Read about the Kindergarten Curriculum.


Our Language Arts curriculum emphasizes the connection between reading, writing, listening, and speaking. Through storytelling, creative dramatics, and discussions, we provide the students with ongoing opportunities to be effective communicators in an environment rich with language and literature.


In Kindergarten, students will develop the following skills:

  • Understanding the parts of a book
  • Demonstrating knowledge of print on a page
  • Tracking print from left to right
  • Understanding of punctuation
  • Comprehending materials which are read to him/her.
  • Recognizing upper and lower case letters
  • Recognizing sounds of initial consonants
  • Recognizing sounds of short vowels
  • Recognizing high frequency words
  • Recognizing rhyming sounds
  • Engaging in pre-reading and reading activities
  • Using illustrations to assist in understanding a story
  • Making connections between personal experience and stories
  • Predicting what will happen next
  • Drawing conclusions
  • Retelling a story
  • Forming an opinion about events in a story
  • Distinguishing between real and imaginary
  • Reading simple emergent reading text.


In Kindergarten, two areas of writing will be emphasized:

1. Perceptual and Fine Motor Development

  • Controlling scissors to cut
  • Using pencils and crayons
  • Reproducing simple shapes
  • Printing name using upper and lower case letters

2. Written expression of ideas

  • Using pictures and developmental spelling to express ideas in written form (mini-books, big books, journals, computer stories, messages)
  • Writing sentences and simple stories in response to literature


In Kindergarten, the children will begin to learn the importance of listening as a critical component of communication, and the following skills will be stressed:

  • Identifying sounds in the environment
  • Identifying words beginning with specific sounds
  • Recognizing rhyming sounds
  • Listening for beginning, middle and end of story
  • Recognizing sounds associated with letters and words
  • Understanding class routines and directions
  • Listening for comprehension and information
  • Listening to form an opinion, to analyze and to interpret information
  • Listening for enjoyment and appreciation of literature


In Kindergarten, two functions of speaking are focused on:

1. Language Development (Usable Vocabulary)

  • Naming familiar objects and pictures
  • Naming colors
  • Naming body parts
  • Understanding terms used for space, time, and motion
  • Naming rhymes
  • Naming opposites
  • Understanding comparative concepts (same and different, bigger and smaller)
  • Using increased vocabulary to describe experiences
  • Reciting the 26 letters of the alphabet and the sounds of the consonants

2. Social and Public Speaking

  • Using complete sentences clearly and effectively
  • Using logical and creative sentences
  • Relating experiences to others
  • Communicating appropriately with peers and adults
  • Viewing a problem and describing a solution
  • Participating in creative dramatics (plays, puppet shows, re-enactments of stories, role playing, etc.)


The goal of the math program is to develop problem solving and reasoning abilities. Children are encouraged to make connections to the many ways they use numbers in their daily lives. With an emphasis on thinking skills, students will be provided with activities involving concrete objects (manipulatives) to develop numerical concepts and computational abilities. In Kindergarten, the learning experiences will incorporate the following skills:

Number Sense and Operations Strand

  • Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)
  • Count out (produce) a collection of a specified size 1 to 10
  • Numerically label a data set of 1 to 5
  • Verbally count by 1’s to 20
  • Verbally count backwards from 10
  • Represent collections with a finger pattern to 10
  • Draw pictures or other informal symbols to represent a spoken number up to 10
  • Draw pictures or other informal symbols to represent how many in a collection up to 10
  • Write numbers 1-10 to represent a collection
  • Visually determine how many more or less, and then using the verbal counting sequence, match and count 1-10
  • Use and understand verbal ordinal terms, first to tenth
  • Solve and create addition and subtraction verbal word problems (use counting-based strategies, such as counting on and to ten)
  • Determine sums and differences by various means

Algebra Strand

  • Use a variety of manipulatives to create patterns using attributes of color, size, or shape
  • Recognize, describe, extend, and create patterns that repeat (i.e., ABABAB or ABAABAAAB)

Geometry Strand

  • Describe characteristics and relationships of geometric objects
  • Sort groups of objects by size and size order (increasing and decreasing)
  • Explore vertical and horizontal orientation of objects
  • Manipulate two and three dimensional shapes to explore symmetry
  • Understand and use ideas such as over, under, above, below, on, beside, next to, and between

Measurement Strand

  • Name, discuss, and compare attributes of length (longer than, shorter than)
  • Compare the length of two objects by representing each length with string or a paper strip
  • Relate specific times such as morning, noon, afternoon and evening to activities and absence or presence of daylight.

