Note: It is NOT necessary that learners complete first semester classes prior to enrolling in this class. 

This class will provide a POD for learners. The same students will meet together each day to learn and work together. Friendships and bonds will be created throughout the class. 

This course is designed as a complete kindergarten core curriculum class which follows the Science of Reading/Writing, Next Generation Science Standards and proven math and social studies activities. Student led and teacher facilitated this course will provide exposure to all skills to prepare for first grade.  

The learning targets will build upon each other and will be repeated throughout the course. This allows for review and repetition. Opportunities will be provided regularly for students to apply new and previously taught skills. This strategy will ensure students solidify content. The teacher will spiral up or down for each student as the course progresses and student individual needs are identified. 

Students will meet daily with the teacher and each other and a routine will be established inclusive of a welcome song, daily circle time to practice calendar skills, alphabet recognition and phonics sounds, sight words, place value and other math concepts. Students will then be involved in a daily interactive read aloud which will develop literacy skills and comprehension strategies.

After the daily routine meeting will be skill time. Each day the skill will focus on a different content area:
Monday-literacy
Tuesday-writing
Wednesday-science
Thursday-social studies
Friday-social/emotional or self-help skills

Weekly Learning Targets:

Week One:
I can use what I know about blends to help me read,
I can use what I know about blends to help me write.
I can begin to use the engineering and design process.
I can tell the months of the year.
I can participate in a winter craft.

Week Two:
I can identify sight words in the books I read. 
I can use sight words in writing and labeling.
I can create a plan to solve a problem.
I can tell the months of the year.
I can identify my emotions.

Week Three:
I can increase my reading stamina.
I can add details to my illustrations to help me write.
I can implement a plan to solve a problem.
I can tell places in my community.
I can tie my shoes.

Week Four:
I can read with a classmate.
I can create an illustration for a classmate to write about.
I can make improvements to my engineering plan.
I can tell why keeping my community clean is important.
I can button a sweater.

Week Five:
I can read with a classmate.
I can write about a classmates illustration.
I can use the engineering and design process to solve a problem.
I can tell ways to keep my community clean.
I can put on my coat and zip my coat with independence.

Week 6:
I can use pictures in books to help me understand the story.
I can use resources to help me write.
I can sort plants and animals.
I can identify materials which can be recycled.
I can tie my shoes or other items which tie.

Week 7:
I can read with independence and apply strategies to help me read.
I can draw and label a picture to use in writing a story.
I can tell what plants need to live.
I can use recycled materials to create a new item.
I can tell how to take care of my teeth.

Week 8:
I can show what I have learned in this half of the semester?

Learners will have a choice:
1. I can create a book to tell what I have learned in this course.
2. I can apply the Engineer and Design Process to solve a simple and age appropriate problem.

*students will work throughout the week to complete a book or project. The teacher will support students as they create their final project for the course.

The class will be structured as teacher facilitated and interactive. Learners will be engaged in games, discussions, videos and hands-on projects. My teaching style is relaxed and inclusive. I encourage learner participation and questions. The classroom is 'ours' not 'mine'. Learners will have many opportunities to interact with me and their classmates each week.