Charles River School Curriculum Overview

Curriculum Overview

PREK/K CURRICULUM

Our multiage PreK/K was developed to provide students ages four through six with a play-based, nurturing, and collaborative community, where children are celebrated and respected for their individuality. Students who begin the program in PreK spend two years with our PreK/K teaching team, ensuring continuous academic and social growth. Our program is also designed to welcome new students in the Kindergarten year, integrating them into our classroom community and tailoring our program to fit each child’s needs.

Our thematic curricula alternate biennially between the overarching themes of “Perceptions” (Year A) and “Reflections” (Year B) Within each thematic curriculum, our students explore subjects rich with opportunities for hands-on learning and play, and full of content that is meaningful and accessible for each child Within any given year, teachers develop and adjust curriculum content to meet the interests and passions of our students

Two classroom co-teachers work as a team to meet each child’s individual developmental needs, with consistent and ongoing observation, assessment, and support Core subject areas of Math, Language Arts, Social Studies, and Science are integrated meaningfully into each of our themes PreK/K students also regularly go to “Specials,” where they explore Art, Music and Spanish, P E , Technology, and Library

In order to ensure that our students meet curriculum standards and develop necessary skills within our thematic, play-based approach to learning, teachers draw on developmentally appropriate scope and sequence in each subject area

LANGUAGE ARTS

Literacy is taught in the context of children’s explorations, investigations, communications, and background knowledge, otherwise known as the inquiry process. In our multiage, constructivist classroom, both reading and writing are tools in learning literacy. Student ownership of the process is at the heart of reading instruction, and skill instruction and exploration are adjusted to correspond to the developmental readiness for each individual child. The multiage environment plays a role in all language arts instruction, as early readers model communication skills, vocabulary, and literacy skills that benefit less experienced students. Every day children engage in literature through the inquiry process, participating in story times, taking part in dramatic play, dictating stories, performing their work, conversing with their peers, and learning about letters, sounds and their relationship to each other

READING

Keeping in mind the wide range of learning modalities in a multiage classroom, teachers use the Project Read curriculum to support their constructivist approach in teaching letter formation, sound awareness, and phonics Children explore environmental print, thematic literature, and vocabulary in a print-rich environment Direct skill instruction takes place in the context of thematic activities and morning messages in whole group settings, and in weekly small group literacy sessions, during which students work collaboratively on targeted emergent reading tasks with a teacher In the PreK/K multi-age setting, age-appropriate developmental reading skills range from the emergent reader, working on uppercase letter identification and corresponding sound work, to the semi-fluent decoding reader, who reads a variety of books independently with some support with phonics and vocabulary identification All readers are met at their individual level of development and brought forward

WRITING

Our PreK/K children explore the value of learning to write as they bring their own individual learning, creativity, and discoveries to the class as a whole to discuss and share them with each other. They develop written documentation in the form of illustrations, written stories and narratives, and teacher supported dictations, such as Weekend News, and regular

Story Workshop pieces We practice and use standard letter formation from Handwriting Without Tears, beginning with upper case letters and progressing to lower case at an individual pace Students are encouraged to use inventive spelling, and teachers work both one-on-one and in small groups with students to introduce and practice strategies for hearing and applying letter/sound concepts and early phonetic rules to their writing

MATHEMATICS

In Math, children build and internalize math concepts by manipulating concrete objects and math tools Domains of age-appropriate math instruction and exploration include Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Over the course of the two PreK/K years, children work to determine concrete patterns and relationships by exploring manipulatives, and begin to apply numerals and other symbols in their work. Math explorations are designed to encourage multiple levels of access and practice for children across developmental levels, and to differentiate appropriately for students at different levels of comprehension and experience. Teachers draw from Juanita Copley’s The Young Child and Mathematics, Reggio Emilia provocations and investigations, and Froebel’s Gifts in planning math curriculum.

SCIENCE

Scientific inquiry is explored primarily through active exploration of materials, with daily Reggio-style provocations and investigations designed to engage students’ curiosity We emphasize “fieldwork” throughout the year, using the natural world as an inspiration for discovery and a tool for learning Students in PreK/K explore science through themes such as water, light, the human body, engineering, and plants We encourage children to make meaningful connections, construct knowledge and through hands-on inquiry and open-ended discovery

SOCIAL STUDIES

The PreK/K curriculum responds to the child’s developing interest in and knowledge of themselves and the natural world Through thematic study children explore individual and group identities, awareness and respect for differences, personal responsibility and cooperation and problem solving skills Teachers encourage inquiry and discovery as children take part in hands-on projects, experiments and discussions Teachers draw deeply on the four goals of Anti-Bias Education (NAEYC):

1) Each child will demonstrate self-awareness, confidence, family pride, and positive social identities

2) Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.

3) Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.

4) Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions.

THEMATIC STUDIES

We begin Year A, “Perceptions,” by looking inward investigating who we are and where we live We then explore the parts and importance of trees before learning all about noise We use magnifying glasses to help us zoom in and out on the world around us before completing a long author study During this time, we look at different books by an author to notice themes and differences, and use these strategies to write our own stories We end the year by examining the “seed to plant” process and talking about what they need to grow, what we need to grow, and how we have all grown throughout the year

During Year B, “Reflections,” we begin by reflecting on ourselves and each other, and then move on to explore the elemental themes of water and light We study the six steps of engineering, explore a variety of fairy tales from around the world, and end the year with a hands-on investigation of metamorphosis The processes of metamorphosis, growth, and

change become a lens through which we revisit the beginning of the year, reflecting together on how we have grown and changed as people and as learners

TECHNOLOGY

The technology program at CRS starts with the why – Why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future) The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own The process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), but the purpose we direct them to is ultimately why teach technology

We approach this through focusing on 4 main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Digital Citizenship

In the PreK/K level, we focus on using physical tools, learning to create simple electrical circuits, introducing programming through block-based languages and physically acting out instructions, and engineering physical structures for robots to navigate through Examples include “programming your teacher”, building sky bridges for BeeBots, using conductive play-dough to create light houses from LED’s, recording and photographing fairy tale re-enactments, and taking apart old electronics

ART

The PreK/K Art program is coordinated with classroom studies The focus is on exploring with a range of art materials and developing self-esteem, with an emphasis on self-expression

Shapes, Marks and Lines

● Imaginative drawing

● Drawing from life

● Paper collage (positive-negative space)

● Painting explorations (brush movement)

Color

● Painting with primary colors plus black and white

● Mixing secondary colors

● Blending oil pastels

Texture and Relief

● Texture rubbings with crayons

● Multi-media collage

● Surface textures in clay

● Tissue paper collage (creating relief)

● Cut Styrofoam print-making

● Oil/Water resist

3-D Form

● Clay sculpture

● Building with recyclable materials

SPANISH MUSIC

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

The PreK/K Spanish Music program is based on Canta y Baila Conmigo®, a unique program where young children experience another culture and language firsthand while exploring and developing musically in an age-appropriate manner. With the dual and complementary goals of music and language immersion, children sing songs in Spanish from around the world and develop their musical skills, such as matching pitch and learning rhythms. Songs are also chosen to support classroom themes whenever possible.

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based Through movement the students learn how to activate and control the many ways in which their bodies move Students practice skills through frequent repetition

Skills

● Manipulative skills - throw, catch, kick, dribble, strike

● Balance, coordination - tumbling, animal walks, partner activities

● Locomotor skills - run, hop, skip, jump, gallop

● Social skills and positive self-concept - cooperative games

● Spatial skills and body awareness - creative exploration

● Sense of rhythm - dance, parachute, lumni stick play, rope jumping

LIBRARY

At the PreKindergarten/Kindergarten level the library is a place to develop a love of books and understand that this is a special place where books are kept, cared for, and respected In PreK/K library classes children discover the joy of reading, enrich their vocabulary and develop listening skills during read-aloud story-time They learn about the great variety of literature available and about the roles of author and illustrator Students begin taking responsibility for borrowing and returning books, choosing from our collection of picture books, early readers, and nonfiction titles Students also begin to explore the fundamentals of the inquiry process, implementing the steps Plan-Do-Review in both collaborative and independent design challenges

Skills

● Listen to, view, discuss and enjoy a wide variety of literature read alouds in order to develop enthusiasm for reading

● Differentiate between the roles of author and illustrator

● Begin to recognize the names and titles of favorite authors and illustrators

● Use the library for pleasure reading

● Begin to recognize the role of the library in the school

● Demonstrate responsibility for borrowed materials by returning them on time and in good condition

● Learn about check-out and return procedures

● Recognize that the library is a place for seeking information and answers to questions through nonfiction books

● Demonstrate the three basic steps of the inquiry process: Plan-Do-Review

Activities

● Listen to stories, non-fiction picture books, and poetry

● Ask and answer questions about a story just read

● Choose age-appropriate books and materials

● Learn the basic elements of the library layout, check-out and return procedure

● Take part in group activities to foster collaboration and explore the inquiry process

ONE/TWO CURRICULUM

Our multiage One/Two class provides students ages six through eight with a nurturing and collaborative community where children are known and respected for their individual strengths Students who begin the program in first grade spend two years with our One/Two teaching team, ensuring continuous academic and social growth Our program is also designed to welcome new students in second grade, integrating them into our classroom community and tailoring our program to fit each child’s needs

Our thematic curricula alternate biennially between the overarching themes of “Community” and “Scientists and Inventions.” These thematic units integrate most of the elements of the One/Two curriculum social studies, language arts, science, math, art, and music, and they provide a meaningful context in which students develop their skills Interwoven throughout is the exploration of Learning for Justice’s four social justice standards of Identity, Diversity, Justice and Action

LANGUAGE ARTS

Language Arts is integrated into all areas of the curriculum and includes reading, writing, listening and speaking.

READING

Our goal is for children to recognize the enjoyment that reading brings and the patterns that exist within language for decoding and spelling The reading program combines a whole-language and guided reading approach with phonetic instruction utilizing the Project Read curriculum Children read individually, as well as to peers and teachers, and meet in small language arts groups They express their understanding and appreciation of literature through dramatic interpretations and adaptations of stories Through lively discussions, children make connections between characters and the plot and learn to recognize patterns of language Comprehension and critical thinking are important skills that are practiced This process enables children to develop an appetite for independent reading and to think about literature and language patterns

Skills

● Acquire sight words

● Begin dictionary skills

● Develop rich, descriptive, accurate vocabulary

● Decode using context

● Decode phonetic elements

● Develop independence in reading

● Read with oral fluency and expression

● Develop comprehension skills

● Respond to oral and written questions

● Discuss content and meaning

● Dramatize stories

● Syllabicate words and apply knowledge to decode

● Read independently

WRITING

Children dictate and write stories using their own resources for content and spelling As children write, they learn that recording their experiences makes lasting impressions Children are exposed to the steps of the writing process: writing rough drafts, conferencing with peers and teachers, and revising their work They are expected to use their phonetic skills within the context of inventive spelling We use Project Read’s Language Circle - Written Expression to teach sentence writing and to explicitly teach adding detail to their written work Writing within thematic content areas helps students to

relate facts and to create longer pieces of writing Children also draw detailed pictures of observations and write about themselves We utilize the Handwriting Without Tears program

Skills

Composition

● Dictate sentences and stories

● Write sentences of varying complexity

● Write sentences and stories to represent personal experience

● Apply phonetic instruction to written work

● Draft, revise, edit

● Create original poems and stories

● Use correct sequence of events

● Describe, using developing vocabulary

Conventions

● Apply knowledge of phonics and word families

● Apply spelling skills in independent writing

● Decode short, long vowel sounds

● Decode consonant blends, consonant digraphs

● Use sight words in writing

● Use inventive spelling independently

● Develop awareness of sentence structure:

