At Allendale Columbia, we prepare students for the world they will inherit. In our trusting and responsive environment, students 18 months through grade 12 grow in confidence and develop scholastic independence. Together, our students and teachers imagine, design, and create.
CORE VALUES
Ú Making connections that matter
Ú Mastering strategies for learning
Ú Inspiring curious and creative learners
Ú Sparking resilient spirits
Ú Daring
Portrait of an AC Learner
A Contributing Citizen
A contributing citizen balances critical thinking, ethics, and empathy to act as influential agents of change to understand and solve contemporary social problems locally and globally.
A Respectful Relationship Builder
A Respectful Relationship Builder acts with integrity, listens with an open mind and heart, and embraces various perspectives to build and maintain healthy relationships. They challenge and speak out against inequity and injustice to find innovative, fair, and just solutions to complex problems to live lives of consequence.
An Innovative Creator
An innovative creator conceptualizes and expresses ideas by creating unique artifacts. They listen to understand, reflect on feedback, and foster progress to enhance or improve the human experience.
A Rational Problem-solver
A rational problem-solver analyzes information for truth and accuracy to formulate solutions, possibilities, and ideas to ethically and responsibly solve complex problems across disciplines and in authentic ‘real world’ contexts.
A Compelling Communicator
A compelling communicator clearly and confidently articulates thoughts, ideas, arguments, and messages using various mediums for an authentic audience.
A Balanced Person
A balanced person confidently and compassionately transforms themselves and others through a journey of self-discovery that respects, appreciates, and embraces diverse perspectives, individuality, and identity.
Lower School Learning Objectives
The Foundations component of the Lower School program is intended to create independent learners. Children who read critically, communicate effectively, and manipulate numbers accurately enjoy the freedom of learning on their own. Lower School Foundations are supported by a continuum of Learning Objectives in literacy and math.
Learning objectives are aligned by a range of student ages and topics. Each objective represents a skill that a child should master in order to be optimally prepared for the next level of study. When a student begins a new grade level, the child is formally and informally assessed to determine what s/he knows. That child’s foundations program is then individually tailored to meet that student’s needs.
Foundations classes in reading, writing, and math are scheduled on their own throughout the day; however, foundations skills are often incorporated into InquiryBased units, as well, giving students authentic content in which to apply basic reading, writing, and math skills.
Introduction
It is an amazing time in history to be a learner, and an exciting time for educators to facilitate the learning process! The manner in which we deliver our program is important to us because the world has changed, and our knowledge about how students learn is clearer to us than it has ever been. As our Pre-Primary and Lower Schools continue to evolve, we hold dear the following tenets:
TECHNOLOGY HAS GIVEN US THE ENTIRE WORLD to use as a classroom, and the amount of information available at our fingertips is limitless. The excitement that comes from interviewing a primary resource via Zoom or Google Hangouts beats anything that a textbook has to offer.
BEING EXPOSED TO A WIDE WEALTH OF INFORMATION provides a compelling need for children to learn how to critically evaluate resources and thoughtfully choose real data that supports their conclusions. It is our job as educators to meet this need.
TECHNOLOGY HAS PROVIDED NEW WAYS TO COMMUNICATE, whether it’s sharing opinions with a study group or creating a podcast meant to educate the world. Because children are curious risk-takers, they have plunged into the world of technology much
A student who significantly struggles or is not making progress on the continuum is referred to the Student Success Team, whose job it is to further assess the student’s needs and develop a Plan of Action to help the child find success. This process often involves parent input and support and can include outside testing, specific in-house support, and/or tutoring.
Many of our students exceed expectations on the learning continuum and the teacher’s job becomes one of challenging those children to advance to a higher level of mastery. This is done through raised expectations in the classroom, work with our math specialist and learning advocate, and involvement in Inquiry-Based learning experiences.
The learning continuum for mathematics and literacy can be found in separate documents listed in the family resources of MyACS.
faster and more successfully than previous generations. Our role as educators becomes one of having faith in the learning curve of our students and providing them with the framework and experiences that allow them to test their learning.
BRAIN RESEARCH HAS EMPOWERED EDUCATORS to better understand how students learn and accept the fact that traditional methods of delivering instruction don’t meet the needs of all students. The challenge of tapping into individual passions, learning styles, and modalities of learning through relevant and engaging curriculum is a steep one for the 21st-century educator. It means getting to know and connect with each child, individualizing programs, and assessing learning in nontraditional ways. It’s hard work, but intensely satisfying when the look of learning on a child’s face becomes a look of joy. The work of a 21st-century student is not the acquisition of facts, but the application of knowledge to become a problem-solver, a critical thinker, and a self-actualized adult. Through an interconnected curriculum and the opportunity to experience a multi-disciplinary, experiential program, students discover their strengths as learners and their passions as human beings.
