LFCDS Junior Kindergarten Curriculum

Early Childhood Curriculum

JUNIOR KINDERGARTEN

Overview of the Early Childhood Center (Preschool–Senior Kindergarten) The Early Childhood Center (ECC) at Lake Forest Country Day School (LFCDS) is designed to be a safe “home away from home”—a warm and welcoming community where young students play, learn, and enjoy developmentally appropriate experiences under the guidance of nurturing and talented faculty. Emphasis is placed on a smooth transition from home to school and from one year to the next, so that each child's school experience is positive, enjoyable, and rewarding.

Students are engaged in rich and varied activities designed to provide the foundation for academic and social success. There is a healthy balance between whole group, small group, and individual work, academic enrichment and play, and teacher-directed and self-guided pursuits. Teachers differentiate instruction to meet individual student needs and craft integrated units of study that capture the imaginations of their students and allow them to make connections across disciplines.

Our comprehensive early childhood program educates the whole child. Small class sizes and two teachers in each classroom enable faculty members to create close, meaningful relationships with each student. World language, music, physical education, and library and information technology experts support and enrich children’s learning experiences, opening doors for students to discover new ways of making sense of our world.

Each classroom has access to the state-of-the-art playground with opportunities for daily exercise and the development of large motor skills. Raised beds for gardening help students connect with the earth and food sources.

A prairie plot, the School’s forest, and a wetlands area on our twenty-nine acre campus provide sensory experiences and resources for developing an appreciation for the natural world in our students.

Each child is respected, supported, and challenged, and knowing the families of our students is as important as knowing their children. In order to develop and maintain the all-important parent-school partnership, daily communication at drop-off or pick-up, weekly newsletters or blogs, and pictures of students provide each family with a window into their child’s experience

Teaching Philosophy

Knowing the students we teach—individually, culturally, and developmentally—is of utmost importance to us. We also believe in the importance of getting to know their families. We value the input of parents as the child’s first teachers, beginning with intake conferences prior to the start of school when parents share their knowledge of and hopes and dreams for their child.

Two important beliefs are at the heart of our teaching philosophy: first, the social curriculum is inextricably linked with the academic curriculum; and second, how students learn is as important as what students learn. Early Childhood Center faculty share a commitment to the following teaching and learning practices: DOMAINS OF GROWTH AND DEVELOPMENT

Teachers focus on the whole child at a critical time of development in five domains: physical, social and emotional, cognitive, language, and creative.

DEVELOPMENTALLY APPROPRIATE PRACTICES

Young children require environments, schedules, and curriculum that is appropriate for their level of maturity and their developmental stage.

THE POWER OF PLAY

Teachers encourage child-directed, unstructured play as opportunities to learn important skills critical to future social and academic success.

RESPONSIVE CLASSROOM®

HABITS OF MIND

Teachers promote ways of thinking and behaving that develop self-discipline and strong character.

DIFFERENTIATION

Teachers focus on each individual student’s learning style and make adjustments as needed to provide support or additional challenge.

EXPERIENTIAL LEARNING

Students enjoy opportunities to engage in hands-on activities and role-play experiences that help them understand abstract ideas.

UNIFYING CONCEPTS

Ideas are introduced in the context of central unifying concepts or themes to help students recognize and remember connections in what they are learning in different disciplines.

Responsive Classroom® techniques foster a welcoming, accepting, safe, nurturingCenter environment for learning.

Earlyand Childhood Curriculum Guide

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Early Childhood Center Curriculum

Overview

Domains of Growth and Development “At the beginning of the twenty-first century, key principles about child growth and development have stood the test of time:…physical maturation, language acquisition, social and emotional behavior, and cognition... Children generally go through predictable stages in the same order, but they will not all go through them at the same rate.” (Chip Wood: Yardsticks: Children in the Classroom Ages 4–14. Northeastern Foundation for Children, Inc., 2007.) Additionally, within the various aspects of development, children progress differently. For example, a child who matures quickly in cognitive areas may mature more slowly in physical and social ones. These developmental concepts guide the decisions we make in our Early Childhood classrooms at Lake Forest Country Day School to ensure that each child’s individual needs are being met. We attend to all areas of growth because each plays a crucial role in learning outcomes and in providing balance in a child’s life. The whole child comes to school; therefore, decisions about physical activity and the development of social and emotional skills are as important as curriculum choices and test results.

Social and Emotional Development

 Emotional development concerns the child's increasing awareness and control of their feelings and how they react to them in a given situation. Children develop self-awareness, selfconfidence, and the ability to cope with and understand feelings.  Social development concerns the child's identity, relationships with others, and an understanding of their place within a social environment. The social aspect of school is how children form attachments, play with others, cooperate, share, and create lasting relationships.  Students at LFCDS engage in meaningful play every day. While playing, students have the opportunity to navigate social situations and learn appropriate ways to respond to and interact with their peers.

Early Childhood Center Curriculum Guide

Language Development

 Language acquisition during the early years is important for the development of children’s cognitive skills, including the foundation for reading and writing, and social and emotional maturity.  At LFCDS, children have the opportunity to share their thoughts and ideas during Morning Meeting.  Vocabulary learning is fostered throughout our rich literacy, social studies, and science curricula by attending to interesting words in stories and informational texts we read.

 Children use play to control their own language development, which is guided by their teachers and their desire to play with their peers.  Through imaginary play, children practice using acquired vocabulary, clarify new words and concepts, employ motivating language, develop metalinguistic awareness, and practice formulating and expressing thoughts.

Physical Development

 Physical development includes mastering movement, balance, fine motor, and gross motor skills.  During early childhood, a child’s balance improves. Children work on their balance as they learn new yoga poses in ECC classrooms.  Children work on their gross motor skills on the playground as they navigate the playground structures, ride bicycles and scooters, and learn to pump on the swings.  During play time, children build with blocks, complete puzzles, use scissors, paint, writing and drawing tools, and play with play dough.

These activities develop hand-eye coordination and strengthen fine motor skills.

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Early Childhood Center Curriculum

Overview problems in their play, they become creative thinkers, problem solvers, and risk takers.

Cognitive Development

 Cognitive development includes skills pertaining to learning and thinking.  Teachers at LFCDS create learning activities that challenge students in a way that fosters growth while also nurturing a love of learning.  Because imaginative play enhances executive functioning and academic learning, it is considered an important aspect of each child’s experience in our ECC. As children persist with

Creative Development

 Exploring art materials and engaging in dramatic play helps students discover new ways to express themselves. Music and movement activities stimulate the brain, increasing pattern recognition, improving coordination, and enhancing language skills.

The LFCDS Early Childhood “Neighborhood”

Our Early Childhood programs are housed in two wings of the School. The Preschool is located with 1st STEP in a quiet wing with a separate entrance, which allows our youngest students to experience a peaceful transition from home to school. Bright murals that echo images by Eric Carle, a popular picture book author, decorate the welcoming hallway that leads into large, sunny classrooms.

