KINDERGARTEN 3 & 4 CURRICULUM

OVERVIEW
2017 – 2018 ACADEMIC YEAR

1
 Mission Statement
The American International School in Cyprus inspires students to become enthusiastic
life-long learners who value integrity, cultural diversity, and the pursuit of excellence.
Using an American and international curriculum, our qualified professionals work with the
school community to prepare students to be creative, critical thinkers, and socially
responsible world citizens.

The American International School in Cyprus

11 Kassos Street
P o Box 23847, 1086 Nicosia, Cyprus
Telephone +35722316345 Fax +35722316549
Website http://www.aisc.ac.cy E-mail [email protected]

AISC BELIEF STATEMENTS

We believe that:
• Everyone must be valued as a unique individual
• Everyone deserves an education, which respects his or her differences
• Understanding and appreciation of diversity and critical to peace and harmony
• The development of all aspects of the individual is essential
• Critical thinking and problem solving are vital in a changing world
• Participation in activities and service learning fosters a sense of self-worth,
community, and school ethos
• Technology must be an integral part of the education process
• Learning must be a life-long process for everyone
• Everyone is entitled to have his/her opinion heard and considered
• Everyone has a right to safety, love, and learning

2
AN INTRODUCTION TO KG3/KG4
KG3/KG4 is a year of growth and discovery for the children physically, socially, intellectually
and personally. They discover that they are capable of many new things. During this
important time, children’s physical development is influenced by their ability to control
their own bodies through movement and by their physical well-being and strength. They
can kick a ball harder, balance block constructions better and manage more of their
personal needs. Teachers help the children to use these skills and to develop respect for
themselves and others. As they learn about being a member of the classroom community,
the children build cooperation skills. Teachers encourage them to use “words” when
asking for help instead of reacting in a physical way when interacting with each other.
Teachers model how to resolve conflicts and make compromises. The KG3/KG4 program
helps children to become risk takers by providing a comfortable environment for them to
explore and experiment with new materials and concepts. Daily routines are introduced to
students and provide a consistent and safe environment from which the children can
assume responsibilities such as washing their hands, setting up their own snacks and
cleaning up after themselves. We highly encourage independence.

The KG3/KG4 program includes

• Blocks
• Drawing Activities
• Art Activities
• Dramatic Activities
• Small and Gross Motor Activities
• Music Activities
• Sand/Water Table Activities
• Cooking Projects
• Circle Time
• Science and Social studies integrated projects involving interests of the children
• Pre-literacy and numeric skills and exposure to print and story
• Phonetic awareness
• Utilizing appropriate software in the classroom to enhance grade level curriculum

ACADEMIC AND BEHAVIOURAL EXPECTATIONS

The American International School in Cyprus’ code of behavior for elementary students
centers on the five ‘B’s. At the start of each school year, the children explore the five ‘B’s
with their classroom community and identify their importance, whether on a school bus, at
Big Toy, in the cafeteria, or in the classroom.
The five ‘B’s are:
• Be Respectful
• Be Safe
• Be Ready
• Be Helpful
• Be Here

3
Each child has the right to be treated fairly and with respect. Students who attend AISC
are expected to:
• Be honest and trustworthy
• Respect the rights, beliefs, and attitudes of others
Standard of Conduct for Elementary
• Respect school property and property belonging to others
A committee of students, teachers and parents created the AISC Human Rights Policy to
serve as a code of conduct for our school community (page 44). Below is the elementary
• Come to school prepared to work school version of the policy.

• Complete homework and class

assignments to the best of his/her ability
• Be regular and punctual in attendance

The AISC Human Rights Policy forms the

foundation for respectful interactions in every
classroom, workplace and play area across the
school. Here is the elementary school version of
the policy:

ASSESSMENT AND EVALUATION

The primary purpose of assessment and evaluation is to improve student learning. 31

Information gathered through assessment helps teachers to determine students’

strengths and areas for growth in the achievement of expectations in each subject in each
grade.

