Washington State Full-Day Kindergarten Guide
Pg 3 & 4 Table of Contents:
o Pg 24, Suggestions for Equipping a Best Practices Kindergarten Classroom
o
Pg 26, Conclusion & Additional Learning Environment Resources
o
Pg 34, Plan-Do-Reflect in Motion
o
Pg 39, Overview of Kindergarten Learning Standards
o
Pg 40, Integrating Content Areas in Kindergarten
Pg 8 Last paragraph, 2 sentences added:
Keep in mind, however, that student outcomes only change when the adult behavior change.
Implementing full day kindergarten requires a shift in thinking on the part of the system, and the adults.
Pg 11 Paragraph 4 added:
Building a program that is grounded in the developmental pattern of a child means that systems are
creating high quality learning structures that are sustainable and will withstand the test of time.
Learning begins with the child at the center.
Pg 13 Paragraph 3 reworded:
- Educators who have effective strategies to support the instruction and create an environment that supports engaging, meaningful and relevant learning opportunities have a deep understanding of child development.
Having a deep understanding of child development helps educators create an environment that supports engaging, meaningful and relevant
learning opportunities.
Pg 16 4th bullet added: ●Represent the children culturally
Pg 17 Paragraph 5 split into 2 paragraphs, adding:
It is important to be mindful as well as to what the arrangement is saying to children. If a teacher sets his/her classroom up like a racetrack, the children will use it as such; however, if the teacher creates dynamic spaces that allow children to question, create, and explore then that is the type of learning that will take place.
Pg 17 Paragraph 6 adds:
The materials should be open to a variety of possibilities so that all children
can access an area at their level of learning. When putting materials out, always be questioning if there
is more than one entry point to the task? Is there enough room for ideas to grow? Are there structures
in place where children know how to access new materials as the idea blooms?
Pg 18 Bullet added under Block Area: ●Duplos for children developing fine motor skills
Pg 20 Sentence added (2nd to last):
It also becomes a place where children work through their feelings and emotions that they are processing from personal experiences outside of school.
Pg 21 Bullet added under Math Area: ●
Materials that promote fine motor skills
Pg 22 Paragraph 1, phrase inserted in last sentence:
Soon child-made puppets will fill the dramatic play area, the block area will be filled with trees and people made of paper, and the walls will represent the budding artists in the classroom.
P 24 Whole page insert:
Pg 25 Whole page insert
Page 28 Sentence & bullets added:
General strategies that a teacher can engage in that will support all students may include:
● Focus on the strengths of all children every day
● Make sure that when talking with children you are at their eye‐level. (Try getting down on your
knees and looking at the world from their level)
● Model social skills (not interrupting, saying "please" and "thank you", etc.)
● Stating directives in a positive way (instead of saying, “No running,” instead say “Walking feet.”
Or instead of “Be quiet” say “Inside voices”)
● Acknowledging children as unique individuals (every child has something to offer to the class)
● Enjoying and appreciating the children (smiling and laughing sharing in their discoveries and
milestones. The classroom should be filled with joy)
● Offering choices and respecting their choices. If you need a child to write his/her name, provide
them power over the tool they use or the type of paper
● Always greet children every day with a warm smile and genuine care that his/she is there.
● Talking with the children about what is of interest to them, and incorporate that into the
classroom environment, and curriculum
● Awareness of the impact of the tone of voice, facial expressions, and body language and utilizing
these as a teaching tool
● As the teacher model making mistakes and how to respond, it is all part of the learning process
Page 58 reworded:
Not a screening tool; additional evidence needed to
identify student who might benefit from referrals
Are not screening tools; additional evidence needed to identify students who might benefit from referrals
Page 59 Split in to 2 paragraphs:
School and School District Assessments
Many school and school districts require other diagnostic, formative, and summative assessments to be
administered in the early grades, primarily in reading and mathematics.
While no single assessment is valid for all purposes,
RCW 28A.150.315
(2)(a) states that it is the intent of
the Legislature that administration of WaKIDS replace the administration of other assessments being
required by school districts or that other assessments only be administered if they seek to obtain
information not covered by WaKIDS.
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