Rosie’s parents select the full day kindergarten program based on her success in the flexible day program last year. Rosie’s teachers recognize that her developing skills are on target in all areas, and they plan activities that she will need to continue her skill development. Much of her day involves free choice, but there is an increased expectation for her involvement in specific activities.

In the personal and social development areas, Rosie’s teachers find that she demonstrates self-confidence and is able to enter a group confident that her peers accept her. They help her develop initiative and self-direction and expect her to assume classroom chores without being asked and to originate and work on projects without extensive direction from her teachers. Rosie does well at following the classroom rules and routines. Recognizing that only three people can work at the computer table at one time, Rosie knows to write her name on the waiting list to reserve a turn. Rosie uses classroom materials purposefully and respectfully. With the addition of art, computers, and chess as specialty classes, Rosie is expected to move smoothly from one activity period to another, making transitions and adapting to the changes in routine. Rosie is also expected to sustain her attention at tasks even after encountering difficulty and to approach tasks with flexibility and inventiveness. Rosie’s skills interacting with other students grow as she learns how to interact with more children, play cooperatively with a group of children at recess, follow suggestions given by others, include new students to the class in her play, and give assistance to peers. The social skills from the Second Step curriculum continue in kindergarten, and Rosie learns to use better strategies to resolve conflicts, she shows more empathy and caring for classmates, and she participates positively in the group life of the class.

As Rosie is involved in project studies, her emerging reading and writing skills are strengthened because she is using his new skills in meaningful ways. Because of her strong phonemic awareness skills, Rosie will crack the reading code by January. She understands the connection between letters, sounds, and words. Rosie’s reading folder, prepared by her teacher, includes a wide selection of books she can master, but all of Rosie’s classmates work at their own level. Rosie’s comprehension in both fiction and non-fiction books is encouraged. She is able to retell stories in sequential order and predict what will happen next.

Writing activities are more numerous in kindergarten, and Rosie writes in a daily journal, signs in each day on the sign-in table, makes cards for friends, and draws and writes several sentences describing a class trip or a research project. She will use inventive spelling as she tries to sound out words by herself or with the help of her classmates and teachers. Her recognition that writing is used for many purposes increases.

Rosie gains an ability to use and explain strategies to solve mathematical problems. She uses words and representations to describe her mathematical ideas, and show an understanding of quantity and number. She is beginning to understand the relationships between quantities. She can recognize, duplicate and extend patterns. She recognizes attributes of shapes, and estimates and measures using non-standard and standard units. Rosie shows awareness of time concepts, and she collects data. Much of the time this work is integrated in interesting study units, but at times Rosie’s teacher focuses her attention on math concepts specifically.

Throughout the year Rosie is involved with scientific thinking activities. She is asked to seek information through observation and exploration and to describe her investigations. Her skills at prediction improve. She and her classmates work with the science specialist for several weeks in the winter researching color, light, and air.

Rosie’s artistic expression skills develop as she progresses through the year with many opportunities to use different art mediums in classroom projects and in the art studio with the art specialist.

In kindergarten, Rosie is expected to contribute to her school community as part of the service learning expectations. It is likely that her class will work collectively on bird feeders to attract birds to the campus. She also learns about the many jobs and responsibilities typical of people on our campus and her understanding of a community broadens. This year Rosie partners with a fifth grade buddy, looking forward to spending time with this special friend.

Teachers track Rosie’s progress and are very pleased to share and explain her progress to her parents. Rosie completes her fourth year in the Beginning School as a mature six- year-old. She is an independent learner who is confident in herself and her skills, caring and thoughtful of her friends, and ready for the challenges of school life in the Lower School.