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ELEMENTARY SCHOOL

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Overview of Elementary Curriculum

The curriculum at KPIS is designed after the California Curriculum Program. We have designed the curriculum to meet the needs of the students at KPIS.

The syllabi, lessons, and exams are carefully planned and constructed so that the teachers and the students are properly guided in their daily interactions. Flexibility is provided through each teacher's instructions and activities, and there is always room for differentiation, initiative and opportunities for incidental learning.

The KPIS Curriculum is a mixture of a hands-on and textbook approach. Students are involved in many types of instruction, which would include, project based, lecture type, literature circles, IT integrated learning and small group instruction.

In the first couple of grades of Elementary School, students will be oriented and assisted in the transition from a Kindergarten learning environment to an Elementary learning environment. This is when students begin to move from concrete operations (hands-on tasks) in Kindergarten to more abstract tasks (written work) in Elementary. Students in lower elementary school readily handle more difficult concepts and a more rigorous curriculum by building on the firm foundation created in Kindergarten.

The academic curriculum focuses on development of fluency in reading, writing, speaking, listening, and mathematics. A wide variety of fiction, non-fiction reading materials both printed and electronic is used to help students develop reading fluency and comprehension skills. Mathematics instruction includes six strands including; number and operations, statistics and probability, algebra, measurement, geometry, and problem solving. The math program is supplemented with IXL computer based practice from school or home.

The Elementary Department at KPIS offers students the opportunity to raise their Reading Comprehension scores by the use of the Raz-Kids computer based literature and the SRA Reading Supplemental Program. Each student is placed according to his or her ability and rating in this Global program. Students work daily on Reading Comprehension, Skills Development and Word Recognition through the SRA Program.

Routines established and reinforced in the lower elementary grades (grades 1-3) develop strong work habits that benefit students throughout their education. For example, reading and mathematics homework, development of spelling skills, D’Nealian handwriting skills, all contribute to high standards for written work. In addition to learning many new concepts, students are taught to work productively with peers and express their ideas clearly.

These early years are the optimum time for children to make great leaps in their acquisition of reading, writing, and mathematical skills.

Knowledge, skills, and attitudes established in the upper elementary grades (grades 4-6) prepare students for their secondary school education. By the time students complete fifth grade they should be able to exhibit a sufficient body of knowledge in each subject area, express their ideas clearly, read grade level material for comprehension, solve mathematical problems in all areas, and study productively.

As in the elementary school division, students take IES classes if they are new to English. And in addition to the core subjects; Language Arts, Social Studies, Math and Science, students also take Art, P.E., Music, Chinese, IT and Thai from teachers who are specialists in these areas.

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Assessment

Assessment of student learning is incorporated as an integral part of the teaching-learning processes. At KPIS, we use a variety of different assessment methods, to name a few; oral presentations, student work observations, paper and pencil exams, and the Test of Language Development. They reflect a diversity of approaches and criteria motivating and supporting constructive learning and the achievement of goals rather than interpersonal competitiveness and the ranking of individuals. Cooperation and team work, participation in classroom activities, taking the initiative to learn and helping others learn, etc. and other citizenship aspects are also integrated into the assessment program.

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Home-school communication

Home-school communication is vital to the success of your child's school experience. To keep you informed of what is happening at school your child's teacher will communicate with you daily through a Homework Book and monthly newsletter.

The Homework Book will contain daily homework assignments as well as any special events or activities that your child has participated in. Parents are encouraged to write notes back to the teacher if they have any requests, questions, or comments.

A progress report is sent home after each quarter. In November and again in April parent and teacher conferences through the Between reporting periods parents may request progress information by contacting their child's teacher.

If you have requests, questions or concerns, please call the school office or send a note to speak to your child's teacher. Please arrange appointments or conferences in advance so that teachers can collect information needed to answer your questions.

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Homework

Students in Elementary School will have daily homework. This will always include language arts and math since they are such important skills. There may be other assignments depending on the projects being undertaken by each class at any given time. Parents can expect their child to spend from ten to thirty minutes on homework each night.

Parents are welcome to help their children with homework by explaining what is expected for an assignment. If a child doesn’t understand what to do it is better to work through an example together than to tell them the answer. Please don’t do the homework for your child. This doesn’t help to improve their understanding.

When reading with your child it is most helpful to have your child read aloud so you are able to hear their reading. Ask questions about what has been read to check their comprehension. Read a variety of books together. The more a child reads at school and at home, the stronger his/her reading skills will be and when they turn to reading for pleasure we will know we have done our job well. If your child has difficulty with reading assignments and you are not sure how to help, please write or call your child's teacher.

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