Berwick Academy Lower School Curriculum Guide

Berwick Academy Lower School Curriculum Guide

2015-2016

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Table of Contents Welcome..............2 Berwick Academy Mission Statement..............3 Lower School Program Overview..............3 Lower School Community..............4 Lower School Grade Level Overviews..............5 Homeroom Subject-Area Overviews..............8 Language Arts..............11 Social Studies..............18 Unified Arts..............19 Academic Support..............28 Wellness Program..............28 Early Bird and Aftercare Programs..............30 Parent-Teacher Conferences, Report Cards, and Standardized Testing..............30 Sample Daily Schedules..............32 Faculty Listing..............38

Welcome Welcome to Berwick Academy’s Lower School. We hope this Curriculum Guide is helpful in highlighting our pre-kindergarten through fourth grade program. As the Academy’s foundational division, we take seriously our pursuit of teaching the whole child through exemplary approaches in academics, arts and athletics. We also respect the crucial role that social-emotional student growth plays in setting the stage for well-rounded learning in a nurturing and challenging environment.

While this curriculum guide offers an overview of Lower School programs, it also covers a variety of other areas pertinent to the Lower School experience. We hope you find it helpful in better understanding and appreciating life within our Division.

Sincerely, Joel Hawes, Lower School Director & The Lower School Faculty and Staff

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Berwick Academy’s Mission Statement Berwick Academy, founded in 1791, is a Pre-Kindergarten through Post-graduate college-preparatory day school dedicated to promoting virtue and useful knowledge among the rising generations. As one school with three divisions, Berwick develops balanced leaders through personal relationships that foster confidence and achievement. By engaging in a program distinguished by academic challenge, creative expression and performance, innovative technology, ethical sportsmanship, wellness, and a commitment to the common good, Berwick graduates become resilient citizens by living our core values of balance, engagement, excellence, and integrity.

Lower School Program Overview In a distinctly joyful environment, our program provides a comprehensive educational foundation by focusing on the academic, social, and emotional needs of our pre-kindergarten through fourth grade students. We foster a passion for learning with our blend of core curriculum and unified arts classes. In a supportive setting, students deepen their curiosity and creativity, develop critical thinking skills, and become contributing members to their class, division and school.

Our classroom curriculum balances traditional principles in reading, writing, math, and social studies instruction with innovative experiences including individual research projects, small-group literacy classes, and full-class explorations. Educational units often culminate in a meaningful assignment, presentation, or project. The unified arts subjects add to the balanced academic program. Based on

grade-level scheduling, our students participate in art, library, music, passport to world culture, physical education, science, technology labs, and the world languages of Mandarin Chinese and Spanish.

Most importantly, a sense of camaraderie and support permeates the Lower School environment. Our varied group experiences help students realize the importance of actively contributing to our community. Group participation through programs such as singalongs, ACES (All Children Exercising Simultaneously), health and wellness events, reading buddies, and the student ambassador program help our students realize that they are members of a community in which all are invested in their growth and success.

Lower School Instructional Overview Creative opportunities exist in a wide variety of settings, ranging from classroom lessons to off-campus field trips, as well as cross-grade engagements with older students who serve as mentors and reading buddies. The Lower School faculty guides our students toward academic independence through activities that range from traditional instruction to open-ended experiences, depending on the desired learning objective.

We emphasize analytical and critical thinking skills, and we fine-tune these aptitudes through culminating projects and performances. As students begin sharing their own perspectives, we encourage everyone to consider and appreciate all points of view. Berwick’s Lower School teachers are committed to bringing out the joy and passion of each child. At each opportunity, teachers make every effort to develop lessons that are both relevant and inspirational.

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Lower School Community Developing a sense of community through group participation and celebration with special events is an important component of the Lower School program. The events that follow offer a sample of the activities that occur throughout the year.

family fun around the game of bingo with prizes for the students and pizza for all.

Lower School Production: The annual Lower School

Production is a much-anticipated event for our students and community. Under the direction of our skilled facLower School Assemblies: The Lower School students ulty members, our division eagerly prepares for its annual meet weekly for a Friday morning assembly with topics spring performance. This kindergarten through fourth ranging weekly from holiday celebrations to sing-alongs grade interdisciplinary learning opportunity blends drato service project reviews. Faculty announcements, matic, oral, and musical performance with classroom curfourth grade ambassador reports and the weekly birthday ricular goals. The process culminates in stage productions song round out the assemblies. Assemblies can also be for student and family audiences. all-school affairs ranging from our traditional Tenth Day Assembly to our Martin Luther King, Jr. Assembly to our Service Projects: Each Lower School grade takes on a Earth Day Assembly. service project at a designated time during each school year. The students and teachers actively work together Halloween Parade: On the Friday afternoon closest to to support a chosen program or cause that is integrated Halloween, Lower School students take time from their in some manner into the grade-level or division-wide studies to dress in their Halloween costumes and partici- program. Berwick also has several cross-divisional service pate in a parade that circles the campus. Parents are in- projects that occur throughout the year. vited to attend and cheer on the event, as are students and faculty from the older divisions.

Young Authors Day: This event, held near the end of the school year, highlights the students’ writing, reading Winter Solstice Assembly:Held on a Friday morning and presentation skills. Mixed-grade groups of students in mid-December, the Lower School Assembly moves from and faculty meet to share written pieces which the students the Great Room to the Theater to celebrate the Solstice have chosen for this special day. Parents are invited Season. A variety of songs, dance and dialog make up this to attend the group readings in which their children festive performance, with family and faculty members in participate. After the group readings, the students each supportive attendance. receive a copy of the B.A. Bell (the Lower School literary publication) at a Lower School ceremony.

Pizza–Bingo Night: The Lower School Pizza Bingo Night is held on a Friday night in mid-January. It features

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Lower School Grade Level Overviews Pre-Kindergarten Program Overview Students come together in a nurturing, collaborative environment within the context of our pre-kindergarten setting. The program focuses on the social, emotional, physical, and cognitive growth of each child. In a structured, yet creative program students take part in activities that expand their social and cognitive accomplishments.

The children learn to become reflective problem solvers through in-depth learning experiences.

The pre-kindergarten curriculum is propelled by children’s interests, ideas, encounters, and discoveries as they explore a particular area of inquiry. Each year, investigations and projects differ as children and families bring new ideas and experiences to school. The interests of the children drive the emergent curriculum in unique directions, while classroom teachers interweave ageappropriate skills into daily learning encounters.

Learning is a “whole experience,” not separated by subject areas and time. Besides a variety of in-class endeavors, the students also participate in five unified arts classes: art, library, music, physical education and world language. An active connection with parents is supported through weekly blogs, documenting the children’s learning process.

