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Chico Unified School District
1163 East Seventh Street, Chico, CA 95928-5999  |  (530) 891-3000
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You Are Here:HomeDepartmentsEducational ServicesGeneral InformationSuccess in Kindergarten
Success in Kindergarten
Introduction     Attendance/Tardiness     Health Information     Speech and Language Development     Program Description     Alternative Programs     Kindergarten Core Curriculum     Nice To Know Skills Before A Child Starts School     Parents Can Help After School Begins     Setting the Stage for Learning
Top of PageIntroduction
The Kindergarten teachers of Chico Unified School District would like to welcome you and your child to school.  We hope that your child is looking forward to the first school experience with a feeling of delight and anticipation.

Our philosophy is to enable your child to have a meaningful school experience in a learning environment that will meet his/her developmental needs, and achieve the best possible education.

There must be communication and understanding between the school and home.  We hope you feel comfortable enough to ask questions and express your pleasures and concerns.  As part of our home/school communication program, we schedule parent conferences during the 1st quarter and as needed to discuss your individual child.  You are a vital part of this network and your active participation is encouraged.

Hopefully, this will answer some of your questions.  It is our attempt to bridge the gap between school and home.  We all want the important kindergarten year to be a happy and satisfying one for you and your child.
Top of PageAttendance/Tardiness
Good attendance, and being at school on time, are crucial for a pupil's successful school experience.  The educational foundation starts in kindergarten and is one of the most important years in the child's educational career.  The interruption in learning through excessive absenteeism can hinder a child greatly in the learning of the basic skills.

Secondly, there is another factor to consider.  Kindergarten children are picking up many messages from the adults in their world.  If parents do not think it's important to go to school and be on time, a child may develop a similar attitude.  This type of attitude encourages a lack of responsibility.

We realize that children are highly susceptible to common colds, etc. and we would expect the child to stay home if he/she is sick.  Please help us make your child's first year a healthy happy one.
Top of PageHealth Information
Requirements:

Within 18 months prior to entering first grade a physical examination is required.

Vaccines Required for Kindergarten

Polio
Four doses at any age, but three doses meet requirement for kindergarten entry if at least one was given on or after the 4th birthday.

DTP/DTaP/DT/Td2
Five doses at any age, but four doses meet requirement for kindergarten entry if at least one was given on or after the 4th birthday.

MMR3 (Measles, mumps, rubella)
Three doses at any age, but two doses meet requirement for kindergarten entry if one was given on or after first birthday

Hepatitis B
Three doses for kindergarten entry.

Varicella
One dose for kindergarten entry.  

Other Information

VISION AND HEARING tests are done by the school nurse.  You will be notified if your child does not meet the state screening guidelines.

MEDICINES - If your child needs medicine, you need to obtain a signed doctor's order and the medication can be given at school.  Forms for this are available at the school office.

SPECIAL HEALTH NEEDS  Questions relating to special health needs can be directed to your school nurse.  Her weekly schedule is available from the school secretary.
Top of PageSpeech and Language Development
Listed below is the sequence of speech sound development.  By the grades indicated, your child should have mastered the sounds indicated.  Do remember that many children have trouble making certain sounds and speaking clearly.  Do not demand perfection or hold your child to speech standards that are too high.  Many sounds do not develop until the child is six, seven, or even eight years old.  Don't insist that your child say sounds he/she is not yet ready to make.     

     KINDERGARTEN  p,m,n,h,w,f,k,g,b,d,y,ng (sing)     
     FIRST GRADE  t,l,sh,ch     
     SECOND GRADE  v,s,z,r,j,th (think)     
     THIRD GRADE  th (voiced as in that)

Between the ages of two and six almost all children will begin to repeat sounds, syllables and whole words when they are speaking.  This is not stuttering, but rather normal non-fluent duplications in speech.  The amount of repetition will vary from child to child and from situation to situation.  It may last from several weeks to several months.  It may disappear for a time and then reappear later.  Eventually it will disappear altogether.  Patient acceptance of your child's speech at this time is most important.  You can help your child by:
  1. Not calling attention to your child's speech by facial expression or word or deed.
  2. Being sure child is getting proper rest, diet and exercise.
  3. Trying to relieve all tensions in the home.
  4. Being sure your child knows he/she is loved.
  5. Giving your child plenty of time to talk without interruption.
  6. Trying not to be impatient or embarrassed by your child's speech.
  7. Not changing his/her handedness.
  8. Being calm in your discipline.
  9. Remembering that hesitation and repetitions are perfectly natural in a child's early speech and may continue for some time. If you do have special concerns or questions about your child's speech or language, do not hesitate to contact your school's Speech and Language Specialist.
Top of PageProgram Description
The CUSD Kindergarten program provides a learning environment and learning experiences designed to take into account the developmental needs of all children.  Growth in auditory, visual motor, and language areas are fostered through active participation in an experience rich curriculum.  A positive self-concept is nurtured by providing opportunities for success at the appropriate developmental levels.  Process and conceptual development are more important than product at this stage.  For example, a developmentally younger child will count concrete objects such as blocks to develop the concept of number.  A developmental five-year-old will count the objects and write the symbol using paper and pencil.
Top of PageAlternative Programs
OPEN STRUCTURED CLASSROOM PROGRAM
The Open Structured Classroom Program is a district-wide program offered to all children on a space-available basis.  These classes are self-contained and, with the exception of kindergarten are multi-aged.   The O.S.C. operates within a framework that accommodates the affective needs of the child first and foremost and strives to allow each individual to grow in cognitive skills at a pace and level commensurate with ability, readiness, and need in an integrated curriculum.The Open Structured Program has a separate handbook that describes in detail the philosophy and underlying principles of the program, as well as listing all advisory board members and other pertinent information.  This handbook is available to anyone upon request.  For more information, contact Hooker Oak Elementary School at 891-3119

