Page 1

2017 - 2018 LEARNING VILLAGE K - 4 CURRICULUM GUIDE


2017 - 2018 ADMINISTRATION Board of Trustees

Richard L. Booth Jr., Chair Franklin S. Edmonds Jr., Vice Chair Michael D. Milligan, Treasurer Karen M. Moran, Secretary Luis Alvarez Jr. Chas Cocke Kari Couling Shaman Douglass ‘05 Michael S. Geismar Changdong He ‘12 Anthony Ignaczak Thad Jones Adrian Keevil Karen O’Neil Angie Oakey Michael A. Pausic Michael J. Woodfolk ‘84 John W. Zunka, Counsel

Administration

David S. Lourie, Head of School Diane Schmidt, Associate Head of School for Operations and Chief Financial Officer Beth Miller, Associate Head of School for Academics Warren B. Buford III, Associate Head of School for Advancement Peter Quagliaroli, Head of the Upper School (9 - 12) Shannon Montague, Head of the Learning Village (PS - 8) Phil Stinnie, Dean of Student Life K-12, Director of Diversity & Community Outreach Dewayne Robinson, Director of Athletics


TABLE OF CONTENTS KINDERGARTEN Faculty................................................................. 4 The Social Curriculum....................................... 4 FAB Lab.............................................................. 5 Reading & Language Arts.................................. 5 Writing Workshop.............................................. 6 Mathematics....................................................... 6 History & Geography........................................ 7 Science................................................................ 7 Spanish................................................................ 8 Library & Media.................................................. 8 Computer Science Initiative............................. 8 Visual Arts........................................................... 9 Performing Arts.................................................. 9 Physical Education............................................. 10

GRADE ONE Faculty................................................................. 11 The Social Curriculum....................................... 11 FAB Lab.............................................................. 12 Reading & Language Arts.................................. 12 Writing Workshop.............................................. 13 Mathematics....................................................... 13 History & Geography........................................ 14 Science................................................................ 15 Spanish................................................................ 15 Library & Media.................................................. 15 Computer Science Initiative............................. 16 Visual Arts........................................................... 16 Performing Arts.................................................. 17 Physical Education............................................. 17

GRADE TWO Faculty................................................................. 19 The Social Curriculum....................................... 19 FAB Lab .............................................................20 Reading & Language Arts ..................................21 Writing Workshop.............................................. .21 Mathematics....................................................... 22

History & Geography........................................ 22 Science................................................................ 23 Spanish................................................................ 23 Library & Media.................................................. 24 Computer Science Initiative............................. 24 Visual Arts........................................................... 24 Performing Arts.................................................. 25 Physical Education............................................. 26

GRADE THREE Faculty................................................................. 27 The Social Curriculum....................................... 27 FAB Lab.............................................................. 28 Reading & Language Arts.................................. 29 Writing Workshop.............................................. 29 Mathematics ......................................................30 History & Geography .......................................30 Science ................................................................31 Spanish ................................................................31 Library & Media.................................................. 32 Computer Science Initiative............................. 32 Visual Arts........................................................... 32 Performing Arts.................................................. 33 Physical Education............................................. 34

GRADE FOUR Faculty................................................................. 35 The Social Curriculum....................................... 35 FAB Lab.............................................................. 36 Reading & Language Arts.................................. 36 Writing Workshop.............................................. 37 Mathematics....................................................... 38 Science................................................................ 38 History & Geography........................................ 39 Spanish................................................................ 39 Library & Media.................................................. 39 Computer Science Initiative ............................40 Performing Arts ................................................40 Visual Arts ...........................................................41 Physical Education .............................................41


KINDERGARTEN FACULTY Mrs. Lindsay Rubin Mrs. Amy Taylor Mrs. Jamie Simpson Mrs. Emily Rodes Ms. Lisa Keeler Ms. Gita Howeth Mrs. Becky Malin Ms. Kayla Carter Ms. Kim Cox Señora Erica Roth Ms. Janet Kingsley Mrs. Michele Mathieson Mrs. Sarah FitzHenry Mr. Bradley Connors Ms. Kim Kastuk Ms. Kim Wilkens

Kindergarten Homeroom Teacher Kindergarten Homeroom Teacher Kindergarten Associate Teacher Reading Specialist and RLA teacher Writing Workshop Coordinator Math Teacher Math Teacher Science Teacher Visual Arts Teacher Spanish Teacher Performing Arts Teacher Learning Village Technology Resource Coordinator Learning Village Librarian Physical Education Teacher Physical Education Teacher Computer Science Initiative Coordinator

