Deborah Rose

Mrs. Rose has been at Callaghan since 1990.  She began her career in education as a teacher’s assistant in the computer lab.  In 1991, she was hired as a first grade teacher.  Mrs. Rose has taught either kindergarten or first grade since that time. 

She received her Bachelors Degree in Early and Middle Education from Radford University in 1989 and her Masters Degree in Special Education from WVU in 2006.

Mrs. Rose resides in Alleghany County with her husband Randy and her pets.  She is a member of  Delta Kappa Gamma, Preceptor Gamma Rho and Agape Circle.


 Junior Kindergarten


1st Semester

General Skills

Children will work on their fine motor skills such as writing name, pasting, using scissors correctly, completing puzzles, correct pencil grasp and coloring in the lines. Students will work on reciting telephone number and address.  Children should be able to state birthday—month and day.  Daily we will spend a large amount of time on work habits and social skills.

Language Art Skills                                       


Children gain language and vocabulary skills by having multiple and frequent opportunities to talk, as well as, listen to adults and peers.  These opportunities must be daily and routine as children begin to read and write.

  • Listen with increasing attention to spoken language, conversations, and stories read aloud. Correctly identify characters, objects, and actions in a picture book, as well as stories read aloud, and begin to comment about each.

  • Make predictions about what might happen in a story.

  • Use two words to ask and answer questions that include actions.

  • Use appropriate language for a variety of purposes, e.g., ask questions, express needs, and get information.

  • Engage in turn taking exchanges and rules of polite conversation with adults and peers.

  • Listen attentively to stories in a whole-class setting.



  • The more children know about the world around them, the easier it is for them to express new information, ideas and vocabulary in communicating this knowledge.  Helping children to relate experiences to new ideas and concepts also assists in the development of vocabulary and related skills.

  • Use single words to label objects.

  • Listen with increasing understanding to conversations and directions.

  • Follow simple, one-step oral directions.

  • Engage in turn taking exchanges with adults and peers.

  • Use new vocabulary with increasing frequency to express and describe feelings and ideas. 

  • Expose children to a wide-variety of experiences to build vocabulary.



Phonological awareness involves the understanding of sounds in spoken words, and is highly predictive of a young child’s success in beginning to read.  Children’s abilities to manipulate sounds in spoken words and learning to read are connected through rhyming, common initial sounds (alliteration), blending and segmentation, all of which are equally important.  Research shows that how quickly children learn to read often depends on how much phonological awareness they have when entering kindergarten.


  • Discriminate similarities and differences in sounds (environmental., letter).

  • Identify words that rhyme, generate simple rhymes

  • Successfully detect beginning sounds in words

  • Listen to multi-syllable words


Math Skills


Geometry for young children involves observing and describing the shapes that are found everywhere in their environment.  Children naturally use geometric shapes and spatial comparisons as they begin to express themselves through drawing and constructions.  This familiarity is a foundation for learning experiences involving shape, position, and orientation in space.

  • Match and sort shapes (circle, triangle, rectangle, and square).

  • Describe how shapes are similar and different.

  • Recognize shapes (circle, triangle, rectangle, and square) by pointing to the appropriate figure when the teacher name the shape.

  • Describe the position of objects in relation to other objects and themselves using the terms next to, beside, above, below, under, over, top, and bottom.



Algebra begins with a search for patterns.  Being able to identify patterns allows young children to make generalizations and predictions beyond the information directly available.  The recognition and analysis of patterns are important components of a child’s intellectual development.  Children should have many opportunities to engage in pattern related activities and recognize patterns in their everyday environment.  

  • Sort and classify objects according to one or two attributes (color, size, shape, and texture)

  • Identify and explore simple patterns, i.e., AB, AB; red, blue, red, blue

  • Use patterns to predict relationships between objects, i.e., the blue shape follows the yellow shape, the triangle follows the square. 



Young children enter pre-school with a foundation of experiences with number.  To grow in an understanding of number and develop number sense, children must have daily experiences involving comparison and counting in ways that are personally meaningful and challenging. 

  • Count objects to 20 or more.

  • Count a group (set/collection) of three to five objects by touching each object as it is counted and saying the correct number (one-to-one  correspondence).

  • Count the items in a collection of one to five items and know the last counting word tells “how many”.

  • Compare two groups (sets/collections) of matched objects (less than five) and describe the groups using the terms more, fewer, or some.

  • Recognizes numbers 0 to 20.