○ Develop awareness of grammatical structure

○ Apply rules of capitalization and punctuation

○ Writing in complete sentences

● Penmanship: Handwriting Without Tears

○ Learn/review proper letter formation for upper and lowercase letters

○ Position letters appropriately on lines

○ Use correct pencil grip

○ Develop directionality when writing

● Recognize nouns, verbs, and adjectives

MATHEMATICS

The math program in One/Two is taught by grade due to developing mathematical concepts. There are times throughout the year when grades collaborate on a math project or one grade helps the other further their thinking. One example of this was when the class collected money for UNICEF as a community service project: Grade One sorted the coins and bills collected, and counted each group of coins/dollars to find the totals. They give all the totals to Grade Two who then use an addition-algorithm to figure out the grand total of all the money donated

ONEs

Through the use of manipulatives, children discover relationships between numbers and patterns While building basic mathematical concepts they learn to predict patterns in mathematics using manipulatives and written materials The children’s understanding is deepened primarily by manipulating Cuisenaire rods and counters as they explore and learn mathematical relationships Many other math manipulatives (e g , unifix cubes, pattern blocks, chips and attribute blocks) are also used throughout the year Our mathematical units include number sense, numeration, number and geometric patterns, balancing equations, addition, subtraction, missing addends, multiplication as repeated addition, value systems, simple fractions, time, and money Estimating, predicting, graphing, and problem solving are always part of the math curriculum

Skills Number

● Read and write numbers 1-100

● Group by 1s, 2s, 5s, and 10s

● Apply grouping concept when adding and subtracting

● Count quantities greater than 100

● Recognize 1s, 10s and 100s places

● Form addition and subtraction stories

● Solve addition equations

● Solve equations with missing addends

● Introduce multiplication concept as repeated addition

● Document work with stamps, stickers, drawings, symbols, and numerals

Logical Reasoning and Relationships

● Identify and name attributes of sets

● Group by likeness or difference

● Group into subsets

● Organize objects by size and weight

● Introduce intersections of sets

● Reproduce, extend and compare patterns

● Use graph to make comparisons

● Use equalities and inequalities

● Estimate and test hypotheses

● Learn about simple fractions 1/4, 1/2, and 3/4

Measurement

● Time: Tell time - hour, half-hour, and quarter-hour

○ Understand 30 minutes = 1/2 hour, 60 minutes = 1 hour

○ Gain a sense of time (one minute, 30 minutes, one hour)

○ Sequence times in a day

● Calendar: Understand days, months, date, and seasons

● Linear: Introduce measurement to nearest inch, foot, yard

● Area: Count squares on graph paper

● Introduced to the metric system by using centimeters to measure liquids as well as linear objects

● Mass: Balance, weigh

Geometry

● Name shapes and recognize shapes in structures

● Construct designs with pattern blocks and Cuisenaire rods

● Recognize symmetry

TWOs

In Grade Two, we employ literature and manipulatives which allow the children to ‘see’ and understand more complex ideas and content Students learn and solidify mathematical processes using a variety of manipulatives (Cuisenaire rods, Pattern Blocks, Base 10 Blocks, Unifix Cubes, playing cards, dice, money, etc ), further developing their understanding of numeration, place value, more complex patterns, addition and subtraction with regrouping, a beginning understanding of multiplication and division, shapes and their properties, symmetry and asymmetry, logical reasoning, measurement, money, time, and fractions Hands-on exploration, both independently and in groups, helps students solidify and further their mathematical understanding, and enhances their ability to explain their thinking verbally and in writing

Skills Number

● Read and write numbers into the thousands - 0 to 9,999

● Express value of each digit

● Sequence numbers

● Explore different base values

● Form and balance + , - equations

● Add and subtract up to 3 digits with regrouping

● Add with missing addends

● Introduce concepts of multiplication and division

● Identify and form number patterns

● Skip count by 2,5,10

● Subtract single digit numbers from double-digit numbers without regrouping

● Understand and recognize fact families

Logical reasoning and relationships

● Identify attributes

● Order and sequence numbers and objects

● Create original patterns

● Use a graph to make comparisons

● Use equalities and inequalities in sentences

● Guess, estimate, and count

● Recognize odd and even numbers

● Understand fractions as part of a whole

● Solve literature-based problems

● Choose appropriate operation to solve word problems

● Use language of math to describe symbols and operations

Measurement

● Money: Write amounts of money, add, subtract, and make change from a dollar

● Time: Tell time to five-minute intervals using analog and digital clocks

● Calendar: Understand days, months, date, and seasons

● Linear: Measure to nearest inch, foot, yard

● Volume: Measure 1/4 cup, 1/2 cup, 1 cup, tsp , tbsp

● Deepen their understanding of the metric system

Geometry

● Understand symmetry, asymmetry

● Construct designs using pattern blocks

● Properties of triangles, rectangles, squares, and hexagons

● Find the perimeter of a shape

● Explore the concept of conservation of space

THEMATIC STUDIES: SOCIAL STUDIES AND SCIENCE

Our thematic curricula alternate biennially; they integrate most of the elements of the One/Two curriculum – social studies, language arts, science, math, art, and music, and provide a meaningful context in which students develop their skills Interwoven throughout is the exploration of Learning for Justice’s four social justice standards of Identity, Diversity, Justice and Action

COMMUNITIES

Under this theme students dive deep into the study of anthropology and how anthropologists think. The theme operates under the following essential questions:

● Who am I?

● Who are we? What is a community?

● How do communities thrive?

This theme focuses on the various communities in our lives, considering how communities thrive and the difference between thriving and surviving. We begin the year as anthropologists, which are scientists that study people and cultures. Anthropologists are curious, open to the world and seek to understand humankind Throughout this theme, students will interview, observe, question and explore different people and other communities that inform our lives in order to draw conclusions around lifestyle, habits, and beliefs We explore ourselves and how we identify, noting our similarities and differences before expanding to think about the diverse communities that are important in our lives such as home, school, town, neighborhood, state, social communities, country, continent, world and the geographic environment of eachgrowing to understand how everything is connected Throughout this curriculum, we learn the importance of symbols to represent ideas As we focus on each community, each student creates a community circle with symbols that are representative of what is important to each of them We later narrow our study to learn about the people that lived on our land first - the Indigenous Nations of the Wampanoag and the Iroquois We compare and contrast our lives today to those of the past researching and discussing food, clothing, shelter, tools/crafts, and family roles and responsibilities The year culminates with a research project on a community of choice This rich theme allows us to better know ourselves, to better understand others, and shape our future

Topics

● Observation, questioning, record-keeping, analytical reading, critical thinking

● An understanding of anthropology

● What communities need to thrive vs. survive

● Identity and diversity

● Rural, urban, suburban communities (compare and contrast)

● Map reading skills, compass rose - cardinal and ordinal directions

● Cultural traditions/celebrations

● Ecosystems

● Life cycles of trees, plants

● Symbols and the ideas they represent

● Origin of the Massachusetts state flag - social justice perspective

● Redesign of the MA state flag to be more inclusive - action project

● Indigenous people of the Eastern Woodlands

● Sun, Earth and Moon in relation to seasons and climate

● Building and understanding the design of shelters

● Geography of the world - continents, land forms, and oceans

● Research project based on community of choice

SCIENTISTS AND INVENTIONS

Under this theme, students dive deep into the study of science and consider it from an interdisciplinary approach The theme operates under the following essential questions:

● What is a scientist and what do scientists need?

● What are inventions and why do people invent?

● How do inventions impact the world?

We begin the year by considering what science is and how scientists think. Using the book series Zoey and Sassafras by Asia Citro as both a whole-class read aloud and a source of inspiration, we become scientists ourselves by performing simple experiments and engaging in the scientific process - lab coats and thinking goggles included We then move to examining simple machines as the building blocks of inventions We explore, compare, contrast, and research objects of the past with modern technology – a radio with an iPod, a rotary phone with a cell phone The children also learn about chain reactions and discover how cause and effect works Shifting focus to the science of engineering, we study biomimicry and how scientists of the past have found inspiration in the natural world Students then put their scientific thinking to work by studying water as a natural resource and considering how issues of social justice connect to different

communities’ access to clean water We analyze how inventions can serve roles that are both helpful and not, and we work together to employ our scientific knowledge as a way to take action and create positive change This rich theme offers many opportunities for students to immerse themselves in the world around them, and to see how questions work as a pathway towards knowledge, understanding, and a better future!

Topics

● Precision and care when conducting experiments

● Data collection and analysis

● Constructing an understanding of the scientific process

● Simple machines

● Cause and effect

● The engineering design process

● Observation and biomimicry

● Inventions around and the world

● Scientists across time and cultures

● Water in our world

● Pollutants, access to clean water, and social justice

● Science and inventions as “action” to solve problems

ART

One/Two art is a sequential program integrating the life of a student and thematic studies with an in-depth study of studio art Projects rotate according to the classroom theme for the year

Shapes Marks and Lines

● Animal drawings and paintings

● Drawing imaginary imagery

● Sequential drawings that tell a story

● Capture characteristics of objects found in nature

● Create Large-scale collages

● Paint from observation and imagination

● Capture facial expressions in a series of drawings

● Draw from natural and man-made subject matter (perspective)

Color

● Review of color mixing with primary and secondary colors plus black and white

● Symbolic use of color in facial expression drawings

● Capture observed color in drawings and paintings of observational subject matter

● Learn to read the color wheel

● Blending dark and light variations of color in paint exploration

● Blending colors in the painting of landscapes and seascapes

Texture and Pattern

● Paper relief faces

● Multi-media creature collage

● Surface textures in clay constructions

● Etching into Styrofoam in a print-making process

● Exploring pattern possibilities through paper weaving

● Exploring animal patterns in mobile construction

3-D Form

● Imaginary construction with wood

● Constructing totem poles with clay

● Stick-mobile construction

● Puppet characters of medieval times with plaster and fabric

● Clay animal sculptures

SPANISH MUSIC

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

One/Two students continue to experience Spanish through music. Students continue to build comfort and confidence with speaking a world language, and learn vocabulary and conversational skills through exploration, games, activities, and songs that are linked to the music curriculum and the classroom theme. Students in first and second grade explore music through singing, music games, playing instruments, and various rhythmic exercises. The main goal in first and second grade music classes is to encourage a pure, deep, and lasting love of music.

Singing

● Develop an enjoyment of music

● Match pitch

● Begin to hold a part singing rounds

● Sing various Spanish songs to increase understanding and practice pronunciation

Music Theory

● Learn to read and write rhythmic notation, including quarter, eighth, sixteenth, half, dotted half and whole notes, and rests

● Understand the difference between beat and rhythm

● Understand and demonstrate dynamics, including piano, mezzo-piano, mezzo-forte, forte

● Instrument families

Composition/Creation

● Improvising on varied instruments

● Create movement for songs

Instruments

● Rhythm sticks and various percussion instruments

● Xylophones

Movement

● Show rhythm and beat in body

● Learn and remember steps to various music/movement games

● Collaborate with classmates to create movement

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future) The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own While the process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Publishing

In the One/Two program, the focus is on learning to setup and use a desktop computer (mouse & keyboard skills), digital graphics, block-based programming and introducing computer science concepts (loops, if/then logic), introducing 3-D modeling, navigating a website, online safety, and creating circuits Examples include physically installing and plugging in the computer lab desktops, programming story animations in Scratch, modeling houses in CAD software, publishing persuasive awareness posters, and creating online safety video PSA’s.

PHYSICAL EDUCATION

Students in first grade work on a variety of skills designed to help improve eye-hand coordination, balance, sense of rhythm, locomotor skills, physical fitness, and overall coordination.

Skills

● Manipulative skills (throw, catch, kick, dribble, strike)

● Balance and coordination

● Locomotor skills (run, hop, skip, jump, leap, slide)

● Social skills, positive self-concept, teamwork and cooperation

● Body and spatial awareness

● Sense of rhythm

Activities

Locomotor skills, fitness activities, pilo-polo, kickball, t-ball, basketball, soccer, volleyball, cooperative games, marching, stations, folk and creative dance, relays, fitness stations, tumbling, balance activities

LIBRARY

One/Two students are encouraged to use the library for its quiet space, to treat library materials responsibly, and to enjoy books. The main goals of the library program are to have students gain an appreciation for a “good story” (literature appreciation), and to recognize that information can satisfy one’s curiosity (information literacy). Children can begin to be able to find resources independently in the library and do more involved tasks such as online book searches. Children are encouraged to enjoy themselves while observing library etiquette so others can concentrate and use their time well.

