School is Open
 
Mobile LogoLink to home page
    MSD LOGOS2 MSD Wabash County
    Kindergarten Supplemental Activities and Lessons



    Key understandings: Names uppercase and lowercase letters.
     

     
    How to use:

    Select activities below based on the key understanding’s score listed on your child’s most recent report card.






     

    Activities for a key understanding score of 1

    iOS Apps
    App 1
    App 2
    App 3
    App 4


    Web-based
    Website 1
    Website 2
    Website 3
    Website 4


    Printables
    Printable 1
    Printable 2
    Printable 3
    Printable 4





    Activities for a key understanding score of 2

    iOS Apps
    App 1
    App 2
    App 3
    App 4



    Web-based
    Website 1

    Website 2
    Website 3
    Website 4



    Printables
    Printable 1

    Printable 2
    Printable 3
    Printable 4




    Activities for a key understanding score of 3

    iOS Apps
    App 1
    App 2
    App 3
    App 4


    Web-based
    Website 1
    Website 2
    Website 3
    Website 4


    Printables
    Printable 1
    Printable 2
    Printable 3
    Printable 4




    Activities for a key understanding score of 4

    iOS Apps

    App 1

    App 2

    App 3

    App 4


    Web-based

    Website 1

    Website 2

    Website 3

    Website 4


    Printables

    Printable 1

    Printable 2

    Printable 3

    Printable 4





    Kindergarten Supplement Board

    Mathematics: NUMBER SENSE   - English Language Arts: READING  
    Counts by ones View   Names uppercase letters View
    Counts by tens View   Names lowercase letters View
    Writes numbers View   Produces correct sound(s) for each letter View
    Counts up to 20 objects with one-to-one correspondence View   Blends sounds to make words View
    Compares objects to determine greather than, less than, or equal to View   Reads high-frequency words View
    Mathematics: COMPUTATION & ALGEBRAIC THINKING  
      Reads grade level text accurately View
    Adds using counters & pictures View   Reads at an appropriate pace View
    Subtracts using counters & pictures View   Reads grade level text with comprehension View
    Solves real-world story problems View   Asks and answers questions about texts View
    Decomposes numbers in multiple ways (5=4+1 and 5=2+3) View   Identifies characters and settings from text(s) View
    Mathematics: GEOMETRY   Retells the story with key details from the text(s) View
    Describes positions of objects (inside, in front of, beside, above, below, up, down, etc) View   Makes connections between people, places, ideas, and information in text(s) View
    Names 2D shapes (square, circle, triangle, rectangle, oval, hexago) View   English Language Arts: WRITING  
    Names 3D shapes (cube, cone, cylinder, sphere) View   Prints uppercase and lowercase letters View
    Compares shapes by different attributes View   Uses a combination of drawing, dictating, and writing to compose written pieces View
    Mathematics:  PROCESS STANDARDS
         
    Demonstrates and explains understanding of mathematical thinking View      

    Grade 2 Supplement Board

    Mathematics: COMPUTATION & ALGEBRAIC THINKING View  - English Language Arts: READING  
    Adds fluently to 20     Uses common words to read unfamiliar words View
    Adds to 1000 without regrouping     Uses context clues (word & sentence clues) to determine unknown word View
    Adds to 1000 with regrouping     Identifies relationships between words (synonyms, antonyms, multi-meaning words, etc) View
    Subtracts fluently to 20   Reads grade level text accurately View
    Solves real-world problems using addition and subtraction within 100     Reads grade level text fluently View
    Mathematics: NUMBER SENSE  
      Reads grade level text with comprehension View
    Reads and writes numbers to 1000 View   Asks and answers questions about the main idea and key details of text(s) View
    Locates and compares numbers up to 1000 on a number line View   Identifies the main idea of a text View
    Understands 100s, 10s, and ones to 1000 View   Retells the beginning, middle, and end of stories. View
    Identifies numbers as odd or even View   English Language Arts: WRITING  
    Mathematics: MEASUREMENT   Forms letters correctly View
    Estimates and measures the lengths using appropriate tools View   Spaces words and sentences properly View
    Tells and writes time to the nearest five minutes using AM and PM View   Uses end marks accurately View
    Measures time intervals to the hour and half-hour in word problems View   Capitalizes words correctly View
    Finds the values of a collection of pennies, nickels, dimes, quarters, and dollars View   Uses spelling patterns when writing View
    Mathematics:  GEOMETRY
      Writes in complete sentences  View
    Identifies, describes, and classifies two- and three-dimensional shapes View   Writes to express an opinion  View 
    Draws two-dimensional shapes View   Writes to inform others about a topic View
    Divides circles and rectangles into two, three, and four equal parts View   Writes narratives with a beginning, middle, and end View
    Names equal parts as halves, thirds, and fourths View      
    Mathematics:  DATA ANALYSIS        
    Creates graphs and solves related problems View      
    Mathematics:  PROCESS STANDARDS        
    Explains mathematical thinking in verbal and written form View      