The James L. Marks Early Childhood Center, where junior and senior kindergarten classrooms are located, was designed especially for young children. Distinctive architectural features make the exteriors of the classrooms look like residential homes. The four classroom “houses” are grouped around an “indoor park” with support beams resembling trees. These physical details reinforce the concept of the classroom as a “home away from home.” Similarly, the school community is, symbolically, a neighborhood comprised of friendly families who interact with one another as they support their children’s growth and development.

As children transition into the Lower School, the “house” concept becomes more abstract, but the sense of community prevails. All students in grades one through eight are grouped into four “Houses” within the School, with students from a younger and older grade level paired as buddies (e.g., grades one and five). The houses are named for significant leaders in the School’s history (Bell, Mason, and Farwell) and a founder of the first private day school in America (Alcott). At various times throughout the year, house buddies get together for activities that build multi-age friendships and foster school spirit.

Developmentally Appropriate Practices When schools create learning environments that honor and support the natural development of young learners, they are at the same time creating a foundation for skills and behaviors that will support students in their education for years to come.

As Early Childhood educators, we know that children go through common, definable steps in their

Early Childhood Center Curriculum Guide

growth and development. As trained experts, we also know that these stages occur at different rates in the development of each individual. Our challenge is to create an atmosphere where balance is achieved in the education of each child. Whether it is how the day is structured, how the classroom is arranged, or what size the playground equipment is, every consideration

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Early Childhood Center Curriculum

Overview

is given to creating a learning environment that is developmentally appropriate for all children with respect to their emerging capabilities.

risks. Developing meaningful relationships with each child and creating a predictable flow of the day are key factors in laying the foundation for success.

The teachers in the Early Childhood Center at Lake Forest Country Day School are especially adept at developing relationships with each child and their families to honor and respect each child’s stage on the developmental continuum. For many of our students, this is their first school experience, and their natural inclination to seek independence is often countered by a longing for the predictable environment of home.

To honor this stage of child development, the teachers have created a transition period at the beginning of the school year so children can enter school both physically and emotionally ready to learn. This transition time is just one example of how the learning environment at LFCDS is inspired by best practices.

When you visit the classrooms in the ECC, take note of the physical space and how the classrooms have been designed to honor and engage young children.

Is there natural light? Are there tools and supplies available to encourage exploration? Does the room reflect the work of children or adults? What does the room sound like? Is there independent work and group work available? Are there opportunities for play?

Young children also seek structure and predictable environments. When they feel physically and emotionally safe, children are free to explore and take

We feel confident that you will come away from your visit wishing that you could go back to school yourself and be a part of this joyful learning environment. We hope that you will also leave with the knowledge that every part of the experience we offer young children is designed intentionally, to acknowledge and respect the variety of developmental needs of young children.

The Power of Play Play is a powerful gift in a young child’s world and essential in fostering the cognitive, physical, social, and emotional well-being of children. Play challenges the complex mind in immeasurable ways and nourishes the human spirit. When children engage in child-directed, unstructured play in the early childhood classroom, there are endless opportunities for learning. In fact, a growing body of research continues to support the unequivocal benefits of exploratory and imaginative play in the early years of school. These benefits include increased capacities for creativity, self-regulation, social awareness, emotional resilience, collaboration, and problem solving. Moreover, these advantages play an important role in the early childhood classroom’s academic environment. With this understanding, the early childhood educators at Lake Forest Country Day School strive to create a learning environment where imaginary play is a key element in the early foundations of language development, literacy skills, mathematics, science exploration, and social sciences.

Early Childhood Center Curriculum Guide

Creative potential is strongly correlated with lifetime achievement. At the root of creativity is an individual’s ability to engage in the discovery of the unknown, take on divergent perspectives, and to explore the wonders of one’s surroundings. “In early childhood, distinct types of free play are associated with high creativity. Preschoolers who spend more time in role-play (acting out characters) have higher measures of creativity: voicing someone else’s point of view helps develop their ability to analyze situations from different perspective.” (Po Bronson and Ashley Merryman, “The Creativity Crisis,” Newsweek, July 2010.)

Children are working hard to develop selfregulation skills throughout the early childhood years. Play provides young children with meaningful, self-directed opportunities to engage with their environment and learn the best ways to interpret what they experience, make sense of their emotions, manage impulsivity, and respond in socially appropriate ways to their surroundings. Furthermore, “the ability of

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Early Childhood Center Curriculum young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than IQ tests.” (Paul Tough, “Can the Right Kinds of Play Teach Self-Control?” New York Times, September 25, 2009.)

In addition, play is central to nurturing and developing emotional resilience in children. The challenging scenarios created through play test a child’s ability to solve problems independently, recognize when to ask for support, compromise, confront adversity, and endure frustration and disappointment.

“If we fail to learn in childhood how to handle the full catastrophe of a rich life, we grow up emotionally ill prepared. Learning to build these inner resources for a happier life demands that we endure the hard knocks of the playground—boot camp for the inevitable upsets of everyday relationships. Given how the brain masters social resilience, children need to rehearse for the ups and downs of social life, not experience a steady monotone of delight.” (Daniel Goldeman, Social Intelligence: The New Science of Human Relationships.

Bantam, 2007.)

Without these opportunities to work through frustrations, children wouldn’t learn the value of persistence and subsequently the joy of accomplishment and newly found confidence.

It’s hard to argue the incredibly close connection of child’s play and success in school. Play is the mode in which young children learn to master the various skills

Overview

Forests, Flights, and Fairy Tales

Peek into our Early Childhood classrooms and you will find two highly qualified teachers spending time with students one-on-one, in small groups, and in large-group settings.

Lessons are purposefully designed to meet children’s needs through multiple experiences. In a preschool classroom at LFCDS, you might find children discovering new knowledge about trees and leaves while sifting through bark, leaves, and seed pods at the sensory table as they gain an understanding of our relationship to the earth. In junior kindergarten, fouryear-old students board a “flight” to Australia where they learn about its ecosystems and hear and play music unique to this area of the world. Peek through the windows of a senior kindergarten classroom and you may see five-yearold students applying their knowledge of fairy tale elements to write a collaborative traditional story. From nature exploration to imaginative field trips to folklore studies, LFCDS students benefit from fun, hands-on experiences that pique their curiosity, introduce academic skills, and develop a passion for learning. which are crucial to tackling their future academic and interpersonal challenges. A healthy balance of childdirected imaginary play and meaningful educational opportunities are fundamental to developing children of strong character with a passion for learning.

“Play is the young child’s dominant mode of learning. When we take away time from that playful learning, we deprive the child of self-created learning experiences.” (David Elkind, The Power of Play. Da Capo Press, 2007.)

Responsive Classroom® The Early Childhood Center utilizes Responsive Classroom® techniques to create a welcoming, accepting, safe, and nurturing environment. In classrooms where caring communities are created and where children are valued for who they are as learners, students are prepared to face academic challenges.

Activities are intentionally designed to stretch their thinking and help them develop confidence in what they can accomplish. As students grow, they enjoy more Early Childhood Center Curriculum Guide

in-depth learning, participate willingly in discussions, and ask questions while they make connections. By kindergarten, students are in a five-day, full-week program that allows them the time to stretch their learning and use their prior knowledge to strengthen their skills.

