K A FAMILY GUIDE

KINDERGARTEN

Carey M. Wright, Ed.D., State Superintendent of Education Kim S. Benton, Ed.D., Chief Academic Officer OFFICE OF ELEMENTARY EDUCATION AND READING Published 2016 The MDE would like to thank the following individuals for their expertise, commitment, and time devoted to the development of this guide.

FAMILY GUIDE FOR STUDENT SUCCESS COMMITTEE K STUDENT EXPECTATIONS Melissa Banks, MAT, NBCT Janalee J. Leak, M.Ed., Ed.S, NBCT instructional technology specialist NORTH TIPPAH SCHOOL DISTRICT Parents are their child’s first teachers in life and know their MISSISSIPPI DEPARTMENT OF EDUCATION Robin Lemonis, M.Ed., CALT, LDT child better than anyone else. Parents have valuable insights Jayda Brantley, M.S., M.Ed., CALT, LDT director of student intervention services into their child’s needs, strengths, abilities, and interests. intervention specialist MISSISSIPPI DEPARTMENT OF EDUCATION MISSISSIPPI DEPARTMENT OF EDUCATION The collaboration of parents and educators is vital in guid- Paula Nowell Phillips, B.S., NBCT Alicia Deaver, M.S., CCLS NORTH TIPPAH SCHOOL DISTRICT ing each child toward success. The Family Guide for Student early learning collaborative coordinator MISSISSIPPI DEPARTMENT OF EDUCATION Bobby L. Richardson, M.Ed. Success outlines what your child should learn at each grade intervention specialist Beth Garcia, B.S., NBCT MISSISSIPPI DEPARTMENT OF EDUCATION level from pre-kindergarten through eighth grade. You can RANKIN COUNTY SCHOOL DISTRICT Laurie Weathersby, M.Ed., CALT, LDT encourage your child’s academic growth by reinforcing class- Brandy Bell Howell, B.S. intervention specialist ITAWAMBA COUNTY SCHOOL DISTRICT MISSISSIPPI DEPARTMENT OF EDUCATION room activities at home. The Family Guide for Student Success

Jena Howie, B.A. booklets represent what all students should know and be able YAZOO CITY MUNICIPAL SCHOOL DISTRICT to do at the end of each grade level. The achievement of the expectations will help your child meet the assessment stan- dards established by our state. It is only through your support and active participation in your child’s education that we form MISSISSIPPI DEPARTMENT OF EDUCATION a partnership for success for all the children Carey M. Wright, Ed.D., in Mississippi. State Superintendent of Education The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School If you have special questions regarding curriculum or school for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on programs, please call your child’s school. Do not be afraid to the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. reach out to your child’s teacher for additional activities to The following office has been designated to handle inquiries and complaints regarding support mastery of the standards. This guide will help set clear the non-discrimination policies of the above mentioned entities: and consistent expectations for your child, build your child’s

Director, Office of Human Resources knowledge and skills, and help set high goals for your child. Mississippi Department of Education 359 North West Street, Suite 203 Post Office Box 771 Jackson, MS 39205-0771 (601)359-3511 Your child can ask and answer questions about key details in READING both fiction and nonfiction texts. In kindergarten, your child will learn the alphabet and the basic features of letters and words. He will break down • Ask questions to clarify meaning. HELP AT HOME spoken and written words into syllables and letters and • Visualize key elements within Play “Question Toss.” identify the sounds each letter makes. the text. Ask a question about the text, then toss a ball to These important skills will enable your child to learn • Ask and answer questions before, your child. He answers new words and to read and understand simple books during, and after reading. the question, then asks a and stories. Your child will also learn to write and share related follow-up question • Answer questions about characters, and tosses the ball back information in a variety of ways, including drawing, setting, problem, and solution. to you. Repeat. writing letters and words, listening to others, and  • Answer questions such as: who, You can also play speaking aloud. Activities in these areas will include: “Question Toss” using the what, when, where, why, and how. 5W’s. Write a question for • Naming and writing upper and lowercase letters. • Predict what might happen next in each of the 5W’s and an • Matching letters to sounds and using other methods H question on a ball. Toss the story. the ball to your child and to figure out unfamiliar words when reading where his thumb lands on and writing. 5 W’S AND AN H QUESTIONING the ball, he must answer that question about the • Learning and using new words. WHO Who was there? story. • Identifying words that rhyme. WHAT What happened? Encourage your child to ask questions while • Reading common words such as: the, of, you, are, WHEN When did it happen? reading. she, and my. WHERE Where did it happen? WHY Why did it happen? After reading, ask your child about the characters, • Asking and answering questions about a story the HOW How did it happen? teacher reads aloud. setting, problem and solution. • Identifying characters, setting, and major events in a story. • Recognizing the person, place, thing, or idea that an illustration shows. • Participating in discussions by listening and taking turns speaking. • Using a combination of drawing, speaking, and writing to describe an event, give information about a topic, or share an opinion. • Taking part in shared reading, writing, and research projects. • Expressing thoughts, feelings, and ideas clearly.