Pre-Kindergarten Homeroom Subjects: Math, Reading, Social Studies, Writing Pre-Kindergarten Unified Arts Subjects: Art: One 30-minute class per week Library: One 30-minute class per week Music: One 30-minute class per week Physical Education: One 30-minute class per week Science: One 30-minute class per week World Language: One 30-minute class per week

Kindergarten Program Overview During this critical year of development, our kindergarten students take their next steps into their Berwick career. They arrive each day excited to join a joyful and nurturing environment that supports social, emotional, cognitive, and physical development.

We provide cross-divisional experiences that are designed to incorporate them into the Berwick community. The intentional balance of creative and academic instruction is presented to draw students in and immerse them in our thematic units of study. Our classroom set-up provides our students with the opportunity to gain independence and responsibility. The students take ownership of their learning environment by fulfilling daily jobs and responsibilities.

promotes a blend of small-group and full-class experiences that include math centers, literacy groups, and cooperative projects.

Students continue their exploration and growth beyond the homeroom classroom as they enjoy full use of our campus facilities for art, health/wellness, library, music, physical education, and world language classes. The whole-child learning experience is sustained through a strong school and home partnership where teachers and parents work closely together.

Kindergarten Homeroom Subjects: Math, Reading, Science, Social Studies, Technology, Writing Kindergarten Unified Arts Subjects: Art: Two 30-minute classes per week Health: One 20-minute class per week (with physical education) Library: One 30-minute class per week Music: Two 30-minute classes per week Physical Education: Two 40-minute classes per week Technology: One 30-minute class per week World Language: Three 15-minute classes per week

While recognizing that academic and social/emotional development varies with each child, our dedicated teaching team 5

First Grade Program Overview The first grade students build a firm foundation in essential skills while continuing their enthusiastic approach to exploratory education developed in the previous Lower School grades. Our curriculum emphasizes reading, writing, and mathematics as being paramount components of a strong program. Additionally, the students enthusiastically travel the globe as they examine countries and continents in social studies. Instruction is differentiated to provide individualized levels of support and to meet the educational needs of our young learners. Small group literacy and math enrichment classes ensure appropriate instruction for each and every student. Our goal is to foster confidence in academics and to develop foundational social skills.

Art, computer, library, music, physical education, and World Language classes are designed to complement and enhance the academic curriculum. Science and Passport to World Culture are also added as first-time special subject experiences—making the first grade student program broader yet in scope.

First Grade Homeroom Subjects: Math, Reading, Social Studies, Writing First Grade Unified Arts Subjects Art: One 60-minute class per week Technology: One 30-minute class per week World Language: Three 20-minute classes per week Health: One 20-minute class per week (with physical education) Library: One 30-minute class per week Music: Two 35-minute classes per week Passport to World Culture: One 60-minute class per week Physical Education: Two 40-minute classes per week Science: One 30-minute and

one 50-minute class per week

Second Grade Program Overview Throughout the year in second grade, students further enhance academic and social-emotional skills. They develop their language arts skills through small-group book discussions, a wide variety of shared literature experiences, author studies and daily reading experiences. Second graders are natural storytellers.

They begin to develop storyline sequences, careful word choice, effective narrations and editing skills. Math skills are further developed using the Math In Focus program.

Second grade students shine in 6

multiple opportunities to display their growing research and presentation skills. For example, in February, our class enjoys a week-long interactive study of Abraham Lincoln during our President’s Day observation. At the conclusion of the year, each student presents a personalized immigration project based on an immigrant ancestor. This experience culminates the over-arching social studies theme in second grade that America is a nation of immigrants.

Second Grade Homeroom Subjects: Math, Reading, Social Studies, Writing Second Grade Unified Arts Subjects: Art: One 60-minute class per week Technology: One 40-minute class per week World Language: Two 30-minute classes per week Health: One 20-minute class per week (with physical education) Library: One 40-minute class per week Music: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per week Physical Education: Two 40-minute classes per week Science: One 30-minute class and

one 50-minute class per week World Language Two 30-minute classes per week

Third Grade Program Overview The third grade year marks the transition from early childhood into middle childhood. These eight and nine year olds are becoming more adept at utilizing the skills they have gained in previous years and are putting these into practice each and every school day. Third graders continue to focus on their reading skills and fluency and begin to move toward the goal of reading to learn in all subject areas.

The Berwick Academy third grade curriculum encompasses a comprehensive study of the United States. The students, through a variety of projects, learn about the five regions of our country and are immersed in learning the vastness of the fifty states and enhancing their knowledge of where they live in relation to the country overall.

A continued emphasis on writing daily and promoting mathematical problem solving, in addition to daily reading opportunities, enhances the academic environment. Social and emotional aspects of learning are also promoted through individual and group experiences. Building on previous grades, a love of learning is encouraged throughout the third grade

curriculum.

Third Grade Homeroom Subjects: Math, Reading, Social Studies, Writing Third Grade Unified Arts Subjects: Art: One 60-minute classes per week World Language: Two 30-minute classes per week Health: One 20-minute class per week (with physical education) Library: One 60-minute class per

week (combined with tech. class) Music: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per week Physical Education: Two 40-minute classes per week Science: Two 40-minute classes per week Technology: One 60-minute class per

week (combined with library class)

Fourth Grade Program Overview Fourth grade teachers reap the benefits of teaching children who have gained a passion for learning after having been nurtured and supported through the lower grades. The fourth grade level revolves around an integrated curriculum based on carefully chosen class books that we read and share as a whole group.

their own character and integrity. Being at the “top� of the Lower School allows students the opportunity to practice what makes people strong leaders. Fourth grade offers a critically important experience which fosters the development of confident people and independent learners ready to take on their next step to middle school.

Fourth Grade Homeroom Subjects Math, Reading, Social Studies, Writing Fourth Grade Unified Arts Subjects Art: One 60-minute classes per week World Language: Two 40-minute classes per week Health: One 20-minute class per week (with physical education) Library: One 60-minute class per week

(combined with tech. class) Music: Two 35-minute classes per week; Passport to World Culture:One 60-minute class per week Physical Education: Two 40-minute classes per week Science: Two 40-minute classes per week Technology: One 60-minute class per week

(combined with library class)

Our year begins with a focus on wellness, accepting differences, and making good choices which continues throughout the year. Students discuss sensitive issues which belong to our book characters, which in turn provide an opportunity for fourth graders to think about and develop 7

Homeroom Subject-Area Overviews Pre-Kindergarten Curriculum Guidelines The curriculum in our Pre-Kindergarten class reflects a safe and nurturing environment that encourages a child’s physical, social, emotional, intellectual, and language development.

