
6. Indicate whether a target phoneme is present in the initial medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; 
7. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant 'b', 'bb' > /b/; 'd', 'dd' > /d/; 'f', 'ff' > /f/; 'g', 'gg' > /g/; 'h' > /h/; 'j' > /j/; 'c', 'k', 'ck', 'cc' > /k/; 'l', 'll' > /l/; 'm', 'mm' > /m/; 'n', 'nn' > /n/; 'p', 'pp' > /p/; 'r', 'rr' > /r/; 's', 'ss' > /s/; 't', 'tt' > /t/; 'v' > /v/; 'w' > /w/; 'x' > /x/; 'y' > /y/; 'z', 'zz', 's' > /z/; 'ch' > /ch/; 'sh' > /sh/; 'th' > /th/ (thin); 'th' > /th/ (then); 'qu' > /qu/; 'ng', 'n' > /ng/; 
8. Read and write any one-syllable short vowel CVC word, e.g., sit, cat, wet, not, cup; 
9. Read, spell, and/or write chains of one-syllable short vowel words in which one sound is added, substituted, or omitted, e.g., at > bat > bad > bid; 
10. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding; 
11. Speak audibly and express thoughts, feelings, and ideas clearly; 
12. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 
13. Trace, copy, and write from memory the letters of the alphabet accurately in upper- and lowercase form; 
14. Use spatial words: there, here; in, on; in front of, behind; at the top of, at the bottom of; under, over; above, below; next to, in the middle of; near, far; inside, outside; around, between; up, down; high, low; left, right; front, back; 
15. Recognize, isolate, and write the spellings for short vowel sounds; and 
16. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.