6 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 7 Your child can retell familiar stories, including key details. Your child can recognize common types of texts (e.g., storybooks, poems, songs, informational text). • Identify the major character, HELP AT HOME setting, problem, and solution in • Understand that readers have a After reading a story with HELP AT HOME retelling a story. purpose for reading. your child, ask your child Read a variety of texts • Make connections based on prior to identify the characters, such as simple poems, setting, problem, and the knowledge. fairy tales, songs, and solution to the problem in fables with your child. the story. VOCABULARY Read a familiar story to VOCABULARY FICTION TEXTS refer to stories about imaginary people, your child. Have him tell animals, or events. are the people or you everything he can CHARACTERS animals that are in the story. remember about the NONFICTION TEXTS refers to text that offers information story starting from the and offers to teach the reader real information. The SETTING is where the story beginning. Prompt him takes place. to remember key details about the story Your child can name the author and illustrator of a story and when needed. define the role of each in telling the story. Show a picture to your child and ask him to tell • Understand the author is the HELP AT HOME you everything he can person who writes the story and about the picture. Show your child the cover the illustrator creates the pictures and/or title page of a in a book. familiar book and how to locate the author and • Understand illustrations are the illustrator. graphics, art, and pictures in a text. Discuss with your child Your child can ask and answer questions about unknown • Use the illustrations to gain a the difference between words in a text. the author (who writes the deeper meaning of the text. story) and the illustrator • Use picture clues to develop an (who draws the pictures) HELP AT HOME of the book. understanding of the words in When your child gets to  Create a mini book the story. an unfamiliar word, have or story in which • Know sounds of all letters in him use the picture you write (as the clues to help identify the author) and your the alphabet. unknown word. child illustrates. • Use decoding strategies to help Have your child use figure out unknown words in a text. strategies such as rereading the sentence or skipping the unfamiliar word and reading ahead, then rereading the sentence to identify the unknown word.

8 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 9 Your child can describe the relationship between illustrations Your child can describe how words and phrases (e.g., regular and the story in which they appear (e.g., what moment in a beats, alliteration, rhymes, repeated lines) supply rhythm and story an illustration depicts). meaning in a story, poem, or song. • Describe what is pictured in an HELP AT HOME • Identify rhyme in books and stories. HELP AT HOME illustration. Before reading, take a • Identify repeated lines in a story. Read a story that has • Understand story elements such “picture walk” with your rhyming words such as as: characters, setting, problem, child. Show him the a Dr. Seuss book. Show illustrations and have your child how the rhyme solution, and events. him describe what is VOCABULARY carries a beat throughout • Understand that illustrations help happening in the pictures. the story. Then read the story ALLITERATION is when the Have your child clap to the readers understand the story. to compare. same letter or sound appears at the beginning of words in a beat of a rhyming story Have your child predict sentence or story (e.g., Sally sells that you are reading. what will happen next seashells down by the seashore). This will help him feel the in the story based on beat of the story. the illustrations. Read a book that has a While reading with repeated rhyme such as your child, take time RESOURCES Bear Snores On. Have your to stop on different child read the repeated pages and have your rhyme aloud each time it child describe what appears in is happening in the book. the picture.

Your child can compare and contrast the adventures and experiences of characters in familiar stories. • Compare and contrast two HELP AT HOME characters in a story. Read a story such as “The • Compare and contrast two stories Three Little Pigs.” Have that are similar. your child discuss the pigs and how they are alike and different from the wolf. Read two versions of a story, such as the VOCABULARY “Gingerbread Boy” and COMPARE refers to how things are the “Gingerbread Man.” the same. Have your child compare and contrast the two CONTRAST refers to how things stories, determining are different. how they are alike and different.