The learning experiences are meaningful and relevant, helping children make connections between what is being taught and their own life and experiences. All class activities and experiences are appropriate for the children’s developmental level.

Social/Emotional – Speaking/Listening • Develops friendships and flexibility in friendships • Engages in conflict resolution with strategies, negotiates with peers, compromises and works cooperatively • Engages in all areas of the classroom • Demonstrates independence within the classroom • Explores and plays with language to communicate with others and to build a solid foundation for reading and writing • Uses language to socialize, verbalize needs, talk through a task, remember steps in a newly learned skill, ask questions, or carry on a conversation with others • Works cooperatively in small groups • Follows multi-step directions and classroom guidelines • Develops self-helps skills (getting dressed, packing up) Writing • Children learn that writing is communicating with words, symbols, or pictures • Children learn the beginning processes in producing

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written work. (writing name, recognition of uppercase letters, exposure to lowercase letters, letter sound recognition, invented spelling, rhyming, sequencing, and opposites of words and the development of fine motor skills) They will use a variety of tools to convey their thoughts and ideas. (Example: Dictate stories, copy words to create sentences, use pictures to convey thoughts or experiences) • Children learn to recognize written signs and develop an understanding that written print in a storybook says something specific. (Example: recognizing sight words, friend’s names, make predictions about what comes next in a story, retell stories, create own stories with a beginning, middle, and end) Reading • Children develop an awareness of sounds and letters • Children develop the building blocks for learning to read and write by understanding that language is made of words, that words are made of letters, and that letters represent sounds. (Example: recognizing that sounds can be alike or different, recognizing words that sound the same, demonstrate a knowledge of the alphabet, recognize rhyming words) • Children demonstrate an interest in books (predicts what might happen next, retells story) Numbers and Operations • Children use numbers to represent quantity.

• Children practice counting and using numbers in daily conversation.

• Children recognize numbers and write numbers 1-20.

• Children demonstrate one-to-one correspondence when counting.

• Children interpret graphs and analyze data.

• Children compare groups and sort objects by attributes.

• Children make connections between numbers and real objects.

• Children solve word problems through the use of words and pictures.

• Children recognize, extend and create patterns.

• Children identify and match shapes-- circles, triangles, and squares.

• Children use descriptive mathematical language such as above/below, under/over, and beside/ behind to describe the relative position of an item, as well as comparing objects using words such as long/ short, big/small, full/empty, heavy/light, and more/ less.

• Children begin to observe differences and similarities in objects.

Social Studies • Children learn the basic principles of living in a democratic society. They engage in cooperative, kind, caring, honest behaviors and learn to share by working with others.

• Children learn about themselves as well as other children in the classroom. They will hear and learn about culture and cultural diversity that surrounds them.

• Children learn about individual development and identity. (They will learn to recognize their own feelings and how to respond appropriately in different situations-identify and describe how he or she is feeling, show friendliness, thoughtfulness, and helpfulness towards others, demonstrate self-control in challenging situations, show respect and concern for others.)

Kindergarten through Fourth Grade Curriculum Guidelines Mathematics (Organized by Grade and Unit of Study) Math in Focus Curriculum The Lower School transitioned to the Math In Focus program (Singapore Math) during the 2013-2014 school year. Taught in grades kindergarten through four, the program is built on important strategies, concepts and investigations that lead to well-rounded practical and conceptual math knowledge.

Math in Focus is designed to layer learning so that students are building on prior learning with each new in-depth unit listed below.

Kindergarten Math in Focus Curriculum Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15

Numbers to 5 Numbers to 10 Order by Size, Length or Weight Counting and Numbers 0-10 Size and Position Numbers 0 to 20 Solid and Flat Shapes Numbers to 100 Comparing Sets Ordinal Numbers Calendar Patterns Counting On and Counting Back Patterns Number Facts Length and Height

Chapter 16 Classifying and Sorting Chapter 17 Addition Stories Chapter 18 Subtraction Stories Chapter 19 Measurement Chapter 20 Money

First Grade Math in Focus Curriculum Chapter 1 Numbers to 10 Chapter 2 Number Bonds Chapter 3 Addition Facts to 10 Chapter 4 Subtraction Facts to 10 Chapter 5 Shapes and Patterns Chapter 6 Ordinal Numbers and Position Chapter 7 Numbers to 20 Chapter 8 Addition and Subtraction Facts to 20 Chapter 9 Length Chapter 10 Weight Chapter 11 Picture Graphs and Bar Graphs Chapter 12 Numbers to 40 Chapter 13 Addition and Subtraction to 40 Chapter 14 Mental Math Strategies Chapter 15 Calendar and Time Chapter 16 Numbers to 120 Chapter 17 Addition and Subtraction to 100 Chapter 18 Multiplication and Division Chapter 19 Money

Second Grade Math in Focus Curriculum Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7

Numbers to 1,000 Addition up to 1,000 Subtraction up to 1,000 Using Bar Models: Addition and Subtractions Multiplication and Division Multiplication Tables of 2, 5, and 10 Customary Measurement of Length 9

Chapter 8 Mass Chapter 9 Volume Chapter 10 Mental Math and Estimation Chapter 11 Money Chapter 12 Fractions Chapter 13 Metric Measurement of Length Chapter 14 Time Chapter 15 Multiplication Tables of 3 and 4 Chapter 16 Using Bar Models: Multiplication and Division Chapter 17 Picture Graphs Chapter 18 Lines and Surfaces Chapter 19 Shapes and Patterns   Third Grade Math in Focus Curriculum Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 10

Numbers to 10,000 Mental Math and Estimation Addition up to 10,000 Subtraction up to 10,000 Using Bar Models: Addition and Subtraction Multiplication Tables of 6, 7, 8, and 9 Multiplication Division Using Bar Models: Multiplication and Division Money Metric Length, Mass, and Volume Real-World Problems: Measurement Bar Graphs and Line Plots Fractions Customary Length, Weight, and Capacity Time and Temperature Angles and Lines Two-Dimensional Shapes Area and Perimeter

Fourth Grade Math in Focus Curriculum Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14

Place Value of Whole Numbers Estimation and Number Theory Whole Number Multiplication and Division Tables and Graphs Data and Probability Fractions and Mixed Numbers Decimals Adding and Subtracting Decimals Angles Perpendicular and Parallel Line Segments Squares and Rectangles Area and Perimeter Symmetry Tessellations

