K-5 Learning Expectations

KINDERGARTEN-GRADE 5 LEARNING EXPECTATIONS 2017-18

Kindergarten Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts

The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers. These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

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Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Kindergarten Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing, and writing about literature and poetry: Recognizes common types and different purposes of texts (storybooks, poems, etc.).

Identifies and analyzes story elements (characters, setting, plot, theme), story structure, and author’s craft (word choice, point-of-view, use of dialogue and description).

• With prompting and support, identifies character, setting, and major events in a story.

• With prompting and support, retells familiar stories, including key details.

• With prompting and support, compares and contrasts the adventures of characters in familiar stories.

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text: With prompting and support, identifies the main topic and retells key details of a text.

With prompting and support, describes the relationship between illustrations and the text (i.e., What does the illustration depict?).

With prompting and support, identifies basic similarities and differences between two texts on the same topic (i.e., illustrations, descriptions).

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Concepts of Print Demonstrates understanding of the organization and basic features of print.

• With prompting and support, names the author and illustrator of a story and defines the role of each in telling the story or presenting information in an informational text.

• Identifies front cover, back cover, and title page of a book.

• Follows words from left to right, top to bottom, and page-by-page.

• Recognizes that spoken words are represented in written language by specific sequences of letters.

• Understands that words are separated by spaces in print and that sentences are made up of separate words in print.

• Recognizes and names all upper- and lowercase letters of the alphabet.

Phonological Awareness Demonstrates understanding of spoken words, syllables, and sounds.

• Recognizes and produces rhyming words.

• Counts, pronounces, segments, and blends syllables in spoken words.

• Blends and segments onsets and rimes of single-syllable spoken words (i.e., cat – k/at and k/at – cat).

• Isolates and pronounces initial, medial vowel, and final sounds in spoken, singlesyllable words.

• Adds or substitutes sounds in simple, one-syllable words to produce new words (i.e.,, bag-tag).

Phonics Knows and applies phonics and word analysis skills to decode words.

• Demonstrates letter-sound correspondence by producing the most common sounds for each letter.

• Associates the long and short sound with common spellings for the five major vowels.

• Reads Word Wall words (i.e., the, of, to, you, do, does) by sight.

With successive readings, reads emergent-reader texts orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Spelling

Spells words phonetically, drawing on letter-sound correspondence.

Vocabulary Asks and answers questions about unknown words.

Adds to vocabulary by learning some multiple-meaning words (i.e., duck).

Uses the most frequently occurring affixes (i.e., -ed, un-, pre-) as a clue to the meaning of an unknown word.

With guidance and support from adults, explores word relationships and nuances in word meanings.

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Sorts words into categories.

Generates synonyms and antonyms.

Distinguishes shades of meaning by acting out words (i.e., walk, march, prance).

Writing Uses a combination of drawing, dictating, and writing to compose pieces.

The Writing Process Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewrites o Generates ideas by drawing, sharing personal experiences, and responding to books. o Participates in teacher-led activities to develop an understanding of writing.

• Drafting • Stays on the selected topic.

• Writes and draws to communicate ideas.

• Revising o Rereads piece to check for accuracy and meaning. o Participates in teacher-led revision.

• Editing o With support, edits for Word Wall words and Kindergarten grammar and usage, punctuation, mechanics, and spelling.

Types of Writing Writes creative and personal narratives • Which tell about a single event.

• In chronological order.

Writes informative (explanatory) texts that • Name a topic.

• Supply some information about the topic.

Writes opinion pieces that • Name a topic.

• State an opinion.

Writing Conventions Spelling Writes a letter or letters for most consonant and short vowel sounds.

Spells simple words phonetically.

Capitalization and punctuation Capitalizes the first word in a sentence and the pronoun I. Recognizes and names end punctuation.

Conventions of English grammar and usage Prints many upper- and lowercase letters.

Uses the basic parts-of-speech.

• Uses frequently occurring nouns and verbs.

• Forms regular plural nouns orally by adding –s or –es.

• Understands and uses questions words.

• Uses frequently occurring prepositions (i.e., to, from, in, out).

• Produces and expands complete sentences during group instruction.

Handwriting Forms upper and lower case letters Forms letters with correct directionality and size Uses appropriate spacing between words Uses correct pencil grip

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Kindergarten Learning Expectations Demonstrates understanding of number and place value in numbers to two digits Reads and writes numbers to 20.

• Represents a number of objects with a written numeral • Pair number names and numerals • Compares and orders groups of up to 20 objects Demonstrate one-to-one correspondence • Count objects to 20 • Say the number names in the standard order, pairing each object with only one number name and each number name with only one object • Understand that the last number name said tells the number of objects counted.

• Understand that the number of objects is the same regardless of their arrangement or the order in which they were counted.

• Pair sets of objects with other sets of the same quantity Identify one more and one less and the same number Understand that each successive number name refers to a quantity that is one larger.

Understands that greater numbers can be broken up into lesser numbers and lesser numbers can make up greater numbers Composes and decomposes numbers to 10 Composes and decomposes numbers to 20 using five-frames and ten-frames Counts by 2s and 5s to 20 Counts by 10s to 100 Counts from any given number to 100 Sequence numbers from 1 to 100 Understands use of ordinal numbers (first, second, etc.) to sequence events and for physical position and preferences.

• Sequences events.

Demonstrates understanding of addition and subtraction concepts Counts “how many in all?”

Understand and show the meaning of same, more and less • Shows how many more • Shows how many less Combines sets to find how many in all Compares sets of up to 20 to find the difference between the two sets Counts on and back, within 10, using fingers, objects, number lines • Connect counting on and finding how many more are needed

Understands addition as the joining of two sets Understands symbols (+,-, =) and uses them to write number sentences • Represents addition and subtraction stories with number sentences • Compare two sets and show the number sentence to answer “how many more?”

Demonstrates understanding of money concepts Recognizes and knows the value of a penny, nickel, dime, quarter Adds coins up to 10 cents Recognizes different combinations of coins that make up 10 cents Demonstrates understanding of time concepts Knows the number of and names of days of week and months • Orders the days of the week and months of the year Understands today, tomorrow, and yesterday Reads a weekly calendar Demonstrates understanding of geometry concepts Recognizes, names, and describes basic flat and solid shapes • Recognizes the relationship between flat and solid shapes • Finds shapes in pictures • Draws flat shapes Recognizes, extends, and creates a repeating shape pattern • Identifies a missing portion of a repeating pattern Analyzes information in simple pictographs Makes and interprets pictographs Demonstrates understanding of measurement concepts (Taught in science and in math) Describes measurable attributes of objects Orders objects according to size, length, and weight Compares two objects with a common measureable attribute • Understand concepts of the same/not the same/different • Identify “more of” and “less of” of attributes and describe the difference • Compares lengths and heights • Use comparative vocabulary (tall, taller) to express differences in size, length, and weight Use positional language (on top of, under, next to, behind, in front ofI) to describe and compare Uses nonstandard units to compare weights and capacity Demonstrates understanding of concepts of classifying and sorting Classified objects using up to two attributes Identifies objects that do not belong to a set Sorts objects by up to two attributes

Social Studies Kindergarten Learning Expectations Units: Community, Farms Explores and understands the many communities to which we belong. ● Understands that different communities have different traditions and rules. ● Explores the differences and similarities in our home communities. ● Recognizes that communities differ in jobs, foods, holiday celebrations, etc.

Uses chronological language when discussing events in his/her own life and in the classroom.

Geography Makes and reads maps to understand the scope of our world. ● Defines a map as a pictorial representation of places. ● Uses directional language (up, down, close, near). ● Identifies home address.

Research Asks and answers questions to learn about a desired topic. ● With teacher direction, utilizes tools around him/her to find answers to questions.

Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

KINDERGARTEN: Skills: ● To formulate verbal questions regarding things they wonder about. ● To make verbal observations about the world using their five senses. ● To make a verbal hypothesis about what they think will happen in an experiment.

Content: In each of the following units, students are expected: Examining Life: ● To understand the difference between things that are alive and not alive (focusing and including marine vertebrates and invertebrates). ● Understands that plants need sunlight, water, and oxygen in order to make food to survive. ● Know the basic parts of a plant (seed, stem, fruit, flower, leaf) and be able to label them.

The Senses: ● To know the five senses and develop a basic understanding of how they work. ● To use non-standard measurement to measure various objects.

Measurement: ● To measure objects using non-standard units of measurement, such as cubes or popsicle sticks. ● To use the terms “heavier than” and “lighter than” accurately when comparing the weight of two objects.

Kindergarten Progress Report Language Arts Reading: Fiction Understands concepts of print With support, uses reading strategies: Makes predictions, asks and answers questions about key details in a text Understands differences of common types of texts (storybooks, poems, nonfiction) With support, identifies and analyzes story elements, story structure, and author’s craft Responds to texts with text-based evidence and personal connections.

With support, retells familiar stories, including key details Reads emergent reader texts with purpose and understanding Reading: Informational Text With support, uses reading strategies to comprehend the text With support, describes the connection between two individuals, events, ideas, or pieces of information in a text With support, describe the relationship between illustrations and the text Reads emergent reader texts with purpose and understanding Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Recognizes names and knows sounds of upper/lowercase letters of the alphabet Understands syllables, sounds (phonemes), and rhyming Recognizes and reads Word Wall words by sight Knows and applies grade level phonics and word analysis skills in reading and writing Asks and answers questions about unknown words in a text Writing Writes first and last names Follows steps of the writing process Writing Conventions Spells words phonetically Uses conventions of English grammar and usage Handwriting Writes upper and lower case letters legibly with correct letter formation with appropriate size, spacing, and placement of letters Uses correct pencil grip

Math Demonstrates mastery of basic facts (addition and subtraction facts to 5) Computes mentally using memorized facts and a variety of strategies Solves word problems using multiple strategies, including bar modeling Explains thinking both orally and in writing using math vocabulary Uses manipulatives and models to support concept development Demonstrates understanding of number and place value concepts Demonstrates proficiency with addition and subtraction procedures Demonstrates understanding of money concepts Demonstrates understanding of time concepts Demonstrates understanding of geometry concepts Analyzes information in simple pictographs Demonstrates understanding of classifying and sorting

Social Studies Explores and understands the many communities to which we belong Uses chronological language when discussing events in their own lives and in the classroom Makes and uses maps to understand the scope of our world Asks and answers questions to learn about a desired topic

Kindergarten Technology Standards, Objectives, & Performance Indicators 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. i. Create a digital product (graphing, patterns, sets, shapes, etc. ) using draw/paint software. ii. Explore and construct knowledge of groups and/or categorizing objects using graphic organizing software. iii. Illustrate knowledge and understanding of curriculum objectives using draw/paint software. b. Create original works as a means of personal or group expression. i. Produce an original work based on an external stimuli (music, art, textile, etc.). ii. Use draw/paint software to express thoughts and ideas. iii. Utilize web based resources to generate an original work.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others. a. Interact and publish with peers, experts, and others as they explore digital environments and media. i. Explore a variety of digital media to publish ideas. ii. Work cooperatively and collaboratively to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Use online resources to gain information from professionals. b. Communicate information and ideas using a variety of digital environments and media. i. Create products to communicate understanding of curriculum objectives. ii. Explore various digital media to communicate and exchange ideas. iii. Express understanding of technology using appropriate and accurate vocabulary. c. Explore cultural understandings and global awareness. i. Use digital resource to gain understanding and appreciation of others. ii. Exchange individual information (family, traditions, background, etc.) with others.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information.

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a. Explore information from a variety of sources and media. i. Experience digital information resources. ii. Observe the process of locating and collecting information. b. Gather data and share results. i. Contribute information for data collection. ii. Observe the data collected. iii. Discuss data.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools. a. Plan and complete a project. i. Discuss items relevant to teacher-selected topic. ii. Explore and use necessary tools to create a project.. iii. Make modifications. b. Use multiple processes to explore solutions. i. Explore problem-solving strategies (patterns, tables, work backwards, guess and check, draw, list, reason, write, etc.) ii. Use problem-solving skills to enhance learning. iii. Troubleshoot and choose appropriate solutions to solve a specific problem.

5. Digital Citizenship Students understand human, cultural, and societall issues related to technology and practice ethical behavior. a. Practice responsible use of information and technology. i. Discuss correct and responsible use and care of technology. ii. Know possible consequences of inappropriate use. iii. Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Practice safe and legal use of information and technology. v. Understand the importance and use of a password.

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vi. Know the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Be aware of personal responsibility for lifelong learning. i. Discuss the use of technology in today's world. ii. Acknowledge ownership of created works.

6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology. i. Log in and log out to use a computer. ii. Name the parts of a computer system. iii. Practice point, click, and drag with a mouse. iv. Recognize the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). v. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). vi. Identify application and folder icons. b. Select and use applications. i. Explore interactions between hardware and the operating systems. ii. Open and/or create a document, file and folder. iii. Launch and quit an application. iv. Perform undo/redo functions. c. Understand introductory technology vocabulary. i. Know terms and concepts related to computer system. ii. Understand terms and concepts related to applications. iii. Identify and define terms and concepts related to word processing (center, choose font, change style and size, etc.). e. Create and edit computer graphics. i. Use draw/paint tools. ii. Select and use colors from a palette. d. Explore the basics of keyboarding and word processing. i. Identify location of and use letter and number keys. ii. Use special keys (return/enter, space bar, command, shift, delete/backspace, etc.).

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World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Kindergarten Skills Listening ● Understands target language in classroom ● Demonstrates interest in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Remembers and uses previously learned expressions ● Tries to use the target language Content Vocabulary ● Greetings ● Calendar ● Colors ● Numbers

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The weather Animals, food, and other topics based on students’ interest and motivation

Songs, rhymes Culture studies ● Develop cultural awareness such as greetings.

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

KINDERGARTEN: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create LINE variety. â—? Recognize/Identify/Create basic Geometric SHAPES (circle, square, triangle,

● ● ● ● ●

rectangle, etc.) as well as Organic/Natural/Free-Form SHAPES. Recognize/Identify the six basic COLORS (Red Orange Yellow Green Blue Violet) and four neutrals (Brown, Black, Gray, White).

Recognize/Identify TEXTURE as the look and (or) feeling of a surface.

Apply different types of TEXTURE (e.g., shiny, dull, rough, smooth, silky, pebbly).

Recognize/Identify/Create PATTERNS with SHAPES, LINES, COLORS Recognize/Identify/Utilize SPACE concepts: beside/overlapping, above/below, close/far, left/ right, top/bottom, side/center, front/back, over/under

CONTENT: In each of the following units, Kindergarten students will explore: ARTMAKING: ● Drawing Skills: Independent Free-Drawing (fine-motor, creative-thinking, focus, working independently from group) ● Painting Skills: Proper use of a brush ● Printmaking Skills: Stamp-making, identifying that from one, we make many. ● Ceramics Skills: Pinch and Pull Methods ● Mixed Media Skills: Proper use of glue application ● Review safe use of scissors ART HISTORY: ● A variety of artists from various time periods, cultures, and geographic locations ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached AESTHETICS: ● Differentiate between opinion and observations

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

● ● ● ●

Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

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Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

● ●

Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

â—?

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Kindergarten Skills Throwing and Catching Techniques -Throws underhand with opposite foot forward when prompted -Drops a ball and catches it before it bounces twice Locomotive Skills -Demonstrates locomotor movements with balance -Moves in self space to beats/rhythms -Differentiates between self space and general space -Travels in general space with varying speeds Hand-eye and Footwork Skills -Dribbles a ball with one hand, attempting a second contact -Taps a ball using the inside of the foot, moving it forward -Kicks a stationary ball from a stationary position

Good Sportsmanship and Teamwork -Follows directions in group settings -Acknowledges responsibility for behavior when prompted -Shares equipment and space with others Content -Soccer -Field hockey -Basketball -Cooperative activities -Jump Rope -Chasing and Fleeing games -Throwing and catching -Creative Movement

Grade 1 Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers. These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

• •

Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Grade 1 Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing, and writing about literature and poetry: Names some characteristics of various genres.

Identifies and analyzes story elements (characters, setting, plot, theme), story structure, and author’s craft (word choice, point-of-view, use of dialogue and description).

• Retells stories using beginning, middle, end and other key details.

• Describes characters, settings, and major events in a story, using key details and illustrations.

• Identifies who is telling a story.

• Identifies sensory and feeling words in stories.

• Compares and contrasts the experiences of characters in stories.

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text: Recognizes and uses nonfiction text features (i.e., headings, tables of content, glossaries, icons) to gather information.

Recognizes that informational texts are written in different ways (compare/contrast, main idea/detail).

Uses the words and text features in a text to describe the main idea and retell important details.

• Understands the type of information (main idea, important details, interesting information) that is provided by text features and the words in a text.

Explains major differences between books that tell stories and books that give information.

Identifies similarities and differences between two texts on the same topic (i.e., text features, descriptions).

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Concepts of Print Demonstrates understanding of the organization and basic features of print.

• Recognizes the distinguishing features of a sentence (i.e., first word, capitalization, ending punctuation).

Phonological Awareness Demonstrates understanding of spoken words, syllables, and sounds.

• Distinguishes long from short vowel sounds in one syllable spoken words.

• Orally produces single-syllable words by blending sounds, including consonant blends.

• Isolates and pronounces initial, medial vowel, and final sounds in spoken singlesyllable words.

• Segments spoken single-syllable words into their complete sequence of individual sounds.

Phonics Knows and applies phonics and word analysis skills to decode words.

• Knows spelling-sound correspondences for common consonant digraphs (i.e., dr, bl) • Decodes regularly spelled one-syllable words.

• Knows final –e and vowel teams for representing long vowel sounds.

• Determines the number of syllables in a word by using the knowledge that every syllable in a word must have a vowel sound.

• Decodes two-syllable works by breaking into syllables.

• Reads words with inflectional endings (i.e. –ed, -ing).

• Recognizes and reads grade-appropriate Word Wall words.

•

Uses meaning to self-correct word recognition, rereading as necessary.

Spelling Learns and applies weekly spelling patterns.

Uses conventional spelling for words with taught common spelling patterns.

Spells Word Wall words correctly.

Spells untaught words phonetically, drawing on spelling conventions and phonemic awareness.

Vocabulary Determines the meaning of words and phrases in first-grade level texts, using context and picture clues.

Uses new vocabulary in speaking and writing.

Fluency With successive readings, reads orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Writing Writes at least four sentences around a given topic.

The Writing Process Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewrites o Generates ideas using a topic list. o Focuses on one topic. o Uses provided graphic organizers such as a story frame to plan and organize the piece. o Participates in teacher-led prewriting activities, such as completing story maps, webbing, and paragraph frames.

• Drafts o Uses prewriting to draft the piece. o Elaborates on the prewriting ideas.

• Revises, with support, to improve focus, organization, and level of detail. o Shares writing for feedback. o Reread and revise for meaning based on teacher conference.

• Self-edits, with support, for Word Wall words and Grade 1 grammar and usage, punctuation, mechanics, and spelling.

• • • •

Uses available resources to edit, such as personal dictionary, Word Wall, and an editing checklist.

Publishes Prepares pieces for publication (i.e., rewriting, illustrations, page breaks).

Presents polished pieces for publishing.

Types of Writing Writes creative and personal narratives • With two or more sequenced events.

• Some details to describe the action.

• Words to signal event order (i.e., next).

• A sense of closure.

Writes informative (explanatory) texts that • Name a topic.

• Supply facts.

• Have a sense of closure.

Writes opinion pieces that • Introduce a topic.

• State an opinion • Give a reason.

• Have a sense of closure.

Writing Conventions Spelling Uses conventional spelling for learned spelling patterns and Word Wall words in daily work.

Uses a mix of conventional and invented spelling for unfamiliar words.