Children must have multiple opportunities to learn and practice in order to be successful academically

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Early Childhood Center Curriculum and socially. Since the greatest cognitive growth occurs through social interaction, various social settings (e.g., one-to-one conferences, small groups, whole class, and team experiences) provide opportunities for learning cooperation, assertion, responsibility, empathy, and self-control.

NAEYC’s 12 Principles of Child Development These principles are grounded in research on child development and learning and in what is known to be true about educational effectiveness. They guide our practices in order to promote optimal learning and development of our students.

 All domains of development and learning— physical, social and emotional, and cognitive—are related.  Children follow well-documented sequences to build knowledge.  Children develop and learn at varying rates.  Learning develops from the dynamic interaction of biological maturation and experience.  Early childhood experiences can have profound effects, and optimal periods exist for certain types of development and learning.  Development proceeds toward greater complexity and self-regulation.  Children thrive with secure, consistent relationships with responsive adults.  Multiple social and cultural contexts influence learning and development.  Children learn in a variety of ways, so teachers need a range of strategies.  Play helps develop self-regulation, language, cognition, and social competence.  Children advance when challenged just beyond their current level of mastery.  Children’s experiences shape their motivation, which in turn affects their learning.

National Association for the Education of Young Children, www.naeyc.org Every Early Childhood Center classroom begins the day with a Morning Meeting. Children are introduced to greeting one another in our 1st STEP program at the age of two. Children are encouraged to sit together in a circle while they are guided to say

Early Childhood Center Curriculum Guide

Overview their names with different greetings throughout the school year. This lays the foundation for children to acknowledge other children who are present and to learn the names of their friends and teachers. 1st STEP’s goals are for children to become comfortable and proud to say their names in front of others, to greet their classmates with a smile, and to manage their impulsivity while they wait their turn.

In preschool, children continue to learn the polite skills involved in greeting one another, and the Morning Message is introduced. Children are taught to greet their classmates by looking each other in the eye and smiling to let others know they are accepted and liked. Once children are comfortable with the routine, the greeting is enriched with a sharing and learning time, an opportunity for each child to explain items they have brought to school and to explore numbers and letters. Every week, the Morning Message changes to reflect the weekly theme. The message begins with the same greeting and ends with the same salutation throughout the school year to encourage early recognition of words. It is used to search for letters, identify sounds, and count objects.

Children develop confidence in their early reading skills as they identify words that are regularly present in the message and tackle learning new ones.

In junior kindergarten, children build on the skills they have learned for greeting one another and reading the Morning Message. Greeting is now a time to not only make their classmates feel welcomed, but a time to connect to their learning. After saying their name, a child is often asked to add information about an animal being studied, identify letters in a word, express sounds connected to letters, count with one-to-one correspondence, or identify numbers. The sharing time is used to intentionally teach communication skills and to get to know one another better. On their scheduled day, the children who share are taught to stand confidently in front of their classmates and explain what they brought to school and why it is important to them. They learn to make eye contact and speak clearly. Their classmates learn to manage their impulsivity while thinking of questions 7

Early Childhood Center Curriculum to ask the child who is sharing. The child accepts three questions, and the answers provide further information to which classmates can connect. When the Morning Message is read together, letters, sounds, and words are highlighted.

In senior kindergarten, children are ready to apply the skills they have practiced to all parts of Morning Meeting. The Morning Message becomes an interactive board for teaching literacy and mathematics skills, including the use of punctuation and capitalization

Overview and writing the date. The message changes daily, and students are assigned to read and complete the message.

The message occasionally ends with a question that each child is encouraged to read and answer. During sharing time students are taught to be concise by stating a main idea and two details before asking for three questions or comments. By this time, children have become quite comfortable sharing about themselves and their knowledge.

Habits of Mind Habits of Mind are behaviors or dispositions that we believe provide a strong foundation for success in school and in life. Across the curricular areas, faculty members discuss their application and provide regular opportunities for students to apply them. For example:  All early childhood students learn to listen with empathy and understanding as they participate in Morning Meetings and hear classmates share ideas and stories. Becoming an active listener is one of the most important life skills taught in these early years.

“Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.”

 Early childhood students respond with wonder and awe as they use their senses to experience their environment and gather data. They role-play the story that was read to them; discover what colors are created as they mix paints; note the patterns that are involved in the rhythms played on their xylophones; experiment with the sounds of new words spoken in Spanish or Mandarin; and dig in the garden to plant seeds that will grow into lettuce shared with parents at an end-of-year celebration.

Observe perpetually.

—Henry James

The most beautiful experience in the world is the experience of the mysterious.

—Albert Einstein

—Leo Buscaglia  A junior kindergarten student persists as she practices crossing the monkey bars independently.

Persistence is the twin sister of excellence.

One is a matter of quality; the other, a matter of time.

—Marabel Morgan, The Electric Woman  A senior kindergarten student uses his metacognition during a mathematics lesson as he shares two ways he approached solving a problem. Learning to think about one’s thinking and to consider different options and perspectives is a powerful skill.

 A preschool child is encouraged to manage her impulsivity, a skill that early childhood children practice daily when listening to mini lesson on the rug, or waiting for a turn to participate. Teachers model this idea and discuss the value of patience throughout the school day. …goal directed self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley cup.

—Daniel Goleman, Emotional Intelligence

When the mind is thinking it is talking to itself. —Plato Early Childhood Center Curriculum Guide

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Early Childhood Center Curriculum

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Differentiation Differentiation is the process of matching instruction to students and their varied interests and needs. Each child is unique, and each child learns differently.

At LFCDS, teachers differentiate instruction based on an understanding of where each child is on the learning continuum as determined by observation and both formative and summative assessments. Our small class sizes allow us to know our students well.

We take into account the “whole child” and consider the personal experiences, interests, and learning styles of each student in order to guide him or her toward success. Whole-group, small-group, and individualized experiences occur throughout each child’s week.

When developing curriculum, faculty create engaging activities meant to acknowledge the differences in children’s developmental levels – to challenge and support them as they develop socially, emotionally, cognitively, physically, and creatively.

Teachers are skilled at recognizing which skills each

child is ready to work on and providing individualized opportunities for practice. For example, in preschool, the teacher may ask a child who is ready to learn letter sounds to help read the Morning Message, while she may encourage a child who is strengthening fine motor skills to manipulate play dough or use an eye dropper to fill a small container at the water table. In junior kindergarten, a teacher may prompt students who are eager writers to add a daily sentence to their journals and gently coach other students in ways to effectively navigate social situations. In senior kindergarten, a cluster of students may participate in a book club while others solidify their understanding of letter–sound correspondence through games. Our teachers have high expectations that all students will make excellent progress and attain appropriate benchmarks—at their own pace and in their own ways—with specific feedback and warm encouragement from both teachers and parents.