THE WORLD OF A 21ST-CENTURY STUDENT is one in which all cultures must respectfully work together to maintain a healthy planet and sustain a growing population. By exposing students to other cultures, to issues of sustainability, and to the way the world operates economically; by giving them opportunities to publicly express their points of view in a confident and informed manner; and by slowly and deliberately showing them their responsibilities as members of a global community, we are doing our job as educators in preparing our students for their future.
Overview
The Allendale Columbia Lower School faculty, in their goal to respond to the needs and interests of students, made the decision to replace the term “curriculum guide” with Framework for Learning. Framework for Learning allows teachers to meet the needs of their students within a structure that creates engagement with the learning process and that prepares our students for a successful future.
The Lower School Program structure is made up of many interlocking parts, all of which provide strong skill sets in basic core areas, offer opportunities for collaborative teaching and learning, and take into account individual student strengths, interests, and needs. This structure includes: Foundations, Inquiry-Based Learning Units, Special Subjects, and a Year-Long Theme.
Foundations Curriculum
The Lower School Foundations program provides a strong basis of reading, math, and communication (writing and speaking) skills. Students spend a part of every day with their grade level teachers working toward basic mastery and beyond, depending on their readiness levels in these three areas. A continuum of learning is in place that serves as a guide for where students should be as they move on in their learning journey.
At the elementary level, we recognize that students at any age can be at a variety of different levels in the developmental process, so it is our goal to facilitate at least a year’s worth of growth in the foundation areas during the school year.
We believe that foundation skills are necessary for students to master in order to become strong and independent learners. This curriculum also offers students the opportunity to discover their strengths as learners, which fosters an appreciation for how they learn.
COLLABORATION IN THE TEACHING PROCESS, as well as collaboration in the learning process, build a strong community and tap into the gifts that each one of us brings to our world. An educator can no longer shut the classroom door and be a “one size fits all” teacher. When all of the adults in a school share their expertise, experience, and wisdom in educating our students, the canvas of learning explodes with depth and satisfaction.
Enjoy the Lower School Framework for Learning, and know that it is dynamic because we are always incorporating into our program new ways to educate our students.
Inquiry-Based Learning
When students ask questions to which they want solutions, they are automatically connected to the learning process.
Inquiry-Based learning begins with a Driving Question. With the help of teachers, students break down the driving question into paths of learning, or the skills and knowledge they need to acquire in order to respond thoughtfully and intelligently to the driving question.
Inquiry-Based Learning is a way of life in the Allendale Columbia Lower School. Students in kindergarten through fifth grade question, research, interview, survey, hypothesize, experiment, create, build, debate, and perform to gain knowledge. As this knowledge is shared with other members of the class, students move closer to an answer, a solution, a recommendation, a decision, or a product that responds to the driving question.
Because the scope of learning is so wide in InquiryBased learning, the lead teacher or students often call upon the expertise of other teachers, staff members, and outside experts, making this type of learning a truly collaborative process.
Some of the Driving Questions developed in previous school years included:
How can historical leaders inspire us to take action? How can cities create sustainable urban renewal? How do our identities inform our values, ideas, and actions?
Inquiry-Based learning projects involve hands-on, collaborative, and authentic learning facilitated by groups of teachers and outside-of-school experts. Students enjoy sharing their projects with families and friends at the end of each Inquiry experience in a variety of ways.
Special Subjects
In addition to their grade level teachers, all Lower School students work with several specialist teachers over the course of a five-day cycle in K-5 and a fiveday cycle in Pre-Primary. Specialists teach core skills in their discipline, which can be found later in this document, but leave room to collaborate with and support grade level teachers, as well, on Inquiry-Based learning experiences.
While grade level teachers work with a child for one year, specialists work with the child for the entire time the child is in the Lower School. The result is that specialists get to know their students very well and can offer great insights about each child to the grade level teachers. Parents are encouraged to get to know our specialists because of the significant role they play in the lives of our students.
Special subjects include music, chorus, band, technology literacy/library, art, Spanish, physical education, and STEM (science, technology, engineering, and math).
School’s Strategic Plan
The School’s N-12 strategic plan includes the following strategic themes: Expanding the Path: Personalized Learning Opportunities, Beyond Academics: Educating the Whole Child and Connections at the Core. In our program planning, the Lower School supports these strategic themes in the following ways:
GLOBAL AWARENESS: Every grade level in the Lower School (preschool-5) studies the geography, customs, and culture of the world around them through authentic inquiry that is interwoven throughout various Inquiry-Based Learning units during the school year.
STEM: Students in grades K-5 take part in regularly scheduled STEM classes every week. We recognize that our young students need a foundation in the core skills of scientific inquiry. They spend time in the STEM Lab with our STEM educator learning the skills that will enable them to progress and find solutions to problems. This is essential so that our students can be successful in their Inquiry-Based Learning units where they need to apply these skills. Core components of their STEM experience includes robotics, optics, and concepts accessible across grade levels such as conservation, cycles and patterns, energy and motion, space and time, creating models, invention and simulation.
