Lower School Curriculum

Curriculum Subject Areas

The following information is presented in an effort to provide an overview of the academic program in the Lower School. Our curriculum is subject to alteration and refinement as we respond to the needs of the Lower School students and to our continuing knowledge of best practices in teaching and learning.

Language Arts

The Lower School language arts curriculum promotes the development of students as readers, writers, speakers and listeners through experiences with meaningful communication. The faculty is committed to maintaining a developmentally appropriate approach, the goal of which is to foster children's lifelong enthusiasm for and facility with language. We provide a variety of approaches to the teaching of reading and support differing rates of development, carefully monitoring the progress of individual children. Students are introduced to reading strategies, including the use of picture, context, and phonetic clues, with the focus on comprehension of material read. Reading and writing are intertwined throughout the day in all content areas. Students learn about the structure of language, punctuation, and spelling through direct instruction and as they edit and publish written work. Phonetic spelling is encouraged for beginning readers and writers. As children become more skillful with written language, conventional spelling is expected. Students are introduced to the D'Nealian manuscript letter formations beginning in kindergarten. Cursive writing is introduced in grade three. Students are also introduced to the use of the computer as a tool to support research and writing.

Mathematics 

The Lower School math curriculum promotes the development of skills and concepts from the concrete to the abstract in keeping with the Standards of the National Council of Teachers of Mathematics (NCTM). Primary goals include the development of problem-solving strategies, the acquisition of basic computational skills, and the growth of confidence in using  numbers effectively in everyday life. Teachers use mathematical reasoning as a focus of instruction and as the standard  for verification in classrooms. Students spend time exploring meaningful mathematical problems in depth, choosing from a  variety of materials and technology, as part of everyday mathematical work. They express their mathematical thinking and problem solving through drawing, writing and talking. In preschool and kindergarten, children develop mathematical understanding through activities that introduce them to math concepts/strategies. 

Teachers in grades one through four use Math Trailblazers (2nd edition) as a core curriculum. Trailblazers is a curriculum developed in conjunction with the NCTM Standards and the Teaching in Mathematics and Science project. It is an integrated math curriculum that supports the goals we've identified for mathematical learning.

Social Studies

Beginning with self (preschool) and moving to family (kindergarten), community (first and second grade), state (third grade), and nation (fourth grade), the Lower School social studies curriculum develops an understanding of self and one's relationship to others and to the environment. Throughout the study, students develop an understanding of geography and celebrate the diversity of our culture. In small group work, discussions, projects, and hands-on activities, social studies is integrated with other curricular areas. Multi-cultural education/activities are embedded to increase our awareness of other people and cultures, learn and practice skills to live in a diverse community and recognize opportunities for social response/action. Literature, presentations and large/small group activities are primary modes of instruction.

Science

Lower School students explore science concepts through a curriculum that promotes the development of science research skills. Our Real Science program provides opportunities for children to explore the natural world through observation, collection and measurement of data, journal writing, experimentation, inquiry, and prediction. General science concepts are introduced through the study of one broad topic at each grade level, with a spiraling of life, earth, and physical science. In Preschool, children explore the natural world and collect age appropriate data that reinforces concepts introduced. Kindergarten students study changing and growing. They learn about their body, what it is made of, how it works, and take measurements of their heart and pulse rate, temperature, height, and weight. First grade students focus on geology as they study the earth, learning about rocks, minerals, fossils, and earth processes. Second grade students study the life cycle of plants, growing a variety of plants indoors using grow labs. They participate in a study with the Department of Natural Resources and University of Minnesota for the eradication of Purple Loosestrife. Students grow loosestrife in greenhouse environments and observe beetles that eat loosestrife. Third grade students explore phenology, the study of plants, animals, and elements as they experience seasonal change. Outdoor study sites are visited regularly, and students work in cooperative groups observing and recording change. Fourth grade students study weather throughout the year. Weather forecasting and properties/patterns of weather are part of this curriculum. Students study the migration of monarch butterflies. Journey North is a science/ technology curriculum that facilitates learning for fourth graders. Students keep science journals and enter data on the computer for record keeping, graphing, and summarizing.

Modern Language

The modern language department encourages students to develop effective use of a second language including confidence in speaking, reading, writing, and listening. Lower School students begin the study of either Chinese or Spanish in kindergarten and continue to study this language through the fourth grade. In 2004-2005, kindergarten, second and fourth grade students will study Spanish. First and third grade students will study Chinese. Lower School language classes are taught by native speakers of the language, allowing students to best learn the correct intonations of the language. Students in kindergarten, grade one and grade two spend most of their language class time engaged in speaking and listening as they dance, sing, and listen to the language and engage in conversation with their teachers. Third and fourth grade students begin to experience the language in written form. Technology is integrated into the modern language program. Students entering the fifth grade may choose to continue their Lower School language or choose from other Middle School language offerings.

