Kindergarten
Kindergarten Art
Art is a fundamental part of every kindergarten day and is integrated into all the subject areas and center activities. The art program at Solomon Schechter seeks to develop each child’s innate creative abilities and to build self-esteem and self-confidence. Art is a form of communication that comes naturally to children in kindergarten. The art experience provides children with opportunities to be creative using a variety of material including paint, markers, watercolors, crayons, paper mache, clay and collages.
Art activities help develop the following in children:
• Fine motor coordination and eye/hand coordination
• Awareness of color, shape size and texture
• An understanding of spatial relationships
• An awareness and understanding that symbols have meaning
• Self-expression and emotional outlets
In addition to classroom art experiences, children meet weekly with an art specialist in the art room where they have the opportunity to learn:
• How to distinguish between natural and man-made forms
• Use a variety of materials safely and responsibly
• Use primary colors to mix secondary colors
• Develop drawing skills and brush techniques
• Talk about his/her observations about art
• Apply the use of thinking skills and critical analysis by explaining their own works of art
• To respect the works of others and show thoughtfulness and care in the completion of artwork
• Understand that there are many forms of art both 2 dimensional and 3 dimensional
• To be creative problem solvers and express their ides through experimentation
• To create projects based on a variety of Jewish holidays such as Sukkot, Chanukah, Tu B’Sh’vat and Purim.
Children’s art work is proudly displayed on the walls of our kindergarten complex
Art is a fundamental part of every kindergarten day and is integrated into all the subject areas and center activities. The art program at Solomon Schechter seeks to develop each child’s innate creative abilities and to build self-esteem and self-confidence. Art is a form of communication that comes naturally to children in kindergarten. The art experience provides children with opportunities to be creative using a variety of material including paint, markers, watercolors, crayons, paper mache, clay and collages.
Art activities help develop the following in children:
• Fine motor coordination and eye/hand coordination
• Awareness of color, shape size and texture
• An understanding of spatial relationships
• An awareness and understanding that symbols have meaning
• Self-expression and emotional outlets
In addition to classroom art experiences, children meet weekly with an art specialist in the art room where they have the opportunity to learn:
• How to distinguish between natural and man-made forms
• Use a variety of materials safely and responsibly
• Use primary colors to mix secondary colors
• Develop drawing skills and brush techniques
• Talk about his/her observations about art
• Apply the use of thinking skills and critical analysis by explaining their own works of art
• To respect the works of others and show thoughtfulness and care in the completion of artwork
• Understand that there are many forms of art both 2 dimensional and 3 dimensional
• To be creative problem solvers and express their ides through experimentation
• To create projects based on a variety of Jewish holidays such as Sukkot, Chanukah, Tu B’Sh’vat and Purim.
Children’s art work is proudly displayed on the walls of our kindergarten complex
Kindergarten Class Size and Faculty
CLASS SIZE
The maximum class size is 20 children with one teacher and one assistant teacher assigned to every classroom.
FACULTY
The kindergarten teachers and assistant teachers are highly experienced and caring individuals. Students benefit from our staff’s expertise in the different ways children learn and develop.
CLASS SIZE
The maximum class size is 20 children with one teacher and one assistant teacher assigned to every classroom.
FACULTY
The kindergarten teachers and assistant teachers are highly experienced and caring individuals. Students benefit from our staff’s expertise in the different ways children learn and develop.
Kindergarten Computers & Technology
Computers are an important resource for helping kindergarteners develop and reinforce language arts, literacy and math concepts. Each kindergarten class has at least two computer stations that are used as part of the classroom activities. At the kindergarten level, children become comfortable with the computer and learn the basic uses of the mouse as well as keyboarding skills. Additionally, the technology program allows for active learning and discovery which is so important for five year olds.
A key component of the technology program in kindergarten is the Waterford Early Learning Program. Through the use of full-motion video, brilliant animation, and entertaining /interactive songs, the digital curriculum provides each child with an individualized experience from introduction to mastery of critical concepts in reading, mathematics and science. Children are able to progress at their own rate of development and learning. Teachers monitor their progress utilizing the ongoing assessment provided by the program. The curriculum is aligned to the New York State Common Core Standards in both mathematics and language arts.
