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Philosophy |
| Kindergarten & Grade 1 |
| Grades 2 & 3 |
| Grades 4 & 5 |
| Summer Program |
| Afterschool |
| Grades 4 & 5 | ||||
| Language Arts | Fourth & Fifth Grade Objectives (Language Arts) | Mathematics | Fourth Grade Objectives (Mathematics) | Fifth Grade Objectives (Mathematics) | Science | Fourth & Fifth Grade Objectives (Science) Social Studies | Fourth & Fifth Grade Objectives (Social Studies) | Anti-Bias | Fourth & Fifth Grade Objectives (Anti-Bias) | ||||
| Language Arts | ||||
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Language arts generate enthusiasm for self-expression. Language is viewed as a complex process that includes reading, writing, speaking, and listening. Through the use of language, children can extend their abilities as critical and creative thinkers, essential skills for academic achievement and interpersonal relationships. As children share stories, poems, and original pieces of work, and engage in debate, idea sharing, and other forms of group discussion, they come to view themselves as competent readers, authors, and communicators. The goal of the language arts program is to progressively and sequentially build upon students’ foundations in reading, writing, listening, and speaking. Students are supported and challenged within their zone of literacy development as they gain an understanding of phonological processing, phonics, grammar, context, and content. Children learn to use language in all its varied forms and gain an understanding of the importance and pleasure that all kinds of expression can provide. Overall, students are given a multitude of experiences that increase their confidence as readers, writers, and communicators. Students are involved in numerous reading and writing activities throughout the day. Some of these activities are connected to ongoing classroom themes, and others are designed to help develop proficiency in specific skill areas. Writing workshop periods, journaling, small reading groups, and language arts stations in Workboard are times during the day that support the children’s continued literacy growth. Literacy is also integrated into many aspects of the school day including meetings, art, science, math, and social studies. Students engage in and respond to literature through whole class picture and chapter books, poetry studies, individual and buddy reading, and reading groups. During reading groups the children explore a wide variety of literature through direct instruction via books that are appropriate for the age and skill level of the reader. Vocabulary development is enhanced during these times through book chats, word analysis, contextual investigation, and, in the upper grades, specific vocabulary assignments. In conjunction with the classroom program, weekly library visits and extensive collections of classroom texts extend the students’ opportunities for diversifying their literature experiences. The writing program includes both direct instruction and daily writing times with an emphasis on writing as a process. Students learn to edit their own writing, conference with peers and teachers, and publish their work. Using their foundational knowledge, students expand their abilities as authors and develop greater insight into the stories shared in both fiction and non-fiction texts. In grades 3-5, students work on more focused writing assignments that include, but are not limited to, persuasive, descriptive, and informational essays. Teachers in Kindergarten – grade 3 use the Wisnia-Kapp Reading Program to provide direct, explicit instruction in phonological awareness, sound/symbol retrieval, segmentation skills, and syllable pattern types which support reading and writing development. Students transition from invented spelling to emergent spelling to conventional spelling as they enhance reading fluency, the recognition of sight words, word patterns, and phonetic rules. Spelling skills are reinforced in mini lessons, games, story editing, writing assignments, and reading groups. Zaner-Bloser manuscript and cursive handwriting is taught and reinforced with the understanding that ease, skill, and confidence in this area promote written communication. Children also have the opportunity to publish written work on classroom computers and Alphasmarts, using technological tools as modes of communication. Listening and speaking skills also play a major role in the language arts program. As children communicate with each other, they work towards a greater awareness of themselves and the effect and impact their words and tone can have on those around them. Ways to communicate and listen effectively are explored through group work, dramatizations, and class meetings. Above all, through the language arts program, we hope to instill in every child a love for reading, writing, and communicating, the foundations to accomplish these successfully, and an understanding of how vital they are in everyday life. |
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| Fourth & Fifth Grade Objectives: Language Arts | ||||
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Reading
Writing
Grammar and Usage
Spelling
Speaking/Listening
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| Learning Looks Like This | ||||