Lower School Language Arts Language Arts Scope and Sequence (Organized by Grade, Skill and Level of Mastery) I = Introduce the Skill, P = Practice the Skill, M = Maintain the Skill

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Lower School Social Studies Organized by Grade-Level Units of Study

Second Grade Social Studies

Kindergarten Social Studies Units

1. Building Community 2. Early Migration into the Americas 3. European Explorers Come to the New World 4. English Immigrants 5. African Immigrants and the Slave Trade 6. Europeans Immigrate to America 7. Immigration Today

1. All About Me 2. Christopher Columbus 3. My Community 4. Family Celebrations 5. First Thanksgiving 6. Martin Luther King, Jr. 7. Kitchen Staff 8. President’s Day 9. Astronauts 10. United States Postal Service Workers 11. Mother’s Day 12. Medieval Times 13. Plants

First Grade Social Studies 1. My Place in Space 2. Building Communities 3. Exploring the Needs of Animals and People 4. The Continents of the World

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Third Grade Social Studies 1. Individual Development and Identity 2. People, Places and Environments 3. Exploring the Five Regions of the United States

Fourth Grade Social Studies 1. European Exploration of the New World 2. The Thirteen Colonies 3. The American Revolution

Lower School Unified Arts

By Subject Area and Grade Level Units Please see the pre-kindergarten overview on page 5 for PK unified arts information.

Lower School Art While studying art as an academic body of knowledge, Lower School students learn the art vocabulary and develop an awareness of artists, styles, and periods. They also broaden their understanding of cultural diversity and history. Students are exposed to a wide variety of media which stimulates creativity while developing problem solving and critical thinking skills.

Students engage in projects that will develop, strengthen and expand their observation skills and visual memory. Opportunities for integration with other disciplines reinforce, expand and enrich the learning experience. Developmentally appropriate, sequential, hands-on learning experiences inspire confidence, self-awareness and self-expression in our youngest artists.

Kindergarten Art Units 1.

All About Me and Art 2.

Lines and More Lines 3.

Portraits of Me and You 4.

Lines Evolve Into Shapes 5.

Let’s Eat: Food in Art 6.

Creating Textures: Drawing 7.

Reality or Fantasy? Creating a New World 8.

Celebration: Masks and More 9.

Painting Techniques 10.

Color Exploration 11.

Patterns and Texture in Paint 12.

People in Art: Portraits and Figures 13.

Animals from Found Materials 14.

Architecture: Looking at our Homes 15.

Drawing, Printmaking and Bookbinding

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Exploring Your World in Color What Have I Learned: Art Review Making Your Art Personal Living with Art

Third Grade Art Units 1.

What is Art? Seeing, Understanding, Creating 2.

Creating Multiples: The Art of Printmaking 3.

Still Life: Drawing from Observation 4.

Bigger than Life: Set Design 5.

Texture: Real and Imagined 6.

Art Tells a Story 7.

Creating Visual Pathways Fourth Grade Art Units 1.

Introduction to Art 2.

Fish-Patterns and Textures 3.

Rocky Shore Animals: Life Drawing 4.

Texture and Clay 5.

Wayne Thibeault: Painting Forms 6.

Chagall: Exploring Emotion in Oil Pastel 7.

Exploring Architecture 8.

Henri Rousseau: The Jungle

Lower School Computer/Technology While computer skills are actively taught in weekly classes in kindergarten through fourth grade, technology is also actively incorporated through other means, ranging from the use of interactive whiteboards to iPad’s to flip-cameras usage in the homeroom and unified arts classrooms. Regular meetings occur between the technology director, consultants, and Lower School faculty in order to stay abreast and consistent with technology use in the Lower School. Rather than considering skills and tools in isolation, we eagerly view the use of technology across the curriculum—as it may benefit a learning objective or subject-area unit.

By third and fourth grade, students participate in a Junior

First Grade Art Units 1.

In the Beginning 2.

Guiding Response and Appreciation 3.

Lines: Up and Down and All Around 4.

Lines to Spaces, Shapes, Objects and Faces 5.

Color, Color Everywhere 6.

Expressing Your Ideas Exploring Art 7.

Animals in Art 8.

Making Connections: Animals and Me 9.

Learning More About Art Materials 10.

Art in Your Life 11.

Art Abounds: Presenting Your Art Second Grade Art Units 1.

Seeing Your World with Artists’ Eyes 2.

Picturing Your World with Understanding 3.

Observing Your World: Looking More Closely 19

TechKnow class, which is an integration between library information skills and technology research skills. This highinterest collaborative incorporates a number of projects and activities with essential integrated skills. (Please see the library section of this section for further details.)

Lower School Library The children do projects using our laptops as well as enjoying the Jackson Library collection. The Library curriculum is based on a stepping stone model with skills being taught, reinforced, and expanded at each division level. The Jackson Library provides students with the skills to become life-long learners, critical thinkers, skillful researchers, enthusiastic readers, and ethical users of information as aligned with the mission of the School, its core values, and educational philosophy. The Lower School Library program engages its youngest children with a rich variety of literature to develop, strengthen, and maintain a love of reading. In third and fourth grades the library and

Literature Appreciation

Book Structure

Introduction to Publishing

(Pre-K – Grade 4) (Pre-K – Grade 4) (Pre-K – Grade 4)

Jr TechKnow (Kindergarten-Fourth Grade): Skills Taught/Reinforced in Homeroom and Library Technology - Operations and Concepts (Pre-K – Grade 4) Technology - Creativity and Innovation (Pre-K – Grade 4) Digital Citizenship

(Grades 3 and 4) Keyboarding

(Grades 3 and 4) Google Apps Account

(Grades 3 and 4)

Lower School Music Our music program strives to develop innate musicality present in all children. Our students experience music-making as a regular part of the human experience. We help our children become musically literate by making the music of children’s culture known to them through folk songs, song games, folk dances, and other relevant music types. Music is also available to our students through performing, analyzing, and studying music while developing and appreciating all types of music.

By immersing our students in elements of music, we develop discerning listeners and thinkers.

General music classes follow the Kodaly methodology. This is a child developmental approach. It follows the way a child learns naturally in a step-by-step sequence. It is highly structured and sequenced and is related to the child’s development, physically, and intellectually. The major body of teaching materials always lies within the child’s capabilities. Other materials are included to expand these capabilities. We progress from known to unknown, from total experience to the individual experience, and from activities to symbols. We prepare concepts and elements with physical, aural, and visual preparation.

Much time is spent in the preparation phase to assure that a strong foundation is laid for each new idea. After presentation, the element is practiced extensively for total reinforcement.