FOUNDATIONAL LITERACIES: The teaching of foundations is an integral part of the Lower School program and are included in the curriculum as both stand-alone subject areas, as well as, included throughout the authentic inquiry that is found as
students solve problems collaboratively during their Inquiry-Based Learning units.
Student Success Team Support
Social, emotional, and academic student progress is supported by the Student Success Team, whose membership includes the Head of Lower School, the Math Specialist, Literacy Specialist, our school counselor, the Speech-Language Pathologist and classroom teachers or other specialists as necessary.
Members of the SST work with teachers to provide supports in and out of the classroom setting. Tier 1 support references the instruction happening in the classroom that is available to all students. It consists of different accommodations that help children make progress in an area of challenge or enrichment. Tier 2 support is enacted through a referral by a classroom teacher when they see that a child is not making adequate growth in response to teaching. We are able to address a child’s learning needs through push in or group pull out interventions by our math and/or literacy specialists or content band teacher. A child’s growth or “response” to the intervention is tracked periodically by staff over 6-8 week increments and updates will be provided to the family.
As the School tracks a child’s progress, if it’s decided that more support is needed, we will continue to refine the interventions that are being provided by making adjustments to group size, content focus or teaching approach.
It is a parent’s right to refer their child for special education services through the Pittsford Central School District at any time.
Student Progress Evaluations
The academic year is divided into two semester marking periods. At the end of each semester, students receive report cards with extensive narrative assessments. We do not offer grades because we do not compare students to one another, nor do we assess a student against grade level expectations. Instead, we evaluate individual progress in a variety of ways and report this progress through the narrative format. Halfway through each semester, parents are invited to a conference with the homeroom teacher to discuss the student’s progress and to establish a plan of action to meet the current needs of the student. Either the parent or the teacher via email or telephone may initiate additional conferences. Parents are encouraged to follow teachers’ Seesaw pages, and our AC Facebook page to stay up-to-date with student progress and the good things that are happening in their children’ s education.
Play
Play is an essential component of the Lower School experience. Play gives children the opportunity to develop strong social skills, problem solve, and strengthen sensory and gross motor skills. All Lower School students have a morning recess built into their daily schedule. A teacher may elect to schedule an additional recess during the day.
Responsive Classroom
The Lower School follows the Responsive Classroom approach to learning which emphasizes academic, social, and emotional growth in a strong classroom community. Morning Meeting allows students to have success in both social and academic areas. This approach also encourages students to take responsibility for their actions and to develop an understanding of being a thoughtful and engaged global citizen. We have also built in a dedicated time at the end of the day for reflection. Reflection is an integral part of the learning process. It allows us to learn more about ourselves and how we learn, but it also aids us in improving academic skills.
Lunch
A family-style lunch is served every day in the Dining Commons. Students from different grade levels are assigned to a lunch table supervised by a teacher. Every month, the assignments change so that by the end of a school year, each child has had the opportunity to get to know other Lower School students and teachers. Older Lower School students serve as head and assistant waiters at each table to facilitate the serving of food and drink and the clean up at the end of lunch. Lunch begins with announcements such as an acknowledgment of birthdays, preparation for special events, and the food tip of the day. Our food service team works closely with the School Nurse, parents, and faculty and staff to monitor food allergy issues.
Special Events
The Lower School program is enriched with special events unique to each grade level, field trips, and long-standing family traditions that offer fun ways for the whole family to participate in school life. Examples include the Holiday Breakfast, Kite Day, Lower School Musical, and concerts. From time to time, all Lower School students come together in the Curtis Performance Center to enjoy an assembly or a Celebration of Learning.
Lower School Math
Mathematical studies continue to evolve into our 21st-century learning environment. The Lower School Mathematics curriculum is organized on a continuum so that instruction can be tailored to individual needs. Concepts and skills are introduced, while the children’s learning is reinforced through hands-on experiences using technology, manipulatives, research and games. While building the math foundations, there is a consistency of common language and math vocabulary that follows each child throughout his or her elementary years. Our program is also rich in the development of problem-solving strategies so that our children develop their ability to be resilient, innovative thinkers and confident mathematicians.
MATH INVESTIGATIONS:
In 2019 we researched several math programs that would align with our continuum and provide an inquiry-based and problemsolving approach to mathematics. In the summer of 2020, we partnered with the University of Rochester’s Warner School of Education and their Mathematics Education Outreach Center to further develop our program. We have adopted the TERC Investigations mathematics program as it most closely aligns with the continuum and program we have developed over these past few years. Our Lower School teachers participated in professional development to learn how to best implement the TERC Investigations math program in alignment with our values and mission at AC.
