Lower School Curriculum Guides 23-24

CURRICULUM GUIDE Shady Hill School

Beginners • 2023–2024

Topics of Interest to Young Learners

Teachers: Beasley & Ryan, Jackson & Tcherepnin

The Beginners program focuses on the development of social and emotional skills as an essential foundation for academic achievement. It is flexible and encourages independence, yet is structured around well-defined routines and expectations. We honor the pace of childhood by providing students with ample time for play and exploration, balanced with structured experiences and lessons in literacy, math, science, and art. Children experience hands-on, multi-sensory engagement in all areas of the curriculum.

We aim to create a setting in which children are not only excited to learn from teachers, but also from peers as they bring their learning into independent and cooperative play. The curriculum prompts students to increase their understanding of themselves, others, and the world around them. To this end, teachers apply the lens of diversity, equity, and inclusion to all of the experiences that children have at Shady Hill.

Social and Emotional Development

The overarching goal of the Beginners program is to help each child feel valued and to understand how to be a positive member of a community. We aim to help children learn to balance individual and community needs. The social and emotional aspects of our program permeate all that we do. Successfully navigating the social and emotional elements of school life paves the way for academic learning. Below are some of the skills that we work on throughout the year.

• Respecting self, others, and our environment

• Contributing one’s own ideas and integrating those of others in play

• Working and playing both independently and collaboratively

• Engaging in conflict resolution

• Respecting differences

• Responding flexibly to transitions and change

• Developing self-regulation skills

Language Arts

The Beginners program strives to create a literacy-rich environment, which fosters curiosity and a love of reading and writing. This is done through constant exposure to books and environmental print and opportunities for informal and teacher-directed writing.

A set of B- Grade VIII standards provides the framework for our work in language arts. Below are some of the skills we expect Beginners to develop in Language Arts over the course of the year.

• Maintaining focus and listening to others

• Contributing during meetings and discussions

• Following multi-step oral directions

• Developing a love of literature

• Recognizing and naming all uppercase letters

• Demonstrating letter-sound correspondence for most letters

• Writing name and recognizing most classmates’ names

• Identifying and generating rhyming words and alliteration

• Clapping or counting syllables in words of up to three syllables

• Engaging in different kinds of writing: labels, letters, and stories

• Developing an understanding of character, setting, and plot

• Self-identifying as a story-teller and author

Mathematics

The goal of our mathematics program in Beginners is to help children construct their own mathematical knowledge. We do this through meaningful learning experiences in which they solve problems, develop mathematical thinking, communicate their thinking in written and oral forms, and explore multiple representations. We encourage children’s interest in mathematics while building their confidence and strengthening their skills. We see mathematics as an integral part of children’s daily learning experiences at school. There is a strong emphasis on helping children see connections between their work in mathematics and real-life situations.

A set of B- Grade VIII standards provides the framework for our work in mathematics. While the mathematics program is standards-driven, it is also flexible enough to be able to respond both to differences in learning styles and variations in the readiness of our students. Below are listed some of the skills and concepts we expect Beginners to develop over the course of the year.

• Counting to 20 and beyond

• Understanding relationships among numbers

• Developing number sense and applying it to real-world applications

• Recognizing and writing numerals 0-10 and applying them to authentic tasks

• Sorting by single and multiple attributes

• Creating categories for sorting

• Using manipulatives to solve problems

• Sharing mathematical thinking with others

• Demonstrating an awareness of addition and subtraction in everyday life

• Participating in data collection, representation, and interpretation

• Creating and interpreting graphs

• Identifying, creating, and extending patterns

• Identifying and manipulating shapes

• Engaging in measurement activities

An example of our math curriculum is our Beautiful Stuff Project, in which students gather found materials (e.g., recycling, junk drawer items) from home. Students engage in sorting, categorizing, labeling, counting, describing, and comparing and contrasting activities with these materials. In another piece of curriculum, students create their own class surveys. They generate a question (e.g. Do you like dogs?), ask each of their peers, record their answers, tally them, and create graphs of their results. This project encompasses many skills, including speaking, listening, writing, counting, number writing, data collection, and graph interpretation.

Science

The main thread of the Beginners science curriculum is an investigation of Invisible Forces (wind, magnetism, and gravity). Explorations take place in and outside of the classroom, as well as during periodic visits to the Makerspace. Lessons and activities are designed to teach specific science concepts, as well as leave room for exploration and independent discovery.

• Generating questions

• Predicting outcomes

• Conducting experiments

• Solving problems by engaging in the design process

• Making observations

• Representing knowledge through writing, drawing, building, and graphing

• Using scientific tools (magnifying glasses, eye droppers, balance scales, etc.)

Each week, Beginners visit the library in half groups for 30 minutes. The librarian shares a variety of stories with a focus on “reading” the illustrations and font together. In addition to making observations about what they notice, students are asked to make predictions and listen for rhythm and rhyme in the text. Books are grouped across weeks by theme, and might include: A,B,C + 1,2,3 books, moon books, stories that are a little bit scary and silly stories. At the end of each class, children choose books and share them with each other or ask a librarian to read to them.

Music

In Beginners music, students are exposed to a wide variety of musical experiences including singing, dancing, listening, and playing ageappropriate rhythm instruments. Through song, movement, and play, they begin the process of becoming “tuneful, beautiful, and artful” musicians. Students are introduced to the diversity in music by learning songs in different languages and listening to selections from different cultures. Classes meet two times a week for 30 minutes.