Science Skills


Children are naturally drawn to objects of various colors and textures but often cannot describe what it is that they are observing.  A rough piece of sandpaper may be described by a child as “sticky” (meaning that it catches his/her hand as it passes over the sandpaper) because he/she lacks the vocabulary to properly describe it. This block requires manipulation of objects to develop vocabulary that describes position, movement and physical properties of objects.


  • Identify colors (red, orange, yellow, green, blue, and purple) and white and black.

  • Identify shapes (circle, triangle, square, and  rectangle) of an object.

  • Identify textures (rough/smooth) and feel  (hard/soft).

  • Describe relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short).

  • Describe position (over/under, in/out, above/ below) and speed (fast/slow).

  • Recognize water in its three forms (solid,  liquid, gas).



Children have probably seen a refrigerator magnet before.  Some may have even taken these magnets and tried to stick them to other surfaces.  Those that have experience with magnets may think that a magnet will attract any object with a shiny surface.  Allow students plenty of time to play with magnets, as they are naturally motivating.  Magnet activities provide wonderful center activities for students to explore in small groups and discuss together.  (NOTE: Magnets should not be used on or around electronic equipment including TVs, computers, or clocks.)


  • Describe the effects magnets have on other objects; they stick to some but not to others.

  • Introduce the words “attracted to” and “not attracted to.”

  • Describe the effects magnets have on other magnets; they stick together or push apart.



Young children have been observing the world around them since birth.  This block will help children to develop language to describe their observations.  It will teach them to make more careful observations, sometimes with the aid of tools, and to notice patterns within their observations.  It should be noted that while some activities may be done to develop process skills alone, process skills are best used in conjunction with other big ideas.  For example, observations of leaves provide ample opportunities to tie in discussions about color, shape and living things. 


  • Identify basic properties of objects by direct observations.

  • Describe objects using pictures and words.

  • Sequence objects according to size.

  • Separate a set of objects into two groups based on one physical attribute.

  • Compare the length and mass of different objects.

  • Identify the body parts that correspond with each of the five senses.


History/Social Sciences Skills


As children learn more about their world, they use more words to express the new ideas and information needed to share what they know.  Verbalizing helps children to solidify spatial concepts.  Exposing children to a wide-variety of experiences helps build vocabulary.  Students need to experience direction through movement and senses in order to describe their movements with words.


  • Use words to indicate relative location.

  • Use words to describe features of locations in the environment and man-made structures found in stores and seen in everyday experiences. 

  • Develop control in using direction words- on, under, over, behind, near, far, above, below, toward, and away – one direction at a time.

  • Develop control in using comparison words -closer, farther away, taller, shorter, higher, lower, alike, and different, inside, and outside.

  •  Develop fluency using attribute words -hard, soft, rough, and smooth.

  •  Use labels and symbols for what the child has seen.



The principles of economics influence everyday routines of life.  Concepts and understandings develop when young children explore individual interests and build on their own experiences and what they already know.  Their interest in the work people do and the tools they use provides a strong foundation for economic basics.

  • Identify pictures of work and name the jobs  people do.

  • Describe what people do in their community job.

  • Match job sites to work done.

  • Role-play the job of workers.



History makes links between the child and home, between school and the wider community, between past and present.  It links reasoning and imagination and begins with the child’s awareness of him or herself and others.


  • Recognize ways in which people are alike and different.

  • Describe his/her own unique characteristics and those of others.

  • Make the connection that he/she is both a member of a family and a member of a classroom community.

  • Engage in pretend play to understand self and others.

  • Participate in activities and traditions associated with different cultural heritages.




Assessment is done throughout the six weeks, formally and informally through classroom work, one-on-one and small group activities, and observation.  Assessment is based on student knowledge and acquisition of skills, and on participation with activities.  Students will earn an O for “Outstanding Performance,” an S for “Satisfactory performance,” an N for “Needs Improvement.”   The same letters will be used on their summative six-weeks report showing their overall performance and growth, not necessarily an average of their scores.  Areas that receive an “N” need to be practiced as improvement is needed.


2nd Semester


General Skills

Fine motor skills such as writing name, pasting, using scissors correctly, completing puzzles, correct pencil grasp and coloring in the lines.  We will continue to work on reciting telephone number and address.  Children should be able to state birthday—month and day.  Daily we will spend a large amount of time on work habits and social skills.


Student work is assessed on a daily basis.  Work is assessed with checks for sufficient progress and Xs for insufficient progress.