Statistics and Probability Strand

  • Gather data in response to questions posed by the teacher and students
  • Help to make simple pictographs for quantities up to 10, where one picture represents 1
  • Sort and organize objects by two attributes (i.e., color, size, or shape)
  • Represent data using manipulatives
  • Identify more, less, and same amounts from pictographs or concrete models



Science instruction in our schools employs a “hands-on” discovery approach to science that promotes the implementation of the scientific method. The science curriculum encourages students to think critically and reason scientifically. Teachers select from a number of grade level topics. Not all topics are intended to be covered each year. Rather the science program presents in-depth exploration of three areas: Life Science, Physical Science and Earth Science. Topics for the kindergarten program include:

  • Characteristics of Living Things
    • Classification of objects as living or non-living
    • Basic needs and stages of growth of living things
  • Exploring with the Senses
    • Using the senses to observe the physical characteristics of objects
    • Grouping objects by their physical characteristics
  • Pushes and Pulls
    • Different ways things move
    • Pushes and pulls
    • Surfaces
    • Directional motion
  • Looking at the Sky
    • Daytime sky and the Sun
    • Differences between the daytime and nighttime sky
    • The Moon and the stars


Our goals are to develop healthy living habits and to provide children with information they need to prevent injury and/or abuse to themselves and others. In Kindergarten the learning experiences will include:


  • Identifying body parts
  • Understanding dental health
  • Preparing a healthy snack


  • Recognizing feeling unsafe or threatened (good touch - bad touch)
  • Identifying harmful substances (drugs, alcohol, cigarettes)
  • Discussing poison prevention
  • Understanding basic elements of fire, bus, and bicycle safety


The social studies program at the kindergarten level focuses on helping students develop awareness of themselves as growing individuals. Children's unique qualities as well as similarities to others are stressed. Children also begin to learn about their role as citizens by accepting rights and responsibilities in the classroom and by learning about rules and laws.


  • Myself and others
    • Each person has needs, wants, talents, and abilities.
    • Each person has likes and dislikes.
    • Each person is unique and important
    • People are alike and different in many ways
    • All people need others.
    • All people need to learn and learn in different ways.
    • People change over time.
    • People use folktales, legends, music, and oral histories to teach values, ideas, and traditions.
  • My Family and Other Families
    • My family and other families are alike and different.
    • Families develop rules to govern and protect family members.
  • My School and School Community
    • Workers – jobs, our school family
    • Geography of the school
    • Respect for school property
    • Health and safety
    • Citizenship – rights within the school
  • My Neighborhood
    • My neighborhood can be located on a map
    • Different people live in my neighborhood
  • Location of Home, School, Neighborhood, and Maps and Globes
    • Land and water bodies can be located on maps and globes
    • The United States can be located on a map and a globe
  • Citizenship
    • The flag is a symbol of our nation
    • Our nation celebrates holidays
    • We pledge allegiance to our flag and country


Students in the Franklin Square Schools are provided with opportunities to experience learning activities outside the regular classroom. In coordination with classroom topics, these special area classes enrich learning and contribute to the students’ development and knowledge. The special area subjects provide opportunities for students to demonstrate their special talents and skills in these areas:


Students will know and use visual arts materials, techniques, and learn basic concepts.

  • Express feelings, thoughts, and experiences
  • Develop fine motor skills and visual awareness
  • Identify primary colors - Learn basic color theory
  • Develop appreciation of art
  • Develop work habits and organizational skills
  • Use a variety of art media
  • Learn basic art vocabulary


  • Movement and Dance:
    • Strengthen fine and gross motor skills
    • Instill the “feel” of rhythm and beat
  • Song:
    • Holiday songs
    • Echo singing
  • Rhythm:
    • Clapping rhythms
    • Rhythm instruments


  • Skills (stressing form , eye/hand coordination, and eye/foot coordination):
    - Throwing - Catching - Batting
    - Dribbling - Kicking
  • Physical Activities :
    • Strategies (Introduce “team” concept; following directions and rules, cooperative play, spatial awareness)
    • Rhythm and Dance (Develop listening skills, recognition of rhythm, coordination of movement, cooperation with others, directionality)
  • Physical Fitness:
    • Health Related Fitness/Wellness (Introduce body parts associated with health and physical fitness)
    • Personal Goals (Personal programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition )
    • Sportsmanship (Introduce team competition and appropriate behaviors)
  • Community Resources: (Develop an awareness of opportunities available to them within their community to engage in physical activity)


The students in the Franklin Square Schools have access to computers both in the computer lab and in their own classrooms. The Kindergarten children are provided with many motivational computer programs that reinforce their reading and math skills, while focusing on the following computer skills:

  • Using the mouse to point, click, and drag
  • Using tools to create graphics
  • Saving and printing
  • Locating letters on the keyboard
  • Publishing books


When the Kindergarten students visit the school library media center, the following skills will be stressed:

  • Demonstrating appropriate behavior
  • Handling materials with care and responsibility
  • Identifying the order by which books are shelved
  • Browsing for and selecting appropriate books
  • Identifying the procedure for borrowing books
  • Identifying the parts of a book
  • Using multimedia materials (videos, filmstrips, audio-cassettes, etc.)
  • Enjoying storytelling in the Story Corner
  • Develop a love for reading
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