As in the other grades, students gain familiarity with a variety of songs for weekly Lower School assemblies, as well as holidays and special events, including the Gratitude Assembly, the Black History Assembly, May Day, and Closing Day.

Movement Education

The Beginners Movement curriculum provides students with developmentally appropriate activities that promote movement competence and understanding, foster healthy habits and social and emotional development, and instill in students a sense of confidence and joy in participating in physical activity. Students explore and practice various locomotor, non-locomotor, and manipulative skills, and are introduced to movement concepts that incorporate spatial awareness, effort, and relationships. Mindfulness exercises, yoga sequences, and dance and fitness activities are common threads throughout the year, as are cooperative group activities that help students build the skills of sharing, compromising, and encouraging others while practicing moving safely in personal and general space.

The Larger School Community

Beginners become familiar with the SHS campus by walking to department classes, going on curriculum-related campus explorations, participating in weekly Lower School Assemblies, and making special deliveries.

Through our Fifth Grade Partners program and wholeschool community gatherings, relationships are established with other students throughout the school. By the end of the year, the children feel very much a part of the whole community.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.

Shady Hill School

CURRICULUM GUIDE

Kindergarten • 2023–2024

All About Us

Teachers: Amoroso & Anderson, Phifer & Bergquist

The primary goals of the Kindergarten program are for children to develop self-confidence, enthusiasm for learning, strong social and academic skills, and respect and appreciation for others. The curriculum is designed to accommodate the wide range of learning styles and skill levels which the children bring to the classroom. Throughout the day, children work individually, in small groups, in half-class groups, and as a whole class.

Language Arts

Speaking, listening, reading, and writing are inseparable parts of language development. Our program incorporates all of these elements. Mastery of language is a continuum, which extends over a number of years and happens for all children at different ages depending on their maturation, experience, and learning style. The goal of the language arts program is to nourish a love for words and books, build specific skills, and help children gain confidence in their own abilities. Teachers offer a range of opportunities for children to explore language. Children listen to stories and poetry, sing songs, write, and play phonetic games. Aspects of the language arts curriculum are also reinforced through the Fundations, Heggerty, and Lexia programs.

A set of B- Grade VIII standards provides the framework for our work in language arts. Our program is also supported by the kindergarten literacy specialist, Marya Outterson. Below are some of the goals we have for kindergarteners over the course of the year. These are by no means exhaustive, but rather an overview of some of the skills we expect children to master by the spring.

• recognizes and names upper and lower case letters

• identifies consonant sounds

• identifies vowel sounds

• hears and manipulates sounds in words

• uses beginning reading strategies

• recognizes approximately 20 high frequency words

• independently uses invented spelling, phonemic awareness, and letter knowledge in writing

• responds to questions about texts that have been read aloud

• generates topics for writing

Mathematics

In Kindergarten students develop the idea of number. They learn to represent numbers, compare quantities of things, and begin to build an understanding of how numbers are organized in our base 10 system. They engage in problem solving using addition and subtraction; developing useful strategies built on their own thinking and grounded in physical and visual models. Kindergarteners also explore Geometry, analyzing both two and three dimensional shapes. We use the Illustrative Math curriculum in grades K-IV as our primary resource. Students are asked to think of themselves as mathematicians, reasoning to solve problems, and expressing their thinking clearly. Throughout the year, there is an emphasis on connection, whether it is learning to learn math together or connecting math to their lives and the world around them.

Social/Thematic Studies

Social interactions among children are central to the Kindergarten curriculum. Our goal is to enable children to work and play together in a respectful and cooperative way. Through discussions, activities, meetings, and, most importantly, through play, children build social skills and develop an understanding of what it means to be a member of a community. Throughout the year, kindergarteners will be involved in the thematic study, “All About Us.” We begin the year by focusing on our own identities and the ways in which we are the same and different from those around us. As the year progresses, we widen our lens and reflect on what it means to be contributing, ethical members of our classroom, the Shady Hill community, and the world at large. Our throughlines for the year are:

• Be kind to yourself, others and the environment.

• We are all alike and we are all different.

• What does it mean to be an “Upstander”?

Science

(One 45 minute class per week)

Kindergartners are natural scientists and engineers. Their days are filled with opportunities to build, take apart, sort, observe, compare, question, and experiment. The students travel to the Lower School science lab in The Hub once per week for 45 minutes. The science specialist works with the gradeheads to integrate science into the curriculum. In keeping with their Thematic Study, "All About Us," the science theme consists of a study of how we use our five senses to learn about the world, as well as an exploration of the organ systems within the human body. Science activities are hands-on explorations, and include: making nerve cells, using prisms to create rainbows, building noisemakers, designing ears, and constructing models of the heart and lungs

Art

Children are offered various art projects in their classroom and use a wide variety of media, such as tempera paints, watercolors, clay, wood, paper mache, and collage/recycled

materials. Art areas are set up in classrooms to provide students with opportunities for exploration, experimentation, and self-expression. Students learn and practice different artistic techniques. Our curriculum, as well as children’s experiences, provide the subject matter for much of their work. Through hands-on activities, classroom teachers help children build skills and develop a passion and respect for art.

Library

(One 30-minute class per week)

Kindergartners visit the library in half groups. The librarian reads aloud a variety of stories on a single theme with an eye to diversity of content, characters, and style. Students build upon their visual literacy and story-telling skills by beginning the year with a six-week study of wordless books. Other multi-week themes might include: books you might find funny, animal friends and foes, and food and family stories. Discussions focus on making connections between the books we read and students’ own lives, other books, and the Kindergarten curriculum. Near the end of class, students “browse”books they find interesting.