Capitalization and punctuation Capitalizes months and days of the week, names of people, and the beginning of sentences.

Uses end punctuation for sentences.

Uses commas in dates and to separate single words in a series.

Conventions of English grammar and usage Uses the basic parts-of-speech.

• Uses common, proper, and possessive nouns.

• Uses singular and plural nouns with corresponding verb forms (i.e., She skips; We skip).

• • •

Uses personal, possessive, and indefinite pronouns (i.e., I, me, my; anyone, everything).

Uses verbs to convey a sense of past, present, and future.

Uses common adjectives, conjunctions (i.e., and, but, because), and prepositions (i.e., during, toward), determiners (i.e., a, the; this, these).

Uses complete simple and compound sentences.

Uses the four types of sentences: declarative, interrogative, imperative, and exclamatory.

Handwriting Prints all upper- and lowercase letters.

• Forms letters correctly.

• Uses appropriate letter size.

• Uses proper spacing between words.

• Places letters correctly on lined paper.

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Grade 1 Learning Expectations Demonstrates understanding of place value in numbers to three digits Counts, reads, and writes numbers to 120 Compares and orders numbers from 1-100 • Counts, reads, writes in word, standard, and expanded notation, and identifies place values of digits for numbers within 100 • Compares and orders numbers within 100, using symbols and words (same, more, fewer, greater than, less than, equal to, greatest, least) • Counts and identifies 1 more than, 1 less than, 10 more than, 10 less than a number within 100 • Uses place value mat to show and compare numbers up to 3-digits Uses ordinal numbers (i.e., first, second) and position words (i.e., before, under, near) to describe order and relative position Demonstrates understanding of addition and subtraction concepts Understands number bonds and part-whole concept • Uses number bonds to add in any order.

Understands the meaning of addition (missing whole, putting together, counting on, using number bonds) and subtraction (missing part, taking away, counting back, using number bonds) Adds/subtracts numbers within 100 • Adds and subtracts up to two-digit numbers without regrouping o Uses place value charts, counting on, making tens, a number line, and the algorithm • Adds and subtracts up to two-digit numbers with regrouping, using a place value mat • Finds the sum of three 1-digit numbers Writes and solves addition and subtraction sentences Demonstrates understanding of multiplication and division concepts Uses objects to find the total number of items in groups of the same size or to find the number of items in each group when sharing equally.

Relates repeated addition to the concept of multiplication and sharing equally to the concept of division.

Counts by 1s, 2s, 5s, 10s forward and backward to 100 Demonstrates understanding of money concepts Identifies and knows the value of coins and bills • Exchanges a coin of a greater value for a set of coins of equal value

Uses the cent and dollar symbols Counts combinations of coins and of bills • Skip counts to find the value of a collection of coins Adds and subtracts using money • Adds to find the cost of items • Subtracts to find the change Demonstrates understanding of time concepts Reads a calendar to identify the days of the week, the months of the year, and the seasons Writes the date Read and show time to the half hour on a clock and digital clock.

Demonstrates understanding of geometry concepts Identifies, classifies, describes, and sorts plane and solid shapes Makes same and different shapes Combines and separates plane and solid shapes Uses plane and solid shapes to identify, extend, and create patterns Identifies shapes in the real world.

Analyzes information in simple picture and bar graphs and tally charts Collects and displays data Reads and interprets graphs and charts Demonstrates proficiency with measurement procedures Compares and measures using non-standard units • Length o Compares lengths o Uses a common starting point when comparing length • Weight o Uses the balance scale o Measures and compares weights o Arranges objects according to weight Uses vocabulary such as tall/taller/tallest and greater than/less than Understands that using non-standard units gives different measurements for the same item Uses the term “unit” to describe length, weight

Social Studies Grade 1 Learning Expectations Units: Now and Long Ago - China Compares and contrasts various aspects of ancient and modern cultures. ● Identifies and analyzes aspects of ancient and modern culture (i.e., games, food, homes, families, clothing, beliefs). ● Understands the impact of location on the way people live(d) in modern and ancient times.

Geography Makes and reads maps. ● Understands how maps depict geographical information in different ways. ● Identifies key components on a map: map key, compass rose, legend. ● Locates places studied on a world map.

Research Follows the steps of the research process, with assistance. ● Generates research ideas. ○ Formulates research questions. ● Uses more than one source (print and non-print). ● Uses the alphabet to find information. ● Uses teacher-identified websites. ● Locates information by using indices and tables of content. ● Takes notes using standard note-taking form. ○ Paraphrases. ● Organizes information. ○ Integrates information from several texts. ○ Has a clear focus and sufficient detail. ● Cites sources. ● Publishes in a variety of ways, through written, electronic, and presentation means.

Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

GRADE 1: Skills: ● To formulate verbal questions about the topics that we cover in science. ● To describe observations verbally, through drawings, and with some writing ● Make a verbal hypothesis in advance of an experiment, write one sentence for it, and explain the reasoning for the hypothesis. ● To record data during an experiment, including number measurements, written observations of changes, and diagrams. ● To examine simple data to draw a conclusion. Verbally explain the conclusion and reasoning for it, and write a sentence explaining their conclusion. ● To develop an understanding of basic experimental design: change only one variable to compare it to a variable that hasn’t changed. ● To design and build prototypes using past experiments as a guide.

Content: In each of the following units, students are expected: Life Cycles of Plants and Animals: ● To explain why things are “alive” or “not alive” using basic characteristics of living things (e.g. they eat, respond to their environment, reproduce, grow, etc.) ● To understand that habitat must provide living things all that they need to survive (water, food, shelter/protection, space). ● To describe the function of all the parts of a plant (seed, roots, stem, flower, fruit, leaves). ● To design and carry out an experiment that tests how taking away either air, water, or sun affects a plant’s growth.

The World in Motion: Introduction to Physics ● To understand that in order to change the motion of an object, a force must be exerted (a push or pull). ● To develop, through experimentation, the understanding that friction slows down an object.

Weather: ● To demonstrate an understanding of the variables (temperature, precipitation, wind) that make up weather ● To describe how water can exist in three different states of matter: liquid (water), solid (ice), and gas (water vapor). ● To tell temperature using the color coded scale. ● To know that there are two different units for telling temperature: celsius and fahrenheit.

Mastery of telling temperature with those scales is not expected.

Bones and Muscles: ● To name the functions of our muscles and bones in the human body. ● To memorize the scientific names of some bones.

Grade 1 Progress Report Language Arts Reading: Fiction Reads and comprehends literature independently, or with some support, at an end-of-Grade 1 level Uses reading strategies to comprehend text Names characteristics of genres Identifies and analyzes story elements, story structure, and author’s craft Responds to text with text-based evidence and personal connections Retells stories using beginning, middle, and end Reading: Informational Text Reads and comprehends informational text independently, or with some support, at a Grade 1 level Uses reading strategies to deepen understanding of text Recognizes and uses nonfiction text features to gather information Understands that informational text is written differently than narrative text Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Segments and blends sounds in orally presented words Applies grade level phonics in reading and writing words Recognizes Word Wall words automatically Learns and uses new vocabulary in writing and speaking Reads fluently Writing Follows steps of the writing process, with support Writes narratives that include a sequential beginning, middle, and end, using some detail Writes informational text using topic, key facts, and a sense of closure Writing Conventions Uses conventional and invented spelling appropriately Uses mechanics (punctuation, capitalization) correctly Uses conventions of English grammar and usage Handwriting Writes legibly with correct letter formation, size, spacing, and placement of letters Uses correct pencil grip

Grade 1 Progress Report Math Demonstrates mastery of basic facts (addition and subtraction facts to 20) Computes mentally using memorized facts and a variety of strategies Solves word problems using multiple strategies, including bar modeling Explains thinking both orally and in writing using math vocabulary Uses manipulatives and models to support concept development Demonstrates understanding of place value in numbers to three digits Demonstrates proficiency with addition and subtraction procedures Demonstrates understanding of multiplication and division concepts Demonstrates understanding of money concepts Demonstrates understanding of time concepts Demonstrates understanding of geometry concepts Demonstrates understanding of data analysis concepts

Social Studies Compares and contrasts various aspects of ancient and modern cultures Makes and reads maps Follows the steps of the research process, with assistance

1st Grade Technology Skills and Examples 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. i. Create and original digital product (graphing, patterns, sets, shapes, etc. ) using draw/paint software. ii. Explore and construct knowledge of groups and/or categorizing objects using graphic organizing software. iii. Illustrate knowledge and understanding of curriculum objectives using draw/paint, word processing and multimedia software. b. Create original works as a means of personal or group expression. i. Produce an original work based on an external stimuli (music, art, textile, etc.). ii Use draw/paint software to express thoughts and ideas. iii. Utilize web based resources to generate an original work.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others. a. Interact and publish with peers, experts, and others as they explore a variety of digital environments and media. i. Explore a variety of digital media to publish ideas. ii. Work cooperatively and collaboratively to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Use online resources to gain information from professionals. b. Communicate information and ideas using a variety of digital environments and media. i. Create products to communicate understanding of curriculum objectives. ii Explore various digital media (e-mail, wikis, blogs, discussions, podcasts, chat, etc.) to communicate and exchange ideas. iii. Express understanding of technology using appropriate and accurate vocabulary. c. Explore cultural understandings and global awareness. i. Use digital resource to gain understanding and appreciation of others. ii. Exchange individual information with others (family, traditions, background, etc.). d. Contribute to group projects. i. Brainstorm ideas for a group activity. ii. Create an individual component of a group activity.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information. a. Explore strategies to guide inquiry. i. Develop a question. ii. Experience the process of locating and collecting information. iii. Explore digital information resources. b. Gather data and share results. i. Contribute information for data collection. ii. Observe the data collected. iii. Discuss data. iv. Illustrate results. c. Locate, organize, and ethically use information. i. Use teacher-selected digital resources to locate information. ii. Display information using graphic-organizing software. iii. Discuss and respect ownership of resources.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools. a. Plan and complete a project. i. Discuss items relevant to teacher-selected topic. ii. Explore and use necessary tools to create a project.. iii. Make modifications. b. Use multiple processes to explore solutions. i. Explore problem-solving strategies (patterns, tables, work backwards, guess and check, draw, list, reason, write, etc.) ii. Use problem-solving skills to enhance learning. iii. Troubleshoot and choose appropriate solutions to solve a specific problem.

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5. Digital Citizenship Students understand human, cultural, and societall issues related to technology and practice ethical behavior. a. Practice responsible use of information and technology. i. Discuss correct and responsible use and care of technology. ii. Know possible consequences of inappropriate use. iii. Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Practice safe and legal use of information and technology. v. Understand the importance and use of a password. iv. Know the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Be aware of personal responsibility for lifelong learning. i. Discuss the use of technology in today's world. ii. Acknowledge ownership of created works.

6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

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a. Understand and use technology. n i. Log in and log out to use a computer. ii. Name the parts of a computer system. iii. Recognize the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). iv. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). v. Identify application, folder, hard drive, and trash icons. b. Select and use applications. n i. Explore interactions between hardware and the operating systems. ii. Open and/or create a document, file and folder. iii. Launch and quit an application. iv. Save, locate, and/or print a file/document. v. Use the mouse and/or arrow keys to move cursor. vi. Perform undo/redo functions. c. Understand introductory technology vocabulary. n i. Know terms and concepts related to computer system. ii. Understand terms and concepts related to applications. iii. Identify and define terms and concepts related to word processing (center, choose font, change style and size, create new paragraph, tab, etc.). iv. Recognize the purpose of basic file menu options (new, open, save, quit, print, undo, redo, etc.). d. Create and edit computer graphics. n i. Use draw/paint tools. ii. Select and use colors from a palette. iii. Copy and paste. e. Explore the basics of keyboarding and word processing. n i. Identify location of and use letter and number keys. ii. Use special keys (return/enter, space bar, command, shift, delete/backspace, tab etc.). iii. Practice concepts related to word processing (select text, insert characters/words, modify font/size/style/color, alignment, etc.).

World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Grade 1 Skills Listening ● Listens attentively to the spoken word in the target language ● Understands classroom directions in target language ● Demonstrates confidence in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Speaks with correct pronunciation ● Remembers and uses previously learned expressions Content Vocabulary ● Shapes ● Parts of the body ● Topics based on students’ interest and motivation

Grammar ● Masculine / Feminine ● Singular / Plural Songs, rhymes, games Culture studies ● Festivals and celebrations

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

GRADE 1: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create various LINE types to convey movement. â—? Recognize/Identify/Create Complex Geometric SHAPES (pentagon, hexagon,

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etc.).

Recognize/Identify/Create Symmetrical and Asymmetrical SHAPES Recognize/Identify the Primary/Secondary COLORS. -Create Secondary COLORS through mixing Primary COLORS. Recognize/Identify Warm/Cool COLORS. Review of Grade K TEXTURE Benchmark Review of Grade K PATTERN Benchmark Recognize/Identify/Utilize SPACE concepts: Foreground, Background, Middleground

CONTENT: In each of the following units, Grade 1 students will explore: ARTMAKING: ● Drawing Skills: Drawing from Reference Sheets and Utilize How-to-Draw books from Independent Art center. (Intro to observational drawing) ● Painting Skills: Proper Care and Cleaning of Brushes ● Printmaking Skills: Making prints from multiple surfaces; Identify: Brayer, Ink, Inking surface ● Ceramic Skills: Pinch and Pull Methods ● Mixed Media Skills: Use a variety of surfaces to create a final cohesive artwork ● Review safe use of scissors ART HISTORY ● Recognize/Identify/Utilize the art of ancient Egypt ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached PEER REVIEW ● Recognize/Identify/Utilize Constructive Criticism when evaluating a peer EXAMINING EXISTING ART ● Recognize/Identify/Discuss the Elements of Art when viewing existing artwork AESTHETICS: PERSONAL PREFERENCE ● Differentiate between opinion and observations ● Identify likes and dislikes for art in a general way (i.e. I like pictures of birds. I don’t like sculptures of people) WHAT IS ART? ● Begin conversations about the nature of art

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

● ● ● ●

Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

●

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

● ●

Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

â—?

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Grade 1 Skills Throwing and Catching Techniques -Throws underhand demonstrating some elements of correct form (facing target, arm back, step with opposite foot as throwing arm moves forward, releases ball between knee and waist level and follows through with arm toward the target) -Catches self-tossed ball before it bounces Locomotive Skills -Hops, gallops and slides -Moves in self space and general space to beats/rhythms -Travels in low, middle and high levels -Differentiates between fast and slow movements -Travels in relationship to objects (over, under, through) Hand-eye and Footwork Skills

-Dribbles in self-space using dominant hand -Dribbles with feet while walking in general space -Moves towards a stationary ball and kicks it forward Good Sportsmanship and Teamwork -Uses equipment and space appropriately -Responds appropriately to feedback from a teacher -Works in small and large teacher directed groups -Follows the rules and perimeters of the learning environment

Content -Soccer -Field hockey -Basketball -Handball -Base running games -Chasing and Fleeing games -Cooperative activities -Jump Rope -Throwing and catching

Grade 2 Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers.

These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

• •

Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Grade 2 Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing, and writing about literature and poetry: Knows the characteristics of many genres and uses this knowledge to support comprehension.

Uses both the words and the illustrations of a story to support comprehension.

Identifies and analyzes story elements (characters, setting, plot, theme), story structure, and craft (word choice, point-of-view, use of dialogue and description).

• Retells stories in sequence, using story elements and including the central message.

• Describes how characters in a story respond to the major events.

• Describes the structure of a story, including how the beginning introduces the story (characters, setting, problem) and the ending concludes it.

• Understands that different characters have different points-of-view and different voices, and uses different voices when reading dialogue aloud.

• Compares and contrasts two versions of the same story.

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text:

Identifies and uses nonfiction text features (i.e., captions, bold print, subheadings, glossaries, indices) to gather information.

• Explains how specific text features contribute to and clarify a text.

Uses expository text structures (compare/contrast, main idea/detail) to comprehend texts.

Determines main ideas and details.

• Identifies the author’s purpose (to answer, explain, describe) in writing a text.

• Compares and contrasts the most important points presented in two texts on the same topic.

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Phonics Knows and applies phonics and word analysis skills to decode words.

• Distinguishes short and long vowels when reading regularly spelled one-syllable words.

• Knows spelling-sound correspondences for common vowel teams.

• Decodes regularly spelled two-syllable words with long vowels.

• Decodes words with common prefixes and suffixes.

• Recognizes and reads grade-appropriate Word Wall words.

• Uses meaning to self-correct word recognition, rereading as necessary.

Spelling Learns and applies weekly spelling patterns.

Uses previously-learned spelling patterns and generalizations (i.e., word families, ending rules, syllable patterns).

Use conventional spelling for adding suffixes to base words (sitting, smiled, cries, happiness).

Spells Word Wall words correctly.

Spells untaught words phonetically, drawing on spelling conventions and phonemic awareness.

Vocabulary Determines the meaning of words and phrases in second-grade level texts, using context and picture clues.

Uses new vocabulary in speaking and writing.

Fluency With successive readings, reads orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Writing Understands and uses basic paragraph form.

Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewrites o Generates ideas using a variety of strategies, including brainstorming and a writer’s notebook. o Uses provided graphic organizers to generate ideas and organize the piece.

• Drafts o Uses prewriting to draft the piece. o Organizes writing by sequence, main idea/detail, etc. o Includes relevant information. o Considers the audience.

• Revises, with support, to improve focus, organization, and level of detail. o Shares writing for feedback and gives feedback to others. o Revises for clarity by elaborating on details and deleting irrelevant information.

• Self-edits, with support, for Word Wall words and Grade 2 grammar and usage, punctuation, mechanics, and spelling. o Uses available resources to edit, such as an editing checklist or dictionary.

• Publishes • Presents polished pieces for publishing.

Types of Writing Writes creative and personal narratives that • Recount an event using details to describe the action and feelings.

• Use transitional words (i.e., next) to signal event order and linking words (i.e., because, and, also) to connect ideas.

• Use dialogue.

• Provide a sense of closure.

Writes informative/explanatory pieces that • Introduce the topic • Gives fact to develop the topic.

•

Have a concluding statement.

Writes opinion pieces that • Gives an opinion.

• Give supporting reasons.

• Have a concluding statement.

Writing Conventions Spelling Uses conventional spelling for learned spelling patterns and Word Wall words in daily work. (See benchmarks under the Word Study section.)

Uses a mix of conventional spelling and invented spelling for unfamiliar words.

Capitalization and punctuation Capitalizes holidays, product names, and geographic names.

Uses commas in greetings and closings of letters.

Uses an apostrophe to form contractions and common possessives.

Conventions of English grammar and usage Uses the basic parts-of-speech.

• Uses collective nouns.

• Uses irregular plural nouns (i.e., feet, children, mice, fish) • Uses reflexive pronouns.

• Forms and uses the past tense of irregular verbs (i.e., sat, hid, told).

• Uses adjectives and adverbs.

Produces and expands complete simple and compound sentences.

Handwriting Prints upper- and lower-case letters using proper form, size, and spacing.