Assessment is the process of gathering information from a variety of sources (including

assignments, day-to-day observations, conversations
or conferences, demonstrations, projects and
performances), that accurately reflect how well a
student is achieving the expectations in a subject.
In Kindergarten, the Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) is used to monitor and assess
acquisition of early literacy skills.

4
BEGINNING OF THE YEAR
Each child is unique and needs different levels of
support and time in settling in at the start of the
school year. For some students, it can take only
one to two days to settle, while others can take up
to a month. Our Kindergarten teachers recognize
the importance of allowing ample time for each
child to bond with the teachers and his/her peers.
To ensure a smooth transition, during the first two
weeks of the school year, we will create a special
schedule where KG3/KG4 Kindergarteners can gradually and smoothly adjust to the new
setting and eventually to their full day schedule. Parents will be asked to join their children
in the classroom for a few activities in the morning the first days of school. During those
first days, it is important that your child knows that his/her parents are nearby. Parents are
welcome wait in the cafeteria until your child feels secure at school. We are continuously
reassuring the children, and would like our parents to be our partners in this transition.
Parents are welcome in the classroom and there are many opportunities during the year
for parents to take an active part in the kindergarten program.

HOMEWORK
Homework in the elementary grades reinforces learning at home and provides parents
with an opportunity to talk to their children about what they are doing in school each
day. The purpose of homework is to support the learning of skills and concepts that have
been taught in the classroom, to establish habits in organization and responsibility, and to
develop a love for reading and learning. At the same time, we recognize that elementary-
aged children need to be allowed time for play and relaxation, socializing with peers, and
engaging in sports and other activities which facilitate a healthy and balanced lifestyle.

The KG3/KG4 homework routine includes the following:

• Daily reading with parents -10 minutes per day
• Weekly home practice packet, including educational games and fine motor
practice activities

Overall: KG3/KG4 students should expect no more than 10 minutes of homework + 10

minutes of reading with an adult helper

How Parents Can Help their Children in KG3/4

• Minimize distractions, including tv, music, and internet. For expert advice on
limiting screen time, especially at this young age, please refer to the American
Association of Pediatrics, and Common Sense Media.
• Spend quality time with your child each night.
• Listen to your child read to you or read aloud to your child.
• Be supportive and available to your child, always encouraging them to do try their
very best.
• Remind them that it’s ok to make mistakes.
• Communicate regularly with your child’s teacher.

5
 • Attend the Director’s Coffee Mornings at AISC in order to receive information
about our curriculum, communication procedures, counseling program, and
assessment practices.

PARENT/TEACHER COMMUNICATION
At AISC, we believe that regular and consistent communication between home and school
is vital to student success. Parents are encouraged to email teachers anytime or to
schedule an appointment to speak in person. While AISC has an open-door policy, to be
sure you receive the attention and time you require, it is best you book an appointment
ahead of time.

When parents have a question or concern regarding a school issue, the person or persons
most directly associated with the concern involving the welfare of an individual student
should be most directly involved with its response. When a concern arises, we believe
concerns and problems are best solved at the level where they occur. Thus, we ask
parents and students to first speak with those involved to seek solutions. If at that level
concerns are not resolved, the School Counselor, Principal or Director, are happy to assist
in a problem-solving and guidance-oriented approach.

AISC communication occurs in a variety of ways. As an elementary parent, be sure to read

the weekly newsletter sent out by the classroom teacher every Monday. Each week the
newsletter will highlight the concepts and keys skills covered in our instructional units as
well as dates for upcoming events and other important announcements.

Additional means of communication include:

Conference Days are scheduled each year to ensure that parents have regular contact
with their child’s teachers.

Open House is held at the start of each school year. This is an opportunity for parents and
students to meet their teachers and visit their classrooms.

Curriculum Evening is held each fall. Parents are invited to come in to meet their child’s
teachers and receive information about the curriculum expectations and other
information about the school.

