Qiss Lower School Student Parent Handbook 2015-2016

Lower School
Student & Parent

Handbook
A Guide to your Childs Learning
Procedures & Important Information
Grade Level Curriculum Overview
Assessment, Grading and Reporting
Supporting Learning at Home
Qingdao No. 1 International School of Shandong Province
Our Mission
To provide a challenging academic program that develops the core character traits of Vitality,
Courage, Sensitivity, Intelligence and Compassion.
We prepare our students, not only to pursue further university level education
internationally, but to become truly international citizens, ready to take on global issues and
help create a more sustainable world.
Our Philosophy of Education

1. The primary goal of the curriculum is to develop and deepen student
understanding. Depth of learning is more important than coverage.

2. Students need to make meaning of their learning and actively construct knowledge
rather than passively accumulate knowledge.

3. Learning and assessment should be relevant and occur in rich authentic situations
or simulations of the real world.
4. Teaching should be individualized to assist each child in attaining high standards.
5. As part of their education, students need to develop strong social and emotional
skills and character traits in order to become personally effective and to make a
positive difference in the world.
DEVELOPING MINDFUL HEARTS
QISS students are:

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Demonstrate a positive attitude, enthusiasm and active participation. Set and pursue personal goals with vitality
and persistence. Seek intellectual, physical and emotional balance to achieve personal well-being for themselves
and others.
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Act on their principles with integrity and honesty, with a strong sense of fairness,
justice and respect for others.
Take risks to explore new possibilities and are willing to defend their beliefs.
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Understand and express ideas and information in multiple languages.
Understand and appreciate their own cultures and personal histories and are open minded about the
perspectives, values and traditions of others.
Work effectively and willingly in collaboration with others.
Develop basic competency in Mandarin and an appreciation of Chinese culture.
Express and appreciate beauty.
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Apply thinking skills critically and creatively.
Inquire and research effectively.
Acquire deep knowledge and understanding across a range of disciplines.
Reflect on their own learning and experience to assess and understand their strengths and limitations.
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Show empathy toward the needs and feelings of others.
Have a personal commitment to service.
Take action to make a positive difference in the lives of others and for the environment.
Our Code of Conduct

As part of the QISS community, all students have certain rights and responsibilities. All students are
expected to abide by this Code and to do unto others as you would have them do unto you.
Student Rights and Responsibilities

Respect
I have the right to be respected as an individual.
Therefore, I expect respectful treatment and not to be hurt, ridiculed or subjected to gossip.
Responsibility
I have the responsibility to show respect to everyone at school.
Therefore, I will be respectful, considerate to everyone at school. I will not participate in name
calling, gossip, teasing or intimidating others.
Learning Environment
I have the right to learn to the best of my ability.
Therefore, I expect to have my lessons taught well in a productive class setting.
Responsibility
I have the responsibility to do my best work and to help others do their best work.
Therefore, I will listen and follow directions, ask for explanations when I need help, disturb no one
in class, arrive to class on time, and turn in neat carefully planned, completed work.
Expressions
I have the right to express myself.
Therefore, I expect to share my ideas with others and to discuss my problems with people of
positions of authority.
Responsibility
I have the responsibility to support the rights of others to express themselves.
Therefore, I will listen politely when others are sharing their ideas and show respect for others
work.
Property
I have the right to have my property and treated with respect.
Therefore, I expect my property to be safe and left undisturbed by others.
Responsibility
I have the responsibility to respect my own property and the property of others.
Therefore, I will use school property in a manner for which it was designed, and handle other
peoples property only with their permission. I will also keep my property where it belongs, in a
safe and organized manner.
Our Lower School

Rules
I Will Be Safe
I Will Be Respectful
I Will Be Responsible
Kelsos Choices for Problem Solving

The Lower School will be using Kelsos wheel of Choices for conflict management as we teach our
students the valuable skills of self-management. This program teaches children to distinguish between big
problems (those that are unsafe, dangerous, against the law, or causes a child to feel safe or frightened),
and small problems. The only solution for big problems is to report them to a trusted adult as soon as
possible.
If its a small problem, students are encouraged to try at least two of the nine problem-solving strategies
before reporting the problem to an adult. If, after two attempts the child is unsuccessful at solving the
problem, it is time to ask an adult to help.
Problem-solving strategies include:
Go to another game or activity

Share and take turns
Respectfully talk it over and listen to each other
Ignore the problem behavior
Tell the person to stop the problem behavior
Apologize
Make a deal or compromise
Wait and cool off before attempting to solve the problem yourself.
ITS YOUR CHOICE!

DO YOU HAVE A SMALL PROBLEM? TRY 2 OF
KELSOS CHOICES:
IF YOU HAVE A BIG PROBLEM, TELL AN

ADULT YOU TRUST.
THE LOWER SCHOOL OVERVIEW

The learning experience at QISS is designed as a continuous journey of self-development from Pre-K through Grade
5. We believe that every year spent at QISS is a unique opportunity for students to engage with a coherent inquiry
focused curriculum that is developmentally appropriate and tailored to our students individual learning needs.
During their time in Lower School, students will:
interact in a range of educational settings, working individually and in groups
learn to explore the world with curiosity, asking questions and developing skills in problem solving and
interpretation
continue to develop a range of social skills, in and outside the classroom
enjoy a range of extracurricular opportunities
continue to develop the various literacies (reading, writing, mathematical) that will be key to all future learning
learn and develop language skills in English and Mandarin
practice written and oral skills through authentic instruction and performance-based formative assessments (Key
Assignments)
Page 8
Qingdao No.1 International School of Shandong Province
INQUIRY-BASED LEARNING
What Is Inquiry-Based Learning?
Theres an old adage that states: Tell me and I forget, show me and I remember, involve me and I understand. The
last part of this statement is the essence of inquiry-based learning, the approach to instruction emphasized by the
International Baccalaureate Program and other schools throughout the world that promote Best Practices in
education. Inquiry implies student involvement which leads to understanding.
Inquiry is the art and science of asking and answering questions. It involves observation and
measurement, hypothesizing and interpreting, model-building and model-testing. It requires
experimentation, reflection, and the recognition of the strengths and weaknesses of its own methods.
During inquiry, a teacher may pose essential questions to stimulate students to pose their own questions.
These questions are open-ended, offering students the opportunity to direct their own investigations and
find their own answers (not just the one right answer), and in all likelihood, they lead to more questions.
Inquiry is asking questions. Not just any questions, but good questions: questions that are accessible, that
can be answered in part or in whole, and that lead to meaningful tests and explorations.
Inquiry provides students with concrete, active learning experiences. Students take the initiative. They
develop problem-solving, decision-making, and research skills which enable them to become lifelong
learners.
Inquiry allows students at different developmental stages to work on similar problems and even
collaborate in finding solutions to those problems. Each student gets to bring his or her own special
talents into play.
Inquiry allows for the integration of multiple disciplines. As students explore, they will tend to ask
questions that will involve science and math, social studies and language arts, technical and artistic skills.
Inquiry involves communication. Students must ask coherent, meaningful questions. They should report
their results orally or in writing. In this way, they both teach and learn from each other.
Inquiry allows teachers to learn about their students who they are, what they know, how their minds
work. These insights will enable teachers to be more effective facilitators in their students pursuit of knowledge.
Inquiry requires students to take responsibility for their own education. Teachers guide students through
the inquiry method to find answers to their questions.
Lower School Student & Parent Handbook
Page 9
LOWER SCHOOL CURRICULUM OVERVIEW

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COMMUNICATIONS
Communicate Directly with the Teacher
Inform the teacher if there are circumstances
that might affect your childs performance or
behavior at school. If you have any questions
or concerns please call and make an
appointment to meet with the teacher
directly.
Expressed Concern Form
Use this form only in the event that an issue
has not been resolved with the classroom
teacher first.
Page 10
ASSESSMENT OF LEARNING
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Page 11
KEY ASSIGNMENTS
Also known as performance tasks or performance assessments.
Key Assignments are relevant, performance-based learning activities that require students to demonstrate their skills and
abilities, rather than simply providing memorized, rote answers. Key Assignments are designed to close the gap between
school lessons and meaningful skills needed in real life. Strong projects encourage students at every grade level to reflect
upon past experiences and learning, analyze different approaches for solving problems, and
synthesize concepts from their learning.
Current research has shown that educational programs that focus on meaningful instruction (often referred to as
authentic instruction) are more likely to develop in students the lifelong critical thinking skills that build a basis for future
learning and enable students to evaluate what they learn. In addition, when authentic instruction is incorporated into the
classroom, topics from the lesson are connected to the real world, which makes it easier for students to visualize and
understand what they are learning. Authentic instruction makes it all more meaningful because the lessons relate
to real-life endeavors, capsulated within the performance of Key Assignments.
Authentic instruction via Key Assignments motivates students to invest in the hard work that learning requires. Through
the Key Assignments, teachers convey high expectations for all students, including the necessity of taking risks and trying
hard to master challenging academic work. This assures that all members of the class will learn important knowledge and
skills. Developing a classroom climate based on mutual respect among all students contributes to the achievement of all.
Summative Assessment Tools*

45"3 Math
45"3 Reading
Words Their Way Spelling Assessment
IPT Oral Testing
3FBEJOH";
(* See glossary on Pages 71-73 for more information.)
Page 12
HELPING YOUR CHILDS OVERALL DEVELOPMENT