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The sound of a makeshift die can be heard hitting a table. A student calls out, “Adverb!” Three other students search frantically on their Bingo boards for a word one of them describes as, “…a word that ends in ly.” Another explains, “It’s a word that usually tells how often or how much you do something. Like, I usually go to a friend’s after school.” Moving to another table, pairs of students have swapped spelling cards and are checking on each other’s progress. A friend reminds, “It’s got an ed on the end.” A chart of the words from the week’s spelling patterns (ight, ought, aught) hangs off to one side. In a quieter area, a reading group has just finished Kate and the Beanstalk. They are deeply involved in a comparison of this story’s heroine Kate to the Jack with whom we are all familiar. The children take turns recording their ideas on a Venn Diagram. One child wonders, “Were there any older fairy tales with girls as the strong main character?” At the computers, a child practices sight words in an animated game. Sitting in another corner of the room, students are working individually to organize strips of paper. They thoughtfully move these sentence strips around to create cohesive and ordered paragraphs before re-copying them onto another sheet. The light blinks suddenly, and a peer gives a five-minute warning. Low moans are heard as students quickly finish those last minute details that they do not want to let go until tomorrow. |
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| Mathematics | ||||
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Mathematics is taught as a way of making sense of the world rather than as a series of formulas and rules to be memorized. The students are encouraged to construct meaning and apply concepts to a range of real life problems. In this way, they come to value mathematics as a meaningful and practical subject that has many applications in their everyday world. The goal of the mathematics curriculum is to supply each student with the skills and confidence needed to develop mathematical thinking and to apply mathematical concepts in increasingly complex ways. Students work individually, in small groups, and as a whole group to explore a variety of mathematical relationships and connections. Using the Everyday Math series, as well as activities and problem-solving exercises developed for specific topics and individual needs, emphasis is placed on both the conceptual and practical aspects of math. This curriculum and added learning challenges are based on the National Council of Teachers of Mathematics Standards, which focus on creating mathematically literate students who apply strategies in problem solving, communicate their ideas to others, gain influence and accuracy in their work, and enjoy mathematics. Students are repeatedly exposed to, and asked to explore, six conceptual mathematics strands- Numeration; Operations and Computation; Patterns, Function, and Algebra; Geometry; Measurement; Reference Frames; Data and Chance- throughout every grade level. Each unit is built around several investigations that offer a variety of problem contexts for students to explore. Daily investigations focus on a patterned presentation of mathematical concepts that work together to coordinate learning experiences, connect them to everyday life, and fully engage students in the explorations. These mathematical inquiries are structured around sets of related problems, the use of mathematical relationships to build a solid knowledge base, games designed to involve students' thinking about particular mathematics, opportunities to collect and represent data, and wrap-up projects that give students chances to implement and extend the unit's ideas. Students are challenged to work in-depth on problems using mathematical tools, manipulatives, conversations with peers, and their own understanding to actively solve a variety of problems. Time is allowed for the children to think about the problems and to model, draw, write and talk about their ideas. Students discover materials and resources available to them and use these resources both inside and outside of school. At the end of the day, it is our hope that the students will use their knowledge in real-life situations and hence, view math as an exciting and integral part of their everyday lives. |
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| Fourth Grade Objectives: Mathematics | ||||
Numeration
Operations and Computation
Patterns, Functions, and Algebra
Geometry
Measurement and Reference Frames
Data and Chance
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| Fifth Grade Objectives: Mathematics | ||||
Numeration
Operations and Computation
Patterns, Functions, and Algebra
Geometry
Measurement and Reference Frames
Data and Chance
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| Learning Looks Like This | ||||
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In partners, fourth and fifth graders sit around the classroom pondering how a family of four can support itself if two wage earners can only qualify for jobs paying the minimum wage. With spreadsheets in hand, students at a computer investigate the cost of renting a two-bedroom apartment in several local communities. Others pour over flyers from local supermarkets. One student pipes up, “What about going to the doctor, who pays for that?” Another suggests that they call a local fast food restaurant or check the web for benefits packages. After a half hour of gathering information, the students begin to add up their budgets. Questions and comments arise, “How much is gas?” “Can we afford a car?” “Who takes care of the baby when the parents go to work?” Slowly partnerships come to the realization that it is impossible to balance the budget. The teacher gathers the class to the circle area. A student raises her hand and asks why the minimum wage is so low. The discussion begins to focus on civics, political influence, and voting. Together the class decides that the next step will be to calculate a new minimum wage that could adequately support the family. They pledge to write letters both to local representatives and to the President, describing their research and stating their case for an increase in the minimum wage. |
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| Science | ||||
