The Allen-Stevenson School | Lower Division Curriculum

The Allen-Stevenson School LOWER DIVISION CURRICULUM Social-Emotional Learning (SEL)/Homeroom Kindergarten The Kindergarten Homeroom curriculum provides dedicated time for community-building activities. The boys learn skills related to becoming a citizen in the classroom, grade level, division, school and the world through guided practice, games, discussions, and read-alouds.

During Homeroom, the boys learn social skills. Specifically, they learn to identify their emotions and to attend to other’s needs. A big goal for the Homeroom time is to teach the boys how to be a student at Allen-Stevenson and develop empathy for others. Character education is a cornerstone of the Kindergarten Homeroom curriculum. The boys spend the year focusing on the nine values listed in the Allen-Stevenson Code.

First Grade The goal of the First Grade SEL curriculum is to foster the social and emotional growth of our boys. The year begins with learning about each other, and respecting and appreciating the differences among us, as well as articulating how to make the classroom a safe place for everyone’s learning. We emphasize that this requires cooperation, compromise, and shared responsibility. We continue to build our classroom community all year through shared read alouds, writing and art projects. The boys learn to identify their own feelings as well as those of others, and together we learn strategies to manage our emotions, both positive and challenging. The boys learn what it means to have a growth mindset and how they can use a growth mindset lens to help themselves think positively when faced with difficult situations.

Second Grade The Second Grade SEL curriculum builds on the work the boys have done in First Grade.

Building a classroom community is the first priority. The boys talk about what makes a good friend and working partner and practice these skills with different boys in the class. They continue to develop and use growth mindset ideas and phrases to boost their self-confidence and that of their classmates. They study the Zones of Regulation to help them identify their feelings and learn strategies to manage emotions when they are overwhelming.

Third Grade A cornerstone of Third Grade is having the opportunity to work and play together to explore issues of friendship and community on a regular basis. Our Morning Meeting time is focused on discussions about themselves and their lives in a way that promotes tolerance and grows community support. The boys in Third Grade also have a shared SEL time each week where the entire grade comes together to explore a theme (resilience, positive self-talk, flexibility, etc.) using picture books as examples to promote thoughtful discussion and develop these skills. A central teaching of Third Grade is promoting a growth mindset to show the boys that they can do anything with the right attitude and approach.

Fourth Grade As the oldest members of the Lower Division, the Fourth Grade Homeroom curriculum focuses on leadership. The students are expected to set the standard for the younger students, modeling the behavior of scholars and gentlemen. This is a year of growing independence and responsibility. The boys craft the class rules together to promote a healthy learning environment and a supportive community. There is a focus on school skills such as active listening, organizing materials, time management, and self-regulation. An ongoing theme in the books that the boys share has them look for mirrors (similarities) and windows (ways to see the world differently). This focus helps the fourth-grade students begin to think more deeply about their place in the wider world.

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Language Arts Kindergarten In writing, Kindergarten uses the Writer’s Workshop model out of the Teachers College Reading and Writing Project. These units correlate with the learning that happens in the phonics program (see below in reading). Boys learn the skills that writers use to craft their own narrative, opinion, persuasive, and information writing. Using the workshop model, boys begin by listening to and engaging in a brief teacher-led mini-lesson, followed by independent practice, and ending with a time to share. While boys write, teachers meet with students in one-on-one conferences which allow boys to get targeted instruction based on where they are in the writing process.

Students learn to use appropriate grammar, capitalization, spelling, and punctuation.

Throughout the writing process, boys are taught how to edit their work. Teachers use rubrics, often created alongside their students, as a tool to help students take on this task independently.

In Kindergarten, the year begins with the phrase, “We are all writers!” This phrase is modeled for the boys throughout the year by both their teachers and peers. Boys leave Kindergarten as confident writers who know that they can use writing to share their ideas with a wider audience and that their writing can be used to make their classroom, school, and the world a better place.

First Grade In First Grade, the curriculum focuses on basic skills of how print connects with the spoken language. Our program supports the boys’ efforts to write easily and legibly with the goal of becoming independent writers. Boys develop their ability to write brief compositions with appropriate grammar rules and punctuation. We begin the year by teaching the boys how to write a basic sentence. Through weekly journals, boys learn to express their ideas in full sentences, using phonetic spelling and applying the conventions of punctuation and capitalization. As the year progresses the boys learn to expand on their ideas, adding details and using expressive language in supporting sentences. Throughout the year, the boys write poetry, non-fiction and fiction to further their expressive writing skills. Drafting, editing, and publishing are part of this writing process. We use the PAF handwriting program to help the boys develop clear and legible handwriting.

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Second Grade The Second Grade writing curriculum focuses on understanding the purpose of different texts such as informative texts, narrative, and poetry. The program provides guidance and support to strengthen writing with a goal to produce a wide range of written projects, such as research projects with a final written report, various published works, and poetry. Students are guided through the editing and revising process, which includes spelling, grammar, punctuation, and use of vocabulary in context and organization.

Third Grade The goal of the Third Grade Language Arts curriculum is to develop the students’ writing skills and reinforce proper usage of their writing mechanics. Graphic organizers are used in the writing program to facilitate the organization of ideas in a logical manner. Grammar skills are practiced in isolation; however, the emphasis is on application. Exposure to the drafting process provides the opportunity to revise and edit, as well as promotes the idea that writing can always be improved. As part of the drafting process, students are encouraged to edit their work using the COPS acronym, checking for Capitals, Omissions, Punctuation, and Spelling errors. Projects include narrative, expository and persuasive writing, as well as journaling. By the end of the year, each boy goes home with a collection of published pieces in a Writing Portfolio. Additionally, third-grade boys learn cursive handwriting and keyboarding skills, which are utilized throughout the year.