Literature Appreciation Skills

● Listen and visualize during read alouds

● Participate in discussion of story or other group activity

● Recall and summarize what has been listened to and seen

● Select books of interest at appropriate reading level

● Identify most methods of book illustration, i e , photograph, watercolor or oil painting, drawing, ink sketch, lithograph

● Use illustrations to acquire a greater understanding of the story

● Understand the difference between an author and an illustrator

● Listen to literature for pleasure and information

● Read, write, and listen to poetry

● Dramatize stories

Information Literacy Skills

● Recognize that library materials are arranged so people can find books or other media

● Strengthen book selection skills by evaluating covers, illustrations, subject

● Differentiate between fiction and nonfiction

● Recognize when information is needed and describe what type of information can be used to solve a problem or answer a question

● Identify the type of source that will answer question(s)

● Sort information in meaningful ways

THIRD GRADE CURRICULUM

The third grade year centers on our theme, the Silk Routes, which integrates most of the elements of the third grade curriculum – social studies, language arts, science, math, art, and music. Our thematic unit provides a meaningful context within which students develop skills concentrating on cooperation and communication through various group projects and individual studies. These moments provide opportunities to increase independence and shape emergent executive functioning skills, such as organization of work and materials as well as time management Third grade is a significant age of transition in the classroom, where each child moves from learning how to read to reading and exploring to learn The Silk Routes through southern Asia and Europe, with a focus on the exchange of ideas and goods and how these practices shaped the world we live in both then and now, provide a mirrored blueprint for the growth and development of our third graders

LANGUAGE ARTS

Language Arts is integrated into all areas of the curriculum and includes reading, writing, listening and speaking

READING

The third grade reading program is literature-based One important goal of this program is to instill a love and appreciation of literature The reading selections are based upon general themes such as travel and adventure, and personal change and growth Some of the reading selections relate directly to the cultures studied this year Third grade students work to develop personal connections to the texts and apply their knowledge to the world around them Responses to texts are both through discussion and writing to show understanding

Skills

● Develop vocabulary

● Read aloud with fluency and expression

● Develop reading strategies such as asking questions, making connections, inferring, visualizing

● Develop higher-level comprehension skills

● Supporting the main idea with evidence from the text

● Use of BrainFrames © to analyze story elements

● Compare and contrast

● Analyze character actions and traits

● Sequence events

● Predict events in a story

● Draw conclusions

● Summarize a passage

Examples of literature choices that may be used to support our reading and thematic learning:

Stuart Little

Where the Mountain Meets the Moon

The Turtle of Oman

Chengli and the Silk Road Caravan

Tales of the Arabian Nights

Yang the Youngest and His Terrible Ear

Red Means Good Fortune

Year of the Panda

WRITING

Focusing on the writing process, children write from personal experience and create original, imaginative stories They work to develop topics, understand story structure, and learn the importance of fluent writing We use the Lucy Caulkins “Writer ’s Workshop” method The students draft, revise, edit, and proofread their stories Children use a concrete and systematic approach to construct complete sentences and to enhance those sentences They also write in journals and learn to write letters, poetry, and a short research report

Skills

Composition

● Brainstorm

● Write complete and complex sentences

● Elaborate with description

● Use similes and metaphors

● Organize ideas into paragraphs

● Draft, revise, edit

● Use dictionary effectively; use guidewords to locate words

● Learn to use a thesaurus

● Compare and contrast; Summary; and Narrative organization

● Proofread

● Conference (with peer and teacher)

Conventions (Grammar and Mechanics)

● Recognize phonetic patterns

● Memorize non-phonetic words, spelling rules, high frequency words, and sight words

● Master skills of capitalization and punctuation

● Recognize nouns, verbs, adjectives

● Understand prefixes, suffixes, synonyms, homonyms, and antonyms

Spelling

● Comprehensive word-study program

● Weekly instruction & practice studying selected words based on spelling pattern/phonetic pattern

● Weekly review to reinforce spelling skills and serve as evaluative tool

MATHEMATICS

The goal of the third grade math program is to help children perceive mathematical relationships and build confidence as mathematicians. Students learn to move from concrete to abstract problem solving. Real life scenarios help students practice and apply learned skills. Children use manipulatives and technology to help build concepts in all areas of mathematics

Skills

Numeration

● Understand place value

● Sequence numbers

● Determine highest or lowest number in a series

● Understand and apply number patterns

Computation

● Align numerals for an operation

● Form addition, subtraction, multiplication and division equations

● Add, subtract multi-digit numbers with regrouping

● Add with missing addends

● Multiply using number lines, equal groups, and arrays

● Identify square numbers

● Understand division as inverse of multiplication

Logical Reasoning and Relationships

● Solve attribute and logic problems

● Perceive patterns

● Graph data/interpret graphs

● Create and extend number and shape patterns

● Use symbols for equalities, inequalities in equations

● Understand fractions as parts of a whole

● Estimate

Measurement

● Money: Add, subtract, find equivalent sums of money

● Time: Tell time to minute; calculate elapsed time

● Calendar: Know number of days in week, month, year

● Linear: Measure to nearest inch, foot, yard, millimeter, centimeter, meter

● Measure perimeter and area using standard and non-standard units

Geometry

● Understand symmetry and asymmetry

● Identify and compare 2-dimensional figures and shapes

SOCIAL STUDIES

Traveling the Silk Routes is the focus of our thematic study integrating all subject areas Third graders journey from Venice, Italy through the Middle East, India, and on to China We explore the geography and cultures of these regions Children learn that trade was not only of goods, but also an exchange of ideas, inventions, customs, beliefs, and the arts Through research, third graders organize, collaborate, and present their findings in unique and personalized ways In our travels over the Silk Routes, students have opportunities to engage in hands-on activities that focus on different aspects of the cultures and peoples that we study Over the course of the year we find that children make strong connections between various cultures, and further their understanding of themselves as global citizens.

Skills

● Using a table of contents and index

● Note taking

● Using graphic organizers

● Presenting ideas and information

● Reading and labeling maps

● Using a key, scale, and compass rose on a map

● Analyzing non-fiction text structures

Field trips may include

● Isabella Stewart Gardner Museum

● Glassblowing demonstration at Mill City Glassworks

● Making pasta with Kids Cooking Green and Italian feast

● Dover Rug

● Islamic Academy of New England

● Islamic Society of Boston Cultural Center

● Classes on Chinese life and culture at the Chinese Cultural Center

● Peabody Essex Museum

SCIENCE

Our science program enables students to learn about the scientific process through a hands-on program Students learn how to collaborate, communicate, and develop critical thinking skills through age-appropriate experiments and activities that allow them to work together, discuss and predict, and make connections

Units include

● Introduction to the Scientific Method

Scientific observations, Scientific sketching, Testable questions, Patterns in nature

● Air transportation - properties of air - how do hot air balloons work? How do airplanes work?

● Water transportation - properties of water - how do boats float?

● Science of Sound - in collaboration with Music class Junk Band study

How sound travels through solids, liquids, and gasses

● Vertebrate animals and their classifications

5 classes of vertebrates

Animal adaptations

● Life Cycle of a Silkworm

○ Raising silkworms, measuring growth and development, recording observations with words & sketches, Incomplete vs Complete metamorphosis,

Compare and contrast Cicada life cycle (incomplete) vs Silkworm life cycle (complete)

How to tell a moth vs a butterfly

Monarch butterfly research

Analyzing silkworm survival data & how temperature affects survival rate

● Wetland Study

● What is a vernal pool?

● Life cycles of frogs and salamanders and vernal pools as “nurseries”

○ Egg mass count

Skills

● Observation

● Making predictions

● Defining problems that can be tested

● Use of Models to describe or predict phenomena, test cause & effect

● Classification

● Measurement

● Comparison

● Recording data

● Organization of data

● Interpretation of data

● Perceiving relationships

WORLD LANGUAGE

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

In third grade, students begin to experience the French language and Francophone cultures through food-related vocabulary, songs and cooking While the majority of experiences are with listening and speaking in the target language, some familiarity with written language and conventions is also introduced Vocabulary is tied to traditional recipes of French-speaking countries like France, Sénégal, Haiti, and the Canadian Province of Québec Lessons continually refer

back to travel and the importance of geography and climate on each country’s culture This allows for relevant connections to the class theme of travel along the Silk Routes Students build their knowledge of French and world cultures through food, music, games and art They learn several food-related terms (ingredients, utensils and actions), how to introduce themselves, and discuss their food preferences

ART

Third grade art is a sequential program integrating the life of a student and thematic studies with an in-depth study of studio art Students complete projects such as Venetian stained-glass windows and Chinese brush gesture paintings to connect to the classroom theme of the Silk Routes

Shapes, Marks, and Lines

● Self-portrait drawings

● Observational landscape drawings

● Stained glass window collage

● Full body self portrait painting (quality of line to capture a pose/stance)

Color

● Mixing flesh tones in self-portrait clay masks

● Balancing color in stained-glass window collage

● Mixing and balancing complementary colors in rug designs

● Exploring color and mood in Carnival Masks

Pattern and Design

● Geometric and arabesque patterns in rug designs (focus on positive/negative space)

● Symmetrical designs using letters in a stained glass window collage

Relief and 3-D Form

● Plaster carnival masks

MUSIC

In third grade, students will learn to sing with a full, relaxed tone, and learn to blend with the group while singing rounds. Third graders will study the recorder and glockenspiel, and continue to learn to read and write standard notation. Students will compose and notate pieces, learning the basics of what makes a singable melody. The classroom theme provides opportunities for an exploration of music from many cultures. Students are exposed to folk and classical styles of Italy, India and China through listening and experimentation with movement, traditional instruments, and vocal styles.

Singing

● Develop a full, relaxed vocal tone

● Sing in unison and two parts

Movement

● Participate in Eurhythmics exercises, folk dance, rhythm stick games, and expressive movement

● Dancing based on traditional Chinese dancing with ribbons, fans, and/or chopsticks

Instrumental

● Play non-pitched and pitched instruments of different timbres

● Create rhythmic and melodic patterns on xylophones

● Play the recorder (at least five notes)

● Play glockenspiels and xylophones

Music theory

● Rhythmic theory to include quarter, eighth, sixteenth, half and whole note values and rests

● Introduction to reading and writing music notation in treble clef

● Recognize musical symbols, i e time signature, measure lines, repeat marks, and relationship of pitch and notes on the staff

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future). The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own. While the process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world.

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Digital Citizenship

In third grade, the focus is on introducing new computer science topics (variables, function calls), basic video editing, voice-over narration, home-row keyboarding, animation, building and programming robotics, graphic design, online safety, and building circuits Examples include building circuits to highlight information on a physical map, creating animated stories, creating and narrating architectural videos, and programming Lego Mindstorm robots to respond to sensor input

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based In grade three, children develop their skill levels and learn to work together as a team They strive toward greater awareness of others and receive an introduction to sports skills

Skills

● Throw and catch

● Develop balance, coordination

● Run, hop, skip, jump, dribble, kick, volley

● Develop social skills and positive self-concept

● Develop cooperation, teamwork, and sportsmanship

● Develop body and spatial awareness

● Develop sense of rhythm

Activities

Soccer, field hockey, kickball, pilo-polo, t-ball, obstacle course, stations, relays, basketball, frisbee, badminton, fitness exercises, group initiatives, track and field, rhythmic movement, traversing wall activities, McWHIPIT (lacrosse), cooperative games, football

LIBRARY

In third grade, students are encouraged to become more independent in their use of library resources and are given formal instruction on using the online library

catalog database Students are also introduced to the Dewey Decimal System and practice locating both fiction and nonfiction books in the library During weekly read-alouds, students continue to work on active listening and critical thinking skills as we look at more sophisticated plot lines, character development, and comparative literature

Literature Appreciation Skills

● Active listening

● Comprehension Skills: Analysis of plot, characters, storylines

● Evaluate new books for content, illustrations, subject appeal

● Read independently

● Demonstrate awareness of literature from various cultures

● Demonstrate awareness of literature from different genres

Information Literacy Skills

● Browse and choose books

● Independently check books out

● Identify parts of books (e.g. title page, table of contents, index, bibliography, etc., and the function of each)

● Continue to work on alphabetization

● Use online computer card catalog

● Locate a book by author ’s name and by Dewey Decimal classification

FOURTH GRADE CURRICULUM

The fourth grade theme is an examination of culture Through their study of ancient Greece and different cultures of Africa, with an emphasis on the Yourba of Nigeria, students learn the categories which make up culture and see how it impacts daily life This work integrates most of the elements of the fourth grade curriculum: social studies, language arts, science, art and music The theme provides a meaningful context in which students develop their fourth grade skills/concepts while learning about the elements of culture, what culture is, how cultures change, and the importance of understanding other cultures

LANGUAGE ARTS

Language Arts is integrated into all areas of the curriculum. Students develop their communication skills in reading, writing, speaking and listening, so they can receive information and express themselves clearly.