    Grade 1 Supplement Board

    Mathematics: NUMBER SENSE   - English Language Arts: READING  
    Counts to 120 by 1s View   Utilizes grade appropriate phonics skills and strategies View
    Counts to 120 by 5s View   Reads frequency words accurately View
    Counts to 120 by 10s View   Reads grade level text accurately View
    Reads and writes numerals to 120 View   Reads grade level text fluently View
    Identifies the number of tens and ones in a number View   Reads grade level text with comprehension View
    Mathematics: COMPUTATION & ALGEBRAIC THINKING  
      Asks and answers questions about main idea and & details in text(s) View
    Adds fluently within 20 View   Retells with key details from texts View
    Subtracts fluenty within 20 View   Uses context clues to solve unknown words View
    Solves real-world story problems using addition & subtraction strategies within 20 View   English Language Arts: WRITING  
    Adds two-digit numbers within 100 View   Writes legibly (letter formation, spacing) View 
    Mathematics: GEOMETRY   Writes in complete sentences (capital letter, complete thought, punctuation) View
    Divides and describes circles and rectangles into halves and fourths View   Develops and writes personal narratives with details View
    Mathematics:  MEASUREMENT
      Develops and writes informational text View
    Tells and writes time to the half-hour View   Develops, writes, and provides support to persuade others View 
    Finds the value of a collection of pennies, nickels, and dimes View   Writes unknown words phonetically View
    Mathematics:  DATA ANALYSIS     Writes frequency words accurately   
    Creates and reads information from a graph View      
    Mathematics:  PROCESS STANDARDS        
    Demonstrates and explains understanding of mathematical thinking View      

    HIgh Ability IDOE Levels of Services Plan

    Metropolitan School District of Wabash County
    Levels of Services Program Plan

    
This plan outlines the educational services for high ability students offered by the Metropolitan School District of Wabash County (MSDWC) in compliance with IC 20-10.1-5.1-4 and 511 IAC 6-9.1-2 Sec. 2)

    Components include: 

    • • Counseling & Guidance Plan
    • • Curriculum & Instructional Strategies Plan
    • • Multifaceted Student Assessment
    • • Professional Development
    • • Systematic Program Assessment Plan
    Counseling and Guidance Plan

    MSDWC has two counselors available for the four elementary schools, so a counselor is available to K-6 students on a regular basis. The building teams involve the counselors in planning and training so that their services are integrated into the services provided to high ability students. District-wide, the counselors have met to learn about social-emotional needs of high ability students using “Guiding Students with High Abilities: Social & Emotional Considerations. The group also used a rubric provided by the Indiana Department of Education to evaluate guidance department services for high ability.

    At the junior-senior high school level, counselors work with teachers to coordinate between elementary and junior high school. Highly able students are made aware of opportunities and requirements. Orientation programs are held for parents and students and course request sheets are mailed as verification of upcoming course selections. Exiting and entering procedures for honors programs are also established and communicated to students. Standardized test scores, prior student performance, student work ethic, and teacher recommendation are among the criteria used for placement. Exiting procedures involve the student, teacher, and parent. High school students are also seen on a formal, individual basis each year. The four-year course plan is reviewed and notes are recorded regarding post-secondary plans, testing, academic progress, and course scheduling for the following year.

    Counselors make themselves readily available for personal counseling as well. When appropriate, suggestions are made to help the student with concerns he or she has encountered either at school or outside the school environment. Students are referred by self, other students, parent and/or teacher suggestion. Group counseling sessions are held when appropriate and referral to outside agencies is made when deemed necessary.

    Curriculum and Instructional Strategies Plan 


    The Metropolitan School District of Wabash County (MSDWC) has a variety of components in place to meet the needs of high ability students. Students are served through the Levels of Services (LoS) model, where services are matched to unique student needs.
    Tier I services are for all students. Field trips, convocations, guest presenters, and other events provide all students an opportunity to expand their view of the world. School-wide or grade projects (i.e. science or social studies fairs, community essay contests) offer students open-ended opportunities for challenge and provide a real world audience. While these opportunities are provided for all students, high ability students are in a unique position to thrive in this environment.

    Tier II services are for some students. This level provides for students based on specific characteristics and needs. This varies by school and grade level, but may include grouping by skill level for math and/or reading instruction, between-class grouping, daily pull-out, honors classes, and acceleration of content material leading to opportunities for dual credit and Advanced Placement courses. Both in school and extracurricular opportunities include academic competitions, visual and performing arts options, and service learning.

    Tier III services are for a few students who demonstrate a need for even more highly individualized options. Depending on the student’s age, interests, and ability, this may include early entrance, grade advancement, mentorships, internships, independent research/projects and/or early graduation.

    District Focus on PLC’s

    In 2011 the district began taking steps toward becoming a Professional Learning Community. Weekly teacher collaboration time is focused on four questions:
    1. What do students need to learn? (Curriculum)
    2. How do we know if they have learned? (Assessments)
    3. What do we do if they have not learned? (Interventions)
    4. What do we provide for students if they already know it? (Acceleration, enrichment, challenge)
    We are pleased that Question #4 directs more attention to the needs of high ability students and confident that our daily services for high ability students will continually improve as we become more experienced with the PLC model.

