↑ Return to Education



Kindergarten students work with prompting and support to interact with literature or
informational text by asking and answering questions and identifying details and main events.
Students know and can name all letters, and they can print many letters. They can read
common words and draw, tell or write about a book.

First grade students independently interact with literature or informational text by asking and
answering questions and identifying details and main events. They can read aloud accurately
and with expression. First grade students can print all letters and can write about events, topics,
and opinions.

Second grade students accurately read and understand literature and informational text. They
use correct grammar, capitalization, punctuation, and spelling. They can plan and deliver a
presentation about a story or experience.

Third grade students interact with literature and informational text by comparing and contrasting
stories, discussing a point of view and comparing it with the author’s, and describing a series of
events, ideas, or concepts. Along with their reading, third grade writing is more sophisticated.
Students produce developed, focused, organized, and edited work. In writing informational
pieces, they include charts or graphs and supply facts.

Fourth grade students read longer words and use roots, prefixes, and suffixes to determine the
meanings of unknown words. They use details and examples in the text to determine the main
idea and describe a character, setting, or event. Students produce writing that is developed,
focused, organized, and edited. They group related ideas in paragraphs and sections, and
provide a conclusion. Fourth grade students know when to use formal English, and when
informal English is appropriate.

Fifth grade students build on their ability to read longer words, using roots, prefixes, and suffixes
to determine the meaning of unknown words. Students explain how an author supports points in
a text. They use quotes accurately when referring to the text. Students keep the audience in
mind and include a clear sequence of events when writing. Students listen to a speaker or
media source and identify reasons and evidence provided to support particular points. They
identify and discuss misleading ideas.


Mathematics | Standards for Mathematical Practice

The Standards for Mathematical Practice describe behaviors that all students will develop in the
Common Core Standards. These practices rest on important “processes and proficiencies”
including problem solving, reasoning and proof, communication, representation, and making
connections. These practices will allow students to understand and apply mathematics with

• Make sense of problems and persevere in solving them.
o Find meaning in problems
o Analyze, predict and plan solution pathways
o Verify answers
o Ask themselves the question: “Does this make sense?”
• Reason abstractly and quantitatively.
o Make sense of quantities and their relationships in problems
o Create coherent representations of problems
• Construct viable arguments and critique the reasoning of others.
o Understand and use information to construct arguments
o Make and explore the truth of conjectures
o Justify conclusions and respond to arguments of others
• Model with mathematics.
o Apply mathematics to problems in everyday life
o Identify quantities in a practical situation
o Interpret results in the context of the situation and reflect on whether the results make sense
• Use appropriate tools strategically.
o Consider the available tools when solving problems be useful
o Are familiar with tools appropriate for their grade or course ( pencil and paper, concrete models, ruler, protractor, calculator, spreadsheet, computer programs, digital content located on a website, and other technological tools)
• Be precise.
o Communicate precisely to others
o Use clear definitions, state the meaning of symbols and are careful about specifying units of measure and labeling axes
o Calculate accurately and efficiently
• Look for and make use of structure.
o Discern patterns and structures
o Can step back for an overview and shift perspective
o See complicated things as single objects or as being composed of several objects
• Look for and identify ways to create shortcuts when doing problems.
o When calculations are repeated, look for general methods, patterns and shortcuts
o Be able to evaluate whether an answer makes sense


What is FOSS California?
In a nutshell, FOSS California is a hands-on, inquiry based K-5 science curriculum that teaches science in interesting and engaging ways, while providing teachers in California with the resources they need to teach science effectively.  Students conduct approximately 27 science experiments per year in their life, earth and physical science units.

FOSS is a research-based science curriculum for grades K–8 developed at the Lawrence Hall of Science, University of California at Berkeley. FOSS is also an ongoing research project dedicated to improving the learning and teaching of science. The FOSS project began over 20 years ago during a time of growing concern that our nation was not providing young students with an adequate science education. The FOSS program materials are designed to meet the challenge of providing meaningful science education for all students in diverse American classrooms and to prepare them for life in the 21st century. Development of the FOSS program was, and continues to be, guided by advances in the understanding of how youngsters think and learn.

Visit the FOSS California website for more information: http://fossweb.com/CA/. Parents will find games and home activities that support the science curriculum.


Kentwood has a Wonder of Reading Library.  Each year we recruit volunteers to participate in  The Wonder of Reading one-on-one program that helps struggling students and/or readers.  Volunteers read with their students for an hour each week for the entire year.

“The purpose of The Wonder of Reading is to inspire in children the love of reading. It provides lasting, significant benefits to the community by providing children with the tools and assistance they need to improve their reading skills and have better life advantages. Through their “3R” Program—Renovate, Restock, and Read—The Wonder of Reading joins with schools, parents and communities to convert inferior school libraries into inviting reading sanctuaries for young students. These esthetic and practical improvements put in place resources that will last for years.”

The Wonder of Reading
Beth Michelson, Executive Director


Kentwood participates in the Arts Prototype program in LAUSD. In 1999, the LAUSD Board of Education, in partnership with the Los Angeles arts community, established a comprehensive plan to reinstate dance, music, theatre and visual arts instruction in every school and at every grade level by 2010. Kentwood was awarded a “Top Arts Program” during a 2014 Art Index review of all LAUSD schools.

  • Music

  • Our Kindergarten through 2nd grade classes enjoy Music instruction through the Symphonic Jazz Orchestra once a week for the entire school year.  You can read more about their program here:  http://sjomusic.org/

  • Dance

  • The entire school is part of the LAUSD Dance program and enjoys Dance class and Movement once per week in our Auditorium.  This program includes our Holiday event in December and our end of they year Multi-cultural celebration.

  • Fine Arts

  • Many of our teachers have been certified through a LMU program and Fine Art is incorporated at every grade.


Children are faced with many challenges in society that can result in a sedentary lifestyle. The purpose of PE is to educate students in physical activity and provide the tools needed to overcome misconceptions about physical education.  Physical education also improves self esteem.

The Program features: warm–up, flexibility, cardiovascular muscular strength & endurance, skill development and cool-down.


Gifted/Talented Programs creates high end learning opportunities which allow students to flourish in stimulating academic and social environments. In designing challenging educational opportunities, we strive to raise the floor, remove the walls and eliminate the ceiling on learning. Ceilings are for rooms not students.

Program Features (Differentiated Instruction)

  • Accelerated or advanced content

  • More complex understandings of generalizations, principles, theories, and the structure of the content area

  • Abstract concepts and thought processes or skills

  • Level and type of resources used to obtain information, acquire skills, and develop products

  • Appropriation of longer/shorter time span for learning

  • Generating new information and/or products

  • Transfer of learning to new/different disciplines, situations

Development of personal growth and sophistication in attitudes, appreciations, feelings, intuition , independence of thought and study