Fourth Grade Boys are challenged to begin thinking more deeply in Fourth Grade, and writing is no exception. This year is used to put emphasis on brainstorming and outlining in-depth. The belief is that planning what to write is just as important as the act of writing. The aim is also to teach the boys skills, such as proofreading and peer editing, that can be used across multiple disciplines. The year starts with creative writing, focusing on using the five senses to help the boys add detail and description to their work. From there, the grade moves into informational writing, which helps the boys develop the research skills necessary to tackle the art of persuasion. A central focus is to help the boys center their writing around a main idea and provide supporting details. The hope is that the boys enter Fifth Grade prepared for the increasing academic challenges and a love of writing.

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Reading Kindergarten Kindergarten boys are exposed to a print-rich environment that fosters a love of books and printed materials. In Kindergarten, teachers implement the Phonics Units of study out of the Teachers College Reading and Writing Project. This program emphasizes the importance of letter recognition, phonological awareness and listening skills, just a few of the very important foundational reading skills boys need. Through the explicit teaching of phonics concepts, skills are then reinforced through games, songs, stories, and hands-on explorations.

Pre-Reading in Kindergarten aims to develop a vast range of experiences to help the boys to become thoughtful and joyful emergent readers. To expose kindergarten boys to as many books as possible outside of the classroom, they participate in the Book a Day program, which enables them to take home a new book every day. This program features book discussions, which help to shape the boys into a strong reading community that is nurtured over the years.

First Grade Boys come to First Grade with a wide range of reading abilities, and all boys are challenged to become better readers. Phonics instruction is an important part of the reading program, as it ensures that every boy has the building blocks to read and spell increasingly complex words.

As the boys’ reading skills grow, they work to strengthen their oral fluency, vocabulary, and reading comprehension. Teachers work to help each boy find books appropriate for his skills and to develop a love of reading in every boy. Teachers read aloud to the boys daily in order to enrich vocabulary and understanding of character development.

Second Grade In Second Grade Reading, teachers build on the skills acquired by the boys in First Grade.

Phonics instruction continues, but there is an increased emphasis on fluency, vocabulary development, and reading comprehension. Boys study a variety of genres and continue to read aloud to work toward becoming expressive readers. Books are chosen to enrich boys’ vocabulary and understanding of story and character. We discuss books in small groups, enabling the boys to share their ideas while strengthening comprehension skills. Boys learn to show their understanding by writing about what they read.

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Third Grade In Third Grade, the boys begin to move beyond a simple, literal understanding of what they read. Reading groups read chapter books together and begin to explore complex characters, setting, and storyline in a more sophisticated way. Each reading class is centered on a discussion of the book. The focus is on comprehension, as well as cementing fluency and growing the boys’ vocabulary. They are asked to think more deeply about the text and its meaning. They are expected to read more fluently and expressively, which means they must recognize most words while decoding new ones and pay close attention to punctuation. The single most important tool for acquiring mastery of all these skills is daily reading practice.

The goal is to have each boy leave the Lower School as a competent, excited reader who has developed a love of reading.

Fourth Grade The Fourth Grade reading curriculum exposes students to works that are written from different characters' points of view. Additionally, the curriculum seeks to challenge students to discern differences and similarities between themselves and the protagonists and antagonists of the novels they read, aiming to create students’ ability to engage with the text critically. The reading curriculum also requires students to begin to identify more challenging vocabulary and to begin to better understand various figures of speech, helping to improve and strengthen reading fluency and comprehension. In order to aid the growth and development in these skills, Latin roots, prefixes and suffixes, spelling, and word skills are taught. The program helps the students recognize and learn rules and patterns for proper word usage and accurate spelling.

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Math The Lower Division uses the Contexts for Learning Mathematics (CFLM) curriculum, which uses a series of investigations to help students gain a deeper understanding of math concepts, big ideas and strategies.

Kindergarten In Kindergarten, boys begin the year focused on the concepts of quantity and number.

Through investigations and the use of math tools, like the math rack, students begin to solidify their understanding of the five and ten structures. In the second half of the year, boys are exposed to the ideas of place value, organization, and groupings, and are introduced to measurement and data collection.

Kindergarten mathematicians are encouraged to be efficient and flexible when choosing a strategy to solve a problem. Clear and accurate representation of thinking as well as the ability to explain one’s math thinking is emphasized throughout all math units. Using Math Congress, an important part of the program, students can share their mathematical thinking.

These discussions help boys to become flexible mathematicians, as they learn there are multiple ways to solve math problems.

First Grade In First Grade, CFLM units are used to develop number sense and build strategies for adding and subtracting accurately and efficiently. Different materials are used, including math racks, manipulatives and the open number line. The boys work to recognize smaller numbers within a larger number to build number sense and speed calculation. Throughout the year, boys learn different strategies for addition and subtraction, and which strategies fit which situations best. They work toward learning addition facts to 20, using doubles, compensation, and five- and ten-frames. Data, measurement, and coins are also studied, with the focus on building an understanding of how we use these tools in the world.

Second Grade Second Grade begins the year by strengthening the boys’ knowledge of time and money.

They extend their knowledge from First Grade by exploring elapsed time and adding increased numbers of coins. A main focus of Second Grade Math is developing different

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strategies for addition and subtraction in order to work with numbers up to four digits.

Through a number of context-based units, the boys learn to choose the best strategy for the best situation, using regrouping when necessary. Their understanding of number and sense and place value continues to grow this year. The boys also do a unit on data representation.