Experiential Learning Children learn best through hands-on experiences that enable them to observe and manipulate objects and materials using their senses. Our commitment to experiential learning is supported by recent neuroscience and brain research which emphasizes that children learn best through authentic experiences. At LFCDS, interactions with the natural world are promoted through the use of our native prairie, wetland, and forest environments where children can interact with phenomena being studied. Emphasis is on taking care of the natural world to become stewards of the earth.

Creative expression through art, music, and dramatic play and the exploration of nature and a child’s surrounding environment engage students in active roles, thereby enhancing their understanding of concepts and the likelihood that they will internalize the experience. Experiences in the ECC capitalize on the natural curiosity of three-, four- and five-yearold students about the world around them and their fascination with a rich and ever-changing environment.

Early Childhood Center Curriculum Guide

The preschool class hikes in the forest to study trees and leaves. Children become tree experts and take part in a ceremony in which the Head of School places a “Tree Expert Necklace” on each child. They plant bulbs and seeds that provide beauty on the playground and pumpkins for the next year’s class of children. Observing red wigglers in the composting bin, collecting rain water, and taking care of the earth in a variety of ways connects them to nature.

Junior kindergarten children study the animals of North America, the polar regions, and Australia.

Whenever possible, they observe and care for creatures, such as slugs found in our woods, whose movements, eating habits, and egg-laying are closely watched.

Beekeeping equipment is donned, a wasp nest is dissected, and bees are observed and collected from flowers in the LFCDS prairie. Junior kindergarten students take part in a simulated flight to Australia, complete with parent volunteers who check each child’s passport and luggage and serve as limo drivers, flight

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Early Childhood Center Curriculum

Overview

attendants, and pilots during this exciting experience!

coat of arms, painting portraits of themselves as royalty, and learning a courtly dance. They dress in period Senior kindergarten students build their own river costumes, sing, entertain one another, and eat as royals system and create a planetarium during science studies. and peasants/serfs. They also cooperatively write and An exciting medieval feast occurs during a unit on castles illustrate their own fairy tale. It’s a fairy tale experience! and medieval life. Children enjoy role playing, making a

Unifying Concepts Unifying concepts provide a structure for organizing and making meaning of the knowledge and information that students learn throughout the school day. Research supports this notion: facts and ideas become usable understandings for children when they are linked to central themes or concepts. Unifying concepts are integral to ensuring that students make connections within and across disciplines and topics and, as a result, comprehend their learning experiences more deeply. Knowing how students learn best, we developed preschool through eighth-grade social studies and science curricula around unifying concepts that build upon and connect to each other.

In preschool, the concept of relationships (i.e., peer to peer, peer to adult, in-school community, and people to the environment) is thoughtfully woven into the curriculum. Through daily play, earth awareness activities, and multisensory discoveries, these young children are beginning to understand the important difference their small contributions make in the big world around them.

As children progress into junior kindergarten, relationships with others, the school community, and the earth is enriched by the concept of exploration.

The rich curriculum is filled with a plethora of flora, fauna, and global interdisciplinary units of study.

Early Childhood Center Curriculum Guide

Stepping out of their classroom door, children enjoy hiking through the prairie and woodlands in all seasons, and their curiosity is piqued as they experience nature. Throughout the year, the children’s world is broadened as they embark on “voyages” stretching across the continents, heightening their love of learning.

Building on these foundational experiences, in senior kindergarten children delve into the concept of interactions. Embedded within all of the units of study is an opportunity for children to explore how interactions affect people, places, and things. During the castle study children are transported back in time when serfs and monarchs interacted with one another to ensure a strong and impressive castle. Through the study of culture, senior kindergarten students develop an awareness of the similarities we share with others and how we are different. They discover how who we are, what we do, and what we make defines a culture.

At each grade level the unifying concept broadens the previous one and adds a new layer of student understanding and application. We are committed to challenging young minds with authentic, thought-provoking experiences and building strong foundational skills.

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JUNIOR KINDERGARTEN Curriculum

The Junior Kindergarten Experience at LFCDS

collaborative peers, and “citizens” of a classroom community.

The morning begins as enthusiastic children Four-year-olds are ready to soak up learning as they arrive in the Early Childhood Center (ECC), ready explore their world and gain a deepening understanding for another joyful day of leaning and socializing of how it works. To address their learning needs, our with friends. They feel junior kindergarten comfortable entering program offers a an inviting classroom stimulating, languagewhich has been built to rich, child-centered look like a small cottage environment in which from the outside. Inside, children are encouraged the space truly becomes to discover new things Hike to the prairie, wetlands, and forest on the a cozy home-away-fromand construct a “mental LFCDS grounds; apple and pear-picking home. Children sign in, model” of how those on campus, and a family trip to Fort Sheridan hang up their coats, and things are interrelated. to the hawk’s nest. settle down together The curricular theme Experience a simulation of a trip to Australia, on the rug, completing of exploration is the including a flight and an integrated puzzles and reading perfect fit for these study of the continent. books with a teacher as young adventurers.

Plant seeds on the playground in the spring and their peers arrive. The Thinking and moving return in the fall to harvest pumpkins, gourds, class then starts the day go hand-in-hand for sunflowers and watermelons. together by participating four-year-olds, so the Cook for and participate in the Harvest in a Morning Meeting, classroom is designed Celebration with all ECC classes. the format of which is to allow children to Create Arctic Ocean displays and based on Responsive move easily from one explore the Inuit culture.

Classroom. Throughout learning activity center Participate in a walkabout to the Outback (the the day, the focus is on to the next. Teachers LFCDS forest) and the Billabong (the LFCDS developing a love of change the materials in wetlands) where the children find animals, hidden language and building each activity area on a by the teachers, in these habitats. the foundation for regular basis, updating Enjoy Friday Fun Enrichment Activities. critical thinking skills. them to align with the Children are empowered current area of study and to make decisions regularly pique children’s and solve problems. In a familiar, predictable, stable curiosity for further exploration. Two teachers observe environment, they learn to exercise greater self-control. and interact with the children, asking open-ended questions that promote cognitive development. Since We use an integrated thematic approach to we know that learning goes from hand to head, the curriculum. Reading, writing, listening, speaking, school day incorporates plenty of opportunities for social studies, mathematics, and science skills are hands-on learning, physical activity, and learning developed in the context of exploring a particular through play. There is a balance of individual work, area of study. An emphasis is placed on complete small-group learning, and large-group time, which involvement of the senses in learning. In addition helps children to develop as independent learners, to sharing books and being read to, children are

Highlights of the JK Experience

Early Childhood Center Curriculum Guide — Junior Kindergarten

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Junior Kindergarten encouraged to play, manipulate objects, and act out their learning in the dramatic play area, sensory table, writing center, art center, block-building area, and on the playground. For example, when the area of study is bees, a beekeeper’s equipment is available for dramatic play and a large motor activity involves performing a bee dance to experience how honeybees alert each other to a location where pollen may be found. When studying bats, junior kindergarten students delight in making, painting and hanging paper-stuffed stalactites and stalagmites to create a cave in the alcove area.