Explore and Share Quality Time Together
Play games, sports, read together, make crafts, cook and go on trips to interesting places. Listen to music and take
the time to listen and talk with your child about a whole variety of topics.
Sharing School Work
Help your child develop the habit of showing you their school work, new books, and homework. Ask specific
questions about your childs day and what they have learned. Try to help your child find ways to apply their
learning to the world around them.
Surround Your Child With Different Reading Materials and Read Together
Books are one of the best ways to support your childs learning. Read with your child daily. Read books from
different genres from literature to informational texts such as newspaper, recipes and articles in childrens
magazines. For fun, read poetry and even some riddle and joke books.
Limit and Monitor the Use of Television and Computers -No Electronic Devices At School
It is best not to have a television or computer in your childs bedroom. It is important that parents monitor TV and
internet viewing, and are aware of whom their child is communicating with. Activities done together as a family
such as reading, playing games or doing crafts are more personally and academically beneficial than just sitting,
watching hours of TV or playing computer games.
No Electronic Devices and Cell Phones At School
We ask that your child does not bring ipods, ipads, electronic games, phones, cameras, etc. unless it is requested
specifically by the classroom teacher for educational purposes. Should your child bring a device, it will be
confiscated by the teacher and you will be notified.
The school will not be held responsible for the loss,
damage or theft of any devices.
Page 13
HELPING YOUR CHILDS OVERALL DEVELOPMENT

Promote Good Health Habits
Plenty of Sleep Elementary students should be in bed between 8:00- 8:30 PM at the latest Sunday to Thursday. A
consistent routine will ensure your child gets adequate rest.
Healthy Meals Please provide nutritious meals including a good breakfast so that children can develop a healthy life
style from an early age. Please use our cafeteria, or provide a healthy lunch. Do not send unhealthy snacks including
chips, chocolate, candy and soda to school. Eating healthy foods and drinking plenty of water throughout the day
helps facilitate concentration and learning.
Good Hygiene Make sure children always wash hands with soap before eating. Students should be able to dress
themselves, feed themselves, brush their teeth, wash, and comb their hair.
Teach and Give Children Responsibility
Belongings All students should take good care of their books and materials. Please label lunch-boxes, schools bags and
all items of clothing. During swimming season, please make sure swim bag, goggles, caps and swim wear is also
labeled.
Actions Students must be
responsible for their actions and
learn to resolve their own conflicts.
Dont try to solve your childrens
problems, but instead be a willing
listener to their concerns and
questions. Help your child to know
what is the right and honest thing to
do. Help them also to feel the
happiness of being kind and caring
towards others. Reinforce the QISS
Code of Conduct at home.
Being Ready and on Time Please
help your child to be responsible
and arrive at school on time. It is
important that children arrive at
school by 8:00 AM. Students arriving
late miss important instructions and
interrupt precious learning time
from their classmates. If they are
late, they should stop by the LS
office (3rd floor), room 302 to sign-in.
Page 14
LANGUAGE ARTS PROGRAM OVERVIEW

is committed to providing students with a balanced literacy
program that enhances each childs individual skills and
experiences. Throughout the elementary, children are
engaged in an active learning environment which
immerses them in reading, writing, listening, and speaking.
The literacy program at QISS is based on current research
on early literacy best practices. The components of a
balanced literacy program move students from a teacherfocused approach to independence. The components are:
Reading Aloud
Shared Reading
Guided Reading
Independent Reading
Shared Writing
Interactive Writing or Writers Workshop
Independent Writing
Word Study
The program is designed to motivate and encourage
children in their emerging literacy. This is accomplished
through the systematic, individualized assessment of
childrens literacy progress and skill development.
Language Arts instruction is ongoing and frequently occurs
within the context of the learning taking place in other
subject areas.
The cornerstone of a quality balanced literacy program is
the childs exposure to quality childrens literature. At QISS
children have access to extensive age-appropriate
classroom libraries, novel sets, picture books, and leveled
books designed to provide reading materials that are just
right for each child.
Materials: Guided Reading, Scholastic; JOLLY Phonics,
6+1 Writing
Language Arts
Standards
Reading:
Literature and Informational Texts
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range Of Reading and Level of Text

Complexity
Reading Foundational Skills
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Writing:
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Speaking and Listening:
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Language:
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Use
Common Core ENGLISH/ LANGUAGE ARTS

& Literacy
Page 15
SCIENCE PROGRAM OVERVIEW

With the goal of scientific literacy for all, the science program sets out to provide students with experiences that are
appropriate to their developmental level. Its goal is to serve as a foundation for more advanced ideas that pre-pare
students for life in an increasingly complex scientific and technological world.
Scientifically literate students:
Are familiar with the natural world, its diversity and interdependence
Understand the big ideas of science such as energy, patterns of change, variation, systems and interactions
Are able to think scientifically
Use scientific knowledge and thinking patterns for personal and social purposes
The program capitalizes on the innate curiosity of our younger learners. A key premise is that children learn science
by doing science, therefore students are immersed in hands-on activities designed to assist them in making sense of
the world around them. The program is inquiry based and students are guided to broaden their learning by
questioning, observing and predicting.
Instructional Model
Learning with understanding is achieved through:
Moving from concrete experience to abstract conception
Experiencing a few important topics in depth (8-10 weeks)
Building understanding of the grand ideas of science across topics and
over time
Embedding language arts experiences within the program
Materials
A variety of charts, posters, book sets and models are used to support
learning. Teachers and students do hands-on science explorations as part
of the units of inquiry.
Page 16
SOCIAL STUDIES PROGRAM OVERVIEW

Social Studies is studied in the context of broad thematic units. Since a young
child's approach to the world is not fragmented into subject areas, an
integrated approach is used including language experiences to
enhance the learning process.
Social studies units begin in the context of the students world,
forging a meaningful connection with that which is familiar. From
there units moves out to a broader context introducing new
environments, cultures, civilizations, and societies.
School field trips will be undertaken to deepen students
understanding of Chinas culture, history, commerce, and industry.
Page 17
PRE-KINDER
3 - 5 Ye a r s
PRE-KINDERGARTEN LANGUAGE ARTS PROGRAM

Qingdao No. 1 International School is committed to providing students with a balanced literacy program that
enhances each childs individual skills and experiences. Throughout the Pre-K program children are engaged in an
active learning environment which immerses them in reading, writing, listening, and speaking.
The main components of literacy listening, speaking, reading and writing will be encouraged through their
explorations, play, and social interactions. We
provide time in the daily schedule for group
activities, and large amounts of time for children to
select from various activities centers (writing
center, reading center, art & craft center,
construction center, puzzle center, and role-play &
game center). We also involve children in regular
story time experience which include exposure to
books of different genre.
The Handwriting Without Tears program is used to
support beginning writing skills and start correct
writing habits. Bookmaking gives children the
confidence to see themselves as writers,
illustrators, and authors.
Children will be grouped for instruction in large and small groups and individually. A variety of instructional
techniques will be employed based upon the unique needs of every learner.
Teachers monitor student progress and skill needs; adjusting levels and focus on instruction as needed. Students
who have not yet mastered specific skills are motivated and encouraged while their skill needs are addressed
through focused instruction.
Supporting Your Childs
Learning at Home
Enjoy reading with your child daily
Set up a writing center at home
(paper, crayons, stapler, pencils,
markers, tape, scissors, stickers, etc.).
Bookmaking is fun!
Notice letters and words in the
environment what do you see?
Pre-kindergarten children are guided

in the use of these materials to learn
concepts of print, develop
appropriate reading behaviors and
begin reading simple age appropriate
materials. Children are encouraged
and supported to see themselves as
writers where all their written work is
valued and built upon - within a
writers workshop framework.
Materials: Handwriting Without Tears
Pre-Kindergarten Curriculum Program
Page 19
PRE-KINDERGARTEN
MATHEMATICS
Mathematical concepts are integrated in the preschool
class, as we go through daily routines, transitions and jobs.
We help children learn mathematical concepts
(understanding numbers, simple computation, problem
solving, measurement, patterns and sorting) by talking with
them and playing with hands-on materials. In addition to
the Everyday Mathematics Program, we also use Get Set
for School and other on-line resources to explore
mathematics, all in the context of play.
Standards For
Mathematical Practices
Make sense of problems and persevere in
solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the
reasoning of others.
Pre-Kindergarten Overview
Model with mathematics.
1. Number & Numeration
Use appropriate tools strategically.
Verbally count in sequence to ten and beyond

Count objects with one-to-one correspondence and know
that the last counting word tells ""how many""
Develop an awareness of numbers and their uses
2. Operations & Computation
Solve and create number stories using concrete
modeling; explore part-whole relationships
3. Data & Chance
Collect and represent data in a variety of ways focusing on
concrete and pictorial presentations
Use graphs to answer simple questions
4. Measurement & Reference Frames
Identify and describe size attributes, such as length,
weight, and capacity or volume
Become familiar with standard measuring tools
Sequence familiar events in time
5. Geometry
Recognize and describe basic 2-D shapes; explore the
relationship between 2-D and 3-D shapes
Recognize and describe the position and location of
objects
Attend to precision.
Look for and make use of structure
Look for and express regularity in repeated
reasoning.
Common Core Mathematics Standards CCSS
Supporting Your Childs Learning at Home