Music

(Two 30-minute classes per week

Kindergarten students continue cultivating community and understanding through a wide variety of musical experiences including singing, dancing, listening, and playing ageappropriate rhythm instruments. Students continue their journey toward becoming “tuneful, beatful, and artful” musicians and continue learning about the cultural diversity in music, singing more songs in various languages and listening to selections from different cultures. In the winter, students take a deep dive studying The Carnival of the Animals by Camille Saint-Saens in music and across other subjects. By spring, Kindergarteners are ready to demonstrate their findings through movement, poetry, dance, and song . As in other grades, students gain familiarity with a variety of songs for weekly Lower School assemblies as well as holidays and special events including the Gratitude Assembly, the Black History Assembly, May Day, and Closing Day.

Movement Education

(Two 30-minute classes per week)

The Kindergarten Movement curriculum provides students with developmentally appropriate activities that promote movement competence and understanding, foster healthy habits and social and emotional development, and instill in students a sense of confidence and joy in participating in physical activity. Students explore and practice various locomotor, non-locomotor, and manipulative skills, and are introduced to movement concepts that incorporate spatial awareness, effort, and relationships. Mindfulness exercises, yoga sequences, and dance and fitness activities are common threads throughout the year, as are cooperative group activities that help students build the skills of sharing, compromising, and encouraging others while practicing moving safely in personal and general space.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom

sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.

Shady Hill School

CURRICULUM GUIDE

Grade I

•

2023–2024

Community

Teachers: Bhangdia & Snickenberger, Morris & Rosenbaum

The First Grade curriculum is constructed to meet the wide range of needs, knowledge and experiences of first grade learners. Students work to foster skills and values which will serve them their entire lives: a love for learning, an openness to new experiences, a sense of confidence and independence, and a respect for others. A primary goal in First Grade is to establish a community of learners in which children learn from one another as well as from their teachers. Teachers aim to help children achieve a greater sense and appreciation of who they are as individuals and as members within a community. Through this exploration of themselves, children become more aware of shared commonalities and unique differences between members of the classroom group.

Language Arts

Speaking, writing, reading, and listening are all critical components of language development. Mastery of language exists on a continuum that extends over a number of years and happens for children at different ages. Early childhood learners can vary in their rates of language development depending on their chronological age, developmental level, experience, and language background. The reading and writing curriculum adapts to individual needs that range from emergent readers and writers to fluent readers and writers.

Reading

Reading is taught individually, and in groups. Individual reading books, series readers, games and worksheets are used to develop specific skills. Children are encouraged to choose their own books at appropriate reading levels from classroom and library collections. During individual reading conferences with teachers, children discuss the content of their reading, strategies for identifying unfamiliar words, and for understanding passages. Students strive to read with expression and to critically evaluate content. Teachers read stories, poems, and other texts aloud to expose children to a variety of genres and to foster a love of books and reading.

Writing

We strive to help children use their writing as a powerful means of communicating their ideas, imagination and feelings. The children write on a daily basis in a variety of

forms. Each child maintains a writing folder to promote the organization of ideas and technical skills. During writing time, children explore topic selection, descriptive detail, character development and the components of story. They engage in the writing process: brainstorming, drafting, revising, editing, and publishing- and explore a variety of genres throughout the year.

Phonics, Spelling, and Handwriting Students participate in Fundations, an integrated, multisensory phonics program, each day for thirty minutes. The daily lessons build on the students’ prior knowledge while encouraging the growth of their skills in the areas of phonemic awareness, word study, vocabulary, handwriting, spelling, fluency and comprehension.

A set of B-Grade VIII standards provides the framework for our work in language arts. Below are some of the goals we have for First Grade students in Language Arts over the course of the year. These are by no means all of the topics we cover, but rather an overview of some of the skills we expect children to master by the spring.

• Chooses a book that is appropriate for his/her reading level

• Knows all regular letter/sound correspondences

• Decodes phonetically regular one and two syllable words

• Knows common word endings (ed, ing, plurals) and uses them to decode/use words in context

• Reads at least 150 most frequently used words accurately and automatically

• Reads grade level text aloud accurately

• Reads with comprehension

• Generates ideas for writing

• Forms printed letters from top to bottom

• Sequences stories in an organized manner

• Rereads own writing to others

• Includes details in writing

• Spells at least 30 of the most frequently used words conventionally

• Uses terminal punctuation and basic capitalization

Mathematics

Grade I Mathematics is a year of exciting exploration. Utilizing a problem based approach, students construct a deep understanding of the whole number relationships and the concept of place value. They develop fluency with addition and subtraction through the use of meaningful strategies that enable them to build a complex picture of how operations and equations work. Over the course of the year, they engage in foundational work with linear measurement, time, and geometry. We use the Illustrative Math curriculum in grades K-IV as our primary resource. Grade I Math emphasizes mathematical thinking, visual models, and communicating ideas both orally and in writing. Every unit involves active, hands-on learning where students work together and experience the joy of learning math.

Thematic Studies

The concept of community is an integral component of early childhood education. First grade classes focus on the manner in which humans relate to and rely on each other and nature.

In first grade, students study the concept of community, with particular emphasis on the SHS community, neighboring towns and community institutions. Guiding questions the class explores together include:

• What is a community?