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Science is the natural process of exploring, questioning, predicting, and making discoveries. It is through this process that the students strive to make sense out of the world around them, and in doing so gain a deeper understanding of, and respect for, their world. Through active participation blended with time for thoughtful observation and reflection, children begin to view science as a way of thinking and questioning, not simply a way of gathering information. The goal of the science program is to help students acquire scientific skills through a balanced approach. Teachers prepare focused, guided investigations as well as provide time for open-ended exploration. Students are regularly engaged in activities that require them to work collaboratively, think independently, experiment, and problem-solve. In developmentally-appropriate ways, children are challenged to think scientifically, formulate hypotheses, collect and organize data, and draw conclusions. Teachers use the Insights curriculum and the Carolina Biological Supply in conjunction with the National Science Resource Center and the Science and Technology Concepts curriculum, as well as supplementary materials and explorations. Within the curriculum, children work on three areas of scientific inquiry: physical, life and earth. Specific science units are taught over a two-year looping cycle. In the kindergarten and first grade years, students focus on the Five Senses, Habitats, Weather, Organisms, Balls and Ramps, and Butterflies. Students in their second and third grade years study Rocks and Minerals, Sound, Lifting Heavy Things, and Liquids. During the fourth and fifth grade years scientific study centers around Land and Water, Changes of State, Motion and Design, and Animal Studies. In an effort to encourage deeper understanding of what students are learning, teachers often integrate science into other curriculum areas. By keeping science journals, creating observational drawings, and participating in spontaneous investigations, students develop an understanding that science not only bridges many curriculum areas, but that it also is relevant to their lives. |
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| Fourth & Fifth Grade Objectives: Science | ||||
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Land and Water
Changes of State
Motion and Design
Animal Studies
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| Learning Looks Like This | ||||
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Students eagerly cover their work areas with newspaper as they anticipate the chance to explore and manipulate what they’ve only been told is a “mystery substance”. After a quick recap of the all-important safety rules, a piece of the mystery substance is placed in each student’s hand. Following the ensuing moments of organized chaos that would bring a smile to all scientists worth their salt, students settle down to the task at hand: not to guess what the substance is, but to explore, observe, describe, and record its characteristics. The class comes together to share their observations. Words like sticky, smooth, wet, slimy, and squishy get thrown around as the teacher records the groups’ responses on a large piece of paper that quickly becomes a word bank to stimulate a discussion focusing on the main differences in the characteristics of solids and liquids. Exploration, manipulation, observation and discussion; what more could you want in a science lesson? Only one thing remains… the clean up. |
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| Social Studies | ||||
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Social studies is seen as a process in which students learn to understand themselves, their families, their neighborhoods, communities, and the greater world, both in current and historical perspective, while appreciating the interconnectedness between each. It is a way to investigate past, present, and future human relationships. It allows us to explore, and subsequently face, the responsibilities we have to each other and the world. The goal of the social studies curriculum is to develop an understanding of the social, economic, and political institutions that foster our current day way of life. Students learn about the past and present from a variety of perspectives: anthropology, economics, geography, history, political science, psychology, and sociology. The social studies curriculum builds upon itself year by year in a spiraling manner, meant to reinforce core skills while also increasing prior knowledge, as it repeatedly looks deeper into history and culture. In the kindergarten and first grade years students study families, Boston neighborhoods and cultural groups, the Arlington community, civil rights, and the idea of being a strong person. Students in their second and third grade years explore Colonial American history, the Revolutionary period, and Civil Rights in the United States and the world. During the fourth and fifth grade years the students’ study turns to Ancient Cultures and Immigration and Exploration. Mapping skills are connected to all themes and play an important role in furthering the students’ understanding. Because the content of social history is always changing current events are also used to help students relate the past to the present, recognize change, and hypothesize about the future. It is our hope that the students will learn positive attitudes and the fundamental values of our society as they investigate the meanings of justice, human dignity, equal opportunity, and pluralism. It is our belief that this learning leads to a better understanding of the similarities and differences among diverse cultural, ethnic, religious, and racial groups in the world. |
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| Fourth & Fifth Grade Objectives: Social Studies | ||||
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Ancient Cultures Detailed study of the following cultures, relating historical information to current day life, focusing on social, religious, and cultural aspects