Lower School teachers believe that it is essential for basic math fact recall to be automatic while also building conceptual understanding of number sense. When students delve into the applications of math or higher levels of math study, knowing basic facts instantly expedites the learning process. It has been observed that when a student does not have immediate recall of basic facts, the overall process of problem-solving slows down and becomes a challenge which can impede further progress. Students are expected to spend time working on their automatic recall of addition, subtraction, multiplication, and division facts at home to supplement their work at school until success in this area is achieved.
The Lower School Math Specialist works collaboratively with teachers to prescribe enrichment and/or reinforcement activities in math to support student learning.
Our math program provides an opportunity for children to learn math concepts and skills through technology, investigations, collaboration, research, and interdisciplinary measures with applications into the real world. Through authentic learning, students make global connections and discover that math is everywhere.
Overview
Lower School Reading
Heggerty Phonemic Awareness lessons begin in Pre-K and continue through second grade. We also incorporate Wilson Foundations as our core resource for our phonics program.
All Lower School teachers employ the framework of Reading Workshop and Balanced Literacy in daily classroom reading instruction.
Reading Workshop is characterized by a community of readers who are:
• Working together to pursue common and individualized goals.
• Actively partaking in meaningful discussion, reading, and writing.
• Building upon strengths to address needs.
• Learning responsibility and accountability for themselves and others.
• Being challenged by high expectations.
Reading Workshop incorporates whole group, small group, and individualized instruction. This makes it possible for readers to work cooperatively with their peers and independently at their own levels while being challenged to meet personalized goals. Students’ reading levels are assessed several times throughout the year so that teachers can tailor instruction to their individual needs.
The framework of the Reading Workshop Method includes:
• Mini-Lesson - Whole group lesson in strategies to figure out words, develop comprehension skills and develop vocabulary.
• Independent Reading - Students read at their independent levels for sustained periods of time.
• Sharing - Follow-up to the mini-lesson.
• Shared reading - Whole and small group reading and instruction: comprehension, word work, vocabulary, grammar, fluency.
• Word Study - Phonics instruction.
• Literacy Centers - Students work on group or individual projects.
• Read Aloud - Students listen and talk about a book in deliberate, scaffolded conversations.
• Specific learning outcomes can be found in our Literacy Continuum.
Students become effective writers by writing on a daily basis. In the primary years, students write daily in journals, using personal narratives that reflect their observations and thoughts about the world around them. Directed writing assignments are introduced, as well, that reflect student feedback to literature. As students are introduced to different genres of literature, they are expected to emulate those genres in their writing.
Because the developmental process plays such an important role in a child’s readiness to write thoughtful, organized, and reflective pieces, much of the writing instruction is done on a one-to-one basis between teacher and student.
Grade Levels at a Glance
Kindergarten
As the first year of the Lower School Division, Kindergarten assimilates our youngest students into the culture of the Lower School in a way that is socially and cognitively age-appropriate for five- and six-yearold children. Students are exposed to the foundations of reading (phonics and phonemic awareness primarily), writing, and math that will continue throughout their Lower School years. Reading instruction occurs in flexible learning groups through Reading Workshop and Guided Reading, which may begin closer to winter after the children have acclimated to kindergarten routines and rituals. Writers’ Workshop encourages children to write phonetically and creatively. Our math instruction includes a variety of manipulatives and hands-on experiences to give children concrete experiences with math concepts. Because the developmental process plays such a strong role in the readiness level of children at this age, teachers assess the readiness of each child and adjust the program to address the needs of the individual student. Activities in Kindergarten help build problem-solving skills through Inquiry-Based learning and authentic experiences. Our projects are flexible, allowing for student interest to help drive the direction of the learning focus. The large classrooms provide centers for enrichment, art activities, block building, and other forms of purposeful play. Children are encouraged to explore their interests and develop productive relationships with peers during these times of experiential learning. Rich social studies and science topics offer interesting experiences to enrich the learning process, and the utilization of iPads and the SMART Board support these projects.
First Grade
The first-grade experience is authentic and InquiryBased. In this program, students begin to examine how they fit into a larger community. They look at their role in responding to the needs of others and their responsibilities as individuals in the world. These authentic experiences help to promote independence and critical thinking skills that are essential for the 21st-century. Projects and assignments in all areas are driven by students’ interests. Early on in the school year students engage in an inquiry around the human body and its various systems. Our units incorporate many of the necessary skills that students need to learn in first grade, including independence and taking responsibility for themselves, their learning and their materials. Independence continues throughout our Reading Workshop and Guided Reading programs. First graders develop a solid foundation in literature and word recognition through this process. As they learn new reading skills and strategies, they have the opportunity to
implement them at their independent reading level with others across grade levels. This type of student interest lends itself to a program in which learning is connected to each student’s ability level. Students want to know the science, math, reading, and writing skills that feed their interests. They are able to grow and develop as children, as well as members of a larger community.