THE SOCIAL CURRICULUM

The social curriculum in grades K – 4 fosters the social and emotional growth of our students, faculty and staff. We focus on community building that strengthens the qualities of each individual and supports the development of group cohesion. Our curriculum is derived from faculty training with Responsive Classroom techniques and “Building Community” workshops. Every classroom begins the school day with Morning Meeting, a gathering of homeroom students. Students are greeted by name, and actively participate in community building games and activities that help foster self-confidence, positive assertion, cooperation, responsibility and empathy towards others. Teachers recognize that academic success stems from social and emotional strength. When students feel supported in and valued for their differences, they are better able to forge ahead academically. At the beginning of every school year, teachers, parents and children share their personal hopes and dreams. These are revisited and celebrated throughout the school year. The K – 4 student-body as a whole agrees upon the rules for each year. Students then sign our “K – 4 Constitution” that reflects how we agree to live together, work together and play together in our community. Students participate in role-plays, group discussions and chapel presentations that focus on our interconnectedness and responsibilities with and for one another. Children learn to resolve problems through a variety of meditation techniques, self-esteem building practices and group brainstorming. Students learn to recognize that both natural and logical consequences follow from their behavior and that every one of us is responsible for our own actions. Throughout the day, classes will pause to regroup and practice mindfulness techniques, known as “the peaceful pause,” in order to settle our minds and bodies, strengthening our self-control and focusing our attention. 4

St. Anne’s-Belfield School


Our Parent-Partnership Meetings enable faculty and parents to form a connection between home and School life. We strive to keep communication open, honest and supportive of the child. The best interests of the child are kept at the heart of all decision making. The Learning Village community takes seriously its commitment to creating an environment that is safe and nurturing for all

FAB LAB

FAB Lab is an exciting opportunity for students in the Learning Village Grades K – 4 to engage in student-initiated inquiry during a dedicated time period each week. An outgrowth of Fab Fridays in the 2014 – 2015 school year, FAB Lab is now a regular feature in the division’s schedule. FAB Lab is our own version of Google’s “20 percent Time,” adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. During weekly FAB Lab mornings, teachers supplement curricular academics with the habits and skills of student-initiated learning. Children develop perseverance as they generate questions, solve problems, collaborate with peers, and delve into their natural curiosities and intellectual pursuits. “Wonder investigations” begin in Kindergarten, where classes work together to focus their curiosity and find answers to questions on everything from slugs to clouds. At each grade level students review and learn more about the research process, including information literacy and digital literacy skills. As they progress, students transition from class investigations to group work and self-directed, independent research. A student to teacher ratio of 8:1 allows teachers to support and guide students one-on-one, in small groups, and in whole group sessions. Regardless of the research topics chosen, all Kindergarten through fourth grade students practice and master a variety of learning skills while working on their FAB Lab projects. Planning, writing, researching, reflecting and revising, and presenting findings are all inherent in the project cycles, as are opportunities for collaboration, and giving, receiving, and utilizing peer feedback. Students are encouraged to consider how their acquired knowledge and skills can impact their communities, even at their relatively young ages. An integral part of FAB Lab research is for students to share their findings and projects with others. This occurs both with on-campus audiences through presentations and performances, and also with the broader world via blogs, movies, and more. Considering the world around them, and how they can investigate and solve problems within it, is an overarching theme of students’ FAB Lab investigations.

READING & LANGUAGE ARTS The K – 4 Reading and Language Arts program (RLA) acknowledges that reading is a complex skill that requires students to recognize words on a page and comprehend what they mean. The ultimate goal of reading is to understand the meaning of written language; however, 2017 - 2018 Learning Village K - 4 Curriculum Guide 5


getting the meaning is an involved task which extends beyond decoding or reading individual words. Readers must use a variety of skills and strategies, which are taught during the RLA block in grades K – 4 . The RLA program recognizes that to be true readers, students must develop the habit of reading. We incorporate independent reading to assist with this goal. Students are grouped homogeneously for RLA and all groups throughout grades K – 4 follow the same four components. Teachers incorporate technology to: promote authentic communication; foster thoughtful discussions; share book reviews; practice skills; organize information and present creative responses to literature. In Kindergarten, students learn the basics of the print-sound code and how a string of letters can stand for a string of sounds that make up a word. • • • • •

Students follow the reading “diet” which includes: Independent Reading (independent texts) Guided Reading (instructional level texts-with explicit comprehension instruction) Word Study(Phonics and Vocabulary Instruction) Fluency Instruction

Reading habits are as important as reading skills, therefore, beginning in kindergarten, students read regularly — independently and with assistance — from fiction and nonfiction genres, including biography, realistic fiction, fantasy, historical fiction, folk tales, and poetry.