Language Arts Skills


Letter knowledge is an essential component to begin reading and writing successfully.  Functions of letters in writing and their connection to sounds are critical components in children’s success in learning to read.  In combination with phonological awareness, letter knowledge is the critical indicator to children’s understanding of the alphabetic principle and the beginning connection to printed words.

  • Correctly identify 10-18 alphabet (uppercase) letters by name in random order

  • Select a letter to represent a sound (8-10 letters)

  • Correctly provide the most common sound for 5-8 letters

  • Read simple/familiar high-frequency words, including his or her name

  • Notice letters around him/her in familiar, everyday life, and ask how to spell words, names or titles


Through daily experiences with reading and writing, young children learn basic concepts regarding the printed word.  They learn that print conveys meaning and pictures are representations of print.  Young children begin to understand there is a correlation between spoken and written words by following the print as it is read aloud.  An understanding that reading and writing are ways to obtain information and knowledge, generate and communicate thoughts and ideas, and solve problems is developed as young children routinely and consistently experiment with exploring books and print. 

  • Identify the front of a book

  • b)   Identify the location of the title of a book

  • c)    Identify where reading begins on a page (first word or group of words)

  • d)   Demonstrate directionality of reading left to right on a page

  • e)  Identify part of the book that “tells the story” (print as opposed to pictures)

  • f)    Turn pages one at a time from the front to the back of the book


Through early writing experiences, young children develop understandings about the functions of written language.  Children develop an awareness that ideas can be written.  They begin to generate ideas about how written language works and explore its uses.  Young children’s attempts to write through scribbling, forms, and inventive spellings help them to understand writing as a means to communicate ideas and information.  Over time, attempts at early writing will more closely align to conventional writing. 

  • Distinguish print from pictures

  • Copy or write letters using various materials

  • Print first name independently

  • Print 5 – 8 letters with a writing tool

  • Copy 3 – 5 letter words

  • Use inventive spellings to convey messages or tell story





 Math Skills


Children naturally make comparisons. From a very young age on, children are comparing who is taller and who has more.  Comparison is the first step in developing an understanding of measurement.  Young children should be immersed in activities that allow them to use their senses to make these direct comparisons.  They should also be exposed informally to tools that are used for measurement.

  • Recognize attributes of length by using the terms longer or shorter when comparing two objects

  • Know the correct names for the standard tools used for telling time and temperature; and measuring length, capacity, and weight (clocks, calendars, thermometers, rulers, measuring cups, and scales)

  • Use the appropriate vocabulary when comparing temperatures, e.g., hot, cold

  • Use appropriate vocabulary when describing duration of time, e.g., hour, day, week, month, morning, afternoon, night, day

  • Recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total is 10 cents or less. 


Young children notice the effects of increasing or decreasing the items in a collection of objects.  To develop an understanding of computation children, need many opportunities to match and count objects to find out more dependably which quantity is more, and to use counting to describe changes in a set. 

  • Describe changes in groups (sets/collections) by using more when groups of objects (sets) are combined (added together)

  • b)   Describe changes in groups (sets/collections) by using fewer when groups of objects (sets) are separated (taken away)

  • c)  Compare two groups (sets/collections) of matched objects (less than five) and describe the groups using the terms more, fewer, or same 


Children are natural questioners; they start asking questions and finding out opinions from a young age.  To build upon this strength, children need to ask questions, collect answers, and then talk about what they found out.  Analyzing data is a key step in making sense of information and the world around us.

  • Collect information to answer questions of interest to children

  • b)   Use descriptive language to compare data in objects and picture graphs by identifying which is more, fewer, or the same

  • c)   Investigate and describe the results of dropping a two-colored counter or using a spinner



 Students will study shadows (K.7), observe and classify shapes found in nature (K.8), recognize the order of plant and animal growth (K.8), describe school and home routines (K.9), describe what living things need to grow (K.6) and observe the “baby” animals look similar to their parents (K.6).


Social Studies 

Students will identify choices, recognize everyone has wants, choose daily tasks and role-play decision making. (K.7 and K.8)


Students will identify and describe prominent features of the classroom, school, neighborhood, and community, engage in play where one item represents another, make and walk on paths between objects, represent objects in the order in which they occur in the environment and experience seeing things from different elevations. (K.4 and K.5)


Students will describe ways children have changed since they were babies; express the difference between past and present using words such as before, after, now, and then; order/sequence events and objects, ask questions about artifacts from everyday life in the past; recount episodes from stories about the past; and take on a role from a specific time. (K.2)