Goals for Junior Kindergarten

Language Work Habits

• Identify all of the upper case letters • Attentive, listens in a group
• Identify half of the lower case letters • Focuses on one task
• Rhyme words with one syllable • Inquisitive
• Compare 2 objects in terms of how they are the same and different • Works independently and cooperatively
• Tell 6-part picture stories in sequence • Adjusts to routines and rules
• Communicates needs clearly • Exhibits problem solving skills
• Write first name from memory using D’nealian • Remembers events and information
• Listens to stories appropriately • Follows directions
• Speaks clearly and with good syntax • Expresses ideas and feelings appropriately
• Identify at least 10 letter sounds
Physical Development
Math • Has small motor control and coordination
• Counts by one to 50 • Has large motor control and coordination
• Identifies numerals to 20 • Speaks clearly and with correct syntax
• Orders numerals to 10
• Creates 3-part patterns
• Orders 5 objects by height and length
• Counts up to 20 objects
• Classifies a group of objects by two attributes
• Identifies a group of 4 objects without counting them
• Adds on by one to 10
• Identifies attributes of triangle, square, rectangle, circle, trapezoid,
hexagon
• Identifies spheres, cylinders, cubes, cones, rectangular prisms
Personal/ Social Development Fine Motor Activities for Home
• Separates easily • Use small manipulatives such as legos, bristle blocks, etc.
• Exhibits self confidence • Use spring type clothespins
• Exhibits self control • Use tweezers to tongs to move items such as cotton balls or
• Accepts responsibility for behavior mini marshmallows from one container to another
• Play with playdough or clay and squeeze or roll it (also use
• Solves problems verbally
plastic knives and/or pizza wheels)
• Accepts limits
• Use scissors to cut lines or to fringe paper bags or heavy weight
• Shows independence for self papers.
• Shows empathy • Tear paper into small pieces
• Plays cooperatively with peers • Write with chalk on chalkboards
• Respects rights and property of others • Write with any type of markers, crayons or pencils
• Shares • Squeeze the trigger of a squeeze bottle
• Takes turns • Turn rows of pennies from heads to tails.
• Makes choices • String beads or pasta
• Tries new activities • Drop a certain number of drops of water from an eye dropper.
• Leads in play
• Follows in play
• Responsive to adults
• Respectful of adults
• Expresses needs in appropriate ways

 JUNIOR KINDERGARTEN READING PROGRAM
Adults’ Role in Promoting Reading and Writing
Read Aloud
Goal: Expose children to as much quality literature as possible
and develop their love of reading.
• Usually a whole group experience
• Using a book that is planned and read in advance
• Text is one that is probably too difficult for children to
read independently.
• Children are listening- they may make predictions before
the reading and have discussions after the reading.
• Teachers do not stop the reading to discuss and share.
This interrupts the flow of the story.
• Read alouds happen every day at many times
throughout the day.
Shared Reading
Goal: To teach and model the strategies that good readers
implement when they read
• Usually a whole group experience
• Using books, charts, poems, songs, rhymes, etc.
• Children are actively participating in the reading
• Not simply a read aloud- there is a planned purpose
Independent Reading
Goal: Give children the opportunity to practice reading for
enjoyment. Gives the teachers an opportunity to see what
strategies the children are using or need to be
retaught. important that children learn that writing is communication.
• Using text at their level
• Free choice of reading material
• Children learn how to choose text that is at their level.
• Pleasure reading that is relaxed
• Talk to children all the time no matter how young
• Read aloud 10-15 minutes each day.
• Ask questions that promote thinking: “Tell me about...”
“What do you think...”
• Use the public library on a regular basis.
• Accept the child’s language without judging or correcting.
Model the correct usage.
• Take children on small trips. Talk about all the things you
see. Read road signs, store signs, and license plates.
• Observe and listen to children in order to determine their
interests. If necessary provide support and encouragement.
• Eliminate the use of flash cards and memorization
techniques.
• Relate reading and writing to what the child is doing (i.e.
during restaurant play provide menus and order forms,
office play provide envelopes and junk mail). This kind of
play stretches children’s imaginations and broadens their
experiences.
• Provide props in the physical environment that encourages
literacy (i.e. Books, markers, pens, memo pads, various
colors and sizes of paper, magnetic letters, magazines,
catalogues, and coupons).
• Play games that have written words, pictures and numbers
(i.e. Lotto, Candyland, Hi-Ho Cherry-O).
• Model writing for children. Let them watch as you write lists,
letters and notes. Read aloud what you have written.
• Display children’s writing for all to enjoy.
• Avoid criticizing neatness, spelling, or grammar. It is
• Have fun!
 Language Activities for Home Math Activities for Home
• Practice letter recognition and sounds
• Practice writing numbers to 20
• When reading to your child see if he/she can recognize the letters
• When teaching numbers past 10 help your child recognize
• Name different things and see if your child can tell what letter it the pattern with 11, there is a one and a one, 12, there is a
begins with one and a two, etc.
• Practice writing letters • Play number bingo
• Play letter bingo • Put numbers in order
• Make a letter bucket and put a letter at the bottom and find things • Add things (toys, pennies, etc.) by 1 to 10 or more.
around the house that start with that letter
• Take away items from 5,6,7,8,9, or 10 by 1
• To increase vocabulary, point out things you see when you are
walking and tell your child what they are and point out pictures in • Find patterns in surroundings and make patterns using toys,
different coins, or anything you like.
books of different items
• Sort different items like coins or block, toys, socks, etc.
• Make a book about your trip and let your child draw the pictures
and write beginning and ending sounds of words • Connect the dots
• Read predictable books and rhyming books and let your child • Count things around the house
read you the books the have memorized
• Play War (card game) high or low cards can win
• Act out stories as a family • Play board games
• Use dice to add numbers
• Use die to recognize groups of 3,4,5,6