Author: Elizabeth

The information is this booklet may be modified to accommodate your location, however the credits on the front cover and next to last page must be included.

Activities, Skills, and Tips
to Help Prepare for Kindergarten
Thursday, May 5, 2011
4:30 p.m. - 6:30 p.m.
Biloxi Family Resource Center
Lopez School
140 St. John Avenue
Biloxi, MS 39530
Sponsored by:
Created by Liz Catalano and Lisa Wold

Countdown to Kindergarten readiness fair
Table of ContentS

General Information	3
Biloxi Elementary School Information	4
As I Enter Kindergarten I Will	5
Top Ten Things Parents Can Do	6
Kindergarten Information	7
Colors, Shapes, and Numbers	8
Alphabet/Sounds	9
Kindergarten Sight Words	10
Kindergarten Common Core State Standards	11
Language Arts	12
Mathematics	16
Readiness Skills	18
Skills Title of Activity
Number Recognition 1,2,3, Line Up	19
Color Recognition Carton O’ Primary Colors	20
Shape Recognition Match the Shape Can	21
Alphabet Recognition Mitten Match	22
Count Syllables in Words Syllable Count	23
Sequence Draw a Story	24
Fine Motor Skills Trace the Snail	25
Health Information from Mississippi State Department of Health	26
It’s in Your Hand (English)	27
It’s in Your Hand (Spanish)	28
Acknowledgements	29

Biloxi Excel by 5 / Biloxi Family Resource Center Information	30

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City of Biloxi Elementary school Information
Cedar Lake Christian Academy
11555 Cedar Lake Road, Biloxi, MS 39532
228-392-6279 ext. 113
www.clcalions.net
Principal - Pastor Billy Wise
CLCLBill@gmail.com
Gorenflo Elementary School
771 Elder Street, Biloxi, MS 39530
228-436-5145
www.biloxischools.net
Principal - Melissa Nance
Melissa.nance@biloxischools.net
Jeff Davis Elementary School
340 St. Mary’s Boulevard, Biloxi, MS 39531
228-436-5110
www.biloxischools.net
Principal - Dr. Melanie Nelson
Melanie.nelson@biloxischools.net
Nativity B.V. M. Elementary School
1046 Beach Boulevard, Biloxi, MS 39530
228-432-2269
www.nativitybvm.org
Principal - Sister Mary Jo Mike
NBVMbiloxi@aol.com
North Bay Elementary School
1525 Popps Ferry Road, Biloxi, MS 39532
228-435-6166
www.biloxischools.net
Principal - Dr. Laurie Pitre
Laurie.pitre@biloxischools.net
Our Lady of Fatima Elementary School
320 Jim Money Road, Biloxi, MS 39531
228-388-3602
www.fatima-biloxi.com
Principal - Susie Bass
szbass@biloxidiocese.org
Popp’s Ferry Elementary School
364 Nelson Road, Biloxi, MS 39531
228-436-5145
www.biloxischools.net
Principal - Pattie Hughes
Pattie.hughes@biloxischools.net
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As I Enter Kindergarten I Will
Be able to accept learning challenges
Basic shape recognition: circle, square, triangle, rectangle etc.
Recognition of colors: primary (red, yellow, and blue) and secondary (green, orange, and purple) as well as brown, black, and white
Recognition of the alphabet and first name in print
Counting objects using one to one correspondence
Be able to follow directions
Following multi-step directions
Focus on learning tasks
Utilization of fine motor skills: pencil, crayons, scissors, glue
Familiarization with literature: being read to, understanding that letters make sound
Participate in class discussion
Being able to wait for adult attention
Being able to take turns
Be able to work with others
Be able to work alone to complete tasks and activities
More structured activities
Independent and responsible
Demonstrate self control
Understand appropriate behavior and the consequences for misbehavior
Respect others and their ideas
Share
Follow classroom rules
Shorter rest times and lunch times
Completing tasks in a given time period
Be Able to Tie Shoes
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Top Ten Things Parents Can Do
Read with your child daily
Increases vocabulary skills
Promotes a love of reading
Talk with your child
Increases vocabulary skills
Cook with your child
Sequencing skills
Following directions
Play games with your child
Following directions
Social skills
Sharing
Taking turns
Give your child a role in the house
Teaches responsibility
Identify patterns in your surroundings
Teaches pattern skills
AB pattern: example - ?
ABB pattern: example - ??
Sort object by likeness
Group by color, shape, or size
Encourage outdoor activities
Gross motor skills - hopping, skipping, running, bike riding
Health and wellness
Arts and Crafts
Fine motor skills - cutting paper, drawing, Playdoh
Counting
Counting objects
Simple addition and subtraction using objects
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7

