Full Day Kindergarten

Curriculum
Presentation
I hear and I forget.
I see and I remember.
I do and I understand.
--Confucius
 Full Day Kindergarten 112 Day Kindergarten

9:00 - 10:00 Grele T mle 9:00 - 9:30 Grele Time

Calendar, weather, tally.marks, skip counting, C'11endar, weather, lally-marks, skip counting,
sight words, big books, news, poetry sight words, big books, news, poetry

Srudent driven-active panicipation of studems Teacher Directed

10,00 - 10,40 Special 9,}0 - 10,00 Special

IOAO - 1055 Snack 10,00 - IOJS Snack
1055 - 12,20 ELA-Readers workshops, small 10:15 - 10:45 ELA or Science or Social
group instruction Studies or Journal writing
Student sharing-writing/ reading 10,45 - 1050 PE mandate
JoumalWricing 10,50 - 1 U 0 Math
12,20 - 12,50 Lunch 11:15 Dismissal
1250- US ReciPE mandate
US - uo Quiet Time-Read Aloud
UO- HS Math
2JS - H5 Science or Social Studies
2AS - },OS Teacher Directed Centers
 Math Program (narrative)

• We use Everyday Mathematics 3ro Edition.

• We address all of the skills without ample time for repetition, practice,
extension activities, math games or time to reinforce the use of math
strategies.
• Full day kinderganen math lessons would incorporate the core skill with
repeated practice of previously taught skills.
• Math lessons should be 50-60 minutes. Glrrentlywe have 20 minutes per
day.
• We present core skills but time limitations do not allow for repeated
exposure.
• Full day program would allow for:
+ small group instruction
• lessons to be reinforced in centers
+ differentiation - to meet individual student math abilities
+ additional independent practice
 Math Lesson Comparison - Full Day vs. Half Day

FULL DAY LESSON HALF DAY LESSON

45milllties 25 minutes
"'Top-It" Lesson "Top-It" Lesson
Model rules for Top-I< Model rules for Top-I<
Panner practice/ play Top-I<
Panner practice/playTop-lt
Whole group discussion
Tri-mester assessments
of strategies of Top-h
Variation of Top-It-Differentiated Instruction
may include:
"Bottom-It
"Use higher nwnbers/lower numbers
"'I'op- It with spinner or number cubes
"Addition Top-It
""Record on paper-include numeral fannation
Review Home Link
On-going assessments
T ri-menu assessments
 Reading Program (narrative)

• Oment kindeq;arten reading program is based on the NYS Learning Standards.

• Many literacy concepts are introduced without expectation of mastery.
• Most instruction needs to be provided in a whole-group selling.
• Students enter kindeq;arten with a broad range of develol'mental skills, ranging from
independent readers to having limited exposure to the alphabet.
• Small group instruction is needed for students to reach their fuUeSt potential.
• In a half day program, many literacy skills are expected to be mastered at end of the
year.
• In fuU day program, these reading skills would be mastered earlier.
• More time on reading skills would have a positive effect on student performance in the
upper grades.
• In a fuU day kindeq;arten, there is enough time fo r:
+ small group instruction
+ differentiation
+ on-going assessment
+ reinforcement of skills/strategies
 ELA Lesson Comparison-Full Day vs . Half Day

FULL DAY LESSON HALF DAY LESSON

60 minutes 30 millutes
Read Big Book· M~ . Wishy Washy Read Big Book-Mrs. Wishy Washy
10 minutes· phonics 10 minutes-phonics
Ponner read Ponner read
Small group instruction-Differentiated Minimal anecdotal records
Instruction may include: Tri-mester ELP
graphic organizers
leveled readers
in-depth phonics repetition
extensions for higher level students
anecdotal records-weekly
ongoing assessments
Tri-roester ELP
 Handwriting Program (narrative)

• Omencly students practice lener formation of one lener per

week. It takes 26 weeks with linle extra practice in proper lener
formation, number formation and/or legibility.
• There is little time to correct bad habits that may have
developed.
• A full day program kindergarten program would:
+ provide time to implement the program properly
+ provide daily practice and reinforcement
+ allow time to address bad habits
+ lead to bener legibility and stronger writing foundation
+ support mastery of skills
 Writing Program (narrative)

• Currently the students are able to engage in independent journal writing about 2 da)'
per 6 day Cycle. (20 minutes per lessonl40 minutes per 6 day c)cle.)
• Half day program challenges:
+ It takes an entire >"'Ir before the majority of students become independent
wnters.
+ Little time offered to address individual needs.
+ Little to no time for students to share writing with peers.
+ Little time to receive feedback.