Third Grade Third Grade Math is all about exploring various strategies to increase mental math abilities and become more comfortable with all four operations. These strategies also support students to better understand the connection between addition and subtraction and create more versatile problem solvers. Students are taught through direct, hands-on experience that deepens their conceptual understanding of addition, subtraction, multiplication and division before moving to the more abstract (algorithmic) approach. Using the CFLM, students investigate concepts and ideas by applying real life experiences to foster a deeper understanding of numbers. In Third Grade Math, boys learn that the process of solving problems is just as important as the solution. Students are encouraged and supported to show and share their mathematical thinking verbally as well as solving problems on paper.

Fourth Grade In Fourth Grade Math students solidify the concepts of place value, growing more comfortable and facile with large numbers, as well cementing their facts in addition, subtraction, multiplication and division. Mastering and using new math vocabulary is essential in order to clearly break down and explain how any solution is found. The boys learn to multiply multi-digit numbers and get introduced to long division. They are encouraged to think critically and utilize estimation to ascertain whether or not the solution to any problem is reasonable. Most significantly, students must put their calculation skills to use in solving problems that require multiple steps. The goal is for each Fourth Grade boy to develop a strong number sense and problem solving skills to allow them to think mathematically.

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Social Studies/ History Kindergarten A primary goal of the Kindergarten Social Studies curriculum is to foster an understanding and respect for differences across cultures and people. This curriculum is divided into three distinct units: Self, Family, and Community (School and World). Through these units, boys start the year learning about themselves and their families. They begin to see how they are important not only in their family but also in their school and broader global community.

Boys explore connections between themselves, others, and the world. During the Community unit, boys learn about changemakers, both children and adults who have impacted the world and the skills it takes to bring about change. Through discussions about changemakers studied, children are encouraged to find ways to bring about change in the school community.

First Grade The First Grade focuses on SEL as Social Studies for the first half of the year. Part of our SEL work includes racial literacy lessons from Pollyanna. Through these lessons, boys explore ideas of kindness, inclusivity, and valuing differences. The goal is to celebrate each boy in the unique classroom community. During the second half of the year, the First Grade focuses on the study of bridges. Boys learn what makes something a bridge, why they are needed, the different types of bridges, who uses them and who builds them. The boys work in teams and are challenged to build different types of bridges using different materials. Newfound knowledge is used to examine bridges around New York City.

Second Grade The Second Grade Social Studies program focuses on immigration. The boys collect information from their family’s immigration story and research a country from their family's heritage. Students learn about the experience of the immigration process through Ellis Island.

Field trips enhance the study of the different aspects of immigration. Current events and basic geography skills are also part of the curriculum in Second Grade.

As in First Grade, the Second Grade Social Studies program begins with a focus on SEL. Work around feelings, self-regulation, and growth mindset aids the boys in every area of learning throughout the year. The lessons from the Pollyanna racial literacy curriculum are again an

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important part of the Social Studies Curriculum. In Second Grade, this curriculum focuses on how geography affects lives and appreciating similarities and differences in where one lives and what one wears and eats. The boys read about children around the world and find connections between their lives. Later in the year, students learn about the immigrant experience. They explore the reasons that people immigrate, the journey to their new country, and about what their lives may have been like once they arrived. Current events and basic geography skills are also part of the curriculum in Second Grade.

Third Grade Our focus in Third Grade Social Studies is learning about the United States. We begin with a unit on geography, and the boys create personalized two-dimensional maps with a compass rose, alpha-numeric grid, and scale of miles. The boys then look at how the country came to be, first with a group project about the original Thirteen Colonies, followed by an introduction to the Transatlantic Slave Trade and the Civil War. This historical lens helps the boys grapple with the sophisticated and mature topics of discrimination, racial segregation, and the ripple effect of slavery in America. With this in mind, the boys move on to study the Civil Rights Movement in the United States. They read about various American activists and how the power of an action or voice, big or small, can bring about change. This study includes a research project with individual presentations on American activists and their impact on United States history. The boys then study the regions of the United States and research one of the 50 States using books and digital resources. Each boy composes a paragraph highlighting aspects of their assigned state that culminates in a grade-level performance of Mr. America!

Fourth Grade Fourth Grade Humanities begins with the study of world geography and map skills. Boys explore and discuss a variety of themes within geography to ask questions and develop an understanding that addresses the important aspects of early humans and ancient civilizations. The curriculum centers on the essential question of “How did we get to now?”, highlighting the importance of understanding how the world developed with a focus on who held the power when and why. Study begins with the exploration of ancient Mesopotamia, then leads to a larger, in-depth exploration of ancient Egypt. Students follow the process of developing, researching, and preparing long-term projects to produce a grade-wide ancient Egypt Museum.

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Spanish The Spanish Department holds the firm belief that every boy can learn Spanish. Boys of all abilities are welcomed and engaged in learning experiences where every single child can shine. Community and connection are the pillars for these classes, and each boy is encouraged to bring his passions, interests, and true self to every class.

Kindergarten Spanish in Kindergarten is all about exposing boys to the spoken language. At an age when they are socially more willing to take risks and when their brains can hear and mimic language readily, boys are encouraged to speak as often as possible. Boys in Kindergarten are at the jumping-off point in their language-learning journey. Much of the curriculum covers exploring, identifying, and talking about the world around us. Material is presented through games, songs, chants, and total physical response activities, and classes are conducted 100% in Spanish. A sampling of topics covered in the Kindergarten curriculum includes: colors, numbers, body parts, friends and family, greetings and goodbyes, weather, animals, and the calendar.