red

green

black

yellow

purple

white

orange

blue

brown

0 1 2 3 4 5 6 7 8 9 10

rectangle

circle

zero one two three four five six seven eight nine ten

oval

square

triangle

heart

diamond

octagon

star

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Aa Bb Cc Dd Ee Ff Gg Hh Ii
Jj Kk Ll Mm Nn Oo Pp Qq Rr
Ss Tt Uu Vv Ww Xx Yy Zz

apple

ball

cat

duck

eggs

frog

goat

house

igloo

jeans

kite

lion

mouse

napkins

octopus

pig

queen

rabbit

snake

turtle

umbrella

violin

wagon

fox

yoyo

zebra

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a	for	little	should
and	from	look	that
are	funny	make	the
as	go	me	they
at	had	my	this
away	have	not	three
be	he	of	to
big	help	on	up
blue	here	one	was
but	his	play	what
can	I	put	where
come	in	red	with
could	is	run	would
down	it	said	yellow
find	jump	see	you/your

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Kindergarten Common Core State Standards
For English/Language Arts
Reading Standards for Literature
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, retell familiar stories, including key details.
3. With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
4. Ask and answer questions about unknown words in a text.
5. Recognize common types of texts (e.g., storybooks, poems).
6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
8. This standard begins in upper grade.
9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
Reading Standards for Informational Text :
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text.
2. With prompting and support, identify the main topic and retell key details of a text.
3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
4. With prompting and support, ask and answer questions about unknown words in a text.
5. Identify the front cover, back cover, and title page of a book.
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
8. With prompting and support, identify the reasons an author gives to support points in a text.
9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
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Kindergarten Common Core State Standards
For English/Language Arts
Reading Standards: Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by
specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, 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/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
4. Read emergent-reader texts with purpose and understanding.
Writing Standards
Text Types and Purposes
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
2 . Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
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Kindergarten Common Core State Standards
For English/Language Arts
Production and Distribution of Writing
4. This standard begins in 3rd grade.
5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
9. This standard begins in 4th grade.
Range of Writing
10. This begins in 3rd grade.
Speaking and Listening Standards
Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
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Kindergarten Common Core State Standards
For English/Language Arts
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
5. With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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Kindergarten Common Core State Standards
For Mathematics
Counting and Cardinality
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Compare numbers
6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
7. Compare two numbers between 1 and 10 presented as written numerals.
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
5. Fluently add and subtract within 5.
1Include groups with up to ten objects.
2Drawings need not show details, but should show the mathematics in the
problem.
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Kindergarten Common Core State Standards
For Mathematics
Number and Operations in Base Ten
Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Measurement and Data
Describe and compare measurable attributes.
Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object
as “more of”/“less of” the attribute, and describe the difference. For example, directly
compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”).
Analyze, compare, create, and compose shapes.
4. Analyze and compare two- and three-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).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
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1, 2, 3, Line Up

Materials
5 12”x18” cards
Children’s Books
Fun with Counting
Jenny Ackland
Mouse Count
Ellen Stoll Walsh
This Old Man
Tony Ross

Learning Objectives
The children will:
Learn to count to five.
Learn to put numbers in order.
Vocabulary
Number names 1-5
Observation
Order
Preparation:
Number the cards from 1-5.
What to do:
Place cards on table out of order.
Have child put cards back in order
Have child say or repeat the numbers as you point to them.
Other suggestions:
Tape numbers to various items around the house for the child to put in order:
(chairs, toys, shoes, etc.)
Add 6-10 after the child is able to work successfully with 1-5
Assessment:
To assess the child’s learning, consider the following:
Can the child put the number cards in the correct order?
Can the child easily find which number is out of order?