Computers are an important resource for helping kindergarteners develop and reinforce language arts, literacy and math concepts. Each kindergarten class has at least two computer stations that are used as part of the classroom activities. At the kindergarten level, children become comfortable with the computer and learn the basic uses of the mouse as well as keyboarding skills. Additionally, the technology program allows for active learning and discovery which is so important for five year olds.
A key component of the technology program in kindergarten is the Waterford Early Learning Program. Through the use of full-motion video, brilliant animation, and entertaining /interactive songs, the digital curriculum provides each child with an individualized experience from introduction to mastery of critical concepts in reading, mathematics and science. Children are able to progress at their own rate of development and learning. Teachers monitor their progress utilizing the ongoing assessment provided by the program. The curriculum is aligned to the New York State Common Core Standards in both mathematics and language arts.
Kindergarten Handwriting
Handwriting is an essential skill for children. Even in the age of technology, handwriting remains the primary tool of communication and knowledge assessment in the classroom. Children need explicit instruction to achieve legible and fluent handwriting.
In kindergarten, our children continue to use the Handwriting Without Tears Program that they began to use in pre-kindergarten. The program engages children with music, movement, fine motor activities and child-friendly language to teach capital and lower case letters, number formation and how to print using hands-on materials. Fine motor work prepares children for pencil and paper work in other subject areas.
Handwriting instruction is based on three stages of learning; initiation, copying and independent writing. Lessons and activities are introduced in a developmental sequence that helps children develop their writing. Multi sensory play-based instruction and activities with hands-on material, address different senses and learning modalities to teach correct letter formation, spacing, sequencing and other writing skills. Children move, touch, feel and manipulate real objects as they learn the habits and skills essential for writing.
Handwriting is an essential skill for children. Even in the age of technology, handwriting remains the primary tool of communication and knowledge assessment in the classroom. Children need explicit instruction to achieve legible and fluent handwriting.
In kindergarten, our children continue to use the Handwriting Without Tears Program that they began to use in pre-kindergarten. The program engages children with music, movement, fine motor activities and child-friendly language to teach capital and lower case letters, number formation and how to print using hands-on materials. Fine motor work prepares children for pencil and paper work in other subject areas.
Handwriting instruction is based on three stages of learning; initiation, copying and independent writing. Lessons and activities are introduced in a developmental sequence that helps children develop their writing. Multi sensory play-based instruction and activities with hands-on material, address different senses and learning modalities to teach correct letter formation, spacing, sequencing and other writing skills. Children move, touch, feel and manipulate real objects as they learn the habits and skills essential for writing.
Kindergarten Judaic Studies
The Judaic curriculum is integrated where appropriate through holiday celebrations, bible stories, art projects, cooking experiences and songs. Children begin to develop an awareness of their Jewish identity, Jewish values, customs, rituals, history, prayers and the state of Israel. Kabbalat Shabbat is celebrated every Friday and children learn about the Torah through the portion of the week and Torah stories in English.
While formal Hebrew language doesn’t begin until grade one, pre-kindergarten children are exposed to the letters of the Aleph Bet, Hebrew songs, hear Hebrew usage and see Hebrew sight words posted in the classroom
The Judaic curriculum is integrated where appropriate through holiday celebrations, bible stories, art projects, cooking experiences and songs. Children begin to develop an awareness of their Jewish identity, Jewish values, customs, rituals, history, prayers and the state of Israel. Kabbalat Shabbat is celebrated every Friday and children learn about the Torah through the portion of the week and Torah stories in English.
While formal Hebrew language doesn’t begin until grade one, pre-kindergarten children are exposed to the letters of the Aleph Bet, Hebrew songs, hear Hebrew usage and see Hebrew sight words posted in the classroom
Kindergarten Language Arts & Literacy
The language arts and literacy curriculum includes reading, writing and listening activities which are centered on thematic units and quality literature. The program is aligned with the New York State English Language Arts Common Core Standards.