First Grade Boys in First Grade build on foundational productive language introduced in Kindergarten. As students begin to build their literacy skills in small groups, a greater emphasis is placed on reading and writing in Spanish. By combining prior and new knowledge through games, songs, chants, and total physical response activities, the boys are now able to actively participate and lead parts of their everyday morning meetings in the target language. During many classes, imaginative play is used as the boys use the language in a “new and exciting Spanish-speaking world,” allowing all five senses to be utilized in their experience. First graders also begin to learn Spanish in more robust thematic units. Topics include: identity, community, kindness, being a good friend, preferences, celebrations, growth mindset. Boys review and build on vocabulary and grammar introduced in Kindergarten, including introductions, weather, clothing, farm animals, days of the week, months of the year, numbers, colors, and sizes.

Second Grade Boys in Second Grade build on vocabulary and grammar introduced in First Grade.

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Geography of the Spanish-speaking world comes into play in second-grade classes, as boys become more aware of the different places where Spanish is spoken. Boys begin to apply their new vocabulary to novel situations, relying on critical thinking to choose appropriate words and phrases. For example, instead of just identifying the weather outside, boys in Second Grade might be asked to discuss and choose appropriate clothing and activities depending on the weather outside. Second graders also begin to read longer children's books in Spanish and build their biliteracy skills through a variety of reading comprehension activities. A sample of topics in Second Grade include: clothing and the seasons, the human body, making predictions, geography and directions, shapes and sizes, numbers up to 30, and math en español.

Third Grade Boys begin speaking in complete sentences in Third Grade Spanish. They start their journey into more complex writing in the target language by reviewing the alphabet and comparing cognates in Spanish and English. They build up comprehension in Spanish through exposure to high-frequency vocabulary and grammar. Once boys are more comfortable with words and phrases, they begin to apply their new language skills in a variety of novel speaking and writing tasks. Many units in Third Grade revolve around a central story, problem, or theme that boys approach as a group. Empathy, emotional intelligence, and community are core tenets of the third-grade curriculum. Boys build the habit of identifying and describing emotions in themselves and others—a key building block of empathy. A sample of topics in Third Grade include: food and food preferences, different kinds of families, respect, what makes a good friend, and emotions in ourselves and others.

Fourth Grade

By Fourth Grade, boys have a strong enough foundation to be able to engage in more structured independent and group work. While continuing to spiral back to and reviewing the basics, boys begin to make interdisciplinary connections through Project-Based Learning.

Boys are challenged with their first novel in Spanish. In the book, boys learn about the problem of animal extinction in the Amazon rainforest. Then they are given an important job: they must save an animal from extinction! Together they work to figure out solutions as to how to help their animal avoid extinction. Boys build a strong foundation of reading strategies, learn to work collaboratively, and practice their presentational speaking skills. In addition to Spanish acquisition, teachers focus on the habits and mindsets that underpin successful learning in the long term, including growth mindset, response to setbacks, and celebration of Current Personal Best.

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Science Kindergarten Kindergarten science provides students with many opportunities to demonstrate scientific reasoning as they process skills and work collaboratively with partners to better understand the world around them. Through hands-on discovery and regular lab activities, these young scientists become the centers of their learning experiences.

In the Life Sciences unit, boys study the basic structures of plants and animals and witness how plants and animals change their environments to meet certain needs. The boys conduct a controlled investigation to observe how leaves need light to keep the plant healthy by placing the plants in a sunny place and covering the leaves of one of the plants with foil. They continue to explore and discuss the other things plants need to live and grow and formulate another test to investigate whether plants need those items.

In the Physical Sciences unit, the boys discover what forces and interactions take place on a moving object when different strengths and directions of pushes and pulls are applied. For example, they explore how pushes move objects by using a straw to blow air toward different balls and then measure the distance the tennis ball travels.

In the Earth Sciences unit, the students identify local weather conditions and learn to recognize emerging patterns in climate. Students share observations of local weather conditions to describe patterns over time. They then begin to forecast weather, identify ways to prepare for severe weather, recognize cloud types and create simple weather charts. The boys then build a model of a weathervane to detect the direction of the wind.

In the Engineering and Technology unit, the students define a simple problem that can be solved through engineering. They propose a solution to that problem then develop a new or improved object to achieve their desired goal. Throughout the year, kindergarteners make qualitative observations, stating or writing predictions, testing hypotheses, and improving their problem-solving skills.

First Grade First graders begin science by asking questions and continue working throughout the year on

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developing their scientific habits of mind. They learn how to make good observations and develop strategies for analyzing and interpreting data. The boys discover successful ways to plan and carry out investigations. Students embark on three main themes for the year. During the Light and Solar Patterns unit, the boys observe seasonal changes and record the amount of daylight relative to the time of year. During the Structure and Behavior of Organisms unit, they are introduced to biomimicry, the science of emulating plants and animals, and the organisms' means of survival. Students design solutions to human challenges based on how plants or animals grow and meet their own needs. First graders are excited to visit the greenhouse, where they learn more about the effects of heat and light on plants through experimentation. During the Sound and Space unit, the boys build a device to solve the challenge of communicating over a distance as well as discover the relationship between vibrating materials and sound. First grade is a year of increased technological literacy, one in which students become not only better scientists but also model and design like engineers.