Have basic math tools accessible for your child to use
(dice, play or real money, ruler, scale) and a variety of
board games, puzzles, blocks, and collections of small
objects for sorting (like buttons).
Have fun cooking/measuring ingredients
Play games with your child (hopscotch, cards, board
games, memory)
Counting objects, noticing numbers around you
6. Patterns, Functions, & Algebra

Recognize and match attributes of objects; use rules to
sort objects
Page 20
PRE-KINDERGARTEN SCIENCE PROGRAM

In Pre-Kindergarten, students are naturally curious about the world
around them, and seek knowledge by using their senses to explore
and learn. We encourage them to wonder, ask questions, make
predictions, experiment and research as part of the ongoing scientific
thinking and inquiry process throughout the following science
strands:
Life Science Students will become familiar with living and non living
things , their body and the five senses.
Earth Science Students observe and describe the world around them
and how their actions can cause changes in the environment.
Science Standards
Scientific Thinking and Inquiry
Earth Science
Physical Science
Life Science
QISS Standards Aligned With

Physical Science Students explore the physical properties of matter
Next Generation Science
and energy
Standards (NGSS)
(solids,
liquids, gas,
sound, heat and light).
Take advantage of visiting science centers,
working farms, public gardens, hiking trails, pet
stores and markets
Assessment Progress is assessed using teacher observation,
Enjoy
reading
books
about
animals,
plants,
the
anecdotal notes, student interviews, and student written

earth, and other books about science
work.
Consider having a pet, garden or plants at
home
Instructional Model
Be
curious
and
create
a
sense
of
wonder
with
your child!
Moving from
concrete experience
to abstract conception
Experiencing a few important topics in depth (8-10 weeks)
Building understanding of the grand ideas of science across topics and
over time
Materials
learning. Teachers and students do hands-on science explorations as part of
the units of inquiry.
Pre-Kindergarten Curriculum Program
Page 21
PRE-KINDERGARTEN SOCIAL STUDIES PROGRAM

In preschool we start work in social studies with the child
and his or her self-identity, unique characteristic and what
makes him/her special. Next, we expand their
understanding about themselves as members of a family,
school community and larger community. While working on
the social studies topic, children will also be learning new
skills in literacy, mathematics, arts, and physical
development as they read books and do activities related to
the topic.
In Pre-Kindergarten, students will participate in four Inquiry
units throughout the year. Science and Social studies topics
will be integrated and thematic. Students will participate in
hands-on activities to guide their understanding of topics
through experiments, real-world learning opportunities, and
field trips. Students will be assessed according to key
assignments, class observations, and classroom projects.
Topics of study include but are not limited to:
My Family Students will explore their uniqueness and how
they change over time.
Supporting Your Childs Learning at

Home
Talk about and celebrate family
traditions (or start some new ones!)
Read books that celebrate diversity
Visit a museum that focuses on a
culture different from your own
Page 22
Social Studies
Standards
Time, Continuity and Change
Connections and Conflict
People, Places and Environments
Culture
Society and Identity
Governance and Citizenship
Production, Distribution, and
Consumption
Science, Technology and Society
E
Socia St dies
My Community and My Neighborhood Students will explore

their school community and the rules that are necessary to help
them work together. They will later observe and understand the
different services and goods people provide in exchange for
money.
Geography Skills Students explore and understand basic
geographic
concepts.
KINDERGARTEN
5 - 6 Ye a r s
KINDERGARTEN ENGLISH LANGUAGE ARTS

Reading In Kindergarten, students will participate in a variety of early literacy activities. They will have daily readalouds where the teacher will read and ask questions about the text. Children will participate by answering and
asking questions and talking about how the text relates to them. During morning meetings, the students will talk
about letter sounds and letter blends and practice using these concepts in hands on ways. They will practice early
reading skills by acting out concepts, drawing or painting, or showing their knowledge in a variety of ways.
Students will be exposed to a range of text types in literature and informational texts that includes:
Literature
Stories (Includes childrens adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth)
Drama (Includes staged dialogue and brief familiar scenes)
Poetry (Includes nursery rhymes and the sub-genres of the narrative poem, limerick, and free verse poem)
Informational Texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical
texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a
range of topics.

Students should be read with daily. Try asking some of
the following questions after you have read together:
Which words rhyme in the story?
What happened in the story?
What was your favorite part of the story?
Who are the characters in the story?
Tell me about the (things, places, or animals) in this
story
Who are the characters in the story?
Writing during the first few months in

Kindergarten, students will focus on gaining a
basic understanding of letters and sounds and
using their fine motor skills to copy words and
draw pictures related to words and sounds.
Children will also sequence and dictate their ideas
using pictures, letters and some words. Over time,
as students gain more knowledge about letter
sounds, blends and high frequency words, they
will begin using inventive spelling to write their
own ideas.
Speaking and Listening In Kindergarten, children

will practice their language skills throughout the
day in every activity across every discipline. They
will have conversations, ask and answer questions and share their thoughts and opinions consistently.
Assessment In Kindergarten most assessment will be done by observing a childs knowledge and skills during
activities and through conversations. Some assessment will be completed on an individual basis which will consist
of me asking questions or asking a child to show me a skill. We will keep a portfolio of pictures and work
completed by each child, and at the end of each unit we will do a Key Assignment where Kindergarten students
can show skills that they have been learning.
Kindergarten Curriculum Program
Page 24
MATHEMATICS PROGRAM
The elementary mathematics program at Qingdao No. 1
International School seeks to instill a love of mathematics.
It aims to help children become capable and flexible
mathematical thinkers and problem solvers, which will
prepare them for success in an ever-changing world. The
EveryDay Math program is based on extensive research
about how children best learn mathematics.
Standards For
solving them.
Kindergarten Overview
Count, estimate, represent, and compare numbers
Read and write numbers


Develop meanings for operations and problem-solving
skills
Develop concrete strategies to solve operations
3. Data & Chance

Make a bar graph; discuss outcomes
Explore basic probability terms

reasoning.

Use nonstandard tools to estimate weight and length
Read analog and digital clock times; develop sense of an
hour's duration
Identify coins and dollar bills
Common Core Mathematics Standards
5. Geometry
Look for symmetry in leaves
Find triangles and quadrilaterals in randomly folded
paper
Identify an object using its attributes
Identify and generate numbers that follow a function
rule
Page 25
KINDERGARTEN MATHEMATICS

You can support your child by helping with Home
Links and by playing math games when they are
assigned
Play counting games at the supermarket
Play online quality math games
At QISS, we utilize Everyday Mathematics for Kindergarten.

The emphasis at the kindergarten level is a realistic
approach to problem solving in everyday situations. We
strive to instill a love of mathematics in all students and
the conceptual underpinning they need to progress in
their future Mathematics education. Kindergarten children
are naturally curious and the program builds on their
intuitive understanding.
Kindergarten Math Topics
Number and Numeration Counting in different ways and
from different numbers, reading and writing numerals,
exploring different ways to represent numbers using
manipulatives, words, drawings, and operations
Operations and Computation Exploring addition and subtraction through concrete activities, games, and number
stories
Data and Chance Collecting, organizing, displaying,
analyzing classroom data through the daily
Weather, Temperature, and Survey Routines as well
as through games and activities, working with data
and graphing in activities such as dice rolls,
exploring probability through games
Measurement and Reference Frames Making direct
measurement comparisons followed by using nonstandard units of measure (such as their own feet
and hands), learning coins and their values,
developing an understanding of time measures
(day, week, and month), and temperature
measures through daily routines (Calendar, Daily
Schedule, and Temperature)
Geometry Exploring 2-dimensional shapes and 3dimensional shapes
and
Assessment
Teachers conduct formative assessments on a daily
basis using the ongoing work that children do in math
class. Teachers use observations and student work
products to look for specific indicators of learning.
Materials
My First Math Book Mathematics at Home Book 1,
(Everyday Mathematics, 2007), includes
manipulative kits, big books, math literature books,
calendar and data kits, card sets, magnet sets and
song packs.
Patterns, Functions and Algebra Identifying, creating, and extending sound, movement, and visual patterns,
exploring number patterns on the number line, using rules to sort objects and make patterns.
Page 26
KINDERGARTEN SCIENCE PROGRAM

In Kindergarten, students learn to develop their own questions
and conduct careful investigations as part of the ongoing
scientific thinking and inquiry process throughout the following
science strands:
Science Standards
Life Science Students will learn that different types of plants and
animals inhabit the Earth and will be able to describe that plants
and animals are alike in some ways and different in others (e.g.,
appearance and behavior).
Science and Technology
Earth Science Students will observe that objects in the sky move
in predictable patterns.
Life Science Content
Earth Science Content

Physical Science Content
SS Standards i ned it
Standards (NGSS)
Physical Science Students will learn that objects can be

described by their observable properties.