WRITING WORKSHOP

The Writing Workshop in grades K – 4, is based upon the Units of Study curriculum developed by Lucy Calkins, as well as the methods of Katie Wood Ray and Ralph Fletcher. It is designed to provide students with a developmentally appropriate experience in which they write regularly, learning about both process and product. Students write in a variety of genres and strengthen their understanding of craft and conventions through the study of mentor texts. The writing program focuses on establishing a clear connection between reading and writing as our students become readers who write and writers who read. In Kindergarten, we begin the year by telling, drawing and sharing our stories. In addition to narratives, students learn about and create fictional stories, pattern books, informational texts and poetry. Teachers share and students explore writers’ and illustrators’ craft through mentor texts.

MATHEMATICS

Kindergarten students learn math through a Singapore Math curriculum called Primary Mathematics. The Singapore Math approach equips students with a strong foundation in math by covering topics in depth and teaching to mastery. The concepts taught in Earlybird Kindergarten Mathematics lay the foundation and prepare students for the content they will learn in grades 1 – 4. Students learn by progressing through a concrete-pictorial-abstract sequence. Students first encounter mathematical concepts through the use of hands-on manipulatives. Then, they move on to the pictorial stage in which pictures are used to model 6

St. Anne’s-Belfield School


problems. Later, when students are familiar with the ideas taught, they progress to the abstract stage in which only numbers, notation and symbols are used. Kindergarten concepts include: matching and sorting, ordering, recognizing, and comparing shapes, recognizing and extending patterns, comparing length and size, writing numbers to 100, counting and comparing numbers to 100, adding and subtracting, measuring weight, using number bonds, and recognizing and counting money. A specially trained math teacher provides direct instruction and teams with the homeroom teacher to enable a 1:8 teacher-to-student ratio. This level of attention allows for support and differentiation.

HISTORY & GEOGRAPHY

Kindergartners begin the school year with three essential questions: “Who am I?”, “Who is around us?” and “What makes up our community?” Students focus on learning about themselves and the members of their families and the School community. The children work together to create a community of friendly, respectful learners. Our kindergarten “Investigations” are driven by student interests and focus on the art of asking questions, knowing where to look to find answers to our questions, and deciding how to represent or create projects that reflect our learning and also allow us to share our knowledge with others. These investigations are often unique to each classroom, but always share the same process and questioning format, regardless of content. Kindergarten students are introduced to maps as they learn to read and create basic maps of their own, including the creation of maps unique to our St. Anne’s-Belfield spaces. As the holidays approach, kindergartners take a closer look at family celebrations asking, “How do we celebrate our culture and community?” and “What celebrations are special to our family?” The students study Thanksgiving and investigate information about the Pilgrims and First Americans. Additionally, they learn about Kwanzaa, Hanukkah, and Christmas customs around the world, noting similarities and celebrating differences among the traditions. Kindergarten classrooms use their global connections to reach out and communicate with other areas around the world to share and learn about cultures.

SCIENCE

Science exploration units taught in Kindergarten include: the solar system and the moon; caring for our planet; and nature and growing. Seasons and the weather are addressed throughout the year. Kindergarten students investigate animals around the world. They learn to identify the many different biomes around the world emphasizing animals that are unique to that region. Students spend time identifying and recreating animal habitats and learning how their location in the world affects them. The students are introduced to maps as they learn to read and create basic maps of their own. 2017 - 2018 Learning Village K - 4 Curriculum Guide 7


The solar system and the moon unit introduces students to the basic elements of our solar system and students enjoy a detailed study of the moon through hand-on activities. This unit culminates with a Moon Showcase. Kindergartners study how they can take care of our global environment. The students collaborate and investigate ways to help the environment. Finally, Kindergarten students explore the world around them and their own personal growth. The children explore nature and their outdoor surroundings. Students learn to make detailed observations, ask questions, and investigate the natural world. They also inquire about their own physical, academic, and emotional growth over the course of the year.

SPANISH

The primary goal for Kindergarten students is to be exposed to the language and have the opportunity to learn basic words and phrases in Spanish. Students are also introduced to the idea of why we learn other languages, and begin to develop global connections. Students work on basic ways to communicate with a person who does not speak their language. They also learn to use basic greetings and conversation words. The focus of the class is on exposure to the Spanish language, as well as on various means of communication. Through the use of multiple pedagogical methods, including visual aids, songs, games, children’s stories, and hands-on activities, these goals are accomplished in a cooperative learning environment.

