Kindergarten
In This Section
Motor Development
Motor Development
Below are the learning goals organized around the area(s) reported on the student report card.
Uses pencil with control
- Consistently holds writing tools with correct finger grip, making writing well controlled
- Consistently uses proper pencil pressure
- Letter formation is accurate and colors neatly inside the lines
Uses scissors with control
- Consistently uses correct finger grip on the proper place on scissors
- Automatically holds and turns paper as necessary with free hand
- Cuts are smooth and accurate
Reading
Kindergarten Reading
Overview
The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.
The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.
A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.
Elements of effective literacy instruction include:
- Phonics—systematic instruction in phonemic awareness and phonics skills at appropriate stages of development (implementation depends on grade level and student need.)
- Fluency—reading with speed, accuracy, and proper expression.
- Comprehension—intentional instruction of vocabulary and a broad array of strategies to derive meaning from and form personal responses to text.
- Written response—reflection, analysis, explanation, use of text based evidence and logic in response to reading, writing, speaking, and listening.
Our Adopted Curriculum
Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.
Our adopted Kindergarten curricular materials for Reading include:
- Making Meaning (Reading Comprehension Strategies)
- Heggerty Phonemic Awareness and Phonological Awareness
- Benchmark Phonics Workshop
- Leveled Bookroom (Benchmark Bookroom, Good Habits, Great Readers)
- Flyleaf decodable texts
- i-Ready Reading Assessment, MyPath & Tools for Instruction
- Fountas & Pinnell Benchmark Assessment
- Really Great Reading (Phonics intervention materials)
- Fountas & Pinnell Leveled Literacy Intervention (Reading comprehension intervention materials)
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Reads Grade Level Text
- Reads and comprehends text accurately
Phonics
- Understands concepts of print
- Reads left to right
- Reads top to bottom
- Understands the difference between words and letters
- Recognizes upper and lower case letters
- Recognizes words that rhyme
- Identifies and blends sounds in reading and speaking
- Reads sight words (the, you, is, my, etc.)
Comprehension
Key Ideas and Details
- Asks and answers questions
- Retells familiar stories with details
- Identifies main topic(s) and details in nonfiction
- Identifies characters, settings, and events
Craft and Structure
- Asks and answers questions about unknown words
- Recognizes types of texts (non-fiction & fiction)
- Identifies text features
- Names the author and illustrator of a story
Integration
- Describes the connection between the illustrations and text
- Identifies author’s purpose
- Compares and contrasts characters and topics
Learning Experiences
Focus Lesson. Teacher provides explicit skill instruction and models reading skills. Students actively listen, participate, and practice skills.
Small Group Guided Reading or Strategy Lessons. Teachers work with small groups of students to provide targeted explicit instruction, guided practice and positive corrective feedback so that students practice their reading strategies correctly.
Independent Reading. Students read "just right" books, practicing reading skills.
Phonics & Phonological Awareness. Students build foundational skills including:
- Print Concepts: Understanding the organization and basic features of print
- Phonological and phonemic awareness: identifying and manipulating units of oral language such as words, syllables, onset/rime, and phonemes.
- Phonics and Word Recognition: Knowing and applying sound and spelling patterns and word analysis skills in order to recognize and decode words in print and read with automaticity.
- Fluency: reading with sufficient accuracy, rate and expression to support comprehension.
My Path. Starting in the winter of Kindergarten, students may be assigned 30-50 minutes per week of personalized learning in i-Ready Reading My Path. My Path may be used to...
- Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
- Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
- Provide an opportunity to work on above grade-level concepts and skills.
The Learning Progression
Reading Foundational Skills Progression
Students are receiving Reading Foundational Skills through either Words Their Way or Really Great Reading based on the needs as assessed through i-Ready, Oral Reading Fluency and the Really Great Reading Diagnostic.
Words Their Way (WTW). WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level. Students complete word sorts and WTW activities 4 times per week.
Really Great Reading (RGR). RGR is also differentiated by need with at focus on phonics skills and strategies. Students receiving RGR participate in 20-30 minute small group RGR lessons 4 times per week.