Take advantage of visiting science centers,
working farms, public gardens, hiking trails, pet
stores and markets
Enjoy reading books about animals, plants, the
earth, and other books about science
Consider having a pet, garden or plants at
home
Be curious and create a sense of wonder with
your child!

work.
Instructional Model
Moving from concrete experience to abstract conception
Experiencing a few important topics in depth (8-10
weeks)
Building understanding of the grand ideas of science
across topics and over
time
Materials
learning. Teachers and students do hands-on science explorations as part of
the units of inquiry.
Page 27
KINDERGARTEN SOCIAL STUDIES PROGRAM

Social Studies
Standards
In the area of social studies, children begin with an

understanding of themselves, their unique characteristics,
and what makes them special.
From here they expand to a greater understanding of their
family, classroom community, and finally their neighborhood
and larger community. Life skills are integrated throughout
the day in the classroom, and a class community is being
built around respect and appreciation of differences. Each
child becomes a contributing member of the classroom.
In Kindergarten, students will participate in four Inquiry


Home
Talk about the different
responsibilities in the home and
community
Read books about folk heroes
Visit a museum that focuses on a
culture different from your own
Topics of study
include but are
not limited to:

Culture
Consumption
E
Socia St dies
My Friends and I Students will explore their individuality and the

importance of being part of a group.
My Community Students will explore the different roles and
responsibilities they each have as citizens in a community.
Time, Continuity and Change Identify stories about past events,
people, places or situations.
Geography Skills Students explore and understand basic

geographic concepts.
Page 28
GRADE ONE
6 - 7 Ye a r s
GRADE ONE ENGLISH LANGUAGE ARTS

Reading Learning to read is fun and exciting for First Graders. During Guided Reading activities children are
introduced to and develop critical reading strategies throughout the year. Picture cues, decoding skills and
contextual cues will be our primary focus when reading new words. Retelling a story in sequence, stating character
motivation and making predictions and inferences will build
comprehension skills. The students are assigned into
reading groups based on their reading levels. They work
collaboratively in small groups directly with the teacher
and in pairs with a peer. Students will be exposed to a
Read aloud at home to your child and soon they will
range of text types in literature and informational text:
be reading aloud to you
Encourage to label items in your home
Keep a daily journal at home for students to write in
Watch English movies or T.V. shows and talk about
them with your child
Encourage your child to write notes (invitations, thank
you or birthday cards) and letters or emails to friends
and family members
Check your childs homework
Literature
Stories (Includes childrens adventure stories, folktales,
legends, fables, fantasy, realistic fiction, and myth)
Drama (Includes staged dialogue and brief familiar
scenes)
Poetry (Includes nursery rhymes and the sub-genres of
the narrative poem, limerick, and free verse poem)
Informational Texts
Includes biographies and autobiographies; books about

history, social studies, science, and the arts; technical texts,
including directions, forms, and information displayed in
graphs, charts, or maps; and digital sources on a range of topics.
Writing In Grade One, all final written pieces this year will be evaluated using the 6+1 trait rubric (a scoring
guide). Teachers will use this rubric to help students to develop their ideas, organization, voice, word choice,
sentence fluency, conventions and presentation skills.
Spelling The general objective of a Spelling Program is to teach students how to spell correctly. But spelling is not
studied in isolation. Spelling is part of a compound process that teaches students the skills that will enable them to
recognize words automatically when reading and reproduce them automatically when writing. Students need to
recognize and reproduce words quickly and accurately in order to become skilled readers and writers. To do so,
they must be proficient at decoding and encoding words.
Our spelling instruction emphasizes the phonetic nature of spelling. We teach our students decoding skills needed
at each grade level. Along with the rules for decoding and encoding our students learn a well of vocabulary chosen
to teach them the target skills. And given that most of our students at QCIE speak English as a second or third
language, our Spelling Program gives emphasis to the development and acquisition of vocabulary in a variety of
meaningful ways. New vocabulary is applied in the four language skills: listening, speaking, reading and writing.
Assessment Ongoing formative assessment is used to identify individual students strengths and needs. Student
achievement will be evaluated using the developmental continuum, and the performance indicators for the grade
level.
Grade 1 Curriculum Program
Page 30
MATHEMATICS PROGRAM
International School seeks to instill a love of mathematics.
It aims to help children become capable and flexible
mathematical thinkers and problem solvers, which will
EveryDay Math program is based on extensive research
about how children best learn mathematics.
Standards For
solving them
Reason abstractly and quantitatively
Grade One Overview

reasoning of others

Count on by 1s and skip count past 100
Use base-ten block structure counting
Count collections of objects; estimate objects
Model with mathematics

Use appropriate tools strategically
Attend to precision
Create and solve number stories

Solve addition and subtraction problems
Develop readiness for learning basic addition and
subtraction facts
3. Data & Chance
Collect, order, record, and display data
Explore equal-chance events and predict outcomes

reasoning

Tell time to the quarter hour
Measure to the nearest inch
5. Geometry
Identify and describe 2- and 3-D shapes
Identify and complete line-symmetric shapes
Create numeric, visual, and concrete patterns
Solve number grid puzzles
Use expressions and number sentences
Page 31
GRADE ONE MATHEMATICS

Use real life situations to review concepts learned
at school such as measuring and following a
recipe
assigned
Grade One children are naturally curious and the

program builds on their intuitive understandings. The
program engages children with a wide range of math
manipulative and hands-on experiences to provide a
concrete mathematics experience which in turn leads to a
more abstract understanding of mathematical concepts.
Children experiment, create and explore as they work to
develop their numerical literacy. Problem-solving is
emphasized throughout the program.
Number and Numeration Counting; reading and writing
numbers; investigating place value of whole numbers;
exploring fractions and money
Operations and Computation Learning addition and subtraction facts, fact families, and extended facts; beginning
informal work with properties of numbers and problem solving
Data and Chance Collecting, organizing and displaying data using tables, charts and graphs
Measurement and Reference Frames Using tools to measure length, capacity, and weight; using clocks, calendars
timelines and thermometers
Geometry Exploring 2-dimensional shapes and 3-dimensional shapes
Patterns, Functions and Algebra Exploring attributes, patterns, sequences, relations, and functions
Assessment
Teachers conduct formative assessments on a daily basis using the ongoing work that children do in math class.
Teachers use observations and student work products to look for specific indicators of learning.
Summative assessment usually takes place at the end of a unit (called Progress Checks), in the middle of the year
and at the end of the year. These formal assessments use a combination of assessment strategies including
observations, written assessments and self-assessment.
Materials
Journals 1 & 2, My First Reference Book, Pattern Block Template Everyday Mathematics, 2007, includes
manipulative kits, big books, math literature books, student discussion books, student practice books, calendar and
data kits, and card sets.
Page 32
GRADE ONE SCIENCE

The students will explore concepts that support the overall
Units of Inquiry. They will be introduced to and practice using
the Scientific Method for science inquiry. We will conduct
simple scientific experiments by using the six steps of the
scientific method: Ask a question, Give your hypothesis,
Control the variables, Test your hypothesis, Collect your data
and Tell your conclusion. They will understand that scientists
use this method to find answers to questions and they can find
the answers to their own science questions in the following
three science strands:
Life Science Students observe that different types of plants and
animals inhabit the Earth and that most living things need food,
water, and air
Science Standards
Standards (NGSS)
Earth Science Students observe the Earth is composed of

land, air, and water
Talk about things you discover in nature and

ask questions: Why do you think, What if,
How does it
Physical Science Students study and observe how the

motion of objects can be observed, measured, and
changed
Cooking is a great scientific process. Note the

look, texture, taste and smell of ingredients and
discuss changes in properties

work
Read books related to our study (even if it is not

in English)
Review key vocabulary
Explore internet sites: National Geographic for
Kids, Time For Kids, Discovery Kids
Page 33
GRADE ONE SOCIAL STUDIES

In Grade One, students will participate in four Inquiry units
throughout the year. Science and Social studies topics will be
integrated and thematic. In each unit students will explore the
Big Ideas to arrive at the Unit Understanding. They will learn
vocabulary associated with the unit theme. For the key
assignment students will select projects to their personal
preferences and present them to their families and other
classes. These projects are designed for students to express
their ideas aesthetically through art, performing arts, and music
as well as using graphs, writing books and speaking. Students
will be assessed according to key assignments, class
observations, and classroom projects.
The overarching theme in Grade One is Family as Context with
topics of study that include but are not limited to:
My Family Students will explore the social structures of the
family and learn that families are different and that families
cooperate and support each other
Social Studies
Standards
Culture
Consumption
E
Socia St dies
My Community Students will explore the physical environment and social structures of different communities
ranging from the class-room, to the neighborhood and the country
My World Students will explore the physical environment and social structures of different world communities
Geography Skills Students explore the concept of location and learn mapping skills

Learning at Home
Parents are encouraged to engage
their children in shared cultural
experiences and trips to reinforce
concepts learned in class
Share and discuss family history
Look at and talk about maps and
globes with your child
Page 34
GRADE TWO
7 - 8 Ye a r s
GRADE TWO ENGLISH LANGUAGE ARTS

