K-5

Kindergarten K-5 Monday-Friday 8:00-12:30
STANDARD 1: Social Emotional Development
1.0 Good Habits and Physical Aspect
The students learn the rules of good hygiene and of good manners to benefit themselves and the school facilities.
1.1 Learn to obey the school and classroom rules.
1.2 Learn to participate in the care of school property and the upkeep and cleanliness of the school.
1.3 Demonstrate good manners: be cordial, ask permission, cover your mouth when coughing, say thank you and say please.
1.4 Follow good bathroom etiquette: flush the toilet, wash and dry hands after toilet use, close the water faucet after use, leave the bathroom clean behind. Ask for help when needed from a teacher.
2.0 Independence
The teacher will guide the child through its development of his moral and intellectual independence.
2.1 Learn to make his own decisions.
2.2 Suggest activities and solutions for problem solving.
2.3 Plan and finalize the planned activity or project.
2.4 Compare the finished product with the planned steps taken, to achieve the finished product.
2.5 Solve problems with the materials, every time with less assistance of the adult.
2.6 Acquire skills to initiate and develop non-structured activities.
2.7 Know the space and people of the work area and know where to locate the materials independently.
2.8 Ask for help when needed and reject in an appropriate manner when help is not needed.
2.9 Make independent decision regarding work. (Let the child decide what he is going to work on, when he is going to work on it, what is he going to do and with whom he is going to work.)
3.0 Self-esteem
The teacher will help the child develop a better self-esteem.
3.1 The teacher will appreciate, respect and accept the child’s works, his toys, his friends, his family, his pre K school, his space, his belongings and his native country.
3.2 The teacher will give recognition to the child’s successes.
3.3 The teacher will describe with pride the finished works and projects.
3.4 The teacher will help the child understand how to improve on his or her behavior and reward good behavior.
3.5 The teacher will appreciate the child’s uniqueness and his individuality.
3.6 The child will intent to finish everything that the child proposes to do spontaneously.
3.7 The child will learn to enjoy and grow in the appreciation given daily to the child, by his surrounding adults.
4.0 4.0 Expression of feelings
The teacher will help the child develop the process of expressing feelings and emotions using different work forms (art, stories, talks, play activities, painting and drawing etc ).
4.1 The teacher will help the child learn to express freely feelings of happiness, disgust, scared, fear, pain and sadness.
4.2 The child will learn to manage and resolve conflicts.
4.3 The teacher will help the child learn how to clarify his feelings in order to accept responsibility and consequences of his own actions.
4.4 The child will learn to develop team spirit and learn to help his classmates in situations of emergency and danger.
5.0 Identity
Help the child develop the process of discovering his identity and help him with the socialization process.
5.1 Establish differences between the two sexes.
5.2 Show respect for both sexes, learn how to be friends and helping each other.
5.3 Understand that men and women are different, but that they have the same rights and deserve the same respect.
5.4 Learn gender equality.
5.5 Participate together in active and passive games.
5.6 Express feelings without regard of the sex.
6.0 6.0 Social interaction
Give the child opportunities to develop social interaction skills with children and adults.
6.1 Learn to give other children turns and learn to wait for a turn.
6.2 Interchange viewpoints and start to express viewpoints with other children.
6.3 Learn how to live with each other in this world.
6.4 Participate in group meetings to think about and find age appropriate solutions to age appropriate problems.
6.5 Learn how to assume roles of leadership and learn how to give other participants turns to participate in the games of the group.
6.6 Initiate, respond and maintain interaction with children of the school from the same age group, a younger age group or an older age group.
6.7 Listen to each other, help each other in small and big groups.
6.8 Participate in activities with the group, where the emphasis is on the interaction between themselves and where the rules have been approved by all.
6.9 Learning how to interact as a team of teacher’s helpers carrying out specific classroom duties.
STANDARD 2 Language Development
Reading
Word Analysis, Fluency, and Systematic Vocabulary Development
1.0 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
1.1 Follow words from left to right and from top to bottom on the printed page.
1.2 Recognize that sentences in print are made up of separate words.
1.3 Distinguish letters from words.
1.4 Recognize and name all uppercase and lowercase letters of the alphabet.
Phonemic Awareness
1.5 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
1.6 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
1.7 Blend vowel-consonant sounds orally to make words or syllables.
1.8 Identify and produce rhyming words in response to an oral prompt.
1.9 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.