READING

We help children to become involved readers of high-interest materials wherever and whenever they read Material in the reading program is typically high interest trade/chapter books for direct reading instruction supplemented by various materials related to theme

Skills

● Choose and read books independently

● Develop rich, descriptive vocabulary

● Learn new vocabulary

● Apply decoding skills

● Read with oral fluency and expression

● Literal comprehension:

○ Find the main idea

○ Read for detail

○ Sequence events in a story

○ Summarize

● Inferential comprehension:

○ Predict outcomes

○ Understand character and motivation

○ Identify cause and effect

○ Find supporting material in text to verify conclusions

● Perceive patterns in literature

● Use the dictionary effectively; use guidewords to locate words

● Scan for information

● Critical thinking skills

● Formulate literal, inferential, and critical thinking questions

● Practice active reading strategies

● Identify writing techniques used by the author

Teachers make selections from the following books:

The Adventures of the Greek Heroes D'Aulaire's Greek Mythology Theras and his Town Shiloh

The African Mask

Aesop’s Fables

Yoruba folktales

West African folktales

Save Me a Seat

Front Desk

Wishtree

Because of Winn-Dixie

How to Steal a Dog

The Red Pencil Fish in a Tree

WRITING

Personal experiences, poetry, expository paragraphs, formal letters, research reports, and general fiction make up a fourth grader's writing experiences. Students use the writing process (including brainstorming, planning, drafting, revising, editing, publishing) throughout the year.

Skills

Composition

● Plan a story; show basic understanding of story structure

● Edit for capital letters, punctuation, spelling, and organization

● Revise

● Research

● Understand sentence structure

● Write to a given form

● Organize into paragraphs with a topic sentence, supporting details, and concluding sentence

● Draft

● Proofread

● Analyze writing and provide constructive feedback

● Paraphrase Conventions (grammar and mechanics)

● Recognize elements of phonetic patterns

● Memorize non-phonetic words and spelling rules

● Apply skills of capitalization and punctuation

● Identify parts of speech: Nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, interjections

● Understand prefix, suffix, synonyms, antonyms, and homophones

● Master high-frequency words

● Keyboarding

● Identify poetic devices: Simile, metaphor, onomatopoeia, alliteration, hyperbole, personification, assonance

● Basic cursive (read and write)

MATHEMATICS

Fourth grade students expand their understanding of the field of mathematics to include both computational and non-computational skills/concepts The focus is on helping students develop a firmer foundation of place value, number sense, and strategies to help solve a variety of problems, rather than on rote memorization and procedure We explore the concepts of multiplication, division, real-life problems, measurement, data interpretation, logical reasoning, area, perimeter, as well as the visual-spatial aspects of mathematics Math lessons revolve around real data, number patterns, and discovery through exploration Students are encouraged to solve increasingly challenging problems using what they know, as well as to appreciate that there are differing methods of approaching and solving problems They also are given opportunities to share and discuss their mathematical thinking through different modalities Through these experiences, students begin to develop an appreciation of mathematics as encompassing far more than mathematical computations

Skills

Number

● Estimation and rounding numbers

● Read and write numbers to one million

● Identify place value to one billion

● Count by 100s, 1000s, 10,000s, 100,000s

● Sequence numbers using + , < , and >

● Add and subtract whole numbers and fractions

● Two-digit multiplication

● Factors

● Multiplication by multiples and powers of 10

● Division facts and division by multiples and powers of 10

● Solve mental math problems

● Solve for missing elements in an equation

● Prepare and solve word problems

● Recognize prime and composite numbers

Relationships

● Understand and extend number patterns

● Collect data and prepare graphs

● Use equalities and inequalities

● Understand fractional equivalents

● Understand fraction and decimal notation

● Square numbers

Measurement

● Length, area with formula, money

● Standard and Metric system

Geometry

● Understand two- and three-dimensional geometric shapes

● Study triangles and other polygons

● Study types of angles (right, acute, obtuse)

● Explore perimeters and areas of figures

● Coordinate graphing of collected data

SOCIAL STUDIES

To increase awareness of both the diversity and the commonality of human experience, fourth graders consider and compare different cultures with an emphasis on classical Greek and Yoruba Before delving into these cultures, students learn how culture develops through exploring the fundamental needs of all humans and how they solve these needs by using the natural resources around them. Next, they reflect on their own family’s culture. Our study of ancient Greece focuses on mythology and culture. Students dive deeper into the concept of religion and learn the components of structured religions by investigating either ancient Greek, ancient Mayan, Zoroastrianism or Buddhism. Our study of Africa explores geography and cultures throughout the continent, with an in-depth focus on West Africa and the Yoruba culture. We examine how values are taught, the role of oral tradition, artistic expression, and forms of worship.

Units

● Multiple Intelligence Theory

● Exploration of culture

● Aspects of Greek culture

● Ancient Olympics

● Greek Gods & Goddesses

● Religion project

● Geography of Africa

● Yoruba traditions

● Map study of continents, Greece and the Mediterranean, and Africa

Skills:

● Geography (focus on Greece and Africa)

● Landforms and biomes

● Reading various types of maps

● Interpreting information on maps

● Latitude and Longitude

● Research skills- note taking, summarizing

● Presentation skills

Field trips

● Museum of Fine Arts

SCIENCE

Our science program enables students to learn about the scientific process through a hands-on program Students learn how to collaborate, communicate, and develop critical thinking skills through age-appropriate experiments and activities that allow them to work together, discuss and predict, and make connections

Units

● The human brain - structure & function, how culture has affected/shaped cognition, how emotions affect learning

● Electricity - form of energy, circuits, conductors & insulators, how current electricity is generated and transmitted to homes & other devices

● Solar system - planets, moon phases, tides, scale & relative size, life cycle of stars, structure of the sun

● Renewable Energy

● Wetland study: wetland role in water filtration

Skills

● Ask questions & define problems

● Hypothesize

● Develop and use models to describe, represent or simulate a phenomena

● Plan & carry out investigations

● Compare/contrast

● Collect Data

● Categorize

● Analyze and interpret data

● Use mathematical and computational thinking

● Construct explanations and design solutions to a problem

● Communicate information orally/in writing

WORLD LANGUAGE

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

Fourth graders continue to experience French language and Francophone geography and culture The focus at this level is on performance, with pronunciation and oral expression being the primary goals for the year Vocabulary, music, games, and projects are closely tied to the fourth grade themes. During the first part of the year, students study the geography, climate and sports of the French-speaking world, in advance of choosing a Francophone country to represent during a modern-day simulation of an Olympic Opening Ceremony. During the second half of the year, work focuses on French-speaking Africa. Students study political and physical maps of Africa and learn the names and locations of its French-speaking countries and animals native to its three main geographical regions. While the majority of experiences in both units are with listening and speaking French, students gain some familiarity with written language and conventions during the culminating project on an African animal of their choice

ART

The fourth grade art program integrates studio projects with classroom themes while focusing on the exploration of materials and the development of individual crafting technique and confidence Their artistic investigation of world culture takes many forms, utilizes a broad variety of media, and encourages visual research In addition to their creative work with theme, fourth grade students enjoy a variety of independent projects that inspire and challenge their conceptual and technical abilities

Examples of fourth grade art projects include but are not limited to:

● Building large and small recreations of Ancient Greek architecture

● Block prints inspired by Adire textile design

● Design/create masks based on Yoruba mythology

● Architectural and figurative sculptures using cardboard construction and/or papier mache

MUSIC

In fourth grade classes, students use critical thinking skills to compare and contrast the music of the cultures examined in thematic studies, as well as to learn the initial skills of creative, interactive musical participation. They learn music appreciation through singing, movement, composition and playing instruments. They study West African drumming and dance with a guest artist Students will study the recorder, and will also play and compose music on xylophones and glockenspiels

Singing

● Develop a full, relaxed vocal quality

● Develop blended class sound

● Maintain individual part during singing of partner songs and rounds

● Build a repertoire of songs

Instrumental

● Play xylophones and glockenspiels in two and three parts from notation and by ear

● Play percussion instruments

● Learn hand drum techniques and rhythms for West African Music

● Play recorder

Movement

● Learn folk dances with stylistic awareness

● Participate in Eurhythmics and expressive movement activities

● Move to and demonstrate understanding of rhythm and tempo

● Learn West African dance

Composition/Improvisation

● Compose and perform rhythm pieces

● Compose and perform melodic pieces

● Improvise melodies on xylophones, exploring different ways to put melodies together

Listening

● Listen to and discuss components of selected compositions: Pitch, duration, volume, timbre, texture, form, style

Music Theory

● Rhythmic theory to include quarter, eighth, sixteenth, half and whole note values and rests

● Reading and writing beginning music notation in treble clef

● Improvising patterns up to 16 beats using discussed rhythmic and melodic elements

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future) The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own While the process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Digital Citizenship

In the fourth grade, we focus on introducing online collaboration &, digital citizenship, improving touch typing skills, programming robots to interact with the environment, 3D modeling both existing and original objects, formal design thinking process, programming for user interactivity, digital photography, soldering electrical components, and green-screen movie editing

Possible Field Trips include:

● M.I.T. Edgerton Center

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based. The program includes cooperative games, standard games, such as capture the flag and ultimate Frisbee, and team sports including field hockey, soccer, and basketball Students practice motor and sports skills throughout these activities Students develop sports skills through movement exploration, specific skill work and playing games

Developmental Focus

● Develop cooperation, teamwork, and sportsmanship

● Develop body and spatial awareness

● Develop social skills and positive self-image

● Develop the following physical skills

Skills

● Locomotor Movements: Walk, run, hop, slide, jump, crawl, roll

● Non-locomotor movements: Swing, bend, stretch, twist, turn, dodge, push, pull

● Sports skills: Throw, dribble, kick, bat, batch, shoot (basketball), volley

Activities

Soccer, softball / baseball, field hockey, frisbee, kickball, basketball, volleyball, lacrosse, team handball, track and field, tennis, flag football, fitness exercises, relays, cooperative games, group challenges, obstacle courses, lifetime fitness activities

LIBRARY

In fourth grade, the library curriculum furthers students' appreciation and enjoyment of literature and focuses on an in-depth study of the various fiction genres (e g fantasy, mystery, realistic fiction and historical fiction) The curriculum also provides students with opportunities to plan a search strategy for information, using print and online reference sources, and to synthesize information to organize and produce new meaning. Students are introduced to digital “Breakout” puzzles, where they work collaboratively to solve puzzles requiring critical thinking, problem solving, and information gathering.

