full day kindergarten

Top 10 reasons to choose Open Arms for full day kindergarten!

  • Our kindergarten teacher, Mrs. Driscoll, has 11 years of teaching experience as well as a master’s degree in reading.
  • Our connection with Immanuel Lutheran Church gives the students the opportunity to learn more about God and his Word during Jesus time and at weekly chapels.
  • Our reading curriculum is Scott Foresman's Reading Street. The five core areas are emphasized each week: phonemic awareness, phonics, fluency, vocabulary and comprehension. Our math curriculum is Big Math for Little Kids. It covers counting, comparing sets, reading and writing numbers, shapes, patterns, measurement, addition and subtraction, and position and location.
  • We have weekly lessons in Spanish, Art, Music, and Library.
  • Our facilities are wonderful.  We have a wide open field to run in, a full sized gymnasium, an art room, and a library.  The kindergarten classroom is bright, airy and colorful.
  • Our community of families and staff are incredibly supportive, friendly and caring.
  • The teachers and staff at Open Arms already know your child, and what makes them tick
  • A full time assistant teacher creates a smaller ratio of student to teacher.
  • We genuinely love our students!
  • Full day kindergarten provides a more relaxed and less hurried school day. It allows more time for a variety of experiences including free play, science or social studies daily, hands on science experiments and Jesus time. In fact, full day kindergarten has the following benefits: it sets the stage for first grade and beyond by helping students make the transition to more structured learning, and research has shown that children in full-day classes show greater reading and mathematics achievement gains than those in half-day classes. (Walston, J. and J. West. Full-Day and Half-Day Kindergarten in the United States: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99. U.S. Department of Education, National Center for Education Statistics, 2004.)


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