Second Grade Science in Second Grade is filled with hands-on, student centered, and inquiry-based activities. The boys start out with the questions -- what is a living thing, and how does a living thing respond to its environment? As the boys contemplate these questions, it leads to an investigation of vertebrates and invertebrates, specifically, comparing and contrasting the physical and behavioral characteristics that allow living organisms to adapt and to respond to the challenges of life. Our young zoologists, biologists, entomologists, and apiologists roam the Lower Division as we learn more about animals, especially insects. The boys then broaden their scope and begin to explore how habitats and landforms influence animal adaptations. Owl pellet dissections set the stage as the students explore the connections between food webs and habitat health. In the greenhouse, using aquaponics and hydroponics, the students grow plants from seeds and run experiments to explore what a plant needs to grow and thrive under various constraints. Volcanic eruptions then take over the lab as the boys design and create a landscape exhibiting animal adaptations, landforms, and habitat dynamics. In addition, students investigate why some communities settle near volcanoes and design possible solutions that these communities could use to cope with this challenging scenario. During this social justice unit, the boys learn about the villages near the foothills of active volcanoes in Guatemala and Costa Rica. Keeping the landscape in mind and using maps, the students design educational tools and viable escape plans that can be utilized in case of an eruption. The boys then shift their attention to properties of matter, and through a series of investigations, such as making clouds in a jar and growing salt crystals, develop their scientific skills to construct evidence-based explanations to phenomena.

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Third Grade Science in the Third Grade challenges the boys to grapple with contemporary phenomena and to come up with scientific explanations through hands-on discovery. The boys are first introduced to a fictional town that is building a high-speed train that floats on the air. Over the course of the unit, they discover through experimentation, modeling, discussions, and readings how forces can cause stability or change an object’s motion. In particular, they learn how magnetic force can be used to counterbalance the force of gravity and how maglev trains work. The boys then dive into the world of life science where the focus will be on inheritance and the variation of traits. Students play the role of wildlife biologists studying various organisms and are challenged to figure out why a specific “adopted” animal within one target group has certain traits while other members of the group do not. Students observe variation between and within different species, investigate inherited traits and those that result from the environment, and explain the origin of adopted animal traits. The boys discover that all living things vary in how they look and function due to the combination of inherited traits and environmental conditions. Students then grapple with and develop explanations for how two towns deal with fresh water needs, learning about water reservoirs and the cycling of water resources. Our greenhouse provides a wonderful showcase for how water and plant nutrients can be cycled using the School’s aquaponics and hydroponics systems. Along the way, the boys will also identify different types of erosion and analyze data using maps to find patterns that explain different climate regions on planet Earth. The students then practice their design skills during the Invention Convention. They use the Engineering Design Process to create an invention of their choice that can improve their lives.

Fourth Grade Science for Fourth Grade begins with a review of the Engineering Design Process (EDP). Boys work with a partner to design, build, and test-launch stomp rockets with flight patterns maximized for altitude and distance under controlled conditions. The boys learn how to collect, record, and analyze their flight data so that they can ultimately apply what they have gleaned from their results to redesign their rocket for a final launch! The boys then raise trout in a temperature-controlled tank in the classroom, from fertilized eggs to fingerlings. The unit begins when the Cold Spring Harbor Fish Hatchery and Aquarium visits the School with live adult fish, and the boys actually witness the fertilization of the trout eggs in front of them!

The students then research the life cycle of trout and learn about the natural obstacles trout face on their journey to maturity. In order to raise healthy trout so they can be released into nature as fingerlings, the boys learn how to test, measure, and track water quality (pH,

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dissolved oxygen, nitrite and nitrate levels, etc.) of the classroom fish tank while graphing and analyzing their results. The students utilize the School’s greenhouse to see how our aquaponics system compares and contrasts to the trout tank in the classroom. In the greenhouse, boys learn about nutrient cycles, such as nitrogen, and discover how fish waste fertilizes the plants. In the spring, the boys release the trout fingerling into a river in Westchester, New York, just below one of New York City’s reservoirs. Following the trout program, the boys “dive” into a freshwater unit where they learn how Earth’s most precious resource moves around the planet. The next part of the unit focuses on the question “Where does NYC’s drinking water come from?” and culminates with a trip to one of New York’s reservoirs where the boys will spend the day out in the field conducting research alongside New York Department of Environmental Protection scientists. They then transition to using a social justice lens to investigate and to find solutions as to why some communities have access to clean drinking water while others do not.

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Learning Strategies and Skills Kindergarten - Third Grade With our youngest students, skill work is done through small reading, writing, and SEL curriculums where student developmental needs are considered. Working in small groups allows for teaching specific skills and strategies targeted to student growth.

Fourth Grade Emphasis is placed on an understanding of personal learning styles. Each boy will learn how to effectively use a planner, organize and manage their materials, and manage their time. The boys are introduced to Canvas, our online learning management system. They start to learn what works for their individual learning styles. Also, students practice following oral and written directions throughout the year. In order to complement the language arts curriculum, activities for the boys are related to paragraph unity, topic sentences, identifying and using main ideas, and supporting details. The boys learn how to read a passage and find the 5Ws (who, what, when, where, why).

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Library, Technology & Digital Fluency Library Kindergarten The library is so excited to welcome the youngest students to Allen-Stevenson! Boys will learn the responsibility of taking care of their library books and are invited to checkout as a class 12 times a week. In the cozy egg-shaped seating in the reading room, boys explore a variety of genres, starting with picture books and moving on to easy readers, nonfiction, and biographies. Throughout the early grades, books that reflect celebrations throughout the year like holidays and heritage months are featured. In the winter months, each K-3 grade participates in a grade-wide Mock Caldecott, reading brand new titles and voting in a student-only election to decide the favorite new book of the year. In order to expose the boys to a wide variety of titles, boys in Kindergarten participate in a “Book a Day” program, which enables them to take home a new picture book every day to read with their family. This program features book discussions that help shape the boys into a strong reading community that is nurtured over the years. Later in the year, the library faculty collaborates with kindergarten homerooms on a research project. In the past, the boys have studied different types of bears, created how-to books, and explored the many different types of transportation in the world. In order to benefit fully from our rich selection of resources, the boys learn to navigate the space and become thoughtful library citizens.

