The Kin and cogniti
Our yearlong core study of Ourselves, Our Community and Our World prepares Kindergarteners to embrace their individual strengths and understand how as individuals they contribute to our classroom community, our school community, and our larger global community The progression from learning and sharing about themselves, to understanding and embracing their contributions to our classroom community and then to the broader world provides a way for young children to make sense of their experiences, understanding their uniqueness but also the things that unite us as people This expanding world view serves as a catalyst for a broad range of learning experiences Topics that help develop an understanding of ourselves and our immediate environment are explored in great depth and help promote further exploration and discovery
LITERACY
Through an immersive phonics, handwriting, writing and reading program, students In Kindergarten develop foundational skills that will support them throughout their school experiences. Utilizing a systematic approach to develop phonemic awareness, reading and writing skills, the children integrate and meaningfully practice
combination of organic, daily math learning experiences and Bridges allows the children to develop a broad understanding of mathematical concepts and exposure to a variety of ways to think and talk about math ideas Carefully designed math experiences allow students to have hands-on practice with sorting, counting, one-to-one correspondence, making comparisons, estimating, patterning, measuring, and deriving logical conclusions. In addition to these hands-on experiences, Kindergarteners gain experience and practice documenting their math knowledge, accurately recording mathematical concepts and moving toward more abstract representation of math ideas.
SCIENCE
In Kindergarten, we continue to build on our observation skills. In addition to discussions, the students gather information and explore through hands-on activities, simple experiments, non-fiction texts, and time outdoors. Children make careful observations and share their thinking through drawing, making, and finding creative ways to express their understanding of the world. To start the year, we immerse ourselves in observing and tracking the changes around us as summer ends and autumn begins. Throughout the year, students also investigate weather, magnetism, animal tracks, and the ways that animal communities respond to seasonal change, especially in our campus wetlands Work is done with greater attention to details, such as considering the terms for the different parts of a flower, or adaptations of penguins to their environment
dive more deeply into non-fiction, beginning to identify some of the text features that are unique to informational books. They begin to engage in genre studies, looking for patterns and commonalities in genres such as poetry, tales, and adventures. Their understanding of the library’s organizational system continues to develop as they are guided in how to use a book’s spine label as a source of information about genre and content
MATH
Math is woven into the fabric of the entire Kindergarten curriculum as well as taught explicitly through the Bridges Math Curriculum for Kindergarten. The
WORLD LANGUAGES
French and Spanish classes are designed to follow as closely as possible the process by which children acquire their first language The children are immersed in a language-rich environment made comprehensible through the use of body language, visual aids and abundant repetition in a variety of contexts. The teacher uses mainly story-based activities to bring the language to life. Through careful scaffolding of new and recycled words the children acquire a foundation of basic vocabulary, and simple useful phrases. To engage the students and make the learning memorable, the instruction is based on the children’s immediate environment and fantasy world. The class relies on basic vocabulary and simple language structures which the children become familiar with over time A typical lesson may include puppets, movement, imaginative play, games, music, drawing, and storytelling
the spring semester, students share dances connected to themes they explore later in the year
FINE ARTS
PERFORMING ARTS
Music: Our music goals in Kindergarten are: to inspire appropriate and imaginative responses to music using the voice and the body, and to lay groundwork for music literacy through guided critical listening. Materials include American folk songs and games, Far Brook songs, songs and games from around the world in th i i i l foreign language, and formal repertoire canon, with a focus on Vivaldi’s Four Se learn to access their head voices and to recognize basic elements of music, such rhythm, high and low, marching and sw piano (loud and soft), smooth sounds a sounds (legato and staccato), walking n notes (quarter and eighth notes), or tut
Dance: Dance at the Kindergarten level experience gained during the Nursery y with a developed movement vocabular toward a community performance work understand how to create dance with m qualities they find in nature and collabo other and the dance teaching artists to
Art: Kindergarten students continue their development and understanding of color and color relationships while exploring media such as tempera and watercolor paint; oil and chalk pastels, marker, and crayon Throughout the year, students are exposed to the works of master artists across many genres of art history, giving them insight and inspiration to create their own original masterworks While exploring and creating beautiful art, students are invited to develop critical thinking and critical feeling skills, constantly checking-in on how art makes them feel Students are encouraged to participate in direct observation as well as imaginative thinking while making art. The core curriculum is referenced as an artist’s study of the world around them; particularly the representations of primary and secondary colors in nature; patterns and symmetry in leaves, feathers, and insects
Design Thinking and Woodshop: The Kindergarten curriculum continues to build upon the skills introduced in the Nursery. With a few more advanced projects completed in the beginning of the year, the students gain experience and strength with the d h t l b f l i th i ti it b f
SPORTS
In Sports, cooperative games are played daily and students learn to interact with each other and understand their role in the group Locomotor and visual motor skills are improved through games, drills, and free play with other students. Students learn the importance of being physically active each day. Every month the students are introduced to a Sports Changemaker. This is an athlete that has made a difference in the world through improving social conditions and fighting for justice and fairness.
SOCIAL/EMOTIONAL
Daily interaction among the Kindergarten students provides ongoing awareness and conversations centered on a wide range of social and emotional topics. Exploration of these routine experiences through small and large group discussions and related literature further enhances students’ recognition and appreciation for individuality and diversity. The topic of each child’s uniqueness and differing style and approach to life is explored and celebrated throughout the school year.