Singing is the basis for music instruction. Children develop spoken language by hearing and imitating speech patterns, listening to conversations and stories. In the same manner, children learn to match pitch and sing in tune by hearing and imitating musical patterns, singing songs, and listening to music of the highest quality.

technology programs are combined into Jr. TechKnow class, which use a broad range of tools, resources, and information technologies.

Library (and related technology skills) Taught and Reinforced in the Lower School Program Library Citizenship

(Pre-K – Grade 4) 20

Performance opportunities abound in our Lower School!

From our casual Music Shares during Friday Assemblies to our multi-divisional auditioned Winterfest, students are given many group and solo opportunities to perform throughout our academic year. Our second through fourth grade Lower School Chorus performs in various programs throughout the year. In addition, all Lower School students participate in the annual Lower School Production. Instrumentalists are invited to perform in our Friday Assembly Music Shares, as well as in the spring recital series.

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Autumn Music 2. Solstice 3.

Lower School Musical 4.

Children’s Song, Games and Folk Dance 5.

Sing for Success

Third Grade General Music Units 1.

Autumn Music 2.

Rhythm Basics 3. Solstice 4.

Lower School Music 5.

Music Literacy Through Recorder 6.

Folk Dance 7.

Music Portfolios

First Grade Music Units

Fourth Grade Music Units

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Autumn Music 2. Solstice 3.

Lower School Music 4.

Make a Motion 5.

Sing for Success

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Melody, Harmony, Song and Dance Session I 2. Solstice 3.

Lower School Music 4.

Melody, Harmony, Song and Dance Session II 5.

Recorders, Rhythm Instruments Session I 6.

Recorders, Rhythm Instruments Session II 7.

Thirteen Colonies 8.

Exiting with Excellence

Kindergarten Music Units

Second Grade Music Units 1.

Autumn Music 2. Solstice 3.

Lower School Music 4.

Make a Motion 5.

Rhythm and Song: Orff Instruments 6.

Music Theory Portfolios

Lower School Passport to World Culture To enhance our World Language program, the Lower School has recently introduced an integrated course called “Passports to World Cultures.” This hour-per-week interdisciplinary class in grades one through four combines elements of world language, unified arts, and social studies with project-based learning.

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Students will be introduced to different cultural “destinations” each trimester. Overarching themes of how people live in other parts of the world will be considered through performancebased projects such as reader’s theatre adaptations of authentic folktales. Students will broaden their understanding of different cultures with the exhibition and demonstration of projects that they will create both independently and in collaboration with their classmates as they learn about the geography, shelter, food, clothing, education, holidays, beliefs, and folklore of others.

Passport to World Culture is designed to provide a parallel experience with the newly-expanded Lower School World Language program, which will include Mandarin Chinese, Spanish and French. Passport will also connect to themes introduced in the regular Social Studies curriculum. Through the thoughtful investigation of global cultures, this course will further enhance an appreciation and understanding of the diversity of our world. As we learn more about the cultural heritage of other people and places in the world, we will also consider the challenges that face contemporary societies around the globe--in conjunction with our current social studies program goals. What do people in different parts of the world need in order to survive and lead productive lives? How do their needs compare to ours? Part of our curriculum will devote time to looking at issues in other parts of the world and then challenging our students to think about solutions. Students will incorporate technology in their problem-solving research and other aspects of their learning. Whether taking a virtual tour of the Lascaux caves, using the CultureGrams electronic database in Jackson Library, recording original stories, or assembling a digital portfolio of artwork created throughout the year, Lower Schoolers will integrate iPad technology into their cultural studies.

First Trimester Overarching theme: What does culture mean in relation to our classrooms, our schools, and our World?

First Grade: Cinderella stories from North America Second Grade: Trickster legends and pourquoi tales from South America and the ancient civilization of the Incas Third Grade: The culture of the Native Americans of Northeastern Canada and New England and a related focus on America in the seventeenth and eighteenth centuries Fourth Grade: Marco Polo’s journey along the Silk Road to China, including a focus on technology Second Trimester Overarching theme: How are structures influenced by world cultures and how are world cultures influenced by structures?

First Grade: Cinderella stories with structures influenced by different climates and cultures Second Grade: Viking long houses Third Grade: Chinese dragons and maps Fourth Grade: Shelter that is both a home and a defense structure, such as a castle Third Trimester Overarching theme: How do we develop a sense of awareness, stewardship and problem-solving towards the needs of the Earth and towards the needs of children both locally and globally?

First Grade: Puppet shows from world culture experiences Second Grade: Chinese story fans Third Grade: Latin American folk masks Fourth Grade: Coat of Arms

Lower School Physical Education The physical education program is based on a well-rounded series of units from pre-kindergarten through fourth grade. The primary goal is to develop students’ fundamental movement skills within a variety of developmentally appropriate games, dance movements, and gymnastic activities. The program enhances our students’ personal fitness and provides them with the knowledge and skills necessary to engage in a variety of physical activities. The physical education program reinforces students understanding and application of fitness concepts and motor skills through a variety of movement forms. The program aims to develop students’ personal and social responsibility, self-management skills, and ability to make informed choices.

The program nurtures a joy and confidence in moving and a healthy competitive attitude. It encourages and prepares students to participate and benefit from a lifetime of physical activity and to transfer ethical and social lessons and values learned in sport to their daily life.

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Pre-Kindergarten’s Movement Education class covers many fundamental skills and approaches for gaining physical awareness and development. We focus on appropriate use of individual and group space. Through the use of manipulative objects and their own bodies, they explore non-locomotor skills such as balancing, twisting, bending, and stretching, while also exploring general space through creatively moving through high, medium, and low levels. Locomotor movements including galloping, hopping, jumping, and skipping are integrated into the curriculum on a daily basis. The pre-kindergarten students learn the concept of the four elements of movement (space, time, shape and force/flow) and are immersed in a variety of activities intended to master and discover skills within this conceptual realm. Spatial awareness is addressed specifically with pattern and pathway building, movement in levels, and using hoops and other manipulative objects to alter their surroundings. Traveling through movement obstacle courses, testing agility, sequencing, and stamina creates the foundation of fitness. Utilizing elements of fitness, we apply the sorting of colors, shapes, and numbers using a variety of manipulative objects to develop tactile awareness and response. Gross and fine motor skills are introduced through tracking objects, such as throwing and catching scarves and bouncing and catching balls. The curriculum is supplemented with a literacy approach, utilizing age appropriate books with movement themes to reinforce classroom activities.