Weekly Director’s Coffee Mornings are hosted each week in the library. Each meeting is
dedicated to a specific grade level. Topics of discussion may include school programing,
educational issues, and current educational research affecting specific grade levels.
Topics are communicated in advance by email and in the Islander Newsletter.

Special Information Meetings are held throughout the school year to provide information
to special sections of our school community.

The Islander Weekly Newsletter contains important information and notices of upcoming
events at the school. The Islander is the main channel of communication and is updated
on the AISC website and is emailed home each week.

6
The AISC Website is regularly updated with news, events, policy handbooks, educational
programs, and a variety of other important information, www.aisc.ac.cy.

DAILY ROUTINE
Classes begin daily at 8:05 am. Getting to school on time is important for students of all
ages. Children require a few minutes in the morning to organize themselves for the school
day. Coming to school late may result in a confused and disorganized start that may be felt
for the entire day. Parents who drive their children to school must ensure that their
children arrive on time. While we understand that there may be rare times when tardiness
cannot be avoided, we expect that all children will arrive ahead of the 8:05 am start time
each day. Students are dismissed daily at 3:05 pm except on Wednesdays when classes
end at 2:05 pm to allow for faculty meetings.

The following class periods are based on a 10-day cycle:

LITERACY DAILY
MATHEMATICS DAILY
SOCIAL STUDIES TAUGHT IN THEMES EACH QUARTER
SCIENCE TAUGHT IN THEMES EACH QUARTER
MUSIC 4 TIMES
LIBRARY 2 TIMES
PHYSICAL EDUCATION 6 TIMES
ART 4 TIMES
MIND UP/ COUNSELING PROGRAM 2 TIMES

FIELD TRIPS
AISC schedules field trips to supplement and enhance the educational program. Students
are expected to participate in field trips unless they are ill. Parent chaperones may be
requested to provide adequate supervision of students on field trips. The school will
determine the cost for transportation and any fees, and notify parents in advance.
Students will dress in school uniform on field trips unless notified otherwise.

KG3/KG4 field trips may include visits to:

• Cultural heritage sites • Local parks with special theme
• The Children’s Museum activities
• The Natural History Museum • The Bike shop
• The Zampela Art Museum • A Local Market
• The Pancyprion Museum • The Fire Station
• The Leventis Museum • The Beach
• A Farm • The Dentist
• The Bakery

SERVICE LEARNING
AISC has a tradition of community service which has been extended into a service learning
concept. The intent is for service projects to come as a natural extension of the
curriculum. These are student-centered activities where planning, action, reflection, and
demonstration are all a part of the learning cycle.

7
Each student from Kindergarten through Grade 5 is a participant in service learning.
It is through these activities that staff, students, and parents work together to experience
the concept of service which we hope will continue throughout their futures.

Some of the service learning activities for the elementary may include:
• Beach clean-up
• Troodos nature walk and clean-up of nature trail
• Heart Disease Week
• The Nicosia Dog Shelter
• Visit to a nursing home

COURSE DESCRIPTIONS
The Virginia State Standards as well as the curriculum maps for all subjects can be found
on the Atlas Rubicon website. (Login password: inspire)

LITERACY
Literacy development is a significant focus at the KG3/KG4 level because children are
learning to express themselves through words and sentences. The program provides
direct and exploratory instruction in reading, writing, speaking, listening, phonics, and
handwriting all at the child’s stage of development. We are aiming to meet the needs of
the students. A Balanced Literacy Approach is implemented to ensure that whole group
instruction in literacy includes modeled, shared and guided
instruction. Interactive writing is used to engage students in the
writing process and conferences are regularly scheduled to work
with students collaboratively. Even at this young age we model
connection-making, help students make predictions, and develop
their comprehension strategies. Phonics is an important part of
the curriculum and is taught both explicitly and implicitly.

We follow the Jolly Phonics Program where children learn the sounds of the letters
through songs, movement, puppets, games, cards and Big Books. It is a multisensory
program and students of a very young age are actively involved and learn to read small
words quickly. Creativity is highly regarded, and it is understood that children develop at
their own individual rates. We differentiate our program based on need and ability and
strive to meet individual needs. We challenge students who are already reading, and
support students who are still at an emergent level.

