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The kindergarten program reflects the belief that children are active learners and build meaning and understanding through full participation in their learning environments. This child-centered program combines high expectations for each child with respect for individual development. The curriculum is based on the 292 student expectations of the Kindergarten Texas Essential Knowledge and Skills. Since basic skills develop when they are meaningful to children, the language arts curriculum guide and mathematics curriculum guide outline a sequential, student-centered instructional program. The overarching concepts of Balance and Stability, Communication, Continuity and Change, Diversity, Interactions, and Systems provide relevant learning experiences in science, social studies, and health, while supporting reading, writing, and math skills, concepts, and strategies. Learning Centers provide opportunities for students to create original artwork, construct buildings and bridges, develop fine motor skills, and participate in dramatic play.
The district-adopted textbook in reading/language arts is McGraw Hill Reading, which provides alphabet and literature big books, read alouds, charts of songs and poems, student writing opportunities, word-building manipulative cards, decodable books, leveled books, and lesson plans for teaching reading skills and strategies. The district-adopted textbook in math is the SFAW Mathematics; teachers and students have a wide-variety of other print and manipulative resources available to support instruction in mathematics. District resources for the Integrated Curriculum include the Organizing Idea lessons, scientific tools and materials, artifacts, models, computer software programs, as well as fiction and non-fiction trade books. Home living and dramatic-play furniture, blocks and other building materials, easels, a sand and water table, and music resources are district materials provided to support the learning centers in kindergarten.
The kindergarten program incorporates technology as an integral part of learning. Technology tools include the computer, CD-ROM, laserdisc player, VCR, large screen monitor, and digital camera. Numerous computer software programs and learning environments allow students to research information, create multi-media presentations, problem solve, read stories, develop vocabulary and phonological skills, write stories and reports, and use critical thinking skills. This software supports the instruction in the classroom, extending and enriching learning experiences.
Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials. Students select many of their own activities and are expected to be physically and mentally active. Children are provided concrete learning activities with materials relevant to their own life experiences. The kindergarten classroom is arranged to facilitate flexible grouping and multitasking. This multitasking provides the environment for meeting the needs of students in a heterogeneous classroom. Students are actively engaged in conversation at the easel, block-building center, and dramatic play corner; they are using manipulatives, writing tools, and technology, all readily accessible to them. Students are listening to and reading stories and poems; dictating and writing stories; solving mathematical problems; participating in dramatic play and other experiences requiring communication; developing phonological awareness through games, songs, and poetry; and asking and answering questions about stories read aloud in class. Students have daily opportunities to participate in large muscle activities (running, jumping, balancing) and small muscle tasks (pegboards, puzzles, painting). Teachers move among groups and individuals to facilitate learning by asking questions, making suggestions, or adding more complex ideas or materials to a situation.
Teachers use a variety of assessment strategies to accurately measure a student's progress in all disciplines. These strategies include observations, anecdotal records, interviews, discussions, projects, role-playing, simulations, checklists, drawings, performance tasks, and rubrics.
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Program Description