Young Fives and Kindergarten

Young Fives ~ The Gift of Time

This program is designed for students who are five years old by December 1.

Incoming Young Fives students must pass the Brigance Early Childhood Screen III Assessment.

Brigance is a screening tool widely used by schools for students in Pre-Kindergarten, Kindergarten and First Grade. The test is not an IQ test nor is it a full scale educational assessment – it is a norm referenced test that compares each child’s results with the performance of other children taking the same exam. Brigance Testing covers a variety of school-based curriculum topics through a series of 12 assessments, including language development, science and math proficiency and gross motor skills.

Testing is done with a minimum of 4 and a maximum of 8 children; interactions of the children are observed and noted.  Ability to leave parents, parallel play, interacting play, speech patterns and physicality are all observed.  Passing this assessment is mandatory towards a student being accepted in the St. Regis Catholic School Young Fives Program.

We offer five full days a week. Our Young Fives program strives to meet the individual needs of each student. The program follows a kindergarten curriculum and assists in the religious, intellectual, social, emotional and physical development of children. Our Young Fives is a hands on center-based, developmentally appropriate exploration of the world around us. We offer a rich, engaging and nurturing environment, where Christ is the center.

We celebrate the the joy and playfulness inherent in each child. We provide a physically and emotionally safe environment. Students can participate in intramural sports.

Activities that seem like play are in fact well-planned methods for developing faith, math, reading and social skills.  All the singing, movement and laughter of happy children are proof positive that the right setting and the right guidance make learning enjoyable for children.


Kindergarten~ The Wonderful World of Learning

This program is designed for students who are five years old by September 1.

Incoming Kindergarten students must pass the Brigance Early Childhood Screen II Assessment.

Brigance is a screening tool widely used by schools for students in Pre-Kindergarten, Kindergarten and First Grade. The test is not an IQ test nor is it a full scale educational assessment – it is a norm referenced test that compares each child’s results with the performance of other children taking the same exam. Brigance Testing covers a variety of school-based curriculum topics through a series of 12 assessments, including language development, science and math proficiencies and gross motor skills.

Testing is done with a minimum of 4 and a maximum of 8 children; interactions of the children are observed and noted.  Ability to leave parents, parallel play, interacting play, speech patterns and physicality are all observed.  Passing this assessment is mandatory towards a student being accepted at the St. Regis Catholic School Kindergarten Program. We have two Kindergarten classrooms. Students can participate in intramural sports.

Our Kindergarten program provides learning experiences which will develop the skills necessary for success in school. This full-day program offers opportunities to meet the spiritual, intellectual, social, emotional and physical needs of your child. Spreading the news of Jesus’ message is the primary focus of the Kindergarten program.  Learning and living our Catholic faith permeates the Kinder day. Our Kindergarten language arts and math curriculum offers numerous learning activities, that are primarily based on phonics, verbal comprehension, reading fluency, vocabulary building and following instructions. As the language arts and math curriculum constitute a Common Core State Standards aligned comprehensive curriculum, a foundation of beginning skills are taught, as Kindergarteners learn through guided lessons, direct teaching and the exploration of fundamentals.

Through a series of pre-reading, reading, comprehension, and pre-writing activities, students will develop strategies with a specific focus on the alphabet and letter sounds, phonetic awareness and rhyming words.  Kindergarten culminates with a thorough review of phonics, highlighting letter and sound recognition.  Students learn to express and communicate thoughts and ideas through speaking, listening, and writing.

Kindergarten is also a year of exploration and discovery of numbers.  Major milestones for kindergarten math include: developing a strong number sense; identifying numbers up to twenty, expressing different ways to represent numbers up to twenty; ability to sort and organize objects based on different attributes; recognizing basic shapes; and units for measurement, time, and weight.


Kindergarten Curriculum Guide


Numbers and Counting

  • Count to 100 by ones and by tens
  • Count forward from a given number (instead of beginning at 1)
  • Write numbers from 0 to 20
  • Recognize and name written numerals to 100
  • Understand that a number represents a quantity
  • Recognize and describe the concept of zero
  • Count objects in one-to-one correspondence saying number names in order
  • Understand that each successive number name refers to a quantity one larger than the last
  • Count a number of objects from 0 to 20 and name the set with a written numeral
  • Understand that the last counting word tells “how many” in the set
  • Without counting, give number of objects in a set (up to four objects)
  • Estimate the number of objects in a small set

Measurement and Data

  • Describe measurable attributes of an object (height, weight, length, etc.)
  • Classify objects and count number of objects in a category
  • Compare objects in shape and size
  • Compare objects by length, weight, or capacity, using such words as longer, shorter, bigger, smaller, heavier, lighter, taller, and shorter
  • Put 3-10 objects in size order by some attribute
  • Know that units are used to measure (pounds, minutes, feet, quarts, meters, etc.)
  • Measure length with such units as toy blocks or similar objects safe for age range
  • Estimate simple measurements
  • Discuss such units of time as seconds, minutes, hours, days, weeks, and years