Second Grade
Modern teaching and learning are vastly different from past practices in education. Therefore, second grade is a year filled with authentic 21st-century learnercentered experiences, along with instruction of foundational skills: reading, writing, spelling, math, speaking, listening, and thinking. They develop the ability to ask deeper questions, search for answers, and, perhaps most importantly, seek help when needed. Pursuit of interests and innovative solutions to challenging problems is a critical skill that students explore in second grade.
Examples of some interest projects from past years included:
• An interdisciplinary investigative class pet project.
• A redesign of the second-grade classrooms after conducting interviews with experts, taking surveys, and studying color and design information.
• A collaborative animation and video game design.
• A research and website project to learn about the animals that live in the wild on our campus.
• An endangered animal podcast and website design learning experience.
• In collaboration with the art department, a deep dive into the topic of resilience and identification of famous figures who display these characteristics.
• Research about cultural and family traditions.
Second graders are encouraged to learn from mistakes, and not to be afraid to stretch their thinking and test their ideas. Effective communication and the ability to work well with others are essential to student success. Students continue to learn to respect differences, effectively collaborate with diverse personalities, and strengthen one’s character. These skills are essential for the full realization of innovation as students work together to solve problems. Technology affords many avenues of communication and collaboration. Ergo, teachers guide and assist students in the appropriate use of technology tools to enhance these skills. The integration of technology allows the students to engage in a personalized, yet socially collaborative, educational experience that ultimately encourages a lifetime of learning.
Grade Levels at a Glance
Third Grade
Third grade is a turning point for language arts as students move from learning to read to reading to learn. Within the context of the third-grade balanced literacy approach, students practice many language arts skills. They engage effectively in a range of collaborative discussions and build text-based arguments. Students write routinely for both short and extended time frames, determine the meaning of unfamiliar words using a variety of strategies and compare and contrast two texts on the same topic. Students also explore different genres and practice reading independently. They use literacy notebooks as a tool in which they respond to what they are reading. Students record information and engage in writing and reflecting on different experiences. Proper spelling, grammar, and sentence structure become essential for effective communication. Students have opportunities to share their ideas and thoughts, both orally and written, in a variety of ways. Some examples include personal reflections, essays, blog posts, emails, and presentations.
The third-grade math program continues to strengthen a necessary foundation of skills and concepts, but also introduces students to deductive and inductive thinking in problem-solving exercises. Students are encouraged to apply their prior knowledge to problem-solving using the way they “think about math,” rather than simply employing formulaic procedures. Classroom and computer-generated games enhance student learning. Students collaborate in small groups to reinforce concepts taught during whole group instruction. Learning is differentiated within these groups to support the needs and challenge all learners.
Inquiry Learning is a key component of the third-grade experience. Projects are interdisciplinary, far-reaching, and fun and are designed to create real-world connections to learning. Research and public speaking skills are highlighted throughout the year.
Some examples of past projects include:
• Redesigning the lower school snack program
• Investigating children’s lives around the world
• Discovering how people share their creativity globally
• Evaluating technology as a form of communication
Fourth Grade
Fourth-grade students continue the challenge of collaborating on cross-curricular learning activities. Classroom collaboration is the stepping-stone to interdisciplinary experiences that allow students to work together in the intermediate grades, as well as across Divisions. Investigations are fluid and flexible based on students’ needs and interests. Each year, the activities range from spontaneous learning moments to community events such as Blue/White Day.
Students read books at their independent reading levels. The skills developed in Reading Workshop help students continue to make the transition from learning to read to reading to learn. Essential critical and inferential thinking skills are reinforced through the use of fiction and nonfiction selections. Every student has frequent opportunities to work with their teachers to explore personal literary interests. Writing continues to be an essential part of the academic program. Students may keep journals, structure responses to reading, and write compositions and essays. Working closely with teachers, the technology educator, and the Librarian, students learn the appropriate and responsible method for citing resources. A continued focus on the conventions of writing strengthens their ability to communicate effectively. Communication is a vital skill to be successful in our global society. Although technology enhances the delivery and way information is transmitted, students are expected to speak confidently and comfortably. Fourth grade offers multiple opportunities to learn, practice, and refine public speaking skills. Whether teaching others about a personal interest in the classroom or sharing their expertise at school-wide events, students hone their skills in a practical setting.
Fourth graders begin developing a historical perspective, placing their lives in the context of the past. Local awareness helps students build on their knowledge about local functions and work toward practical application in a global community.
In fourth grade, the study of mathematics emphasizes practical applications, problem solving, and estimation in each operation. Through a developmentally appropriate approach, students build upon foundational skills. As confidence and interest grows, students feel empowered to extend beyond topics through learning centers, projects, and use of computers and iPad applications. Real life experiences that encourage economic literacy are incorporated in class. Enrichment is available in the classroom setting and with the Math Specialist and our Literacy Specialist.