    In the two primary schools, high ability students have above grade level reading instruction on a daily basis. In additional, time is built into the daily schedule for enrichment focused on critical thinking, problem solving, and research. Math talent is nurtured in identified students through the Mentoring Young Mathematicians (K-2) and Mentoring Mathematical Minds (3-5) curriculum. By grade 6, some students are accelerated in the math curriculum, preparing for taking accelerated math when they reach junior high.

    At the junior-senior high level, MSDWC has enriched/accelerated classes for both English and mathematics. By beginning algebra in 8th grade (or sooner as appropriate for specific identified students) and finishing with Advanced Placement Calculus as seniors students can receive five years of high school math as well as an opportunity to qualify for college credit through the AP exam. In English, students have an opportunity to take a more challenging curriculum through honors/advanced English classes culminating with the Advanced Placement English courses. AP courses are also available in biology, history, and chemistry. Dual credit is available for several classes in our schools and students also have the option to travel to nearby college campuses to take classes. Several Southwood students take an early morning class at Indiana Wesleyan and Northfield students have taken advantage of Manchester University. In recent years students have also used the Indiana On-line Academy to take AP and other courses not available in our high schools.

    The two intermediate schools and the two junior-senior high schools have multiple opportunities for academic competition, including Destination Imagination, Spell Bowl, MATH Bowl, Battle of the Books, Wabash County Junior High Math Contest, multiple high school mathematics competitions, and many essay contests.

    Talented art and music students have many opportunities depending on their areas of strength and interest. Both art departments offer flexible scheduling so that talented art students have an opportunity to take a variety of art classes, regardless of what class period they have available. The music department is also flexile, providing advanced opportunities for individuals or small groups.

    MSD of Wabash County partners with Wabash City Schools and Manchester Community Schools to offer the Visual & Performing Arts Cooperative. Students, (grades 3-12) talented/interested in acting, singing, costuming, or set production can participate in a Youth Theater production each summer. (See music teachers for the April audition schedule). Special art classes are held for two weeks each summer for talented art students (grades 3-12). (See art teachers for application and art product submission for acceptance) The Best of the Best program provides four talented students from each high school an opportunity to learn how their art talent could lead to a career. They meet at Charley Creek Gardens Education Center to work with professional artists and tour local art-related businesses. The culminating event is a gallery showing where students sell their own artwork to the public.

    Multifaceted Student Assessment Plan

    Placement:Standardized testing, teacher input, classroom performance, and professional judgment are all utilized to identify students who are High Ability-Math, High Ability-Language Arts, or High Ability-General Intellectual.

    At the junior-senior high level, placement in the honors/accelerated classes is based on past student performance, standardized test scores, teacher judgment, input from parents, and student motivation.

    Assessment of Performance

    Once students are placed in one of the program components, assessment is continuous to determine if this is the best placement for them.
    Annual growth for grades 4-8 is measured using the Indiana Growth Model as well as specific progress in the service (i.e. advanced math or reading instruction) being provided. Benchmarking is used for the primary grades. At the junior-senior high level, student progress is evaluated at mid-term and at the end of each nine weeks. Those experiencing difficulties may be placed into another class after a conference. 


    Professional Development Plan

    The professional development plan for promoting professional growth in all areas of high ability services is integrated into the overall professional development plan for MSDWC. The plan provides release time and funding for teachers involved directly in the high ability programs: AP teachers, high ability teacher and classroom teachers to participate in local, regional or state events specific to their responsibilities. To meet the expectation for having staff licensed in high ability, grant money is set aside for stipends to teachers willing to take coursework toward a high ability endorsement.

    The high ability coordinator participates in the Region 8 Curriculum and Professional Development Council as well as the Region 8 High Ability Coordinators Roundtable. The MSDWC professional development plan also provides opportunities to reach all teachers with instructional strategies and organizational techniques to allow them to challenge all students yet meet the needs of highly able students. 

Guidance counselors are encouraged to attend workshops on social & emotional needs of high ability students and are required to be familiar with the DOE resources on this topic.

    Systematic Program Assessment Plan

    The MSDWC plan for program assessment uses a variety of instruments and processes to systematically gather data on the services offered to highly able students. The information is then analyzed by the Broad Based Planning Committee and used to revise the services as needed.

    At the elementary level, the high ability staff and classroom teachers maintain a log of services for identified high ability students. The school improvement team evaluates the program services and presents the annual highlights to the Broad-Based Planning Committee.
    Principals, department chairpersons, and teachers, along with College Board (AP) and the partner universities (dual credit) evaluate the courses that serve highly able junior-senior high students.

    Student performances on the Advanced Placement exams provide data for evaluating the effectiveness of our programming options for high ability students.

    Print Email

    Access

    • Skyward Logo Skyward
      Parent/Student Portal
    • MSDWC Logo Staff
      Web Site Login