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Grade 2 Learning Expectations Demonstrates understanding of place value in numbers to four digits Counts, orders, and compares numbers to 1,000 • Uses base-ten blocks and place value charts to recognize, read, write, and represent numbers to 1000 • Count on by 1s, 10s, and 100s to 1000 • Read and write numbers to 1000 in standard form, expanded form, and word form • Compare numbers using words (greater than, less than) and symbols • Order three-digit numbers o Identify the greatest and least number • Identify number patterns Demonstrates understanding of addition and subtraction concepts and proficiency with addition and subtraction procedures Apply the inverse operations of addition and subtraction Add and subtract up to/from three-digit numbers without and with regrouping • Use base-ten blocks to model Use base-ten blocks to add three-digit numbers with regrouping Solve real world addition problems Rounds • Uses rounding to estimate sums and differences • Estimates to check reasonableness of answers Add and subtract numbers with up to three digits mentally, with and without regrouping Demonstrates understanding of multiplication and division concepts Use equal groups and repeated addition to multiply Use sharing equally and repeated subtraction of equal groups to divide Solve multiplication and division word problems • Make multiplication stories about pictures • Make multiplication sentences Skip counts by 2s, 5s, 10s and by 3s and 4s Use known multiplication facts to find new multiplication facts Demonstrates understanding of fraction concepts Read, write, and identify unit fractions for halves, thirds, and fourths • Identify whether a shape is divided into equal fractional parts • Compare and order unit fractions with and without models Identify fractions that name more than one equal part of a whole Add and subtract like fractions using models Demonstrates understanding of money concepts

Recognize $1, $5, $10, and $20 bills Show and count money using coins and bills to $20 Write money using $ and cents sign Write dollars as cents and cents as dollars Compare amounts of money using tables Demonstrates understanding of time concepts Show and tell time in hours and minutes Use a.m. and p.m. correctly Order events by time Determine how much time has passed Demonstrates understanding of geometry concepts Recognizes, identifies, describes and draws parts of lines and curves Identifies, classifies, and counts flat and curved surfaces Identifies solids that can stack, slide, and/or roll Recognizes and identifies plane shapes • Combines smaller plane shapes to make larger plane shapes and vice versa • Draws plane shapes on grid paper Identifies quadrilaterals and pentagons • Recognizes and draws shapes having a given number of angles Recognizes and identifies solid shapes • Builds models using solid shapes • Combines and separates solid shapes • Identifies and counts the equal faces of a cube Identifies, describes, extends, and creates patterns using different sizes, shapes, colors, and positions (turning) Analyzes information in picture graphs Reads, makes, analyzes, and interprets picture graphs Makes a line plot to show data Solves real world problems using picture graphs Demonstrates understanding of measurement concepts (Taught in science) Uses a meter stick to estimate and measure length • Compares lengths • Finds the difference between lengths of objects Uses a centimeter ruler and standard ruler (to the nearest inch) to measure length • Draws a line of a given length • Measures, compares, and finds the difference in lengths of objects • Measure the same objects in inches and feet Uses a measuring scale to measure mass in kilograms and grams • Compares and orders masses Explores and compares volume • Uses liters to estimate, measure, and compare volume

Social Studies Grade 2 Learning Expectations Units: How are we alike and how are we different? – Japan, Kenya Identifies and analyzes similarities and differences of our own cultures and cultures studied. ● Recognizes the diversity of backgrounds within the home, neighborhood, school, United States and world communities. ● Conducts research on topics such as landforms, homes and home life, food, arts, schools, traditions.

Geography Makes, reads, and interprets maps. ● Identifies continents and oceans on a world map. ● Uses a world map to locate cultures studied. ○ Uses maps to identify significant features of cultures studied. ● Explores how geography impacts the development of a culture. ○ Understands the difference in how one lives in urban and rural settings.

Research Follows the steps of the research process with some assistance. ● Generates research ideas. ○ Formulates open-ended research questions. ● Identifies and uses two print and non-print sources. ● Locates sources in the library collection. ● Locates and uses print and electronic encyclopedias. ● Begins to understand the website validity. ● Navigates teacher-chosen websites. ○ Reads the pictures. ○ Begins to scan and skim. ● Begins to use key words to find information. o Locates information by using indices and tables of content. ● Takes notes using standard note-taking form. ○ Paraphrases. ○ Begins to appreciate intellectual ownership of words and ideas. ● Organizes information. ○ Integrates information from several texts. ○ Has a clear focus and sufficient detail.

â—? Cites sources. â—? Publishes in a variety of ways, through written, electronic, and presentation means.

Language Arts Progress Report Grade 2 Reading: Fiction Reads and comprehends literature independently at an end-of-Grade 2 level Uses reading strategies to comprehend text Knows characteristics of a range of genres Identifies and analyzes story elements, story structure, and author’s craft Responds to text with text-based evidence and personal connections Retells stories in sequence, using story elements Reading: Informational Text Reads and comprehends informational text independently at a Grade 2 level Uses reading strategies to learn content Uses nonfiction text features to locate and access information Uses expository text structures to comprehend texts Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Applies grade level phonics in reading and writing Decodes two-syllable words Recognizes Word Wall words automatically Learns and uses new vocabulary in writing and speaking Reads fluently Writing Follows steps of the writing process Writes narratives that include a sequential beginning, middle, and end, using some detail and transition words Writes informational text using topic, key facts, and conclusion Writing Conventions Spells common words, learned patterns, and Word Wall words correctly in daily work Uses mechanics (punctuation, capitalization) correctly Uses conventions of English grammar and usage Handwriting Writes legibly with correct letter formation, size, spacing, and placement of letters Uses correct pencil grip

Grade 2 Progress Report Math Demonstrates mastery of basic facts (multiplication and division facts 2’s, 3’s, 4’s, 5’s, 10’s) Computes mentally using memorized facts and a variety of strategies Solves word problems using multiple strategies, including bar modeling Explains thinking both orally and in writing using math vocabulary Uses manipulatives and models to support concept development Demonstrates understanding of place value in numbers to four digits Demonstrates understanding of addition and subtraction concepts and proficiency with addition and subtraction procedures Demonstrates understanding of multiplication and division concepts Demonstrates understanding of fraction concepts Demonstrates understanding of money concepts Demonstrates understanding of time concepts Demonstrates understanding of geometry concepts

Social Studies Identifies and analyzes similarities and differences of our own cultures and cultures studied Makes, uses, and interprets maps Follows the steps of the research process, with some assistance

Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

GRADE 2: Skills: ● To continue to build questions about the topics we cover in science and suggest ways we would be able to answer them. ● To make written observations about classroom experiments and activities in 2-4 sentences and draw diagrams to help those written observations. ● In one fully formed sentence, to generate a written hypothesis about what they think the outcome will be in an experiment and explain their reasoning. ● To record data during an experiment, including number measurements, written observations of changes, and diagrams to show what happened in an experiment. ● To examine data to draw a logical conclusion and the reasoning in a detailed two-part sentence (_____ because _______). ● To deepen understanding of experimental design: being able to explain the reason for changing only one variable to compare it to something you haven’t changed. ● To design and built prototypes using past experiments as a guide by planning with a detailed diagram and verbally comparing this to the final product.

Content: In each of the following units, students are expected: Sound: ● To understand the basics of sound, including waves, pitch, and volume. ● To learn the parts of the ear and how they work together to transmit messages to the brain.

Adaptations:

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To identify both behavioral and structural adaptations in plants and animals and describe how these help an organism survive, including those that live in Narragansett Bay.

Earth Patterns: ● To explain how the movement of the earth results in day and night. ● To recognize that we have seasons due to because of the tilt of the earth and the revolution of earth around the sun.

Digestive and Urinary Systems: ● To identify the organs involved in the digestive and urinary systems and describe their functions.

Rocks and Minerals: ● To identify the three main classifications of rocks and describe how they are formed. ● To draw and label the different layers of the earth from memory. ● To understand geologic time (i.e. humans have only been alive for a short time compared to the age of the earth and universe).

Magnets: ● Through exploration and experimentation, to develop the understandings that like poles repel and different poles attract, magnetic force travels through different materials, and magnets attract objects with iron.

States of Matter: Solids, Liquids, and Gases ● To describe the basic properties of the three states of matter: solids, liquids, and gases.

2nd Grade Technology Standards, Objectives, & Performance Indicators 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

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a. Apply existing knowledge to generate new ideas, products, or processes. i. Illustrate knowledge and understanding of curriculum objectives using animation, photo-editing, word processing or multimedia software. ii Explore and construct knowledge of groups and/or categorizing object using graphic organizing software. b. Create original works as a means of personal or group expression. i. Create a digital story to express thoughts and ideas. ii. Illustrate and communicate original ideas and stories using digital tools or web resources. c. Use models and simulations to explore complex systems and issues. n i. Explore digital simulations and models that enhance the curriculum objectives. ii. Use graphic organizers to depict patterns relevant to curriculum objectives.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others.

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a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. n i. Use a variety of digital media to publish ideas. ii Work cooperatively and collaboratively to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Collect information from professionals using digital resources. b. Communicate information and ideas effectively to multiple audiences using a variety of digital environments and media. i. Explore the concept of multiple audiences. ii. Create products to communicate understanding of curriculum objectives. iii Use various digital media (e-mail, wikis, blogs, discussions, podcasts, chat, etc.) to communicate and exchange ideas. iv. Express understanding of technology using appropriate and accurate vocabulary. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. n i. Use digital resources to explore global communities. ii. Discuss and compare information with others (celebrations, heritage, careers, neighborhoods, country, etc.) using a variety of digital media. d. Contribute to group projects to produce original works or solve problems. n i. Brainstorm ideas for a group activity. ii Select solutions to a problem. iii Produce an individual component of a partner/group activity.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information.

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a. Develop strategies to guide inquiry. i. Develop a question. ii Experience the process of locating and collecting information. iii Explore digital information resources. b. Process data and share results. i. Search for information for data collection. ii Collect data. iii Analyze data. iv. Present results digitally. c. Locate, organize, and ethically use information. i. Use teacher-selected digital resources to locate information. ii Display information using graphic-organizing software. iii Discuss and respect ownership of resources.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools. a. Identify and define problems and/or questions for investigation. i. Discuss components of teacher-selected problems/topics. ii. Develop questions to guide inquiry.

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iii Determine prior knowledge and collect background information. iv. Formulate a hypothesis. b. Plan and manage activities to develop a solution or complete a project. i. Discuss the importance of using a timeline. ii Follow a teacher-developed timeline. iii Select and use appropriate problem-solving strategies. iv. Test hypothesis. c. Use multiple processes to explore alternative solutions. i. Select and use problem-solving strategies to evaluate progress. ii Explore other solutions. iii Make revisions.

5. Digital Citizenship Students understand human, cultural, and societall issues related to technology and practice ethical behavior. a. Practice responsible use of information and technology. i. Demonstrate correct and responsible use and care of technology. ii Know possible consequences of inappropriate use. iii Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Practice safe and legal use of information and technology. v. Understand the importance and use of a password. vi. Know the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) vii.Discuss and practice appropriate and safe behaviors online. c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Be aware of personal responsibility for lifelong learning. i. Discuss the use of technology in today's world. ii. Acknowledge an individual's right of ownership of created works. iii. Understand the importance of citing resources.

6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems. i. Log in and log out to use a computer. ii. Name the parts of a computer system. iii. Recognize the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). iv. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). v. Identify application, folder, hard drive, trash, and networked folder icons. b. Select and use applications effectively and productively. i. Understand interactions between hardware and the operating systems. ii. Open and/or create a document, file and folder. iii. Launch and quit an application. iv. Save, locate, and/or print a file/document. v. Use the mouse and/or arrow keys to move cursor. vi. Organize, calculate, and graph data using a spreadsheet. vii.Recognize that software applications have different purposes. c. Troubleshoot systems and applications. i. Select technology tools and software to solve problems. ii. Perform undo/redo functions. iv. Use guess and check strategies. d. Understand and use correct technology vocabulary. i. Know terms and concepts related to computer system. ii. Understand terms and concepts related to applications. iii. Recognize the purpose of basic menu options (new, open, save, quit, print, undo, redo, etc.). iv. Identify and define terms and concepts related to word processing (alignment, font style/size/color, return/enter, shift, etc.). v. Identify and define terms and concepts related to multimedia (transitions, slides/frames, background, etc.).

Identify and define terms and concepts related to Logo (forward, backward, right, left, penup, pendown, repeat, clear vi. graphic, clear commands, set color, etc.).

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vii.Identify and define terms and concepts related to Internet (browser, address bar, refresh, forward, back, URL, stop, home, e. Create and edit computer graphics. i. Use draw/paint tools. ii. Select and use colors from a palette. iii. Copy and paste. f. Explore the basics of keyboarding and word processing. i. Identify location of and use letter and number keys. ii. Use special keys (return/enter, space bar, command, shift, delete/backspace, tab etc.). iii. Practice concepts related to word processing (select text, insert characters/words, modify font/size/style/color, alignment,

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World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Grade 2 Skills Listening ● Listens attentively to the spoken word in the target language ● Understands classroom directions in target language ● Demonstrates confidence in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Speaks with correct pronunciation ● Remembers and uses previously learned expressions Reading ● Knows the alphabet ● Spells out words Content

Vocabulary ● Numbers 1-30 ● Months ● Days of the week ● Topic based on students’ interests and motivation Grammar ● Adjective agreement ● Word order Songs, rhymes, games Culture studies ● Festivals, celebrations and geography

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

GRADE 2: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create horizontal, vertical and diagonal LINES. â—? Recognize/Identify/Create SHAPES that demonstrate pattern and texture.

● Recognize/Identify the 3 Complementary COLOR Pairs. ● Recognize/Identify/Create Neutral COLORS through mixing Complementary COLOR Pairs. ● Recognize/Identify Analogous COLORS. ● Recognize/Identify/Create 3-Dimensional FORMS such as spheres, cubes, pyramids, cones, & cylinders using VALUE. ● Review of Grade K TEXTURE Benchmark ● Review of Grade K PATTERN Benchmark ● Recognize/Identify/Utilize 3 techniques of SPACE: SIZE, OVERLAPPING, PLACEMENT CONTENT: In each of the following units, Grade 2 students will explore: ARTMAKING: ● Drawing Skills: Beginner Level Observation Life Drawing Workshop (skills: focus, endurance).; Oil/Chalk Pastel Workshops ● Painting Skills: Watercolor Workshop ● Printmaking Skills: Making a clean print series. ● Ceramics Skills: Coil, Skip, and Score ● Mixed Media Skills: Use a variety of surfaces to create a final cohesive artwork ● Review safe use of scissors ART HISTORY ● Recognize/Identify/Utilize the art of Japan ● Recognize/Identify/Utilize the art of Africa ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached PEER REVIEW ● Recognize/Identify/Utilize Constructive Criticism when evaluating a peer EXAMINING EXISTING ART ● Recognize/Identify/Discuss the Elements of Art when viewing existing artwork AESTHETICS: PERSONAL PREFERENCE ● Recognize/Identify/Discuss personal preference regarding the Elements of Art when viewing existing artwork. (i.e. I like WARM COLORS. I don’t like COOL COLORS) WHAT IS ART? ● Further conversations about the nature of art

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

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Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

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Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

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Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

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Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Grade 2 Skills Throwing and Catching Techniques -Throws overhand demonstrating some elements of correct form (side to target, arm back and extended, step with opposite foot as throwing arm moves forward, hip and spine rotate and follow through to target and across body) -Throws underhand using correct form (facing target, arm back, step with opposite foot as throwing arm moves forward, releases ball between knee and waist level and follows through with arm toward the target) -Catches a self-tossed or well thrown ball with hands Locomotive Skills -Runs with correct form (Opposition of arms and legs, toes pointed forward, foot lands heel to toe, body leans slightly forward, elbows bent and arms swing forward and backward) -Skips with correct form (Stepping and hopping on one foot and then the other, arms at sides with elbows bent, eyes forward, body slightly forward)

Hand-eye and Footwork Skills -Dribbles with dominant hand while walking in general space -Dribbles in self-space with dominant hand using correct form -Dribbles in general space with control of ball and body -Using a continuous running approach, kicks a stationary ball Good Sportsmanship and Teamwork -Practices skills with minimal teacher prompting -Accepts corrective feedback from a teacher respectfully -Works in partners successfully -Accepts responsibility for class protocols and performance actions

Content -Soccer -Field hockey -Basketball -Base running games -Chasing and Fleeing games -Cooperative activities -Jump Rope -Throwing and catching

Grade 3 Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers.

These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

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Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Grade 3 Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing, and writing about literature and poetry, Knows the characteristics of various genres and uses this knowledge to support comprehension.

Identifies and analyzes story elements (characters, setting, plot, theme), story structure, and craft (word choice, point-of-view, use of dialogue and description).

• Summarizes stories using story elements.

• Describes characters in a story (traits, motivations, or feelings) and explains how their actions contribute to the sequence of events.

• Distinguishes one’s own point-of-view from that of the narrator or those of the characters.

• Explains how the theme is conveyed in the story.

• Explains how illustrations complement the author’s words (create mood, emphasize aspects of a character or setting).

• Compare and contrast themes, plots, and settings of books written by the same author about the same or similar characters.

• Interprets figurative language (metaphors, similes) for meaning and imagery.

Refers to parts of stories and poems when speaking and writing, using specific terms such as chapter, stanza, etc.

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text, Identifies and uses nonfiction text features (i.e., charts, graphs, timelines, diagrams, animated and interactive Web elements) to gather information.

Identifies and uses expository text structures (compare/contrast, main idea/detail, chronological) to comprehend texts.

Determines main ideas and details.

• Identifies the author’s purpose (to answer, explain, describe) in writing a text.

• Compares and contrasts the most important points and key details presented in two texts on the same topic.

• Summarizes a multi-paragraph text.

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Phonics Knows and applies word analysis skills to decode multisyllabic words.

• Uses common affixes.

• Applies spelling patterns.

• Recognizes and reads Word Wall words.

• Uses meaning to self-correct word recognition, rereading as necessary.

Spelling Learns and applies weekly spelling patterns.

Uses previously-learned spelling patterns and generalizations (i.e., word families, ending rules, syllable patterns).

Use conventional spelling for adding suffixes to base words (sitting, smiled, cries, happiness).

Spells Word Wall words correctly.

Spells unfamiliar words and unknown multisyllabic words phonetically, drawing on spelling conventions.

Vocabulary

Determines the meaning of words and phrases.

• Uses context clues. o Definition clues: The meaning of the word is in the sentence.

• Uses knowledge of affixes to determine the meaning of a new word (i.e., agreeable/disagreeable).

• Use known root word as a clue to the meaning of an unknown root word (i.e., company/companion).

• Distinguishes shades of meaning among related words (i.e., knew, believed, suspected, heard, wondered).

• Consults reference materials (dictionary, glossary) to determine or clarify the precise meanings of words.

Uses new vocabulary in speaking and writing.

Fluency With successive readings, reads orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Writing Uses paragraph form.

• Writes topic sentences that are simple statements.

• Writes clinchers sentences that restate the topic.

Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewrites o Generates topics using a variety of strategies, such as brainstorming, observing, journaling, and reading. o Focuses on a central idea. o Identifies the audience. o Chooses an organizational structure to match the purpose, audience, and genre. o Uses provided graphic organizers to generate details and organize the piece.

• Drafts o Uses prewriting to draft the piece. o Writes different leads (action, dialogue, description) and introductory sentences. o Includes details that elaborate on the central idea.

• Revises to improve focus, organization, level of detail, precision of language, and varying sentence structure. o Accepts feedback and incorporates it into the piece o Gives critical feedback to peers. o Revises content for organization, select information (determined by teacher or peer input) and precise vocabulary.

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o Revises style (tone, voice) for sentence variation and precise word choice.

Self-edits, with support, for Word Wall words and Grade 3 grammar and usage, punctuation, mechanics, and spelling. o Uses mechanics (spelling, punctuation, capitalization) to affect meaning and tone. o Uses available resources to edit, such as an editing checklist, dictionary, and technology.

Publishing Presents polished pieces for publishing.

Types of Writing Writes creative and personal narratives that • Are logically ordered.

• Use description, including sensory details, and dialogue.

• Use temporal words or phrase to signal event order.

• Provide a sense of closure.

Writes informative/explanatory pieces that • Introduce a topic.