Fifth Grade
Fifth graders are ready and eager to make connections between their real-life experience and new areas of knowledge. Discovering relationships among various branches of study is fostered by an interdisciplinary approach. As independence develops, students are encouraged to exercise autonomy when selecting independent projects, and they develop unique solutions to problems. Fifth graders experience a wide variety of literature in both independent book choices and in the selections read with large and small groups. A fifth grader’s growing ability to understand and communicate with others stimulates conversation as students work with partners, in small groups, and as a whole group. Students respond to what they read in student-led discussion groups and in blogs. During debates and exchanges of views, students are able to learn how different people can understand and respond to a piece of literature in diverse ways. There is nothing like sharing ideas within a community of readers.
Student interest helps to determine the topics that frame academics. Interdisciplinary projects have dealt with the concepts of earth systems, the history of Rochester, and developing content for a digital downtown walking tour. Projects that include art and music are always enriching. For example, when participating in the “Identity” project, students studied a variety of musical genres and then composed original playlists for the countries they created. They also explored various forms of currency and sculpted models of their own coins.
As fifth graders begin to develop their abstract reasoning skills, mathematics is an exciting and interesting subject. They have developed many of math’s basic building blocks, and are now able to apply and combine them in increasingly complex ways. An ability to associate fractions, decimals, and percentages is a good example of their newly found skills. Technology impacts individual progress in math as students play games and solve problems with a variety of applications. Creative, hands-on projects are encouraged, and fifth graders work together to solve problems like, “How many containers would it take to fill the room with popcorn?” Three-dimensional constructions help fifth graders to discover or reinforce geometric concepts.
Written and oral communication are at the heart of many fifth-grade activities. Whether expressing good reasoning in a compare/contrast essay that explains ideas formulated in a project, detailing steps used to solve a math problem, creating and supporting an argument, or writing a creative response related to a book, students learn to use language to communicate and to express themselves.
Special Subjects
In addition to their grade level teachers, all Lower School students work with several specialist teachers over the course of a cycle. Specialists have their own curriculum, but leave room to collaborate with and support grade level teachers, as well, on Inquiry-Based learning experiences.
While the grade level teachers work with a child for one year, the specialists work with the child for the entire time the child is in the Lower School. The result is that the specialists get to know their students very well and can offer great insight about each child to the grade level teachers. Parents are encouraged to get to know our specialists because of the very significant role they play in the lives of our students.
Science, Technology, Engineering, and Mathematics (STEM)
SCIENCE AND ENGINEERING: DISTINCT DISCIPLINES IN STEM
EDUCATION
We are fortunate to have a certified and experienced STEM educator, who is also a former corporate professional in software and electrical engineering, specialize in bringing real-world applications to enhance student learning experiences. With teaching both the Life and Applied Sciences, our STEM educator believes it is a priority to clarify that Science and Engineering are not mutually exclusive disciplines. The disciplines are distinct, but they are highly dependent on one another for the success and advancement of each. As young students implement the Scientific Method, they understand that Science is an inquirybased discipline in their role as experimental researchers, and when implementing the Engineering Design Process, they understand that Engineering is a task-oriented discipline in their role as solution strategists. With this interdisciplinary foundation laid, the Lower School STEM students are well prepared for progressing onto comprehensive scientific learning and systematic applications in-real world engineering education.
STUDIES IN THE LIFE SCIENCES
Lower School STEM students participate in a variety of life science studies with further developing the skills of scientific inquiry and observation, research, data collection and logging, and experimental lab activities. Students further their research practices and reporting methods as they determine and present their predictions, hypotheses, and conclusions. Sample areas of study include life cycles, characteristics of organisms, limnology (stream and water studies), ecosystems (hydroponics versus aquaponics), and environmental studies, as well as sampling bacterial cultures, testing theories on changes in habitat and
effects on living things, observing and reporting on microscopic organisms and live specimens, and so on.
JUST LIKE REAL SCIENTISTS
Global partnerships have also provided Lower School STEM students the opportunity to continue fieldtesting cutting-edge technological solutions developed by international scientists including a virtual-reality software company in Munich, Germany and a wind turbine company in Madrid, Spain. Young students are truly inspired by working alongside global scientists who are persevering in solving real-world issues, as well as advancing scientific knowledge.
JUST LIKE REAL ENGINEERS
In the context of designing and building smart robots programmed with actuators and sensors, students are provided a comprehensive and systematic sequence of problem-based modules in structural design as well as with programming robot navigation and manipulation. Students solve for mission challenges in a variety of tournament fields with implementing iterative development and testing with continually improving upon mechanical functionality and robot performance.