Immigration and Exploration Detailed study of the following topics including relevant people, places and events, historical impact, modern day implications, and other related areas Exploration
Immigration
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| Learning Looks Like This | ||||
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Groups of students are spread out at tables searching through piles of books and taking notes as they chat about their findings and compare facts. Every few minutes, a student runs to the computer and “visits” Angel Island or Ellis Island, looks for information on the Japanese internment, or calls out excitedly that he has found more background on the Potato Famine’s impact on Irish immigration. The class has been studying immigration to the United States, and the student groups are working on their unit lessons. Each team has been asked to learn about one immigrant group’s experience and share its findings with the class in a series of four short presentations. They have been given basic guidelines to follow and, as a class, have brainstormed key questions to help focus their research and give structure to the project. The student groups prepare “lesson plans” and organize key facts on note cards, posters, and handouts that will be distributed during the lesson. The teacher moves between groups, asking questions about various facts, giving suggestions, and offering support. The class is used to this style of learning. The groups work independently, enjoying the freedom to learn through guided exploration, and are excited that they will soon be sharing their new knowledge and learning with their peers. |
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| Anti-Bias | ||||
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Children are aware of and affected by human differences from an early age, and our community is based on respecting and appreciating the similarities and differences found within our school and neighborhoods and throughout the world. The strong emphasis on anti-bias education promotes a sense of belonging for all students and builds a sense of connection between people. The goal of the anti-bias program is to challenge the impact of bias on the students’ social and intellectual development by helping them acquire the knowledge, skills, and attitudes necessary for respectfully living in a diverse community. Each year the anti-bias curriculum expands on the learning done in the earlier grades, as well as revisits topics of understanding to provide a spiraling learning experience for the students. The curriculum builds upon itself, encouraging the students to move along a continuum from knowledge to understanding to tolerance to acceptance to respect and inclusion. Throughout all of their learning, the students are encouraged to develop and actively participate in lessons to end the cycle of bias. The anti-bias curriculum focuses on, but is not limited to, eight major areas of bias. These include racism, sexism, heterosexism, ableism, classism, ageism, religious intolerance, and size acceptance. Through direct, pro-active instruction, as well as using everyday events within the classroom and the larger world, the curriculum is integrated into all aspects of the students’ school experience. Above all, we are working to instill in the students a respect for themselves, their classmates, and their community, while providing each child with strategies for actively improving the social conditions of all of those around them. |
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| Fourth & Fifth Grade Objectives: Anti-Bias | ||||
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| Learning Looks Like This | ||||
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Children sit in small groups around large pieces of chart paper. Peering over their shoulders, you can see the paper is divided in two with the words young and old written in separate halves. Markers in hand, each group is busily recording their thoughts about each word. “We need to write sports next to young.” “My grandparents have been sick a lot.” “Write down opinionated. Older people have so many opinions. They don’t really want to hear new ideas.” “I think that we need to add death. Old people always have to think about death and dying. It must be hard” “I want happy next to kids and sad. I think that kids have lots of different feelings all of the time.” The chatter continues as the chart papers fill. A minute warning is called and the kids scramble to get their final ideas down as the class begins to congregate in the meeting area. Groups are asked to add their ideas to class charts. Once done, the teacher asks for observations. At first the class is silent, as the students study what is in front of them. A hand goes up. “A lot of the words for old are pretty negative.” Another notices, “Yeah. Most of the words for young are pretty good. I don’t think that it’s always so great to be a kid. People don’t take you very seriously.” As the conversation continues, one boy raises his hand and shares, “My grandmother always plays soccer with me when she visits.” Another student seconds this thought and adds, “My grandparents travel all of the time.” Suddenly, a number of the children join in with their own realizations about how the words that they wrote do not match many of the experiences they have with the older people in their lives. After a momentary pause, one child tentatively responds, “But that’s what old people are supposed to be like. Right? Isn’t that what we see all of the time in movies, on TV, and in books? Even though we know it’s not true, we can’t help but think it.” The other kids agree and many are amazed at how many stereotypes they have already acquired. The children work to sort through some difficult feelings about having jumped so easily to these conclusions. In the end, the group decides to post the lists as a reminder of how powerful the messages we receive really are. |
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