KG3/KG4 literacy activities may include:

• Songs •Oral language activities and
• Rhymes experiences
• Short Plays • Teacher modeling correct
• Books and other environmental language use, reading
print comprehension strategies and
writing
A balanced literacy approach is used to teach reading and writing in a developmentally
appropriate way.

8
 READING
There are various stages KG3/KG4 students pass through as they learn to read. AISC
differentiates instruction to meet the needs of all students in their Kindergarten years.
Access to leveled books and instruction in small reading groups facilitate a differentiated
approach. However, by the end of KG3/KG4 our goal is for students to be able to:

• Understand that print contains a meaningful message

• Use the Jolly Phonics Program to sound out and read words
• Demonstrate an understanding of concepts about print
• Imitate reading-like behaviors
• Reproduce language patterns orally from familiar books or texts
• Show the front and back of books and understand left – right directionality
• Use illustrations and prior experience to help predict and bring meaning to text
• Take on the role of characters in a story
• Imitate actions and sounds of characters
• Act out the story to understand the sequence
• Practice all the sounds and the names of the letters
• Be exposed to short pictures books with sight words
• Begin to use the 8 Comprehension Strategies (Questioning, Prior Knowledge,
Visualizing, Summarizing, Making Connections, Evaluating, Synthesizing, Inferring)

WRITING/HANDWRITING
By the end of KG3/KG4, students will be able to make basic handwriting strokes, trace
letters and print his/her own name.

All KG3/KG4 students will:

• Draw zigzag, curvy and straight lines
• Use pictures, scribbles, symbols and letters to communicate a message
• Understand that pictures symbolize speech
• Practice sound out words
• Be encouraged to use “inventive spelling” to describe their pictures
• Know how to write their first name
• Practice writing all letters of the alphabet and short words
• Practice printing numerals 1 to 10

SPEAKING & LISTENING

By the end of KG3/KG4, students will:
• Follow 1, 2, and 3-step instructions
• Respond appropriately to a speaker
• Recognize beginning and ending consonant sounds
• Contribute to class discussions
• Recite songs from memory
• Interpret pictures using expressive language
• Tell about events using simple sequence
• Contribute responses to a reading selection

9
 • Use appropriate language to express needs

MATH
st
Math learning in the 21 century is comprised by creativity, rich collaborative tasks, the use of
mathematical tools, critical thinking, and problem solving. AISC uses the following guiding
documents to inform instruction of math in the elementary:
• Virginia State Standards of Learning
• National Council of Teachers of Mathematics (NCTM) Focal Points.
• K-8 Progressions and Critical Areas by Erma Anderson, Math and Science
Education Consultant
• The 8 Standards for Mathematical Practice from the Common Core State
Standards

The 8 Standards for Mathematical Practice include:

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

While our elementary teachers will continue to use components of The Everyday Math
Program from the University of Chicago as a resource text, they will be incorporating rich
collaborative tasks and other learning experiences from open source material.

SOCIAL DEVELOPMENT
KG3/KG4 students are being exposed to a number of concepts and
skills in their first year of school. Although the following list is not
expected to be mastered by the end of KG3/KG4, it is a preparation
year for the next level in Kindergarten. The following social
concepts/skills are developed in KG3/KG4:
• Show an individual awareness of self as a member of the
family and community
• Play and work cooperatively
• Respect self, others and the environment
• Share and take turns
• Seek appropriate amount of adult attention
• Follow classroom rules
• Accept roles of leader and follower
• Display self-control
• Accept responsibility for behavior and work
• Make good decisions
• Show an awareness of different cultures