Literature Appreciation Skills

● Evaluate new books for content and appeal

● Active listening

● Demonstrate awareness of literature from various cultures and genres

● Locate fiction by genre

● Use online Library catalog to locate books of interest

Information Literacy Skills

● Identify keywords to find information on a topic

● Continue to analyze fiction versus non-fiction

● Explore and develop understanding of how to gather information, including the use of table of contents, index, and glossary

● Demonstrate the use of print and online dictionaries, encyclopedias, almanacs, and atlases in finding relative information

● Solve digital “Breakout” challenges collaboratively by gathering and synthesizing necessary information and resources

● News Literacy: identify news credibility and reliability, and demonstrate reading closely for information and analysis

AFTER-SCHOOL SPORTS/ACTIVITIES

Students in Grade 4 have the choice of participating in instructional field hockey and cross country in the fall. They may also participate in an instructional track or girls’ lacrosse program during the spring season. Children work with others in their age group under the supervision of a coach. They learn strategies, positions on the field, skills specific to the sport, and skills to develop effective teamwork The Charles River School Sports Program encourages group cooperation in a competitive setting, as each team plays games with neighboring teams of similar age and ability

FIFTH GRADE CURRICULUM

The fifth-grade year centers on the thematic study “The Changing Face of America,” under this umbrella topic we look at immigration, forced migration, and migration within the United States This thematic study integrates many elements of the fifth-grade curriculum including: social studies, language arts, geography, math, science, art and music. This thematic study provides a meaningful and rich experience through which students develop a wide variety of skills. Generating thoughtful questions and facilitating in-depth discussions allow students to draw individual conclusions about different time periods in American history

LANGUAGE ARTS

Language Arts is integrated into all areas of the curriculum

READING

As fifth graders transition from “learning to read” to “reading to learn,” we work with students to further develop their ability to read effectively and to establish a love of reading. Classes are organized in a variety of groupings, both teacher-facilitated and student-led groups, allowing students to read and analyze a range of literature from poetry to nonfiction to biography

Materials

Some examples of the types of texts we might read are: Chasing Vermeer by Blue Balliett, Home of the Brave by Katherine Applegate, Inside Out & Back Again by Thanhha Lai, and Full Cicada Moon by Marilyn Hilton. We also read various non-fiction books and articles related to immigration

Skills

● Recognizing different genres

● Developing listening skills to enhance meaningful discussions of literature

● Distinguishing fact from opinion

● Expanding vocabulary

● Developing strategies for finding meanings of unknown words

● Literal comprehension:

○ Find the main idea

○ Analyze character, plot, theme, setting

○ Read for detail

○ Sequence events

● Inferential comprehension:

○ Identify cause and effect

○ Draw conclusions based on textual clues

○ Generate discussion questions

○ Summarize main idea and details

● Monitor reading for comprehension using the following strategies:

○ Preview

○ Infer

○ Visualize

○ Make Connections

○ Ask questions

○ Summarize

○ Predict

○ Respond

WRITING

Students use writing both as a process of self-discovery and as an effective mode of communication Through the writing workshop and the writer's notebook, students develop personal writing topics and create drafts that they revise and edit The writing that students do in fifth grade is often connected to an area of thematic study Students write in a variety of genres throughout the year, including memoirs, short stories, poetry, and non-fiction We emphasize different steps of the writing process – including brainstorming, planning, drafting, revising, and editing – in order to aid each student in their growth as a writer.

Skills

Handwriting

● Use neat and legible handwriting

● Increase proficiency at typing and using a computer effectively for major pieces of writing

Writing Habits

● Writing on a daily basis

● Independently use the writing process, including: brainstorming, planning, drafting, revising, editing, publishing

● Use graphic organizers as a tool for organizing writing

Conventions (Grammar and Mechanics)

● Recognize complete sentences, fragments, and run-ons

● Review the following parts of speech

○ Noun

○ Action verb

○ Adjective

○ Pronoun

● Learn the following parts of speech

○ Prepositions

○ Conjunctions

○ Indirect and direct objects

○ Nouns – concrete vs. abstract

○ Helping verbs

○ Adverbs

● Master the following parts of speech

○ Subject-predicate

○ Verbs of being

○ Articles

○ Interjections

● Master use of capitals in writing

● Master use of commas in: a series, dates, letter salutations and closings, between city and state

● Master punctuation of dialogue

● Master rules for formation of possessives

● Recognize sentence types (declarative,imperative, interrogatory, exclamatory)

● Use correct subject-verb agreement independently in simple sentences

● Recognize and repair sentence fragments and run-on sentences

● Master friendly letter format

Composition

● Write cohesive expository paragraphs consisting of a clear topic sentence, supporting details, and concluding sentence

● Write more than one paragraph about a topic

● Write historical fiction, combining information from multiple resources

● Write from the point of view of another person

Language

● Give oral presentations for various purposes

● Express an opinion about a topic or text using supporting details

● Learn strategies for completing analogies

● Learn new vocabulary words

● Use context to understand words with multiple meanings

● Practice dictionary skills

MATHEMATICS

In fifth-grade mathematics, we challenge students to think about different strategies for approaching real-world situations and new mathematical situations We also challenge them to become more flexible in their thinking We foster a strong understanding of why basic operations work and emphasize that students should express their thinking verbally We continue to encourage students to apply prior knowledge to new and unknown mathematical concepts

Skills

Number & Operations

● Write numbers in expanded form

● Read, write, and compare decimals to the thousandths (using base-ten numerals, number names, and expanded form)

● Recognize that in a multi-digit number, including decimals, a digit in any place represents 10 times as much as it represents in the place to its right, and 1/10 of what it represents in the place to its left

● Explain patterns in the number of zeros of the product when multiplying whole numbers by powers of 10

● Explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10

● Demonstrate understanding of multiplication of double digit by double digit whole numbers in 3 ways

● Demonstrate understanding of division of two digit by two digit numbers in 3 ways

● Fluently multiply multi-digit whole numbers using the standard algorithm

● Continue gaining proficiency in math facts

● Demonstrate understanding of the relationships between operations; inverse of multiplication and division used as a check

Fractions

● Add and subtract fractions with unlike denominators

● Add and subtract mixed numbers with unlike denominators

● Compare and determine greater than and less than with fractions with unlike denominators

● Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

● Understand that fractions are a representation of division

● Multiply and divide fractions using a visual fraction model and/or area model

● Interpret multiplication as scaling (resizing)

● Multiply a fraction or whole number by a fraction

● Divide unit fractions by whole numbers and whole numbers by unit fractions

● Solve real world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problems

Algebra

● Use parentheses, brackets, or braces in numerical expressions and evaluate expressions using these symbols

● Understand the idea of a variable as an unknown quantity using a letter or symbol

● Generate two numerical patterns using two given rules and identify relationships between corresponding terms

Geometry

● Build and draw geometric objects

● Identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs

● Identify and build a three-dimensional object from a two-dimensional representation of that object

● Graph points on a coordinate plane to solve real-world and mathematical problems

● Recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom and everyday life

Measurement

● Accurately convert inches into feet and vice-versa

● Understand that measurements are approximations and understand how differences in units affect precision

● Recognize volume as an attribute of solid figures and understand concepts of volume measurement

● Measure volumes by counting unit cubes, using cubic cm, cubic in , cubic ft

● Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume

● Apply the formulas V= l x w x h and V= b x h

● Recognize volume as additive

Data Analysis and Probability

● Find the mean, median, and mode of up to ten whole two-digit numbers

● Design an investigation to address a question

● Predict the probability of of outcomes of simple experiments and test those predictions

● Collect data using observations, surveys, and experiments

● Represent data using tables and graphs

● Consider how data collection methods affect the nature of the data set

SOCIAL STUDIES

“The Changing Face of America” is the focus of our thematic study, which integrates most subject areas Fifth graders begin the year thinking about what it means to be a historian, and they learn to draw reasoned conclusions from primary source material. Our units of study include voluntary immigration, forced migration, and migration within the United States. We study immigration as the starting point of the country, the impact of the cultures that immigrant groups brought to America, and immigration today. Throughout the studies of these topics, we also discuss the themes of social injustice and prejudice towards minority groups The thread of social injustice and prejudice is woven throughout our study, as we look at how people who change history are treated

Units

● Immigration: specifically from Colonial immigration to present day

● Migration: specifically the difference between forced migration and migration

Skills

● Developing research categories

● Develop focused questions or problem statements and conduct inquiries

● Discerning important information about a topic

● Organize information and data from multiple primary and secondary sources

● Organizing notes into specific categories

● Analyze the purpose and point of view of each source; distinguish opinion from fact

● Evaluate the credibility, accuracy, and relevance of each source

SCIENCE

Science is an integral part of the theme, delving into topics related to migration, adaptation, humanity, and human impact on the environment.

Units include

● Math in Nature

● Owl Adaptations, Digestive System, and Pellet dissection

● Forensics - simulated sleuthing experience

● Human Body systems including skeletal, muscular, respiratory, circulatory, and sensory systems including the eyes and ears

● Growth Education - Endocrine system, puberty, and changes to the brain and body

● Oceans, currents, temperature & salinity, climate zones, waves, tides,

● Whales and human impact

● Invertebrate study in the wetland

Skills

● Observation

● Ask questions about what would happen if a variable were to change

● Hypothesize

● Plan and carry out investigations

● Analyze and interpret data, compare & contrast data

● Developing and using models

● Use mathematics & computational thinking

● Design solutions to a problem

● Critical thinking

● Develop a simple physical prototype to convey an object, and test cause and effect relationships

● Communicate scientific information orally and in writing, including tables, charts, and diagrams

WORLD LANGUAGE

We recognize that the grammar of Romance Languages uses a binary gender system. While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

In fifth grade, students continue to study French language and Francophone culture during the first half of the year Themes change yearly and areas of study may include the city of Paris, its organization, historic sites and museums and art, or the province of Quebec, important French explorers and traditional cuisine, or a performance of a West African folktale In March, language sections are created and fifth graders begin their formal study of either French or Spanish; each student then continues to study that language through eighth grade

ART

Color theory is central to the fifth grade art curriculum, guiding the majority of projects throughout the year. Students begin with the basics, including refamiliarization with the color wheel, understanding complementary and tertiary colors, and building sophisticated color palettes. After working with grayscales and learning about value, students progress to examine the interrelation of light, color, and visual perception, and how it can be utilized in the art making process A sequence of studies and experiments typically culminates in a large collaborative project in which the class does a deep exploration of an advanced color concept Past projects include using color to create optical illusion, recreating art historical works through optical mixing, and creating large photo realistic portraits with colored “pixels”

In addition to the study of color, fifth grade students enjoy a variety of independent projects that inspire and challenge their conceptual and technical abilities Examples of past projects include but are not limited to:

● Minimalist movie posters inspired by the work of Saul Bass

● Found object sculpture

● Mixed media collage

● Three dimensional perspective drawings focusing on foreground, middleground and background

● Papier mache creatures

● Character design and rotational animation

MUSIC

In fifth grade, students continue to expand skills of creative musical participation through singing, movement and playing instruments Students learn to play the ukulele Students also learn the role of music and sound effects in storytelling in an extended soundtrack project where they provide the music and sound effects for a film clip Students also study songwriting and instrumental composition, learning to use online music composition software

Singing

● Sing independently with accurate pitch

● Sing in unison, rounds and two part harmony

● Develop full, relaxed vocal quality

● Develop blended class sound

Instrumental

● Play xylophones in two and three parts from notation and by ear

● Recognize groups of instruments

● Play melodies on various instruments

● Play a 12-bar blues pattern on an instrument

● Play the ukulele, including both chords and reading tab notation

Listening

● Listen to and discuss components of selected compositions: Pitch, duration, volume, timbre, texture, form, style

● Study the extensive musical history that has contributed to modern American music, including classical, folk and blues composers

Composition – Individual and Small Group Projects

● Compose unique compositions using the computer programs Garageband and Soundtrap

● Write original songs in the Blues unit

Music Theory

● Reading ukulele tab

● Improvising patterns up to 16 beats using discussed rhythmic and melodic and harmonic elements

● Song structure and composition

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future) The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own While the process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Digital Citizenship