Visual Arts

The visual arts program encourages personal fulfillment through art experiences as well as an appreciation of the artistic process and the role of art in society. Process is stressed equally with product. Concepts, vocabulary, and technique are all important. The child's experiences, based on a sequential and developmental time line, include exploring art forms (drawing, painting, sculpture, ceramics, fibers, jewelry) as well as elements of design such as color, line, shape, form, texture and value. Preschoolers experience visits with the art specialist within the regular classroom with "art on a cart." Kindergarten through fourth grade students spend time weekly with the art specialist in the art room.

Music

The Lower School music program introduces students to music's universal quality as a common bond in our diverse culture. Each grade level works toward mastery of appropriate learner outcomes within the basic concepts of music: melody, rhythm, harmony, form, dynamics, texture, timbre, tempo and movement. Students in preschool through grade three attend music classes twice each week. Fourth grade students participate in a rotation of instrumental and vocal music classes four days per week. Students may participate in the string program or piano lessons, before or after school, for an additional fee.

Library/Media

The Lower School library/media program is designed to promote the pleasure of reading as a life-long activity. Students read aloud, discuss, and recommend books to each other. Each library period provides time to choose books and read silently. Our library supports both an open and a scheduled system. Students in P-3 grades have a regularly scheduled weekly class in the library or classroom with the Media Generalist. Grade 4 students participate in an integrated library experience. Students may also come to the library any time to do research or browse. The library staff is committed to developing eager readers who are skilled library users, comfortable using electronic card catalogs and doing on-line research.

Computer Education

Computer technology is used throughout the Lower School to enhance and support the existing curriculum. Technology benchmarks have been developed for all students. The main focus for preschool and kindergarten students is exposure and comfort with computer technology. First graders begin word processing and master basic techniques. Second, third, and fourth grade computer activities support all areas of the curriculum with word processing, presentation programs, on-line research techniques, and instruction in basic keyboarding skills. Students access technology in the classroom with laptop carts and in the Lower School computer lab.

Physical Education

The physical education department's philosophy is threefold: to develop appropriate skills, to develop an atmosphere of cooperation and respect, and to develop a sense of confidence and self-esteem. The focus is on individual skill development and fitness. The curriculum is a carefully planned series of units that spiral from year to year as students develop their physical capabilities. Lower School students participate in activities in our gym, swimming pool (grades 1-4), skating rink (K-4), and the great outdoors, providing a varied and rich physical education program. Units include ball handling, soccer skills, track, gymnastics, aerobics, swimming, ice-skating, rhythms, and much more.

Religious Education

The Lower School religion curriculum focuses on the student's relationship to God, to others, and to service. Stories from literature, from the Bible, and from our own lives are shared in classrooms and in Chapel worship services, becoming the path to learning about values, God, and religious traditions. We celebrate traditions from many faiths and cultures in the hope that through diverse spiritual experience we might all come to know the God in whose image we are made. Students meet for religious education twice a week (once a week for preschool and kindergarten), once with the whole Lower School and the second time either in a classroom experience with the Lower School Chaplain or in a grade-level Chapel service.

The Social Curriculum

Within each classroom and within the larger Lower School community, teachers support children as they develop traits of good character.

Our C.A.R.E. (Character Always, Respect Everyday) curriculum helps children gain skills in the areas of responsibility, respect, friendship, trust, honesty, courage, and citizenship. Teachers use "Morning Meetings" to integrate the C.A.R.E. curriculum as well as Responsive Classroom strategies.

Assessment and Evaluation

Assessment and evaluation of students in Lower School is an ongoing process involving classroom teachers and support personnel. Evaluation is based on individual observation and assessment of children by classroom teachers. At each grade level, teachers have developed common assessments to help in the evaluation of student progress. Informal and formal assessment activities are individually administered by classroom teachers and, when appropriate, by support personnel.

Portfolios encourage learners to reflect on their achievements and needs, and to celebrate their development. Students/teachers share portfolio information with parents.

Parent-teacher conferences are scheduled in November and February. Written progress reports communicate student performance twice each year.

Standardized tests are administered in kindergarten and grades three and four. In grade three, tests provide practice in standardized test taking and give a profile of class performance. Individual test scores are not recorded or disseminated. Grade four individual test scores are placed in the students' school records with copies provided to parents following an evening meeting with the Director of Guidance and Testing. Emerging patterns, which reflect children's learning styles and strengths, are studied by teachers and support personnel as part of the ongoing evaluation of curriculum and instruction.

Homework

Regularly scheduled homework extends the learning that takes place at school and gives children an opportunity to develop individual responsibility. We expect parents to provide daily time and encouragement for homework.

• Students in grades 1 and 2 receive 15-30 minutes of homework approximately two or three times a week.
• Students in grades 3 and 4 receive 30-45 minutes of homework three or four nights a week. Please inform your child's teacher if you feel the assignments are difficult or excessive.
• Reading at home - independent and shared - is expected in all grades on a daily basis.
• Classrooms will remain locked after school for security reasons. Therefore, students will need to remember all homework and belongings when they leave school at the end of the day. 

Homework for absences will be arranged by the classroom teacher.