Reading In Grade Two, students will participate in a variety of reading activities. Guided Reading is one daily
component where we differentiate learning for students in small groups of readers as they learn to use various
reading strategies. Students will also be engaged in independent reading, interactive read aloud, and shared
reading. Students will be exposed to a range of text types in literature and informational text:
Literature
scenes)
Poetry (Includes nursery rhymes and the sub-genres
of the narrative poem, limerick, and free verse poem)
Read daily for at least 20 minutes
Ask your students about their reading ( What did the reading
remind them of? What did it make them think about?)
Utilize online reading programs such as Tumble books and
Raz Kids
Read to your students and have them read to you a variety
of literature books and informational texts
Practice the spelling sort pattern with students and
brainstorm other words that could fit the pattern
Use dictionary & thesaurus
Informational Texts
Includes biographies and autobiographies; books about
history, social studies, science, and the arts; technical
texts, including directions, forms, and information
displayed in graphs, charts, or maps; and digital sources
on a range of topics.
Writing In Grade Two, students will participate in a
variety of writing. Daily journal writing will allow
students to express themselves in a Writers Workshop
format. Throughout the year, students will be
experience writing a variety of genres including:
personal narrative, fictional narrative, persuasive,
poetry, expository, as well as utilizing research skills.
Spelling The general objective of a Spelling Program is

to teach students how to spell correctly. But spelling is
not studied in isolation. Spelling is part of a compound process that teaches students the skills that will enable
them to recognize words automatically when reading and reproduce them automatically when writing. Students
need to recognize and reproduce words quickly and accurately in order to become skilled readers and writers. To
do so, they must be proficient at decoding and encoding words.
Our spelling instruction emphasizes the phonetic nature of spelling. We teach our students decoding skills needed
at each grade level. Along with the rules for decoding and encoding our students learn a well of vocabulary chosen
to teach them the target skills. And given that most of our students at QISS speak English as a second or third
language, our Spelling Program gives emphasis to the development and acquisition of vocabulary in a variety of
meaningful ways. New vocabulary is applied in the four language skills: listening, speaking, reading and writing.
level.
Page 36
MATHEMATICS PROGRAM
International School seeks to instill a love of
mathematics. It aims to help children become capable
and flexible mathematical thinkers and problem solvers,
which will prepare them for success in an ever-changing
world. The EveryDay Math program is based on
extensive research about how children best learn
mathematics.
Grade Two Overview
Standards For
solving them.
1. Operations and Algebraic Thinking

Represent and solve problems involving
addition and subtraction.
Understand and apply properties of operations
and the relationship between addition and
subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
2. Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
Use place value understanding and properties
of operations to add and subtract.

reasoning.
3. Measurement and Data

Measure lengths indirectly and by iterating
length units.
Tell and write time.
Represent and interpret data.
4. Geometry
Reason with shapes and their attributes.
Page 37
GRADE TWO MATHEMATICS

recipe
assigned
Grade Two children are naturally curious and the

Operations and Computation Learning addition and

subtraction facts, fact families, and extended facts;
beginning informal work with properties of numbers and problem solving
Assessment
Materials
Page 38
GRADE TWO SCIENCE

In Grade Two, students learn to develop their own
questions and conduct careful investigations as part of
the ongoing scientific thinking and inquiry process
throughout the four following science strands:
Science and Technology Students look at how science
and technology work together and are part of our daily
lives.
Science Standards
Life Science Students observe that plants and animals

have structures that serve different functions in growth,
survival, and reproduction and living things depend on
one another and their environment for survival.
Earth Science Students study weather patterns and how
weather can be observed, measured and explained.

Read books related to our study (even if it is
not in English
Parents can encourage children to develop
their scientific skills of observation, comparison
and problem-solving

Standards (NGSS)
Physical Science Students study how materials come in

different states, including solids, liquids, and gases.
work.
Visit museums and cultural sites

Stay posted as elements of a key assignment may
need to be completed with parent involvement
Page 39
GRADE TWO SOCIAL STUDIES

In Grade Two, students will participate in four Inquiry units
throughout the year. Science and Social studies topics will
be integrated and thematic. Students will participate in
Social Studies
Standards
The overarching theme in Grade Two is Local Community

(city or Town) with topics of study that include but are not
limited to:
Culture
My Community Students will explore the physical

environment and social structures of different communities
ranging from the class-room, to the neighborhood and the
country.

Consumption
My World Students will explore the physical environment

and social structures of different world communities.


E
Socia St dies
Geography Skills Students explore the concept of location and

learn mapping skills.

Home
Visit a natural history museum
Page 40
GRADE THREE
8 - 9 Ye a r s
GRADE THREE ENGLISH LANGUAGE ARTS

Reading In Grade Three, students will participate in a variety of reading activities. Guided Reading is one daily
Literature
scenes)
Poetry (Includes nursery rhymes and the subSupporting Your Childs Learning at Home
genres of the narrative poem, limerick, and free
verse poem)
Raz Kids
Encourage your child to try new vocabulary in their weekly
writing prompts
Use dictionary & thesaurus
Informational Texts
Includes biographies and autobiographies; books
about history, social studies, science, and the
arts; technical texts, including directions, forms,
and information displayed in graphs, charts, or
maps; and digital sources on a range of topics.
Writing In Grade Three, students will participate
in a variety of writing. Daily journal writing will
allow students to express themselves in a Writers
Workshop format. Throughout the year,
students will be experience writing a variety of
genres including: personal narrative, fictional
narrative, persuasive, poetry, expository, as well
as utilizing research skills.
Spelling/Grammar Students will continue to

work on building their vocabulary with a
program called Wordly Wise. The words from
this program will double as the spelling words for
the week as well. Students will also be focusing on
building their knowledge/skill in crafting sentences, using proper punctuation, subject/verb agreement, writing
sentences of varying lengths, etc.
Encourage students to respond on class blogs
level.
Page 42
MATHEMATICS PROGRAM
International School of Shandong seeks to instill a love of
mathematics. It aims to help children become capable and
flexible mathematical thinkers and problem solvers, which will
EveryDay Math program is based on extensive research about
how children best learn mathematics.
Standards For
solving them.
Grade Three Overview

Model and name fractions and mixed numbers
Extend decimal notation to the tenths and hundredths
Solve number stories involving two or more concepts
Explore different multiplication methods
Use division to solve equal sharing and equal grouping
problems
3. Data & Chance
Plot sunrise/sunset data; make line graph of length of days
Find median, mode, mean, maximum, minimum, and range
Measure circumference and diameter of circular objects
Investigate relationship between area and lengths of sides
in rectangles and squares using geoboards

reasoning.
5. Geometry
Introduce and explore center circumference and diameter
of circles/circular objects
Review symmetry; meaning and properties, and lines of
symmetry
Classify, solve problems, and play games with attribute
pieces
Explore the relationships between addition and subtraction
and multiplication and division
Page 43
GRADE THREE MATHEMATICS

recipe
assigned
Grade Three children are naturally curious and the

Operations and Computation Learning addition and

subtraction facts, fact families, and extended facts;
beginning informal work with properties of numbers and problem solving
Assessment
Materials
Page 44
GRADE THREE SCIENCE
Science Standards
In Grade Three, students learn to develop their own

questions and conduct careful investigations as part of the
ongoing scientific thinking and inquiry process throughout
the following four science strands:
Science and Technology Students look at how science and
technology work together and are part of our daily lives
Life Science Students observe that plants and animals can be
classified according to the physical characteristics that
they share
Earth Science Students study how objects in the sky move
in regular and predicable patterns (day and night cycles)

Standards (NGSS)
Physical Science Students study how energy takes many forms and has many sources

anecdotal notes, student interviews, and student written work

not in English
and problem-solving
Page 45
GRADE THREE SOCIAL STUDIES

In Grade Three, students will participate in four Inquiry
through experiments, real-world learning opportunities,
and field trips. Students will be assessed according to key
The overarching theme in Grade Three is Local Community
plus one other Community with topics of study that include
but are not limited to:
My Family Students will explore the social system and
structures of families, race, ethnicity, gender and class
My Community Students will explore the systems of
government, human needs and wants
My World Students will explore the relationship between
societies and the physical environment
Social Studies
Standards
Culture
Consumption
E
Socia St dies
Geography Skills Students explore the concept of location

and learn mapping skills

Home
Page 46
GRADE FOUR
9 - 1 0 Ye a r s
GRADE FOUR ENGLISH LANGUAGE ARTS

Reading In Grade Four, students will participate in a variety of reading activities. Guided Reading is one daily
Literature
scenes)
Poetry (Includes nursery rhymes and the subSupporting Your Childs Learning at Home
genres of the narrative poem, limerick, and free
verse poem)
Raz Kids
writing prompts
Use a dictionary & thesaurus
Informational Texts
about history, social studies, science, and the
arts; technical texts, including directions, forms,
and information displayed in graphs, charts, or
maps; and digital sources on a range of topics.
Writing In Grade Four, students will participate in
a variety of writing. Daily journal writing will
allow students to express themselves in a Writers
Workshop format. Throughout the year,
students will be experience writing a variety of
genres including: personal narrative, fictional
narrative, persuasive, poetry, expository, as well
as utilizing research skills.
Spelling Students will continue to work on

building their vocabulary with a program called
Wordly Wise. The words from this program will
double as the spelling words for the week as well.
For returning families this is a continuation of the
program from last year. Students will also be focusing on building their knowledge/skill in crafting sentences,
using proper punctuation, subject/verb agreement, writing sentences of varying lengths, etc.
Encourage students to respond on class blogs
level.
Page 48
MATHEMATICS PROGRAM
International School seeks to instill a love of
mathematics. It aims to help children become capable
and flexible mathematical thinkers and problem solvers,
which will prepare them for success in an ever-changing
world. The EveryDay Math program is based on
extensive research about how children best learn
mathematics.
Grade Four Overview

1.Number & Numeration
Review order-of-magnitude relationships among place
values
Find and represent equivalent names for fractions and
decimals
Name fractional parts
Develop fact power
Solve subtraction number stories
Solve comparison number stories; use comparison
diagrams and write number models
3. Data & Chance
Collect, order, record, and display data
Find median, mode, range, maximum, and minimum
Standards For
solving them.
reasoning.