In kindergarten and first grade, the movement exploration approach is used in teaching locomotive movements, manipulation skills, balance skills, eye-hand and eye-foot coordination, and spatial awareness. Children learn how to apply directional commands to all locomotor skills. Students are taught how to apply speed, level, spatial relationships and the use of various body parts to movement skills. Students are encouraged to exhibit responsible personal and social behaviors such as working well independently and with others, following directions and safety rules, staying on task, and putting forth their best effort.

The focus for grade two is to refine previously acquired skills in the areas of balance, spatial awareness, eye-hand and eye-foot coordination, locomotion and to understand the concepts of force, speed, level and range. Activities that involve sharing and cooperating in a small group are emphasized. Physical fitness is explored further by explaining the importance of stretching and introducing the concept of heart rate.

In third and fourth grade the focus is on the development of gross motor skills while progressing toward the development of more finite motor and coordination skills. Students begin to apply the skills and concepts learned in grades Pre-K-2 to modified team sports and individual activities. These units help to further develop eye-hand and eye-foot coordination, locomotor skills, and spatial awareness.

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Kindergarten Physical Education Units 1.

Rules and Space 2.

Exploratory Locomotor Skills 3.

Game Skills 4.

Exploratory Manipulatives: Ropes 5.

Throwing and Catching 6. Fitness 7.

Dance and Movement 8.

Educational Gymnastics 9.

Cooperative Games 10.

Winter Olympics 11.

Parachute Activities 12.

Ball Handling Skills 13.

Fitness II 14.

Striking with Long-Handled Implements 15.

Striking with Short-Handled Implements First Grade Physical Education Units 1.

Rules and Space 2.

Playground Games 3.

Chasing and Fleeing Games 4.

Tag Games 5. Soccer 6.

Locomotor Movements and Game Skills 7. Fitness 8.

Throwing and Catching 9. Basketball 10. Dance

11.

12.

13.

14.

15.

16.

Educational Gymnastics Baseball (Tee Ball) Racquet or Paddle Skills Striking with Long Implements Cooperative Games Group Games

Second Grade Physical Education Units 1.

Rules and Space 2.

Playground Rules and Games 3.

Throwing and Catching 4.

Tag Games 5.

Net Games 6. Fitness 7.

Soccer Skills 8.

Fundamental Skill Development – with Manipulatives 9.

Fundamental Skill Development – with Ropes 10. Parachute 11.

Students and Tumbling 12. Basketball 13. Volleying 14.

Dance and Rhythmics 15.

Striking with Bats 16. Hockey 17.

Scoop Activities Third Grade Physical Education Units 1.

Playground Games 2. Soccer 3. Football 4. Fitness 5. Basketball 6.

Invasion Games 7. Hockey 8. Dance 9. Volleyball 10.

Rope Jumping 11.

Fitness II 12. Gymnastics 13. Baseball/Softball 14. Tennis Fourth Grade Physical Education Units 1.

Playground Games 2. Soccer 3. Football 4. Fitness 5. Basketball 6.

Invasion Games 7. Hockey 8. Dance 9. Volleyball 10.

Rope Jumping 11. Gymnastics

12. Softball/Baseball 13.

Fitness II 14.

Racquet Sports 15.

Cooperative Games/Rock Climbing

Lower School Science Students become immersed in science in the Lower School via investigative and exploratory units of study. In prekindergarten and kindergarten, students have ample discoveryoriented space in which to become scientists right in their own classrooms. In grades one through four, the Lower School

science room provides an environment in which students experience a distinct unified arts program where they can delve into more extensive and long-term projects. A highlight of the science classroom is the saltwater touch tank in which students can learn up-close about North Atlantic tide-pool organisms and associated animal care. The extensive school grounds allow for meaningful scientific observations and explorations through outdoor activities, including the study of campus trees.

The trails and woods on our outer campus allow students to further experience and appreciate the natural world.

The science program is a high-interest, hands-on program where a wide range of science topics in the physical and natural world are incorporated, as are the scientific and engineering processes. Learning from other curricular areas is integrated often and students are encouraged to share science from their lives outside of school with their classmates. A pervasive concept represented by the science program in the Lower School is that science is ever-present and that it is an exciting and important topic of study.

Kindergarten Science Units 1.

2.

Butterflies and Caterpillars Signs of Fall 25

3. Apples 4. Pumpkins 5. Turkey/Thanksgiving 6.

Five Senses 7. Snow 8.

Wintering Animals: Bear Concentration 9. Shadows 10.

Earth, Sun, Moon 11. Magnets 12. Plants 13. Farms First Grade Science Units 1. Becoming a Scientific Community: Nature all around us 2. Building Scientific Structures: Shapes, sizes and designs 3. Using Scientific Knowledge: Farms around the world Second Grade Science Units 1. Becoming a Scientific Community: Three R’s, plant care and bird feeders 2. Building Scientific Structures: Marble tracks 3. Using Scientific Knowledge: Kitchen chemistry Third Grade Science Units 1. Becoming a Scientific Community: Campus trees 2. Building Scientific Structures: Bridge building 3. Using Scientific Knowledge: Electrical circuits

Fourth Grade Science Units 1. Becoming a Scientific Community: Scientific process, data collection, the Seacoast 2. Building Scientific Structures: First Lego League 3. Using Scientific Knowledge: Independent projects

Lower School World Languages The World Languages program will offer exposure to language instruction and cultural diversity in Mandarin Chinese and Spanish in grades 1-4. General World Language exposure is developed in our PK and K classes. Our goal is to offer language in the Lower School as a tool for building receptivity and oral capability with world language as well as a unique point of access for cultural appreciation.

We typically begin each class k-4, with a thematically-related activity. Students engage in a sequence of warm-up questions that gradually shifts from the listening to the speaking mode.

As they are able, students add information to this conversation, describing how they feel, discussing the weather, how old they are, the day and the date.

Whenever possible, we explore themes in science, math, social studies, music and art, that students are pursuing in other classes. Instruction is carried out in a variety of ways: from direct conversation to games to skits to interactive technology approaches. This approach helps to create a meaningful context for learning World Language and avoids learning vocabulary or grammar in isolation.

The Foreign Languages in the Elementary School (FLES)

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curriculum uses thematic units of study that are revisited each year to build upon prior knowledge. This spiral of study is similar to the way math is taught; with an addition of more skills each year. Advantages to this curriculum design include better retention of learned words and expressions, integration of new students into the classes who have no previous world language experience, and the opportunity for siblings in different grades to share common language experiences at different levels at home.