Reading Comprehension Learning Progression
Trimester 1
- The Reading Life
- Making Connections
- Retelling Fiction
Trimester 2
- Exploring Text Features in Non-fiction
- Making Connections with Non-fiction
- Wondering with Fiction and Non-fiction
Trimester 3
- Wondering with Fiction and Non-fiction
- Retelling / Comparing and Contrasting Characters
- Visualizing Poetry and Fiction
- Revisiting the Reading Life
Writing
Kindergarten Writing
Overview
The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.
The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.
A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.
Our Adopted Curriculum
Our adopted curricular materials for writing is the Units of Study by Lucy Calkins & TCRWP Colleagues for opinion, information and narrative writing.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Production and distribution of a variety of text types:
- Narrative, Informational, Opinion
Structure
- Uses a combination of drawing, dictating, and writing, to compose narrative, informative, and opinion pieces
- Names topic and supplies some information about it
- Uses a beginning, middle, and ending
Development
- Elaborates on ideas
- With guidance and support, adds details in pictures and words to strengthen writing
Language Conventions
- Uses grade appropriate grammar, spelling, and conventions in writing
Learning Experiences
Writing workshops are deliberately designed to offer a simple and predictable environment so that the teacher can focus on the complex work of observing students' progress and teaching into their needs.
A typical session follows this pattern:
- The session begins with a focus lesson that provides explicit instruction and modeling of a writing skill by the teacher.
- After the focus lesson students work on their own independent writing.
- During independent writing, the teacher:
- confers with students and
- leads small groups and
- provides specific, positive feedback and coaching.
- Partway through independent work time, the teacher may deliver a mid-workshop teaching point.
- The workshop ends with a share, where student work is highlighted.
The Learning Progression
Learning Progression for Writing
Trimester 1
- Starting Strong - writing routines
- Narrative: Small Moments
- If/Then unit
Trimester 2
- Informational Writing: Non-fiction Chapter Books
- Opinion: Writing Reviews
Trimester 3
- Continue Opinion: Writing Reviews
- Narrative Writing: From Scenes to Series
- Culminating unit (topic/genre varies)
Grammar, Punctuation & Capitalization
- Upper and lower case (beginning of sentences and names)
- Ending Sentences (. ! ?)
- Complete sentences
- Frequently occurring adjectives
- Commas (dates and lists)
Math
Kindergarten Mathematics
Overview
Mathematics uses the language and science of patterns to describe the world in which we live, employing logic, observation, simulation, and experimentation. Mathematics is a universal means of communication.
To be well informed adults and prepared for the demands of college and future careers, today's students require an education that goes far beyond what was needed by students in the past. All students must develop and deepen their understanding of mathematical concepts and processes and their abilities in solving complex problems, reasoning, and communication. In order for this to occur, rigorous mathematical content must be organized, taught, and assessed in a problem-solving environment. Students’ mathematical knowledge must be connected to the ideas and skills found in all grade levels and content areas, as well as to real life situations outside the classroom.
Elementary Math
Our elementary schools are opening a world of opportunity for children.
In elementary classes, students have their first exposure to mathematical ideas and concepts in all areas of mathematics. They are introduced to, practice, and develop mastery in the areas of Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, Fractions, and Geometry as they engage in mathematical practices to become problem solvers and learn to reason and communicate about mathematics.
A strong elementary math education rests on three pillars:
- Conceptual Understanding
- Procedural Skills and Fluency
- Application and Problem Solving
Washington State Mathematics Learning Standards
ISD Parent Resources
Standards for Mathematical Practice for Families
Additional Resources
Our Adopted Curriculum
In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive.
Eureka Math is supported by an accompanying digital tool, Zearn.
To provide additional resources and to monitor progress toward meeting standard, ISD utilizes i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Math Content:
Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.
- Counting and Cardinality
- Knows number names and the count sequence
- Counts to tell the number of objects
- Compares numbers
- Operations and Algebraic Thinking
- Understands addition as putting together and adding to, and understands subtraction as taking apart and taking from
- Number and Operations in Base Ten
- Works with numbers 11-19 to gain foundations for place value
- Measurement and Data
- Describes and compares measurable attributes
- Classifies objects and counts the number of objects in each category
- Geometry
- Identifies and describes shapes
- Analyzes, compares, creates, and composes shapes
Math Practices:
Students demonstrate grade level skills with the following processes and proficiencies.