First Grade First Grade is a very important year in library class, as all students continue to develop the foundational skills of early literacy with independent reading. During library classes, there is an emphasis placed on Easy Reader titles that reinforce phonics and sight words, although picture books are still encouraged as options for borrowing. Boys are introduced to a variety of nonfiction and chapter book titles through read alouds which are carefully selected to engage students and expand their knowledge of history and the world around them. Favorite titles are supplemented with author studies to introduce students to the celebrated creators of children’s literature. Students have also been given a second alternate class time within the 7-day schedule to ensure that they will be able to visit the library every week in order to continue their exposure to the wide variety of books available in the library.

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Second Grade Second Grade does a deep dive into identity, which is reflected by the books the boys read together in the library. As part of their first substantial research project, boys examine nonfiction books about different countries and fill out graphic organizers in collaboration with their homeroom teachers. Boys at this grade level are really taking flight as readers, and they are introduced to books that are a great fit for them, with a particular emphasis on books in a series. The boys learn how to use the library’s online catalog, enabling them to start finding books by themselves, setting them on a path to become independent learners.

Third Grade When boys enter the Third Grade, they have a good sense of what they like to read and where to find it. After reinforcing the skills they’ve learned in Second Grade, boys use the online catalog to locate titles through a series of activities, including book scavenger hunts. Time is spent learning how to share books through book talking and delving more deeply into genres, including chapter books, sophisticated picture books, and non-fiction. Class discussions about books emphasize more complex responses to texts, as the boys become better at making predictions, inferences and empathizing with the characters. The library works closely in collaboration with homeroom teachers to best support the boys as they create research-based presentations throughout the year, including their research on the 50 states during the Mr. America project.

Fourth Grade

By Fourth Grade, many boys have begun to read novels and long narrative nonfiction. A lot of time is spent learning about possible books to read, both from other boys and the librarian.

There is a strong emphasis on maintaining a strong reading community, and each boy is given the encouragement and assistance he needs as he starts to identify his reading passions.

Fourth-grade boys are now old enough to join Adi’s Reading Challenge, and many choose to do so. Between October and February, boys read from a selection of books that the librarians believe may win a major award from the American Library Association. Boys consider the plot, setting, character development, pace, and more, as they decide which titles they think are worthy of awards. The boys have the chance to engage in lots of individual and small group conversations about the books over the course of the challenge, and things end on a high note with a voting party. Also, in the Fourth Grade, boys participate in an in-depth study of biographies, in particular, studying real-life heroes to examine the obstacles they faced and the qualities that led to their ultimate success. The skills necessary for navigating

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libraries are revisited and reinforced to ensure that the boys are confident users of this vital resource.

Research projects continue full steam at this age, including a very deep study of Ancient Egypt. Boys are frequently collaborating, helping to design research questions, and executing their research with increasing independence. Boys learn to take paraphrased notes prior to creating a product to demonstrate their newfound knowledge. Other digital fluency skills such as locating copyright-friendly images are also taught as part of the research process.

Boys at this age are enthusiastic doers, and they embrace this opportunity to be the drivers of their own learning.

Technology & Digital Fluency Kindergarten In Kindergarten Technology, the boys are introduced to various computer science and digital fluency concepts they will explore and expand on throughout their time at Allen-Stevenson.

Students learn the foundations necessary to be successful using iPads, laptops, and educational technology tools they will encounter as they progress through the curriculum.

Boys examine the impacts of technology on society and how computers work using a blend of software and hardware. Boys begin to learn to identify important aspects of computational thinking and digital literacy. Students learn the importance of keeping information private and secure and how to interact safely with technology both in the real world and online. Boys learn to answer questions like “what is a computer?”, “how has technology changed the way we live and work?” and “what does it mean to be a good digital citizen?”. Boys apply their new skills and knowledge by using digital tools individually and collaboratively to publish their work and create digital media projects such as eBooks and videos.

First Grade First Grade is an exciting year for the boys in Technology class in our Discovery Studio.

Students learn technology skills using desktop computers. Boys also begin to learn computer functions and word processing skills in preparation for receiving their very own laptop in Fifth Grade. Students use different technologies to learn programming skills, which include BeeBots, Kodable, and ScratchJr. In addition to this work, a goal in technology is to support an integrated classroom curriculum using design tools and word processing skills to create posters and books and other illustrations of learning. The boys learn digital literacy and Internet safety in each grade.

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Second Grade In Second Grade, the boys begin the year learning digital literacy and Internet Safety. Classes focus on a person’s digital footprint, privacy, and how to stay safe while using technology.

The boys move from using a grid to program Bee-Bots, to designing their own tracks and creating coding challenges for other classmates. Each year Second Grade works on an integrated STEAM project that focuses on immigration. The boys create book covers that focus on their own heritage.

Third Grade Third-grade boys begin the year learning Internet Safety. As boys become more independent, there is a continuing focus on cyberbullying, digital footprint, privacy, and how to stay safe using technology. Students learn new and exciting digital literacy skills. The boys are introduced to touch typing, learning new word processing skills, using Typing Agent.

Integrated technology/classroom units using more advanced technology are used with Third Grade. The boys emerge as learners of programming and use more advanced software to learn new coding skills. The boys continue to work on integrated technology/classroom units throughout the year.

Fourth Grade In Fourth Grade, the boys complete a second year of touch-typing instruction. They become more facile with Microsoft Word and Pages to create essays and creative documents. They also have one semester of instruction in robotics and programming (Scratch and Lego EV3).