ACADEMICS PLUS PROGRAM
The Academics Plus Program  is a sequential program of learning ranging from kindergarten through the sixth grade. The advent of the kindergarten has added a special strength to the program by providing an automatic matriculation of students into the primary grades of the program.  The Academics Plus kindergarten follows CUSD kindergarten curriculum with many enrichment projects.  For additional information, contact Sierra View Elementary School at 891-3117

TWO-WAY SPANISH IMMERSION PROGRAM
The Chico Unified School District Two-Way Language Immersion Program merges the most successful aspects of second language learning with a challenging academic program.  Beginning in Kindergarten through second grade, students receive nearly full-time instruction in Spanish.  This early emphasis on Spanish instruction benefits both language groups.  All students receive increased amounts of English instruction each year.  By the fifth grade, they spend 50% of time in Spanish instruction and 50% in English instruction.  District curriculum guidelines are followed and grade level standards are taught in all subject areas at all levels.  Academic excellence is stressed and literature in both languages is a primary focus throughout the curriculum. More information about the Two-Way Spanish Immersion Program is available by contacting Rosedale Elementary School at 891-3104.
Top of PageKindergarten Core Curriculum
The CUSD core curriculum is taught in all of our kindergarten classes.  However, the way the skills and concepts are presented depends on the developmental level of the child.  The goals of the kindergarten program are not only the academic skills, but the growth of the whole child.  His/her social and emotional development, his/her fine/large motor development, and his/her intellectual development are equally important in a child's growth process.  Recommendation to first grade is based on the growth of the whole child, not just one part.This is a sampling of general curriculum areas including specific subject tasks:


READING READINESS is making the connection between the spoken word and printed word. It happens through:
-sequencing -language experience stories
-phonics activites -letter names
-left to right progression -listening to stories and poems
-rhyming -noticing similarities and differences
-vocabulary  



WRITING READINESS is the coordination of the eyes, hands and brain. We work with:
-playdough/clay -lacing/stringing/sorting
-tracing -painting
-crayon, scissors, and pencil activities -drawing
-pasting and gluing -manipulatives
-puzzles -writing name
-sand/water play -exploring number and letters



MATH skills enable a kindergarten child to analyze and describe his/her world. We develop these skills by:
-manipulating real objects -recognizing shapes
-sorting and classifying -counting
-arranging patterns -learning about numbers
-estimating and comparing  



ORAL LANGUAGE development must precede reading and writing. It is developed through:
-sharing -asking/answering questions
-dramatic play -following/giving directions
-finger plays -speaking in sentences
-dictating sentences -discussing stories
-retelling stories in sequence -memorizing and chanting poems
-expressing feelings and ideas  



MUSIC/LARGE MUSCLE ACTIVITIES develop body awareness. We do:
-singing -jumping
-playing rhythm instruments -crawling
-dancing/movement -galloping
-listening to music -skipping
-balancing -ball throwing/catching
-hopping  



ART is a tool for expressing a child's individuality and creativity. We do:
-painting -drawing
-clay modeling -woodworking



SCIENCE is the answer to a child's curiosity and wonder.We learn about:
-senses -seasons
-foods -plants
-feelings -animals
-body parts -weighing and measuring
-cooking  



SOCIAL STUDIES is the understanding of ourselves and those around us. We study:
-community helpers -foods and traditions from other lands
-famous men and women -holidays



SOCIAL AND EMOTIONAL SKILLS enable a child to become happy, productive and successful. We learn to:
-work independently -adjust to new situations
-be respectful of others -participate in group activities
-accept necessary rules -assume responsibility
-listen without interruption -demonstrate problem solving
-share and play cooperatively -become self-confident
-make friends -take pride in work
Top of PageNice To Know Skills Before A Child Starts School
These skills and concepts represent the ideal.  School readiness skills are best taught in small doses, with repetition over months, and without pressuring your child.