Find perimeter and area of polygons using U.S.
customary and metric units of length
Use ordered pairs of numbers in the first quadrant of a
coordinate grid
5. Geometry
Identify examples of transformations
Identify types of lines, angles, and plane- and solidfigures
Find and use rules for number patterns
Evaluate numeric expressions using order of
operations
Page 49
GRADE FOUR SCIENCE

In Grade Four, students learn to develop their own
the following four science strands:
Science and Technology Students look at how science and
technology work together and are part of our daily lives.
They will demonstrate how scientific tools, such as
microscopes, telescopes, and cameras, can be used to
gather accurate information for making scientific
comparisons of objects and events.
Life Science Students observe that all organisms need
energy and matter to live and grow.
Science Standards
Standards (NGSS)
Earth Science Students observe how waves, wind, water, and

ice shape and reshape the Earths land surface. They also
study how properties of rocks and minerals reflect the processes
that formed them.

not in English
Physical Science Students study how energy and matter have

multiple forms and can be changed from one form to
another.

and problem-solving

work.

Page 50
GRADE 4 SOCIAL STUDIES

In Grade 4, students will participate in four inquiry units
integrated and thematic. Students will participate in handson activities to guide their understanding through
experiments, real-world learning opportunities, and field
trips. Students will be assessed according to key
The main overarching theme in Social Studies this year is
China with the following sub topics:
My Community Students explore the relationships amongst
individuals, societies and nations and how ethnicity and
culture influence peoples daily lives
My World Students describe how cultural contributions form
various groups have formed a national identity
Geography Skills Students explore how the Earths physical
and human-made features have changed over time
Social Studies
Standards
Culture
Consumption
E
Socia St dies

Home
Page 51
GRADE FIVE
1 0 - 1 1 Ye a r s
GRADE FIVE ENGLISH LANGUAGE ARTS

Reading In Grade Five, Students will be reading a variety of materials. They will be required to read books from
the school library (these may be novels, guiding reading books, magazines, poetry, etc., but they should be
reading everyday! They will also be exposed to Literature Circles this year. I have chosen novels to read and
discuss in class that will help students not only move to reading for enjoyment, but learn skills that help them
break down a text using higher level thinking skills that will help be successful as they move into middle school
next year.

Raz Kids
writing prompts
Students will be exposed to a range of text types in

literature and informational text:
Literature
Stories (Includes childrens adventure stories,
folktales, legends, fables, fantasy, realistic fiction,
and myth)
Drama (Includes staged dialogue and brief
familiar scenes)
Poetry (Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free
verse poem)
Informational Texts
about history, social studies, science, and the arts;
technical texts, including directions, forms, and
information displayed in graphs, charts, or maps;
and digital sources on a range of topics.
Use a dictionary & thesaurus at home
Writing In Grade Five, all final written pieces this

year will be evaluated using the 6+1 trait rubric (a
scoring guide). The shift in writing this year will
move the students from writing mostly narrative
pieces, to crafting informational papers that explain
&/or persuade. The students will write in a variety of styles with different purposes as well. Written work will vary
in length, format, and style.
Spelling Students will continue to work on building their vocabulary with a program called Wordly Wise. The
words from this program will double as the spelling words for the week as well. For returning families this is a
continuation of the program from last year. Students will also be focusing on building their knowledge/skill in
crafting sentences, using proper punctuation, subject/verb agreement, writing sentences of varying lengths, etc.
level.
Page 53
MATHEMATICS PROGRAM
International School of Shandong seeks to instill a love of
mathematics. It aims to help children become capable and
flexible mathematical thinkers and problem solvers, which will
EveryDay Math program is based on extensive research about
how children best learn mathematics.
Standards For
solving them.
Grade 5 Overview
Identify and explore properties of square numbers
Convert between base-ten exponential and repeated-factor
notations
Estimate and calculate the answers to multi-digit and
decimal addition, subtraction, multiplication, and division
problems
Solve percent and multiplication problems with fractions
and mixed numbers
3. Data & Chance
Use ratios to examine trends in data
Interpret and organize data using line plots, stem-and-leaf
plots, and frequency tables

reasoning.

Use the rectangle method for finding the area of triangles
and parallelograms
Find, name, and plot points on a four-quadrant grid
5. Geometry
Construct and copy figures using a compass and straight
edge
Sort, describe, and compare solids using standard solid
geometry language
Apply properties of sums of angle measures in polygons
Introduce the rules of order for operations
Introduce, write, and solve algebraic expressions
Page 54
GRADE FIVE SCIENCE
Science Standards
In Grade Five, students learn to develop their own

the 4 following science strands:

Science and Technology Students will be encouraged to

think scientifically to develop their own questions in a
scientific context while using technology in their
investigations.

Life Science Students will be introduced to concepts of cell

biology and appreciate the function of the cell as the
smallest sub-unit of living organisms
Standards (NGSS)
Earth and Space Science Students should have an appreciation for our solar system and the concept that there
are other similar and dissimilar systems in space. Students will be introduced to the movement of water through
the water cycle and develop an understanding of the physical properties of water.
Physical Science Students will be introduced to concepts of matter, heat energy, forces and motion.

not in English
Assessment Progress is assessed using teacher

observation, anecdotal notes, student interviews, and
student written work.

and problem-solving
Page 55
GRADE FIVE SOCIAL STUDIES

In Grade Five, students will participate in four Inquiry units
integrated and thematic. Students will participate in hands-on
activities to guide their understanding of topics, through
experiments, real-world learning opportunities, and field trips.
Students will be assessed according to key assignments, class
observations, and classroom projects.
Social Studies
Standards
The main overarching theme in Social Studies this year is Early

Modern History ( 500-1800BC) with the following sub topics:
Individuality Students will explore how a society and culture

help define a person through language, norm, values and
beliefs.
My Community Students will explore how the natural world

affects human societies.
My World Students will explore what causes people to migrate/
explore and what connects a person to a society.
Culture
Consumption
E
Socia St dies
Geography Skills Students explore the elements and uses of

maps and globes.

Home
Page 56
SPECIALISTS
C h i n e s e , G u i d a n c e C o u n s e l i n g , M u s i c , A r t , P E , Te c h , L i b r a r y & E L L
CHINESE PROGRAM OVERVIEW

The goal of the QISS Chinese program is to assist students progress
and interests in the understanding of Chinese culture and
language. Students are expected to use Chinese to exchange
information and to communicate their ideas. According to the
Chinese entrance tests, Chinese language classes are divided
into three stages , including beginning (low and high),
intermediate (low and high) , and advanced (low and high). The
Chinese teachers responsibilities and expectations not only
require teaching the language but also bridging and experiencing
Chinese culture and customs. There are many exciting and
entertaining activities in Chinese classes, such as teaching Chinese
geography, literature, customs, holidays, Chinese minorities,
Chinese art crafts, Chinese cooking (making moon-cakes and
dumplings, etc), Kung Fu, Chinese calligraphy and so on. Wed like
students to engage in the study of various aspects of China.
Chinese Language
Standards
Communication
Interpersonal Communication
Interpretive Communication: Listening
and Reading
Writing in Chinese
Presenting in Chinese
Culture
Understanding the Chinese culture
Comparisons
Chinese Advanced Level

This is the program designed for native or near native Chinese
speakers. At this stage reading and writing skills are strengthened.
Extensive reading materials are available for students. Students are
expected to develop proficiency and ability to write essays.
Students are exposed to Chinese language, culture and traditions
through authentic texts.
Resources
Linguistic Comparisons
Cultural Comparisons
Connections
Reinforce knowledge of other disciplines
through the Chinese language
Communities
Use Chinese within and beyond the
school setting
Yu Wen (
) and extensive age-appropriate guided reading
books . Additional instructional materials, such as audiovisual
materials, video-, CD-, and DVD-based products, animated computer
programs, etc, are also available for students.
Chinese Language Curriculum
Page 58
CHINESE LANGUAGE
Chinese Intermediate Level

This is the program designed for students who have passed the study of stage one. At this stage students are provided
with various speaking opportunities to use Chinese in real situations. More vocabularies, grammars and sentences
structures are reinforced. Dictionary skills are taught to extend students learning skills and become independent learners
of Chinese. Writing skills are reinforced and the tasks usually follow a reading text as a model for the students own
reproduction of Chinese. Students are provided more reading materials to practice and enhance their reading skills.
Resources Easy Step for Chinese and Shuangshuang Zhong Wen and extensive age-appropriate guided reading books .
Additional instructional materials, such as audiovisual materials, video-, CD-, and DVD-based products, animated
computer programs, etc, are also available for students.
Assessment Students will be assessed in various strategies
throughout the school year such as daily observation,
rubrics, student self-assessment, quizzes and tests. By the
end of each grading period, students are expected to
have key assignment as the summative assessment. They
will also be required to have interim tests based on four
basic skills (listening, speaking, reading and writing).
Students and parents will receive through the progress
reports. Teachers will provide instructional adjustments
to help the students improve their weak points of
learning according to the report.
Page 59