Lego Robotics in Fourth Grade is a class designed to introduce concepts integral to computer coding, including computational and algorithmic thinking, applied mathematics, and technical writing to students in a fun and interactive manner. It is a challenge-based class where boys are presented with a number of problems to solve using their robots that are based on real-world robotics applications. The challenges are designed to provide multiple routes to success so that boys can devise their own solutions. Robotics Class culminates in Robo-Fest in which boys must pose a problem and then design, build and program a robot that can solve that problem in a practical manner. This exercise emphasizes creativity, problem-solving skills, and all of the S.T.E.M. disciplines within an activity that boys can get excited about.

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Visual Arts Art Kindergarten Independent thinking, problem-solving through play, and inquiry are all integral to the Kindergarten Art program. An inclusive curriculum is fundamental to what is accomplished by featuring works by artists of color, women artists, and artists kept out of the canon of art history. The students are introduced to a wide variety of materials, processes, and concepts, creating scaffolding for their learning which will continue throughout their time at AllenStevenson. The curriculum emphasizes joy and exploration and students work with a multiplicity of methods and materials, including drawing, painting, and building.

First Grade The First Grade Art curriculum is based upon the creation of a large dinner party. The concept of the dinner party as art originates in the surrealist tradition. This exciting group project has students make both collaborative and individual pieces. The semester begins with students working with Cray-Pas and color mixing. The boys’ first major undertaking is the creation of the tablecloth, working with cray-pas to create a large-scale collaborative design. Students make placemats with felt and other textured and patterned fabric. Students also work in clay to create dishes and ceramic mugs. They create silverware from found materials such as wire and Popsicle sticks. One of the last projects consists of building dinner party hats and costumes out of cardboard and fabric. The boys write menus so that they can take and place orders at an actual “dinner” party with snack food, dramatic play, and toast making--using our handmade objects for drinking and eating.

Second Grade In Second Grade, students focus on architectural projects. The class examines examples of architectural styles throughout history, such as Greek temples, Gothic cathedrals, and contemporary buildings. Boys learn basic architectural terms, such as arch, column, post and lintel, dome, and more. The boys incorporate these elements into both facade and floor plan drawings. The boys begin by drawing buildings from observation. Images of what is called "Impossible Architecture" are examined, and the students then create giant drawings of their own imaginary buildings. Students proceed to create floor plans, incorporating symbols for

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doors, windows, stairs, and furniture. The semester culminates in a long-term building project using cardboard and other materials as boys create a model of a building, replete with a detailed interior.

Third Grade The Third Grade Art program focuses on building skills with traditional painting and drawing, including basic perspective work and a variety of approaches to landscape and the figure.

Boys explore a range of materials and approaches to art-making, with a focus on sculpture.

For their final project, students plan and create a large-scale figure with moving parts. The boys begin their project by creating a series of detailed drawings of their character, focusing on several critical elements, including size, shape, and texture. Boys create clothing for their characters, which they measure, cut, and sew. Boys have drawn inspiration from contemporary Puppeteers and contemporary artists, including Nick Cave and Basil Twist.

Fourth Grade In Fourth Grade Art, students work on a long-term project called “Invented Civilizations.” The students first discuss elements of a civilization, such as government, technology, economy, religion, ethics, culture, and language, among other things. Each student then invents their own civilization, be it past, present, or future. Students begin the semester by taking notes about their civilization ─ they then sketch their artifact, make a map, and create an invented historical document that would have emerged from their civilization. The students spend most of the term building an artifact made out of clay that reveals some important aspects of their invented civilization. This curriculum runs in tandem with the students’ study of ancient civilizations. In the case of their art project, they are not illustrating moments in history but come to understand that artwork, in this case, an artifact has a specific meaning and reason for being created. The students create the relevant context, a civilization, in which the artwork is actually fabricated. In addition, this project marks the first time students are asked to create a clay sculpture made over time, and that is demanding and ambitious. In doing so, the students are developing new skills in their use of clay. In addition to craft, independent thinking, problem-solving, and inventiveness are emphasized.

Shop First Grade In First Grade, wood as a material is introduced. The boys begin to use hand tools in the shop,

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such as sanders, hammers, drills, and coping saws. Each project is designed to introduce a new tool and develop skills with that tool. Boys work on three projects, a relief project creating a cityscape wherein boys learn to use sandpaper on pre-cut wooden shapes. They then learn to choose the correct size nail and use a hammer to nail pieces of wood together.

The second project is a small figure with moving arms and legs. This project introduces the coping saw and the hand drill. For the third project, boys create a small box, learn to use the cross-cut saw, and focus on correct measuring, so their box fits together properly.

Second Grade Boys in Second Grade construct complex vehicles, often helicopters, with moving parts. Boys focus on combining and attaching different materials to each other and on using preliminary measuring techniques. A variety of wood types are used, including dowels and larger boards.

Tools such as the drill and crosscut saw are introduced, and boys begin to perfect their skills with these tools.

Third Grade Students in Third Grade learn to work with greater precision in order to complete projects whose size, form, and function are more specific and whose building processes are more complex. There is a focus on engineering skills within the students’ designs. Consequently, measuring, weight distribution, and balance become more important. Different techniques are introduced to help the boys achieve their objectives. More sophisticated hardware such as hinges, clasps, and pulley systems are integrated into projects.

Fourth Grade Boys work to plan, design, and build their own pinball machines with a spring launcher and flippers. Boys work individually or in groups and develop pieces and make adjustments to ensure that the projects are functional and complex. An emphasis is placed on engineering the moving parts to get the ball moving in the machine. Some boys also incorporate electronics into the machines that use sensors that light up when the ball moves over an opening. Inventiveness, problem-solving, originality, and independent thinking are emphasized. Boys are also encouraged to help each other problem-solve.