• How are people the same in a community? How are different?

• What are the basic needs of people? How do people community get their needs met?

• How do people that live in a community depend on other? What jobs do people have in a community?

• How do we create safe and peaceful communities?

The use of various art mediums, authentic artifacts, literature, field trips, and guest speakers support children’s exploration of the concept of community.

Science

(Two 45 minute classes per week)

Students travel to the Lower School science lab in The Hub, two times per week. Activities and projects encourage the students to explore and discover. Lessons serve to introduce new ideas, materials and procedures, and to provide

opportunities to ask questions, set up experiments, solve problems, analyze data, and make inferences. Central to our work is learning how to communicate our ideas effectively through collaboration, discussions, and drawing and writing in science journals. Projects and activities are rooted in the Thematic Study of community and include: food growth and distribution, components of soil, beneficial insects, earthworms, composting, gardening, photosynthesis, pollination, cooking chemistry, weather, and related engineering projects.

Library

(One 45-minute class per week)

Library is an extension of the classroom literacy program as students begin to read independently. First Graders come to the Library in half groups each week and check out books for home and classroom use. Group time is spent listening to and talking about books as well as how the library organizes its books for young readers. Sections in the library are formally introduced as we “Read Around the Library”.. A portion of each period is used for browsing, reading, and checking-out. Learning about a variety of books and their location on the shelves equips students to make independent selections and nurtures a love of reading.

Art

Children participate in different art projects in their classrooms using a wide variety of materials. Students work with tempera paints, watercolors, collage materials, recycled materials and many other art supplies. Art areas are set up in classrooms to allow students access to materials for exploration and experimentation. The first grade curriculum, along with students’ individual passions, become the subject matter for their work. Through handson art experiences, classroom teachers help children develop a passion and respect for art.

Music

(Two 30-minute classes per week)

First Grade students continue their exploration of and immersion in a wide variety of musical experiences including singing, dancing, listening and playing age-appropriate rhythm instruments, among many others. Students continue to be exposed to the tremendous cultural diversity in music, learning more songs in different languages and listening to selections from different cultures. As the year progresses students become familiar and comfortable with new musical concepts and terms such as rising/falling, call/response,

quarter, eighth, beat/rest, etc. As in the other grades, repertoire is prepared for lower school assemblies as well as holidays and special events including the Gratitude Assembly, Winter Holiday, Black History, May Day and Closing Day.

Shop

(One 45-minute class per week)

First graders come to the woodshop in groups of 6 for an hour per week for a quarter of the year. They are natural designers and determined workers. Each child creates an animal and works to bring it to life in wood. Students are introduced to a wide variety of hand tools and are taught to use tools safely, effectively and confidently. They are guided in the construction of their creation and are encouraged to think spatially and to problem-solve.

Coding

(One 45-minute class per week)

In Coding, the first graders are introduced to some of the fundamental ideas of coding and robotics, using an iconbased programming language and LEGO robotics. They explore algorithms, sequences, and sturdy construction. They use motors, lights, and sensors to create robots. At the same

time, they build skills such as collaboration, critical thinking, and creative problem solving. First graders come to the makerspace for coding in groups of 6-8. Each group has a 45-minute class for half of the year, split between the fall and spring terms.

Movement Education

(Two 45-minute classes per week)

The First Grade Movement curriculum provides students with many opportunities through storytelling to further explore and practice various locomotor, non-locomotor, and manipulative skills, and reinforce movement concepts that incorporate spatial awareness, effort, and relationships. Students grasp how to perform manipulative skills with proper technique through repetition and welcoming positive feedback and risk taking. The curriculum also emphasizes healthy living and mindfulness skills as well as social and emotional skills such as teamwork, communication, and empathy. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals. They also learn to identify and manage their own emotions, as well as understand the emotions and perspectives of others. As students progress through the year, they begin to be more skillful in their independent and group play.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.

Shady Hill School

CURRICULUM GUIDE

Grade II • 2023–2024

The Charles River Teachers: Shepherd, Wall, & White

The Second Grade curriculum is constructed to meet the wide range of needs, knowledge, experiences, learning rates and styles possessed by our students. We hope to foster skills and values which will serve children their entire lives; love for learning, an openness to new experiences, a sense of confidence, independence and a respect for others. A primary goal in Second Grade is to establish a community of learners in which children learn from one another as well as their teachers. Teachers aim to help children achieve a greater sense and appreciation of who they are as individuals and as members within a community. Through this exploration children will become aware of shared commonalities and unique differences.

Language Arts

Speaking, reading, listening, and writing skills grow with language development. Mastery of language is a continuum that extends over a number of years and happens for children at different ages depending on their maturation, experience, and language background. Seven-and eightyear-olds vary in their rates of language development. The reading and writing curriculum adapts to individual needs that range from early reading to relatively advanced comprehension and vocabulary.

A set of B- Grade VIII standards provides the framework for our work in language arts. Below are listed some of the goals we have for Second Grade students in Language Arts over the course of the year. These are by no means all of the topics we cover, but rather an overview of some of the skills we expect children to master by the spring.