They role play, pretending to be spelunkers by crawling through caves they have made from large boxes. The children enjoy learning about the adaptations of bats and generate lots of questions about their amazing sense of hearing. Specialist teachers extend the curriculum integration. For example, the physical education & wellness teacher, focused on strengthening students’ large motor skills and hand-eye coordination, does so through theme-related games like What Time Is It, Mr. Bat? Our large, well-equipped playground allows students to engage in physical activity at an age when so much learning is transmitted through the large muscles. We allow ample time for students to run, swing, and interact with one another outside during the day. They also have time twice a week with our physical education & wellness teacher in a small gym designed for our young students. Like the homeroom teachers, the PE teacher fosters an atmosphere of positive peer relationships, encouraging all students to be good team players and kind friends.

The junior kindergarten weekly schedule is designed especially for four-year-olds. Some children this age have the stamina for five full days of school, but many still need “down time.” Our program provides a transition from half-day preschool to full-day senior kindergarten with a blended schedule that includes both. During part of the week, children begin to experience the longer day that will be the norm in senior kindergarten; on other days, they are only in class in the morning. Half of the class spends a full day in junior kindergarten on Mondays and Wednesdays and mornings-only on Tuesdays and Thursdays. The other half has the opposite schedule. After a busy morning, Monday through Thursday afternoons, when Early Childhood Center Curriculum Guide — Junior Kindergarten

Overview only half of the students are present, allow time for teachers to work individually with students on literacy and mathematics activities that are responsive to the teachers’ assessments of each student’s progress. On Friday afternoons, all of the children participate in small-group enrichment activities developed by the teacher to further enhance the program.

Junior kindergarten teachers at LFCDS create a warm and nurturing learning environment in which children take risks and develop both independence and social awareness. The healthy balance of foundational skill development, which will support later academic study, and play, which emphasizes age-appropriate sensory exploration, language development, and interpersonal skills, creates the optimal learning experience for our four-year-olds.

Schedule

Junior kindergarten is a full-day program on three days a week from 8:10 a.m. to 3:10 p.m. and half-day two days a week from 8:10 a.m. to 11:30 a.m. There are Prime Time programs for junior kindergarten students offered through our Extended School Program (ESP) on some afternoons from 3:30–4:30 p.m. and children can stay in ESP until 6:00 p.m. Both are additional fees.  Each day begins with Morning Meeting, which includes reading a story related to the topic under study, reading the morning message, engaging in a physical break by singing and dancing to a song, and greeting one another.

Poetry and finger plays expose children to beautiful language daily.  Following the Morning Meeting, students learn about their activities for the day. The activities are most often related to the current unit of study at the time and focus on literacy, mathematics, fine motor skills, and creativity.  Each day students engage in phonemic awareness activities with their teachers (i.e., rhyming, segmenting words, listening for beginning and ending letter sounds in words).  Students enjoy recess and a snack in the morning and recess in the afternoon for those staying all day.  Music is taught twice a week; Spanish three

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Junior Kindergarten

Overview, Language Arts allowing for ample time to work one-on-one with the teachers. In the afternoon the focus is on differentiated literacy and mathematics activities, problem solving as they play games and work on puzzles, and exploratory play in small groups. Students also have the opportunity to listen to stories and play mathematics and literacy games on iPads.

times a week; physical education & wellness twice a week; and library once a week.  Students staying all day go to lunch with their classmates. Following lunch, they enjoy music and a story followed by a short Peace and Quiet time.  Students staying for the whole day then engage in conversation and practice yoga poses to calm their bodies, awaken their minds, and strengthen muscles.  Students staying for a full day enjoy the benefit of having half the class with two teachers,

 Fun Fridays are a time for each teacher to offer a special class of interest to the students and themselves. Students rotate through the classes during four-week sessions.

Language Arts Overview Literacy, which includes listening, speaking, writing, and reading, is the focal point of the junior kindergarten program. Our early childhood faculty support language and literacy development throughout the day by talking and interacting with children, providing varied opportunities for children to practice language, and by creating a classroom environment that is rich in print. Both receptive and expressive language skills are sharpened through discussion, following directions in work and play, and group sharing time. Time is provided daily for children to interact with quality picture books and interesting nonfiction books related to the theme being studied, laying the foundation for a love of reading. Activities such as teachers reading books aloud, discussion of literature, group writing, drama, big book sharing, writing, and dictated writing help foster growth in vocabulary development, thinking skills, verbal expression, and reading ability. Children experience phonological awareness activities, concepts of print, rich vocabulary, and writing experiences at an age-appropriate level within a balanced literacy program which includes oneon-one conferences, small guided groups, and whole-class experiences. Junior kindergarten students engage in differentiated learning experiences while participating in these activities.

Grade-Level Expectations

In junior kindergarten, students work to master the following language arts skills:

Phonological Awareness and Reading

 Recognize uppercase letters.  Begin to recognize lowercase letters.  Recognize the difference between upper- and lowercase letters.  Produce sounds associated with printed letters.  Use pictures in books to predict words.  Begin to identify beginning letter sounds in words.  Begin to match pictures that rhyme.  Recognize and use print that is accessible throughout the classroom (e.g., labels, signs).  Understand print conventions (e.g., left to right, front/back, book cover, author, illustrator, text, title).

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Junior Kindergarten

Language Arts, Mathematics

 With the support of the teachers, students practice comprehension skills: •• Retell and reenact events in a story.

•• Sequence events in a story.

•• Make connections.

•• Identify interesting words.

•• Distinguish between fiction and nonfiction.

•• Use prior knowledge to anticipate meaning and make sense of text.

•• Make predictions.

•• Identify the setting, problem, and solution.

•• Discuss character traits and emotions.

Writing

 Use proper grip.  Write the letters of their name independently.  Complete Handwriting Without Tears activities.

•• Write all uppercase letters.

•• Form letters correctly.

•• Identify parts of Mat Man (e.g., big curve, little curve).  Create illustrations that represent information.  Copy signs/labels/words.  Write words using the beginning consonant sound.

Listening and Speaking

 Express ideas clearly.  Use age-appropriate vocabulary.  Participate in class discussions.  Take turns speaking.  Listen to others.  Follow two-step oral directions.  Ask appropriate questions.

Mathematics Overview The primary goal of the junior kindergarten mathematics program is to instill in each child a sense of confidence and success in his or her ability to think, reason, and solve problems mathematically. Using the resource Everyday Mathematics allows our curriculum to provide extensive exposure and hands-on learning, primarily focused on number sense, geometry, measurement and data analysis. We concentrate on the problem-solving skills and strategies that each child possesses and build a foundation for further learning. Math skills are acquired through a variety of hands-on relevant activities that are meaningful to each child. By manipulating real materials, concepts are illustrated concretely, and children experience them visually. These math activities evolve out of dayto-day experience, projects related to our curriculum themes, and daily calendar activities. Mathematics is also integrated into other science, language arts, and social studies activities throughout the week.