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Carton o’ Primary Colors

Materials
Half Dozen Egg Carton
Crayons - 2 each
(red, yellow, and blue)
Children’s Books
Is It Red? Its It Yellow? Is It Blue?
Tana Hoban
Mouse Paint
Ellen Stoll Walsh
Marcos Colors
Red, Yellow, Blue
Lois Ehlert

Learning Objectives
The children will:
Differentiate between the colors; red, yellow, and blue
Match like colors; red, yellow and blue
Vocabulary
Egg carton Match Same
Preparation:
In advance, mark the inside of each egg carton compartment whit red, yellow, or blue
Place two red, two blue, and two yellow crayons inside each carton
What to do:
Give child a prepared egg carton.
Together count red, yellow, and blue crayons and egg holders.
Challenge the child to put the crayons in the matching sections of the carton.
As the child to close carton with crayons inside and shake it and repeat matching challenge.
Other suggestions:
Vary activity by having child put one crayon in carton and shake the crayon into the correct section.
Assessment:
To assess the child’s learning, consider the following:
Give child pieces of red, yellow, and blue construction paper
Can the child :
Sort paper by color.
Match colored paper with objects found in classroom.

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Match the Shape Can

Materials
Different materials with texture
(sandpaper, felt, burlap, bubble wrap, foil)
Coffee or oatmeal can
Scissors
Construction paper
Marker
Children’s Books
Changes, Changes
Pat Hutchins
Mouse Shape
Ellen Stoll Walsh
Circus
Lois Ehlert

Learning Objectives
The children will:
Learn about some basic shapes.
Match corresponding shapes.
Utilize their sensory awareness.
Vocabulary
Bumpy Match Shiny
Circle Rectangle Smooth
Heart Rough Triangle
Preparation:
Cover container with bright colored paper.
Cut various shapes from different materials. (make 2 of each.)
Paste 1 of each shape onto construction paper, making a matching game mat.
Laminate game mat and shapes.
What to do:
Show child the different textured cutouts.
Identify shapes and discuss characteristics of each.
Match the shape to the mat.
Put shapes in can and allow child to pull out shape and match it to the mat.
Other suggestions:
Consider making a “big “version of this game.
When making 2 of each, consider making each a different texture.
Assessment:
To assess the child’s learning, consider the following:
Can the child match the shapes to the shapes on the game mat?
Can the child identify shapes ?

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Mitten Match
Match each uppercase letter to its lowercase letter.
Draw a line.

1.

*

*

2.

*

*

3.

*

*

4.

*

*

5.

*

*

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Syllable Count
Say the name of each picture.
Circle the number that shows how many syllables you hear.

1.

2.

1 2 3

1 2 3

3.

4.

1 2 3

1 2 3

5.

6.

1 2 3

1 2 3

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Draw a Story
Draw a picture in each square to tell a story.
Draw what happens first, second, and third.

1

2

3

Copyright ©2007 T. Smith Publishing. All rights reserved. www.tlsbooks.com
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Trace the Snail
Trace the shell with your yellow crayon.
Color the shell yellow.
Color the snail green.

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acknowledgements
Biloxi Excel by 5 Coalition
Biloxi Schools Child Development Department
Biloxi Schools Child Nutrition Department
Biloxi Schools Maintenance Department
Biloxi Schools Special Services Department
Biloxi Schools Student Services
Biloxi Schools Transportation Department
Biloxi Public Schools
Cedar lake Christian Academy
Chartwells - School Dining Service
City of Biloxi
Gorenflo Elementary School
Jeff Davis Elementary School
Margaret Sherry Library
Nativity B.V. M. Elementary School
North Bay Elementary School
Our Lady of Fatima Elementary School
Popp’s Ferry Elementary School
West Biloxi Library

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Biloxi Excel by 5
Biloxi Family Resource Center
140 St. John Street
(South Wing of Lopez School Campus)
Biloxi, MS 39530
HOURS OF OPERATION
Tuesdays and Thursdays
10:00 a.m. - 2:00 p.m.
Closed on holidays that follow the
Biloxi School Schedule.
MATERIALS
Children’s Toys, Games, Books, Manipulative Materials
(Birth to 5 years old)
Parent/Teacher/Caregiver Resources
Two (2) adult computers available.
Resource usage available to all residents in the
City of Biloxi.
Check-out available to all residents in the
City of Biloxi.
Materials may be checked out and limited
one (1) item per applicant for a one (1) week loan period.
If you have any questions
Please contact Susan Hunt, Certification Manager
228-432-2431 or 228-297-6808
susan.hunt@biloxischools.net

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