Attention parents of children who will be 4 years
old by September 1—PreK Registration is Aug. 2!
Kindergarten Language Arts – Reading 6th 6 Weeks Curriculum
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Summarizing and Synthesizing
Antonyms, cause,
effect
Assistant, enormous,
generous, mayor,
shocked, volunteers
Summarizing and Synthesizing
Sort, alike, different
Summarizing and Synthesizing
Clues, characters,
setting
Bellowed, dingy, rumbled, valley, waiters,
weary
Summarizing and Synthesizing
Meaning, main idea,
details
Certainly, embarrassed,
languages, mumbled,
popular, study
Summarizing and Synthesizing
Sign, characters
Summarizing and Synthesizing
Review
Review
Word Work
Blending Words
Sight Words: do, down
Blending Words
Sight Words: look, out
Blending Words
Sight Words: off, take
Story Words
Butterfingers, magician, trophy, whiz
Blending Words
Sight Words: have,
help
Since, invited, remember, triplets
Announced, entrance,
expect, favorite, independent, judge, success
Track Syllables
Sight Words: was, has
Prize different, chef,
slope
Projects scared, visitors, proud
Attendance, balance,
perfume, success
Review
Big Idea
Academic
Vocabulary
Oral
Vocabulary
Creatures, firmly, kite,
launched, light, replied
Track Syllables
Sight Words: Review
Fun Ways to Practice at Home
Summarizing & Synthesizing: When you summarize, you
pick out the most important things that you just read and
write it or tell it in just a few sentences. Synthesizing is
combining new ideas with what I already know or read to
get something new and different.
How you can help your student summarize:
 After your child reads, ask him basic questions such as
the 5 Ws (who, when, where, what, and how) Keep it
short!
 Have them: Tell what is important, in a way that makes
sense, and don’t tell too much!
 Help students write "Sticky Note Summaries" - where
they write a word or two on a sticky after each page or
chapter. Put together to summarize the entire book!
How you can help your student synthesize: Help students
think of reading as a “puzzle” that must all fit together as
they read, use these phrases to synthesize the information.
 I have learned that…
 Before I thought ____, but now I understand that…
 This gives me an idea…
 That leads me to believe…
 Now this changes everything…!
Antonyms are words that mean the opposite of each other.
How you can help your student learn about antonyms:
 Read and talk about great antonym books like  Stop and Go, Yes and No: What Is an Antonym? by Brian P. Cleary
 The Foot Book: Dr. Suess’s Wacky Book of
Opposites
 Curious George’s Opposites by H. A. Rey
 Paddington’s Opposites by Michael Bond
 Black? White! Day? Night! By Laura Vaccaro
Seeger
 If You Were an Antonym by Nancy Loewen
 Help your child make their own antonym book!
Vocabulary plays an important part in learning to read.
Beginning readers must use the words they hear orally to
make sense of the words they see in print. Kids who hear
more words spoken at home learn more words and enter
school with better vocabularies. This larger vocabulary pays
off exponentially as a child progresses through school.
How you can help your student grow a strong vocabulary:
1. Read “wildly” with your child! That includes fiction,
nonfiction, poetry, wordless books, comics, etc…
2. Talk about the unusual words in the text. What do they
mean? Do they have a synonym or antonym?
3. Make connections to other words that your child may
know.
4. Talk about the pictures in a book. Ask questions about
them and then ask your child to explain their answer.
5. If there is a “red hot” word (above your child’s level) for
an idea in the picture, share it with your kiddo talk
about what it means.
6. Use new words in a sentence frequently. The more
your child hears it, the more he or she is likely to use it
in conversation and in writing.
7. Challenge your child to use new words on their own
and to notice them when they hear them in conversation!
Kindergarten Mathematics 6th 6 Weeks Curriculum Corner
Enduring Understanding (The Big Idea): Students understand and can explain how to represent and compare whole numbers, the relative position and magnitude of whole numbers,
and relationships and patterns within the numeration system, leading to foundations for addition and subtraction. Students understand and can explain and represent addition and
subtraction situations in order to solve problems.
Academic Vocabulary
Forward/Backward
One – One Hundred
1 – 100
Skip count
Tally marks
Twos
Tens
Groups of Ten
Number train
Patterns
Fives
Enduring Understanding (The Big Idea): Students understand and can explain how to collect and organize data in order to make it useful for interpreting information and drawing
conclusions about data.
Academic Vocabulary
Sort/Group
Sort by attribute
Graph
Real-object graph
Picture graph
Survey
Collect Data
Show Data
Enduring Understanding (The Big Idea): Students understand and can explain simple ways to manage one’s financial resources effectively, building lifetime financial security foundations.
Academic Vocabulary
Need/Want
Skill
Gift
Earn/Income
Fun Ways to Practice at Home
Egg Carton Counting: Count to at least 100 by 1s and to 40
by 2s
Directions: Place a bead in each of the egg cup spaces. Demonstrate how to count by twos by traveling down
the egg carton. Talk about how each egg cup has a partner
sitting beside them in the egg carton bus. Count by ones to
twelve, then count by twos to twelve. Ask the question,
what is a faster way to count, by ones or twos? Find different ways to count by twos up to twelve instead of moving
from the top of the egg carton to the bottom. Try side to
side, bottom to top, diagonally in X patterns? Make sure
your child still understands the consistency of twelve. No
matter how you count to twelve there is still only twelve
beads in the egg carton.
Hint: Use 2-3 egg cartons to reach higher numbers!
Sort and Graph Your Easter Eggs! Explain how to collect
and organize data so you can draw conclusions about it.
Directions: Use those plastic eggs filled with goodies to
practice data collection and graphing.
1.
2.
3.
4.
5.
6.
7.
What’s the Difference? Identify the difference between
needs and wants as well as things earned and received as a
gift.
Directions:
Ask your child to predict some of the things that might be
1. Discuss with your student the difference between
inside the eggs.
needs and wants.
Open one egg at a time and empty the contents into a space
2. Notice and note things at home that can be classified as
in an egg carton.
needs/wants/gifts/items earned.
After opening 3 or 4 eggs, ask your child if they see a way to
3. Write one item on an index card or slip of paper
group what they are finding in the eggs. Examples might
include candy, money, toys, stickers, etc…Limit to 2 or 3 cate- 4. Either draw, cut out, or take pics on your phone to put
on each card.
gories.
Continue looking for patterns and categories while opening
5. Sort into categories of Needs and Wants.
the eggs.
6. Make sure to have your child explain why it is one or
Graph how many eggs had stuff from each category. Make
the other.
picture graphs or real-object graphs only.
7. Repeat the process with things gifted and earned.
Graph how many eggs had stuff from each category.
Where your predictions correct? What can you conclude?