Early Childhood Center Curriculum Guide — Junior Kindergarten

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Junior Kindergarten

Mathematics

Grade-Level Expectations

In junior kindergarten, students work to master the following mathematics skills:

Number Sense

 Demonstrate counting to 20.  Demonstrate one-to-one correspondence.  Recognize numbers 1−20.  Identify numbers, number names, and their relationship to object quantities or symbols.  Count forward and backward with a number line.  Demonstrate the concept of equality and inequality.  Explore operations with quantities (i.e., adding on, taking away).  Replicate patterns when drawing or building.  Create patterns when drawing or building.  Begin to estimate small quantities.

Geometry

 Categorize materials by one or two attributes (e.g., size, shape, color).  Recognize two- and three-dimensional shapes.

Measurement and Data Analysis

 Use non-standard measurement and comparative language.  Create and analyze information of graphs (e.g., equal, greater, less, more).

Interdisciplinary Studies

Throughout the year, junior kindergarten children experience hands-on, interdisciplinary units of study.

These studies encompass the fundamental domains and are developed through the lens of an overarching junior kindergarten theme, explorations. You will find examples of these engaging interdisciplinary studies throughout the curriculum.

Pack Your Bags—We’re Off to the Land Down Under!

To prepare for this unit of study, junior kindergarten students take part in a simulated flight to Australia. They make passports as well as suitcases filled with items necessary for their trip (e.g., clothing, toiletries, books, toys).

On the day of their flight, parent volunteers serve as limo drivers, passport agents, baggage handlers, photographers, flight attendants, and pilots. The simulated flight occurs in the vestibule of our Performing Arts Center. Upon arrival in Sydney, children are greeted by a native Aussie and shown a display of Australian artifacts.  Paint a climate map of Australia; add important landmarks (e.g., Uluru, Sydney Opera House); include the Australian flag.  Learn about native wildlife; create the animals studied using a variety of arts and crafts materials; add each animal to the map along with dictated information about each creature.  Play in the loft which has been transformed into an Aussie Café where the children pretend to enjoy such Australian delights as pavlova, vegemite, and ANZAC biscuits.  Use what they have learned to transform the room with student-created, three-dimensional creations of Great Barrier Reef flora and fauna.  Sing Australian ballads and listen to Australian storybooks.  Hike to the OUTBACK (i.e., the LFCDS forest) and a BILLABONG (i.e., the LFCDS wetlands) to search for animals found in these habitats.

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Junior Kindergarten

Science, Social Studies

Science Overview The junior kindergarten science program exposes children to science concepts and procedures in a developmentally appropriate manner, building on children’s natural curiosity about the world around them.

Through active, hands-on scientific explorations, children learn to observe carefully, note similarities and differences, make predictions, test their predictions, and ask questions in order to help develop logical and systematic thinking. In the junior kindergarten science-based curriculum, areas of study include ecosystems of temperate forests, polar regions, rainforests, deserts, and oceans, with an emphasis on animal adaptations to those environments.

Each week, a science experiment or activity engages students in the scientific process. Students extend their learning through follow up hands-on learning opportunities at the science center and sensory table. Students use their senses to explore and draw conclusions about, and make sense of, their world.

Grade-Level Expectations In junior kindergarten, students work to master the following science skills:  Use simple machines to gain an understanding of how tools help us do work.  Explore magnetic and non-magnetic materials.  Use the senses in a variety of experiments (i.e., identify smells, distinguish sounds, compare our eyesight to that of eagles, recognize different items by using the sense of touch).  Grow plants in different ways (i.e., seeds, bulbs, cuttings).  Learn and experiment with the properties of water.  Understand metamorphosis through direct observation (e.g., butterflies, frogs).  Care for living things (e.g., classroom pets, chicks which are hatched in the classroom).

Social Studies Overview We believe that learning is exploring, and exploration is the lens through which our junior kindergarten students view topics of study. Students explore and investigate unique living things and ecosystems in the world.

They also observe connections that exist between animals, humans, and ecosystems. Exploration is fascinating!

Grade-Level Expectations

In junior kindergarten, students work to master the following social science skills:  Explore the prairie, forest, and wetlands ecosystems on the LFCDS campus.  Study the North American Woodlands and several animals that live there (e.g., raccoons, bats, skunks, eagles, bees, porcupines, slugs).  Discover how people of the Inuit culture and animals survive in a harsh polar environment.  Visit and explore “The Land Down Under” to learn about the flora, fauna, and indigenous people of Australia.

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Junior Kindergarten

Social Studies, Social & Emotional Development, Physical Development

 Use globes and maps to locate places that are studied.  Learn about landmarks, climate, and landforms of regions studied with an emphasis on the adaptations of living things that allow them to survive in their environment.  Share family traditions to build an understanding and appreciation for the diversity of culture and family structures.  Explore social roles through play using a puppet theater, the block and housekeeping areas, a display area between our classrooms, and a loft (which changes throughout the year from JK Town, to a medical clinic, a campground, a veterinary hospital, a restaurant, a cave, and an art museum).

Social and Emotional Development Overview We know that developing healthy social and emotional skills in young children is of utmost importance. Doing so fosters a child’s ability to self-regulate emotions and classroom behaviors, build self-confidence, and establish positive and rewarding relationships with others and the community. This area of a child’s development is also intrinsically related to academic success, and thus, carefully attended to throughout each child’s day.

Grade-Level Expectations

In junior kindergarten, students work to master the following social and emotional skills:  Interact positively, respectfully, and cooperatively with others.  Enter into social groups, develop friendships, and help others.  Listen to others’ ideas during play.  Resolve conflicts in constructive ways.  Work through frustration.  Show empathy for others.  Read facial cues and identify emotions.  Regulate emotions, behavior, and attention.

Physical Development Overview The mission of the physical education & wellness program is to help students develop a lasting appreciation for physical activity and acquire the skills, strategies, and knowledge that lay the foundation for a lifetime of well-being through athletics. Teachers strive to inspire a commitment to health-related fitness and positive lifestyle choices regardless of athletic ability. Our goals are to enhance students’ ability to lead, work together as a team, participate fairly with sportsmanship, and develop respect for peers. We encourage active participation from all students.

Grade-Level Expectations In junior kindergarten, students work to master the following skills:

Fine Motor

 Demonstrate the proper grip when using a writing instrument.  Use scissors appropriately.

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Junior Kindergarten

Physical Development, World Language

 Trace a stencil.  Demonstrate the ability to stamp with ink stamps.  Knead and roll with play dough.  Stack blocks.  Use a paintbrush with control.  Manipulate pieces of a puzzle.  Begin to lace string through holes on cardboard.

Gross Motor

 Demonstrate ability to go up and down loft stairs safely.  Begin to pump on swings independently.  Ride tricycles and scooters safely.  Attempt monkey bars.  Maneuver on gliders.  Balance on the beam.  Run with balance.  Develop balance through yoga poses.

World Language Overview LFCDS offers Spanish, Mandarin Chinese, and French in the ECC and Lower School. These languages were selected in order to expose our students to a variety of important world cultures and better equip them to meet the challenges of global citizenship. Our design is based on current brain research and best practices in elementary world language education. Adhering to the national standards for the teaching of world languages, we aim to prepare our students to view the world from broader perspectives, compare and contrast languages and cultures, and appreciate the importance of communication in international communities. The benefits of this model lead beyond language learning into the discovery of diverse cultural worlds where these languages are spoken.

