Early Indicators for Successful Kindergartners:

(The original source for this document is unknown. We have adapted it and encourage you to do the same.)

Children entering kindergarten demonstrate a variety of learning behaviors. Thefollowing behaviors and skills are indicators of kindergarten success:

Oral Language, Reading, WritingSays his or her first and last namesFollows simple instructionsShares thoughts and opinionsAnswers simple questionsListens to stories read each dayRecites many nursery rhymesSings simple songs (Twinkle, Twinkle,Little Star)Retells a familiar event or storyParticipates in word play(kuplink, kuplank, kuplunk)Identifies colorsDiscusses a favorite storyTalks about picturesPretends to "read" a bookIdentifies some or all of the lettersin the alphabetWrites name with correct capitaland lower case lettersAttempts writing by using scribbling,print-like marks, or strings ofletters

Mathematics• Identifies some shapes• Matches objects (socks, shoes,

mittens, gloves)• Notices similarities and differences• Sorts and classifies objects• Uses math language (bigger, smaller,

tallest, shortest)• Plays counting games• Counts to 20 and beyond

Go to nellieedge.com; see /Articles/Parents asPartners for many helpful documents to download

• Touches or points at objects whencounting

• Arranges objects by size fromtallest to shortest

Social and Emotional• Makes choices• Takes turns• Uses self-help skills (dressing,

toileting, eating)• Shares with others• Uses self-control• *Helps with chores at home• Begins to demonstrate independence• Finishes new tasks• Begins to show self-confidence• Tries new things• Expresses thoughts and feelings

Physical• Hops, jumps, gallops, runs, leaps,

climbs, balances• Throws and catches a ball• Alternates feet when walking up

steps• Buttons and zips• Ties shoes• Assembles puzzles• Uses crayons

^Parents as PartnersOne of the important things you can do topromote schqol success is to help your childto be more and more responsible at home:Teach your child to pick up toys, set thetable, take care of a pet, clean their room,and help with the household chores...

Activities for Developing Fine Motor CoordinationDear Parents:These are some activities to strengthen small hand muscles. Please keep these activities funand integrate them into your daily routine.

1. Learn to fingerspell the ABC's using American Sign Language.2. Pick up small objects such as coins, beans, marbles, seeds, buttons, nuts and bolts. Sort them

into containers of varying sizes.3. Pick up objects (blocks, cotton balls, pom-poms, crumpled balls of paper, counters, etc.) using

various-sized tongs, tweezers or clothesline hooks.4. Stack objects (coins, cards, checkers, blocks, etc.).5. Screw and unscrew objects such as nuts and bolts, caps from jars, etc.6. String beads onto a shoelace.7. Play with Lite Brite toy.8. Cut straight and curved lines/shapes drawn on paper, cloth, etc., with scissors.9. Play the piano; do f ingerplays.

10. Type or keyboard.11. Crumple paper into a small ball and then flick it with the finger (play "soccer" with the paper

ball).12. Shuffle cards, deal cards one by one, turn cards over.13. Roll a pencil between thumb and fingers without dropping it.14. Stick small objects into playdough or silly putty for him or her to pull out.15. Wind thread on a spool evenly.16. Put rubber bands around various-sized containers and objects.17. Move spoonfuls of small objects from one bowl to another.18. Do up buttons, zippers, hooks, etc.19. Tie shoelaces.20. Manually sharpen pencils.21. Put keys into locks to open doors.22. Put paper clips onto paper.23. Place clothespins on the edge of a box or container or on a line.24. Use Wikki Stix to form shapes, letters, numbers, and other designs.25. Color using the flat side of a crayon. Put paper over leaves, stencils, and other objects so that

the child gets sensory feedback as he colors.26. Use sprayer bottles filled with water and sponges to have the child "clean" a desk or table,

then squeeze the excess water into a dishpan. This is a great pre-scissor skill activity.27. Lace various-sized beads. Using both hands develops bilateral integration.28. Play with dough using words like poke, squeeze, pound, press, and knead.29. Use puzzles with pegs.30. Wave using the "pincer" grasp (two fingers and a thumb).

\The original source for this article is unknown. We have adapted and added to this list and invite you to do thesame.

From Parents as Partners in Kindergarten and Early Literacy: Multiplying Our Teaching Effectiveness,by Nellie Edge© updated 2012.

rhy Children Still Need the pelightful Langua^^Research shows that children who have memorized nurse^because they develop an early sensitivity to the sound§of language. (See Marie Clay article.)

Nursery rhymes are short and full of alliteration and rhymes. Children can quickly internalize theTlanguage and make them their own. These memorized rhymes are ideal vehicles fgr playing withlanguage and developing phonemic awareness.Children delight in the visual images and strong rhythmic character of nursery rhymes. Visualimagery and the rhythms of sound have a powerful effect on cognition.

Many authors of children's books assume knowledge of nursery rhymes and fairy tales. (SeeGoodnight Moon by Margaret Wise Brown and Each Peach, Pear, Plum by Janet and Allan Ahlberg.)The Common Core State Standards include memorizing rhymes.

