Elementary Curriculum

Elementary Curriculum

Academic Standards – Grades K-5

The Department of Teaching and Learning provides guidance and support for curriculum, instruction, and assessment for Lakeville Area Public Schools. Lakeville Area Public Schools’ curriculum is defined by Essential Learnings. Through the review of research on content, instruction, and assessment and the analysis of state and national standards, staff determine core sets of Essential Learnings for each grade level and course. These Essential Learnings represent what students are expected to know and be able to do in each curricular area.

Lakeville Area Schools adheres to academic standards set by the Minnesota Department of Education. These are a blend of Common Core and state-developed standards. Click on curriculum areas below for more information on specific academic standards.

Core Content

  • English Language Arts Standards 2010

    English language arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. We receive information through listening, viewing, and reading, and we send information through writing, speaking, facial expression, body language, and auditory and visual representations. We use language to learn, to question, to share feelings, to help others, to be part of civilization. The ability to use and understand language, both spoken and written, is critical to every aspect of students’ lives.

    Students learn and apply knowledge of the English language by gathering, comprehending, evaluating, synthesizing, and reporting information and ideas, by conducting original research in order to answer questions and solve problems, and by analyzing and creating a range of print and non-print texts in old and new media. They also explore the literature of several cultures and historical periods and create their own literature, learning how purpose, audience and cultural perspective impact one’s use of language along the way.

  • Math Standards 2007

    The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. This document is grounded in the belief that all students can and should be mathematically proficient. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels.

    The Minnesota Academic Standards in Mathematics are organized by grade level into four content strands: 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability. Each strand has one or more standards.

  • Science Standards 2009

    The Minnesota Department of Education uses the diagram below to describe the four content “strands” and “substrands” within each area of content. For each substrand, there are academic standards identifying the academic knowledge to be achieved.

    The standards describe a connected body of science and engineering knowledge acquired through active participation in science experiences. These experiences include hands-on laboratory activities rooted in scientific inquiry and engineering design. The standards are placed at the grade level where mastery is expected with recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on.

  • Social Studies Standards 2011

    Social Studies is the interdisciplinary study of citizenship and government, economics, geography, history, and other disciplines in the social sciences and humanities in which students develop the content knowledge, skills, and dispositions necessary to be informed and engaged citizens in the contemporary world. According to the National Council for the Social Studies, the purpose of social studies is to develop civic competence and ‘help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.’

    The state uses the diagram below to show the four primary disciplines in social studies curriculum, the substrands of study within each, and the learning skills students will use in the course of their studies.

Specialists

  • Physical Education Standards 2018

    The Minnesota Department of Education recently adopted the K-12, 2018 Physical Education Standards. In addition, each school district is required to develop local standards for health education.

  • Arts Standards 2008

    The Minnesota Department of Education adopted the K-12 Academic Standards in Art Education in 2008. The interrelationship of artistic knowledge and processes defines artistic literacy. Engaging Students in the Arts can help educators bring arts into the classroom, allowing students to integrate arts with other subject areas.

Source: Minnesota Department of Education Standards, Curriculum and Instruction

 

Local Literacy Plan

Lakeville Area Public Schools believes that literacy is the foundation for all future learning. We support the development of competent readers at every level in partnership with our students, families, and community. The purpose of this the Local Literacy Plan is to inform the community about Lakeville Area Public School’s progress preparing all students to read at or above grade level by the end of third grade. As a district, we are dedicated to continuously improving our students’ level of success so that all students are reading well by the end of third Grade.

The district’s Local Literacy Plan may be found here:

 

K-5 Continuous Progress Report

Lakeville Area Public Schools will be adopting a new Continuous Progress Report for elementary students for the 2018-19 school year. In striving to provide a rigorous, student-centered and engaging learning experience for every student, the district has revised the manner in which we report on student progress. Reporting will occur two times a year (January and June).

Why are there changes to the new progress reporting tool?

In striving to provide a rigorous, student-centered and engaging learning experience for every student, the district has revised the manner in which we report on student progress. This progress will be directly aligned to the MN State Academic Standards, which outline what every child should know, and be able to do, in each subject area and grade level.  We measure progress toward these standards using Learning Targets.

What are Learning Targets?

Written as “I can statements” from the students’ point of view, a Learning Target describes what the student will know or can do by the end of a specific lesson. Learning Targets are directly aligned to the MN State Academic Standards, which outline what every child should know, and be able to do, in each subject area and grade level.

Progress Reporting:

Our newly designed Continuous Progress Report will support the reporting of what a student should know and be able to do at the end of each grade level in the content areas. We firmly believe that this new progress report will be a significantly more effective tool for communicating student growth within the grade level learning standards.

Progress Indicators:

ACADEMIC GROWTH LEVEL INDICATORS

Progress reporting uses growth indicators that measure and describe growth/progress over a defined period of time. An indicator of “M” is the expected goal for students, which indicates that the student independently meets the grade level Learning Targets.  The expectation is that most students will achieve an “M” by the end of the year for each grade-level learning standard.

M = Mastery of Learning Targets: an “M” indicates that the student independently met grade level Learning Targets.  The student requires no additional support or assistance in successfully demonstrating grade-level skills and concepts learned and mastered.

D = Developing Toward Learning Targets: a “D” indicates that the student is developing foundational skills to master the grade level Learning Targets.  His/her current level of progress/growth is characterized as requiring consistent teacher support to ensure progress/growth.

N = Not Meeting Learning Targets: an “N” indicates that the student has not developed foundational skills necessary to master grade level Learning Targets.

X = Not Assessed or Taught at this Time: an “X” indicates that the Learning Target(s) has not been introduced. All Learning Targets on grade-level progress reports will be taught by the end of the school year.

How do I get more information?

You may obtain additional information by contacting your child’s elementary school teacher, principal or Learning Specialist.

 

Contact Us

  • Teaching and Learning Department: 952-232-2018
  • Director of Elementary Teaching and Learning – Sandy Giorgi: 952-232-3684  |  sandy.giorgi@isd194.org
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