LIBRARY & MEDIA

We want our students to become life-long readers. We want them to love books, appreciate literature and become active in the global conversation about books and authors. Following those goals, the Legner Learning Village Library & Media curriculum blends literature appreciation and reading guidance with basic web literacies and best practices. The curriculum exposes students to an array of contemporary authors and illustrators as well as those classic creators of children’s and young adult literature. This spiraling curriculum includes an introduction to digital tools students can use to discover more about the authors they enjoy as well as to participate in global conversations about books and authors. At each grade level students are guided in the development of age appropriate skill sets including keyboarding, basic computer skills, and using digital resources.

COMPUTER SCIENCE INITIATIVE In today’s tech-savvy world, students must have a deeper understanding of the fundamentals of computing so they are empowered to take control of how tech will affect their lives, their culture, and their future. Through the study of computer science, students hone their design thinking, logical reasoning, and problem-solving skills in ways that can be applied to solving real world problems in every discipline. In the Learning Village, there are three primary areas of focus for computer science:

8

St. Anne’s-Belfield School


• Computational Thinking: According to the Center for Computational Thinking Carnegie Mellon, “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.” • Programming: According to the CSTA Standards Task Force, “Programming has the same relation to studying computer science as playing an instrument does to studying music or painting does to studying art.” • Infrastructure: Infrastructure provides the foundation that supports the way people use technology to manipulate and share information in all its digital forms. During Kindergarten, students get their first exposure to computer science concepts. Through block-based programming, robotics, and unplugged activities, students practice recognizing and using patterns, sequences, loops, conditions, and debugging to solve problems. They also begin recognizing the vocabulary of computer science.

VISUAL ARTS

The study of art history and historic artists is introduced in lessons throughout grades K – 4, as an important part of the art education process. Other areas considered are, of course, primarily art production and creation, and to a lesser extent, art criticism and aesthetics. These features of the Discipline Based Art Education Philosophy (DBAE), in combination with the Elements and Principles of Design and the Eight Studio Habits of Mind are emphasized in the visual arts classroom. Kindergarten through fourth grade students are taught by an art specialist who introduces the language of art, and helps students develop skills in seeing, exploring, interpreting, and expressing their world through a variety of two and threedimensional media. Kindergarten students explore the visual arts through experimentation with materials, drawing, painting, sculpting, and imagining. Students are learning basic art-making with a variety of media with an emphasis on engaging the senses, while being exposed to different, cultures, artists and genres of art. Through art-making students practice basic fine motor skills of cutting, gluing, painting with hands and brushes, and sculpting. Identifying building blocks of design, caring for materials, cooperating, and sharing ideas while growing their imagination are emphasized in this class. Students also learn to share their artistic discoveries and respect and appreciate the efforts of others. Note: Resources and Culture studied change each year according to student needs and integration with other disciplines.

PERFORMING ARTS

Kindergarten students attend Performing Arts classes twice in each six day rotation. The curriculum draws from the elemental Music & Movement principles of Orff-Schulwerk, the music literacy method of Zoltán Kodály, and best practices in drama education. Activities in singing, playing instruments, speech, movement and drama are interwoven and interrelated to explore seasonal themes of nature. The students learn through imitation, guided exploration 2017 - 2018 Learning Village K - 4 Curriculum Guide 9


and structured improvisation. The Kindergarten concepts for each genre include: • Music: Kindergartners learn a varied repertoire of singing games, folk songs, speech chants, rhymes, poems and chapel repertoire. They work rhythmically with a series of basic two beat patterns and melodically with patterns of Sol and Mi in a progression of imitation, aural recognition, improvisation, reading, notation and composition. They explore timbre and dynamics with their voices and classroom instruments. • Dance: The students translate music concepts into movement; develop a working awareness of space; explore individual, partner, and group shapes; and play with locomotor movement. • Drama: The Kindergarten students dramatize songs, teacher-narrated stories and rhymes using pantomime, object play, creative movement, choral speech and improvised dialogue. Kindergarten performances include a program for the Grandparents’ & Special Friends’ Day event.

PHYSICAL EDUCATION

Physical education is an integral part of the total education of every child. Kindergarten students participate in physical education classes every day for thirty minutes, with a physical education specialist. The program of instruction is sub-divided by content area to include motor skills, movement concepts and physical fitness. Within each content area, our specialists have designed a comprehensive curriculum to include developmentally appropriate instruction and performance outcomes that align with the National Standards for Physical Education. Kindergarten instruction includes specific focus on the basic locomotor movements of running, skipping, galloping and jumping. Students also begin learning the process of more complex movements such as throwing, catching, kicking, dribbling and dance. Students complete rotations by homeroom, to each physical education specialist throughout the school year.

