Angela Wilhelm

Ms. Wilhelm graduated from Mary Baldwin College with a BA in English in 2005. She has taught first grade at Natural Bridge Elementary and second grade at Fairfield Elementary in Rockbridge County over the past 11 years.  She likes to read, kayak, & enjoy the outdoors.

Ms. Wilhelm is teaching Junior Kindergarten at Callaghan this year.


1st Semester 2017-18

Ms. Wilhelm

Junior Kindergarten


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.

  • Recognize and name uppercase and lowercase letters of the alphabet.

  • Recognize and identify first and last name.



  • 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


  • Identify (daily) parts of a calendar (day, month, year, seasons).

  • Name the 12 months of the year, 7 days of the week, and determine the day before and after (yesterday, today, tomorrow).



    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, bottom, inside, outside, middle, left, and right.



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, texture, and thickness)

  • 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.


  • Compare and describe length, height, weight, and temperature using the terms longer, shorter, taller, heavier, lighter, hotter, and colder.



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 and writes numbers 0 to 10

  • Begin to practice counting forward from 0-100 (teacher will assess until mastered).

  • Count backwards 10-0.

  • Begin skip counting by 5’s and 10’s.

  • Group 100 or fewer objects into sets of tens.


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, in front of, near, far, above, below, toward, away, left and right – 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 children will demonstrate the role of a good citizen while participating in classroom activities, including taking turns and sharing, classroom chores, respecting what belongs to others, following rules and understanding the consequences of breaking rules, practicing honesty, self-control, and kindness.



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.

  • Recognize that people make choices based on wants and needs, and that people work to earn money to buy the things they want.



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.



  • Recognize the American flag.

  • Recite the pledge of allegiance.

  • Recognize the President and American holidays (such as 4th of July and Thanksgiving).



    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.