• Develop the topic with key facts.

• Group facts logically.

• Use linking words such as also, another, and, more, but.

• Use content-specific vocabulary.

• Include visuals when useful in conveying meaning.

• Provide a concluding statement.

Writes opinion pieces on topics or texts that • Introduce the topic and give an opinion.

• Support a point-of-view with relevant reasons.

• Group reasons logically.

• Use linking words such as also, another.

• Provide a concluding statement.

Writing Conventions Spelling Uses conventional spelling for learned spelling patterns and Word Wall words in daily work. (See benchmarks under the Word Study section.)

Uses a mix of conventional spelling and invented spelling for unfamiliar words.

Uses a dictionary as needed to check and correct spelling.

Capitalization and punctuation

Capitalizes appropriate words in titles.

Uses commas in addresses.

Uses commas and quotation marks in dialogue.

Forms and uses possessives.

Conventions of English grammar and usage Produces simple, compound, and complex sentences.

Identifies and produces the four types of sentences: declarative, interrogative, imperative, exclamatory.

Explains the function of nouns, pronouns, verbs, adjectives, and adverbs.

• Forms and uses regular and irregular plural nouns and verbs. o Uses abstract nouns (childhood).

• Forms and uses the simple verb tenses (I walk, I walked, I will walk).

• Ensures subject-verb agreement and pronoun-antecedent agreement.

• Forms and uses comparative and superlative adjectives and adverbs.

• Uses coordinating and subordinating conjunctions.

Handwriting Forms upper- and lower-case cursive letters correctly.

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Grade 3 Learning Expectations Demonstrates understanding of place value in numbers to five digits Counts, orders, and compares numbers to 10,000 • Uses base-ten blocks and place value charts to recognize, read, write, and represent numbers to 1000 • Count on by 1s, 10s, and 100s to 1000s to 10,000 • Read and write numbers to 10,000 in standard form, expanded form, and word form • Compare and order numbers to 10,000 o Use base-ten blocks and place value to compare and order numbers Estimates • Rounds numbers to nearest 100 • Decides whether to find an estimate or an exact amount • Uses rounding to check the reasonable ness of answers Demonstrates understanding of and proficiency with addition and subtraction concepts and procedures Adds up to 10,000 with regrouping in the ones, tens, and hundreds places Subtracts with regrouping in the ones, tens, hundreds, and thousands places Subtracts across zeros, regrouping in ones, tens and hundreds places Uses base ten blocks to add and subtract Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Multiplication Tables of 6, 7, 8, 9 • Uses the multiplication properties (commutative, associative, multiplication property of one, multiplication property of 0) • Understands multiplication by using array models and area models • Learns facts by using strategies: Using facts you know to find other facts, using finger counting to show facts of 9 • Understands related multiplication and division facts • Divides to find the number of items in each group and the number of groups • Writes division sentences for real-world problems Multiplies ones, tens, hundreds mentally Multiplies ones, tens, hundreds with and without regrouping Uses related multiplication facts to divide Uses patterns to divide multiples of 10 and 100 Divides up to a 2-digit number by a 1-digit number with and without a remainder

Demonstrates understanding of and proficiency with fraction concepts and procedures Reads, writes, and identifies fractions from wholes with more than 4 parts • Identifies numerators and denominators Equal fractions • Uses models (i.e., number line) to identify equivalent fractions • Uses multiplication and division to find equal fractions • Writes fractions in simplest form Compares and orders fractions • Shows fractions as points or distances on a number line • Compares and orders fractions using benchmark fractions Operations • Adds two or three fractions with sums to 1 • Subtracts a like fraction from another like fraction or from one whole Fractions of a set • Reads, write, and identify fractions of a set • Finds the number of items in a fraction of a set Whole Numbers and Fractions • Expresses whole numbers as fractions • Recognizes fractions that are equal to whole numbers Demonstrates understanding of money concepts Adds money in different ways with and without regrouping Subtract money in different ways with and without regrouping Solves up to two-step real-world problems involving addition and subtraction of money Demonstrates understanding of time concepts Tells time to the minute Reads time on a digital clock Changes minutes to hours or hours to minutes Adds and subtracts time with and without regrouping Finds elapsed time Demonstrates understanding of geometry concepts Angles and Lines • Identifies and names a point, line, and line segment • Finds angles in plane shapes and real world objects o Compares the number of sides and angles of plane shapes • Makes a right angle. o Compares angles to a right angle. o Identifies right angles in plane shapes.

• Defines and identifies parallel and perpendicular lines.

Two-dimensional Shapes

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Identify open and closed figures.

Identify special polygons and quadrilaterals.

Classify polygons by the number of sides, vertices, and angles. o Combine and separate polygons to make other polygons.

Classify quadrilaterals by parallel sides, length of sides, and angles.

Identify a slide, flip, and turn. o Slide, flip and turn shapes to make congruent figures. o Identify congruent figures.

Identify symmetric figures. o Use folding to find a line of symmetry.

Demonstrates understanding of area and perimeter Understand the meaning of area • Use square units to find the area of plane figures made of squares and half squares • Compare areas of plane figures and make plane figures of the same area • Use square centimeter and square inch to find and compare the area of figures • Use square meters and square feet to find and compare the area of plane figures • Estimate the area of small and large surfaces • Multiply the side lengths of rectangles to find the area • Find the area of figures by separating them into two rectangles and adding their areas Understand the meaning of perimeter • Find the perimeter of figures formed using small squares • Compare the area and perimeter of two figures • Find the perimeter of a figure by adding up all of its sides • Measure the perimeter of surfaces of objects and places. o Choose the appropriate tool and units of length to measure perimeter.

Demonstrates understanding of data analysis concepts Bar graphs • Makes bar graphs with scales using data in picture graphs and tally charts • Reads and interprets data from bar graphs • Solves problems using bar graphs Line Plots • Makes a line plot to represent and interpret data Demonstrates understanding of measurement concepts (Taught in science) Uses meters, centimeters and kilometers as units of measurement of length • Estimates and measure length • Converts units of measurement Reads scales in kilograms and grams • Estimates and finds actual masses of objects by using different scales

• Converts units of measurement Estimates and finds volume of liquid in liters and milliliters • Finds the volume and capacity of a container • Converts units of measurement Uses inches, feet, yards, and miles as units of measurement for length • Estimates and measures given lengths, to fourths of an inch • Uses referents to estimate lengths • Estimates and shows measurements in a line plot with a scale of whole numbers and fractions Uses ounce, pound, and ton as units of measurement for weight • Reads scales in ounces and pounds • Estimates and finds actual weights of objects by using different scales • Uses referents to estimate weight Measures capacity with cups, pints, quarts, and gallons • Estimates and finds the actual capacity of a container • Relates units of capacity to one another Bar Modeling Uses bar modeling to solve one-step and two-step word problems using all four operations • Chooses the correct operations in two-step word problems

Social Studies Grade 3 Learning Expectations Units: Native Americans, History of Rhode Island, Service Learning Compares and contrasts the Native American culture in the New England region and Native American cultures located in other regions of America. ● Understands the unique features of Native American lives based on the region.

Constructs an understanding of Rhode Island’s development from colonial to current times. ● Understands that RI was founded as a haven for religious freedom. ● Connects the past to the present. ● Develops an understanding of the state government.

Demonstrates stewardship and community through service learning. ● Works collaboratively. ● Understands that every job in the garden is important.

Geography Makes, reads, and interprets maps. ● Reads and makes maps of Native American cultures. ● Reads and makes maps of RI Understands the influence of geography on the development of a culture ● Identifies the uses of natural resources in the Native American culture ● Identifies the waterways of RI and connects them to the development of industries Research Follows the steps of the research process. ● Generates research ideas. ○ Formulates open-ended research questions. ● Identifies and uses three print and non-print sources. ● Locates sources in the library collection. ● Locates and uses print and online encyclopedias. ● Furthers understanding of website validity. ● Furthers ability to navigate websites by reading the visuals, scanning, and skimming. ● Uses key words in searching for information.

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● Locates information by using indices, tables of content, and search bars. ● Searches for internet images.

Takes notes using standard note-taking form. ○ Paraphrases. ○ Appreciates intellectual ownership of words and ideas.

Organizes information. ○ Integrates information from several texts. ○ Has a clear focus and sufficient detail.

Cites sources.

Publishes in a variety of ways, through written, electronic, and presentation means.

Language Arts Progress Report Grade 3 Reading: Fiction Reads and comprehends literature independently at an end-of-Grade 3 level Uses reading strategies to comprehend text Knows characteristics of the full range of genres Identifies and analyzes story elements, story structure, and author’s craft Responds to text with text-based evidence Summarizes stories using story elements Reading: Informational Text Reads and comprehends informational text independently at a Grade 3 level Uses reading strategies to acquire information Identifies and uses nonfiction text features to locate and access information Identifies and uses expository text structures to comprehend texts Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Learns spelling rules and patterns Decodes multisyllabic words Recognizes Word Wall words automatically Learns and uses new vocabulary in writing and speaking Reads fluently Writing Follows steps of the writing process Writes narratives using effective technique, descriptive details, and clear event sequences Writes informational text using topic sentences, key facts, and conclusions Writing Conventions Spells common words, learned patterns, and Word Wall words correctly in daily work Uses mechanics (punctuation, capitalization) correctly Uses conventions of English grammar and usage Consults reference materials as needed Handwriting Writes in cursive with correct letter formation Uses correct pencil grip

Grade 3 Progress Report Math Demonstrates mastery of basic facts (multiplication and division facts through the 10’s) Demonstrates understanding of and proficiency with addition and subtraction concepts and procedures Computes mentally using memorized facts and a variety of strategies Demonstrates understanding of and proficiency with fraction concepts and procedures Demonstrates understanding of data analysis concepts Solves word problems using multiple strategies, including bar modeling Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Uses manipulatives and models to support concept development Demonstrates understanding of area and perimeter Demonstrates understanding of geometry concepts Demonstrates understanding of time concepts Explains thinking both orally and in writing using math vocabulary Demonstrates understanding pf place value in numbers to five digits Demonstrates understanding of money concepts Social Studies Compares and contrasts the Native American culture in the New England region to Native American cultures located in other regions of the United States Constructs an understanding of Rhode Island’s development from colonial to current times Demonstrates stewardship and community through service learning Makes, uses, and interprets maps Follows the steps of the research process

3rd Grade Technology Standards, Objectives, & Performance Indicators 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. i. Illustrate knowledge and understanding of curriculum objectives using animation, photo-editing, word processing or ii. Explore and construct knowledge of groups and/or categorizing object using graphic organizing software.

Experiment with various types of multimedia resources to support curriculum objectives. (text, color, design, transitions, iii. images, animation, audio/sound, video, etc.) b. Create original works as a means of personal or group expression.

Select from various types of multimedia resources while creating digital works to express thoughts and ideas. (text, color, i. design, transitions, images, animation, audio/sound, video, etc.) ii. Illustrate and communicate original ideas using digital tools or web resources. c. Use models and simulations to explore complex systems and issues. i. Explore digital simulations and models that enhance the curriculum objectives. ii. Use graphic organizers to depict patterns relevant to curriculum objectives.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others.

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a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. i. Use a variety of digital media to publish ideas. ii. Work cooperatively and collaboratively to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Collect information from professionals using digital resources. b. Communicate information and ideas effectively to multiple audiences using a variety of digital environments and media. i. Explore the concept of multiple audiences. ii. Create products to communicate understanding of curriculum objectives. iii. Explore various digital media to communicate and exchange ideas. (e-mail, wikis, blogs, discussions, podcasts, chat, etc.) iv. Express understanding of technology using appropriate and accurate vocabulary. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. i. Use digital resources to explore global communities.

Discuss and compare information about others (citizenship, democracy, communities, patriotism, economics, etc.) using ii. digital media resources d. Contribute to group projects to produce original works or solve problems. i. Brainstorm ideas for a group activity. ii. Select solutions to a problem. iii. Produce an individual component of a partner/group activity.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information. a. Plan strategies to guide inquiry. i. Develop guiding question. ii. Determine how to locate and collect information. iii. Choose digital information resources. b. Process data and report results. i. Search for information to answer guiding questions. ii. Collect data. iii. Analyze data. iv. Present information digitally. c. Locate, organize, analyze, evaluate, synthesize, and ethically use information. i. Use digital resources to locate information. ii. Display information using graphic-organizing software. iii. Discuss and respect ownership of resources. iv. Recognize bias. v. Apply Copyright and Fair Use Guidelines.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools.

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a. Identify and define problems and/or questions for investigation. i. Discuss components of teacher-selected problems/topics. ii. Develop questions to guide inquiry. iii. Determine prior knowledge and collect background information. iv. Formulate a hypothesis. b. Plan and manage activities to develop a solution or complete a project. i. Discuss the importance of using a timeline. ii. Follow a teacher-developed timeline. iii. Select and use appropriate problem-solving strategies. iv. Test hypothesis. c. Use multiple processes to explore alternative solutions. i. Select and use problem-solving strategies to evaluate progress. ii. Explore other solutions. iii. Make revisions.

5. Digital Citizenship (Work Study/Habits) Students develop an understanding of human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. i. Demonstrate correct and responsible use and care of technology. ii. Know possible consequences of inappropriate use. iii. Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Advocate and Practice safe and legal use of information and technology. i. Use a password appropriately. ii. Analyze the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) iii. Apply appropriate and safe behaviors online. iv. Discuss cyber bullying and appropriate responses. c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Be aware of personal responsibility for lifelong learning. i. Recognize the use of technology in today's world. ii. Acknowledge an individual's right of ownership of created works. iii. Apply Copyright and Fair Use Guidelines.

6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems. i. Log in and log out to use a computer. ii. Name and use the parts and functions of a computer system. (input/output, printer, scanner, camera) iii. Recognize the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). iv. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). v. Identify and use application, documents and downloads folder, hard drive, networked folder icons, and trash icons. vi. Open and use multiple programs, windows, and/or browser tabs simultaneously. b. Select and use applications effectively and productively. i. Understand interactions between hardware and the operating systems. ii. Open, create, delete, copy, paste, import, and/or export a document, file and folder. iii. Launch and quit an application. iv. Save, locate, and/or print a file/document. v. Organize, calculate, and graph data using a spreadsheet. vi. Recognize that software applications have different purposes. c. Troubleshoot systems and applications. i. Select technology tools and software to solve problems. ii. Perform undo/redo functions. iii. Understand and use force quit and/or reboot functions. iv. Use guess and check strategies. d. Transfer current knowledge to learning of new technologies. i. Compare and contrast concepts and skills of basic and advanced software. ii. Use concepts and skills from basic software and apply to more advanced software. e. Understand and use correct technology vocabulary.

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i. Know terms and concepts related to computer system. ii. Understand terms and concepts related to applications. iii. Recognize the purpose of basic menu options (new, open, save, quit, print, undo, redo, page setup, insert, format, etc.). iv. Identify and define terms and concepts related to word processing (alignment/spacing, font style/size/color, return/enter, Identify and define terms and concepts related to multimedia (transitions, slides/frames, bullets/numbering, objects, layout, v. layers, background/theme, etc.).

Identify and define terms and concepts related to Logo (forward, backward, right, left, penup, pendown, repeat, clear vi. graphic, clear commands, set color, etc.). vii.Identify and define terms and concepts related to Internet (browser, address bar, refresh, forward, back, URL, stop, home, viii.Identify and define terms and concepts related to spreadsheet (sort, classify, line graphs, row, column, etc.). f. Create and edit computer graphics. i. Use draw/paint tools. ii. Select and use colors from a palette. iii. Copy and paste. iv. Import/export graphics. v. Understand concept of layers. vi. Move and/or resize images maintaining proportion (use shift, click, and drag). g. Explore the basics of keyboarding and word processing. i. Use correct home row hand position and posture. ii. Know location of letter and number keys and use correct fingering. iii. Use special keys with correct fingering (return/enter, space bar, command, shift, delete/backspace, tab, etc.). iv. Practice concepts related to word processing (select text, insert characters/words, modify font/size/style/color, alignment,

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Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

GRADE 3: Skills: ● To formulate verbal and written questions about the world and begin to find ways to answer them. ● To make detailed observations in written form that are beginning to focus on the critical elements of an object/experiment/activity. ● To draw labeled diagrams to describe what happened in an experiment, accompanied by written explanations (2-3 sentences). ● Using the correct terminology, to write a hypothesis that explains what they think will happen in an experiment and why think think that way (2 sentences). ● To record data in an organized way during an experiment using a chart to organize their data and various graphing tools to analyze it. ● To examine data to draw a logical conclusion, explain why it makes sense, and write a short paragraph (2-3 sentences) to explain their conclusion clearly. ● To deepen their understanding of the parts of an experiment: investigative question, hypothesis, results/data, and conclusion; and write a short lab report with scaffolding provided. ● To design and built prototypes using past experiments as a guide by planning with a detailed diagram, comparing this in writing to the final product, and reflecting on what was easy and hard throughout the process.

Content: In each of the following units, students are expected: Water as a Natural Resource ● To analyze the differences between renewable and non-renewable resources and their effect on our environment. ● To draw and explain the water cycle, using the appropriate vocabulary.

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To describe where the world’s water is found and how humans are impacting water around the globe, connecting what they have learned to field experiences with Save the Bay.

Electricity: ● To build a working circuit and to explain why it works. ● To explore the uses of electricity using motors and lightbulbs.

Our Solar System: ● To identify the celestial bodies in our solar system (planets, moons, asteroids, sun) and research one of their choice. ● To discover the scale of planetary size and distance.

Circulatory and Respiratory Systems: ● To identify the parts of the lungs and describe their function. ● To explain how the heart works and the path blood takes through the heart and lungs to deliver oxygen and nutrients to our bodies.

Bridges: ● To understand how beam, arch, and suspensions are able to support weight. ● To apply their understandings of bridges to building their own bridges out of various materials.

Vertebrate Taxonomy: ● To describe the common characteristics of the main vertebrate classes (mammals, reptiles, amphibians, birds, and fish) and use those to sort animals into their appropriate class.

World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Grade 3 Skills Listening ● Understands classroom directions in the target language ● Demonstrates confidence in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Remembers and uses previously learned expressions Reading ● Reads with confidence ● Uses strategies to determine the meaning of unfamiliar written words Writing ● Correctly applies the material learned in her written work

Content Vocabulary ● Family members ● Numbers to infinity ● School schedule ● Classroom names and classroom items Grammar ● Formulating interrogative and negative sentences ● Definite and indefinite articles ● Possessive adjectives Songs, rhymes, games Culture studies ● Music and dance

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

GRADE 3: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create Implied LINES. â—? Recognize/Identify SHAPES as being 2-dimensional flat spaces enclosed by

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actual or implied lines.

Recognize/Identify Monochromatic COLORS Recognize/Identify the three qualities of COLOR: Hue, Value & Intensity.

Review of Grade 2 FORM Benchmark Create color TINTS (light VALUES) by adding color to white Create color SHADES (dark VALUES) by adding black to color Review of Grade K TEXTURE Benchmark Review of Grade K PATTERN Benchmark Recognize/Identify/Utilize Positive and Negative SPACE.