• After review of other district writing samples, and our observations during visitations,
we concluded that full day kindergarten writing samples show similarities between our
current first grade writing samples.
• Since kindergarten students enter with a broad range of developmental writing skills,
the half day program provides little time to correct bad habits.
• ntis increased time would allow for individual conferencing, time to share and reflect,
plus collaboration.
 Writing Lesson Comparison-Full Day vs _Half Day

FULL DAY LESSON HALF DAY LESSON

30 ",iullus - DAILY 30 mimttl!s-2 times per 6 day cycle
Introd uce using a period in your sentence
Introduce using a period in your se nte nce
Whole group presentation-introduce period
Model examples Whole group prtsent2tion-inuoduce period
Student practice in journals Model examples
Small group instruction-differentiated inSlruction Scudcm practice in journals
may include:
ELP assessmentS-twice per ~r
"'integrate content areas (scitnce/social studies)
"'active panicipation with panners
"phonemic awareness-reinforce/ reAttach skills
Writer's Workshop-sharing writing
Teacher/pee r feedback
conferencmg
On-going assessments
Tn-mestcr assessments
 Science Program (namltive)

• Currendy we use the BOCES Science Kits.

• Lessons are designed to be implememed in a full day kinde~anen program.
• With half day progrm>, we are unable to present all lessons that are provided in each
kit.
• Typically only 4- 5 lessons are able to be taught per kit.
• Students enter kinde~anen with a broad range of scientific experiences. vocabulary
and skill development.
• Half day program allows for science instruction for 30 minutes per 6 day cycle.
• Full day program would increase instructional time to 90 minutes per 6 day cycle.
• I ncreases in time would allow students to:
• build stronger science vocabulary
• develop critical thinking skills
• apply predicting and problem solving
• have authentic. hands-on experiences
+ bener develop science concepts
 Science Comparison-Full Day vs. Half Day

FULL DAY LESSON HALF DAY LESSON

30 minutes - every other day (Social Stlldies
on alterTlate day)
Planting Seeds
Read aloud book-Bean & Plant
Whole group discussion of bean characteristics-
explore and observe shape, color, size
Small group instruction-Differentiared
Instruction may include:
G....phic organizers
Alternative reading books
Hands-on e~rimems
CorrunurutyGarden
Science observation journal
30 minutes-once per 6 day cycle
Planting Seeds
Read aloud book-Bean & Plant during Mwning
QKk
Discussion of bean seed characteristics during
~
shape, color, size
Plant seed in small groups
 Social Studies Program (narrative)

• Gm-ently we use the Harcourt Social Studies Program. We provide Social

Studies instruction for 30 minutes per 6 day C}de.
• The program is designed for full day program. Tune restraints limit our
ability to present all lessons in each unit.
• Students enter Kindergarten with a broad range of exposure to Social Studies
concepts.
• A full day program would allow students to build vocabulary and experience
wider exposure to current and historical events, different cultures and good
citizenship.
• A full day program would afford our students with opportunities to have
authentic and extended experiences through exposure to non· fiction textS.
 Special Thank- You

• Committee Members :
• Mrs. Colleen Klimchuck
• Mrs. Kimberly Bosela
• Mr. Manhew Brown
• Mrs. Kimberly Q'owley
• Mrs. Christie Edholm
• Miss Carrie Jenner
• Mrs. Jamie Marrin
• Mrs. Kim McAtee
• Mrs. Suzanne Austin
Questions