• Knows all regular letter/sound correspondences

• Decodes phonetically regular one and two syllable words

• Knows common word endings (ed, ing, plurals) and uses them to decode/use words in context

• Reads at least the first 500 words from the high frequency word list accurately and automatically

• Reads grade level text aloud accurately

• Reads with comprehension

• Generates ideas for writing

• Forms printed letters from top to bottom

• Sequences stories in an organized manner

• Rereads own writing to others

• Includes details in her/his writing

• Spells at least 130 of the most frequently used words conventionally

• Uses terminal punctuation and basic capitalization

Reading

Reading is taught through guided reading in small groups, through the use of decodable and authentic texts. Through genre-specific reading units, children learn the elements of fiction and nonfiction texts, study specific authors, and develop comprehension and inference skills by reading early chapter books. During small group reading instruction, children practice decoding unfamiliar words, as well as reading for fluency and expression and critically evaluate content. Teachers read aloud stories, poems, and factual books both to expose children to a variety of genres and to foster a love of books and reading.

Writing

We strive to help children use writing as a powerful means of communicating their ideas, imagination and feelings. Children write on a daily basis in a variety of forms. Each child maintains a writing folder to promote the organization of ideas and technical skills. In Writers’ Workshop, children explore topic selection, descriptive detail, character development and the components of story. They engage in the writing process: drafting, revising, editing and publishing. Throughout the year, students practice these skills through three primary writing units: personal narrative, nonfiction animal research projects, and poetry writing.

Phonics, Spelling, and Handwriting

The students participate in Fundations, an integrated multisensory program, each day for thirty minutes. The daily lessons build on the students’ prior knowledge while encouraging the growth of their skills in the areas of phonemic awareness, word study, vocabulary, handwriting, spelling, fluency and comprehension.

Mathematics

The goal of our mathematics program in Grade II is to help children construct their own mathematical knowledge. We use the Illustrative Math curriculum in grades K-IV as our primary resource. Through meaningful learning experiences in which they solve problems, reason about their mathematical thinking, and communicate their ideas in written and oral form, children make connections between mathematical ideas and real-life experiences. Students extend their understanding of the base-ten number system as they tackle addition and subtraction with larger numbers. They build greater fluency with those operations through the use of meaningful strategies and visual representations. Grade II also introduces the use of standardized forms of measurement and engages students in describing and analyzing shapes using more formal vocabulary. Throughout there is an emphasis on cooperation, solving problems in different ways, and experiencing the joy of mathematics.

Thematic Studies

The history of the Charles River from the Wampanoag Nation, to the European settlers, and finally culminating with mill life in the Industrial Revolution serve as the

cornerstone for the Thematic Study curriculum in second grade. Second graders gain factual knowledge while engaging in perspective taking on the diverse historic peoples of New England. Using the following guiding questions, they develop a deeper understanding of our community and the environmental history of the Charles River ecosystem:

• What is stewardship?

• Who has power and access to land and resources?

• What is activism?

• What is our responsibility as citizens to our local environment?

Science

(Two 45 minute classes per week)

Students travel to the lower school science lab in The Hub two times per week. Activities and projects encourage the students to explore and discover. Lessons serve to introduce new ideas, materials and procedures, and to provide opportunities to ask questions, set up experiments, solve problems, analyze data, and make inferences. Central to our work is learning how to communicate our ideas effectively through collaboration, discussions, and drawing and writing

Thematic Study of the Charles River, and include: layers of the Earth, river formation, soil erosion, properties of water, bridges and dams, simple machines, engineering river vehicles, and studies of the fish and animals that live in and around the river.

Library

One 45-minute class per week)

In the library, second graders begin the year learning about different fiction genres, such as mystery, fantasy, realistic fiction, etc. and discover chapter books within each genre. As the year goes on, the focus is on biographies that tie in with their thematic study (people who help animals as they research Charles River animals and people who fight for workers’ rights as they learn about the mills, for example).. Students continue developing their identities as readers as they select books for independent reading, listen to librarian book talks, and share suggestions with peers. Through exposure to a variety of different books students learn to use the library and develop a love of reading.

Art

Children engage in different art projects in their classroom using a wide variety of media. Students work with tempera paints, watercolors, collage materials, and many other art. Students learn and practice different artistic techniques. The various thematic studies and the children’s immediate

experiences in the classroom often become the subject matter for much of their work. Through hands-on art experiences and beginning critiques of artist work, classroom teachers help children develop a passion for and respect of art.

Music

(Two 30-minute classes per week)

Second Grade students continue their exploration of and immersion in a wide variety of musical experiences including singing, dancing, listening and playing ageappropriate rhythm instruments, among many others. Students continue to be exposed to the tremendous cultural diversity in music, learning more songs in different languages and listening to selections from different cultures. As the year progresses students become familiar and comfortable with such musical concepts and terms as strong/weak, crescendo/diminuendo, duple/triple meter, ostinato, etc. As in the other grades, repertoire is prepared for lower school assemblies as well as holidays and special events including the Gratitude Assembly, Winter Holiday, Black History, May Day and Closing Day.

Shop

(One 60-minute class per week for one trimester)

Second grade students come to the woodshop for an hour each week, in groups of 7 or 8, for a trimester. After thinking about design choices, each student arrives at an idea for a chair, draws a plan, and makes a small model. They are introduced to principles of structure and strength. After being taught to use basic hand tools safely and effectively, each child gets to work to build his/her own life-size chair. The students learn to use rudimentary measurement and to solve problems as they arise. They reap the benefits of working week after week on the same project. Students realize that a large project is made up of many small tasks. Second graders see how their ideas, once expressed on paper, are brought to life in three dimensions.