The Early Childhood and Lower School curriculum sequence is: Spanish: Preschool and Junior Kindergarten

Spanish is the most prominent second language in the United States. Often young children have already had some exposure to Spanish expressions and culture. The two-year study of Spanish provides a foundation in Spanish which will also set the stage for the learning of other languages with different sounds and syntax.

Mandarin Chinese: Senior Kindergarten and Grade 1 Chinese represents the fastest growing Eastern language and may be the most important business language outside of English in the twenty-first century. In addition, brain research shows benefits from the study of pictographic and tonal languages, which naturally develop simultaneous use of multiple areas of the brain, enhancing student learning of other subjects. The two-year study of Chinese enriches our senior kindergarten and first-grade cultural studies, especially our first-grade social studies unit on China.

French: Grades 2 and 3 French is an official language in thirty-three countries spread throughout five continents. While learning French, students discover the influence of French on the English language. This awareness deepens their knowledge of our Early Childhood Center Curriculum Guide — Junior Kindergarten

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Junior Kindergarten

World Language, Fine Arts

own language as they explore the multitude of French words the English language has absorbed. The two-year study further enriches the third-grade social studies unit on the French voyageurs.

Spanish, Mandarin Chinese, and French: Grade 4 Fourth-grade students have the opportunity to revisit or become familiar with Spanish, Mandarin Chinese, and French. In our global world today, some knowledge of the sound system and basics of each language is critical for a well-rounded education. In addition, an opportunity to compare all three languages over the course of a year allows students, with the support of parents and teachers, to make an informed choice about which single language to study in Upper School. Having experienced all three languages also complements the fourth-grade immigration unit and their culminating study of global warming.

Grade-Level Expectations

In junior kindergarten, students work to master the following skills:  Hear and respond to words spoken in the target language.  Develop an “ear” for different sounds, facilitating a near-native-sounding accent.  Study other peoples, learning to respect and celebrate cultural differences.  Learn basic vocabulary through songs, games, and movement (e.g., greetings, body parts, numbers, colors).

Fine Arts Overview Education in the arts is an inseparable part of the education of the whole child. Children learn to express and interpret ideas through observation and analysis of these art forms. They learn creative modes of problem solving and in so doing develop an array of expressive, analytical, and developmental tools which can be applied to every human situation. Students understand the influences of the arts in their power to create and reflect cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. They also develop attributes such as self-discipline, perseverance, and collaborative skills. Experiences in the arts develop each child’s imagination and sense of personal fulfillment.

General Music

The three main components of the ECC general music program at each grade level are music literacy, performance, and music listening and analysis.

Grade-Level Expectations

In junior kindergarten, students work to master the following general music skills:  Track the beat and rhythmic patterns through various chants and rhymes on the written page.  Read, notate, and perform equal divisions of beat using pictorial and non-traditional representation.  Develop the voice through vocalization including the major scale.  Identify A440 and other reference notes to develop inner hearing.  Explore musical concepts such as tempo and the purpose of a staff using gross motor movement.  Develop proper performance and audience etiquette.  Explore a variety of genre including folk, world, jazz, and classical.

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Junior Kindergarten

Information Literacy

Interdisciplinary Study: Famous Artists

“Aesthetics refers to an appreciation for beauty and a feeling of wonder.” (Mary Mayesky, Creative Activities for Young Children. Cengage Learning, 2011).

The culminating unit in junior kindergarten is a study of artists who have made extraordinary artistic contributions to the world. Students read about an artist, look at several of his or her art works, and note what makes the artist’s style unique. A feeling of wonder fills the room as students use paint brushes, cut paper, and other artists’ tools to create their own pieces in the style of the “mentor” artist. Many of these works have been framed and proudly hang in the homes of former junior kindergarten students!  Explore the picturesque style of Impressionist Claude Monet with his numerous paintings of the gardens of France, colorful water lilies under the bridge, and famous haystacks, noting the use of light and how objects change in appearance with the waning of light during the gorgeous sunsets in France.  Develop an understanding that artists may change their style to reflect the social times or personal growth through a study of the renowned twentieth-century artist Pablo Picasso (e.g., study the beautiful Mother and Child paintings from his early years and observe how his style changed during the imaginative and colorful Cubism period). After a focused study of “Hands with Bouquet” by Pablo Picasso, they create their own painting, “Mains Aux Fleurs”.  Learn about collage, paper cutting techniques and painting with color and light through an exploration of the works of Henri Matisse (e.g., exquisite dancers, musicians, stained glass windows).  Appreciate the unique style of Georgia O’Keefe’s nature-themed paintings (e.g., gorgeous flowers, rocks, shells, and landscapes from New Mexico).

Information Literacy Overview Library visits and lessons are designed for our early childhood children to learn the library routines such as book selection and check-out and return of materials. Students are exposed to and discuss good literature.

Comprehension skills as well as the basic skills of counting, color identification, sequencing, and knowing the alphabet are reinforced during lessons.

Grade-Level Expectations

In junior kindergarten, students work to master the following information literacy skills:  Follow library routines and etiquette.  Listen attentively when books are read aloud.  Make connections to a theme through literature and enrichment activities.  Identify books of personal interest and make judicious choices for independent reading.  Begin to care appropriately for books and take responsibility for returning them in a timely manner.

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Junior Kindergarten

Interdisciplinary Study: Fun Friday Enrichment

A unique aspect of the junior kindergarten year is the Friday Enrichment Program. Each Friday afternoon, students participate in small-group activities designed and taught by each of the junior kindergarten teachers. Students explore new and exciting topics that augment and complement what they are learning in junior kindergarten. The following are examples of Friday enrichment activities:  The Wonder of Wetlands: Students take a tractor trailer trip to the wetland restoration area on our campus. On the trip across campus, students identify signs of fall, notice changes that are taking place with the trees, and search for animal life. Once they reach the wetlands area, students hike around the wetlands as a group, talk about what they notice, and learn about the restoration work. Back in the classroom, students create a project that reflects their knowledge of the wetland ecosystem.  Amazing Straight Lines: This artistic exploration provides children with an understanding of how straight lines can be used in art. Straight Line Wonder by Mem Fox is shared, and students learn how lines can be wavy, squiggly, spiral, zigzag, curved, and straight. The abstract artwork of Picasso, Mondrian, Kandinsky, Stella, and Feininger demonstrates the use of straight lines and color to create patterns and shapes. Other samples show straight lines used to create buildings, trees, windows, and roofs. The discussion also includes how illustrators use a variety of lines in their drawings to show emotion and to create pattern and texture. Students explore the Early Childhood Center for straight lines, expressing amazement that they can be found in so many places! After brainstorming ideas for their own picture that will be created with straight strips of paper in warm colors, students arrange the strips on a piece of black paper and glue them into place. Children share their pictures with the group and note the differences in their creations, even though they all used the same materials.  Where Does Orange Juice Come From?: Students enjoy a story that explains how orange seeds grow into trees from which we harvest the fruit that is processed into orange juice. Each student makes their own glass of orange juice using either a hand-juicer or an electric juicer. After working hard to squeeze every last drop from their orange slices, students enjoy a tasty glass of orange juice together.  Hey Diddle Diddle: Students enjoy listening to nursery rhymes, noting rhyming words and how they end. One nursery rhyme is read aloud several times and becomes the focus of the afternoon study. Students discuss the characters, what makes each character unique, and explore the meaning/theme of the nursery rhyme. The rhyme is committed to memory through a variety of modalities: choral reading, repetition, an artistic rendition using the characters and setting; and dressing up and dramatizing the nursery rhyme.  Bubbles and the Scientific Method: Students first listen to the story Pop: A Book about Bubbles

