Common Core State Standards

The curricula of Sauganash Elementary School align with the 
Common Core State Standards.

The Common Core State Standards establish what students need to know at each grade level to be college and career ready.

Learn more about the Common Core State Standards at www.corestandards.org by clicking on the button/link above.

Language Arts - Reading, Writing, Listening, and Speaking

CAFE & Daily 5 Literacy Program - Fostering Literacy Independence
CAFE & Daily 5 are used in Sauganash School in grades Kindergarten through 5th Grade.
CAFE & Daily 5 Literacy Program Created By: "The Sisters"  Gail Boushey & Joan Moser

CAFE represents comprehension, accuracy, fluency, and expand vocabulary. 
CAFE Mini-Lessons - Mini-lessons teach strategies and skills to build success in literacy.

The Daily 5    
     Read to Self
     Read to Someone
     Listen to Reading / Technology
     Word Work
     Work on Writing

Learn more about Daily 5 and CAFE by purchasing their books or going to www.thedailycafe.com.

Learning Continuum of Reading

Kindergarten students begin to learn how to read through phonemic awareness, letter recognition, phonics, and high frequency words. When students understand and master these skills, they are usually able to read fluently and comprehend the text, which is the purpose of reading. 
Phonemic awareness focuses on the individual sounds of words and the understanding that these sounds make words. Each sound is a phoneme.    Example: apple  phonemes: "a", "puh", "l"
Letter recognition focuses on identifying written letters of the alphabet.
Phonics fuses sounds and letters. In phonics, students correlate letters and sounds. Example: The letter p makes the sound "puh".
High frequency words are the most frequent words used in children's literature. E.W. Dolch and Edward Fry created lists that identify the most frequently used words. 
*Find out more about how children learn to read and how to support students at home at www.k12reader.com, www.nifl.gov, and www.national-readingpanel.org.  

"Just Right" Books - Books chosen by the student at the student's reading level (teacher guidance) 

Close Reads - During Close Reads, students read texts and pictures closely as well as repetitiously like an investigator, finding evidence in the text to support conclusions and to aid with comprehension. Students also actively mark the text with symbols to indentify interesting, surprising, new, and funny information. Furthermore, students identify new vocabulary words and text connections, such as text to text, text to self, and text to world.

Interactive Read-Aloud - During Interactive Read-Alouds, teachers/parents/volunteers/students read aloud to the class and ask critical thinking questions.

Mystery Reader - A Mystery Reader is a family member, friend or community member who reads to the class. Students guess who the mystery reader is behind the classroom door. 
Schedule an appointment with Mrs. Yadao to be a Mystery Reader.

Guided Reading - Guided Reading is when a teacher reads with a small group of students at their ability level to work on reading skills and strategies with the guidance of the teacher. 

Graphic Organizers - T-charts, Venn diagrams, Lists, Wheels, Pre-Writing Hamburger (1st Grade Paragraph Writing), Sequencing Charts, etc.

Spelling - Spelling is covered during Word Work in Daily 5. Spelling is also covered during word family, vocabulary, and writing instruction. 

In kindergarten, spelling practice tests will begin toward the end of 2nd  quarter or 3rd quarter.

Classroom Library – One book goes home in plastic bag. This book caters to students interests. 3 or more fiction and non-fiction books will go in students' book bins for silent reading, the read to self daily, and reading stamina.

Writing 

Sauganash School uses the Lucy Calkins Writing Method as well as the Zaner Blozer Handwriting Method.

Kindergarten students will focus on:
- writing their first and last name with the correct capital and lower case letters
- drawing their thoughts and ideas
- dictating their thoughts and ideas 
- writing 1,2, 3 or more complete and detailed sentences, using a capital letter at the beginning of the sentence and proper punctuation at the end of the sentence.

Students will work on all 3 kinds of writing: 
1. Narrative Writing (stories, poems, "This weekend I...")
2. Argumentative/Persuasive Writing (letters, news articles, My favorite.., The best..., I was grouchy when...)
3. Informative Writing (letters, lists, poems, "How to make...")

Students will also write stories with a beginning, middle, and end.

Writing mini-lessons will introduce, teach, and model writing skills as well as strategies. 

Students will think about the purpose of their writing/drawing as well as the audience.  

*** Students who are ready may begin writing paragraphs.

Kindergarten and first grade will focus on writing a detailed paragraph.
We will write narratives, persuasive essays, letters, poems, autobiographies, lists, and stories.
Assessment - Content, Spacing/Indentation, Handwriting, Capitalization, Grammar, and Spelling
—Spelling – Homework, Weekly Tests     
—Print the sight word list (100) and the Fry List (1,000) in the "Resources" section of this website
—Grammar – Daily Oral Language, Homework & Tests
—Writing paper, grammar editing marks, the writing rubric, and an example of a friendly letter can be found and printed from the "Resources" page on this website. 
—Writing Process – Pre-writing, Rough Draft, Editing/Conferencing, Final Draft with Illustration
—Writing Paper – Please copy and use the first grade paper provided for homework and practice.
—Friendly Letter Writing
Resource
RAZkids.com - Students read books online at their reading level, record their voice, listen to their voices, and take quizzes.