CONTENT: In each of the following units, Grade 3 students will explore: ARTMAKING: ● Drawing Skills: Emerging Level Observation Life Drawing Workshop (capturing the outside SHAPES, replicating observed COLORS). ● Painting Skills: Review K-2 Benchmarks ● Printmaking Skills: Review K-2 Benchmarks ● Ceramics Skills: Slab, Skip, and Score ● Mixed Media Skills: Use a variety of surfaces to create a final cohesive artwork ● Review safe use of scissors, hot glue gun ART HISTORY ● Recognize/Identify/Utilize the art of the First People of North America ● Begin to Recognize/Identify the Four Main Styles of Art: Realism, Fantasy/Surrealism, Expressionism, Abstraction ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached PEER REVIEW ● Recognize/Identify/Utilize Constructive Criticism when evaluating a peer EXAMINING EXISTING ART ● Recognize/Identify/Discuss the Elements of Art when viewing existing artwork AESTHETICS: PERSONAL PREFERENCE ● Recognize/Identify/Discuss personal preference regarding the Elements of Art when viewing existing artwork. (i.e. I like WARM COLORS. I don’t like COOL COLORS) WHAT IS ART? ● Further conversations about the nature of art

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

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Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

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Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

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Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

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Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Grade 3 Skills Throwing and Catching techniques -Throws overhand demonstrating some elements of correct form (side to target, arm back and extended, step with opposite foot as throwing arm moves forward, hip and spine rotate and follow through to target and across body) in non-dynamic activity -Throws underhand to a partner with reasonable accuracy -Catches a ball with some elements of correct form (extending arms outward towards the ball, watching it until it is caught, catching it with hands only and without cradling it against the body, pulling the ball into body and curling body slightly around the ball)

Locomotive Skills -Differentiates between sprinting and jogging -Leaps with proficiency (takes off on one foot and lands on the other with a continuous running approach)

Hand-eye and Footwork Skills -Dribbles with hands and feet with control of the ball and body at low and moderate speeds -Passes with the insides of feet during non-dynamic movement -Receives a pass with the inside of feet during non-dynamic movement -Using a continuous running approach, kicks a moving ball Good Sportsmanship and Teamwork -Works cooperatively with others -Praises the successes of others -Exhibits personal responsibility in teacher-directed activities -Listens respectfully and implements specific corrective feedback from a teacher

Content -Soccer -Field hockey -Basketball -Base running games -Cooperative activities -Jump Rope -Throwing and catching

Grade 4 Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers.

These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

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Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Grade 4 Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing, and writing about literature: Identifies and analyzes the characteristics of different genres to support understanding of text.

• Uses knowledge of genres to activate prior knowledge and to make predictions.

Identifies and analyzes story elements (characters, setting plot/conflict/resolution, theme), story structure, and craft (word choice, point-of-view, use of dialogue and description).

• Summarizes stories using story elements, including theme.

• Describes a character, setting, or event in a story using specific details, such as a character’s thoughts, words, or actions.

• Compare and contrast the treatment of similar themes, patterns of events (i.e., such as “the quest”), points-of-view in narration (the difference between the first and third-person narration), and the text with a visual/oral presentation of the text.

• Interprets figurative language (metaphors and similes) for meaning and tone.

Explains major differences between poems and prose, with particular attention to the structural elements of poems (i.e., verse, rhythm, meter).

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text: Identifies and uses nonfiction text features (i.e., charts, graphs, timelines, diagrams) to comprehend text.

Identifies and uses expository text structures (compare/contrast, main idea/detail, cause/effect, chronological, problem/solution) to comprehend texts.

Determines main ideas and details.

• Distinguishes between main ideas and details, based on the author’s purpose.

• Summarizes multi-paragraph texts.

• Compares and contrasts a firsthand and secondhand account of the same event or topic, describing the differences in focus and information given.

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Phonics Knows and applies word analysis skills to decode multisyllabic words in and out of context.

• Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and roots and affixes.

• Uses meaning to correct words, rereading as necessary.

Spelling Learns and applies spelling patterns in reading and writing.

Uses previously-learned spelling patterns and generalizations.

Reads and spells high frequency words correctly, using reference materials as needed.

Spells unfamiliar, multisyllabic words phonetically, drawing on spelling conventions.

Vocabulary Determines the meaning of words and phrases.

• Uses context clues. o Synonym clues: The author uses a word similar in meaning in the sentence or surrounding sentences. o Antonym clues: The author uses a word opposite in meaning in the sentence or surrounding sentences.

• Uses knowledge of Greek affixes and roots.

• Distinguishes shades of meaning among related words.

• Consults reference materials (dictionary, glossary, thesaurus).

Uses new vocabulary in speaking and writing.

Fluency With successive readings, reads orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Writing Writes multi-paragraph pieces, including 3-paragraph essays.

• Writes a topic sentence that: o Uses a declarative statement with a number word (i.e., There are several reasons…) o Uses a question. o States an opinion.

• Writes a clincher sentence that: o Expresses an opinion. o Asks a question.

Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewriting o Generates topics and details using a variety of strategies such as brainstorming, observing, free writing, journaling, and reading. o Focuses on one aspect of the topic. o Selects an organizational structure depending upon the purpose, audience, and genre. o Organizes ideas by using graphic organizers such as webs, outlines, and story maps.

• Drafting: o Uses prewriting to draft the piece. o Writes leads and introductions that hook the reader. o Stays on topic and maintains a focus through several paragraphs. o Develops a closure. o Considers audience, purpose, and genre when writing.

• Revises to improve focus, organization, level of detail, precision of language, and varying sentence structure. o Accepts feedback and incorporates it into the piece. o Gives critical feedback to peers. o Revises content for focus, organization, and level of detail by adding, elaborating on, deleting, combining, or rearranging ideas. o Revises style (tone, voice) for sentence variety, word choice, and overall fluency.

▪ Uses a dictionary to facilitate word choice.

• Self-edits, with guidance, for Grade 4 grammar and usage and mechanics.

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o Uses mechanics (spelling, punctuation, capitalization) to affect meaning and tone. o Uses available resources to edit, such as an editing checklist, dictionary, peers, and technology.

Publishing Presents polished pieces for publishing.

Types of Writing Writes creative and personal narratives.

• Uses story elements.

• Uses dialogue and descriptive details to elaborate on the sequence of events.

• Uses transition words and phrases to create the flow of the narrative.

• Provides a conclusion to the action.

Writes informational/explanatory and opinion essays.

• Introduces a topic, develops the topic with key facts and details, and brings to closure.

• Groups information logically.

• Uses content-specific vocabulary.

• Uses transition words (i.e., for instance, in order to, in addition).

Writes opinion pieces.

• Introduces the topic and states an opinion.

• Supports point-of-view with reasons and information that are logically organized.

• Uses linking words.

• Uses a concluding statement.

Writing Conventions Spelling Uses conventional spelling for learned spelling patterns and high frequency words in daily work. (See benchmarks under the Word Study section.)

Uses a mix of conventional spelling and invented spelling for unfamiliar words.

Uses a dictionary as needed to check and correct spelling.

Capitalization and punctuation Uses correct capitalization.

Uses commas: • Uses commas and quotation marks to mark direct speech and quotations from text.

• Uses commas before coordinating conjunctions in a compound sentence.

Conventions of English grammar and usage Produces complete sentences, recognizing fragments and run-ons.

Identifies the 8 basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

• Uses relative pronouns (who, whose, whom, which, that) and relative adverbs (when, where, why).

• Orders adjectives within sentences (a small red bag rather than a red small bag).

• Uses verb tenses appropriately.

• Forms and uses the progressive (I was walking; I am walking; I will be walking).

• Forms and uses prepositional phrases.

• Uses frequently confused words correctly (to, too, two; there, their).

Handwriting Writes legibly in cursive with correct letter formation.

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Grade 4 Learning Expectations Demonstrates understanding of place value in numbers to six digits Reads, writes, compares, and orders numbers according to the place value of their digit to 100,000 • Writes numbers in standard form, word form, and expanded form • Identify how much more or less one number is than another number • Find the rule in a number pattern Rounds numbers to estimate sums, differences, products, and quotients • Estimates to check that an answer is reasonable • Decides whether an estimate or an exact number is needed Demonstrates proficiency with addition and subtraction procedures • Adds and subtracts multi-digit numbers with and without regrouping Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Finds the common factors and greatest common factors of two whole numbers • Identifies prime and composite numbers Finds multiples of whole numbers • Finds common multiples and the least common multiple of two or more numbers Use different methods to multiply up to a 4-digit number by 1-digit number with or without regrouping Multiply by two 2-digit numbers with or without regrouping Divides up to a 4-digit number by a 1-digit number with regrouping and with/without remainders Demonstrates understanding of and proficiency with fraction concepts and procedures Compares unlike fractions using symbols Finds equivalent fractions Adds and subtracts unlike fractions Mixed numbers and improper fractions • Uses models to write and represent mixed numbers and improper fractions • Uses multiplication and division to rename improper fractions and mixed numbers • Adds fractions to get mixed-number sums • Subtracts fractions from whole numbers Uses bar models to represent a fraction of a set Find a fractional part of a number Multiplies a fraction and a whole number

Demonstrates understanding of and proficiency with decimal concepts and procedures Reads and writes to the hundredth in decimal and fractional forms.

• Represents and interprets models (number lines, rulers, place value charts) Compares and orders decimals.

Completes number patterns with decimals.

Rounds decimals to the nearest whole number or tenth Expresses a fraction as a decimal or a decimal as a fraction.

Adds and subtracts decimals up to two decimal places, with regrouping Demonstrates understanding of geometry concepts Angles • Estimates and measures angles with a protractor o Estimates whether the measure of an angle is less than or greater than a right angle o Uses a protractor to draw acute and obtuse angles o Relates ¼, ½, ¾, and full turns to the number of right angles o Understands that an angle that turns through 1/360 of a circle is called a “one-degree angle”.

• Finds unknown angles using addition or subtraction Perpendicular and Parallel Lines • Draws perpendicular and parallel line segments • Identifies horizontal and vertical lines Squares and Rectangles • Understands and applies the properties of squares and rectangles • Finds unknown angle measures and side lengths of squares and rectangles Symmetry • Identifies a line of symmetry of a figure • Relates rotational symmetry to turn o Traces a figure to determine whether is has rotational symmetry o Draw a shape/pattern about a line of symmetry and check for rotational symmetry • Complete a symmetric shape or pattern • Create symmetric patterns on grid paper Tesselations • Recognizes and makes tessellations o Identifies the unit shape in a tessellation o Tessellates shapes in different ways Demonstrates understanding of area and perimeter Estimates the area of a rectangle by counting grid squares Finds the area of a rectangle using a formula Solves problems involving the area and perimeter of squares and rectangles Finds the perimeter and area of a composite figure

Demonstrates understanding of data analysis concepts Collects, organizes and interprets data in a table • Creates a table from data in a tally chart and a bar graph • Reads and interprets data in a table, using rows, columns, and intersections Makes, reads, and interprets line graphs • Chooses an appropriate graph to display a given data set Finds typical values for a data set • Describes a data set using the average or mean • Finds the mean, median, mode, and range of a set of data • Makes and interprets line plots and stem-and-leaf plots Analyzes data to predict the likelihood of an event happening • Decides whether an outcome is certain, more likely, equally likely, less likely, or impossible • Determines the probability of an event • Expresses probability as a fraction • Solves real world problems involving probability and measures of central tendency Demonstrates understanding of measurement concepts (Taught in science) Understands the relative sizes of measurement units Converts metric and customary units of length, mass/weight, and units of time.

Represents measurement quantities using line diagrams

Social Studies Grade 4 Learning Expectations Units: Age of Exploration, Colonial America, Immigration, Westward Migration Comprehends the causes of the movement of people. ● Analyzes the impact of new people, products, and ideas on indigenous people and/or existing cultures. ● Recognizes an individual’s role in the local, regional, and world community.

Identifies and understands Quaker values and how they relate to one’s role in the community.

Geography Makes, reads, and interprets maps. ●

Determines absolute location (latitude and longitude) of places studied.

● Identifies changes in maps during the Age of Exploration. ● Explains how the geography of the three regions of the thirteen colonies impacted daily life. ● Labels U.S. states and capitals.

Research Follows the steps of the research process. ● Generates research ideas. ○ Formulates open-ended research questions. ● Identifies and uses at least three print and non-print sources. ● Uses encyclopedias independently. ● Finds information using Culture Grams. ● Assesses websites using teacher-provided criteria. ● Finds information on a website by reading pictures, scanning, and skimming. ● Uses key words. ● Uses key words when searching the library catalogue to locate sources. ● Locates information by using indices, tables of content, and electronic key words. ● Narrows internet searches. ● Takes notes using standard note-taking form. ○ Paraphrases. ○ Appreciates individual ownership of words and ideas. ○ Uses own words.

● Organizes information. ○ Integrates information from several texts. ○ Has a clear focus and sufficient detail. ● Cites sources using complete citations. ● Cites internet sites. ● Publishes in a variety of ways, through written, electronic, and presentation means.

Grade 4 Progress Report Language Arts Reading: Fiction Reads and comprehends literature independently at an end-of-Grade 4 level Uses reading strategies to comprehend text Identifies and analyzes characteristics of different genres to support understanding of text Identifies and analyzes story elements, story structure, and author’s craft Responds to text with text-based evidence, including details and examples Summarizes stories using story elements, including theme Reading: Informational Text Reads and comprehends informational text independently at a Grade 4 level Uses reading strategies to acquire content Identifies and uses nonfiction text features to locate and comprehend content Uses expository text structures to comprehend texts Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Learns and applies spelling rules and patterns Recognizes high frequency words automatically Decodes multisyllabic words using affixes, roots, and context clues Learns and uses new vocabulary in writing and speaking Reads fluently Writing Follows steps of the writing process Writes narratives using effective technique, descriptive details, and clear event sequences Writes informational text using transition words and a few techniques to introduce and conclude Writing Conventions Spells most words correctly in daily work Uses mechanics (punctuation, capitalization) correctly Uses conventions of English grammar and usage Consults reference materials as needed Handwriting Writes legibly in cursive with correct letter formation

Grade 4 Progress Report Math Demonstrates mastery of all basic facts Demonstrates understanding of place value in numbers to six digits Demonstrates proficiency with addition and subtraction procedures Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Demonstrates understanding of and proficiency with fraction concepts and procedures Demonstrates understanding of and proficiency with decimal concepts and procedures Demonstrates understanding of area and perimeter Demonstrates understanding of geometry concepts Demonstrates understanding of data analysis concepts Demonstrates understanding of measurement concepts Computes mentally using memorized facts and a variety of strategies Solves word problems using multiple strategies, including bar modeling Explains thinking both orally and in writing using math vocabulary Uses manipulatives and models to support concept development

Social Studies Comprehends the causes and effects of the movement of people Identifies and understands Quaker values and how they relate to one’s role in the community Makes, reads, and interprets maps Follows the steps of the research process

4th Grade Technology Standards, Objectives, & Performance Indicators 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes. i. Illustrate knowledge and understanding of curriculum objectives using animation, photo-editing, word processing or ii. Express knowledge using graphic organizing software.

Recognize and use various types of multimedia resources to support curriculum objectives (text, color, design, transitions, iii. images, animation, audio, video, etc. ) b. Create original works as a means of personal or group expression.

Select from various types of multimedia resources while creating digital works to express thoughts and ideas. (text, color, i. design, transitions, images, animation, audio/sound, video, etc.) ii. Communicate original ideas using digital tools or web resources.

Design, develop, publish and present products using technology resources that demonstrate and communicate concepts to iii. audiences inside and outside the classroom. c. Use models and simulations to explore complex systems and issues. i. Explore digital simulations and models that enhance the curriculum objectives. ii. Use graphic organizers to depict patterns relevant to curriculum objectives. d. Identify trends and forecast possibilities. i. Collaborate with peers, experts, and others to collect data. ii. Analyze data to predict outcomes. e. Evaluate your work and the work of others using the language of technology; making necessary revisions. i. Use guidelines to evaluate project design. ii. Make revisions based on evaluation.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others.

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a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. i. Use a variety of digital media to publish ideas. ii. Collaborate to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Collect and publish information from professionals using digital resources. b. Communicate information and ideas effectively to multiple audiences using a variety of digital environments and media. i. Produce a project given a specific audience. ii. Create products to communicate understanding of curriculum objectives. iii. Use various digital media to communicate and exchange ideas. (e-mail, wikis, blogs, discussions, podcasts, chat, etc.) iv. Express understanding of technology using appropriate and accurate vocabulary. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. i. Use digital resources to explore global communities.

Discuss and compare information about others (Nebraska history, citizenship, consumer/producer relationships, etc.) ii. using digital media resources. d. Contribute to group projects to produce original works or solve problems. n i. Brainstorm ideas for a group activity. ii. Select solutions to a problem. iii. Produce an individual component of a partner/group activity. iv. Evaluate individual work and the work of others. v. Revise individual work.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information. a. Plan strategies to guide inquiry. i. Develop guiding question. ii. Search for digital information resources. iii. Determine the most relevant resources. b. Process data and report results. i. Search for information to answer guiding questions. ii. Collect data.

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iii. Analyze data. iv. Present information digitally. c. Locate, organize, analyze, evaluate, synthesize, and ethically use information. i. Use digital resources to locate information. ii. Display information using appropriate digital tools. iii. Respect ownership of resources. iv. Apply Copyright and Fair Use Guidelines. d. Evaluate and select information sources and digital tools. i. Discuss rationale for selected resources. ii. Identify bias and validity of resources. iii. Select appropriate technology tools relevant to the task.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools. a. Identify and define problems and/or questions for investigation. i. Determine components of teacher-selected problems/topics. ii. Develop questions to guide inquiry. iii. Use prior knowledge and collect background information. iv. Formulate a hypothesis. b. Plan and manage activities to develop a solution or complete a project. i. Devise and implement a plan of action. ii. Select and use appropriate problem-solving strategies. iii. Test hypothesis. c. Collect and analyze data to identify solutions and/or make informed decisions. i. Use logic to determine appropriate solutions. ii. Determine the validity of solutions. iii. Distinguish relevant from irrelevant information. d. Use multiple processes to explore alternative solutions. i. Select and use problem-solving strategies to evaluate progress. ii. Explore other solutions. iii. Make revisions.

5. Digital Citizenship Students understand human, cultural, and societall issues related to technology and practice ethical behavior. a. Advocate and practice responsible use of information and technology. i. Demonstrate correct and responsible use and care of technology. ii. Know possible consequences of inappropriate use. iii. Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Advocate and Practice safe and legal use of information and technology. i. Comprehend the selection and use of a password and security issues. ii. Analyze the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) iii. Apply appropriate and safe behaviors online. iv. Identify cyber bullying and appropriate responses. c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Demonstrate personal responsibility for lifelong learning. i. Recognize the use of technology in today's world. ii. Acknowledge an individual's right of ownership of created works. iii. Apply Copyright and Fair Use Guidelines.

6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems.

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i. Log in and log out to use a computer. ii. Name and use the parts and functions of a computer system (input/output, printer, scanner, camera, USB, firewire, VG, iii. Know the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). iv. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). v. Identify and use application, documents and downloads folder, hard drive, networked folder icons, and trash icons. vi. Open and use multiple programs, windows, and/or browser tabs simultaneously. b. Select, use, and evaluate applications effectively and productively. i. Understand interactions between hardware and the operating system. ii. Open, create, delete, copy, paste, import, and/or export a document, file and folder. iii. Launch and quit an application. iv. Save, locate, and/or print a file/document. v. Organize, calculate, and graph data using a spreadsheet. vi. Recognize that software applications have different purposes. c. Troubleshoot systems and applications. i. Select technology tools and software to solve problems. ii. Perform undo/redo functions. iii. Understand and use force quit and/or reboot functions. iv. Use guess and check strategies. d. Transfer current knowledge to learning of new technologies. i. Compare and contrast concepts and skills of basic and advanced software. ii. Use concepts and skills from basic software and apply to more advanced software. iii. Use still/video cameras, scanners, external storage devices, and CD/DVD discs. e. Understand and use correct technology vocabulary. i. Know terms and concepts related to computer systems. ii. Understand terms and concepts related to applications. iii. Recognize the purpose of basic menu options (new, open, save, quit, print, undo, redo, page setup, insert, format, etc.). iv. Know and use terms and concepts related to word processing (alignment/spacing, font style/size/color, return/enter, shift, Know and use terms and concepts related to multimedia (transitions, animations, slides/frames, bullets/numbering, objects, v. layout, layers, background/theme, audio, video, etc.).