The curriculum strives to develop in children the foundation needed to reach a level of literacy and fluency that will enable them to become competent readers and writers, capable of communicating information and creative ideas. In order to foster children’s love of reading and writing, teachers use a variety of materials and instructional strategies to develop a literacy-rich classroom. Children are involved in meaningful listening, speaking, writing and reading experiences through the use of songs, poems, books, finger play and writing activities, designed to develop early reading and writing behaviors.
Since children grow and develop at different rates, the language arts/literacy program provides for the different learning needs of each kindergartener. At the kindergarten level, children progress through developmental stages that will strengthen their reading readiness skills. They are given opportunities to develop oral language skills, including speaking in complete sentences, using appropriate vocabulary and grammar as well as participating in discussions.
A very important component of the language arts curriculum is the systematic study of phonemic awareness and phonics. Phonics awareness activities teach the children to discriminate and manipulate the sounds they hear, while phonics activities take this learning a step further by connecting sounds to letters in print.
The children are exposed to literature through read-alouds or class shared reading activities. This balanced literacy process helps children become familiar with basic conventions of print and work toward learning simple reading strategies such as left-to-right orientation, rhyming with repetition, and using picture cues to read or tell a story. The literacy program integrates all language skills and curriculum areas, and makes use of visual, auditory and kinesthetic learning styles. Children begin to make the connection between letters and their sounds and how they come together to form the printed word. Children are also provided with books which they read along with the teacher, guiding them in exploring the text.
The kindergarten teachers use the Land of the Letter People program, as the foundation of their phonemic awareness and phonics instruction. It is rich in literacy and features storybooks, big and little books, trade books and more.
The language arts and literacy curriculum includes reading, writing and listening activities which are centered on thematic units and quality literature. The program is aligned with the New York State English Language Arts Common Core Standards.
The curriculum strives to develop in children the foundation needed to reach a level of literacy and fluency that will enable them to become competent readers and writers, capable of communicating information and creative ideas. In order to foster children’s love of reading and writing, teachers use a variety of materials and instructional strategies to develop a literacy-rich classroom. Children are involved in meaningful listening, speaking, writing and reading experiences through the use of songs, poems, books, finger play and writing activities, designed to develop early reading and writing behaviors.
Since children grow and develop at different rates, the language arts/literacy program provides for the different learning needs of each kindergartener. At the kindergarten level, children progress through developmental stages that will strengthen their reading readiness skills. They are given opportunities to develop oral language skills, including speaking in complete sentences, using appropriate vocabulary and grammar as well as participating in discussions.
A very important component of the language arts curriculum is the systematic study of phonemic awareness and phonics. Phonics awareness activities teach the children to discriminate and manipulate the sounds they hear, while phonics activities take this learning a step further by connecting sounds to letters in print.
The children are exposed to literature through read-alouds or class shared reading activities. This balanced literacy process helps children become familiar with basic conventions of print and work toward learning simple reading strategies such as left-to-right orientation, rhyming with repetition, and using picture cues to read or tell a story. The literacy program integrates all language skills and curriculum areas, and makes use of visual, auditory and kinesthetic learning styles. Children begin to make the connection between letters and their sounds and how they come together to form the printed word. Children are also provided with books which they read along with the teacher, guiding them in exploring the text.
The kindergarten teachers use the Land of the Letter People program, as the foundation of their phonemic awareness and phonics instruction. It is rich in literacy and features storybooks, big and little books, trade books and more.
Kindergarten Library
The library is an exciting place for kindergarten children at Solomon Schechter. Children visit the library once a week to listen to the librarian read stories aloud, learn how to choose a book and develop the responsibility of checking out books and returning them on time. During the library period, children practice their listening skills, are taught the parts of a book, learn to identify title, author, illustrator and publisher, and the difference between fiction and non-fiction. The goal of the library program is to instill in children an appreciation for excellent literature and to support the literacy skills being taught in the classroom.