- Makes sense of problems and perseveres in solving them
- Reasons abstractly and quantitatively
- Constructs viable arguments and critiques the reasoning of others
- Models with mathematics
- Uses appropriate tools strategically
- Attends to precision
- Looks for and makes use of structure
- Looks for and expresses regularity in repeated reasoning
Learning Experiences
Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)
Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.
Fluency Practice. Students engage in fluency development routines.
Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.
Using i-Ready Math
My Path. Students may be assigned 30-50 minutes per week of personalized learning in My Path. My Path may be used to:
- Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
- Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
- Provide an opportunity to work on above grade-level concepts and skills.
The Learning Progression
Trimester 1
- Numbers to 10
- Two Dimensional and Three Dimensional Shapes
- Comparison of Length, Weight, Capacity and Numbers to 10
Trimester 2
- Comparison of Length, Weight, Capacity and Numbers to 10
- Number Pairs, Addition and Subtraction to 10
Trimester 3
- Number Pairs, Addition and Subtraction to 10
- Numbers 10 to 20 and Counting to 100
- Analyzing, Comparing and Composing Shapes
Science
Kindergarten Science
Overview
In each science unit, students are asked to inhabit the role of a scientist or engineer in order to figure out scientific phenomena through a 21st-century, real-world problem context. Over the course of the unit, students collect and make sense of evidence from multiple sources and through a variety of modalities, ensuring that they have multiple vehicles through which to develop and articulate their understanding of each phenomenon. As the class progresses through their lessons, students move back and forth from firsthand investigation and inquiry to secondhand analysis and synthesis, formulating an increasingly complex explanation of the problem at hand. Finally, at the end of the unit, students are presented with a brand-new context to consider, giving them an opportunity to take what they’ve learned over the course of the unit thus far and apply it to this new context, thereby demonstrating a deep understanding of the phenomenon.
Science Standards: www.nextgenscience.org
The Next Generation Science Standards (NGSS) were adopted in 2013 as the Washington State Science Learning Standards. These standards outline what students at each grade level should know and be able to do. Each standard integrates a science or engineering practice, a core disciplinary idea, and a crosscutting concept.
Our Adopted Curriculum
Amplify Science: A phenomena-based science curriculum, Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers.
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Understands and applies skills and concepts related to scientific principles taught in each of the following units:
Needs of Plants and Animals: Investigating plant and animal survival and growth.
Pushes and Pulls: Investigating cause and effect in the movement of objects.
Sunlight and Weather: Investigating the sun and weather.
See Learning Progression Below for more information on each unit
Learning Experiences
Hands-on Activity. Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.
Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept. Students share ideas and evidence. Students listen to others and ask questions to understand others' thinking.
Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.
Digital Simulation or Modeling. Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.
The Learning Progression
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Social Studies
Kindergarten Social Studies
Overview
Social studies comprises the study of relationships among people and between people and the environment. It recognizes the challenges and benefits of living in a diverse cultural and ideological society. Based on appropriate investigations and reflections within social studies lessons, students develop thinking skills and awareness of society and their community. Social studies education builds our common understandings of responsible citizenship.
A responsible citizen:
- Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective)
- Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective)
- Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective)
- Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective)
- Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills)
- Uses effectively both group process and communication skills to participate in democratic decision-making. (Interpersonal and Group Skills)
Principles and Goals
The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.
The social studies curriculum:
- Builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.
- Cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.
- Promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.
- Stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.
Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently.
Our Adopted Curriculum
ISD Created Units
The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.
Learning Goals
Learning Experiences
Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.
Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view
Inquiry & Collaboration: students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development
The Learning Progression
Rules
Compelling Question on Rules: How do rules help each of us at recess and other places?
This inquiry engages kindergartners in exploring the various ways people interact with and act upon rules and laws in society. The compelling question “How do rules help each of us at recess and other places?” assumes that while students generally enter school with some concept of rules and what it means to follow or break them, they may not yet understand who makes rules and how they change.