10 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 11 Your child can describe the connection between two Your child can identify basic similarities in and differences individuals, events, ideas, or pieces of information in a text. between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). • Use background knowledge and HELP AT HOME experiences to identify and discuss • Recognize texts with the Have your child provide HELP AT HOME personal connections to a text. same topic. a description of the Begin by comparing and • Understand that authors make connection between two • Discuss objects that are similar contrasting two objects individuals or two events. found around the house. connections between individuals and different. Use a double bubble This will get your child events and/or ideas. map or Venn diagram started on thinking to organize your child’s through comparing and thinking when comparing contrasting texts. RESOURCES two pieces of text. Look at two books on SAMPLE VENN DIAGRAM a similar topic. Have Using a sheet of notebook paper or construction paper, make a simple How are the objects your child compare the Venn diagram for your child to complete after he reads two stories. THE SAME? information given in both books. S TO R 1 Y

Y DIFFERENCES DIFFERENCES 2 R How are the objects O T DIFFERENT? S SAME

Your child can follow words from left to right, top to bottom, and page by page. • Understand the directionality HELP AT HOME Your child can identify the front cover, back cover, and title of text. Have your child use a page of a book. pointer (e.g., popsicle • Identify the parts of a book. stick, finger puppet) to HELP AT HOME VOCABULARY point to the words in a book starting from the left • Demonstrate how to hold a Demonstrate for your child DIRECTIONALITY is the book correctly. where the front cover, back understanding that we read text and moving to the right. cover, and title page are from left to right across the page Place a small mark under • Understand that books are read left located in a book. and from top to bottom of each word of the book to to right, top to bottom. Each time you read with the page. help your child remember your child, have him to point to the words as he locate the back cover, says them. front cover and title page. Do this in several different books.

12 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 13 Your child can recognize that spoken words are represented Your child can recognize and name all upper and lowercase in written language by specific sequences of letters. letters of the alphabet. • Understand that words are made HELP AT HOME • Identify and name all letters of HELP AT HOME up of letters in a sequence. the alphabet. Make letter cards. Using Write each capital letter the Fry or Dolch Pre-Primer and lowercase letter on list of words, have your individual cards. Have RESOURCES child use the letter cards to your child play “ABC See page 16 for Fry’s Pre-Primer form familiar words. F y memory,” by trying to find word list. Write a word on an index the capital letter and its card and have your child lower case match. make that word using magnetic letters on Y f the refrigerator.

Your child can recognize and produce rhyming words. • Understand that rhyming words HELP AT HOME have the same ending sounds. Give your child a word, • Identify word pairs that rhyme. have him respond with a rhyming word. • Give a rhyming word for any Read books that rhyme. given word. Ask your child, “What were the words that rhymed?”

Your child can understand words are separated by spaces in print. Your child can count, pronounce, blend, and segment • Recognize one-to-one HELP AT HOME syllables in spoken words. correspondence.  Using a newspaper or • Understand that words can be • Distinguish between letters, words, magazine, have your HELP AT HOME divided into parts. and spaces. child use a highlighter Count the parts in a to highlight the spaces word by clapping it out • Understand that words are put between words. (e.g., trac-tor). together to create a sentence. When writing, have your Give your child the parts of child use a popsicle stick a word, pausing between to mark the distance after parts. Then have your child one word before writing put those parts together the next word. verbally to form a word.

14 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 15 Your child can blend and segment onsets and rimes of single- Your child can add or substitute individual sounds syllable spoken words. (phonemes) in simple, one-syllable words, to make new words. • Make the beginning and ending HELP AT HOME • Produce letter sounds. HELP AT HOME sound of a word. Using a blend chart, • Understand that words are made Give your child a 3 letter • Understand that words can be practice producing words up of individual sounds. word (CVC word). Have your child change the blended and broken apart. that begin with a given blend such as bl, cl, gr, • Identify individual sounds in words. beginning, middle, or dr, etc. ending sound of the VOCABULARY • Blend sounds together to  word to create a new Practice words from create words. The ONSET is the initial consonant different word families word (e.g., Parent: “cat – or consonant cluster of the word, (e.g., -at, -ing, -op). change the end to a (p)”; and the is the vowel and Child: “cap”). RIME Practice making words that consonants that follow it.  rhyme with a given word Using letter cards, place For example, in the word bat, (e.g., dog, log, hog, fog). the cards for the word c-a-t b- is the onset, and -at is the rime. on the table. Have your child remove the letter c and replace it with the letter r and say the new Your child can isolate and pronounce the initial sound, word (rat). medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) Your child can demonstrate basic knowledge of one-to-one • Pronounce all letter sounds. HELP AT HOME letter-sound correspondences by producing the primary or • Identify individual sounds within Verbally give your child many of the most frequent sounds for each consonant. a word. a word (e.g., dog). Have • Produce the correct sounds for him move counters, such HELP AT HOME each letter. • Blend sounds together to as pennies or beads, for Using flash cards of each create words. each sound in the words letter, have your child give (3 counters = d-o-g). the sound for each letter. • Understand that new words can Then have him change Play “ABC Memory.” be made by adding or substituting the last sound in the word Create cards that have a to a /t/ sound. He can sound in a given word. simple picture for each remove the last counter letter of the alphabet and and replace it with a new a set of cards that contains counter to represent the each letter of the alphabet. new sound (d-o-t). Then Mix up the two decks of have your child say the cards and place them new word. Your child can face down on the table. do this changing the initial Have your child choose sound, medial sound, or two cards and try to match final sound in the word. the picture with the letter (e.g., bat = b, fish=f).