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Performing Arts Lower Division Music The Music Department uses an eclectic approach to music education that keeps in mind the differing levels, abilities, and learning styles of the students. While fostering personal growth in music, we also encourage the boys' ability to work, play and create together. Classroom music, from Kindergarten through Fourth Grade, includes the fundamentals of music theory, a hands-on introduction to instruments of the orchestra (beginning in Second Grade), recorder study (beginning in Third Grade), and a progressive study of note reading and singing throughout the Lower Division.

Practical experience is emphasized in the classroom through the playing of instruments, singing, and musical games. Classroom playing gives the boys a chance to demonstrate music reading abilities as well as performing together as a group. The three primary goals outlined in our curriculum are the ability to sing accurately with a clear tone, read and perform simple pitch and rhythmic notations, and participate in group ensembles. Sightsinging and developing aural skills are a focus of the class as well as the notation of syncopated rhythms. Three-part rounds with improvisatory movement are also enjoyed by all. In addition to performing vocally, on the recorder, and on Orff instruments, students put these basic sight-reading skills into practice through the playing and singing of many songs.

All activities are stressed within an environment of cooperation. Games and songs from many cultures are used to stress the importance of community and how we work together to create music.

Theatre Arts Kindergarten to Second Grade Students in grades Kindergarten through Second Grade follow a “stepping-stone” process in the theatre. This process introduces the foundations of the art and builds upon it each year, which gives students a chance to see their own growth in the theatrical process. The main objectives of this process are to gain self-confidence, comfort in performing in front of increasingly larger audiences, and the act of a group working towards one singular goal together creatively and collaboratively.

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Kindergarten Each kindergarten class puts on a play led by the classroom teachers with guidance from the Theatre Department. The plays performed typically have to do with something in their curriculum during the school year. Since this is their first foray into theatre, their first stage is the classroom, with the goal of moving on to a bigger venue. There is some memorization of text; however, major costumes and props are not yet introduced.

First Grade Building upon the work done in Kindergarten, every first-grade class puts on a play led by their classroom teachers with guidance from the Theatre Department. The plays performed typically have to do with something in their curriculum during the school year. These plays are still performed in their classrooms, with a goal of moving to bigger performance spaces as they continue to grow during their time at Allen-Stevenson. For the first time, the students, with the help of their teachers, will be able to create basic props or costume elements.

Typically, students are required to memorize a bit more material for their first-grade play than they did for their kindergarten play.

Second Grade For the Second Grade, their play is performed for a larger audience than their previous plays in Kindergarten and First Grade and in a larger performance space, such as our new Performing Arts Space or in the Town Center. The main objective in Second Grade is to build on the boys’ experience in their previous two years so that they have even more confidence in front of an audience and is also typically the first-year students are introduced to character development within a play. The play is usually inspired by curriculum or a short traditional children’s play.

Third Grade In the Third Grade, the entire grade works on a production in conjunction with the study of the United States. While the third-grade teachers work intricately with the students on this show, this is the first time the Theatre Department faculty directs the students. It is in the Third Grade that students begin to learn the vocabulary of the theatre and how a professional rehearsal is conducted. Because this production includes music and dance, it is the students’ first experience integrating these forms into one production. Through this production, Mr. America, students learn to work as an ensemble to create a single work of art. Mr. America is performed in the School’s largest performance space, the Assembly Hall, for a large audience.

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Fourth Grade Fourth-grade boys are given performance opportunities through various academic projects throughout the year. One example is the Egypt Project. During the spring semester study of Egypt, students are given a variety of opportunities to present work to small audiences, including an original piece created by the students. Fourth-grade students also have their first theatre class this year. In this class, the students connect everything they have learned from previous years and begin to build on more complex theatrical ideas. Having a theater class at the end of their time in the Lower Division is a great opportunity to prepare boys for the more advanced coursework taught in the Upper Division.

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Physical Education Kindergarten The Physical Education Program includes a variety of activities, both individual and group, that foster a love for movement and an appreciation of collaborative learning. Boys begin the process of learning how and where their bodies can move. As they understand their body's relationship to objects (balls, scarves, hoops, cones, classmates, etc.) and space, the boys become successful participants in a dynamic movement education program.

First Grade Physical Education provides boys the opportunity to continue upon their movement experience and their development of a strong skills base. Motor skills, cognitive skills, spatial awareness, directionality, working at different levels, and a movement vocabulary remain a strong part of the program’s foundation. Additionally, the boys continue their work in small and large group activities. It is during these activities that the development of social skills: cooperation, teamwork, listening, respect, and sportsmanship are taught.

Second Grade The boys are introduced to different activities that assist in the further development of motor, cognitive, and social skills. The movements become more complex and the lead-up games more challenging. The ability to work collaboratively to achieve group goals requires boys to access skills and vocabulary faster and to be better listeners, teammates, and communicators.

Third Grade In Third Grade, students have the opportunity to participate in modified sports games that develop the acquisition of sport-specific motor skills and an understanding of game rules and strategies. Boys are challenged to work in an environment that requires a strong sense of teamwork and sportsmanship. The relationship between fun, competition, and sportsmanship is taught during these modified games. Boys are encouraged to win and lose gracefully and to never lose sight of the importance of sportsmanship.

Fourth Grade In Fourth Grade Physical Education, boys are taught to learn the significance of team sports: football, soccer, basketball, hockey, wrestling, baseball, and lacrosse. Importance is placed

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on expanding the student’s vocabulary on skill terminology, movement concepts, sportsmanship, and teamwork. Further, physical education teaches the importance of living a healthy lifestyle and being physically fit. Students learn and understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness.

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