by Kimberly Brubaker Bradley to learn about various kinds of bubbles, their properties, and what causes them to POP! The book describes bubbles you blow with a wand and the bubbles that are in carbonated substances. The students learn that scientists wonder about topic and formulate a question that needs to be answered. After seeing the materials they will use, students create a hypothesis about what will happen when they put regular raisins and golden raisins in soda water. Next comes the excitement of conducting the experiment! Students record what happens when they add raisins to the cup of soda water; the experiment is repeated with golden raisins; and the results are compared. The discussion that follows reengages students with what they learned from the book.

Early Childhood Center Curriculum Guide — Junior Kindergarten

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Junior Kindergarten

Education Technology, Physical Education & Wellness

Education Technology Overview Students in junior kindergarten use iPads to engage in active, hands-on experiences that enhance, support, and extend their learning. Teachers differentiate for each child’s unique developmental needs by selecting specific apps and levels to meet each student’s need. Junior kindergarten students enjoy listening to stories, playing literacy and mathematics games, and using their fine motor skills as they navigate the iPad.

Grade-Level Expectations

In junior kindergarten, students work to master the following information technology skills:  Demonstrate an understanding of how to appropriately care for an iPad.  Demonstrate an understanding of how the iPad operates (i.e., turn the iPad on and off, select and use apps effectively, and navigate the iPad keyboard).  Communicate about technology using developmentally appropriate and accurate terminology.  Demonstrate the safe and cooperative use of technology.

Physical Education & Wellness Overview The mission of the physical education & wellness program is to help students develop a lasting appreciation for physical activity and acquire the skills, strategies, and knowledge that lay the foundation for a lifetime of wellbeing through athletics. Teachers strive to inspire a commitment to health-related fitness and positive lifestyle choices regardless of athletic ability. Our goals are to enhance students’ ability to lead, work together as a team, participate fairly with sportsmanship, and develop respect for peers. We encourage active participation from all students.

Grade-Level Expectations

In junior kindergarten, students work to master the following physical education & wellness skills:  Develop locomotor, non-locomotor, and manipulative skills.  Develop responsibility for safe movement practices.  Develop awareness of personal space.  Experience a variety of physical activities.  Recognize that physical activity is good for the body.  Recognize that certain foods are good for health.  Explore the concept of cooperation.  Enhance their academic development through activity.  Experience the enjoyment of physical activity.

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Junior Kindergarten

Interdisciplinary Study: Polar Regions

Throughout the winter months, junior kindergarten students study the animals and people that inhabit the polar regions of the world. Young children learn best when they are given the opportunity to learn by doing, to practice what they learn, and to use what they learn in everyday life. To support these best practices, children engage in a variety of hands-on, interactive activities across all areas of development that enable them to make meaningful connections about the polar regions.

Children discover how polar animals and the Inuit survive and adapt in a harsh climate as they make comparisons between the Inuit people and their own world. Additionally, the children develop an awareness of the importance of preservation of endangered species and conservation of the environment.  Study Inuit culture, including what they do (e.g., music, dance, recreation); where they live (e.g., recreate arctic ocean habitats); what they eat (e.g., make umiaks used for fishing and hunting); what they make (e.g., construct various tools that the Inuit use in daily life); what they wear (e.g., discover how animal furs are used for clothing).  Create arctic animal habitats at the sensory table with water, rocks, artificial and real snow and ice, and animal figures.  Depict the physical characteristics of polar animals and their environments using a wide variety of materials and skills (i.e., painting, cutting, gluing, drawing, and writing).  Compare properties of objects (e.g., animal skeletons, pelts, and feathers) using simple tools (i.e., magnifying glasses, binoculars) at the science discovery center.  Engage in dramatic play using animal puppets and Inuit figures and toys.  Listen to numerous fiction and nonfiction books, examine pictures, and view short National Geographic videos that provide background knowledge and enhance comprehension.  Strengthen small motor skills (e.g., sculpting walruses out clay).

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Junior Kindergarten

Resources for Parents

Resources for Parents We are confident that junior kindergarten will be a terrific experience not only for your child but for your family. Beginning with intake conferences with your child’s teachers, an informational coffee in early September, and grade-level social events, there will be many opportunities to establish important connections. As the school year progresses, there will also be several ways for you to volunteer—for classroom activities and field trips, lunch supervision, and in a variety of capacities through the Parent Association and the Auction. We encourage you to join other parents for coffee and conversation on Tuesday mornings at 8:15 a.m. in the Parent Relations Office next door to the Onwentsia Lower School Office. Also, we welcome you to join the Lower School students in the Green Bay Atrium on Wednesday mornings at 8:15 a.m. for Community Meeting. Take a moment to visit in the Parent Association Office as you enter the Green Bay Atrium from the Lower School.

The Panther Portal, as well as the external website (www.lfcds.org), provides a wealth of information:  Parent Downloads, Forms, and Links: This area on the Portal is filled with a variety of helpful information (i.e., online directories and class lists, downloadable medical forms, information on the school dress program, and more).  Curriculum Review Information: Each year a representative task force of faculty examines and revises a specific disciplinary area of study. This Portal page outlines our curriculum development framework and offers a venue for you to share constructive feedback.  Enrichment Activities/Resources: At LFCDS, we believe that summer is an opportune time to balance learning with a bit of leisure. This page provides information about required summer work, book lists for particular grade levels, mathematics and science challenges, and parent resources.  WordPress Blogs: Many classrooms have a WordPress blog set up, which gives a fun glimpse into the classroom. These are also available on the Panther Portal.  Parent Association Information: This tab provides information about ways to get involved in the LFCDS Parent Association and the numerous events they help coordinate.

We believe social media is a timely way to tell the story of Lake Forest Country Day School, and to that end, the School has a Facebook account and a Twitter account that we encourage you to “Like” and “Follow”! Simply search for “Lake Forest Country Day School” on Facebook and follow @LFCountryDay on Twitter. We have a strict social media policy and never post individual student names or information on these channels. You will discover snippets of all of the great things happening at LFCDS on a day-to-day basis!

Your room parents are available to answer questions and help you get involved, and you are welcome to stop by the Lower School Office anytime. Questions? Please contact the office of the Head of Lower School at (847) 615-6188.

Early Childhood Center Curriculum Guide — Junior Kindergarten Rev. July 2013

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