ISHIKKINDERGARTEN - CURRICULUM - CLASS 4

C U R R I C U L U M Ishik Kindergarten program offers students an expanded day of learning that is responsive to their need for content learning, critical thinking, curiosity and discovery, independence, social interaction and movement. The increased number of instructional minutes that kindergartners will receive in our school day provides more learning time as children continue to build a foundation for cognitive development, acquisition of literary and mathematical content, social skills, critical thinking and independence. Social skills The best way to develop social skills is to get children to talk. But you must listen to them if you want them to talk.Look at them and really focus on what they are saying. Smile and nod your head and ask them questions that will encourage them to expand.You must also accept a noisy classroom,for children need to verbalize themselves by talking and being more social and interact as they perform different activities in the room.  Uses words to solve problems or conflicts  Uses words like please, thank you and excuse me  Adjusts to new situations  Attempts new tasks knowing it’s okay to make mistakes  Shows pride in accomplishments  Follows a simple direction  Asks for help  Interacts appropriately with adults and peers  Respects the rights, property and feelings of others  Works cooperatively (listens to others, shares and takes turns)  Demonstrates increasing self-control  Participates in clean-up activities  Takes responsibility for own belongings (lunch, coat, etc.)  Is able to dress self  Adheres to a routine and schedule for personal hygiene, eating meals and going to bed  Uses good hygiene habits and table manners  Offers to help peers and family  Tries to regulate emotions properly and articulates feelings in words  Demonstrates an understanding of school and classroom guidelines.  Stays involved in a self-selected activity for an appropriate length of time (approximately 20 to 30 minutes).  Selects and completes a task while working at a learning center.  Recognizes dangerous situations and takes action to protect self (e.g., uses telephone, knows safety rules).  Works and plays cooperatively in a variety of settings. NA P P C

 Experiments enthusiastically with new games and toys, sometimes in a trial-and-error manner  Recognizes basic traditions such as birthdays  Identifies common occupations that occur within the immediate surroundings. Motor skills Physical education will provide every student with a variety of challenges that will contribute to the development and maintenance of their physical, cognitive, and affective well-being. Students will be provided with the foundation for making informed decisions that will empower them to achieve and maintain a healthy lifestyle. Physical Education is a lifelong process, which is the primary responsibility of the student, shared byhome, school and community.  Puts puzzles together 30  Cuts with scissors  Holds and uses crayons, markers, pens and pencils correctly  Builds using blocks  Bounces, kicks, throws and catches a ball  Demonstrates basic loco motor movements such as walking, running, jumping, hopping, galloping, and skipping.  Demonstrates non loco motor movements such as bending, stretching, pulling, and pushing.  Balances on one foot for approximately five seconds. Language skills Children naturally absorb language by listening and imitating others.Each child's speech is unique and they will progress at their own rate. Since language development is influenced by children's social and culturelbackground ,it is important to provide them with a wide variety of experiences and many opportunities for social interaction. They also need good models who encourage andaccept them.  Talks in sentences  Follows one- and two-step oral directions  Uses sentences that include two or more ideas  Uses descriptive language  Knows by heart and recites some common nursery rhymes and songs  Tells or retells stories and/or everyday experiences  Expresses ideas so that others can understand  Understands concepts of in/out, under/ front/back, etc.  Tells what happens first, middle, and last about an event or activity.  Answers questions and contributes ideas that are relevant to the conversation or group discussion. Reading and Writing skills Just as learning to read can develop naturally with young children in a print-rich environment, so can learning to write.Reading and writing can be emerged naturally within children when they are surrounded by reading and writing activities at home in the preschool and encouraged to interact with them playfully.  Looks at books or pictures on their own  Pretends to read books by reading the pictures