Reading more Chinese pinyin books
Parents signature after finishing the homework
Online course
Let your child teach you what they have learned
Let your child practice using Chinese words and
phrases in real life situations such as the
supermarket, taxi ride, with neighbors, in a
restaurant, etc.
CHINESE LANGUAGE
Chinese Beginning Level
This is the program designed for non-native speakers of Chinese. Students will be exposed to the phonetic symbols
and tones from the very beginning. Students are expected to acquire good pronunciation and intonation of Mandarin
with on-going reinforcement of Pinyin practice. In order to establish a solid foundation for character learning, the
primary focus for beginners is the teaching of radical, character writing and character formation. Simple and
independent characters are introduced to students. Most importantly, Chinese beginning class emphasizes on
listening and speaking skills. Students are expected to use Chinese for their daily life conversation by the end of the
first stage.
Resources Easy Step for Chinese and extensive age-appropriate guided reading books . Additional instructional
materials, such as audiovisual materials, video-, CD-, and DVD-based products, animated computer programs, etc, are
also available for students.
Assessment Students will be assessed in various strategies throughout the school year such as daily observation,
rubrics, student self-assessment, quizzes and tests. By the end of each grading period, students are expected to have
key assignment as the summative assessment. They will also be required to have interim tests based on four basic skills
(listening, speaking, reading and writing). Students and parents will receive through the progress reports. Teachers
will provide instructional adjustments to help the students improve their weak points of learning according to the
report.

Home
Reading more Chinese pinyin books
Parents signature after finishing the
homework
Online course
Let your child teach you what they have
learned
Let your child practice using Chinese
words and phrases in real life situations
such as the supermarket, taxi ride, with
neighbors, in a restaurant, etc.
Chinese Language Curriculum
Page 60
Counseling Program Overview

The lower school developmental guidance program at QISS is
based on the American School Counselor Associations national
standards and is aimed to assist all students in achieving a
positive, healthy outlook towards themselves and others. The
program is infused throughout the school curriculum and is
comprehensive in scope, preventative in design, and
developmental in nature. Ultimately, students will acquire the
attitudes, knowledge and interpersonal skills that contribute to
effective learning in school and across the lifespan.
Overview
1.Social/Emotional Development
Learn to identify and express feelings
Develop empathy for others feelings
Build effective communication skills
Practice conflict resolution strategies
2.Career Development
Learn about different kinds of occupations
Become aware of personal skills, strengths and interests
Begin thinking about future possible careers
3.Academic Development
Learn how to accept mistakes as an important part of the
learning process
Practice different ways to ask for help
Develop classroom discussion skills
4.QISS ESLRS
Discuss how we can show sensitivity and compassion to
ourselves and others
Learn how we can be courageous in school and in life
Understand the importance of intelligence and life-long learning
Be aware of the importance of vitality in all aspects of life
4.Kelsos Choice
Learn how to deal with conflicts
Develop healthy communication skills
Cultivate assertiveness training
5.The Seven Habits of Happy Kids
Lower School Guidance Counseling Program
Standards For
Lower School Counseling
Social/Emotional Development
Acquire self-knowledge
Identify and express feelings
Understand the need for self-control
Use effective communication skills
Learn how to make and keep friends
Learn about conflict resolution and problem solving
skills
Develop coping skills to deal with problems
Career Development
Learn about traditional and non-traditional
occupations
Develop an awareness of personal skills, abilities and
strengths
Participate in a mock job interview
Develop a positive attitude about work and learning
Begin thinking about future careers and making a
plan
Understand the relationship between academic
achievement and career success
Academic Development
Improve academic self-concept
Accepting mistakes as an essential part of the learning
process
Apply skills for improving learning
Learn how to ask for help
Learn how to participate in class discussions
Make an educational goal
American School Counselor Associations National
standards
The Seven Habits of Happy Kids

Be proactive: You are in charge!
Begin with the end in mind: Make a plan!
Put first things first: Work first, then play!
Think win-win: How can everyone win!
Try first to understand: Listen before you talk!
Teamwork: Lets work together!
- Sharpen the Saw: Balance feels best!
Page 61
DEVELOPMENT GUIDANCE PROGRAM

What Do Guidance Counselors Do?
School Counselors are professional members of the school community. They are trained in psychology,
counseling techniques, educational systems, and are college and career specialists. Guidance counselors advocate
for students with teachers, parents and other students as well. Counselors are trained to help students with their
social and emotional problems as well as their academic and career concerns. They maintain the confidentiality of
each student.
The Guidance Counseling program at QISS is designed to help all students succeed in school. The emotional,
social and mental health of a student is a key component of having and maintaining academic success. The
guidance program seeks to improve the students self-concept by teaching life skills and values that promote
healthy thinking, good study habits and a genuine interest in career awareness.
Counselors support students by listening and validating their feelings, motivating and encouraging students to
face their problems, helping students to set educational and career goals, and collaborating with other
professionals in the school to best service all students. Counselors do not give advice and tell students how to
solve their problems, rather, the counseling process is designed to help students solve their own problems and set
their own goals.
Program Delivery
Classroom Guidance:
Each class will meet with the guidance counselor weekly. The program will be delivered in these weekly sessions.
The counselor will collaborate with teachers to discuss classroom issues that are happening in class. These issues
will be discussed within the group setting. Students are encouraged to participate in the guidance process, but
they are never forced.
Individual Services:
The counselor will be available to provide individual counseling services to students. Students can request
individual services, and teachers can request services for students as well. Individual services will be preventative
in nature. Intervention services will be provided in conjunction with the requirements of the SST program.
Teachers can recommend students that are struggling to the counselor for individual services, which can serve as
an intervention strategy that precedes an SST recommendation.
Page 62
DEVELOPMENT GUIDANCE PROGRAM

Collaboration
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Needs-Based Assessment
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Materials
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Assessment
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Encourage your child to talk about his/her feelings about school and life in general.
- Ask your child about what he/she learned in school today. Get your child to think about
school when he/she comes home.
- Promote the ESLR traits at home by asking your child to think about how he/she can
demonstrate an ESLR trait.
- Expose your child to different career occupations. Ask the question, What do you want
to be when you grow up?
Lower School Guidance Counseling Program
Page 63
MUSIC
The focus of the elementary Music program is to instill the love of music in every child. Music is an important part
of every childs education and growth. QISS music students will gain invaluable skills such as self-expression,
creativity, coordination and original thought. Through music,
children can enhance their literacy skills and strengthen
Music Standards
their comprehension in all subject areas. Music enables
children to explore who they are and how they share this
world with one another.
Singing, alone and with others, a varied
repertoire of music.
During the elementary years children develop a grounding
Performing on instruments, alone and
in the rudiments of pitch, rhythm, tonality, and music
with others, a varied repertoire of music.
notation.
Improvising melodies, variations, and
accompaniments.
Assessment:
Composing and arranging music within
Music students will be given a variety of formative
specified guidelines.
assessments such as group and solo performance
Reading and notating music.
observations, self-assessments and individual music
Listening to, analyzing, and describing
performance portfolios.
music.
Evaluating music and music
performances.

Home
Encourage your child to sing
Take Private music lessons
Take your child to a live music
performance
Understanding relationships between

music, the other arts, and disciplines
outside the arts.
Understanding music in relation to
history and culture
Common Core
Listen to a variety of music at home

together
Try turning math equations, science facts
and even daily vocabulary into familiar
songs way of studying for other subject
areas
Page 64
Lower School Music Program
ART
Art education at QISS is an important part of the
curriculum. It is a process of learning through visual,
spatial and kinesthetic approaches through a variety of
art mediums. The Art curriculum provides opportunities
for all children to succeed in expressing their emotions,
talents and character through their artwork. Various
educational experiences in Art education allow for the
student to explore their creativity and individualism as
well as participate in group art projects.
Program Strands
Talk about artworks using elements of art
Create artworks from imagination or
experiences
Create artworks using mixed media
View art work in a variety of settings
Visual Arts
Standards
Artistic Perception
Creative Expression
Historical and Cultural Context
Valuing
Connections, Relationships and
Applications
Nationa Core
rt Standards
Assessment:
Some assessment tools used are:
Portfolio (evidence of development over time)
Demonstration
Observation

Provide plenty of materials
Display favorite works of art
Discuss your childs own art work
Visit art museums, galleries, exhibitions
Lower School Visual Arts Program
Page 65
PHYSICAL EDUCATION
The objectives of the QISS Physical Education program is to
sequentially increase fitness and skill levels, and develop a lifelong
love of physical activity and to maintain a healthy lifestyle.
Physical Education seeks to further develop motor skills with more
complex physical routines with each grade level. The complexity of
games increases and students are asked to follow multi step directions
and established sets of rules. A variety of object-control activities are
introduced during the year to develop overall physical co-ordination.
Swimming and water safety instruction continue and students gain in
confidence in their aquatics skills.
Assessment PE students will be assessed in a variety of manners
throughout the year which include checklists, rubrics, daily
assessment of participation/cooperation, student self-assessment,
written tests and performance tests. Students will be measured
against the expected standards for their grade. Students will be given
regular feedback, praise, encouragement as well information on areas
where they need to improve.