INQUIRY-BASED LEARNING
Young students are highly engaged when presented with a comprehensive unit of study structured around real-world, relevant, and probing questions such as, “Do you think drones will have a positive or negative effect on civilization?” In this inquiry and investigative approach to learning, specific content area distinctions become blurred as students embrace a truly interdisciplinary approach to applying their problemsolving and cross-content area skills throughout open-ended, meaningful, and student-centered learning experiences.
DEVELOPING STEM FLUENCY
We strive to achieve a STEM education model that is innovative, challenge-based and integrated into our inquiry-based program in the lower school. Throughout this real world and dynamic approach to learning, young students are highly engaged with making meaningful content area connections while taking ownership of their learning. Building a culture of curiosity and the risk-taking mindset of young children, the Lower School S.T.E.M Team is passionate about advocating the urgency of developing STEM fluency in the early elementary grades for sustaining interest and building competency across the STEM disciplines, as students’ progress into their Middle and Upper School years. Surely, the remarkable success of students in their very formative years lays a strong foundation for what’s to come.
Music
The music program in the Lower School is centered on helping children develop foundational musical skills that empower them to develop and express their creativity. Students explore and acquire musical skills through singing and chanting, movement and dance, instrument performance, improvisation, reading, and composition. Students apply these skills and knowledge in a variety of settings, including general music classes, musical projects, and ensemble performances. Through these experiences, students cultivate an appreciation for music and develop the foundational knowledge and skills necessary to participate in and enjoy music throughout their lives.
GENERAL MUSIC
All Lower School students participate in general music classes where they experience music from multiple cultures and are taught musical vocabulary and music literacy. Students have opportunities to take risks by expressing themselves and their musical ideas in a supportive environment. General music classes also include Inquiry-Based Learning projects, where students have the opportunity to apply their musical skills to larger questions, make connections across disciplines, and share their learning in a variety of creative ways.
MUSICAL ENSEMBLES (CHORUS AND BAND)
Through participation in musical ensembles, students experience the joy of performing with their peers as they build teamwork and collaboration skills. Musical ensembles offer students a new application for their growing musical literacy and creativity. Beginning in third grade, chorus is offered to all students. In chorus, students focus on good singing technique, including breath support and tone, while singing a variety of repertoire. Third-grade students begin formal study of an instrument through performance on the recorder and by fourth grade, students are invited to study a band instrument. During instrument lesson and band class, students develop their technique and tone, and apply these skills to learn familiar folk songs and band music. These new challenges help students develop resiliency through musical study.
SCHOOL PERFORMANCES
At Allendale Columbia, students have multiple opportunities for musical performance, and families are always welcome to attend.
Some of our performances include:
• Ensemble performances at annual school-community celebrations, such as Holiday Breakfast and Strawberry Breakfast.
• Bi-Annual Evening Concerts (Grades 3-5) that represent a culmination and celebration of students’ work in their ensembles.
• Solo Performance Night: an event for individuals to share their musical talents.
• The Lower School Musical (Grades 4-5): A highlight of the year in which all students play a part speaking and singing on stage. Together, they create a fun, collaborative performance that is greatly anticipated throughout the Allendale Columbia community.
Art
The Lower School Art curriculum emphasizes childcentered learning. While engaged in the art making process, students gain skills in expression, observation, creative problem solving, critical thinking, reflection, and cooperation. Students attain a broadened understanding of the art world and the importance of creativity in all facets of learning. Throughout each year, students create a balanced portfolio of two- and three-dimensional works of art utilizing drawing, painting, printmaking, mixed media, ceramics, and sculpture techniques.
The art teacher works closely with Lower School teachers to integrate experiences with core subjects and Inquiry-Based Learning units for students in AC3s/ Nursery through fifth grade. In addition, crossdivisional art experiences are created for students to learn alongside Middle and Upper School students.
Spanish
Our Lower School Spanish Program begins in AC3s/ Nursery and continues through grade five. Students in AC3s/Nursery through grade one focus on basic vocabulary and phonemic awareness, such as the alphabet, letter/sound relationships, vowels, and sight words. The program in grades two through five places emphasis on utilizing vocabulary for basic sentence writing and reading in Spanish.
The language acquisition goals for our students leaving Lower School Spanish are for them to reach the novice medium to novice high levels in speaking, writing, listening, and reading. However, higher levels of acquisition can be reached by those students who are ready for this level of achievement.
Throughout all grade levels, we acknowledge the importance of implementing the cultural aspects of Spanish-speaking nations. This occurs through the study of music, native dances, foods, geography, stories, dialect and accent variations, and hands-on experiences. By the time students leave the Lower School, they will have experienced the culture of all twenty-one Spanish speaking countries.
Special Subjects
Library
Allendale Columbia School’s Rumsey Library is designed for exploring the world through many rich and rewarding avenues. For example, the World Studies section features children’s books in other languages and an extensive collection of folklore arranged geographically by continent of origin.