Know and use terms and concepts related to Logo (forward, backward, right, left, penup, pendown, repeat, clear graphic, vi. clear commands, set color, procedure, etc.).

Know and use terms and concepts related to Internet (browser, address bar, refresh, forward, back, URL, stop, home, vii. search, wiki, blog, chat, e-mail, text messaging, podcast, etc.). viii.Know and use terms and concepts related to spreadsheet (sort, classify, line graphs, row, column, formula bar, etc.). f. Create and edit computer graphics. i. Use draw/paint tools. ii. Select and use colors from a palette. iii. Cut, copy and paste. iv. Import/export graphics. v. Understand concept of layers, filters, effects, and styles. vi. Move and/or resize images maintaining proportion (use shift, click, and drag). g. Explore the basics of keyboarding and word processing. i. Use correct hand position and posture. ii. Use correct fingering. iii. Use special keys (return/enter, space bar, command, shift, delete/backspace, tab, etc.).

Practice concepts related to word processing (select text, insert characters/words, modify font/size/style/color, iv. alignment/spacing, columns, page breaks, etc.).

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Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

GRADE 4: Skills: ● To use science vocabulary as appropriate (e.g. evaporate instead of dry, force instead of push, matter instead of stuff). ● To make detailed observations in written form that focus on the critical elements of an object/experiment/activity. ● To follow the written directions of an experiment, with guidance. ● To show care and precision in measurement, particularly liquid volume (using graduated cylinders) and mass (digital scales). ● To use bth writing (short paragraph) to explain what happened in an experiment as well as diagrams that add to the understanding of the writing. ● To use the vocabulary of the scientific method (investigative question, procedure, hypothesis, data, and conclusions). ● To design an experiment to test a hypothesis with support and (when provided the header) write a short lab report independently (approximately one to two sentences per portion). ● To record data in an organized way during an experiment, using a chart to organize their data and various graphing tools to analyze it. ● To examine data to draw a logical conclusion, explain why it makes sense, and connect their conclusion to the scientific principles we have learned about using the appropriate science vocabulary. ● To develop theories and predictions based on previous experimental results. ● To design and built prototypes using past experiments as a guide by planning with a detailed diagram, comparing in writing this to the final product, and reflecting on their strengths and what they still need to work on.

Content:

In each of the following units, students are expected: Motion and Force Part 1: Gravity ● To examine basic tenets of Newtonian Physics including acceleration, momentum, speed, distance, force, and gravity through experimentation and observation.

Ecosystems and Interdependence: ● To understand and sort living things using vocabulary such as producers, consumers, decomposers, herbivores, omnivores, and carnivores. ● To analyze the interdependence within ecosystems. ● To recognize ways in which humans affect their environment and brainstorm ways that we can decrease our own impact on the environment.

Matter: ● To compare and contrast the properties of solids, liquids, and gases. ● To analyze data providing evidence for the conservation of mass of solids and liquids. ● To understand the concepts of mass and volume, and choose the appropriate tool to measure them. ● To calculate density using an object’s mass and volume.

Ocean Geology, Tectonics, and Explorations: ● To apply their knowledge of latitude and longitude to find places on a world map. ● To compare and contrast the layers of the ocean. ● To understand the basic tenets of plate tectonics and its effects on the earth’s crust.

World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Grade 4 Skills Listening ● Understands classroom directions in the target language ● Demonstrates confidence in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Remembers and uses previously learned expressions ● Can engage with the teacher or a peer in a short dialogue to obtain or exchange information.

Reading ● Reads with confidence ● Uses strategies to determine the meaning of unfamiliar written sentences Writing

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Correctly applies the material learned in her written work Writes phrases independently.

Content Vocabulary ● Days of the week and routines ● Food and meals ● Pets Grammar ● Introduction to present tense regular verbs ● Prepositions ● Describing oneself or others Songs, rhymes, games Culture studies ● Life of students in other countries

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

GRADE 4: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create both contour LINES to create the outline of a form and LINES that show emotion.

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Review of K-3 SHAPE Benchmarks.

Recognize/Identify that COLOR can convey mood/emotion.

Create artwork that conveys an emotion or mood utilizing COLOR. Review of Grade 2 FORM Benchmark Review of Grade 3 Benchmark Review of Grade K TEXTURE Benchmark Recognize/Identify/Create RADIAL BALANCE with PATTERNS Recognize/Identify/Utilize SPACE concept of atmospheric perspective Through COLOR: HUE & INTENSITY, and Detail

CONTENT: In each of the following units, Grade 4 students will explore: ARTMAKING: ● Drawing Skills: Proficient Level Observation Life Drawing Workshop (capturing the negative SPACE, incorporating VALUE & TEXTURE); Pencil Technique Workshop ● Painting Skills: Advanced Watercolor Workshop ● Printmaking Skills: Lino-cutting ● Ceramic Skills: Additive and Subtractive ● Mixed Media Skills: Use a variety of surfaces to create a final cohesive artwork ● Review safe use of scissors, hot glue gun, lino-cutter ART HISTORY ● Recognize/Identify/Utilize the art of Colonial America ● Further explore the Four Main Styles of Art: Realism, Fantasy/Surrealism, Expressionism, Abstraction ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached PEER REVIEW ● Recognize/Identify/Utilize Constructive Criticism when evaluating a peer EXAMINING EXISTING ART ● Recognize/Identify/Discuss the Elements of Art when viewing existing artwork AESTHETICS: PERSONAL PREFERENCE ● Recognize/Identify/Discuss personal preference regarding the Elements of Art when viewing existing artwork. (i.e. I like WARM COLORS. I don’t like COOL COLORS) WHAT IS ART? ● Further conversations about the nature of art

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

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Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

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Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

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Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

â—?

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Grade 4 Skills Throwing and Catching Techniques -Throws overhand with correct form (side to target, arm back and extended, step with opposite foot as throwing arm moves forward, hip and spine rotate and follow through to target and across body) and underhand with correct form (facing target, arm back, step with opposite foot as throwing arm moves forward, releases ball between knee and waist level and follows through with arm toward the target) in non-dynamic activity -Throws underhand to a partner with reasonable accuracy during game scenarios -Catches reasonable throws consistently during non-dynamic activity Locomotive skills -Uses multiple locomotor skills during gameplay -Combines manipulative skills with locomotor skills -Performs locomotor skills proficiently

Hand-eye and Footwork skills -Dribbles with hands and feet with control of the ball and body with varying speeds -Passes with the inside and outside of the feet during non-dynamic movement -Receives a reasonable pass with feet consistently during non-dynamic movement -Using a continuous running approach, kicks a ball along the ground and in the air Good Sportsmanship and Teamwork -Accepts all different abilities into physical activities and roles -Praises the performance and roles of others -Advocates respectfully and appropriately for herself -Reflects on personal social behavior during physical activity -Listens respectfully to corrective feedback from others -Exhibits personal responsibility during independent group activities Content -Soccer -Field hockey -Basketball -Handball -Base running games -Cooperative activities -Jump Rope -Volleyball

Grade 5 Learning Expectations The Lincoln Lower School Learning Expectations guide teachers as they develop curriculum in what students will know and be able to do by the end of the year. As well, they provide parents with an understanding of their child’s school experience, thus creating a strong parent-school partnership.

Language Arts The overall goals of the Language Arts program are threefold: to build fluent readers and writers who use critical thinking skills to interpret and create texts; to encourage the children to view reading and writing as lifelong habits; and, for the children to use reading and writing to help them to understand their world. While the individual components of Language Arts are addressed at each grade level, teachers, in their instruction, integrate these components for a full literacy experience. The components of our Language Arts program are reading, writing, and language.

Reading Our reading program is structured around genres. In each grade, students read and respond to texts in various genres, such as realistic fiction, poetry, author study, traditional literature (folktales, myths, and legends) and informational texts. Students learn to identify and to compare the characteristics of specific genres and to explore the crafts and styles of different authors. Students are encouraged to apply this knowledge as they select books for their personal independent reading.

Specific areas of reading that are taught and developed are comprehension and language (vocabulary and word study). Comprehension instruction is based on the research about strategies of proficient readers.

These strategies include questioning, making connections, determining important information, visualizing, synthesizing, inferring, and monitoring understanding. Within these general strategies, students also learn to summarize, compare and contrast, and distinguish cause from effect.

Each of the grade levels teaches these strategies in age-appropriate ways. We think about when, why, and how we use these them, and the students practice them as they read, write about, and discuss literature and informational texts, with the end goal of applying them in their independent reading. Thus, on the progress reports, all of the grade level reading expectations for Literature/Poetry and Informational Text include “Uses reading strategies to comprehend texts�.

As we respond to texts in writing and discussion, we also teach the students to refer back to the text to support their thinking. Another common expectation on the progress reports therefore is:

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Responds to text with text-based evidence in discussion and written reading responses, when giving evidence to support one’s thinking.

For informational text, refers to details and examples in a text when explaining what a text says and when drawing inferences.

Writing Writing occurs daily, across the curriculum. Students, for example, explain math processes in their math journals, respond to texts in their reading response journals, and write stories and essays. The foundation of the writing program is the writing process: Prewriting, drafting, revising, editing, and publishing a finished product. In all of the grades, topics are both student- and teacher-generated.

We write for many reasons – to entertain, to express ourselves creatively, to inform – and always to communicate. We want the students to write with clarity and style and, ultimately, to find joy in expression. We teach a variety of strategies for generating ideas.

We have the students consider the purpose of a task, and its audience, as they choose a focus and organizational structure, and develop their ideas, and we use graphic organizers to plan their pieces. Through revision, we teach strategies to improve the focus, meaning, and coherence of a piece, as well as to develop further style and voice.

Finally, through editing, students learn the power of mechanics and grammar in influencing style and clear communication. Our published pieces are polished, but not always perfect. We want published pieces to reflect evidence of work and improvement in all areas of the writing process and show growth in skill and/or style.

Language Word study is the area that changes most significantly from grade to grade as children master the code of reading and use that knowledge to support their comprehension. In K-2, the emphases in word study are phonemic awareness, phonics, and sight vocabulary, while in Grades 3-5 the emphasis shifts to word structure (prefixes, suffixes, and roots) and further development of sight vocabulary. Vocabulary development is a critical component at all grade levels and becomes particularly important in Grades 3-5 as students read increasingly complex texts across the curriculum.

Students use their knowledge of spelling and mechanics to draft and edit their written work. Beginning in Grade 1, students receive weekly instruction in spelling, focusing on both spelling patterns and high frequency words. Teachers also instruct in grammar and mechanics, the specifics of which are included in these Learning Expectations.

Handwriting instruction begins with proper pencil grip and letter formation in the younger grades and moves to cursive in Grade 3; cursive continues to be practiced in Grades 4 and 5.

Language Arts Grade 5 Learning Expectations Reading Uses reading strategies to comprehend texts.

• Monitors comprehension by noticing when difficulties in understanding are encountered and uses strategies to self-correct.

• Makes connections between the text and oneself, other texts, and the world.

• Asks questions that clarify the details of the text and questions that are global (why, how). Makes predictions and sets a purpose for reading.

• Visualizes setting, characters, and events by using imagery, imagination, and prior knowledge, or, in informational text, visualizes people and events by using text details and text features. o For informational text, visualizes people and events by using text details and text features.

• Determines the important ideas and the supporting details.

• Makes inferences based on prior knowledge and personal connections.

• Summarizes texts.

• Synthesizes content by gathering information and merging one’s individual thinking with it.

In reading, discussing and writing about literature: Identifies and analyzes the characteristics of various genres to support understanding of text.

• Compares and contrasts stories in the same genre on the ways they address similar themes and topics.

Identifies and analyzes story elements (characters, setting plot/conflict/resolution, theme), story structure, literary techniques (point-of-view, symbolism, foreshadowing) and craft (word choice, use of dialogue and description).

• Summarizes stories in one paragraph.

• Compares and contrasts two or more characters, settings, or events in the same story.

• Interprets figurative language for meaning and tone, including metaphors, similes, hyperbole, personification, symbolism, and idioms.

• Explains how a narrator’s point-of-view influences how events are described.

• Identifies ways in which a literary work is similar to the actual experiences in an author’s life.

Responds to text with text-based evidence, in discussion and written reading responses, when giving examples to support one’s thinking.

In reading, discussing, and writing about informational text: Identifies and uses nonfiction text features (i.e., topics and subtopics, glossary, index, charts, maps, diagrams, captions, illustrations) to locate and comprehend content.

Identifies and uses expository text structures (compare/contrast, main idea/detail, cause/effect, chronological, problem/solution) to comprehend texts.

Determines main ideas and details.

• Distinguishes between main ideas and details, based on the author’s purpose.

• Summarizes multi-paragraph texts.

• Explains the relationships between two or more individuals, events, or ideas in an historical text.

• Analyzes multiple accounts of the same event or topic.

Refers to details and examples in a text when explaining what a text says and when drawing inferences.

Word Study Phonics Knows and applies word analysis skills to read multisyllabic words in and out of context.

• Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and roots and affixes.

• Uses meaning to correct words, rereading as necessary.

Spelling Learns and applies spelling patterns in reading and writing.

Uses previously-learned spelling patterns and generalizations.

Reads and spells high frequency words correctly.

Spells unfamiliar, multisyllabic words phonetically, drawing on spelling conventions.

Vocabulary Determines the meaning of words and phrases.

• Uses context clues. o Contrast clues: In the sentence or surrounding sentences, the author tells how something is different than the unknown word. o General clues: The author uses several words that give clues to the meaning.

• Uses knowledge of Latin affixes and roots.

• Understands connotations.

• Consults reference materials (dictionary, glossary, thesaurus).

Uses new vocabulary in speaking and writing.

Fluency With successive readings, reads orally with fluency (accuracy, appropriate rate, and expression) in order to support comprehension.

Writing Writes multi-paragraph pieces, including 5-paragraph essays.

• Writes a topic sentence that uses: o A situation/stance (i.e., Although I have many special people in my life, my mother is my favorite.). o 3 main points in the opening sentence (i.e., My favorite restaurant is Barney’s because of its food, atmosphere, and price.).

• Writes a clincher sentence using: o A quotation. o A prediction. o Summarization.

Follows the steps of the writing process: Prewriting, drafting, revising, editing, publishing.

• Prewriting o Generates topics and details using a variety of strategies such as brainstorming, observing, free writing, reviewing notes, discussing. o Selects a focus, organizational structure, and point of view, depending upon the purpose, audience, and genre. o Organizes ideas by using graphic organizers such as webs, outlines, and story maps.

• Drafting: o Uses prewriting to draft the piece. o Writes leads and introductions that are effective for the genre and purpose. o Maintains unity of focus within paragraphs and across the piece. o Develops a strong closure.

• Revises to improve focus, organization, level of detail, precision of language, and varying sentence structure. o Accepts feedback and incorporates it into the piece. o Gives critical feedback to peers. o Revises content for focus, organization, and level of detail by adding, elaborating on, deleting, combining, or rearranging ideas. o Revises style (tone, voice) for sentence variety, word choice, and overall fluency.

▪ Uses the thesaurus to facilitate word choice.

• Self-edits, with some guidance, for Grade 5 grammar and usage and mechanics. o Uses mechanics (spelling, punctuation, capitalization) to affect meaning and tone.

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o Uses available resources to edit, such as an editing checklist, dictionary, thesaurus, peers, and technology. o Publishing Presents polished pieces for publishing.

Types of Writing Writes creative and personal narratives.

• Uses story elements to establish the problem, introduce the characters and setting, and create a plot.

• Uses effective technique, such as dialogue, description, and pacing to elaborate on the plot.

• Uses a variety of transition words, phrases, and clauses to sequence the events.

• Uses sensory details and word choice to convey events.

• Provides a conclusion.

Writes informational/explanatory pieces and formal letters.

• Introduces a topic, develops the topic with key facts and details, and brings to closure.

• Organizes information logically.

• Uses content-specific vocabulary.

• Uses varied transition words (i.e., in contrast, especially).

Writes opinion pieces on topics or texts that • Introduce the topic and states an opinion.

• Support a point-of-view with reasons and evidence.

• Order reasons logically.

• Provide a conclusion.

Writing Conventions Spelling Uses primarily conventional spelling in daily work. (See benchmarks under the Word Study section.)

Uses a dictionary as needed to check and correct spelling.

Capitalization and punctuation Uses capitalization correctly.

Uses commas: • To separate items in a series.

• To separate an introductory word or phrase from the rest of a sentence (Yes, thank you or When tired, I nap a lot.).

• To set off tag questions from the rest of the sentence (It’s true, isn’t it?)

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To indicate direct address (Is that you, Alice?).

Uses underlining, quotation marks, or italics to indicate titles of works.

Conventions of English grammar and usage Expands, combines, and reduces sentences for meaning, interest and style.

Identifies the 8 basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

• Understands the functions of and uses conjunctions, prepositions, and interjections.

• Uses verb tenses appropriately. o Forms and uses the perfect verb tenses (I had walked; I have walked; I will have walked).

• Uses correlative conjunctions (either/or, neither/nor).

Handwriting Writes legibly in cursive with correct letter formation.

Mathematics In grades K-5, we use Singapore Math, in particular the Math In Focus curriculum.

Singapore Math is a cohesive, focused, and deep curriculum. The concepts are woven through all the grades and connected within the grade, the curriculum focuses on the most essential mathematics, and the curriculum devotes a longer time to a topic. The intent is to teach a topic thoroughly, to mastery; when a topic appears in a subsequent grade level, it is always treated at a higher level.

Singapore Math has a number of distinct features. All relate to number sense, the ability to understand and to use numbers.

• It is organized around place value and the properties of operations. This builds an understanding of what numbers are, their relationships to one another, and their magnitude.

• Singapore emphasizes a balance between procedural and conceptual/relational learning. An analogy is being able to ride a bike and explaining how the bike works. o Being efficient at facts boosts confidence and makes procedural work efficient and more successful. o It emphasizes mental arithmetic, a component of number sense. Being efficient at mental math also boosts confidence!

• Problem solving, in particular bar modeling, is a hallmark of the curriculum. Math is ultimately a vehicle for solving complex problems, and being able to apply mathematical knowledge is a measure of proficiency in Singapore Math. The program teaches problem-solving strategies in a carefully sequenced manner, using routine and non-routine problems as well as authentic ones. The curriculum encourages students to try multiple approaches and to evaluate the effectiveness of them.

• Singapore Math expects students to be able to communicate their thinking by showing – in words and through mathematical models – how they reasoned and arrived at an answer.

• Finally, building enthusiasm and metacognition is a central focus of the program.

Being able to use a tool, be an empowered problem solver, and self-monitor spurs positive attitudes toward mathematics!

The curriculum also has two distinct teaching approaches.

• First, it uses a concrete-pictorial-abstract (CPA) sequence in teaching a skill or concept. Students first use manipulatives, then move to pictures/diagrams, and finally move to an abstract level.

• Second, the materials are primarily visual and simple in their presentation. The curriculum allows students to work more visually with mathematics than many other curricula.

The Learning Expectations below are organized by topic and list the main learning objectives for each topic.

