Kindergarten

Read Aloud

Teacher reads aloud from multiple texts for a variety of purposes to support learning. Read aloud provides students with a model of how fluent readers sound and proficient readers think, exposes students to a variety of different genre, builds vocabulary, and helps support curriculum in a whole group setting. (5-10 minutes)

Mini lesson/Shared Reading/Focus Lesson

Teacher provides interactive, whole group, explicit instruction at grade level. These lessons present essential grade level reading and writing skills to all learners based off of the Minnesota State Standards and Benchmarks. (10-20 min)

Guided Practice (Reading and Writing)

• Reading: The teacher uses a Gradual Release model to guide students’ use of appropriate reading strategies and skills. The teacher uses a variety of grouping strategies and/or one-on-one conferencing to provide support as students develop critical thinking skills. Students are reading books at their instructional level and learning strategies to navigate through challenging text. (Reading 20-30 minutes)
• Writing: The teacher uses a Gradual Release model to guide students through the writing process while asking students to write for a variety of audiences and purposes. (Writing 20-30 minutes)

Independent Practice (Reading and Writing)

• Reading: Students read a variety of different genres for a variety of different purposes. Students read on their own or with partners and read for pleasure or practice the skills learned. Students read books at their independent level and are offered self-selected and/or teacher-guided choice. Independent Reading takes place during the Guided Reading Block when students are not in meeting in small groups. (20-40 minutes)
• Writing: Students write a variety of different genres for a variety of different purposes. Students write on their own or with partners and write for pleasure or practice the skills learned. Students are offered self-selected and/or teacher-guided choice. Independent Writing takes place during the Guided Reading Block when students are not in meeting in small groups. (20-40 minutes)

We believe that science literacy is best achieved when the process of learning occurs through a balanced and comprehensive curriculum. To support this literacy we align our work with the Minnesota Science Standards, focusing on the three dimensions of science: the practices of science and engineering; cross cutting concepts such as identifying patterns and systems and system models; and disciplinary core ideas from the areas of physical science, life science, earth and space science as well as engineering and technology. 

K-12 Minnesota Science Standards Website

Minnesota Science Teachers Association

National Science Teachers Association

Three Dimensional Learning in Science

Science Museum of Minnesota

Social Studies connects student thinking with real world contexts from local to global scales. Social Studies education is essential in supporting students to interact with difference within communities.  According to the National Council for Social Studies (NCSS), the primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

(Source: the National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social Studies (Washington, D.C.: NCSS, 1994): 3.)

Minnesota’s social studies standards embrace a focus on civic life, along with deep thinking about how people live together on earth, compelling students to:

• Understand the facts, concepts, principles, and perspectives that shape social studies
• Apply learning to complex situations and contexts
• Think critically about important issues and communicate their findings
• Engage in the processes of problem solving and discipline-based inquiry

(Taken from the Introduction to the 2011 Minnesota K-12 Academic Standards in Social Studies: 3.)