The Lower School collection supports reading literacy, and specifically the Reading Workshop program. Collaboration between the Library and the homeroom teachers (often with specialist teachers as well) supports a variety of additional literacies. Visual literacy is fostered by the graphic (comics) collection, study of illustration styles, and collaboration with the art teacher. Digital and information literacies are supported by a research website designed for Lower School researchers, collaboration with the technology instructors, and a healthy amount of encouragement. Researching ethically, responsibly, efficiently, and successfully requires persistence and years of practice, starting with our youngest scholars.
The library program is designed to help every student be a good citizen who confidently explores, critically thinks, enthusiastically reads, and creatively communicates all that they discover, whether from online or print sources, from stories of all kinds, from each other, or within themselves.
Physical Education
The Physical Education curriculum is designed to challenge students’ minds and to foster their social and emotional growth, as well as their physical development. Through developmentally appropriate activities, students work to build self-confidence and a desire to play and have fun. Activities involving color, numbers, shapes, vocabulary, listening, and direction following challenge the students’ minds, as well as their bodies. The concepts of space, direction, body awareness, fitness, locomotor and non-locomotor skills, and manipulate skills are included. As students demonstrate readiness, they are introduced to specific sport skills and activities. Good sportsmanship is developed through all activities in physical education.
Kindergarten students continue to build on the basic skills introduced in the Pre-primary program. They are challenged to improve their skills through planned group games and individual tasks. Specific sports’ lead-up activities become a consistent element of the curriculum. Students in grades one through five begin a solid program of exposure to team and individual sports, working to develop competency, as they progress through the grades. This includes a broader spectrum of sport skills that will enable the students to participate in a variety of individual and team sports, as well as recreational activities. Fitness is a constant focus. It is the goal of the program for students to find enjoyment and satisfaction in being physically active. Equally important is the development of good citizens who understand and practice personal accountability and responsibility.
Innovate & Educate: May Term
May Term at AC exists to provide educational opportunities outside of the normal structure of the school year to support intellectual discovery, encourage collaboration, and foster community involvement. Embodying AC’s core values, May Term provides authentic learning experiences through both faculty-led sessions and student-led workshops.
During May Term, students will experience eight days of in-depth, hands-on learning, covering a range of topics and allowing students to work across divisions on projects that impact the larger community, creating an enriching experience that delves deeply beyond the traditional curriculum. Students will be placed in one to two teacher-led sessions and a variety of student-led workshops based on the areas of interest indicated on their registration, while keeping developmental needs in mind.
READ ALL ABOUT IT! Lower School Newspaper
LOWER SCHOOL
Did you know that Middle and Upper School each have a newspaper, but Lower School doesn’t? Let’s change that! If you enjoy creating comics, designing catchy headlines, taking pictures, interviewing your peers and teachers, and writing reviews, then sign up for this course.
Engineering, Design, and Art: Challenge Edition
LOWER SCHOOL
Put your engineering and creativity to work as you solve design challenges in wacky and innovative ways. Daily challenges will feature science and tinkering materials, teamwork, and a bit of friendly competition. Art experiences and explorations will be sprinkled throughout the four days.
Nature Navigators
LOWER SCHOOL
Nature Navigators is an exciting, hands-on adventure where we explore AC’s amazing nature trail and campus! In this May Term, you’ll learn essential first-aid skills, master the use of a compass, and investigate local ecosystems. We’ll dive into an ecological plot study in the woods to observe plants, animals, and artifacts up close, and also explore the wonders of Allen’s Creek. Through fun activities and real-world exploration, you’ll gain practical outdoor skills while discovering the beauty and science of nature. Get ready to navigate, observe, and explore like a true Nature Navigator!
Extremes
LOWER SCHOOL
Students will learn about and engage in hands-on activities related to extremes of the Earth, our bodies, the solar system, and other aspects of the world and beyond. Topics will include astronomy, geography, the physical sciences, and more. ecret Language: Cryptography & Secret Codes
Secret codes are a fun form of communication that you may love to learn and practice. Communicating in codes is a clever, secretive, and enjoyable way of sharing ideas. Talking or writing in codes will boost your problem-solving abilities. It can also help sharpen your communication skills and build your confidence. Since coding and decoding involve brain work, learning secret codes increases mental agility. Students taking this class should be motivated, resilient, and patient— not only to learn codes and ciphers but also to decipher them. Bring your enthusiasm, your love of mystery, and endless curiosity to learn cryptography!
Flowers
LOWER SCHOOL
Do you love flowers? Let’s learn about the symbolism of different flowers, the flowers associated with each birth month, and how flowers can be used in everyday life. We’ll make flower bookmarks, paper bouquets, pressed flower lanterns, and many other exciting creations—all centered around flowers!