Grades 1-4 • • •

One trimester of each language Two 30-minute classes per week in grades 1, 2 & 3 Two 40-minute classes per week in grade 4

The content and vocabulary in each of the three trimesters of grades one through four language study will be aligned by grade so that as the students learn specific vocabulary and structure, they will also learn to compare and contrast content material from the different trimesters of language study. The vocabulary, conversational fluency, and cultural content will increase in rigor and complexity from grade to grade.

Grades PK, K • • • • •

Integration in homeroom curriculum Regularly scheduled visits by language teachers 3-times per week for 20 minutes in K 1-time per week for 30 minutes in PK Early childhood foreign language activities

Students in pre-kindergarten and kindergarten will receive foreign language instruction through regularly-scheduled visits in their homeroom classrooms. World Language learning includes the introduction to Spanish and Mandarin vocabulary, cultures, and

customs. Class objectives will be connected to other programs and projects underway in the homeroom environments in order to bring greater meaning and understanding to curricular goals.

Lower School Optional Dance Program and Optional Music Lessons The dance program seeks to educate intellecutually, artistically, physically, ethically and socially through the medium of dance. The curriculum in all three divisions provides students with avenues for technical and creative development. Dance is approached as a collaborative venture for any and all students with an emphasis on interactive skills, discovery, and courage.

The Lower School program focuses on the exploration of the body as the cance instrument and movement as a mode of self-expression. Lower School students may participate ina 40-minute class in creative movement, ballet, and modern techniques, and composition skills once a week during their lunch recess. Lower School students may also attend an after school class in jazz and tap.

Many students from all three divisions opt to take private music lessons at the Academy. We have a talented adjunct music faculty who offer lessons on most band and orchestral instruments, guitar, piano, drums and voice. By fourth grade most students are physically able to handle any instrument.

For younger children, the recommended instruments are violin, cello or acoustic guitar (because these instruments are available in small sizes) and piano. Instrument purchase or rental is the parent’s responsibility, but it is recommended that the parent first consult with the private teacher. Lessons are scheduled once a week during school day recesses, study halls, after

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school and occasionally before school. Lessons last between 30 and 40 minutes depending on the availability of time and teacher or student preference. Students generally keep the same lesson time for the full academic year. (Berwick Academy 2015-2016 Parent-Student Handbook and Directory)

rides. In doing so, these goals guide our efforts:

Lower School Academic Support

II. To base community interactions on shared and articulated values and beliefs—realizing that the social/emotional curriculum is an essential compliment to the academic curriculum.

Lower School academic support services are provided and managed by the Lower School Academic Support Coordinator (ASC). The ASC serves as a resource to faculty, students and parents when students experience academic challenges within the classroom setting. The ASC can explore the possible causes of the academic difficulty and may recommend both home and classroom interventions, as well as further outside evaluations and tutoring as needed. Our tutors are carefully chosen according to levels of certification, specialization and area of need in the student.

The ASC also works with students directly for short periods of time on specific targeted areas such as study skills, language skills, or organizational techniques. The ASC’s work focuses on student progress within a specific grade level and longitudinally from grade to grade and from division to division. With early identification, collaborative consultation, and direct student support, the ASC directly or indirectly helps each student move towards greater academic independence.

With student support in the Lower School, the ASC attempts to identify, support, and enrich student learning throughout the division. The ASC consults directly with the Lower School Director, classroom teachers, literacy teachers, unified arts teachers, and parents to promote and monitor academic progress.

Using a whole-child approach, the ASC addresses any academic barriers, social/emotional needs or patterns of behavior that might affect academic success for individual students and for the Lower School program as a whole.

Lower School Wellness Program Berwick Academy’s Mission Statement focuses on the importance of educating the whole child. The Lower School Wellness program is an important component to reaching that important goal! The Lower School faculty guides students’ social and emotional growth in the homeroom and unified arts classrooms and in related daily learning opportunities, such as recess play, lunch-time approach and bus 28

I. To distinguish the Lower School as an optimal teaching and learning environment through supportive and caring faculty, student and parent interactions.

III. To establish a kind, safe, and honest community that builds on student independence and responsibility from grade to grade.

Our Wellness Program uses the Responsive Classroom approach (developed by the Northeast Foundation for Children) as its foundational base. The Responsive Classroom is a set of classroom management and teaching strategies based upon seven principles.

1. The social curriculum is as important as the academic curriculum.

2. How children learn is as important as what children learn.

3. The greatest cognitive growth occurs through social interaction.

4. Children need to develop a set of social skills to be academically and socially successful.

5. Knowing the children we teach is as important as knowing the content we teach.

6. Knowing the parents of the children we teach is as important as knowing the children.

7. Faculty/staff must model the social and academic skills they wish to teach their children.

To support these principles, the following practices are used in

our classrooms: • Morning Meeting—gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead.

• Positive Teacher Language—using words and tone as a tool to promote children’s active learning, sense of community, and self-discipline.

• Logical Consequences—responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity.

• Guided Discovery—introducing classroom materials using a format that encourages independence, creativity, and responsibility.

• Classroom Organization—encouraging students’ independence, cooperation, productivity Our Lower School Social Thinking Program brings specific skills to the awareness of our students, as an important complement to our Responsive Classroom approach.

Students in grades kindergarten through four receive weekly instruction (a thirty-minute direct instruction class per week) in the language of social communication from our academic coordinator and counselor. This faculty member also consults with our pre-kindergarten teaching team so that foundational components of the program may be taught—through ageappropriate means—in our entry-grade level. These pragmatic skills include: Eye Contact, Noise Level, Personal Space, Body Language, Tone of Voice, Feedback, Turn Taking, Staying on Topic, Positive Comments, and Clarification

grade and include role-playing, modeling, games, and group discussions.

Our Health Classes add to our Wellness Program. Taught by our physical education teacher once per week in an integrated manner with our physical education classes, health topics include: Disease Prevention, Nutrition, Mental, Emotional, and Social Health, Family Life, Community, Environment, and Consumer Health, Alcohol, Tobacco, Medicines, and other Drugs, Injury Prevention and Safety, Body Systems, Physical Activity, Weather-Related Precautions, and Media Awareness, Special Wellness Events throughout the year add to our social/ emotional focus.

The Fourth Grade Student Ambassador Program gives the students in our oldest Lower School grade an opportunity to practice leadership skills that support our Wellness Program.

On a weekly basis, five Ambassadors don blue and white Berwick sports jerseys during recess, lunchtime and special events to offer assistance to our student body and faculty/staff in those areas of our program. Every Friday, the five rotating fourth graders also present an Ambassador Report to our Lower School group during our weekly morning assembly. The reports typically include examples of various forms of kind and courteous behavior displayed by our students throughout the week and/or ways in which we, as a community, might improve our social/emotional approach throughout the school day.