10
 SCIENCE/SOCIAL STUDIES
Each year the KG3/KG4 program plans and selects from the following themes:
• All About Me • Animals
• My Family • Food Pyramid
• My Friends • Life Cycles
• Body Parts • People and
• Five Senses Languages Around
• Halloween Celebration the World
• Feelings • Transportation
• Thanksgiving Celebration • Cyprus
• Health and Hygiene • Ocean Life
• Water Cycle
By the end of KG3/KG4, students will be expected develop skills in:
• Posing simple questions
• Measuring
• Sorting
• Classifying
• Communicating information about the natural world

Science Fair
KG3/KG4 students are also expected to participate in the Annual AISC Science Fair by
preparing one classroom experiment and presenting it to the AISC
Community. Students prepare for their science fair experiment while being
exposed to the scientific method of developing and testing a hypothesis,
collecting information through observation of their experiments, and
forming a conclusion.

ART
KG3/4 Students learn to creatively develop and express their ideas,
experiences, and feelings.
Young Artists are exposed to beginning art concepts such as:
• Using a range of art tools, materials, and techniques to create
personal responses to art-making problems
• Beginning to manipulate materials with a purpose to express ideas,
experiences, and feelings in visual forms
• Beginning to learn simple elements of art concepts, including shape, primary
colors, pattern, and line
• Respect for materials and attitudes about art
• Exploring the concept that people in all cultures create works of art
• Beginning to identify people who make art as “artists”

FINE MOTOR DEVELOPMENT

By the end of KG3/KG4, students will:
• Demonstrate motor skills including cutting, gluing, tracing, coloring and folding
• Demonstrate self-help skills including dressing, zipping, buttoning, snapping, etc.
• Demonstrate pencil control

11
 MUSIC
In music classes, Students in KG3/KG4 are exposed to simple music concepts such as:
• Rhythm, using percussion instruments and body percussion
• Improving pitch through singing
• Basic note values
• Music interpretation and appreciation
• Music and movement
• Tempo, pitch, articulation and dynamic changes
• Performance
• Composing music to a story, color or graphic design
• Musical stories

PHYSICAL EDUCATION
During the Kindergarten years students should demonstrate continuous improvement in
movement under very simple conditions. Students develop fundamental skill patterns and
begin to learn key movement concepts that help them perform in a variety of educational
games and activities. Students learn to use safe practices, cooperate with and respect
others, and follow classroom rules.

In Physical education classes, students in KG3/KG4 are exposed to:

• Energetic outdoor activities
• A range of ways in which to use their bodies in physical activity and to use their
bodies to express ideas and feelings
• Running, jumping, skipping, climbing, balancing, throwing and catching, with
increasing skill and confidence
• Working with others cooperatively in physical play and games
• Activities using the fine motor movements of their fingers and hands
• Safely using equipment
• A love of physical activity and play and a positive attitude for leading a healthy,
active lifestyle

LIBRARY TIME
Library time is an important component of the elementary schedule.
Children come to the library to have a story read to them, read
independently, research, and check out books to take home. They
are given the freedom to explore the different areas and search for
books of their choice with the guidance of the Librarian. The Librarian
coordinates lessons with classroom teachers to provide optimum
support materials and ideas for classroom activities and research.
The children learn that books are meant to be cared for as well as
shared and enjoyed. Children in the early elementary grades (K-2)
check out one book at a time per week. Children in the later grades (3-5) check out two
books at a time per week. The library does not charge fines for overdue books but lost
books are the responsibility of each patron. The library is open from 8:00 am to 4:00 pm
Monday to Friday. Books can be checked out over the summer. Suggested book lists for

12
summer reading are sent home with the final report cards but are available at any time.
Parents are welcome to use the library throughout the year to check out additional books
for their children or for themselves.

CHARACTER EDUCATION/COUNSELING PROGRAM

The AISC Elementary Counseling program respects students’ values, rights and beliefs
while addressing academic, personal, social and emotional developmental needs of every
student. The AISC Elementary Counseling Program is aligned with the Virginia State
Standards for School Counseling which reflects the progression of student growth
throughout the school experience and focuses on academic, career and personal/social
development. The Elementary Counselor supports students in the following ways:

1. Positive Behavioral Intervention System:

• Implementation of a schoolwide positive behavioral intervention system based on
a philosophy of positive behavioral support and reinforced daily by staff members
and secondary students.