The library is an exciting place for kindergarten children at Solomon Schechter. Children visit the library once a week to listen to the librarian read stories aloud, learn how to choose a book and develop the responsibility of checking out books and returning them on time. During the library period, children practice their listening skills, are taught the parts of a book, learn to identify title, author, illustrator and publisher, and the difference between fiction and non-fiction. The goal of the library program is to instill in children an appreciation for excellent literature and to support the literacy skills being taught in the classroom.
Kindergarten Mathematics
The Solomon Schechter kindergarten mathematics program develops children’s
mathematical understanding through the use of a variety of real objects; cubes, blocks, pegs, buttons, within the context of learning centers and small group and whole group instruction. Our math curriculum draws from a variety of best practices in order to teach numeral recognition, problem solving and reasoning skills. The teachers make sure concepts and skills are understood and provide remediation and enrichment activities, in order to meet the learning needs of all the children.
The Mathematics curriculum includes:
NUMBER SENSE:
Children learn to count, read, write and compare numbers from 1 to 100, and count by twos and tens and demonstrate one to one correspondence.
RELATIONS:
Children recognize and use symbols (+,-, and =) as they create and solve variety of number stories.
DATA AND PROBABILITY:
Children create and interpret various graphs, make predictions and analyze outcomes.
GEOMETRY AND SPATIAL SENSE:
Children recognize and experiment with geometric shapes, compare their attributes and construct and analyze two and three-dimensional objects.
MEASUREMENT:
Children use formal and informal tools to explore and experiment with measurements of length, height, weight, volume, time and money.
PATTERN, FUNCTIONS AND ALGEBRA:
Children explore the many facets of pattern making including generating, identifying, copying and extending patterns. Children examine number relationships through games and activities.
The Waterford Early Learning Program, provides individual children the opportunity to review mathematic concepts and skills that they did not master, and advanced children, have the opportunity to be challenged with more complicated skills, using higher order thinking.
The Solomon Schechter kindergarten mathematics program develops children’s
mathematical understanding through the use of a variety of real objects; cubes, blocks, pegs, buttons, within the context of learning centers and small group and whole group instruction. Our math curriculum draws from a variety of best practices in order to teach numeral recognition, problem solving and reasoning skills. The teachers make sure concepts and skills are understood and provide remediation and enrichment activities, in order to meet the learning needs of all the children.
The Mathematics curriculum includes:
NUMBER SENSE:
Children learn to count, read, write and compare numbers from 1 to 100, and count by twos and tens and demonstrate one to one correspondence.
RELATIONS:
Children recognize and use symbols (+,-, and =) as they create and solve variety of number stories.
DATA AND PROBABILITY:
Children create and interpret various graphs, make predictions and analyze outcomes.
GEOMETRY AND SPATIAL SENSE:
Children recognize and experiment with geometric shapes, compare their attributes and construct and analyze two and three-dimensional objects.
MEASUREMENT:
Children use formal and informal tools to explore and experiment with measurements of length, height, weight, volume, time and money.
PATTERN, FUNCTIONS AND ALGEBRA:
Children explore the many facets of pattern making including generating, identifying, copying and extending patterns. Children examine number relationships through games and activities.
The Waterford Early Learning Program, provides individual children the opportunity to review mathematic concepts and skills that they did not master, and advanced children, have the opportunity to be challenged with more complicated skills, using higher order thinking.
Kindergarten Music
Music is an integral component of the secular and Judaic kindergarten curriculum at Solomon Schechter. Music enhances children’s development of their listening skills, letter sound and number concepts, gross motor skills, memorization skills and builds self-esteem and self-confidence. Children sing songs in celebration of Jewish holidays, and learn to recite the morning tefillot and berachot using appropriate melodies.
Many of the programs in our kindergarten use rhymes, songs and chants to support language arts and literacy skills. The Waterford Program exposes children to classical music melodies as accompaniment, while they are engaged in learning activities on the computer. The Land of the Letter People program uses music to support the development of phonemic awareness, phonics and other pre-reading skills.