Mathematics Grade 5 Learning Expectations Demonstrates understanding of place value in numbers to eight digits Reads, writes, compares, and orders numbers according to the place value of their digit to 10,000,000 • Counts by ten thousands and hundred thousands • Uses place value charts to show numbers • Reads and writes numbers in standard form, word form, and expanded form • Identifies the place value of any digit • Identifies and completes number patterns o Finds rules for number patterns Rounds numbers to the nearest thousand • Locates numbers on a number line • Uses rounding to estimate or check sums, differences, products, quotients • Uses related multiplication facts to estimate quotients Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Multiplies and divides numbers by 10, 100, or 1000 using patterns • Multiplies and divides numbers up to 4 digits by multiples of 10, 100, and 1000 • Uses rounding to estimate products and quotients Multiplies whole numbers by 10 squared or 10 cubed Multiplies and divides a 2-, 3-, or 4-digit number by a 2-digit number Uses order of operations to simplify a numeric expression • Evaluates numeric expressions with parentheses, brackets, and braces Uses efficient strategies to solve multi-step problems involving multiplication and division • Expresses and interprets the product or quotient appropriately Demonstrates understanding of and proficiency with fraction concepts and procedures Addition and Subtraction • Adds and subtracts two unlike fractions where one denominator is not a multiple of the other o Estimates sums and differences of fractions Mixed Numbers • Understands and applies the relationships between fractions, mixed numbers, and division expressions • Expresses fractions, division expressions, and mixed numbers as decimals • Adds and subtracts mixed numbers with or without renaming o Estimates sums and differences of mixed numbers

Solves real-world problems involving fractions and mixed numbers Multiplication and Division • Compares the size of a product to the size of its factors • Multiplies common fractions • Multiplies improper fractions by proper or improper fractions • Multiplies a mixed number by a whole number • Divides a fraction by a whole number • Divides a whole number by a fraction • Solves real-world problems Involving multiplication and division of fractions Percent • Relates and compares percents, decimals, and fractions • Expresses fractions as percents • Uses different ways to find the number represented by a percent • Solves real-world problems involving percents Demonstrates understanding of and proficiency with algebra concepts and procedures Recognizes, writes, and evaluates simple algebraic expressions in one variable • Simplifies algebraic expressions in one variable Writes and evaluates inequalities • Solves simple equations Solves real world problems involving algebraic expressions Demonstrates understanding of and proficiency with ratio concepts and procedures Reads and writes ratios, with two and three quantities • Finds equivalent ratios Interprets rations given in fraction form • Writes ratios in fraction form to find how many times as large as one number another number is Solves real-world problems involving ratios Demonstrates understanding of and proficiency with decimal concepts and procedures Place Value • Reads and writes thousandths in decimal and fractional forms • Represents and interprets thousandths in models or in place value charts • Write a fraction with denominator 1000 as a decimal • Compares and orders decimals to 3 decimal places • Rounds decimals to the nearest hundredth • Rewrites decimals as fractions and mixed numbers in simplest form Multiplying and Dividing • Multiplies and divides tenths and hundredths by a 1-digit whole number o Rounds quotients to the nearest tenth or hundredth • Multiplies and divides tenths and hundredths by 10, 100, and 1000 o Multiplies and divides tenths and hundredths by multiplies of 10, 100, and 1000

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Multiplies decimals by 10 squared or 10 cubed Estimates decimal sums, differences, products, and quotients Solves real-world problems involving decimals

Demonstrates understanding of geometry concepts Area of a triangle • Identifies the base given the height of a triangle o Identifies the height given the base of a triangle • Finds the area of a triangle given its base and height Angles • Understands and applies the property that the sum of angle measures on a line is 180 degrees • Understands and applies the property that the sum of angle measures at a point is 360 degrees • Understands and applies the property that vertical angles have equql measures Properties of triangles and four-sided figures • Classifies triangles by the lengths of their side lengths and angle measures o Understands and applies the property that the sum of the angle measures of a triangle is 180 degrees o Understands and applies the properties of right, isosceles, and equilateral triangles ▪ Understands that the sum of the length of any two sides of a triangle is greater than the length of the third side • Understands and applies the properties of parallelogram, rhombus, and trapezoid Three Dimensional Shapes • Identifies and classifies prisms and pyramids, cylinders, spheres, and cones • Identifies the solid figure that can be formed from a net Demonstrates understanding of data analysis concepts Makes and interprets double bar graphs Makes a line plot to represent data given in fractions of a unit • Use operations on fractions to solve problems from the information presented Graphs an equation • Reads points on a coordinate grid • Plots points on a coordinate grid Lists and counts all combinations • Draws a tree diagram to show all possible combinations • Uses multiplication to find the number of combinations Finds the experimental probability of an outcome • Compares the results of an experiment with the theoretical probability Demonstrates understanding of measurement concepts (Taught in science) Surface Area and Volume

• Builds solids using unit cubes • Determines the number of unit cubes in an irregular solid • Draws a cube and a rectangle on dot paper • Completes a partially drawn cube and rectangular prism on dot paper • Finds the surface area of a prism by adding the area of each face Finds the volumes of cube and rectangular prisms • Finds the volume of a solid constructed from unit cubes • Compares volumes of cubes, rectangular prisms, and other objects • Uses a formula to find the volume of a rectangular prism • Finds the capacity of a regular rectangular container • Finds the volumes of a solid figure composed of two rectangular prisms

Social Studies Grade 5 Learning Expectations Units: Slavery & the Underground Railroad, The Women’s Rights Movement, World War II, The Civil Rights Movement Recognizes the role of the individual in relation to society. ● Understands injustices. ● Identifies the key figures and roles played in addressing injustices.

Analyzes a variety of perspectives within the historical context.

Exhibits an understanding of the causes and effects of specific historical events and/or time periods. ● Recognizes the chronology of events.

Geography Makes, reads, and interprets maps. ● Explains the influence of geography on historical events.

Research Follows the steps of the research process. ● Generates research ideas. ○ Formulates open-ended research questions. ● Identifies and uses four print and non-print sources. ● Independently uses encyclopedias. ● Independently uses Culture Grams. ● Locates sources in the library collection. ● Uses teacher-provided criteria to assess website validity. ○ Differentiates between high- and low-quality websites. ● Uses key words. ● Uses key words when searching the library catalogue to locate sources. ● Locates information by using indices, tables of content, and electronic key words. ● Narrows internet searches. ● Takes notes using standard note-taking form. ○ Paraphrases. ○ Appreciates individual ownership of words and ideas. ○ Uses own words. ● Organizes information. ○ Integrates information from several texts.

○ Has a clear focus and sufficient detail. ● Cites sources using complete citations. ● Publishes in a variety of ways, through written, electronic, and presentation means.

Grade 5 Progress Report Language Arts Reading: Fiction Reads and comprehends literature independently at an end-of-Grade 5 level Uses reading strategies to comprehend text Identifies and analyzes characteristics of different genres to support understanding of text Identifies and analyzes story elements, story structure, literary techniques, and author’s craft Responds to text with text-based evidence, including quoting from the text Summarizes stories using story elements, including conflict, in one paragraph Reading: Informational Text Reads and comprehends informational text independently at a Grade 5 level Uses reading strategies to acquire content Identifies and uses nonfiction text features to locate and comprehend content Uses expository text structures to comprehend texts Independent Reading Chooses appropriate independent reading books Engages in reading as a voluntary activity Word Study Learns and applies spelling rules and patterns Recognizes high frequency words automatically Decodes multisyllabic words using affixes, roots, and context clues Learns and uses new vocabulary in writing and speaking Reads fluently Writing Follows steps of the writing process Writes narratives using effective technique, descriptive details, and clear event sequences Writes informational text using transition words and multiple techniques to introduce and conclude Writing Conventions Spells correctly in daily work Uses mechanics (punctuation, capitalization) correctly Uses conventions of English grammar and usage Consults reference materials as needed Handwriting Writes legibly in cursive with correct letter formation

Grade 5 Progress Report Math Demonstrates mastery of all basic facts Demonstrates understanding of place value in numbers to eight digits Demonstrates understanding of and proficiency with multiplication and division concepts and procedures Demonstrates understanding of and proficiency with fraction concepts and procedures Demonstrates understanding of and proficiency with algebra concepts and procedures Demonstrates understanding of and proficiency with ratio concepts and procedures Demonstrates understanding of and proficiency with decimal concepts and procedures Demonstrates understanding of geometry concepts Demonstrates understanding of data analysis concepts Demonstrates understanding of measurement concepts Computes mentally using memorized facts and a variety of strategies Solves word problems using multiple strategies, including bar modeling Explains thinking both orally and in writing using math vocabulary Uses manipulatives and models to support concept development Social Studies Recognizes the role of the individual in relation to society Exhibits a clear understanding of the causes and effects of specific historical events and/or time periods Analyzes a variety of perspectives within the historical context Makes, reads, and interprets maps Follows the steps of the research process

5th Grade Technology Standards, Objectives, & Performance Indicators 1. Creativity & Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

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a. Apply existing knowledge to generate new ideas, products, or processes. n i. Illustrate knowledge and understanding of curriculum objectives using animation, photo editing, word processing or presentation software. ii. Express knowledge using graphic organizing software.

Recognize and use various types of multimedia resources to support curriculum objectives (text, color, design, transitions, iii. images, animation, audio, video, etc. ) b. Create original works as a means of personal or group expression. n Select from various types of multimedia resources while creating digital works to express thoughts and ideas. (text, color, i. design, transitions, images, animation, audio/sound, video, etc.) ii. Demonstrate innovation in using digital tools or web resources to communicate original ideas.

Design, develop, publish and present products using technology resources that demonstrate and communicate concepts to iii. audiences inside and outside the classroom. c. Use models and simulations to explore complex systems and issues. n i. Explore digital simulations and models that enhance the curriculum objectives. ii. Use graphic organizers to depict patterns relevant to curriculum objectives. d. Identify trends and forecast possibilities. n i. Formulate a question to guide inquiry. ii. Collaborate with peers, experts, and others to collect data. iii. Analyze data to predict outcomes. e. Evaluate your work and the work of others using the language of technology; making necessary revisions. i. Collaborate to develop assessment guidelines. ii. Use guidelines to evaluate project design. iii. Make revisions based on evaluation.

2. Communication & Collaboration Students use digital media and environments to communicate and work collaboratively, to support individual learning & with others.

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a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. i. Use a variety of digital media to publish ideas. ii. Collaborate to gather information and communicate results. iii. Express ideas through the creation of a digital product. iv. Collect and publish information from professionals using digital resources. b. Communicate information and ideas effectively to multiple audiences using a variety of digital environments and media. i. Produce a project for a student-selected audience. ii. Create products to communicate understanding of curriculum objectives. iii. Use various digital media to communicate and exchange ideas. (e-mail, wikis, blogs, discussions, podcasts, chat, etc.) iv. Express understanding of technology using appropriate and accurate vocabulary. c. Develop cultural understanding and global awareness by engaging with learners of other cultures. i. Use digital resources to explore global communities.

Discuss and compare information about others (Indigenous nations, exploration, establishing a nation, revolution to preii.

Civil War, etc.) using digital media resources. d. Contribute to group projects to produce original works or solve problems. n i. Brainstorm ideas for a group activity. ii. Select solutions to a problem. iii. Produce an individual component of a partner/group activity. iv. Evaluate individual work and the work of others. v. Revise individual work.

3. Research & Information Fluency Students apply digital tools to gather, evaluate and use information. a. Plan strategies to guide inquiry. i. Develop guiding question. ii. Search for digital information resources. iii. Determine the most relevant resources. b. Process data and report results.

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i. Search for information to answer guiding questions. ii. Collect data. iii. Analyze data. iv. Present information digitally. c. Locate, organize, analyze, evaluate, synthesize, and ethically use information. i. Use digital resources to locate information. ii. Display information using appropriate digital tools. iii. Respect ownership of resources. iv. Apply Copyright and Fair Use Guidelines. d. Evaluate and select information sources and digital tools. i. Discuss rationale for selected resources. ii. Identify bias and validity of resources. iii. Select appropriate technology tools relevant to the task. iv. Use existing databases to locate, sort, and interpret information on an assigned topic while working independently.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using digital tools. a. Identify and define problems and/or questions for investigation. i. Determine components of teacher-selected problems/topics. ii. Develop questions to guide inquiry. iii. Use prior knowledge and collect background information. iv. Formulate a hypothesis. b. Plan and manage activities to develop a solution or complete a project. i. Devise and implement a plan of action. ii. Select and use appropriate problem-solving strategies. iii. Test hypothesis. c. Collect and analyze data to identify solutions and/or make informed decisions. i. Use logic to determine appropriate solutions. ii. Determine the validity of solutions. iii. Distinguish relevant from irrelevant information. d. Use multiple processes to explore alternative solutions. i. Select and use problem-solving strategies to evaluate progress. ii. Explore other solutions. iii. Make revisions.

5. Digital Citizenship Students understand human, cultural, and societall issues related to technology and practice ethical behavior. a. Advocate and practice responsible use of information and technology. i. Demonstrate correct and responsible use and care of technology. ii. Know possible consequences of inappropriate use. iii. Follow school rules for safe use of technology. iv. Practice the basics of ergonomics. b. Advocate and Practice safe and legal use of information and technology. i. Comprehend the selection and use of a password and security issues. ii. Analyze the purpose of media messages. (inform, persuade, entertain, collect personal information, etc.) iii. Apply appropriate and safe behaviors online. iv. Identify cyber bullying and appropriate responses. c. Exhibit a positive attitude toward using technology that supports learning and productivity. i. Respect the work of others. ii. Demonstrate positive social and ethical behaviors when using technology. d. Demonstrate personal responsibility for lifelong learning. i. Recognize the use of technology in today's world. ii. Acknowledge an individual's right of ownership of created works. iii. Apply Copyright and Fair Use Guidelines.

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6. Technology Operations & Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems. i. Log in and log out to use a computer. ii. Name and use the parts and functions of a computer system (input/output, printer, scanner, camera, USB, firewire, VG, iii. Know the components of the operating system (desktop, dock/task bar, window, icon, cursor/I-beam, etc.). iv. Use the components of windows (icons, scroll bars, title bar, menu bar, etc.). v. Identify and use application, documents and downloads folder, hard drive, networked folder icons, and trash icons. vi. Open and use multiple programs, windows, and/or browser tabs simultaneously. b. Select, use, and evaluate applications effectively and productively. i. Understand interactions between hardware and the operating system. ii. Open, create, delete, copy, paste, import, and/or export a document, file and folder. iii. Launch and quit an application. iv. Save, locate, and/or print a file/document. v. Organize, calculate, and graph data using a spreadsheet. vi. Recognize that software applications have different purposes. c. Troubleshoot systems and applications. i. Select technology tools and software to solve problems. ii. Perform undo/redo functions. iii. Understand and use force quit and/or reboot functions. iv. Use guess and check strategies. d. Transfer current knowledge to learning of new technologies. i. Compare and contrast concepts and skills of basic and advanced software. ii. Use concepts and skills from basic software and apply to more advanced software. iii. Use still/video cameras, scanners, external storage devices, and CD/DVD discs. e. Understand and use correct technology vocabulary. i. Know terms and concepts related to computer systems. ii. Understand terms and concepts related to applications. iii. Recognize the purpose of basic menu options (new, open, save, quit, print, undo, redo, page setup, insert, format, etc.).

Know and use terms and concepts related to word processing (alignment/spacing, font style/size/color, return/enter, shift, iv. tab, margins, spell check, thesaurus, etc.).

Know and use terms and concepts related to multimedia (transitions, animations, slides/frames, bullets/numbering, objects, v. layout, layers, background/theme, audio, video, etc.).

Know and use terms and concepts related to Logo (forward, backward, right, left, penup, pendown, repeat, clear graphic, vi. clear commands, set color, procedure, etc.).

Know and use terms and concepts related to Internet (browser, address bar, refresh, forward, back, URL, stop, home, vii. search, wiki, blog, chat, e-mail, text messaging, podcast, etc.). viii. Know and use terms and concepts related to spreadsheet (sort, classify, line graphs, row, column, formula bar, etc.). f. Create and edit computer graphics. i. Use draw/paint tools. ii. Select and use colors from a palette. iii. Cut, copy and paste. iv. Import/export graphics. v. Understand concept of layers, filters, effects, and styles. vi. Move and/or resize images maintaining proportion (use shift, click, and drag). g. Explore the basics of keyboarding and word processing. i. Use correct hand position and posture. ii. Use correct fingering. iii. Use special keys (return/enter, space bar, command, shift, delete/backspace, tab, etc.).

Practice concepts related to word processing (select text, insert characters/words, modify font/size/style/color, iv. alignment/spacing, columns, page breaks, etc.).

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Science In Science, the overall goal is to teach students the habits of mind of a scientists from Kindergarten through Grade 5. the girls are learning how scientists ask questions and find ways to answer them. Along the way, we learn about the steps of the scientific method and why they are important. They learn that science is messy and usually doesn’t get it right the first time, but our mistakes help us learn. As a STEAM lab in addition to a science classroom, students are always building, tinkering, and problem solving with a focus on design thinking. Our goal is to mold students into creative problem solvers who are resilient, willing to take risks, and ready to make mistakes.

Content-wise, students are exposed to a wide variety of topics, aiming to cover the main branches of science in every grade level (physical, earth, and life). Our partnership with Save the Bay acts as a springboard for our biology and marine science curriculum in each grade level; students have numerous field experiences throughout the year, focusing on the biology and ecology of Narragansett Bay. The partnership continues to offer our girls authentic, handson, and place-based learning experiences that connect our classroom to the larger world.

GRADE 5: Skills: ● To write observations that are objective, rather than subjective, with a focus placed on using scientific descriptions rather than similes or metaphors. ● To independently follow the written directions of an experiment. ● To use scientific vocabulary that we have covered in class, as appropriate. ● To show care and precision when using scientific equipment. ● To design an experiment to test a hypothesis with minimal support and independently write a lab report including the following 6 criteria: investigative question, hypothesis, procedure, data/results, conclusions, and further questions. ● To record data in an organized way during an experiment, using a chart to organize their data and various graphing tools to analyze it. ● To examine data to draw a logical conclusion, explain why it makes sense, and connect their conclusion to the scientific principles we have learned about using the appropriate science vocabulary. ● To develop theories and predictions based on previous experimental results. ● To design and built prototypes using past experiments as a guide by planning with a detailed diagram, comparing in writing this to the final product, and reflecting on their strengths and what they still need to work on.

Content: In each of the following units, students are expected: Motion and Force Part 2: Potential Energy and Air Resistance: ● To examine how potential energy is transferred into kinetic energy, using experimentation and observation. ● To explain how friction and air resistance affects the movement of objects.

Alternative Energy Sources ● To compare and contrast the advantages and disadvantages of various alternative energy sources including solar, wind, hydropower, geothermal, and nuclear. ● To explain the transfer of energy between its different forms.

Chemistry Detectives: ● To use evidence to draw conclusions about the identities of mystery chemicals based on their observations during various experiments. ● To compare and contrast the differences between suspensions and solutions. ● To describe the difference between acids and bases, as well as their effect on each other.

The Physics and Chemistry of Narragansett Bay: ● To identify the characteristics of estuary systems and their importance to our environment. ● To describe the effect of different salinities on an estuary system. ● To understand the basic physics of ocean waves and tides.

Invertebrate Taxonomy: ● To describe the common characteristics of the main invertebrate orders and classes (chordates, porifera, mollusks, echinoderms, crustaceans, arthropods, etc.) and use those to sort animals into their appropriate order or class.

World Languages In the Lower School, the overall goal is to help students develop an ability to express themselves in a different language. From Kindergarten to Grade 5, students are learning to recognize that there are different ways to communicate. They discover a variety of different cultures and they acquire vocabulary and structures which will enable them to produce oral and written short messages to express likes and dislikes, describe a person or an event, or familiar topics in the target language. Our vocabulary units are based on needs and interests of the students and vary from year to year. However, we revisit these units regularly and scaffold information in order to allow students to grow and remain confident in their knowledge.