Math

Envision Math Program - Visual and Hands-On Learning, Digital Lessons (Copyright 2020)

Topic 1: Numbers 0-5
Topic 2: Compare Numbers 0-5
Topic 3: Numbers 6-10
Topic 4: Comparing Numbers 0-10
Topic 5: Classify and Count Data
Topic 6: Understand Addition
Topic 7: Understand Subtraction
Topic 8: More Addition and Subtraction
Topic 9: Count numbers to 20
Topic 10: Compose and Decompose Numbers 11-19
Topic 11: Count Numbers to 100
Topic 12: Identify and Describe Shapes
Topic 13: Analyze, Compare, and Create Shapes
Topic 14: Describe and Compare Measurable Attributes

Kindergarten Math Continued
- Addition (single and double) Introduction of carrying and regrouping
- Subtraction (single and double) Introduction of borrowing and regrouping
- Number recognition to 100, counting to 100, writing to 100
- Geometry (Two-Dimensional Shapes: circle, square, triangle, rhombus, rectangle, hexagon, octagon & Three-Dimensional Shapes: cube, cylinder, cone, pyramid, sphere, rectangular prism)
- Primary Colors 
- Telling Time (to the hour and half hour)
- Measurement (non-standard units and inches)
- Money (coins and dollar bills)
- Fractions (whole, 1/2, 1/3, 1/4)
- Number Patterns (counting by 1s, 2s, 5s, 10s)
- Word Problems (circle key words, math sentence, picture, answer) 
- Graphs (pictographs, bar graphs)
​
Favorite Math iPad app - Rocket Math, ABCYa.com

Social Studies

 - Kindergarten Social Studies Curriculum 

Quarter 1: My Community and Me (Identity, Family, School, Emotions, Community, Community Workers) 
Quarter 2, 3, 4: Important People - MLK, Rosa Parks, Ruby Bridges, Presidents, etc.
Life in the Present compared to Life in the Past
- Fire Safety
- Seasons
- Holidays Around the World
- Calendars, Maps, Graphs, Lists (city, state, country, world)
- Main Idea
- Fact and Opinion
- Decision Making/Problem Solving

Science Curriculum

Kindergarten - 12th Grade CPS Science Curriculum

Next Generation Science Standards (NGSS) are content standards that set the expectations for what students should know and be able to do for college and career readiness.

Learn more at www.nextgenscience.org.

The Next Generation Science Examplar (NGSX) is a student-centered and problem-based method of instruction. Students are given a phenomena, and students lead the lesson with support and guidance from their teacher.

Kindergarten will be learning about...

Life Science: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Physical Science: Weather and Climate

Earth & Space Sciences: Forces and Interactions: Pushes and Pulls

Engineering Design: Building , Designing, Testing  (STEM Class)

The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship.

How will students learn science in the classroom?

Each year, students should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design.

During grades K–2, your child will begin to form connections between concepts and skills such as understanding relationships between objects,
planning and carrying out investigations, and constructing explanations.

(https://www.nextgenscience.org/parentguides)

SCHOOL-WIDE SOCIAL EMOTIONAL LEARNING (Taught throughout the Day, Each Day)
Calm Classroom is a program that assists students in self-regulation of their bodies and emotions through breathing and stretching exercises. This program is optional and takes about 2 minutes each day. All classrooms do Calm Classroom after lunch and recess. Sauganash School is understanding and respectful of all beliefs. Please let your teacher know if you prefer for your child to sit out of Calm Classroom. 

Second Step teaches students the reasons for appropriate behavior in the classroom. Kindergarten learns to have "Eyes watching... Ears listening... Body still... & Voice quiet" at the appropriate times. There is a time to scream, sing, and shout. There is a time to be calm and listening. 

The Olweus Anti-Bullying Program teaches students what bullying is and how to handle bullies.  
Bullying is when anyone does or says anything mean.
By-standers are people who are watching bullying happen. 
Sauganash Anti-Bullying Rules
1. We will not bully others.
2. We will try to help others who are bullied.
3. We will try to help students who are left out.
4. If we or someone we know is being bullied, we will tell an adult at home and at school.

CHAMPS 
0 - Silent
1 - Whispering
2 - Talking Voice
3 - Teaching Voice
4 - Shouting Voice

Friday Feelings Check (Only Room 102)
We stand/sit in a circle, say our name, how we feel, and why.

Daily Read-Alouds
We read books about emotions, friendship, family, diversity, loving self and others,  how to interact with others, and more.
Some books include The Kissing Hand, Chester and the Big Bad Bully, Chrysanthemum, I Like Myself, Todd Parr books, Did you fill a bucket today?, Love, Kindness, Courage, and so much more.   

Daily Interactions / Life Lessons
- Sharing
- Helping Others
- Speaking and Acting Nicely to Others (Please and Thank you, Excuse Me, I'm sorry/That's okay, etc.)
- Listening with Eyes, Ears, Bodies, and Mouths
- Respecting ourselves and the space, bodies, as well as property of others
- Working Hard (Sometimes having to do things you do not want to do.)

Outdoor/Indoor Social Time (End of Day)
Students earn social time at the end of the day. It is a privilege. 
Students participate for all of social time if they are on green and have completed their work for the day. 
Students sit out for 5 minutes if they are on yellow.
Students sit out for 10 minutes if they are on blue.
Students sit out for all of social time if they are on red and/or do not finish their work.

School-wide Policy: During outdoor recess when students are present in school, students must tell Mr. Zumbahlen or Mr. Lopez and their classroom aide about bullying, not the homeroom teacher. This allows learning to continue upon re-entering the classroom.