Coding

(One 45-minute class per week)

In Coding, the second graders explore some of the basic ideas of computational thinking and robotics. They learn about debugging, loops, and sensors and actuators. Using ScratchJr, an icon-based programming language, they

create original interactive stories. They also begin to use word blocks in their programs. They apply their growing skills in coding and robotics to design, build, and program their own projects, such as a robotic mini-golf course. At the same time, they gain valuable experience in collaboration, critical thinking, and creative problem solving. In addition, they talk about digital etiquette and safe computer usage. Second graders come to the makerspace in half-class groups.. Each group has a 45minute class for half of the year, split between the fall and spring terms.

Movement Education

(Two 45-minute classes per week)

The Second Grade Movement curriculum provides students with developmentally appropriate activities and games that allow for greater exploration and repetition of the fundamental manipulative skills. As second graders mature cognitively and advance in their manipulative skill development, they are introduced to sport specific terminology and strategies in creative and playful ways.. The curriculum also emphasizes healthy living and mindfulness skills as well as social and emotional skills

such as teamwork, communication, and empathy. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals. They also learn to identify and manage their own emotions, as well as understand the emotions and perspectives of others. As students progress through the year, they will continue to strengthen these skills to become confident, competent, and active individuals.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.

Shady Hill School

CURRICULUM GUIDE

Grade III • 2023–2024

Whales and Whaling in the 19th Century Teachers: Goldman, Lind, Wettach & Mundis

Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill traditions, in all subjects we integrate themes regarding character, values, respect for self and others, and the responsibility children have as members of the community.

Developmentally, students in third grade begin to think beyond themselves and are ready to understand their importance as members of a larger group. Daily work in the classroom supports this growth, including activities such as self-reflection work, portfolio assessment, and class meetings.

Thematic Study: Whales

During the first semester students study the characteristics of mammals and the evolution, behavior, anatomy, physiology and conservation of whales. Students learn the differences between sub-orders and species of whales. They develop their knowledge through hands-on experiments, art projects, group discussions, and research activities. We conclude our study with our Whale Assembly.

Central Subject: Whaling

In the second part of the year we focus on the whaling industry of the 19th century. Topics of study include life aboard a ship, techniques of hunting and processing whales, and the tools of the trade. The students learn about this time in history primarily through reading, writing and role-playing as they enact a semester-long whaling voyage. As they travel, they learn about the geography, customs, and whaling practices of several whaling cultures. We make use of authentic 19th century journals, more recent texts, videos, Internet sources, and field trips.

Partial Bibliography: Carwardine, Whales, Dolphins and Porpoises; Smyth, Crystal, The Story of a Real Baby Whale;

Lingemann, Beluga Passage; Whipple, The Whalers; McKissack, Black Hands, White Sails; Cobblestone magazine; “The Seafaring Life;” “Whaling in America;” “Blacks in Whaling”; Stansfield, Frederick, The Voyage of Patience Goodspeed; Rivera, Tuk and the Whale; Roop, Good-bye for Today: The Diary of a Young Girl at Sea; Finley, Whaling Captains of Color-America’s First Meritocracy

Language Arts

Goals

A set of B-Grade VIII standards provides the framework for our work in language arts. Below are listed some of the goals we have for third grade students in language arts.

• Read grade-level text fluently and with adequate phrasing and expression

• Choose books at an appropriate level for independent reading

• Summarize main points from fictional and informational text

• Make inferences and predictions

• Communicate fluently in writing

• Use a variety of sentence structures to enhance writing

• Use conventional spelling and punctuation in written work

Reading Students meet daily in groups to read and discuss a shared text. In their reading groups, they work on decoding, comprehension, vocabulary, and other language skills. They use a variety of literature appropriate to the age and skill level of the groups.

Partial Bibliography: Grimes, Garvey’s Choice and Words with Wings; Perkins, Tiger Boy; Brown, The Wild Robot; Applegate, The One and Only Ivan; Bulla, The Chalkbox Kid; Creech, Love That Dog; DiCamillo, Because of Winn-Dixie; Lin, Year of the Dog; Roop, Good-bye for Today: The Diary of a Young Girl at Sea; Ryan, Riding Freedom; White, Charlotte’s Web; Buck, The Big Wave; Hesse, The Music of Dolphins; Hill, The Year of Miss Agnes; Walter, Justin and the Best Biscuits in the World; McManis and Sorell, Indian No More; various biographies and poetry books.

Writing

Across the curriculum, third graders experience many opportunities to practice their writing. Students are expected to plan, draft, revise, and edit their longer pieces of writing. Projects include personal narratives, letters, reading responses, poetry, research reports, short stories, whaling biographies, and journals. Students are taught conventional sentence structure and the rules of capitalization, punctuation, and spelling. Students use laptop computers for some of the more extensive writing projects.

Spelling

The third grade program emphasizes phonics and the recognition of word patterns and syllables. Spelling rules and generalizations are taught and reinforced through small group work, games, dictations, homework and writing assignments, and weekly quizzes.

Mathematics

The mathematics program in Grade III encourages children to construct their own mathematical knowledge through meaningful learning experiences. We use the Illustrative Math curriculum in grades K-IV as our primary resource. Students solve problems, develop sound reasoning, communicate their mathematical thinking in written and oral forms, make connections to mathematical ideas and real-life experiences, and construct different representations of mathematical concepts. Students develop a deep understanding of the concepts of multiplication and division and build fluency through the use of meaningful strategies and visual models. They are introduced to fractions and fraction vocabulary. They explore the use of rectangular arrays and the idea of area and describe and analyze twodimensional shapes. Creativity, cooperation, and fun are hallmarks of the Grade III approach to teaching math.