In fifth grade, we focus on online collaboration, digital citizenship, independent project management skills (time management, daily and long term planning), animation, movie and soundtrack editing, programming (event handling and conditional statements), and the formal design thinking process. Examples include learning to create animation walk

cycles, one minute movie stories, re-scoring a film for a different emotional effect, and a long-term independent passion project

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based The program includes cooperative games, standard games, such as capture the flag and ultimate Frisbee, and team sports including field hockey, soccer and basketball Students practice motor and sports skills throughout these activities Students develop sports skills through movement exploration, specific skill work and playing games

Skills

● Locomotor Movements: Walk, run, hop, slide, jump, crawl, roll

● Non-Locomotor Movements: Swing, bend, stretch, twist, turn, dodge, push, pull

● Sports Skills: Throw, dribble, kick, bat, catch, shoot (basketball), volley

Activities

Soccer, softball / baseball, field hockey, frisbee, kickball, basketball, volleyball, lacrosse, team handball, track and field, tennis, flag football, fitness exercises, relays, cooperative games, group challenges, obstacle courses, lifetime fitness activities

LIBRARY

Fifth grade students continue to use the library as a resource for reading for pleasure and information, and more increasingly, for developing skills in inquiry and research Fifth grade students develop and practice fluency in identifying fiction genres, and, in collaboration with their homeroom, read widely from a variety of genres Students are exposed to primary sources such as newspaper articles, videos, and audio related to multiple historical events, honing the skills they will need to become sophisticated consumers of news and information Through a variety of in-depth inquiry challenges using both print and digital resources, as well as “Breakout” challenges, students collaborate, share knowledge, solve information puzzles, and learn how to participate in research ethically and productively

Literature Appreciation Skills

● Evaluate books for content and appeal

● Recognize characteristic styles of various authors

● Recognize reading as a lifelong pursuit

Information Literacy Skills

● Distinguish, use, and navigate effectively a variety of print and electronic reference sources to locate information

● Use the Library Online Catalog system readily and easily

● Develop news literacy skills; curating and comparing multiple sources of information, both digital and print

● Demonstrate facility with solving digital and physical Breakout challenges

SPORTS (Interscholastic Competition)

The school offers a program of interscholastic competition for students in Grades 6-8 for three seasons and Grade 5 in the fall and spring Students are encouraged to participate in at least one of the three seasons per year Offerings for fifth graders include: soccer, field hockey, cross-country in the fall; fitness club in the winter; track, ultimate frisbee, and girls' lacrosse in the spring Children work with others in their age group under the supervision of a coach They learn strategies, positions on the field, skills specific to the sport, and skills to develop effective teamwork The Charles River School Sports Program encourages group cooperation in a competitive setting, as each team plays games with neighboring teams of similar age and ability

SIXTH GRADE CURRICULUM

Our goal is for every student to develop an individual as well as a collective “Sixth Sense ” Our big idea for the year is intended to tie together not only four subject domains math to English, history to science, etc but also to validate each student’s unique story, social and emotional development, and academic areas of strength The sixth grade year offers an opportunity to truly take learning across disciplines, breaking the lines sometimes drawn around subject areas

A defining element of 6th grade is an increase in academic rigor Students should expect to be challenged by the content with which we engage and the learning tasks we execute. The skills we will practice and apply throughout the year will become the essential tools of 7th and 8th grade and beyond To sharpen these skills and harness the intellectual sophistication burgeoning within the mind of each student, kids will be presented with tasks that are “desirably difficult ” Leaning into challenging work will allow each student to make the most of the experience. Our job, collectively, is to foster a growth mindset within them

HUMANITIES

Themes:

● Power, “us and them,” the relativity of justice, “the ladder of equality,” dualities of human nature

Topics:

● Who writes our history?

- Case Study: Columbus and the myth of the “savage”

● Whose rights does a society choose to protect and respect? Why?

- Case Study: Civil rights around the globe, yesterday and today

● Where does “revolution” start? How? Why?

- Era Study: The Age of Enlightenment and the Seeds of Revolution

● Where are we?! Essential geography

● Short stories, novel study, and poetry analysis

Skills:

● Writing: (1) Developing the writing process and applying grammatical conventions and structures; (2) Argumentation: claim-based writing with evidence and analysis; (3) Creative and descriptive writing

● Reading: Close reading and text annotation; summarizing main ideas; evidence collection and selection; inference; lensing (reading from different perspectives)

● Speaking and Listening: (1) Small group discussions; (2) public speaking with a practiced purpose

● Higher-order, problem-based thinking; understanding ambiguity

● Historical sourcing

Books

● Born a Crime (Young Readers Edition) by Trevor Noah

● Other texts to be announced

STEM

The world around us will direct our STEM studies this year, but our focus will not be limited to what we can easily observe with our five senses We will look at the very small, the very large, the too slow and the strikingly complex, using data as our guide We will speak the language of mathematics, as we make sense of the world and discover ways to share our understanding with others. Developing a “Sixth Sense” in STEM will ask students to look beyond the simple facts and algorithms to engage with the beauty of their world and to find power in their ability to understand it

Essential Questions

● How can we better understand our world through inquiry?

● What are the stories in numbers?

● What are the tools that allow us to “see” our world in all of its complexity?

Science Topics

● Sensory perception (neurobiology)

● Covid-19 Pandemic (pathogens, immunity, etc )

● Science Underlying Global Climate Change (combustion, density, melting/freezing, heat, etc.)

● Environmental Justice

Math topics

● Data analysis/graphs and statistical tools

● Manipulating Decimals

● Manipulating Fractions

● Percents

Skills

● Measuring

● Problem-solving

● Reading text and visual information

● Designing experiments

● Collecting data

● Analyzing data; using numbers and words to explain our understanding of the world

Essential Questions

COMMUNITY, HEALTH & WELLNESS

● What does a community need to feel safe? How can we each contribute to that?

● What are the elements of a healthy relationship

● What are the elements of a healthy identity?

● How do bodies and brains change as they mature?

● What are the tools for healthy self-regulation and positive energy

WORLD LANGUAGE

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students.

FRENCH

This is the first year of a three-year program. The goal is to build confidence and comfort in a new language by introducing the students to fundamental French grammar, vocabulary and various aspects of Francophone culture The emphasis in 6th grade is on how to best learn a language Students practice a variety of study methods, including online note cards, four-column notes, written exercises, and internet-based games and activities, to hone their reading, writing, speaking and listening skills The class is conducted primarily in French Using a wide range of teaching techniques and materials, such as TPR (Total Physical Response), skits, poems, short readings, games, videos and popular music, 6th graders complete the first three chapters of the text, Bien Dit! In class, new topics and vocabulary are taught with a thematic approach –providing the students with a context in which to learn French language and culture. Assessments vary and are in the form of written and oral chapter tests, quizzes, homework, class participation or projects relating to thematic vocabulary The year ends with a cultural unit about the province of Québec

Themes: Introductions, activities and hobbies, family

Vocabulary: Greetings, introductions, numbers 0-200, classroom objects and expressions, activities and hobbies, physical descriptions and personality traits, family

Structures: Subject pronouns, present tense of regular ‘–er ’ and ‘-re’ verbs, avoir and être, the negative, indefinite, definite and possessive articles, yes/no questions, adjective agreement, conjunctions

SPANISH

This is the first year of a three-year program. The goal is to have students feel comfortable and successful while learning a new language Students are introduced to the fundamentals of Spanish grammar, vocabulary and many aspects of Hispanic culture The emphasis in 6th grade is on how to best learn a language Students practice a variety of study methods, including online note cards, four-column notes, written exercises, and web-based games and activities. These methods help students improve their writing, speaking, and listening skills The class is conducted primarily in Spanish Using a wide range of teaching techniques and materials, such as TPR (Total Physical Response), TPRS (Teaching Proficiency through Reading and Storytelling), CI (Comprehensible Input), skits, poems, chapter stories, games, videos and songs. 6th graders complete the first three chapters of the text, ¡Avancemos!. In class, new topics and vocabulary are taught with a thematic approach Assessments are in the form of written and oral chapter tests, quizzes, homework, class participation and projects relating to thematic vocabulary In the spring, focus is on Spain and its capital Madrid

Themes: Introductions, “who am I”, school, family

Vocabulary: Greetings, introductions, weather, numbers 0-1000, classroom objects and expressions, activities and hobbies, physical descriptions and personality traits, family, school subjects and supplies, days of the week, months of the year, colors

Structures: Subject pronouns, present tense of regular ‘–ar ’ , ‘–er ’ and ‘-ir ’ verbs, ser, estar, tener, hacer, gustar, and ir, the negative, indefinite, definite and possessive articles, yes/no questions, questions with question words, adjective agreement, subject/ verb agreement

ART

The sixth grade art program is a sequential curriculum integrating studio work with major classroom themes.

Shapes Marks and Lines

● Exploring mark making in mono-prints

● Drawing animals in a setting

● Capturing observed features in natural objects through drawing, painting and collage activities

Color

● Matching observed colors in a large-scale sculpture

● Sequencing colors in a block printing project

● Exploring color and mood in a landscape painting

● Capturing color values in observed subject matter

Texture and Pattern

● Exploring texture and pattern in a mono-print process

● Carving into a block in a print-making process

3-D Form

● Building large-scale representations of objects (proportion and scale)

MUSIC

In sixth grade, students expand skills of creative musical participation through singing, playing instruments, and composition. Students explore sound and composition through the use of both original and “junk” instruments. They learn about musical theater, developing their presence and confidence onstage They play the ukulele, learning to read chord charts and tab They also use technology to create musical compositions

Singing

● Sing independently with accurate pitch

● Sing in unison and two part harmony

● Develop full, relaxed vocal quality

● Develop blended class sound

Instrumental

● Play ukulele

● Play xylophones in two and three parts from notation and by ear

● Play and compose melodies on various instruments

● Play unique, original instruments and “junk” instruments

Listening

● Listen to, and discuss components of selected compositions, pitch, duration, volume, timbre, texture, form, style

Composition--Individual and Small Group Projects

● Create original compositions with percussion and other instruments

● Create original compositions using Soundtrap, an online music program

Music Theory

● Rhythmic theory to include quarter, eighth, sixteenth and half note values, and rests

● Improvising patterns up to 16 beats using discussed rhythmic and melodic and harmonic elements

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future) The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own While the process of learning new tools is inherently valuable (growth

mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Digital Citizenship

In the sixth grade, we focus on taking greater personal responsibility for learning and applying new skills, preparing for the transition to middle school. There is a greater focus on digital citizenship and focus on long term projects that require integrating multiple skills and group collaboration Examples include coding and electrical wiring for the interactive media project “Evoking Autumn”, using digital tools for classwork and homework workflows, video and audio editing clips for world language weather reports, digital photography editing and manipulation techniques, graphic design, and animated superhero trope take-downs.

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based The program includes cooperative games, standard games, such as capture the flag and ultimate Frisbee, and team sports including field hockey, soccer and basketball Students practice motor and sports skills throughout these activities. Students develop sports skills through movement exploration, specific skill work and playing games

Skills

● Locomotor Movements: Walk, Run, Hop, Slide, Jump, Crawl, Roll

● Non-Locomotor Movements: Swing, Bend, Stretch, Twist, Turn, Dodge, Push, Pull

● Sports Skills: Throw, Dribble, Kick, Bat, Catch, Shoot (basketball), Volley

Activities

Soccer, Softball / Baseball, Field Hockey, Frisbee, Kickball, Basketball, Volleyball, Lacrosse, Team Handball, Track and Field, Tennis, Flag Football, Fitness Exercises, Relays, Cooperative Games, Group Challenges, Obstacle Courses, Lifetime Fitness Activities

LIBRARY

Sixth grade students are familiar with the library, its facilities, and how to make use of them They continue to use the library as a resource for reading for pleasure and information, and to a greater extent, for developing skills in inquiry and research. In the fall, students are introduced to the Young Adult genre through a current, age-appropriate read-aloud book that challenges them to explore different cultures and identities, analyze various perspectives, and reflect on their own personal reading choices As the year progresses, sixth graders develop higher level inquiry skills by reading deeply for information, point of view, and bias; and practice their digital research skills using our library research database. Students are exposed to primary sources such as newspaper articles, videos, and audio related to multiple historical events, honing the skills they will need to become sophisticated consumers of news and information

Activities

● Review library skills

● Refresh familiarity with the computer catalog as a reader's tool

● Identify and read various genres of literature

● Identify, evaluate, and select appropriate sources of information, both digital and print

● Organize and synthesize research information for presentation

● Develop media literacy for informed decision making

ELECTIVES PROGRAM

Sixth grade students, joined by 7th and 8th graders, choose an elective class Electives are held each Friday afternoon and give students the opportunity to learn more about a particular area of interest Teachers offer a variety of classes including cooking, dark room photography, ceramics, volleyball, sewing, and jewelry making Each term a list of courses is presented to the sixth, seventh, and eighth grade students, who then choose a topic to explore.