16 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 17 Your child can associate the long and short sounds with Your child can read emergent-reader texts with purpose and common spellings (graphemes) for the five major vowels. understanding. • Understand that letters are made of HELP AT HOME • Understand that reading should HELP AT HOME both vowels and consonants. produce understanding and Print a vowel pattern or Have your child read a • Understand that vowels can have vowel team chart. This will meaning. variety of different text. different sounds (long and short). help your child associate • Match one-to-one correspondence Have your child tell about the long and short sound the story using details. of the vowels with a to words written in texts. • Identify and name the vowels.  picture and key word. Have your • Reading involves moving from left child answer to right across the page. questions VOCABULARY to gain • Use grade appropriate meaning PHONEMES are speech sounds made by the mouth, like the /p/ sound in /spoon/. Understanding that phonemes are the building decoding skills. from what blocks of spoken words is called phonemic awareness. he has read.

GRAPHEMES are individual letters and groups of letters that represent single phonemes, like the “s” and the “oo” in “spoon.” Understanding how letters are used to encode speech sounds in written language is crucial in learning to decode unfamiliar words. Students who can decode well can teach themselves new words!

STAGES OF READING DEVELOPMENT

Your child can read common high-frequency words by sight EARLY EMERGENT READERS are beginning to learn sound/ (e.g., the, of, to, you, she, my, is, are, do, does). symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a • Understand that some words do not HELP AT HOME number of high-frequency words. follow the common phonetic rules. Use Fry’s Pre-Primer word EMERGENT READERS are developing a much better grasp of • Know all sounds of the letters of list to practice reading the comprehension strategies and word-attack skills. They can recognize the alphabet. most common words for different types of text, particularly fiction and nonfiction, and recognize the Kindergarten level. that reading has a variety of purposes. Look for words that PRE-PRIMER WORD LIST your child can read in EARLY FLUENT READERS are experiencing a greater variety of text environmental print such and are able to recognize different styles and genres. Independence a go as magazines, signs on the often varies with the type of text being read. and help highway, menus, etc. away here FLUENT READERS read a wide range of text types and do so big I independently. They will continue to refine and develop their reading blue in me said we skills as they encounter more difficult reading materials. For the most can is my see where part, they are capable of improving their reading skills and selection of come it not the yellow materials independently through increased practice. down jump one three you find little play to for look red two funny make run up

18 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 19 Your child can describe familiar people, places, things, Your child can capitalize the first word in a sentence and and events, and with prompting and support, provide the word “I.” additional detail. • Identify capital letters. HELP AT HOME • Recall experiences from his life. HELP AT HOME • Understand that the word “I” must Have your child use a • Understand that adjectives are Ask your child to describe be capitalized. highlighter to mark all words that describe a person, place, a trip that you have of the capital letters in a newspaper or magazine thing, or event. recently taken, or a trip that he would like to take article. in the future, and what Have your child highlight he would like to do the word “I” in a on the trip. newspaper or Cut a picture out of a magazine article. magazine. Have your child describe what is taking place in the picture. Your child can recognize and name end punctuation. • Identify end punctuation marks HELP AT HOME (e.g., period, question mark, Your child can form regular plural nouns orally by adding /s/ Have your child use a or /es/ (e.g., dog - dogs; wish - wishes). exclamation point). highlighter to mark all ending punctuation • Use correct nouns when talking HELP AT HOME marks in a newspaper or about one, or more than one, thing. magazine article. Show your child a • Understand that adding -s and -es picture in a magazine of to nouns makes them mean more something (e.g., a dog, Your child can write a letter or letters for most consonant cats, dishes). Have your than one. child name the object in and short vowel sounds (phonemes). the picture. If there is more • Identify sounds for all letters of than one object in the HELP AT HOME the alphabet. picture he should Name a letter for your use a word ending with child and have him an -s or -es. respond with the sound Give your child a word that the letter makes. You such as the word dogs. can reverse this activity by Have him draw a picture of saying a sound and having the object that was said. your child name the letter. Check for understanding Use picture flash cards. that words that end in -s Have your child look at or -es must show more the picture and decide than one. what sound and letter the Using a highlighter, picture starts with. You can have your child find words also do this with the final that end with the -s and sound of the picture -es suffixes. (e.g., dog = g /g/).