Science

(Two 45-minute classes per week)

Science is an integral part of the thematic study of whales, and activities encourage students to grow their observational skills and experimental techniques. The topics covered include: size and scale, ocean physics, whale life strategies, animal navigation and boat building. weather and how it affects the oceans, ocean currents, and Students also undertake a number of STEM projects, in which students combine topics with engineering.

STEAM

(One 45-minute class per week)

In addition to their two periods per week of Science, the third graders have a weekly STEAM period in the makerspace. During this time, they work on a variety of coding, engineering, and maker projects. At the same time, they further develop skills such as collaboration, critical thinking, and creative problem solving. They write original interactive games and stories using Scratch, a word-blockbased programming language. They design threedimensional objects on the computer using Tinkercad–and then watch the objects take shape on the 3D printer. Applying what they have learned in Central Subject and Science, they use craft materials to design mythical sea creatures adapted to life in particular ocean habitats. In addition, they learn about internet safety and responsible computer usage.

Library

(One 50-minute class per week)

Third graders grow in their independence as they use the library and discover books that interest and challenge them. During each class the librarian introduces students to a variety of chapter books that may be of interest for check out, and guides students in finding and choosing books on their own. The year also includes an in-depth study of the ways in which picture books work, focusing on the tools an author and illustrator use to tell a story. Students consider the connection between pictures and text, theme, the use of color, symbolism, and story elements such as circular endings and interconnected stories. This unit includes a Caldecott Award study that culminates in our own Mock Caldecott. Through in-depth discussions about books and exposure to a variety of different materials, students learn to make independent choices, think critically, and deepen their love of reading.

Music

(Two 50-minute classes per week)

In Grade III music, students developed singing, listening, rhythm, speech, movement, and sight-reading skills. They learned whale songs and sea shanties, practiced song canons

(singing in two, three and four parts), and engaged in macropulse movement and body percussion activities. Students worked on increasing their stamina for playing music and maintaining a steady rhythm while singing or speaking. Students used song repertoire to reinforce pitch relationships in the major scale while singing and playing instruments like recorders and glockenspiels. They also combined as an entire grade to create content for the “Whale Assembly,” which included a sharing of their whale art, a class story acted out and four songs about whales. Students closed out the term preparing for two performances of their class play, True Courage (A Whaling Adventure) - a dramatic musical story set in 1850 about the lives of people on board a whaling ship.

Shop

Each student begins the term by designing a sea creature to be made out of wood. They think about shape and detail and develop skills in planning the construction of their projects. They study the grain in wood and begin to understand its strengths and limitations. Each student makes a template and works towards cutting with accuracy and using shaping and smoothing tools effectively. They are exposed to simple mechanical engineering concepts and can

use them in the creation of their projects. After this, they make model whaling ships, giving attention to small details and using fine motor skills. Students go on to use gross motor skills when they cut and shape oars, build stilts and other projects of their choice.

Studio

The third grade studio classes are introduced to the basic materials of the studio and are encouraged to experiment and explore through ongoing projects. They have instruction in drawing using a variety of materials, painting with tempera and watercolor, as well as collage and some three dimensional sculpting in clay. Emphasis is placed on developing skills, confidence with materials and selfexpression.

Physical Education

(Two 45-minute classes per week)

Third grade marks the year where “Movement” becomes “Physical Education” as students begin to refine their skills in increasingly complex situations. In addition to cooperative activities, our students begin to compete in small-sided, low stakes game environments with a large emphasis on healthy competition that includes communication, fairplay and game etiquette. In these environments, students continue to improve their basic

locomotor and manipulative skills, build off their skills in more complex game situations, and begin to acknowledge the transferable skills and concepts throughout the various units they experience. In third grade, students become more conscious of their attitude toward all types of physical activities as they consider how each physical activity feels for them and the benefits they have on their body.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.

Shady Hill School CURRICULUM GUIDE

Grade IV • 2023–2024

Ancient Greece

Teachers: Brattke, Maloney, & Theodorou

Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill traditions, in all subjects we integrate themes regarding character, values, respect for self and others, and the responsibility children have as members of the community. In Grade IV the Ancient Greece central subject, filled with heroes and heroines facing moral dilemmas, is a jumping off point for teaching social and emotional skills. We also work on these social and emotional skills through direct coaching, including lessons on courage, fairness, and honesty. The themes of character, values, respect for self and others, appreciation of differences among people, and the responsibility children have as members of the community appear in every aspect of our curriculum.

Central Subject: Ancient Greece

The Greek study includes: mythology; 5th Century B.C.E. Athens and Sparta, daily life, and architecture; pottery and its decoration; archaeology; the Bronze Age in Crete and Mycenae with the hero tales; the Iliad and Odyssey; Greek plays; geography; and the Olympic Games. A partial bibliography includes appropriate translations of Homer’s Iliad and Odyssey; D’Aulaires’ Greek Myths; Theras and his Town; Evslin, Greek Myths; Coolidge, Greek Myths and The Trojan War; Longman Series, Aspects of Greek Life and See Inside a Greek Town; and Usborne, The Greeks. Online resources and multimedia materials enhance the curriculum.

Our methods of study include discussions and reading, compositions, research, dramatizations, crafts, painting, mapping, projects, and museum visits.