10

St. Anne’s-Belfield School


GRADE ONE FACULTY

Mrs. Heidi Bennett Mrs. Anna Helsby-Furniss Mrs. Jenny Kirkland Mrs. Emily Rodes Ms. Lisa Keeler Ms. Gita Howeth Mrs. Becky Malin Ms. Kayla Carter Ms. Kim Cox Señora Erica Roth Ms. Janet Kingsley Ms. Kim Kastuk Mr. Brian Kent Mrs. Michele Mathieson Mrs. Sarah FitzHenry Ms. Kim Wilkens

First Grade Homeroom First Grade Homeroom First Grade Homeroom Reading Specialist and RLA Teacher Writing Workshop Coordinator Math Teacher Math Teacher Science Teacher Visual Arts Teacher Spanish Teacher Performing Arts Teacher Physical Education Teacher Physical Education Teacher Learning Village Technology Coordinator Learning Village Librarian Computer Science Initiative Coordinator

THE SOCIAL CURRICULUM

The social curriculum in grades K – 4 fosters the social and emotional growth of our students, faculty and staff. We focus on community building that strengthens the qualities of each individual and supports the development of group cohesion. Our curriculum is derived from faculty training with Responsive Classroom techniques and “Building Community” workshops. Every classroom begins the school day with Morning Meeting, a gathering of homeroom students. Students are greeted by name, and actively participate in community building games and activities that help foster self-confidence, positive assertion, cooperation, responsibility and empathy towards others. Teachers recognize that academic success stems from social and emotional strength. When students feel supported in and valued for their differences, they are better able to forge ahead academically. At the beginning of every school year, teachers, parents and children share their personal hopes and dreams. These are revisited and celebrated throughout the school year. The K – 4 student-body as a whole agrees upon the classroom rules for each year. Students then sign our “K – 4 Constitution” that reflects how we agree to live together, work together and play together in our community. Students participate in role-plays, group discussions, and chapel presentations that focus on our interconnectedness and responsibilities with and for one another. Children learn to resolve problems through a variety of mediation techniques, self-esteem building practices, and group brainstorming. Students learn to recognize that both natural and logical consequences follow from their behavior and that every one of us is responsible for our own actions. Throughout the day, classes will pause to regroup and a practice mindfulness technique, known as “the peaceful pause,” in order to settle our minds and bodies, strengthening our self-control and focusing our attention. 2017 - 2018 Learning Village K - 4 Curriculum Guide 11


Our Parent-Partnership Meetings enable faculty and parents to form a connection between home and School life. We strive to keep communication open, honest, and supportive of the child. The best interests of the child are kept at the heart of all decision making. The Learning Village community takes seriously its commitment to creating an environment that is safe and nurturing for all.

FAB LAB

FAB Lab is an exciting opportunity for students in the Learning Village Grades K – 4 to engage in student-initiated inquiry during a dedicated time period each week. An outgrowth of Fab Fridays in the 2014 – 2015 school year, FAB Lab is now a regular feature in the division’s schedule. FAB Lab is our own version of Google’s “20 percent Time,” adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. During weekly FAB Lab mornings, teachers supplement curricular academics with the habits and skills of student-initiated learning. Children develop perseverance as they generate questions, solve problems, collaborate with peers, and delve into their natural curiosities and intellectual pursuits. “Wonder investigations” begin in Kindergarten, where classes work together to focus their curiosity and find answers to questions on everything from slugs to clouds. At each grade level students review and learn more about the research process, including information literacy and digital literacy skills. As they progress, students transition from class investigations to group work and self-directed, independent research. A student to teacher ratio of 8:1 allows teachers to support and guide students one-on-one, in small groups, and in whole group sessions. Regardless of the research topics chosen, all Kindergarten through fourth grade students practice and master a variety of learning skills while working on their FAB Lab projects. Planning, writing, researching, reflecting and revising, and presenting findings are all inherent in the project cycles, as are opportunities for collaboration, and giving, receiving, and utilizing peer feedback. Students are encouraged to consider how their acquired knowledge and skills can impact their communities, even at their relatively young ages. An integral part of FAB Lab research is for students to share their findings and projects with others. This occurs both with on-campus audiences through presentations and performances, and also with the broader world via blogs, movies, and more. Considering the world around them, and how they can investigate and solve problems within it, is an overarching theme of students’ FAB Lab investigations.