Numbers and Operations

  • Compose and decompose numbers from 11 to 19 into ten ones and additional ones using drawings and objects
  • Show compositions or decompositions with drawings or written equations (16 = 10 + 6)
  • Understand that the numbers 11-19 are composed of ten ones and 1, 2, 3, 4, 5, 6, 7, 8, or 9 ones

Language Arts


  • Look at pictures in books and pretend to read
  • Show motivation to read; ask to be read to
  • Is read to frequently
  • Has own books
  • Understand that print is something to be read and has meaning
  • Understand that spoken words are represented by written words
  • Understand that printed words are separated by spaces
  • Identify and show an interest in many different kinds of texts
  • Takes care of books; identify title, cover, author, and illustrator of book
  • Recognize that letters form words and words form sentences
  • Follow words from left to right and top to bottom
  • Recognize own name and common words in print
  • Recognize and name all uppercase and lowercase letters
  • Recite the alphabet
  • Recognize that letters have sounds
  • Pronounce the most common sound for each letter
  • Identify beginning, ending, and middle sounds in a word
  • Pronounce words, one sound at a time
  • Make new words from one-syllable words by changing a sound (cat from rat, mud from mad, lid from lip)
  • Match and produce words that rhyme
  • Hear and say separate syllables in words
  • Orally blend sounds and syllables into words
  • Read some common words by sight
  • Retell familiar stories, including key sequence and details
  • Identify events, characters, and settings in a story
  • Identify the main topic and key details in an informational text
  • Ask and answer questions about details in a text
  • Describe the relationships between pictures and text
  • Compare and contrast events or details in two stories or texts
  • Tell why an author wrote a text and how he or she accomplished the purpose
  • Tell or try to determine the meanings of simple words from texts
  • Read grade-level texts with understanding
  • Take part in group reading activities and discussions

Writing and Representing

  • Understand that writing is a way to communicate meaning
  • Print own first and last name
  • Write many uppercase and lowercase letters
  • Write letters to represent words
  • Express ideas from a text by drawing, dictating, or writing
  • Use pictures, designs, scribbles, and letters to represent events, objects, ideas, information, or stories
  • Create drawings, designs, written words, or made-up words to express opinions or preferences, or to give information
  • Use a combination of drawing, dictating, and writing to narrate a story or event
  • Use invented spelling to form words, phrases, or sentences
  • Explore digital tools to produce and publish writing
  • Participate in group research and writing projects


    The Next Generation Science and Engineering Standards describe scientific practices that scientists use as they investigate the natural world and engineering practices that engineers use as they design and build models and systems. In addition, they present seven crosscutting concepts that apply across all the topics and fields of science. The teaching of science topics and the corresponding standards at all grade levels K-12 are intricately interwoven with these practices and crosscutting concepts. Students need consistent experience and connection with these two dimensions of science education (practices and cross-cutting concepts) as they work with the third dimension (core science content topics).

    Science and Engineering Practices

    1. Asking questions (science) and defining problems (engineering)
    2. Developing and using models
    3. Designing and carrying out investigations
    4. Organizing and interpreting data
    5. Using mathematics and computational thinking
    6. Constructing explanations (science) and designing solutions (engineering)
    7. Engaging in argument from evidence
    8. Obtaining, evaluating, and communication information


    Crosscutting Concepts

    1. Patterns
    2. Cause and effect
    3. Scale, proportion, and quantity
    4. Systems and system models
    5. Energy and matter: Flows, cycles, and conservation
    6. Structure and function
    7. Stability and change

    Approach to Science

  • Show curiosity about the world
  • Use senses and tools to observe, investigate, ask questions, solve problems, and draw conclusions
  • Describe what he or she wants to learn from a science investigation
  • Ask “Why?” “How?” and “What if?” questions
  • Try to answer how and why about what happened
  • Use measurement and other math processes to gather information
  • Collect, describe, record, and communicate information
  • Explain, predict, analyze, and generalize about a science event
  • Suggest solutions or answers and give evidence for the answers

Earth and Space Science

  • Describe physical properties of soil and rocks
  • Describe characteristics of soil, water, and air
  • Observe and describe objects in space
  • Observe and describe apparent movements of objects in space
  • Describe changes in weather and seasons
  • Discuss ways the environment provides resources for people
  • Discuss some ways to protect the environment
  • Describe weather and climate in terms of sunlight, precipitation, and temperature in a region
  • Share observations of local weather
  • Notice and record weather and climate patters over time
  • Discuss ways that animals and plants change their environment
  • Draw or describe the relationship between needs of different plants and animals in the places they live (in such a setting as a desert or meadow)
  • Describe ways to reduce people’s adverse impact on land, water, air, living things
  • Describe ways people use natural resources to get things they need

