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From time to time, I will send home an incomplete worksheet for students to practice their number sense at home. Their are many ways to practice at home. Practice counting up to 20, writing numbers to 20, or watch the website for games you can play at home!

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Can't see the game? Try turning off adblocker.

Children count the number of fish they see swimming and then click on the corresponding number. This early learning activity utilizes a more than and less hint system that helps children learn number values. New in this version: 3 levels of difficulty; child must score 70% or better to move onto the next level; voice prompts; creative bonus activity after successfully completing all three levels.

Trouble Playing This Game?

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ABCya! * Learn to Count | More Than, Less Than Activity

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Can't see the game? Try turning off adblocker. Children count the number of fish they see swimming and then click on the corresponding number. This early learning activity utilizes a more than and less hint system that helps children learn number values.

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I love pictures, and I take many during the day! I try to find a central website that everyone can access. Hopefully it works for you!

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your child will be asked to
say a word when given the word orally in parts.  Example:

d - og = dog, h – at = hat.
This is a skill we practice often in class, several times throughout the day.

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Let's Make Words | Phonics Song for Kids | Onsets & Rimes | Jack Hartmann

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We have been practicing counting the syllables in our names, in words around our room, and words we hear in our story.  We sing "Bippity, Bippity, Bumble Bee, How many syllbales will _________ be?"
We have been practicing this skill for 6 weeks already. You will see this on their report card for the 2nd six weeks.

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Learn Syllables | Syllable Song for Kids | Clap, Stomp and Chomp | Jack Hartmann

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We have started very small and very slow, but our momentum will be picking up very soon! Study, Study, and Study!

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2018-2019 MPE Kindergarten Sight Words Flashcards | Quizlet

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Start studying 2018-2019 MPE Kindergarten Sight Words. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Daily 5 is our center rotations. Centers are helping reinforce the skills that we have been learning in class. They are TEKS and curriculum based centers. As the year progresses, Kindergarten students will start self differentiating to their needs.

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Has your child come home recently singing, "Andy Apple...." Look no further, here is the video you can watch at home!

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We have been practicing locating the front of the book, the back of the book, the spine, and the cover.  Look at all of our little learners!

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May 14th - Walking Field Trip to Midway Park
May 23rd - Kindergarten Award Ceremony at 1:00 pm
May 24th - Work Hard Play Hard Field Trip to the park
May 27th - No School - Memorial Day
May 30th - 11:50 Dismissal, Have a great summer!

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Information on Reading Levels:Your child will be taking a reading test that will identify their reading level. This is given at the Beginning, Middle, and End of the school year so you can see how your child has progressed. Below is a description of the reading levels.
LEVEL E IS THE GOAL FOR THE END OF THE YEAR.
PC - Print Concepts, This is the first and lowest reading level. This means how to hold a book, how to turn the pages, where to point to start and which direction to go. This also includes the difference between a letter and a word, the difference between a capital and a lowercase, and some beginning first sound knowledge.
RB - Reading Behaviors, this means how to follow along with a finger as the teacher reads, pointing to each word correctly. This also includes first sound knowledge, finding words based on their first sound, and some basic sight word knowledge. This is also when children should be able to follow a language pattern in a book, pointing to each word, and using the picture to help them figure out words.
Level A - children should be able to read simple sentences containing sight words, sound out short consonant - vowel-consonant words such as "cat," "mop," "pig," and use the picture as well as the first sound to help them figure out unknown words.
Level B - during this level, children will rely less on the language pattern and more on identifying words, figuring out unknown words, sounding out, and using context clues. Comprehension will begin to be a big part of reading. Children must be able to retell the story, discuss the book, make predictions, make inferences, understand how characters feel, and why events happened in the book.
Level C- books will no longer follow an identifyable pattern. Students should know a variety of sight words to help them read fluently. Students should comprehend as well as make connections to the story ("what does this remind you of?"). Students should predict, make inferences, and be able to discuss events in the story in the right order. We will be teaching special blends to help sounding out such as ch, sh, th, ing, oo, ee, and several others.
Level D- pages will have several lines of text and students will have to utilize blends, sight words, and context clues to figure out unknown words. Compound words, chunking, and more special blends such as ea, igh, ow, oa, and -ed endings will be discussed in class. Comprehension will continue to be an important part of reading as students discuss, infer, and predict.
Level E- at this point, students should be able to read easily and fluently several lines of text without needing to point to words. All previous strategies should be used to figure out unknown words. In class, silent E will be discussed as well as the soft g and soft c sounds to give students more strategies to figure out words.
Level F -students should be able to quickly figure out unknown words by using a variety of strategies without having to frequently stop and sound out. Students should recognize automatically several sight words, and words or word families that help to chunk and decode QUICKLY unknown words. These books will include longer stretches of dialogue, longer sentences, and content that expands beyond school, home, and neighborhood. Students should be able to make more complex inferences about the characters, feelings, cause and effect events, and even creatively discuss their opinions or ideas of alternate choices the author could have made.
Level G - all of the above AND some unusual formats may be introduced such as a question/answer format in a text. Illustrations will be more complex (such as labelled diagrams, etc.). Some content specific vocabulary may be introduced, explained, and used in the text.Level H-multiple episodes may take place over time (beginning of chapter book reading). There may be few illustrations, or illustrations that do not aid in knowledge of text. Students will begin to read text silently to achieve efficiency. All of the following may be present: multi-syllablic words, possessives, plurals, and contractions.

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This is a free website that can be used at home for reading.  The books are on level based on your child.
Teacher Username: kimberlyporterfield
Students will find their name, and their passwords are the picture of the Apple.
ENJOY READING

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Kids A to Z login page for students, parents, and teachers

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email:
Kimberlyportefield@hebisd.edu

School Phone:
817-354-3380

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My name is Kim Porterfield, and I am a product of HEBISD.  I attended school at Midway Park, Euless Junior High, and Trinity High School.
I begun my teaching career at Midway Park in 2006.  I started in 1st grade and found my love in Kindergarten.
You are your child's first teacher. I value you and the person you are sending me to spend my day with. I look forward to a great partnership to instill a life-long love and learning.