SPORTS (Interscholastic Competition)

The school offers a program of interscholastic competition for students in grades 6-8 Students are encouraged to participate in at least one of the three seasons per year Offerings include: fall (soccer, field hockey, cross-country, and flag football); winter (basketball and fitness club); spring (lacrosse, tennis for grades 7 & 8, track and field, and ultimate frisbee) Children work with others in their age group under the supervision of a coach They learn strategies, positions on the field, skills specific to the sport, and skills to develop effective teamwork The Charles River School Sports Program encourages group cooperation in a competitive setting, as each team plays games with neighboring teams of similar age and ability.

SEVENTH AND EIGHTH GRADE CURRICULUM

The seventh and eighth grade program maintains the school’s commitment to hands-on, experiential education and the acquisition of important skills through genuinely interesting and relevant topics. As we say in our CRS mission statement, “Our graduates know themselves, understand others, and shape the future of our diverse world with confidence and compassion.”

MATHEMATICS

Mathematics is the language of numbers, and by the end of their time at CRS, graduates should become increasingly fluent in this language Our focus in 7/8 is to shift from arithmetical thinking to algebraic thinking, and we encourage this transition through hands-on, interactive lessons that make the learning both tangible and relevant

PRE-ALGEBRA

Pre-Algebra prepares seventh grade students to transition smoothly into Algebra I in eighth grade Students continue to expand the breadth and depth of their mathematical knowledge base and generalize previously learned arithmetic skills using algebra Class often begins with a Problem of the Day, which strengthens students' critical thinking and reviews computational and conceptual skills Calculators and Chromebooks are routinely incorporated into lessons, allowing students to become comfortable with the technology used in future math courses and in the workforce Emphasis is placed on thorough understanding of the patterns and logical progressions in math, through open-ended projects and other exploratory tasks Students regularly communicate their thinking in solution write-ups, oral explanations of problems, and collaborative group activities

ALGEBRA I

Algebra I is a standard course that explores the topics below and also teaches students the study habits necessary for success in higher mathematics. We use a problem solving approach that emphasizes the continuing development of mathematical thinking and reasoning skills. Computer software, calculators, and a variety of manipulatives are used to help students master algebraic concepts and their applications. Students who complete Algebra I at CRS are well prepared to launch into high-school level Algebra I, Geometry, or Algebra II in secondary school, depending on their own level of understanding as well as the program they are enrolling in after graduation

Skills over the 7th-8th grade progression include topics such as: Algebra

● Introduce and develop the concept of a variable

● Define and graph functions

● Recognize dependent and independent variables in a function

● Simplify and evaluate variable expressions

● Apply the distributive property

● Solve equations in one variable

● Solve word problems in one variable

● Apply exponents to algebraic expressions

● Introduce simple operations with monomials

● Solve and graph linear equations

● Translate real life situations to linear equations

● Recognize that slope is synonymous with rate of change

Numeration

● Study concept and properties of integers

● Master all four operations with integers

● Review prime and composite numbers

● Apply prime factorization, greatest common factor, least common multiple to algebraic expressions

● Learn scientific notation

● Compute numerical expressions with exponents

● Master order of operations

● Explore concept of negative exponents

● Compute absolute value

Decimals

● Review place value and ordering of decimals

● Review all operations with decimals

● Discover properties and patterns using calculator

● Estimate sums, differences, products, quotients

● Solve word problems

Fractions

● Simplify fractions, both numerical and algebraic

● Review all operations and extend to algebraic fractions

Ratio, Proportion, Percent

● Review concepts of ratio and proportion

● Solve word problems involving proportion

● Master fraction, decimal, and percent equivalents

● Understand percent as proportion

● Solve problems using percent

Graphs and Displays of Data

● Create broken line and circle graphs, histograms, stem and leaf plots, and scatter plots

● Interpret broken line and circle graphs, histograms, stem and leaf plots, and scatter plots

● Recognize the origin, axes, and four quadrants of the coordinate plane

● Graph points on a coordinate plane

● Define and master concept of functions

● Analyze functions as they relate to change (slope = rate of change, intercept = starting point)

● Introduce slope intercept form of linear equations

● Graph linear equations on a coordinate plane

● Collect data and create spreadsheets using Microsoft Excel

Probability and Statistics

● Find simple probability of an event

● Find probability of independent events both occurring

● Find probability of dependent events both occurring

● Create frequency tables

● Use Counting Principle and permutations formulas

● Learn to calculate combinations

● Find range, mode mean, and median of data

Geometry

● Review types angle classification and measurement

● Identify all angle relationships resulting from parallel and perpendicular lines

● Review area, perimeter, circumference of two dimensional figures

● Study and apply concept of similarity

● Learn surface area and volume of regular prisms and pyramids

● Learn and apply the Pythagorean Theorem

Problem Solving

● Create a model

● Guess and check

● Make a table

● Work with a simplified case

● Find a pattern

● Use simpler numbers

Polynomials and Quadratics

● Working with Real Numbers

● Solving equations and Word Problems

● Polynomials

● Factoring Polynomials

● Algebraic Fractions and their Applications

● Functions

● Systems of Linear Equations

● Inequalities

● Rational and Irrational Numbers

● Quadratic Functions

SOCIAL STUDIES: PERSPECTIVES ON JUSTICE

This course prepares students to think, listen, write, and speak critically on justice issues of historical and current importance It is a two-year curriculum that examines selected events in American and world history as well as topical issues like political campaigns, marketing, and education Curriculum is frequently adjusted to address breaking news Data analysis and geography are incorporated throughout In the spring of both seventh and eighth grade, all students complete an extensive research project that culminates in a written paper and a presentation Public speaking, visual presentations, and facility with various writing styles are important aspects of this course The discipline of independent work is balanced by collaborative projects

The United States espouses the ideals of freedom, equality, and democracy, yet the country’s history and present is rife with restrictions, injustices, and disenfranchisement. Our work begins with an examination of America pre-European contact, as well as the effects of European history on the colonial experience. Specific attention is paid to the social, physical, and economic impact of inequality on individuals and society. We then root our study of the United States in critical readings of its founding documents, the Declaration of Independence, Articles of Confederation, Constitution, and the Bill of Rights. This forms a base of knowledge that enables students to critically investigate challenges these documents have faced throughout the United States’ history, as well as contemporary implications. Additionally, we study America’s place in the globalizing world Throughout seventh and eighth grade, we also investigate various efforts to eradicate inequality Often connections are made to the particular historical and contemporary local experience of Massachusetts Throughout the year we pay attention to current events

Skills

● Analyze and evaluate information

● Read content texts actively and critically

● Determine cause and effect

● Make sense of primary sources

● Detect bias and seek different points of view

● Build cohesive arguments using compelling evidence

● Write concisely and persuasively using similar writing skills to those emphasized in English

● Forming an argument to utilize in mock trials and debates

● Note taking

● Research using print and Internet

● Evaluate print and Internet sources for usefulness and reliability

● Research writing: thesis arguments, outlining, footnotes, bibliographies

● Read and interpret maps, charts, and graphs

● Public speaking and debating skills

● Create effective multimedia presentations

● Study for and take tests

Materials May Include:

Creating America

1493: From Columbus Voyage to Globalization

An Indigenous Peoples’ History of the United States

Eyes on the Prize (film)

A Young People’s History of the United States

Never Caught, the Story of Ona Judge

The Rebellious Life of Mrs. Rosa Parks

A Different Mirror: A History of Multicultural America

Becoming American: The Chinese Experience (film)

Give Me Liberty: An American History

We the People

Internet and Radio

Music and literature

News sources (eg Boston Globe, New York Times, Al Jazeera, New Yorker, Washington Post)

Primary source documents

America’s founding documents

SCIENCE

The science program in Grades 7 and 8 is a comprehensive, hands-on curriculum designed to focus on science skills while utilizing students’ curiosity about the world around them Students engage in laboratory work and activities (both in the classroom and in our on-campus Wetlands Laboratory) that rigorously prepare them for high school lab sciences, yet still allow ample opportunity to explore their own interests Topics in Earth science, physics, chemistry and biology deepen students’ understanding about their world and provide a medium in which to teach transferable skills such as data collection and analysis Collaborative learning is a key aspect to CRS science where students learn to rely on each other to collect and make sense of data, draw conclusions and support their claims with evidence The material is presented in such a way as to allow students to derive scientific concepts from the data that they gather, and think about sources of error inherent in any lab work In addition, seventh graders perform a cross-curricular project through social studies and science classes where they consider the causes and impact of climate change on countries across the world in a class-wide Model United Nations simulation.

Topics include:

● General: Scientific method, laboratory skills and techniques,

● Earth Science: Layers of the Earth; rocks, minerals and soil; climate change

● Physics: Motion, force, work; Newton’s laws; work, power and machines; energy

● Chemistry: Measurement, mass, volume; conservation of matter; characteristic properties (density, freezing/melting point, boiling point, solubility); separation of materials (such as fractional distillation); atomic theory, periodic table, bonding; water - properties, etc

● Biology: Importance of water to life; characteristics of living things; cells (history of cells, different types, etc ) and cell processes; genetics and genetic engineering; microscopy - including exploration of invertebrates in campus wetlands

Skills:

● Measurement

● Data collection and organization (qualitative and quantitative)

● Analysis of data (calculations, graphing, interpreting graphs, etc )

● Drawing conclusions from gathered facts

● Supporting conclusions with evidence

● Scientific writing (such as formal lab reports)

● Microscopy

● Collaboration

● Design thinking and engineering processes

ENGLISH

The 7th and 8th English curriculum emphasizes principles of communication: listening, writing, reading, and speaking

LITERATURE

Over the course of two years, students study poetry, short stories, and fiction and nonfiction novels They learn to interpret and analyze literature with an emphasis on close reading and literary interpretation including character development, and symbolic and figurative language, point of view and literary conflict. Novels read in seventh grade may include A Little Piece of Ground, American Born Chinese, Milkweed, The Rock and The River, and Animal Farm. Eighth novels may include The House on Mango Street, Of Mice and Men, Shakespeare’s Julius Caesar, The Absolutely True Diary of a Part-Time Indian, and The Odyssey (a graphic novel). The curriculum is frequently adjusted to address breaking news. Class is discussion based and students are asked to practice small group discussion skills as well as present ideas in a variety of modalities such as Socratic seminars, debates, and visual presentations,

Skills

● Reading comprehension

○ Literal comprehension:

■ Find the main idea

■ Read for detail and sequence

○ Inferential comprehension:

■ Understand character development

■ Recognizing symbolic references

■ Identify the literary conflict

■ Articulate theme

● Improve reading fluency

● Use evidence to support conclusions

● Distinguish fact from opinion

● Identify and use literary devices

○ point of view, tone, style,foreshadowing, imagery, metaphor, simile, personification, point of view Parse out multiple layers of meaning in figurative/metaphorical language

WRITING

Over the course of two years, students write in a variety of formats including analytical, fiction, nonfiction, poetry, and expository. Emphasis is placed on using specific structures to organize and clarify ideas appropriate for each style of writing Students will practice the skills of generating ideas, organizing material, revising, and presenting their writing

Skills

● Demonstrate proficiency in persuasive, narrative, expository, descriptive, and poetic writing

● Increase fluency: Draft, revise, edit

● Construct a original thesis statement, introduce and support thesis with correctly formatted evidence,

● Formulate compound, complex, and compound-complex sentences

● Use precise words and phrases, including transitions, both inter- and intra-paragraph

GRAMMAR

Grammar rules are introduced in mini-lessons and reinforced in writing assignments Students are accountable for incorporating grammar rules into all of their writing

PARTS OF A SENTENCE:

Participles, direct objects, indirect objects, complements, transitive and intransitive verbs, predicate nominatives, and predicate adjectives

MECHANICS

Skills

● Punctuation: comma, semi-colon, ellipsis, dialogue, apostrophes

● Chicago Citation Style

● Appositives, verb tense agreement, subjective and object case, dangling and mis-placed modifiers, pronoun agreement

VOCABULARY

Seventh and eighth grade study Greek and Latin word roots, suffixes, and prefixes.