Life Science

  • Describe the differences between living and nonliving things
  • Describe the basic needs of living things
  • Describe sources of food for plants and animals
  • Describe sources of water and light for plants and animals
  • Understand that living things grow and change
  • Observe, describe, compare, and discuss living things
  • Match plants and animals to their habitats
  • Describe how animals resemble their parents
  • Identify ways living things change as they grow
  • Recognize seasonal changes in plants and animals
  • Name external parts of some plants and animals
  • Describe simple life cycles (butterfly or frog)
  • Show respect for living things

Physical Science

  • Observe, describe, and compare physical properties of objects (size, texture, shape, weight, color, freezing and melting, sinking or floating, etc.)
  • Compare and sort objects according to physical attributes
  • Identify such sources of energy as light, heat, and electricity
  • Identify solids and liquids
  • Understand that liquids take the shape of their containers
  • Describe effects of common forces (pushing and pulling, kicking, wind, gravity, magnetism, etc.)
  • Describe specific interactions between objects when they collide or touch
  • Describe effects of smaller or bigger forces
  • Observe the effects of sunlight on Earth’s surface
  • Design a structure to reduce the effects of sunlight on a specific area


Social Studies

There are ten themes of social studies that serve as a background framework for the teaching of the social sciences at all grade levels. They weave through all content and are interrelated with one another. These themes should be developed and built upon throughout the grades.

Ten Themes of Social Studies

1. Culture
2. Time, continuity, and change
3. People, places, and environments
4. Individual development and identity
5. Individuals, groups, and institutions
6. Power, authority, and governance
7. Production, distribution, and consumption
8. Science, technology, and society
9. Global connections
10. Civic ideals and practices

There are social studies practices, habits and literacy skills that should be fostered and integrated with all social studies content. Students at all levels need grade-level appropriate experiences that develop and polish these practices. The State of Michigan Department of Education is working with educators across the state to further explore Social Studies expectations across the grade levels.

1. Gathering, interpreting, and using evidence from various sources
2. Applying critical thinking skills to organize, use, and evaluate information
3. Problem solving and decision making processes
4. Chronological reasoning and understanding of causation
5. Comparing and understanding events and relationships in context
6. Communicating knowledge, research conclusions, and ideas in written, oral, and visual forms
7. Geographical reasoning and use of geographical tools (including maps and timelines)
8. Describing and explaining economics and economic systems
9. Civic participation and understanding

Self, Family, and Community

  • Identify personal family and community
  • Recognize similarities and differences in people and families
  • Discuss what it means to be a member of a family and a community
  • Describe features of communities and neighborhoods
  • Identify cultural traditions of one’s own family or community
  • Identify personal likes, dislikes, talents, and skills
  • Understand and describe self as a learner
  • Identify ways people learn from their families and communities
  • Show understanding and appreciation of diversity (racial, ethnic, religious, national origins, beliefs, traditions, family structures, etc.)


  • Describe rights and responsibilities of children as members of a family, school, community, nation, and world
  • Explain the importance of cooperation in a group
  • Understand the need for rules at home or school
  • Understand the need for laws in the community
  • Discuss routines and rules that help keep people safe and healthy
  • Identify own country, state (province or territory), and symbols such as the flag
  • Experience opportunities to vote to make simple decisions
  • Identify important cultural traditions, holidays, and symbols of one’s own country
  • Identify the capital of the country and some national holidays
  • Identify the president (head of state/head of government) of the country and some local or state (provincial or territorial) leaders


  • Tell the difference between past, present, and future events
  • Show a basic awareness of personal and family history
  • Describe ways family histories are shared and passed down
  • Describe traditions and values of own family and other families
  • Identify some important events that happened in the distant or recent past
  • Describe how things change over time
  • Put events in sequential order


  • Recognize that maps and globes are representations of the Earth’s surface
  • Describe or draw maps of own home, school, community
  • Locate home, school, community on maps
  • Use directions to describe relative locations of familiar places
  • Describe topographical features of own neighborhood or state (province or territory)
  • Become familiar with maps of the United States (or home country) and world
  • Discuss ways that people are affected by and adapt to their physical environment
  • Discuss ways people can take care of their environment


  • Understand that people need food, clothing, and shelter
  • Identify and distinguish between needs and wants
  • Discuss ways families make choices to meet their needs and wants
  • Identify examples of scarcity and choices made due to scarcity
  • Identify examples of goods and services
  • Understand that money or trade is used to get goods or services
  • Understand that money comes in different forms
  • Identify some of the ways families get money
  • Recognize jobs in the community and the work people do

Additional Information