20 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 21 Your child can spell simple words phonetically, drawing on Your child can sort common objects into categories knowledge of sound-letter relationships. (e.g., shapes, foods) to gain a sense of the concepts the categories represent. • Know the sounds of the letters HELP AT HOME of the alphabet. • Understand that objects and HELP AT HOME Using “Fry’s Pre-Primer List words can be sorted into • Understand that letters of Words,” call out a word Cut several pictures out of basic categories. magazines that fall under represent sounds. to your child, have him practice writing words by 2 or more categories. Have your child sort those • Understand that words are made stretching them out and R T writing the sounds that he S E pictures into their correct up of a sequence of letters in a S hears. (See page 16 for E category. specific order. D Fry’s list.) Have your child practice Using counters (e.g., sorting objects such as pennies, buttons) call out shape pieces, money from a word to your child. Have your change jar, or foods

him move a counter for T from the grocery store. I U Allow him to explain his each sound he hears, then R write the corresponding F sorting methods. letter that goes with each sound he hears. Your child can demonstrate understanding of frequently occurring verbs and adjectives by relating them to their Your child can identify new meanings for familiar words and opposites (antonyms). apply them accurately (e.g., knowing “duck” is a bird and learning the verb to “duck”). • Understand opposites (antonyms). HELP AT HOME • Understand homophones HELP AT HOME Play “Toss a Word.” and homonyms. Start by holding the ball Discuss with your child that VOCABULARY and calling out a word some words have different (e.g., hot). Toss the ball ANTONYMS are words that meanings. For example, to your child and he must are opposites (e.g., hot – cold; “duck” can mean “an call out a word that is the up – down; stop – go). animal,” or it can mean opposite of your word “to move quickly to SYNONYMS are words that are (e.g., cold). Play back and avoid something.” alike or the same (e.g., large – forth several times calling huge; tiny – small; dirty – messy). different words. Play “Antonym/Opposite Memory.” Create a deck of cards that make VOCABULARY opposites when paired (e.g., hot/cold, in/out, up/ HOMONYMS are words that sound alike but have different down). Have your child flip meanings. over two cards to try and HOMOPHONES are a type of homonym that also sound alike make a match of cards that and have different meanings, but have different spellings. are the opposite.

22 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 23 Your child can distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. MATHEMATICS In kindergarten, your child will focus primarily on two • Understand that several words can HELP AT HOME important areas. The first is learning numbers and what mean the same thing or almost the Place several words on numbers represent. The second is addition and subtraction. same thing. cards (e.g., run, jog, walk, Your child will also learn to identify and work with shapes. stroll, jump, leap, hop). Activities in these areas include: Have your child sort the cards into words with • Counting how many objects are in a group and similar meanings. comparing the quantities of two groups of objects. Have your child act out • Comparing two numbers to identify which is greater variations in similar verbs or less than the other. such as “jog” versus “run” or “jump” versus • Understanding addition as putting together and “hop.” subtraction as taking away.

• Adding and subtracting very small numbers quickly and accurately. • Breaking up numbers less than or equal to 10 in more than one way (e.g., 9 = 6+3, 9 = 5+4). • Finding the missing quantity that is needed to reach ten for any number from 1 to 9. • Representing addition and subtraction word problems using objects or by drawing pictures. • Solving addition and subtraction word problems involving numbers that add up to 10 or less, or by subtracting from a number 10 or less. In most kindergarten classes, math is woven throughout the day’s activities. This is especially effective because math becomes more meaningful when it is experienced in real life contexts. Daily kindergarten math activities include learning numbers, practice counting, addition and subtraction, learning concepts of time, and measurement and categorization. In addition, playing with puzzles, building toys, blocks and games will help your child practice and build math skills in an enjoyable and engaging way, making his learning more meaningful and effective.