Memorizing nursery rhymes effortlessly plants the grammatical structure (or syntax) of languagein the child's long-term memory. This accelerates both language and literacy development.

Nursery rhymes invite movement and dramatic interpretation, allowing children to personalizemeaning and build language concepts and vocabulary. This is especially vital for children acquiringEnglish as a second language.

Every culture has its own "nursery rhymes" or uout-loud culture." See Tortillas Para Mama.

Reading rhymes that children have first memorized supports them in self-concepting or role-playingthemselves as successful readers. Repeated experiences with "magical memory reading'* developfluency, teach concepts about print and lay the foundation for "guided reading" instruction. (Seearticle on Magical Guided Reading?)

Nursery rhymes feature consistent decodable words (rimes) conducive to explicit phonicsinstruction within a meaningful context; they also reinforce high-frequency words.

"Parents as partners" can engage their children in memorizing nursery rhymes.

Many nursery rhymes have survived since the time of Shakespeare. They have been polished bychildren into a form that is almost indestructible.

When children memorize, recite and perform nursery rhymes they are developing listening andspeaking skills in a joyful, non-threatening context.

r

Active, imaginative teaching with nursery rhymes takes advantage of how the brain learns best -it is meaningful, memorable, and multisensory.

Pre-school and kindergarten children can adapt nursery rhymes and use the patterns to make theirown individual books or contribute innovations for group books. See examples in Making Class Booksin Kindergarten. Children love being authors and illustrators.

Nursery rhymes are basic cultural literacy - they are gifts of language that all children deserve toown. Common Core Standards emphasize the importance of learning rhymes.

Download a set of 16 rhymes at this address: www.nellieedqe.com/freepoetry sept2.htm

Rhymers are readers... Marie ClayFrom Celebrate Language and Accelerate Literacy: Higher Standards • Joyful Learning • Proven Strategies. Nellie Edge. Updated 2012.

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Hickory, Dickory, DockHickory, dickory, deck.

The mouse ran up the clock.

The clock struck one. VM

The mouse ran down.

Hickory, dickory, dock.

Little Jack HornerLittle Jock Homer

Sot In o corner.

Eating a Christmas pic;

He stuck in his thumb.

And pulled out o plum, £-.*£j

And^d,

"What a sood boy am XT

Twinkle, Twinkle, Little StarTwinkle, twinkle, little star.

How I wonder what you ore!

Up above the world so high.

Like a diamond in the sky.

Twinkle, twmkle, little star.

How I wonder what you orei

Little Miss Muffet

Little Miss Muffet sat on a tuffet<

Sating her curds and whey.

Along come a spider,

Who sat down beside her

And frightened Miss Muff et away.

^ 4

Wee Willie Winkie;gf

Wee Willie Winkle, runs through the town,

Upstairs end downstairs in his night-gown,

Rapping ot the window,

Crying through the lock,

Art the children in their beds?

Now it's eight o'clock.*

Yankee Doodle

Yankee boodle went to town.

fcidmg on a pony:" He stuck a feather in his hat

And called it macaroni.

Old Mother Hubbard

Old Mother Hubbard p~itj«\

Little Bo-Peep

Little 80-Peep has lost her sheep

And can't tell where to find them;

L e a v e t h e m a l o n e . / \

And they'll come home , ^f O^

WogoJnQ their tails behind them.

Went to the cupboard,! S?K ,

To fetch her poor dog a bone;

Out when she got there

The cupboard was bore

And so the poor dog had none.

Baa, Baa, Black Sheep0oa, baa. black sheep.

Have you any wool?

Yes sir, yes sir, three bags full;

One for my master, £. \[y

And one for my dame.

And one for the little boy

Who lives down the lane.

1, 2, Buckle My Shoe

1, 2, Suckle nsy shoe;

3, 4, Shut the door; ]{ J

5, 6, Pick up sticks;

7, 8, Ley them straight;

9,10, A big fat hen.

Jack and Jill

Jack ond Jill went up the hill

To fetch o pofl of water.

Jock fell down

And broke his crown*

And Jill came tumbling after.

Humpty tKimfrty

Humpty Ouropty sat on a wall,

Humpty Dumpty had a great fall;

Ail the King's horses

and all the King's men.,

gffifo*^ couldnt put Humpty

together again.

Hey, bicWIe, Diddle

Hey, diddle, diddle.

The cat and the fiddle.

The cow jumped over the moon;

The little dog laughed l

To see such sport,

And the dish tm away with the spoon.

Mary Had A UHle Lamb

Mary had a little lamb,

Its fleece was white as snow '

And everywhere

That Mary went.

The lomb was sure to go.

Jack Be Nimble

Jack be nlmbfe.

Jock be quick.

Jack Jump over

The candlestick.

M Th^ Lm"le Pig

This little pig went to market,

This little pio stayed home,

J This little pig had roast beef.

This little pig had none.

And this little pig cried,

*Wee, weer%ee, wee, wee.'

Ail the way home.

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