 Recognizes many uppercase and lowercase letters  Recognizes some letter sounds  Describes characters’ actions and feelings in a story  Relates stories to personal experiences  Puts events of a story in order  Write letters and numbers  Attempts to write own name and recognizes own name in print  Shows basic parts of a book (front and back), holds book correctly, and indicates where to begin reading.  Traces, copies, and generates shapes, letters, and numerals. Mathematics concepts Mathematics is a universal language that allows us to make sense of our world. In order to develop and enrich student understanding of mathematics, kindergarten students will have opportunities to experience the utility, power and beauty of mathematics as they become proficient in using and applying fundamental mathematical concepts.  Knows that the final number counted represents the total number of objects in a set  Matches or groups objects according to size, shape or color  Groups objects that are the same  Recognizes some numbers, 1 – 20  Understands the effects of addition and subtraction  Identifies, names, and draws a circle, square, rectangle ,diamond , star, heart and triangle when shown an example.  Identifies some three-dimensional objects.  Sorts objects, groups into sets, and tells what the objects have in common.  Builds groups or sets that have more than, less than, and equivalent quantities, and tells which have more or less.  Pairs and counts objects using one-to-one correspondence (e.g., one napkin for each child at snack time).  States numbers in sequential order from one to twenty.  Counts objects in a set, one-by-one, from zero through ten.  Constructs, identifies, and names sets of objects zero through ten.  Identifies and names sizes such as big, bigger, biggest; small, smaller, smallest; and small, medium, large.  Reproduces a three-object pattern from memory

Science Scientific literacy enables us to make informed, responsible decisions that affect our daily lives. As a result of the science curriculum, kindergarten students will be able to ask scientific questions and make decisions based on investigation, observation and discussion of results.  Shows interest and asks questions about objects and events observed in their environment  Observes and describes characteristics of the four seasons such as temperature, weather, and appropriate clothing.  Observes and describes characteristics of weather using vocabulary such as sun, rainbow, clouds, fog, shadows, , rain, snow  Observes and describes what various plants and animals need for growth.  Observes, describes, and classifies the sensory attributes of objects according to taste, smell, hearing, touch, and sight.  Observes, describes, and classifies real objects according to their common properties.  States the opposite properties of some objects, such as magnetic-nonmagnetic, float-sink, heavy-light, rough-smooth, hard-soft, solid-liquid, and wet-dry.  Observes and describes the sequence of “simple” life cycles such as plants, frogs, butterflies, and chickens.  Discusses basic health needs of human beings such as good nutrition, dental care, and exercise.  Shows an understanding of the passing of time, including concepts of before and after, and today, yesterday and tomorrow ARTS AND MUSIC Art has the role in education of helping children become more themselves instead of more like everyone else .Each child's inner existence calls for expression and takes pleassure in such experssion.The art can be the medium for this expression if children have access to materials,the time to explore them,and respectful encouragement in their exploration. Children are attuned to music. Mucis is a medium for their comminication and self-expession. Children enjoy moving to a beat and playing rhythm instruments. They take pleasure in using their voices as their instruments,as well as making sounds with other parts of their bodies.  Draws simple objects as animals,  Folds, wrap, stick  Draws recognizable shapes and simple objects  Hears and repeats sounds in a sequence.

A D V A N T A G E S O F ISHIK KINDERGARTEN • Longer learning days are associated with improved reading readiness and numeracy, smoother transitions into KG LEVEL , and increased post-secondary graduation rates. • Allows for more appropriate challenges for children at all developmental levels. • More opportunities to learn through play. • Extended interaction with other children to help develop strong social-emotional skills and positive self-esteem. • Greater exposure to educational materials to help develop strong literacy skills. • More time for teachers to meet the needs of children. • Fewer transitions during the day. • More individual and small-group activities. Passionate and experienced teachers that engage students and challenge them academically. Enhanced curriculum standards with further emphasis on art appreciation, social growth and academic work skills. Teachers are available for phone or email communication as needed. Formal parents meetings are held twice a year. Nutritious breakfast and hot lunch prepared by our cominity. Meals are served “family style” with classmates and teachers at the table. Big campus with a safe and secure environment. A diverse multi-cultural student body.