WORLD LANGUAGES

We recognize that the grammar of Romance Languages uses a binary gender system While we strive to maintain the integrity of the history and culture of these languages, we also seek to create inclusive learning environments for all students

FRENCH 7

French class in 7th grade follows the same style and structure as 6th grade, providing continuity for the first year in the 7/8 program By now, instruction is almost exclusively in French Students refine their language skills through paired speaking and writing activities in class and through individual work on their Chromebooks The goal is for students to feel confident about taking risks while placing appropriate emphasis on correct usage, pronunciation, good content, and improved fluency in their communications This is a year of mastering essential grammar and continuing to learn new vocabulary and culture through themes Students continue to take quizzes and oral and written chapter tests and complete projects relating to each theme presented in Bien Dit!, the level one textbook that students began in grade six A cultural unit on Haiti is the focus in the spring, with a culminating project and oral presentation based on Danticat’s Beyond the Mountains This unit is conducted primarily in French and emphasizes geography, culture, and history in the target language

Themes: school, sports and activities, food, and, clothing

Vocabulary: team and individual sports, activities and instruments, places in town, weather and seasons, food items, expressions of quantity, meals, tableware and café fare, school subjects and supplies, days of the week, colors, articles of clothing and accessories

Grammar: irregular verbs faire, aller, venir, prendre, mettre, interrogative adverbs, immediate future and recent past, partitive article, regular -ir verbs, demonstrative and interrogative articles, the passé composé of regular and irregular verbs

FRENCH 8

In addition to completing the final chapters of the level one text, Bien Dit!, students read and write more frequently in 8th grade Conducted entirely in French, the main cultural theme for the class is French-speaking Africa, particularly the west African country of Senegal Students begin this unit in the fall, focusing on geography and important historic sites in the country They gain understanding of daily life in the capital city of Dakar by reading excerpts from Aujourd’hui au Sénégal: Bocar, Dakar, Gallimard Jeunesse, 2005 With goals of increased oral comprehension, speaking skills, and new vocabulary acquisition, 8th graders complete this unit using the same format that was presented in the spring of 7th grade Chapter tests and quizzes, both written and oral, remain part of the structure of class, and projects are designed around specific units Much of the spring term is devoted to the final project: a written application, journal and oral presentation of a semester in an arrondissement of Paris Students write about themselves, their host families and apartments, tourist

sites, and a favorite restaurant in their neighborhoods They incorporate many of the grammatical structures, verbs and vocabulary learned throughout their three years of French, and share their experiences with their classmates during an audio-visual presentation at the end of the year Upon completion of the French 8, most students are ready for a second-level high school French course

Themes: chores, house, city, travel

Vocabulary: house and household chores (relating to Europe and Africa), furniture, places in a city, transportation, travel items

Grammar: irregular verbs pouvoir, devoir, partir, sortir, dormir, voir, savoir, connaître, the passé composé with avoir and with être, prepositions with countries and cities

SPANISH 7

In the second year of a three-year program, seventh grade students expand their knowledge of Spanish grammar and vocabulary. 7th grade follows the same methods and structure as 6th grade, providing continuity for the first year in the 7/8 program Instruction is almost entirely in Spanish Students improve their language skills through group and paired speaking and writing activities during class and through individual work on their Chromebooks both in and outside of class Over time students become comfortable speaking and writing in the target language Pronunciation and oral proficiency remain a focus of language acquisition Students continue to master essential grammar, new vocabulary and culture through themes Quizzes and oral and written unit tests continue to be a part of 7th grade assessments, along with projects relating to each theme presented in chapters four and five in ¡Avancemos!, the level one textbook that students began in grade six Students broaden their familiarity with the Spanish-speaking cultures of the Caribbean and Central America, and have a culminating project at the end of the year

Themes: Food, clothing, dining out

Vocabulary: seasons, food items, meals, tableware and restaurant menus, articles of clothing and accessories

Grammar: Irregular verbs and stem-changing verbs in the present tense, the imperative, prepositions of place, giving directions, the near future, expressions with the verb to have, expressions of quantity, and direct object pronouns

SPANISH 8

This is the last year of the three-year program. The goals are for students to strengthen their knowledge of Spanish grammar and vocabulary as well as to study various Spanish-speaking countries in Central and South America. The class is conducted in Spanish and students speak in the target language. With goals of increased oral comprehension, speaking skills, and new vocabulary acquisition. Chapter tests and quizzes, both written and oral, remain part of the structure of class, and projects are designed around specific units Much of the spring term is devoted to the capstone project: a written application, journal entries, and an oral presentation about their semester in a capital city in Central or South America Students write about themselves, their host families and apartments, tourist sites, and a favorite cafe and restaurant in their neighborhoods They incorporate many of the grammatical structures, verbs, and vocabulary learned throughout their three years of Spanish, and share their experiences with their classmates during an audio-visual presentation at the end of the year At the completion of this year, most students are prepared to enter a second year high school level Spanish class

Themes: sports, house, chores, city, travel

Vocabulary: sports and sports equipment, house and household chores, furniture, places in a city, transportation, travel items, giving directions

Grammar: Regular and irregular preterite tense, indirect object pronouns, reflexive verbs, comparative, superlative, demonstrative adjectives, imperfect tense forms, future tense

ART

The seventh and eighth grade Art program gives students the opportunity to develop an advanced foundational skill set across a variety of media They begin their year with a progression of observational drawing assignments, developing new skills while experimenting with different techniques and approaches The drawing sequence culminates with a significant final project that integrates aspects of everything they have learned throughout the term In the latter half of the year, the focus shifts towards sculptural work Whether working with cardboard construction, clay, or papier mache, students learn to translate two dimensional ideation into three dimensional form.

Project examples:

● Observational drawing from nature

● Contour and blind contour still life drawings

● Figure drawing focused on gesture

● Monochromatic self portrait painting

● Pencil and charcoal renderings of imaginary creatures

● Clay tiles and monuments

● Three dimensional “egg drop” vehicle using cardboard joinery and papier mache construction

● Mixed media collage

● Monoprint derived from landscape drawing

MULTI-ARTS PROGRAM

Students in Grades 7 and 8 participate in a multi-arts program that allows them to work directly with artists in a variety of disciplines Classes may include: Drama Workshop, a combination improvisational activities and scene study; Handbell Ensemble and A Cappella Singing, in which students read music as they learn pieces for Winter Festival; Dance Workshop, in which students gain experience with several styles of dance; 8th grade Musical Production in which all 8th graders sing, act, and learn choreography; and Choral Music, which is featured at graduation

TECHNOLOGY

The technology program at CRS starts with the why – why should we teach technology at all? The answer is we don’t teach “technology;” we teach self-reflection, empathy, and problem solving (know themselves, understand others, and shape the future). The medium we work within to accomplish this is digital tools, and we teach students both existing skills and how to learn new technology on their own. While the process of learning new tools is inherently valuable (growth mindset, exploration, logic, sequential thinking, curiosity), ultimately we teach technology because of the opportunities it can provide for students to improve themselves and make a positive impact on the world

We approach this through focusing on four main curricular categories that spiral throughout all grades (PreK - 8):

● Engineering & Design Thinking

● Multimedia Production

● Programming & Robotics

● Publishing

In Grades 7 and 8, the focus shifts from discrete classes to using specific software applications embedded in content area curriculum For example, students use spreadsheets to support data analysis in Social Studies, use multimedia presentations to enhance persuasive speeches on social justice topics in English class, manage online portfolios, and use online collaboration for project management There is also an important focus in Growth Education on self reflection, social media use, and learning to navigate an online social world in healthy ways Seventh graders also complete a

Design Thinking Project in which they choose a problem or issue to solve, rapid prototype solutions, and present the process at a Design Expo in March

PHYSICAL EDUCATION

The Physical Education program is developmental and skill-based The program includes cooperative games, standard games, such as capture the flag and ultimate Frisbee, and team sports including field hockey, soccer and basketball Students practice motor and sports skills throughout these activities Students develop sports skills through movement exploration, specific skill work and playing games

LIBRARY

Seventh and eighth graders use the Library independently to locate books for research and for pleasure reading. Some software resources are available over the school network, for example the card catalog and electronic databases for research and can be accessed from the 7/8 classrooms.

GROWTH EDUCATION

Growth Education encompasses many of the issues about which young adolescents are concerned, and classes address such topics as peer relationships, building self-esteem, human sexuality, in-person and cyber group interaction skills, media literacy, body image, nutrition, substance abuse, and other relevant topics In the spring eighth graders typically discuss leave-taking and the transition to high school, while seventh graders undertake leadership training Growth Education classes also afford 7/8 students opportunities to hone their emotional intelligence and conflict resolution skills through RULER, CRS’s social-emotional learning program The PreKindergarten and Kindergarten buddy program is another integral part of Growth Education

MIDDLE SCHOOL STUDENT GOVERNMENT

At the beginning of the year, students elect officers to run the Middle School Student Government The leadership positions of Co-Moderators and Secretary are held by seventh or eighth graders Also, multiple representatives are selected from sixth, seventh, and eighth grades to serve in the student government Elected representatives meet regularly to determine agenda, plan the monthly Town Meetings, and follow up on action items

ELECTIVES PROGRAM

Seventh and eighth grade students, joined by sixth graders, choose an elective class. Electives are held each Friday afternoon and give students the opportunity to learn more about a particular area of interest. Offerings in the past have included MathCounts, Model United Nations, cooking, photography, ceramics, knitting, sewing, baking, card making, cinema and jewelry making Each term a list of courses is presented to the sixth, seventh, and eighth grade students, who then choose a topic to explore

SPORTS (Interscholastic Competition)

The school offers a program of interscholastic competition for students in Grades 6-8 for three seasons Students are required to participate in at least two of the three seasons per year Offerings include: fall (soccer, field hockey, cross country, and flag football); winter (basketball and fitness club); spring (lacrosse, tennis, track and field, and ultimate frisbee) Children work with others in their age group under the supervision of a coach They learn strategies, positions on the field, skills specific to the sport, and skills to develop effective teamwork The Charles River School Sports Program encourages group cooperation in a competitive setting as each team plays games with neighboring teams of similar age and ability

Charles River School is a PreKindergarten through Grade 8 independent school that honors the pursuit of academic excellence and the joy of childhood. We nurture each child by igniting curiosity, encouraging creativity, and cultivating intellectual engagement. Our graduates know themselves, understand others, and shape the future of our diverse world with confidence and compassion.

I t d o e s n o t d i s c r i m i n a t e o n t h e b a s i s o f r a c e , c o l o r , r e l i g i o n , g e n d e r , s e x u a l o r i e n t a t i o n , g e n d e r i d e n t i t y , n a t i o n a l o r e t h n i c o r i g i n i n a d m i n i s t r a t i o n o f i t s

e d u c a t i o n a l o r a d m i s s i o n s p o l i c i e s , s c h o l a r s h i p a n d l o a n p r o g r a m s , a n d a t h l e t i c a n d o t h e r s c h o o l - a d m i n i s t e r e d p r o g r a m s