Kindergarten children are seen by the vocal/general music specialist once a week to learn the fundamentals of music. They learn popular Israeli and English songs, as well as Israeli dances.
Utilizing some of Kodaly methods and Orff instrumentation, the children learn to:
• Match tones
• Keep a steady beat
• Distinguish between high and low
• Loud and soft
• Experience creative movement through creative songs and singing games
• Enjoy and love music through singing, listening and playing simple instruments
• Move their bodies in conjunction with the rhythm and beat of the music
• Read and sight-sing music through solfege and hand signs
Music is an integral component of the secular and Judaic kindergarten curriculum at Solomon Schechter. Music enhances children’s development of their listening skills, letter sound and number concepts, gross motor skills, memorization skills and builds self-esteem and self-confidence. Children sing songs in celebration of Jewish holidays, and learn to recite the morning tefillot and berachot using appropriate melodies.
Many of the programs in our kindergarten use rhymes, songs and chants to support language arts and literacy skills. The Waterford Program exposes children to classical music melodies as accompaniment, while they are engaged in learning activities on the computer. The Land of the Letter People program uses music to support the development of phonemic awareness, phonics and other pre-reading skills.
Kindergarten children are seen by the vocal/general music specialist once a week to learn the fundamentals of music. They learn popular Israeli and English songs, as well as Israeli dances.
Utilizing some of Kodaly methods and Orff instrumentation, the children learn to:
• Match tones
• Keep a steady beat
• Distinguish between high and low
• Loud and soft
• Experience creative movement through creative songs and singing games
• Enjoy and love music through singing, listening and playing simple instruments
• Move their bodies in conjunction with the rhythm and beat of the music
• Read and sight-sing music through solfege and hand signs
Kindergarten Physical Education
Physical education continues to be a favorite of all our students. The PE program is designed to develop lifetime activities in order to keep their bodies strong and healthy. Social skills, positive self concepts, cooperative and team play all provide a strong basic foundation. The kdg grade PE curriculum introduces students to basic activities and skills which include; movement/body/spacial awareness, basic motor/manipulative skills, good sportsmanship/teamwork, and fitness/aerobic exercises. Lead up activities to a variety of sports include; track and field, soccer, basketball, kickball skills and games. This foundation allows our students to go forward with confidence in their future athletic endeavors.
Physical education continues to be a favorite of all our students. The PE program is designed to develop lifetime activities in order to keep their bodies strong and healthy. Social skills, positive self concepts, cooperative and team play all provide a strong basic foundation. The kdg grade PE curriculum introduces students to basic activities and skills which include; movement/body/spacial awareness, basic motor/manipulative skills, good sportsmanship/teamwork, and fitness/aerobic exercises. Lead up activities to a variety of sports include; track and field, soccer, basketball, kickball skills and games. This foundation allows our students to go forward with confidence in their future athletic endeavors.
Kindergarten Science
Science instruction in kindergarten is a reflection of the natural curiosity children have about the world around them. The Solomon Schechter science curriculum is developmentally appropriate and sets students on the path to develop scientific literacy and fosters a love of science inquiry. Through hands-on explorations, children learn how to observe, describe, investigate, question and predict what they sense. As with all other curriculum areas in kindergarten, science instruction is part of the thematic approach to learning and is incorporated into all the other areas such as mathematics, social studies, art, music and literacy.
Through scientific inquiry, concepts are presented in the life, physical and earth sciences, including the study of animals and their habitats, growing plants, the five senses, the body structure, personal health, the four seasons and preserving the earth through recycling and conservation.