READING & LANGUAGE ARTS

The K – 4 Reading and Language Arts program (RLA) acknowledges that reading is a complex skill that requires students to recognize words on a page and comprehend what they mean. 12

St. Anne’s-Belfield School


The ultimate goal of reading is to understand the meaning of written language; however, getting the meaning is an involved task which extends beyond decoding or reading individual words. Readers must use a variety of skills and strategies, which are taught during the RLA block in grades K – 4. The RLA program recognizes that to be true readers, students must develop the habit of reading. We incorporate independent reading to assist with this goal. Students are grouped homogeneously for RLA and all groups throughout grades K – 4 follow the same four components. Teachers incorporate technology to: promote authentic communication; foster thoughtful discussions; share book reviews; practice skills; organize information and present creative responses to literature. First grade is the time when knowledge of the print-sound code takes root. Students in first grade are able to put the elements of the code together and read meaningful, connected texts. The set of high-frequency words they recognize also has expanded since kindergarten. • • • • •

Students follow the reading “diet” which includes: Independent Reading (independent texts) Guided Reading (instructional level texts-with explicit comprehension instruction) Word Study(Phonics and Vocabulary Instruction) Fluency Instruction

Reading habits are as important as reading skills, therefore, students in first grade read regularly — independently and with assistance — from fiction and nonfiction genres, including informational texts, realistic fiction, fantasy, historical fiction, folk tales, fairy tales, and poetry.

WRITING WORKSHOP

The Writing Workshop in grades K - 4, based upon the Units of Study curriculum developed by Lucy Calkins, as well as the methods of Katie Wood Ray and Ralph Fletcher, is designed to provide students with a developmentally appropriate experience in which they write regularly, learning about both process and product. Students write in a variety of genres and strengthen their understanding of craft and conventions through the study of text. The writing program aims to establish a clear connection between reading and writing as our students become readers who write and writers who read. In first grade, students write personal narrative and small moment stories, focusing on adding detail and using conventions with increased proficiency. They write both free verse poetry and haiku. They write informational ‘all about’ books, focusing on the features of a non-fiction text including a table of contents, introduction, chapters, and conclusion. Teachers use mentor texts to instruct and inspire and they incorporate technology for publishing and sharing student writing. First graders also write persuasive pieces.

MATHEMATICS

First grade students learn math through a Singapore Math curriculum called Primary Mathematics. The Singapore Math approach equips students with a strong foundation in 2017 - 2018 Learning Village K - 4 Curriculum Guide 13


math by covering topics in depth and teaching to mastery. The concepts taught in first grade continue to lay the foundation and prepare students for the content they will learn in second through fourth grades. Students learn by progressing through a concrete-pictorial-abstract sequence. Students first encounter mathematical concepts through the use of hands-on manipulatives. Then, move on to the pictorial stage in which pictures are used to model problems. Later, when students are familiar with the ideas taught, they progress to the abstract stage in which only numbers, notations and symbols are used. Instruction focuses on mathematical thinking and immediate application of skills to problem-solving. First grade concepts include: composing and decomposing numbers with number bonds, making number stories for addition and subtraction; understanding place value; adding and subtracting within 100; adding equal groups and making multiplication stories; sharing and grouping with division; making halves and fourths; comparing and measuring length; weight and capacity; graphing; telling time; and recognizing and counting money. A specially trained math teacher provides direct instruction and teams with the homeroom teacher to enable a 1:8 teacher-to-student ratio. This level of attention allows for support and differentiation. “We are not teaching math, we are teaching thinking through the medium of math.� - Dr. Yeap Ban Har, Ministry of Education of Singapore

HISTORY & GEOGRAPHY

First graders begin their yearlong study of myself and the world by taking an in-depth look at themselves, on both the inside and the outside. Students focus on asking questions then gathering and recording information on the different body systems. The students are then ready to begin their world tour as they visit and explore each of the seven continents. Their journey begins in North America as they use archaeological skills and unearth artifacts to learn more about the Pueblo Indians. Students are introduced to research and questioning skills that they will continue to develop throughout first grade. The journey continues with brief visits to the remaining six continents, to discuss culture, major land features, habitats, climates, and surrounding oceans. The world travelers become botanists and naturalists as they record and reflect upon their discoveries. Students learn through inquiry and research, and record their knowledge in a variety of formats, including social media. George Washington is the highlighted historical figure who spends the year with the first grade. Students celebrate his birthday, daily life, and major accomplishments as the father of our country. First grade culminates their historical learning by exploring the life of ancient Egyptians, including their food, games, geography, writing, and religion. The unit includes a mummification and an ancient Egyptian feast. 14