2. Character Education:
• Weekly social and emotional well-being educational lessons which teach themes
including, but not limited to: sharing, taking turns, societal and self-awareness,
academic and social cues, and personal hygiene.

3. Intervention programs for students needing extended support through small group
counseling when extended support is needed. At times, a small group of children
may need counseling support outside of the regular classroom setting in order to
cope with emotional and social skills.

4. Individual extended support through:

• Individual counseling and/or behavioral interventions for students who may be
struggling socially and emotionally
• Learning Support services
• Responsive Services – when a crisis arises and immediate counseling support is
needed

5. Oversight and implementation of the AISC Child Protection Policy

For more information on Counseling at AISC, please refer to the AISC Elementary
Counseling Handbook.

13
RECESS
Elementary recess time provides our students with a much-needed break from the rigor
of the academic day. Big Toy time at AISC is a safe and well-supervised play time which
allows student to participate in free play and gives students opportunities to rest, move,
imagine, problem-solve, cooperate, share, and socialize. The importance of free play time
in a well-supervised setting is widely documented in the educational research and has
been shown to have positive effects on children’s concentration throughout the rest of
the school day. At AISC, recess time will not be withheld for academic or punitive reasons.
For more information on the importance of play time, please see the American
Association of Pediatrics, http://pediatrics.aappublications.org/content/131/1/183 .

ASSEMBLIES
Elementary assemblies play an important role in the program as they provide a fun and
educational venue for students to demonstrate the work they are doing in their classes.
Assembly topics are aligned with the units of study at each grade level. Additional
assemblies will include Character Development and Awards programs. These showcase
events provide a great opportunity for students to develop leadership skills, act
independently, and play an active role in their learning.

Parents are invited to attend assemblies at 2:25 pm each Friday afternoon. On rare
occasions, assembly dates and times may be adjusted. Parents will be notified in such
cases.

14
 MEMBERSHIPS AND ACCREDITATION

The American International School in Cyprus is accredited by the following organizations:

MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS

COUNCIL OF INTERNATIONAL SCHOOLS
INTERNATIONAL BACCALAUREATE ORGANIZATION
CYPRUS MINISTRY OF EDUCATION

The American International School in Cyprus is a proud member of the following

organizations:

EUROPEAN COUNCIL OF INTERNATIONAL SCHOOLS

NATIONAL HONOR SOCIETY
MEDITERANNEAN ASSOCIATION OF INTERNATIONAL SCHOOLS
NEAR –EAST SOUTH ASIA ASSOCIATION OF INTERNATIONAL SCHOOLS
CENTRAL AND EASTERN EUROPEAN SCHOOLS ASSOCIATION

Founded in 1987, The American International School in Cyprus is a private, coeducational, college
preparatory school. We are proud to provide a first class American and international university
preparatory education within the Cyprus local community that incorporates Greek as a First
Language program for our Cypriot students. AISC serves a unique function in the Cyprus
community, offering the only American system program in Cyprus while providing our students
with the option of the International Baccalaureate program for the last two years of secondary
school.

AISC is owned by Educational Services Overseas Limited (ESOL), a leading regional school
operator headed by Mr. Walid Abushakra. ESOL has an established, twenty-five-year track record
of operating some of the region’s leading American and British curriculum schools. A large number
of graduates from ESOL’s schools have gone on to attend some of the world’s leading universities
in the United States of America and the United Kingdom.
Our program develops the whole child by nurturing sense of worth, leadership, academic
excellence and independence. We have a strong focus on service learning. Our students
participate regularly in community service and character-building life experiences, locally and
abroad. An AISC education is rich with diverse learning experiences and opportunities for personal
achievements.
The American International School in Cyprus
11 Kassos Street
P o Box 23847, 1086 Nicosia, Cyprus
Telephone +35722316345 Fax +35722316549
Website http://www.aisc.ac.cy E-mail [email protected]

15