Edison Regional Gifted Center
Long Term Goals
Target Expectations within the Instructional Program School Year 2008-2009
Concepts, Topics, Projects by Content Area Kindergarten
Report Card Period First Quarter
Language Arts, Reading/Literature
Mrs. Weinstein's Reading Group
• Retell stories from pictures
• Identify main idea from oral stories and pictures
• Identify location, time, and order
• Recognize the author's purpose
• Sequence information from oral stories and pictures
• Identify front cover, back cover, title page, table of contents
• Associate meaning with print
• Match sound to symbol
• Exhibit involvement in reading by responding to text orally or through the arts
• Distinguish reality from make-believe
• Make predictions
Mrs. Nicholson's Reading Group
• Read with fluency
• Distinguish between fiction and non-fiction stories
• Recognize elements of a story; characterization, mood, plot and setting
• Use comprehension skill; classifying, making prediction
Writing, Listening, Speaking
• Write random letters, words
• Dictate captions, sentences or labels that show a response to literature presented
• Follow one-step, two-step, and three-step oral directions
• Listen to develop strategies for asking questions
• Listen attentively
• Express ideas in complete sentences
• Use oral language appropriate for age
* Identify some upper and lowercase letters
• Count orally to fifty
• Recognize numerals through 12; writes them correctly
• Identify ordinal numbers through 10th
• Order numbers through 12
• Identifies fractional parts of a whole
• Counts backward from 10
• Classifies and sorts objects by common attributes
• Identifies equal and unequal groups
• Identifies shapes of items common to the environment
• Identifies a circle, square, triangle, rectangle
• Identify basic laboratory equipment and safety rules
• Explore the five senses
• Identify the steps of the scientific method
• Identify the difference between living and non -living things
• Identify animal habitats and interactions
State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical and earth/space sciences.
• Identify and compare rules at home, in the classroom, and at school
• Describe activities that happen weekly within the class and school and organize them chronologically
• Differentiates between things that happened in the past and those happening in the present
• Identifies holidays named for significant people and events
• Identifies the seasons, the effects of the seasonal change, and the ways in which people adapt to the seasons
• Describe the ways individual function within a group
During the months of September, October and November, the following activities will be done including assessment of each activity: question/answer; singing in French; knowing and telling verbally the numbers, the colors and geometrical shapes in French. Students will also be assessed on their classroom participation and the ability to follow simple directions in French. The children will be encouraged to ask in French maintenance questions such as, “May I go the bathroom?”, etc. In doing so, the following State Goals will be addressed:
28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).
28.A.1b Respond appropriately to simple commands in the target language.
28.B.1a Respond to and ask simple questions with prompts.
28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the
• Les couleurs (colors)
• Les chiffres (numbers 1-20)
• Les parties du corps (body parts)
• Salutations (greetings)
• Chansons (songs, Frere Jacques and The Farmer Goes to his Field)
• Visual: presentation d’un film avec Moustache (Film with Moustache, a French cat)
• Introduction d’une ville Francaise (Showing of a country town in France)
• Cultural: Les Française font la bise et serrent la main. (People in France kiss and/or shake hand as a form of salutation).
• Expressions de classe (French expressions for day to day interaction in the classroom such as: May I go to the bathroom, May I go and drink some water…).
• Activites kinestethiques: games with the children needing to guess/show and tell body parts such as head, arm, foot, nose, etc.
• Activites de dessins: Children need to recognize and read in French colors and then color the right parts of the drawings. (Countryside setting, animals, etc).
• Prononuciation de l’alphabet en Français.
• Create art projects using a wide variety of materials to introduce the Elements of Art including color, line, shape, form, texture, space and value
• Learn basic drama and improv techniques
• Participate in dance and movement activities
• Learn music fundamentals including the notes and basic rhythm
Learning Resource Center
• demonstrate responsible care for library books
• demonstrate appropriate behavior during LRC activities
• explore a variety of computer learning activities
• Demonstrate 2 basic locomotor skills (e.g., walk, hop) and 2 basic non-locomotor skills (e.g., twist and bend).
• Demonstrate personal safety (recognizing personal space)
• Following safety rules
• Demonstrate spatial awareness
• Participate safely in the day’s physical activity.
• Low organize games
• Moves with balance and control
• Fitness Testing
• Knee push ups, sit ups
State Goal 19 Acquire movement skills and understand concept needed to engage in health –enhancing physical activities.
State Goal 20 Achieve and maintain a health-enhancing level of physical based upon continual self-assessment.
• Develop rules for cooperative living in the classrooms, playground, lunchroom
• Learn correct procedure for fire and disaster drills
• Respect the rules for bus, playground, classroom and lunchroom
• Participate in activities relevant to the character education unit for each month
Special Assignments/ Reports/ Research Projects:
* Research origin of student's first name (oral report)
* Bring in family pictures to compare family size
ERGC Ten Week Plans >