St. Anne’s-Belfield School


SCIENCE

The goal of the first grade science program is to help students develop the skills necessary to do scientific inquiry. They plan and conduct simple investigations in their homeroom and in visits to the science lab. First graders take an in-depth look at, myself and others, gathering and recording information about physical characteristics such as eye color, skin color, and hand size. Students explore internal body systems — skeletal, muscular, digestive, circulatory, and respiratory. They practice predicting, estimating and measuring throughout the unit. These lessons and activities take place in both homeroom and the science lab. First grade students also explore weather patterns and the water cycle. The children learn about weather terms and phenomena, such as evaporation, precipitation, and condensation. They also learn how to read a thermometer, which introduces them to negative numbers. Students set up group experiments, create class graphs, and tally data as they explore and observe Virginia weather. Finally, first graders explore physics in a unit called Balls and Ramps. They experiment to see how variables such as weight, material, ball size and the height of the ramp can affect motion. Students learn the importance of a “fair test” in which variables are changed one at a time. Students then extend their study to experiment with other types of forces and their effects on moving objects.

SPANISH

In Spanish class, the primary goal for the first grade students is to continue working on communication with a variety of people from different languages and cultures. Emphasis is placed on exposing students to the Spanish language through authentic learning experiences as well as on creating a positive language experience for all students. First grade students become familiar with basic greetings, conversation words, classroom routines, colors, numbers up to 30, and the calendar routine in Spanish during the first trimester. Throughout the second and third trimesters students practice communicating the weather, location, clothing and parts of the body through the Spanish language. They also discuss similarities and differences between their lives and the lives of children in Spanish speaking communities in the United States and around the world. First grade students participate in Spanish morning meeting in their homeroom one time per rotational cycle. This provides them with the opportunity to further their exposure to the Spanish language outside of the traditional Spanish classroom. Students collaborate to work on projects and activities with the language skills presented and share their learning with their peers. Authentic children’s literature in Spanish is also used throughout the year to support students’ understanding and growth as language learners.

LIBRARY & MEDIA

We want our students to become life-long readers. We want them to love books, appreciate literature and become active in the global conversation about books and authors. Following 2017 - 2018 Learning Village K - 4 Curriculum Guide 15


those goals the Legner Learning Village Library & Media curriculum blends literature appreciation and reading guidance with basic web literacies and best practices. The curriculum exposes students to an array of contemporary authors and illustrators as well as those classic creators of children’s and young adult literature. This spiraling curriculum includes an introduction to digital tools students can use to discover more about the authors they enjoy as well as to participate in global conversations about books and authors. At each grade level students are guided in the development of age appropriate skill sets including keyboarding, basic computer skills, and using digital resources.

COMPUTER SCIENCE INITIATIVE

In today’s tech-savvy world, students must have a deeper understanding of the fundamentals of computing so they are empowered to take control of how tech will affect their lives, their culture, and their future. Through the study of computer science, students hone their design thinking, logical reasoning, and problem-solving skills in ways that can be applied to solving real world problems in every discipline. In the Learning Village, there are three primary areas of focus for computer science: • Computational Thinking: According to the Center for Computational Thinking Carnegie Mellon, “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.” • Programming: According to the CSTA Standards Task Force, “Programming has the same relation to studying computer science as playing an instrument does to studying music or painting does to studying art.” • Infrastructure: Infrastructure provides the foundation that supports the way people use technology to manipulate and share information in all its digital forms. In first grade, students expand their computer science exploration through physical computing to understand the basic components of computer-based technology: input, output and power as well as being introduced to event-driven programming. Students continue to explore sequences, conditions, loops, pattern recognition and debugging.

VISUAL ARTS

The study of art history and historic artists is introduced in lessons throughout grades K - 4, as an important part of the art education process. Other areas considered are, of course, primarily art production and creation, and to a lesser extent, art criticism and aesthetics. These features of the Discipline Based Art Education Philosophy (DBAE), in combination with the Elements and Principles of Design and the Eight Studio Habits of Mind are emphasized in the visual arts classroom. Kindergarten through fourth grade students are taught by an art specialist who introduces the language of art, and helps students develop skills in seeing, exploring, interpreting, and expressing their world through a variety of two and threedimensional media. First grade students continue to explore the visual arts through developmentally appropriate 16

St. Anne’s-Belfield School


experimentation with materials, drawing, painting, sculpting, and imagining. Students are learning basic art-making with a variety of media while being exposed to different, cultures, artists and genres of art which are integrated to studies in other disciplines. Through artmaking students practice more challenging fine motor skills of cutting, gluing, painting with brushes, and sculpting. Identifying and using the vocabulary of the building blocks of design, caring for materials, cooperating, and sharing ideas while growing their imagination are emphasized in this class. Students continue to share their artistic discoveries and learn how to respect and appreciate the efforts of others. Note: Resources and Culture studied change year to year according to student needs and integration with other disciplines.