Supporting Questions on Rules
- What rules do we have?
- What happens when rules are not followed or are broken?
- Why do we have rules?
- How do we know when rules need to be changed or added?
Identity
Compelling Question on Identity: What makes each of us special?
This kindergarten inquiry leads students through an investigation of self by recognizing that all humans have both unique and similar characteristics. By investigating the compelling question “what makes us special?” students begin to see how they are similar to and different from their classmates. The study of similarities and differences among individuals provides the foundation for students to demonstrate their understanding of and respect for others.
Supporting Questions on Identity
- What makes me who I am?
- How am I unique compared with other people?
- What is my story?
Kindergarten Social Studies Overview for Parents
Available in English, Chinese, Korean and Spanish (see below):
Kindergarten Social Studies:
This year our class will be focusing on two big ideas in Social Studies, Rules and Identity.
- Identity-This kindergarten inquiry leads students through an investigation of self by recognizing that all humans have both unique and similar characteristics. By investigating the compelling question “what makes us special?” students begin to see how they are similar to and different from their classmates. The study of similarities and differences among individuals provides the foundation for students to demonstrate their understanding of and respect for others.
- Rules- This inquiry engages kindergartners in exploring the various ways people interact with and act upon rules and laws in society. The compelling question “How do rules help each of us at recess and other places?” assumes that while students generally enter school with some concept of rules and what it means to follow or break them, they may not yet understand who makes rules and how they change.
幼儿园社会研究简报宣传语 (Chinese):
幼儿园社会研究:
今年我们班将侧重社会研究的两个大概念:规则和身份识别。
- 身份识别:在幼儿园阶段的探讨,带领同学们研究自己,认识到所有人都有独特和相似的特点。在研究必须要回答的问题“什么使我们与别人不同”时,同学们开始看到自己与同学在哪些方面相似、在哪些方面不同。对相同点和差异的研究,为同学们展示对别人的理解和尊重提供了基石。
- 规则:这项探讨使幼儿园小朋友探索人们与社会的规则和法律互动、依照社会规则和法律行事的各种方式。必须要回答的问题“规则如何在课间休息和其他地方帮助我们每个人”,假定同学们在进入学校时一般对规则有一些概念,对遵守或者违反规则带来什么有一些了解,但是他们可能还不了解谁制定规则,规则如何改变。
유치원사회과목소식안내 (Korean):
유치원 사회 과목:
올해에 사회 과목 수업에서는 규칙 및 개성이라는 두 가지 대주제에 중점을 둡니다.
- 개성 - 유치원의 이 탐구는 모든 인간이 독특한 특성과 유사한 특성을 모두 가지고 있음을 인식함으로써 학생이 자신을 탐구할 수 있도록 합니다. 학생은 "우리가 특별한 이유는 무엇일까요?"라는 주요 질문을 통해 자신이 급우들과 어떤 점이 비슷하고 어떤 점이 다른지를 알기 시작합니다. 개인 간의 유사점과 차이점에 대해 탐구하는 것은 학생이 타인에 대한 이해와 존경을 보이기 위한 기초가 됩니다.
- 규칙 - 이 탐구는 유치원생이 사람들과 상호 작용하고 사회의 규칙과 법에 따라 행동하는 다양한 방법을 찾도록 합니다. "우리 각자가 휴식하거나 다른 장소에 있을 때 규칙이 어떤 도움을 줄까요?"라는 주요 질문은, 학생들이 입학할 때 일반적으로 규칙의 개념과 준수 또는 위반의 의미는 알지만 누가 규칙을 만들며 어떻게 변화하는지는 모를 수 있다는 것을 전제로 합니다.
"Anuncios" del boletín informativo de Estudios Sociales de jardín de infantes (Spanish)
Estudios sociales de jardín de infantes:
Este año nuestra clase se centrará en dos grandes ideas de Estudios Sociales, Reglas e Identidad.
- Identidad-Esta indagación de jardín de infantes lleva a los estudiantes a una investigación sobre sí mismos reconociendo que todos los humanos tienen características únicas y similares. Investigando la pregunta obligada "¿Qué nos hace especiales?", los estudiantes comienzan a ver en qué se parecen y en qué se diferencian de sus compañeros. El estudio de similitudes y diferencias entre los individuos proporciona la base para que los estudiantes demuestren su comprensión y respeto por el otro.