24 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 25 Your child can count to 100 by ones and by tens. Your child can count forward beginning from a given number within the known sequence (instead of having to begin at 1). • Count by reciting numbers in HELP AT HOME correct order. • Begin at any given number and Have your child color HELP AT HOME count by ones. the squares in a hundred Create a set of number number chart to show cards 0-100. Have your counting by 10’s and child draw a visual then have him recite the representation of a numbers in order. number on the card Cut a hundred chart you select. Then have him apart into horizontal strips. count forward from that Have your child place number until you call stop. RESOURCES the strips in order, like a Then have your child draw HUNDRED CHART puzzle, until the hundred visual representation of Print a hundred chart or chart is complete again. a number on the second create your own on a sheet Count each number as he card, counting forward of notebook paper or adds the new strip. until you stop him. construction paper. Continue until all 100 cards have been completed. Use a hundred chart and HUNDRED CHART have your child locate a number on the chart. 1 2 3 4 5 6 7 8 9 10 Then tell him a second number to count toward. 11 12 13 14 15 16 17 18 19 20 7 Have your child point to each number as he says 21 22 23 24 25 26 27 28 29 30 it until he reaches the 13 second number. Keep 31 32 33 34 35 36 37 38 39 40 28 doing this exercise over time until he is proficient 41 42 43 44 45 46 47 48 49 50 37 with the skill. 51 52 53 54 55 56 57 58 59 60 49 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 51 81 82 83 84 85 86 87 88 89 90 62 91 92 93 94 95 96 97 98 99 100 88100

26 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 27 Your child can understand the relationship between numbers Your child can identify whether the number of objects in and quantities. He can also connect counting to cardinality. one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and • Say the number names in the HELP AT HOME counting strategies). standard order, pairing each object Scatter a handful of • Use comparative language such with one and only one number name buttons, pennies, or HELP AT HOME as “greater than,” “less than,” and and each number name with one anything that can be used Scatter two sets of coins, and only one object. as counters on a table. “equal to” in order to compare colored counters, or other Have your child touch different object groups. objects on the table. Have • Understand that the last number each item as he counts the your child compare the name said tells the number of group of objects aloud. • Understand the term greater two groups of objects. objects counted. The number of Rearrange the counters than means more than (a larger Have your child use terms into two (or more) groups such as “greater than,” objects is the same, regardless of quantity) and less than means fewer of the same number (but “less than,” or “equal to” (a smaller quantity). their arrangement or the order in in a different configuration) each other. which they were counted. and make certain your While out in your child understands that • Understand that each successive community, point out even though the two things that your child can number refers to a quantity that is groups look different, compare (e.g., boys to one larger. they have the same girls, cats to dogs, cars to number of objects. trucks). Have your child • Understand one-to-one use terms such as “greater correspondence. than,” “less than,” or “equal to” each other.

Your child can count to answer “How many?” questions about as many as 20 things arranged in a line, a rectangular Your child can compare two numbers between 1 and 10 array, or a circle; or as many as 10 things in a scattered presented as written numerals. configuration. When given a number from 1-20, your child • Use comparative language such HELP AT HOME can count out that many objects. as “greater than,” “less than,” and Using some type of • Counting begins with 1. HELP AT HOME “equal to” when comparing different counters (e.g., pennies, groups of objects. cubes), create two groups. • Understand that when counting a Scatter up to 20 objects on Have your child compare group of objects, each object is only the table. Have your child • Understand the term greater the two groups using counted once. touch and count than means more than (a larger terms such as “greater each object. quantity) and less than means fewer than,” “less than,” or Using a jar of pennies, or “equal to” for each (asmaller quantity). other counters, call out a comparison. number to your child and • Use mathematical tools such as tens allow him to count out that frames, counters, etc. many objects.

28 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 29 Your child can represent addition and subtraction with Your child can solve addition and subtraction word problems, objects, fingers, mental images, drawings, sounds and add and subtract within 10 (e.g., by using objects or (e.g., claps), acting out situations, verbal explanations, drawings to represent the problem). expressions, or equations. • Demonstrate rapid recall of HELP AT HOME • Demonstrate rapid recall of numbers 0-10. HELP AT HOME Use everyday life numbers 0-5. Write numbers 0-10 on • Use manipulatives such as ten situations to create story • Understand that each object individual cards. Have your frames, dot pattern cards, etc. to problems for your child. child choose two cards. For example, while buying represents one (one-to-one compose or decompose numbers. Using counters, count out groceries, have your child correspondence). each number of items. • Understand that there are multiple get 3 red apples and 4 Then have your child add green apples. Have him • Understand that when counting, the ways to solve a problem. the two groups together, create a math sentence last number named represents the counting the objects. • Know that addition (+) means to to solve. While at a restaurant, have your child number of objects in the group. Using the same 0-10 add and subtraction (-) means to determine how many number cards, have your • Know that addition (+) means to take away. more chairs are needed child create a number to seat everyone. Practice add and subtraction (-) means to sentence (4 + 2 = _ ) these type of real-world take away. after drawing two cards. problems often. Have your child draw each number using drawings of objects, then add the two numbers by touching each picture and counting forward. 2 6 4 + 3 = __