Reading

The reading curriculum focuses on the development of skills such as comprehension, fluency, visualization, determining main idea, and beginning reference skills. We will strengthen these skills through oral and silent reading of Ancient Greece-related materials, fiction, non-fiction, poetry, genre studies, and daily independent reading.

Writing

Students develop writing skills such as mechanics, sequencing of ideas, summarization, content and style, and research writing. Students compose in many forms, such as original stories, expository paragraphs, and poems. Our work in writing includes spelling rules and generalizations, plus spelling and vocabulary work lists from our academic curriculum and children’s own writing. Our study includes beginning grammar (parts of speech, sentence structure punctuation) and beginning paragraphing. We begin keyboard instruction.

Mathematics

Grade IV Math is rooted in problem solving with an emphasis on developing a deep understanding of the underlying ideas. We use the Illustrative Math curriculum in grades K-IV as our primary resource. In Grade IV, students build a strong foundation for working with multidigit multiplication and division and develop the concept of fractions through exploration with different models and contexts. They also analyze and categorize polygons based on geometric properties. Throughout, we encourage children’s curiosity, experimentation, and interest in mathematics while building their confidence and strengthening their skills.

Science

(Three 45-minute classes per week)

Grade IV uses inquiry to gain an understanding of structural design and invisible forces. Students start the year by exploring the engineering design process through a series of design challenges. These challenges progressively teach concepts about structural shape, strength, durability, and material selection. Students practice the science skills of measuring, recording observations, and asking questions. Grade IV students work both independently and as members of teams, practicing the social skills of effectively communicating, problem solving, and being good community members. As the year progresses, they will investigate the forces of magnetism, electricity, light, and sound. They complete the year by connecting what they have learned to their CS curriculum by designing and constructing a Tiny House for the gods.

Library

(One 50-minute class per week)

Library class in Grade IV builds upon students’ natural love of reading by helping them discover a wide range of genres, formats and themes as they develop and expand their identities as readers. This includes practice in using the online library catalog, understanding the organization of the library, and learning to become independent library users. In Grade IV, students typically begin the class with a chance to Quiet Read or choose their next great book. At multiple points in the year all students participate in Genre Studies, with guidance from both the librarian and the gradehead, during which each student chooses a book within a certain literary genre. Students read the book independently, learn the characteristics of the genre in class, and create a project that often includes writing, visual artifacts, and a presentation of the project. Genre Studies provide a structure for students as they explore many different kinds of stories and discuss the various books they have been reading.

Music

(Three 50-minute classes every per week)

In Grade IV music, students develop singing, listening, rhythm, speech, movement, acting and sight-reading skills. Students learn to sing and decode lyrics, and they practice polyphony by working on rounds (canons). Students engage in rhythm games and movement activities with body percussion and engage collaboratively in various musical settings. They build on their abilities to sing while accompanying themselves on ukuleles and mallet instruments. During the spring semester, students also wrote their own original lyrics in 12-bar blues form, played soprano recorder and “J-Sax” (a starter saxophone), and they worked on their intonation by harmonizing over a melodic line, using both lower and higher harmonies. At various points in the spring semester, students continued to develop their performance skills as they worked toward putting on a dramatic presentation of an ancient Greek myth.

Shop

Fourth graders come to shop in groups of 8 or 9 in each group. The term begins with the design and construction of a box. The students work on design challenges, drawing three-dimensionally and thinking about measurement and angles when designing their boxes. Good craftsmanship is encouraged. Students learn to use L-squares and handsaws to make accurate right angle cuts. They are taught to set nails, putty and sand. As spring approaches, we discuss the factors that help us identify from what culture an artist may come. They learn to make rounded wooden handles, beveled edges, use screwdrivers and pop rivets. When painting their shields the students consider the elements of ancient Greek design in choosing color, patterns, content and positive and negative space for their images.

Studio

In the fourth grade, in addition to continued experiments and skill building in painting and drawing, and other mediums, children knit a multi-step, multi –patterned & colored Shady hill hat. They learn stencil printmaking and make Greek stencil designs to print on their chitons for the Olympics and the 4th grade play. They also work in the ceramics studio making teapots and plates.

Physical Education

(Two 45-minutes classes per week)

The fourth grade Physical Education curriculum provides students with an opportunity to continue to refine their skills in increasingly complex situations. There continues to be an emphasis on small-sided, low stakes game environments to foster optimal growth in skills, knowledge, and behaviors as they pertain to gameplay. In these environments, students continue to improve their basic locomotor and manipulative skills, build off their skills in more complex game situations, and begin to acknowledge the transferable skills and concepts throughout the various units they experience. In addition, students continue to build a healthy attitude toward competition as we focus on communication, fairplay, and game etiquette. In fourth grade, students continue to become more conscious of their attitude toward all types of physical activities as they consider how each physical activity feels for them and the benefits they have on their body.

Lower School Assemblies

The entire Lower School (B- Grade IV) meets together in the Assembly Hall for a half hour each Friday morning. The music component of assemblies includes community singing, performances by Shady Hill students, and performances by visiting artists. Outside presenters come from the arts, sciences, and humanities and make connections to the wider world. Music at the assembly extends the music curriculum and deepens students’ understanding of music as cultural expression. Classroom sharing is also an important focus of assemblies. The emphasis is on sharing works-in-progress from all areas of the Lower School. Preparation for sharing is part of the learning process, and sharing in front of a larger group in a safe, supportive environment helps children develop confidence in public speaking and effectively presenting their work.