- Reglas- Esta indagación lleva a los estudiantes de jardín de infantes a analizar las diferentes formas en que la gente interactúa y actúa en virtud de las reglas y leyes de la sociedad. La pregunta obligada "¿De qué forma las reglas nos ayudan a cada uno de nosotros en el recreo y otros lugares?" supone que si bien los estudiantes generalmente ingresan en la escuela con cierto concepto de las reglas y lo que significa seguirlas o romperlas, es posible que no comprendan quién impone las reglas y cómo cambian.
Health & SEL
Health
The ISD Elementary Health Curriculum includes lessons using Read Aloud Classroom Books and Posters
Lesson |
Material |
|
Healthy Foods: The Importance of Breakfast | ISD created poster | |
Caring for our Skin, Hair, and Teeth | Clean and Healthy by Louise Spilsbury | |
How We Use Our Five Senses | My Five Senses by Aliki | |
My Healthy Body | My Healthy Body by Bobbie Kalman | |
Exercise and Diet for a Healthy Body | Miss Fox’s Class Shapes Up by Eileen Spinelli | |
Wanted and Unwanted Touch | Your Body Belongs to You by Cornelia Spelman | |
Emergencies and the People Who Help Us | People Who Help Us | |
Understanding Stress | ISD created poster | |
What Can a Family Look Like? | We All Have Different Families by Melissa Higgins | |
Making and Keeping Friends | How to Be a Friend by Laurie Krasny Brown |
Social Emotional Learning (SEL)
Social-Emotional Learning (SEL)
SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.
The Collaborative for Academic, Social and Emotional Learning (CASEL) puts forth five core competencies for SEL curriculum:
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making
Our Social-Emotional Learning curriculum is Second Step. Second Step lessons include the following topics:
- Self Regulation (Listening, focusing attention and following directions)
- Self Advocacy
- Understanding and respecting differences
- Emotional Management (identifying feelings; managing anger, frustration)
- Inviting Play, Fair Play
Music
Kindergarten Music
Overview
The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotion, and allow them to explore new ideas, subject matter, and cultures. Elementary music instruction in the Issaquah School District is provided by specialists and designed to engage students as they develop foundations for a lifetime of experiencing and creating music.
K-12 Washington State Learning Standards - Music
Our Adopted Curriculum
Our adopted Elementary Music Curriculum is Quaver’s Marvelous World of Music.
Learning Goals
The Learning Content
PE
Kindergarten PE
Overview
An understanding of good health and fitness concepts and practices is essential for all students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Physical Education Standards establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.
Our Adopted Curriculum
Our adopted health materials include:
- Five for Life (Focused Fitness)
- SPARK PE (Spark)
Learning Goals
Below are the learning goals organized around the area(s) reported on the student report card.
Demonstrates behaviors that promote learning related to health and fitness from among the following areas:
- Respects the rights and feelings of others
- Actively listens and follows directions
- Stays on task
- Contributes positively
- Nutrition and the body
The Learning Content
Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:
- Has learned the skills necessary to participate in a variety of physical activities.
- Knows the implications and the benefits of involvement in various types of physical activities.
- Participates regularly in physical activity.
- Is physically fit.
- Values physical activity and its contributions to a healthful lifestyle.
Library
Library
Overview
The elementary library program provides lessons aligned to the American Association of School Librarians Standards Framework for Learners and the International Society for Technology in Education Standards, to promote the access and use of text and digital content in a safe, responsible and purposeful manner.
Learning Progression
Library lessons center on 4 overarching areas:
Digital Citizenship and Responsibility
- Digital citizenship & safety
- Managing technology
- Responsibly reporting
Library Skills and Organization
- The library collection
- Library management procedures
- Catalogs & databases
Information Literacy and Research
- Genres & sub-genres of informational text
- Text features & formats
- Locating information & conducting database searches
Reading Engagement
- Connecting with literature & texts
- Awareness of different ways to choose a book
- Literature awards
- STEM integration