Motor Skills
-run -build with blocks
-walk a straight line -complete simple puzzles
-jump -zip clothes
-hop -handle scissors
-stand on one foot 5-10 seconds -cut simple shapes
-throw a ball -button clothes
-clap hands -draw and color beyond a simple scribble



Listening and Sequencing
-follow simple directions -retell a simple story in sequence
-pay attention -repeat a sequence of sounds
-recognize common sounds in the environment -repeat a sequence of orally given numbers



Size, Position, and Direction
Big and little Hot and cold
Long and short Empty and full
Up and down More and less
In and out Fast and slow
Front and back Top and bottom
Over and under  



Time

Understand day and night
Know age and birthday

COLORS AND SHAPES

Recognize primary colors
Is aware of triangles, circles, squares, and rectangles

SOCIAL-EMOTIONAL DEVELOPMENT

Express self verbally
Identify other children by name
Can be away from parents for 2 to 3 hours
Can take care of toilet needs
Care for own belongings
Join in family conversations
Get along with other children
Recognize authority
Share with others
Meet visitors without shyness
Work independently
Put away toys
Help with family chores
Know own first and last name
Aware of parent's name
Aware of home address and phone number

READING READINESS

Remember pictures from a printed page
Repeat a 6 to 8 word sentence
Answer questions about a short story
Pretend to read (and has been read to frequently)
Identify own first name in writing. Aware of letters of the alphabet
Know nursery rhymes
Understand meaning of simple words
Top of PageParents Can Help After School Begins
- Read to your child each day.  Have a regular time set aside in a relaxed atmosphere. Take trips to the library.  You might even subscribe to a children's magazine.
- Stay in contact with the teacher.  Whenever possible, participate in the classroom or make a classroom visit.
- Talk about schoolwork being brought home.  Ask specific questions; for example, What was your story today? or What song did you learn today?  If you are not specific, you will most likely receive an answer such as Nothing or Played!
- Listen to your child patiently and take time to respond.
- Talk to your child.  Help your child increase his/her vocabulary.  Speak to your child in complete sentences and
encourage him/her to speak the same way.
- Give your child responsibilities: follow home rules, pick up belongings, make his/her bed, care for a pet, dress self, etc.
- Help your child become an observer.  Detect likenesses and differences in sizes, shapes, colors, textures, and sounds.
- Encourage your child to be a collector.  Provide a special place to put collections  - a drawer, bookcase, or even a shoebox would do.
- Go on excursions and talk about the places seen.
- Keep your child healthy.  Start each day with a nutritious breakfast.
- Be sure your child is well rested.
- Allow your child to exercise, walk dogs, play in the park, climb, ride bikes, move to music.
- Limit the amount of time your child is allowed to watch television.  Discuss programs with your child.
- Discuss with your child ways to protect him/her from strangers. Each child has his/her unique rate and pattern of growth.  Praise your child.  Everyone needs praise everyday!

Top of PageSetting the Stage for Learning
PHYSICALLY     
  1. Does my child receive three nourishing meals a day?      
  2. Does my child get ten to twelve hours of sleep a night?     
  3. Does my child play out-of-doors every day?     
  4. Does my child play with other children?

INTELLECTUALLY     
  1. Do I spend every day conversing with my child?                
  2. Do I read to my child and then let him talk about what we have read?     
  3. Do I enrich his experience by taking him places?     
  4. Do I listen to my child?

EMOTIONALLY     
Children whose  basic emotional needs are satisfied have a better chance to grow up with good mental health and become mentally healthy adults.

THE EIGHT VITAMINS FOR MENTAL HEALTH
1.   LOVE     
   Every child needs to feel that his parents love, want, and enjoy him; that he matters very much to someone;        that there are people near him who care what happens to him.
2.   ACCEPTANCE     
   Every child needs to believe that his parents like him for himself, just the way he is; that they like him all the time, and not only when he acts according to their ideas of the way a child should act.
3.   SECURITY     
   Every child needs to know that his parents will always be on hand, especially in times of crisis when he needs them most; that he belongs to a family or group; that there is a place where he fits in.
4.   PROTECTION
   Every child needs to feel that his parents will keep him safe fro harm; that they will help him when he must face strange, unkown, and frightening situations.
5.   INDEPENDENCE
   Every child needs to know that his parents want him to grow up and that they encourage him to try new things; that they have confidence in him and in his ability to do things for himself.
6.   FAITH
   Every child needs to have a set of moral standards to live by; a belief in the human values - kindness, courage, honesty, generosity, and justice.
7.   GUIDANCE
   Every child needs to have friendly help in learning how to behave toward persons and things; grownups around him who show him by example how to get along with others.
8.   CONTROL
   Every child needs to know that there are limits to what he is permitted to do and that his parents will hold him to these limits; that though it is all right to feel jealous or angry, he will not be allowed to hurt himself or others when he has these feelings.
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