1.10 Track auditory each word in a sentence and each syllable in a word.
1.11 Count the number of sounds in syllables and syllables in words.
Decoding and Word Recognition
1.12 Match all consonant and short-vowel sounds to appropriate letters.
1.13 Read simple one-syllable and high-frequency words (i.e., sight words).
1.14 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development
1.15 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.16 Understands the concept of words and constructs meaning from
1.17 Uses a variety of sources to build vocabulary (for example, word walls, other people, life experiences, pictures, etc).
1.18 Knows alphabetical order of letters.
Reading Comprehension
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known).
Comprehension and Analysis of Grade-Level-Appropriate Text
1.19 Retell familiar stories.
1.20 Ask and answer questions about essential elements of a text.
1.21 Selects materials to read for pleasure.
Literary Response and Analysis
Students listen and respond to stories based on well-known characters, themes, plots, fairy tells, traditional stories and settings.
Narrative Analysis of Grade-Level-Appropriate Text
1.22 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels).
1.23 Identify characters, settings, and important events.
Writing and Fine Motor Skills
Writing Strategies
1.0 Students trace and write words and brief sentences that are legible.
Organization and Focus
1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
1.2 Write consonant-vowel-consonant words (example cat).
1.3 Write by moving from left to right and from top to bottom.
Penmanship
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
Motor Skills
Students develop fine motor skills
1.5 Making three-dimensional figures that are recognizable by adult.
1.6 Respecting the lines within an object.
1.7 Maintaining directionality as coloring an object, writing letter and numbers.
1.8 Practicing basic writing movements.
1.9 Holding correctly the pencil.
1.10 Holding a scissor and cut on a line.
Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
Spelling
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.
Listening and Speaking
Listening and Speaking Strategies
1.0 Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension
1.1 Understand and follow one-and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
Speaking Applications (Genres and Their Characteristics)
2.0 Students deliver brief recitations and oral presentations about familiar experiences or interests.
2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence.
STANDARD 3: Theatre Content
Skills and Techniques
The student acts by developing, communicating and sustaining characters in improvisation and formal or informal productions.
1.0 Creates imagined characters, relationships and environments, using basic acting skills (e.g. sensory recall, concentration, pantomime and vocal improvisation).
2.0 Creates, individually and in groups, animate and inanimate objects through the movement of the human body (e.g. pantomimes living and non-living objects such as rocks, trees and celestial objects).
Creation and communication
The student improvises, writes and refines scripts based on heritage, imagination, literature, history and personal experience.
1.0 Creates simple scenes that have a setting and dialogue.
Cultural and Historical connections
The student understands context by analyzing the role of theater, film, television and electronic media in the past and present.
1.0 Expresses remembered ideas, feelings and concepts of common daily activities through dramatic play.
2.0 Understands how we learn about ourselves, our relationships and our environment through forms of theater (e.g. film, television, plays and electronic media).
3.0 Understands characters, situations and dramatic media from the stories and dramas of various cultures.
Aesthetic and Critical Analysis
The student constructs meaning from formal and informal theater, film, television and electronic media.
1.0 Portrays imaginary sensory experiences (e.g. smelling of flower, touching velvet) through dramatic play.
2.0 Gives reasons for personal preferences for formal or informal performances.
3.0 Understands appropriate audience responses to dramatic presentations.
4.0 Understands how theater communicates events of everyday life.
5.0 Understands the similarities and differences between play acting, pretending, and real life.
Applications to Life
The student understands applications of the role of theater, film, television and electronic media in everyday life.
1.0 Uses role-playing to resolve everyday conflict situations (e.g. fighting over a toy, bullying others, and stealing someone’s property).
2.0 Understands the similarities and differences among how emotions are expressed in theater, dramatic media, music, dance and visual are.
3.0 Cooperates with others to create formal and informal theatrical works and to solve the problems inherent in simple scenes (e.g. listens while others speak, sets goals, shows self discipline, and meets deadlines).
STANDARD 4: Dutch
The main objective in K5 is to introduce the students to the Dutch language and culture in a fun way.
1.0 Vocabulary
Through the T.P.R. ( Total Physical Response ) technique the children will learn the Dutch vocabulary and will learn quickly to understand the Dutch language.
The Total Physical Response Technique is where a sentence or word is said to the child in the Dutch language and the child has to either show you the object or comply with the sentence. This technique helps the child to master the meaning of words and sentences.
Vocabulary words that the children are introduced to:
1.1 1. Colors
1.2 2. Days of the week
1.3 3. Numbers 1 to 10
1.4 4. Body parts

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