The Waterford Early Learning Program has a science strand that reinforces and expands the science skills and concepts children are learning. Some of the topics covered by the program include:
• Scientist biographies
• Observe a simple system over time
• Materials, solids and liquids
• Push/pull and magnets
• Living and non-living
• Plant or animal
• Labeling plants
• Categorizing animals
• Ecosystems: desert, ocean, mountains and rainforests
• Sun, moon and constellations
• Weather and clouds
• Pollution and recycling
• Five senses
Science instruction in kindergarten is a reflection of the natural curiosity children have about the world around them. The Solomon Schechter science curriculum is developmentally appropriate and sets students on the path to develop scientific literacy and fosters a love of science inquiry. Through hands-on explorations, children learn how to observe, describe, investigate, question and predict what they sense. As with all other curriculum areas in kindergarten, science instruction is part of the thematic approach to learning and is incorporated into all the other areas such as mathematics, social studies, art, music and literacy.
Through scientific inquiry, concepts are presented in the life, physical and earth sciences, including the study of animals and their habitats, growing plants, the five senses, the body structure, personal health, the four seasons and preserving the earth through recycling and conservation.
The Waterford Early Learning Program has a science strand that reinforces and expands the science skills and concepts children are learning. Some of the topics covered by the program include:
• Scientist biographies
• Observe a simple system over time
• Materials, solids and liquids
• Push/pull and magnets
• Living and non-living
• Plant or animal
• Labeling plants
• Categorizing animals
• Ecosystems: desert, ocean, mountains and rainforests
• Sun, moon and constellations
• Weather and clouds
• Pollution and recycling
• Five senses
Kindergarten Social Studies
The social studies curriculum in kindergarten is part of what teachers do every day in helping their children adjust to school and become part of the classroom and school community. Social studies teaching at Solomon Schechter is accomplished through lessons integrated into the language arts, science and Judaic curriculum and is usually part of a thematic unit. Children learn about self, family structure and their home, and discover facts about earth, seasons, holidays and laws. Children listen to stories about people and events we celebrate in our national and Jewish holidays, and learn why we celebrate them. They begin to develop their civic and Jewish identities, as part of the social studies curriculum. Emphasis is placed on recognizing and respecting differences in people.
Through the context of what kindergarten children are most familiar with, the classroom and family, the following social studies concepts are taught:
Economics:
Children learn to identify needs and wants and how people provide for these.
Geography:
Children learn to identify and locate land and water on a globe and map; identify various means and purposes of transportation.
History:
Children learn to identify national symbols and holidays.
Political Science:
Children learn to identify and observe rules at home, school and community, perform classroom jobs, identify school and community workers, and participate in classroom voting.
Sociology/Anthropology/Psychology:
Children learn to identify and define family, roles of family members and family traditions; identify similarities and differences in other people and groups.
Safety:
Children learn to identify safety signs, role play safety regarding strangers, and crossing a street.
The social studies curriculum in kindergarten is part of what teachers do every day in helping their children adjust to school and become part of the classroom and school community. Social studies teaching at Solomon Schechter is accomplished through lessons integrated into the language arts, science and Judaic curriculum and is usually part of a thematic unit. Children learn about self, family structure and their home, and discover facts about earth, seasons, holidays and laws. Children listen to stories about people and events we celebrate in our national and Jewish holidays, and learn why we celebrate them. They begin to develop their civic and Jewish identities, as part of the social studies curriculum. Emphasis is placed on recognizing and respecting differences in people.
Through the context of what kindergarten children are most familiar with, the classroom and family, the following social studies concepts are taught:
Economics:
Children learn to identify needs and wants and how people provide for these.
Geography:
Children learn to identify and locate land and water on a globe and map; identify various means and purposes of transportation.
History:
Children learn to identify national symbols and holidays.
Political Science:
Children learn to identify and observe rules at home, school and community, perform classroom jobs, identify school and community workers, and participate in classroom voting.
Sociology/Anthropology/Psychology:
Children learn to identify and define family, roles of family members and family traditions; identify similarities and differences in other people and groups.
Safety:
Children learn to identify safety signs, role play safety regarding strangers, and crossing a street.
Kindergarten Transportation
Free transportation begins in kindergarten. Students are entitled to free transportation on the school buses provided they live within a five mile radius from the school.
Free transportation begins in kindergarten. Students are entitled to free transportation on the school buses provided they live within a five mile radius from the school.
Faculty