30 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 31 Your child can decompose numbers less than or equal to 10 Your child can find the number that makes 10 when added into pairs in more than one way (e.g., by using objects or to the given number (e.g., by using objects or drawings, and drawings) and record each decomposition by a drawing or record the answer with a drawing or equation). equation: 5 = 2 + 3 and 5 = 4 + 1. • Demonstrate rapid recall of HELP AT HOME • Demonstrate rapid recall of number 0-10. HELP AT HOME Using a ten frame (two numbers 0-10. Using any type of small • Name each number when counting, rows of 5 boxes), have • Know that addition (+) means to object from home, put a in order. your child place counters in the boxes for any add and subtraction (-) means to group of objects in one pile. Have your child divide • Know that addition (+) means to number 0-9. After your take away. the whole group of objects add and subtraction (-) means to child places the counters in the ten frame, have him • Understand that a whole number into two separate parts. take away. Get your child to record count the remaining boxes can be separated into smaller parts his answer by drawing to see how many more that equal the whole number. a picture and/or writing counters are needed to a number sentence. For make ten. • Know that numbers on both example, have a group Give your child a group of either side of an equal sign must be of 10 pennies in a pile on counters, have him count the same. the table. Have your child RESOURCES the counters and then separate the pile into two determine how many more TEN FRAME piles, writing an addition he will need to make 10. AND COUNTERS number sentence to On a sheet of notebook He can use the remaining represent what was done. paper or construction counters to help him Then using the same paper, draw a ten frame. count out the remaining group of 10 pennies have Use small objects such as number needed. him divide it again into buttons, stones, or bottle two different piles. caps as counters. Repeat the other steps detailed above.

10 = 3 + 7

10 = 5 + 5

32 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 33 Your child can fluently add and subtract within 5. Your child can describe measurable attributes of objects, such as length or weight. Your child can also describe several • Demonstrate rapid recall of HELP AT HOME measureable attributes of a single object. numbers 0-5. Use flash cards to practice • Understand that objects can be • Knows that addition (+) means to fluency with addition and HELP AT HOME measured for different purposes. add and subtraction (-) means to subtraction math facts Using nonstandard units within 5. take away. • Know that length is used to (e.g., paperclips, blocks, Using a ten frame (two determine how long an object is, straws, coins), have your • Use addition and subtraction rows of 5 boxes), have your child measure random and weight is used to determine how strategies such as counting on, child place counters in the objects found around boxes for any number 0-9. heavy an object is. the house. counting back, fingers, mental After placing the counters Have your child compare math, pictures, etc. to solve in the ten frame have your the weights of different math problems. child count the remaining objects. Use terms such as boxes to see how many heavier and lighter. more counters are needed to make ten. Your child can directly compare two objects with a VOCABULARY measurable attribute in common, to see which object has FLUENCY is being able to know addition and subtraction facts “more of”/ “less than” the attribute, and describe the quickly and correctly without the use of manipulatives to help. difference. For example, directly compare the heights of two children and describe one child as taller or shorter. Your child can compose and decompose numbers from • Using nonstandard units HELP AT HOME 11 to 19 into ten ones and some further ones (e.g., by using (e.g., paperclips, blocks, straws, Using two similar objects objects and drawings), and record each composition or coins), have your child measure decomposition by a drawing or equation (e.g., 18 = 10 + 8). (e.g., spoons, children, random objects found around toys) have your child Your child can understand that numbers from 11 to 19 are the house. compare the height of composed of ten ones and one, two, three, four, five, six, each item using terms seven, eight, or nine ones. such as taller or shorter, more or less. • Understand how to count in HELP AT HOME a sequence. Using straws, create a Your child can classify objects into given categories. Your group of straws that • Practice one-to-one correspondence child can count the number of objects in each category and when counting. represent the number 11-19 by counting out sort the categories by count. • Know how to write and read that many straws. Using • Understand how to count numbers 11-19. a rubber band, bundle a HELP AT HOME objects 1-10. group of ten. Have your Have your child sort child practice counting by • Compare and contrast objects. random groups of items starting at 10 (show the around the house (e.g., bundle of 10 that is rubber • Use one-to-one correspondence. socks, utensils, canned banded) then counting on food) by color, size, length, • Understand that objects can be the remaining straws weight, etc. (10 + 8= 18). sorted into different categories.

