# data[].attributes.body
My name is Michelle Garcia and I teach Kindergarten. I completed my undergraduate work at WCU in 2007. I am currently working toward my Master's Degree in Education from Neumann University.

# data[].attributes.headline
Standard - CC.1.1.K.A      Utilize book handing skills.

# data[].attributes.subject
Standard - CC.1.1.K.A      Utilize book handing skills.

# data[].attributes.body
In the beginning of the year I find that this is an extremely important standard to master. We work hard during small group and whole group settings on how to actually hold and handle a book. Especially now that many things are online, children are coming into kindergarten with less knowledge of how to handle books. It is imperative that they master this skill in order to begin reading books.

# data[].attributes.headline
Standard - CC.1.1.K.B Demonstrate understanding of the organization and basic features of print. • Follow words left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print. • Recognize and name all upper and lower case letters of the alphabet.

# data[].attributes.subject
Standard - CC.1.1.K.B Demonstrate understanding of the organization and basic features of print. • Follow words left to right, top to bottom, and page by page. • Recognize that spoken words are represented in written language by specific sequences of letters. • Understand that words are separated by spaces in print. • Recognize and name all upper and lower case letters of the alphabet.

# data[].attributes.body
This Standard is one that we work on throughout the duration of the year. We focus on these skills in every aspect of Kindergarten. In small groups we play letter recognition games. In large and small groups we do worksheets together. I utilize every learning style to help each individual student master these skills. Each of these are required in order to move on, and each child goes at their own pace. I group children by their abilities, but still work individually when we are able. Our reading specialist is a huge help throughout the year working on these skills. We also do KID Writing at least 4 times a week in order to help with this standard.

# data[].attributes.headline
Standard - CC.1.1.K.D        Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

# data[].attributes.subject
Standard - CC.1.1.K.D        Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

# data[].attributes.body
I start working on these skills within the first week of school. Some children come in and are able to recite the alphabet, but when asked what sound each letter makes, they are not sure. I have a word wall that we work on and sing every day. A, apple, ah. We stomp our feet, sing songs, watch videos, play games, etc. We concentrate on a letter a week and then we begin with our sight words that also go on the word wall. I have 3 groups 3-4 times a week where each group addresses a different skill that we would like to work on. Each group is placed with children of similar abilities and we try to really focus on what is needed. Vowels are introduced almost mid-year when they have a common understanding of letters and their sounds. I use a lot of centers that focus on what skill the children need to work on. I get a lot of resources from Teachers pay Teachers, along with making up my own games and such. I find hands on activities along with using a plethora of learning styles really keeps the kids engaged.

# data[].attributes.headline
Standard - CC.2.1.K.A.1                                                     Know number names and write and recite the count sequence.   

# data[].attributes.subject
Standard - CC.2.1.K.A.1                                                     Know number names and write and recite the count sequence.   

# data[].attributes.body
When we begin the year, we focus on learning numbers 0-20. The teen numbers are difficult for many students to grasp. Writing backward is another skill that takes some students longer to correct than others. When teaching counting/number sequence, repetition seems to work best. We sing and watch videos at the beginning of the year to make it fun and engaging. We play a lot of games and work in small and whole-group settings. I like to give the students play-doh to construct their numbers (and letters) especially at the beginning of the year. Children seem to grasp math concepts much quicker due to their concrete nature. We do a lot of kinesthetic activities like writing in sand, playing with manipulatives, writing on whiteboards, and writing on their iPads. We also focus on these during groups when we have math group time. Giving students the ability to move around is also beneficial. For example, I play a game with the kids where they have to jump (or do something silly) the number of times as the number I hold up. We also have a game where they have to jump on a number that is placed on the floor when it is called. Keeping the kids engaged and active is always a great way to learn their numbers.

# data[].attributes.headline
Standard - CC.2.2.K.A.1.                                                  Extend concepts of putting together and taking apart to add and subtract within 10.   

# data[].attributes.subject
Standard - CC.2.2.K.A.1.                                                  Extend concepts of putting together and taking apart to add and subtract within 10.   

# data[].attributes.body
Addition and subtraction are introduced at the end of the second / beginning of the third trimester. The students have to have a good understanding of numbers sequence and concepts. This is one of our favorite concepts all year. I use Gus the Plus, Linus the Minus, and Ellie the Equal to make the concept relatable to the children. They absolutely love it and follow along with the storyline. I have posters and a story for each of them. It is a short rhyme of a story, but the kids enjoy it. I start with addition, and once that skill is understood we move on to subtraction. We use a lot of manipulatives to work on this standard. I also utilize videos and books. Jack Hartmann is one of our favorites! I use the children as props when teaching, and pull from their own background knowledge. For example, if Johnny has 3 pencils (enter Johnny) and Sally gives Johnny one more (enter Sally who gives Johnny one more) how many does Johnny have now? The class loves to count along with Johnny, and they all want to be the next person to have an addition problem to solve. As a whole group, we use whiteboards and manipulatives. I often have them break into partners and play games to follow up with a skill or concept. I also like to utilize eSpark which is a program our district supplies. I can assign them individual lessons for them to complete and follow up with how they are doing. When playing games and such, I can walk and observe how each "team" is doing. This is a great way to assess my students and what we need to work on, or when we are ready to move on.

# data[].attributes.body
Curriculum Framework. Standards Aligned Systems. (2021). Retrieved from https://www.pdesas.org/CMap/CFramework.