Learning at Home
Be active and promote an active
lifestyle! Children should have
60 minutes of physical activity
every day. Go for a walk, jump
rope, swim, cycle, play football,
throw a ball, play tennis or
badminton, play tag or fly a kite.
Be a good role model and join
in the activity. Help your child
make healthy food choices; lots
of fruit and vegetables, healthy
snacks and choose water as a
drink choice.
Page 66
Physical Education
Standards
Demonstrate motor skills
and movement pattern
need to perform a variety of
physical activities.
Demonstrate knowledge of
movement concepts,
principle and strategies that
apply to the learning and
performance of physical
activities.
Students assess and
maintain a level of physical
fitness to improve health and
performance.
Demonstrate knowledge of
physical fitness concepts,
principles and strategies to
improve health and
performance.
Demonstrate the concepts of
personal responsibility and
interacting appropriately with
others.
Common Core
Lower School Physical Education Program
INFORMATION TECHNOLOGY
In keeping with the world outside of school, technology resources will be pervasive at Qingdao Center for
International Education. Information technology resources will be used naturally throughout the school in the
context of the regular academic program.
Kindergarten students will have access to the computer
lab once a week as part of their overall academic
program to support them in learning the basic skills
needed to use a computer. This will begin in January
2014.
Technology
Standards
Social and Ethical Issues
Research and Inquiry
Communication and Collaboration
Productivity and Applications
Students will understand basic technology
operations and concepts.
Students will understand the effects of technology
development and use on social, ethical, and
human issues.
Students will gather, analyze, interpret, synthesize,
apply, and communicate information and designs
using technology tools.
Common Core
Lower School Information Technology Program
Page 67
LIBRARY TIME
The Kindergarten Library Program focuses on
instilling a love of books and encouraging
independent reading. Both fiction and nonfiction
literature, including stories, poetry, and
audiovisual media, are explored within each Unit
Inquiry.
The weekly program consists of formal and
informal lessons focused on library skills such as:
care of library materials
book selection
library arrangement and procedures
literature appreciation and author studies

Learning at Home
Read the library books together
when they come home
make sure your child takes care
of and returns the library books
on time
Create your own home library
Visit public library and
bookstores Qingdao and during
your holiday trips
Page 69
Lower School Library Program
ENGLISH LANGUAGE LEARNER (ELL) PROGRAM OVERVIEW

The English Language Learner Program at QISS aims to raise the language proficiency level of all English language
learners (ELLs) and equip them with the language skills and academic strategies to confidently and successfully
participate in the mainstream classroom.
English language learners receive support in a pull-and/or a push-in model.
Push-In and Pull-Out Model
Push-in: Students receive in-class support. The ELL specialist co-teaches lessons or provides in-class small group
guidance and one-on-one support in the content areas.
Pull-out: Students who are at the beginning level receive additional English language instruction tailored to their
level of English language proficiency. This is provided by an ELL teacher in another classroom usually for one
period a day.
Through collaboration, mainstream and ELL teachers use a variety of instructional models and provide ELL with the
opportunities and resources to develop proficiency in listening, speaking, reading, writing, and structure of the
English language as well as support their vocabulary development. This instruction includes visual/media and
technology. Flexible, appropriate and up-to-date methodologies are utilized to best meet the needs of our ELL.
Consultation
ELL support teachers meet with
classroom or content area teachers
to provide professional
development related to
instructional strategies for ELLs
and/or to help in planning for
integrating ELL strategies into
classroom/content instruction. ELL
staff re- and pre-teach subject area
content and provide assistance
with assignments, assessments, and
homework.
Assessment
The language proficiency of our ELL students is assessed at the beginning and end of each academic year using the
IPT I Oral K- 6 in the Lower School. The test results are shared with each grade level teachers. At the beginning of
the year students are placed in one of the following levels: Low Beginning, High Beginning, Low Intermediate,
High Intermediate, or Advanced. Other forms of assessment include Star Reading test, Reading A-Z, Words Their
Way spelling and phonics test and observations.
Lower School ELL Program
Page 69
ENGLISH LANGUAGE LEARNER (ELL) PROGRAM

Ways to Support Your Childs Learning at Home
Continue to teach your children in their native language
Provide opportunities for your child to read at home
(silently and aloud)
Read to your child in their native language or in English
Allow them to look up information in their native
language about the content theyre studying at school.
If you know the content, explain it to your child in their
native language
Be patient with your child as they acquire the English
language. It will take time!
Encourage and support your childs efforts
Come to school events to support your child
Native Language
Parents of ELL are encouraged to continue speaking their
native language at home and to provide opportunities for
their children to learn to read and write in their own
language. Research supports the fact that students who are literate in their native
language learn and progress more rapidly when learning another language.
Page 70
GLOSSARY OF TERMS
When we talk about your childs learning, you will hear these terms.
Curriculum
Standards and
Benchmarks
Statements that describe what students are

expected to know and be able to do. Standards
are K-12 statements. Standards are developed
by authoritative bodies beyond the school.
Assessment
Assessment
Gathering and interpreting information about

student achievement using a variety of tools and
techniques.
Formative
Assessment
Ongoing, day-to-day assessment designed to

guide the learning process (e.g. drafts,
observations, anecdotal notes, quizzes, homework). Measured against the performance
standards. Not included in the grade.
Summative
Assessment
Assessment designed to provide information

about a students achievement at the end of a
period of instruction. (E.g. final drafts, projects,
tests, performances). Will be included in the
grade.
Page 71
Communicating Student Achievement
Performance
Standard
Achievement
Grade
4 - Above the Standard,

3 - Meets the Standard
2 - Approaching the Standard
1 - Below the Standard
The level attained (A-B-C-D) at the end of each

quarter as a summary statement of student
achievement of the prescribed standards.
Progress
Report
Mid-quarter report giving an indication of

student effort and progress (September,
November, February and May).
Quarter
Report
Quarter reports containing grades and comments

of student effort and achievement (October,
January, April, June). The report will be
standards based. Reading and writing continuum
reports will be included.
Portfolio
Page 72
Collection of student work and self-reflection to

be shared with teachers and parents to illustrate
growth and achievement over the course of a
year.
Parent-Teacher
Conference
Conferences during which parents and teachers

discuss student progress.
Student-led
Conferences
Conferences during which students share their

portfolios and discuss their goals and progress
with their parents and teachers.
Developmental
Continuum
Breakdown of reading and writing development

into 10 stages, with performance indicators for
each stage. Used as formative assessments and
as part of our reporting system.
ESLRs
Guiding instructional and behavioral principles

for students to follow- see page 3.
Page 73
Developing Mindful Hearts
!
!
!
!
Qingdao No.1 International School Of Shandong Province (QISS)

1
!
!
232 Songling Road, Qingdao 266101-China
!
232 266101
Tel:86-532-6889-8888 / 86-532-8890-9802
Email: office@qiss.org.cn

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Lower School

Student & Parent

Qingdao No. 1 International School of Shandong Province

Qingdao No. 1 International School of Shandong Province

Our Philosophy of Education

understanding. Depth of learning is more important than coverage.

rather than passively accumulate knowledge.

DEVELOPING MINDFUL HEARTS

QISS students are:

Qingdao No. 1 International School of Shandong Province

Our Code of Conduct

Student Rights and Responsibilities

Qingdao No. 1 International School of Shandong Province

Our Lower School

Kelsos Choices for Problem Solving

Go to another game or activity

ITS YOUR CHOICE!

IF YOU HAVE A BIG PROBLEM, TELL AN

Qingdao No. 1 International School of Shandong Province

THE LOWER SCHOOL OVERVIEW

Qingdao No.1 International School of Shandong Province

Lower School Student & Parent Handbook

LOWER SCHOOL CURRICULUM OVERVIEW

Qingdao No.1 International School of Shandong Province

Lower School Student & Parent Handbook

Summative Assessment Tools*

Qingdao No.1 International School of Shandong Province

HELPING YOUR CHILDS OVERALL DEVELOPMENT

Qingdao No.1 International School of Shandong Province

HELPING YOUR CHILDS OVERALL DEVELOPMENT

Lower School Student & Parent Handbook

LANGUAGE ARTS PROGRAM OVERVIEW

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range Of Reading and Level of Text

Reading Foundational Skills

Phonics and Word Recognition

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Speaking and Listening:

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English

Vocabulary Acquisition and Use

Common Core ENGLISH/ LANGUAGE ARTS

Qingdao No. 1 International School of Shandong Province

SCIENCE PROGRAM OVERVIEW

Qingdao No. 1 International School of Shandong Province

SOCIAL STUDIES PROGRAM OVERVIEW

Qingdao No.1 International School of Shandong Province

PRE-KINDERGARTEN LANGUAGE ARTS PROGRAM

Pre-kindergarten children are guided

Pre-Kindergarten Curriculum Program

Model with mathematics.

1. Number & Numeration

Use appropriate tools strategically.

Verbally count in sequence to ten and beyond

Common Core Mathematics Standards CCSS

Supporting Your Childs Learning at Home

6. Patterns, Functions, & Algebra

Qingdao No. 1 International School of Shandong Province