We follow the World-Readiness Standards for Learning Languages established by Actfl: (https://www.actfl.org/sites/default/files/publications/standards/WorldReadinessStandardsforLearningLanguages.pdf) In Grades 3 to 5 in Spanish we use Lola y Leo 1 and Lola y Leo 2, Difusion, Spain. In Grades 4 and 5 in French we use Tip Top 1 and Tip Top, Didier France. Upon leaving Grade 5, students will have reached level A1, novice.

We recognize that students have different learning styles and needs, and to ensure success for each one of them we make sure our lessons include a variety of strategies and activities to teach skills and content. Our ultimate goal is to help students become independent lifelong learners able to compare and contrast cultures and proficient in the language they have chosen.

Some of the methodologies that we use in class are TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling). We also perform skits and songs, play games, and cook traditional recipes.

Grade 5 Skills Listening ● Understands classroom directions in the target language ● Demonstrates confidence in acquiring language aurally Speaking ● Demonstrates confidence in producing language orally ● Remembers and uses previously learned expressions ● Participates spontaneous short conversations in the target language.

Reading ● Reads with confidence ● Uses strategies to determine the meaning of short texts Writing ● Correctly applies the material learned in her written work ● Writes sentences independently Content Vocabulary ● Parts of the body ● Seasons and weather

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Farm animals Clothing

Grammar ● Telling time ● Reflexive verbs ● Near Future ● Can+ infinitive Songs, rhymes, games Culture studies ● Daily life in other countries

Lower School Library Learning Expectations The Lower School Library offers a welcoming environment for students to explore, collaborate, access information, and cultivate passions for reading and learning. The Library program aims to develop independent library users, enthusiastic readers, curious researchers, critical thinkers, and ethical users and creators of information. The library collection includes an extensive selection of literature, nonfiction, parenting resources, and research materials designed to enrich the Lower School curriculum. Students and parents are always welcome to browse and check out books and other materials from the library.

The Library curriculum follows the American Association of School Libraries Standards Framework and emphasizes literature appreciation, information literacy, and lifelong learning.

The Library also uses the Super 3 research model. The Super 3 is an informational problem solving model for children. The Super 3 gives students a process for tackling both school and everyday tasks. The Super 3 are: 1. Plan What am I supposed to do?

What do I need to get the job done?

What do I want it to look like when I am done?

2. Do I must locate the things I will need.

I need to ask questions, read and take notes.

I need to use information I find to create something.

3. Review Did I do what I was supposed to?

Am I proud of what I have done?

Is there something else I should do before I am done?

Lower School students attend weekly library classes to build essential skills and work with library materials for a variety of intended outcomes, with lessons focused on library skills, reading engagement, and information and research. Additional library sessions are scheduled throughout the year to support classroom learning and offer opportunities for students to apply library skills to specific projects.

Library Skills ● Demonstrates library etiquette ● Becomes an independent library user ● Understands library organization ● Successfully locates books and other materials using the online catalog ● Practices good stewardship of shared library spaces and materials Reading engagement

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Develops lifelong love of books and reading Demonstrates ability to analyze literature Understands how books are created and evaluated Explores a variety of genres and formats Selects and interprets high quality children’s literature

Information & Research ● Defines an information need ● Locates appropriate materials ● Uses reference materials effectively ● Demonstrates effective methods of searching internet and database sources ● Follows SUPER3 problem solving models ● Practices inquiry based research ● Demonstrates ethical use of information Kindergarten Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking 2. Demonstrates basic understanding of library layout and organization 3. Follows library routines and procedures ○ Selects books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates ability to listen to a story 2. Recalls information from a story 3. Recognizes purpose of authors and illustrators Information and Research 1. Recognizes a basic information task ○ With guidance, asks questions to understand what is required to complete the task 2. Can identify features and formats of a book such as title and author 3. Investigates teacher selected sources guided by questions and prior knowledge

First Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respects library space and patrons ○ Listens when the librarian is speaking

2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Demonstrates attention and engagement during read-alouds/storytime 2. Distinguishes fiction from nonfiction 3. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 4. Identifies features and parts of a book such as title, author, and table of contents 5. Explains the roles of authors and illustrators Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Explores encyclopedias and the nonfiction section of the collection ○ Understands different source types and consults multiple resources to gather information ○ Uses table of contents and indexes in print resources to locate information 4. Proactively seeks information on topics of personal interest Second Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge

○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book, such as title, author, table of contents, title page 4. Explains the roles of authors and illustrators 5. Identifies and critiques award-winning books in a Caldecott unit Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Consults multiple resources, both teacher selected and self selected 4. Demonstrates use of table of contents and indexes in print resources, locates encyclopedias, uses key words and the Dewey Decimal System 5. Summarizes main points from source material

Third Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections, and reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog ○ Is able to recognize call numbers as the shelf address of a book with help 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Uses shelf markers ○ Follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in Readers Theater unit ○ Develops reading fluency ○ Participates and cooperates in a group setting 5. Writes book recommendations and includes supportive reasons for the opinion

Information and Research 1. Recognizes an information task 2. Identifies and interprets the information needed ○ Asks questions to understand what is required to complete the task 3. Investigates teacher‐selected or self‐selected sources, guided by questions and prior knowledge 4. Demonstrates use of table of contents, indexes in print resources, master the encyclopedia both print and online, uses key words and can locate sources in the collection 5. Summarizes main points from source material

Fourth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Knows locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest independently ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Selects appropriate books ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary.

4. Participates in discussions about the Battle of the Books (BOB) books ○ Completes reading of assigned materials ○ Accesses and uses the Google Classroom (BOB Blogs) ○ Contributes to Blog discussions using the Google Classroom Information and Research

1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task 3. Brainstorms, identifies, and explains a range of possible information sources. Consults at least 3 sources 4. Accesses information in the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms 5. Locates sources in the collection independently 6. Cites sources appropriately Fifth Grade Library Skills Library Skills 1. Demonstrates Library Etiquette ○ Respect library space and patrons ○ Cares for books and other materials in the library ○ Listens when the librarian is speaking ○ Returns items in good condition and on time 2. Demonstrates growing understanding of library layout and organization ○ Identifies locations of picture books, early readers, fiction and nonfiction sections Reference materials including encyclopedias, dictionaries and magazines ○ Uses the online catalog and Destiny Quest ○ Locates and accesses materials through the library catalog by searching for author, title or subject, and call number ○ Is able to recognize call numbers as the shelf address of a book independently 3. Follows library routines and procedures with increasing independence ○ Understands and follows check in/check out process Reading Engagement 1. Distinguishes fiction from nonfiction and demonstrates understanding of genre 2. Recalls and analyzes story elements and makes connections to outside information/knowledge ○ Describes details such as characters, setting, and plot or facts 3. Identifies features and parts of a book such as title, author, table of contents, title page, glossary 4. Participates in discussions about the Rooster Games books ○ Completes reading of assigned materials ○ Accesses and uses the Rooster Games Blog ○ Contributes to Blog discussions appropriately with Wheeler/Hamilton Schools Information and Research 1. Recognizes an information task 2. Identifies and interprets the information need ○ Asks questions to understand what is required to complete the task.

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Evaluates quality of information sources and chooses appropriate level of material for information tasks/research 3. Brainstorms, identifies, and explains a range of possible information sources 4. Demonstrates use of the library catalog, databases, and web browsers using selected keyword, subject, author, title and series terms and can locate sources in the collection.

5. Masters the reference section including encyclopedias, CultureGrams and almanacs 5. Cites sources appropriately

Visual Arts Program OVERARCHING CONTENT: Students will unlock their own visual and creative problem-solving potential through Discipline Based Arts Education (DBAE). DBAE focuses on the following four areas of study: Artmaking, Art Criticism, Art History, and Aesthetics. Visual Arts students will have the opportunity to expand their arts language and knowledge-base through the exploration and investigation of the following topics as seen through a DBAE lens: the Elements of Arts (form, shape, line, color, value, space, pattern, and texture); local and globally recognized artists throughout various time periods of both the past and the present; the arts of various cultures--both globally and locally; hands-on investigations of various media and techniques with a strong emphasis on observation drawing; a wide range of arts-based professions; as well as arts-related technology.

STEAM: STEAM-based learning is ongoing in the Visual Arts classroom. How will gravity impact my sculpture? How can I make something that is both aesthetically pleasing yet still functional? How can I solve this visual problem with limitations? These questions challenge students to expand their design-based thinking and creative problem-solving skills as part of their project learning goals.

CROSS-CURRICULAR: Also, in addition to the Visual Arts Curriculum outlined above, cross-curricular opportunities with classroom teachers allow students to further expand their knowledge-base in core subjects while making valuable connections to the arts.

This provides a well-rounded view of their education, allowing students to see the world as a whole and not as separate areas of study.

JOURNALING: While creating a journal at the beginning of the year, students will see their visual progress grow and flourish as they make a record of their learning throughout the school year. The journal will be a place for workshops such as materials exploration and a place to create rough drafts. The workshop series allows students to add to their skill-base through the use of various tools and techniques. As Lower School students encounter a variety of creative problems in their art classroom, their self-created knowledge bank will enable them to platform their learning as they express themselves in a more informed way.

GRADE 3: ELEMENTS OF ART SKILLS: â—? Recognize/Identify/Create Implied LINES. â—? Recognize/Identify SHAPES as being 2-dimensional flat spaces enclosed by

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actual or implied lines.

Recognize/Identify Monochromatic COLORS Recognize/Identify the three qualities of COLOR: Hue, Value & Intensity.

Review of Grade 2 FORM Benchmark Create color TINTS (light VALUES) by adding color to white Create color SHADES (dark VALUES) by adding black to color Review of Grade K TEXTURE Benchmark Review of Grade K PATTERN Benchmark Recognize/Identify/Utilize Positive and Negative SPACE.

CONTENT: In each of the following units, Grade 3 students will explore: ARTMAKING: ● Drawing Skills: Emerging Level Observation Life Drawing Workshop (capturing the outside SHAPES, replicating observed COLORS). ● Painting Skills: Review K-2 Benchmarks ● Printmaking Skills: Review K-2 Benchmarks ● Ceramics Skills: Slab, Skip, and Score ● Mixed Media Skills: Use a variety of surfaces to create a final cohesive artwork ● Review safe use of scissors, hot glue gun ART HISTORY ● Recognize/Identify/Utilize the art of the First People of North America ● Begin to Recognize/Identify the Four Main Styles of Art: Realism, Fantasy/Surrealism, Expressionism, Abstraction ART CRITICISM: SELF-REFLECTION: ● Understanding learning goals for each art project ● Evaluate work in progress and adjust as necessary ● Self-evaluate when/if the goals are reached PEER REVIEW ● Recognize/Identify/Utilize Constructive Criticism when evaluating a peer EXAMINING EXISTING ART ● Recognize/Identify/Discuss the Elements of Art when viewing existing artwork AESTHETICS: PERSONAL PREFERENCE ● Recognize/Identify/Discuss personal preference regarding the Elements of Art when viewing existing artwork. (i.e. I like WARM COLORS. I don’t like COOL COLORS) WHAT IS ART? ● Further conversations about the nature of art

Performing Arts Curriculum Lincoln Lower School An arts curriculum is cyclical in nature. Students revisit fundamental concepts and experiences in each grade, spiraling higher in their understanding, deepening their awareness and broadening their skills. Kindergarten through Grade Five content areas include: Presentation Skills A.k.a public speaking, a.k.a ‘spoken word’. At an age-appropriate level, students practice vocal projection, articulation, vocal timbre, pacing, body language, and ‘delivery’, both extemporaneous and memorized.

Musical Elements Steady beat and beat subdivision, meter, pitch, in-tune singing, timbre, and musical form. Mathematical and musical intelligences are closely correlated.

Vocal and Instrumental Skills All grades: Solfeggio hand signs and syllables (an aid to in-tune singing), pitched and unpitched percussion, Orff xylophones, variety of hand drums.

Grade Three: Penny whistle, Soprano recorder, xylophones, hand drums Grades Four--Five: Half year. Ukulele, soprano recorder, and xylophones, hand drums Musical Literacy Grades K—Two: Pre-literacy skills. Building a visual and kinesthetic context for symbols representing pitch and rhythm.

Grade Three: Introduction to standard western musical notation in the treble clef.

Grades Four—Five: Increasing complexity in reading and writing musical notation. More experienced students work at an appropriate level.

Music Appreciation: At each grade level, exposure to a broad array of musical listening experiences, with a focus on classical, folk and world musics.

Early Childhood Performing Arts Program

When the children come to my room, truly they are engaged in all manners of expression through the Performing Arts curriculum. From dancing and dramatic play to singing and storytelling, from open-tuned guitars to pitched and unpitched percussion, children weave the threads of imagination, expression and communication into their tapestries of discovery.

Musical intelligence has been identified as one of the key forms of intelligence. Our early childhood music program is based on the principles of Hungarian composer and educator Zoltan Kodaly. We focus on the voice as the primary musical instrument and pursue the acquisition of two fundamental musical elements: the ability to hear and sing the pitches ‘Sol’ and ‘Mi’, and the internalization and expression of steady beat.

My job with the children is to find one thousand one engaging ways to present these two basic elements. When a child can express steady beat with motor movement both large and small, and sing the interval ‘sol’ and ‘mi’ with correct intonation (in –tune), then progress to a wider range of pitch intervals and rhythmic concepts is swift indeed. Children move at their own pace within the group context.

Later, when and if a child becomes curious about piano, or trumpet, or violin, the instrument becomes a natural extension of his or her innate musicality. The process of transferring these internalized musical skills to an instrument can be natural and far more quickly and easily than without this Kodaly-based introduction to music.

Performing Arts Criteria Nursery

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Matches the pitches So and Mi with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Pre-K ● ● ● ●

Matches pitches So and Mi and La with the voice.

Expresses steady beat with small and/or large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Kindergarten ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitch in the pentatonic (Do-Re-Mi-So-La) scale.

Expresses steady beat with small and large motor movements.

Expresses steady beat with percussion instruments.

Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces self in a clear, well-projected voice)

Grade One ● ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion Identifies musical pre-literacy symbols and produces the correlated sound Participates in creative movement and dramatic play.

Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; body language, eye contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Two ● ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Matches pitches with the voice within a full octave major scale.

Expresses steady beat. Distinguishes between steady beat and rhythm.

Explores the best methods of sound production using hand-held percussion.

Identifies musical pre-literacy symbols and produces the correlated sound.

Participates in creative movement and dramatic play.

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Uses age-appropriate presentational skills with confidence. (Introduces a friend and a few facts in a clear, well-projected voice; Body language, eye-contact, pacing, timbre.

Delivers jokes and/or short memorized poems.

Grade Three Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation.

Sounds out familiar melodies by ear on the recorder and/or penny whistle.

Improvises within a given framework (xylophones, recorder/whistle).

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ●

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Understands and accurately performs rhythm notation at grade level. (Meters of 3 and 4; measures and measure lines, repeat and ‘Fine’ signs; quarter note and quarter note rest, half note, dotted-half note, whole note and whole note rest).

Understands and accurately performs pitch notation at grade level. (Treble clef pitch notation for B, A, G, low E).

Visually tracks melodic score notation as music moves through time.

Instrumental Skills (soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic technique.

Presentational Skills ● Uses age-appropriate presentational skills with confidence. (All of Grade Two/Three expectations and: introduce people and or/presentations in a formal stage context) Grade Four Musical Skills ● ● ● ● ●

Uses Solfeggio hand signs and syllables to aid with in-tune singing.

Sings major and minor mode song material with accurate intonation. Vocal range up to a Major Tenth.

Sounds out familiar melodies by ear on the recorder and/or ukulele.

Improvises within a given framework.

Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● ● ●

Understands and accurately performs rhythm notation at grade level. (all Grade Three expectations and: paired eighth notes, half note rest, dotted half note rest.)

Understands and accurately performs pitch notation at grade level. ( G pentatonic scale pitches: B, A, G, D and E. As time and the group permit: Middle C, high C and high D. Visually tracks two-part melodic score as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● ●

Plays with pleasing tone.

Uses correct ergonomic techniques.

Presentational Skills ●

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Grade Five Musical Skills ● Uses Solfeggio hand signs and syllables to aid with in-tune singing. ● Sings major and minor mode song material with accurate intonation. Vocal range up to a Major 10th. ● Sounds out familiar melodies by ear on the recorder and/or ukulele. ● Improvises within a given framework. ● Listens critically and responds to music using grade level concepts and vocabulary.

Musical Literacy Skills ● Understands and accurately plays rhythm notation at grade level. ( All of Grade Four expectations and: Meter of 2, pick-up quarter note, D.C. al Coda, Segno and Dal Segno signs. ● Understands and accurately plays pitch notation at grade level. ( C Major scale and high D and E as time and the group permit.) ● Visually tracks two-part melodic score with ancillary piano score included, as music moves through time.

Instrumental Skills (ukulele, soprano recorder) ● Plays with pleasing tone. ● Uses correct ergonomic techniques.

Presentational Skills

â—?

Uses age-appropriate presentational skills with confidence. (All of Grade Four expectations and: introduce people and or/presentations in a formal stage context.

Speak a short passage from memory; speak extemporaneously)

Physical Education The overarching goal of the Physical Education program is to build the confidence, knowledge and skills of all students to live a physically active lifestyle through broad exposure to various activities. Beginning in Early Childhood, students are encouraged to value movement and build upon skills year after year so that they can successfully participate in increasingly complex movement activities. We follow the National Standards and grade level outcomes put forth by the Society of Health and Physical Educators; these can be found online at https://www.shapeamerica.org/standards/pe/ .

Movement concepts such as space, speed, and direction are introduced in the Early Childhood years, as well as creative movement and having fun through movement. This is built by introducing locomotor movements such as hopping, skipping, galloping, running, sliding, and leaping. Manipulative skills such as throwing, catching, volleying, dribbling, kicking, and striking are introduced later. Skills, drills and introductory activities occur in all grade levels, and more realistic gameplay is generally introduced in grades 3, 4, and 5, with increasing difficulty and expectations as the years progress. The units are generally structured around the sports seasons with the flexibility to be driven by student interest. An emphasis is placed on cooperation, good sportsmanship and personal best.

Grade 5 Skills Throwing and Catching Techniques -Throws underhand with correct form (facing target, arm back, step with opposite foot as throwing arm moves forward, releases ball between knee and waist level and follows through with arm toward the target) and overhand with correct form (side to target, arm back and extended, step with opposite foot as throwing arm moves forward, hip and spine rotate and follow through to target across body) in dynamic activities with different sizes and types of balls -Throws with reasonable accuracy during dynamic drills and gameplay -Catches reasonable throws consistently during dynamic drills and gameplay -Catches with correct form (extending arms outward towards the ball, watching it until it is caught, catching it with hands only and without cradling it against the body, pulling the ball into body and curling body slightly around the ball) Locomotive Skills

-Demonstrates locomotor skills effortlessly -Combines manipulative skills with locomotor skills for execution to a target in gameplay -Paces appropriately when running Hand-eye and Footwork skills -Combines foot and hand dribbling with other skills in gameplay scenarios -Passes with feet accurately during dynamic movement -Receives a pass during dynamic movement -Demonstrates kicking with accuracy during gameplay Good Sportsmanship and Teamwork -Accepts, recognizes and actively involves others with all different abilities into physical activities and roles -Advocates respectfully and appropriately for herself -Engages in activity with responsible interpersonal behavior (peer to peer, peer to teacher/referee) -Gives corrective feedback respectfully to peers Content -Soccer -Field hockey -Basketball -Handball -Base running games -Cooperative activities