34 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 35 Your child can describe objects in the environment using Your child can identify shapes as two-dimensional (flat) or names of shapes, and describe the relative positions of these three-dimensional (solid). objects using terms such as above, below, beside, in front of, behind, and next to. • Know the names of basic shapes HELP AT HOME (e.g., circle, triangle, square, Have your child locate • Understand the terms that HELP AT HOME rectangle, hexagon, cube, cylinder). different objects in your describe the position of something Place a ball in different • Describe everyday objects by telling home that are two- (e.g., above, below, beside, in front dimensional (e.g., square, areas around your child the name of its shape. of, behind, next to). (e.g., above, below, triangle, rectangle, circle) beside, in front of, behind, and objects that are three- next to). Have your child dimensional (e.g., sphere, describe where the ball RESOURCES cylinder, pyramid, cone).  is using the terms above, BASIC 3D SHAPES Enjoy a “Shape Walk” with below, beside, in front of, your child. Walk around behind, next to, etc. your house/neighborhood looking for different shapes. Locate shapes in Your child can correctly name shapes regardless of their the surrounding buildings orientations or overall size. or objects. prism cube cone • Know the names of basic shapes HELP AT HOME (e.g., circle, triangle, square, Draw shapes of different rectangle, hexagon, cube, cylinder). sizes on index cards. Have • Understand that objects can be your child sort the shapes into different categories. cuboid sphere pyramid cylinder sorted based on different attributes Help your child realize that (e.g., size, color, shape). no matter the size of the shape, the shape remains RESOURCES the same. Your child can analyze and compare two and three-

BASIC 2D SHAPES dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). circle triangle square star • Know the names of basic shapes HELP AT HOME (e.g., circle, triangle, square, Using cut outs of shapes rectangle, hexagon, cube, cylinder). or pictures of shapes, • Describe everyday objects by telling have your child describe each shape based on its rectangle pentagon hexagon octagon the name of their shape. sides, corners, or other • Understand the difference between attributes. a two-dimensional and a three- dimensional shape. rhombus trapezoid oval parallelogram

36 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 37 Your child can model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. NOTES • Know the names of basic shapes HELP AT HOME (e.g., circle, triangle, square, Using modeling clay or rectangle, hexagon, cube, cylinder). putty and straws, popsicle • Describe everyday objects by telling sticks or pipe cleaners, help your child create the name of their shape. different models of shapes. • Understand the difference between a two-dimensional and a three- dimensional shape.

Your child can compose simple shapes to form larger shapes. • Identify basic shapes (e.g., triangle, HELP AT HOME square, rectangle, hexagon). Cut basic shapes out of paper or foam. Allow your child to explore turning, flipping and rotating shapes in order to form different shapes (e.g., use two triangles to create a rectangle or use six triangles to create a hexagon).

38 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 39 NOTES NOTES

40 A FAMILY GUIDE FOR STUDENT SUCCESS A FAMILY GUIDE FOR STUDENT SUCCESS 41 Multi-Tiered System of Supports

Carey M. Wright, Ed.D., STATE SUPERINTENDENT OF EDUCATION

Office of the Chief Academic Officer Kim S. Benton, Ed.D., chief academic officer

Office of Elementary Education and Reading Nathan Oakley, Ph.D., executive director

Student Intervention Services Content Specialists Robin Lemonis, M.Ed., CALT, LDT Marla Davis, Ph.D., director of student intervention services director of secondary curriculum and instruction Jayda Brantley, M.S., M.Ed., CALT, LDT intervention specialist Dana Danis, M.Ed. english language arts specialist Bobby L. Richardson, M.Ed. intervention specialist Alicia Deaver, M.S., CCLS early learning collaborative coordinator Laurie Weathersby, M.Ed., CALT, LDT intervention specialist

Mississippi Department of Education 359 North West Street P. O. Box 771, Suite 203 Jackson, Mississippi 39205-0771 (601) 359-3511 www.mdek12.org/ESE Multi-Tiered System of Supports