Instruction involves the application of these skills to relevant school-day situations, with the ultimate program goal being age-appropriate problem solving and empathic development beyond the specific instructional setting. Activities vary by 29

Berwick Academy Lower School Community Compact Teachable Moments and our Community Compact round out our Wellness Program. The faculty takes seriously the many opportunities throughout the day in which they might give counsel to our students based on our Wellness objectives. Our community compact asks students to sign a statement signaling their intent to support a kind, safe and honest Lower School Community. In turn, each student’s teacher and parent also signs the Community Compact to signal their support of their child’s efforts. Each classroom then has a Community Compact binder containing each student’s signed compact.

Lower School Early-Bird & Aftercare Programs

The Lower School offers a (free-of-charge) Early-Bird Program that runs from 7:30 to 8:00 each morning of school. Parents may drop their children off in the Lower School Library Classroom with our Lower School Librarian. Students are then escorted to the Lower School at 8:00 to begin their school day.

Lower School Aftercare is available Monday through Friday from school dismissal until 5:15 p.m. at an hourly rate. Parents must fill out a reservation form in order for their children to use the program. Aftercare is available on a monthly or a daily ___________________________________ basis and must pre-arranged via the reservation form in order (student’s name) to guarantee space. It is also possible to use Aftercare on a

drop-in basis when space is available.

We, the students, parents and faculty of the Lower School are committed to making our Division an exceptional learning environment. We care about each other and about Berwick Academy. We show that we care in many different ways, especially with kind, safe and honest actions. * Lower School boys and girls care: I understand the importance of caring for each other in the Lower School, and I will try my best to be a caring Lower School student. ___________________ (student’s initials) * Lower School boys and girls are kind: I understand the importance of kindness in the Lower School, and I will try my best to be a kind Lower School student. ___________________ (student’s initials) * Lower School boys and girls participate in school activities in a safe manner: I understand the importance of safety in the Lower School, and I will try my best to be a safe Lower School student. ___________________ (student’s initials) * Lower School boys and girls are honest: I understand the importance of honesty in the Lower School, and I will try my best to be an honest Lower School student. ___________________ (student’s initials) We will support every child in carrying out these important behaviors in the Lower School: ______________________________ ______________ Parent date ______________________________ ______________ Faculty

date ______________________________ ______________ LS Director

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Lower School Parent Teacher Conferences, Report Cards, and Standardized Testing Student assessment is an important component of the Lower School yearly endeavor. Scheduled parent-teacher conferences occur twice per year (in mid-October and in early April).

Further parent-teacher conferences are also scheduled on asneeded basis over the course of the year.

Report cards are written by the homeroom, literacy and unified arts teachers at the end of each trimester (late-November, midMarch and mid-June). Primarily narrative in format, the report cards (at the kindergarten through grade four levels) also include a work habits skills check-list.

The process of implementing standardized testing and reporting on student progress is an important component of our yearly Lower School endeavor. After broad administrative level review, we have decided to use tests produced by the Educational Records Bureau (ERB). We administer the ERB’s standard Comprehensive Testing Program (CTP) skills-based test to our third and fourth graders (as well as fifth through eighth graders) each January.

The fourth grade ERB-CTP consists of auditory comprehension, reading comprehension, verbal reasoning, writing concepts and skills, writing mechanics, mathematics part one, mathematics part two, and quantitative reasoning. This is essentially the same exam format that our fifth through ninth grade students will follow, ensuring an important sense of continuity from grade to grade.

At the third grade level, the ERB-CTP is still comprehensive in nature while having fewer sections than its fourth grade counterpart: auditory comprehension, reading comprehension, word analysis, writing mechanics, and mathematics.

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Lower School Daily Schedules

Sample Pre-Kindergarten Weekly Schedule

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Sample Kindergarten Weekly Schedule

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Sample First Grade Weekly Schedule

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Sample Second Grade Weekly Schedule

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Sample Third Grade Weekly Schedule

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Sample Fourth Grade Weekly Schedule

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Lower School Faculty

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Julie Alexander

Marguerite Genest

World Language, Spanish

Academic Support Coordinator

M.S. Universidad de Granada B.A. University of New Hampshire

M.Ed. American International College M.A. American International College B.F.A. Elms College

Alexandra Asacker

Shanlee Ginchereau

Music Teacher

Administrative Assistant, Special Projects Coordinator, Campus Store

M.M. Boston Conservatory B.A. McGill University

B.A. Hartwick College

Jennifer Brewer

Wendy Harrington

Lower School Librarian

Technology Teacher

M.S. University of North Carolina B.A. Wake Forest University

M.A. Lesley College B.A. Tufts University

Marilena Canuto

Joel Hawes

Physical Education

Lower School Director and Science Teacher

M.A. University of New Hampshire B.S. University of New Hampshire

C.A.G.S. Boston University M.Ed. Boston University B.A. University of Maine

Liz Dowd

Jennifer Hedges

Lower School Literacy

Grade One

B.A. Denison University

M.Ed. Nazareth College B.A. College of Wooster

Kim Francoeur

Jeoff Jarnot

Literacy, Math, and Science Teacher

Lower School Teaching Assistant

M.Ed. University of New England M.S. George Washington University B.A. Dalhousie University

M.Ed. Lesley University B.A. Colby College

Sarah Gaetano

Sasha Malone

Pre-Kindergarten Head Teacher

Dance Teacher

B.A. University of Maine

B.F.A. Long Island University

Deanna Martin

Lindsey Weiner

Pre-Kindergarten Assistant Teacher

Grade Two

M.Ed. Harvard University B.A. University of Virginia

B.S. Trinity College M.Ed. Lesley University

Kelly Martin

Deloris White

Grade Three

Art Teacher

M.Ed. University of New Hampshire B.A. William Smith College

University of New Hampshire B.S. Franklin Pierce College

Marti Mulhern

Kelly Williams

Literacy Teacher

Kindergarten

M.Ed. University of New Hampshire B.A. University of New Hampshire

B.A. University of New England

Liz-Anne Platt

Roz Witherbee

World Language and Passport to World Cultures Teacher

Grade Four B.A. Lake Forest College

B.A. Vassar College

Jufen Rui

Liza Witonis

World Language, Mandarin

Kindergarten Assistant Teacher

M.A. Tianjin Foreign Studies University B.A. Beijing Foreign Studies University

M.Ed. Lesley University B.S. University of Maine

Mark Summers Grade Four B.A. University of Maine

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Berwick Academy 31 Academy Street South Berwick, ME 03908 www.berwickacademy.org 207.384.6300 40