PERFORMING ARTS

First grade students attend Performing Arts classes twice in each six-day rotation. The curriculum draws from the elemental music and movement principles of Orff-Schulwerk and the music literacy method of Zoltán Kodály integrated with a strong drama education component. Activities in singing, playing instruments, movement, speech and drama are interwoven and interrelated to explore diverse American folk cultures and English nursery rhymes. The students learn through a process of imitation, guided exploration and structured improvisation. The first grade concepts for each genre include • Music: The first grade students progress through a sequential series of activities in ear-training, improvisation, music reading, notation and composition using the authentic Do pentatonic scale and basic rhythmic patterns and meter concepts. They make interpretive choices with dynamics and timbre. The students use multi-layered accompaniments for their songs, dances and dramas. They learn child-appropriate singing technique that is applied to a varied repertoire of songs. • Dance: The first graders interpret music and drama concepts through movement and apply elements of space and time to their dance improvisations, singing games, folk dances and interpretive movement. • Drama: The first graders explore the acting elements and drama concepts through improvised and teacher-narrated dramatizations of rhymes, stories and songs. They explore expressive speech production through the tools of timbre, dynamics, phrasing and diction. First grade performances include the Winter Concert, the Grandparent & Special Friends’ Day event and a workshop production of a dramatized folktale.

PHYSICAL EDUCATION

Physical Education is an integral part of the total education of every child. First grade students participate in physical education classes everyday, for thirty minutes, with a physical education specialist. The program of instruction is sub-divided by content area to include motor skills, movement concepts and physical fitness. Within each content area, our specialists have designed a comprehensive curriculum to include developmentally appropriate instruction and 2017 - 2018 Learning Village K - 4 Curriculum Guide 17


performance outcomes that align with the National Standards for Physical Education. First grade instruction includes specific focus on the basic locomotor movements of running, skipping, galloping and jumping. Students also continue learning the process of more complex movements such as throwing, catching, kicking, dribbling, and dance. Physical fitness and content related assessments are included in progress reports to parents based on a trimester schedule. Students complete three rotations by homeroom, with each physical education specialist throughout the school year.

18

St. Anne’s-Belfield School


GRADE TWO FACULTY Mrs. Milissa Cafarella Mrs. Lori Nicholson Mrs. Emily Walton Mrs. Kelly Kosefeski Ms. Lisa Keeler Ms. Karen LeMaire Ms. Melissa Scott Ms. Kayla Carter Señora Erica Roth Ms. Kim Cox Ms. Janet Kingsley Ms. Kim Kastuk Mr. Bradley Connors Mr. Brian Kent Mrs. Michele Mathieson Mrs. Sarah FitzHenry Ms. Kim Wilkens

Second Grade Homeroom Teacher Second Grade Homeroom Teacher Second Grade Homeroom Teacher Reading Specialist & RLA Teacher Writing Workshop Coordinator Math Teacher Math Teacher Science Teacher Spanish Teacher Visual Arts Teacher Performing Arts Teacher Physical Education Teacher Physical Education Teacher Physical Education Teacher Learning Village Technology Resource Coordinator Learning Village Librarian Computer Science Initiative Coordinator

THE SOCIAL CURRICULUM

The social curriculum in grades K - 4 fosters the social and emotional growth of our students, faculty and staff. We focus on community building that strengthens the qualities of each individual and supports the development of group cohesion. Our curriculum is derived from faculty training with Responsive Classroom techniques and “Building Community” workshops. Every classroom begins the school day with Morning Meeting, a gathering of homeroom students. Students are greeted by name, and actively participate in community building games and activities that help foster self-confidence, positive assertion, cooperation, responsibility and empathy towards others. Teachers recognize that academic success stems from social and emotional strength. When students feel supported in and valued for their differences, they are better able to forge ahead academically. At the beginning of every school year, teachers, parents and children share their personal hopes and dreams. These are revisited and celebrated throughout the school year. The K - 4 student-body as a whole agrees upon the rules for each year. Students then sign our “K - 4 Constitution” that reflects how we agree to live together, work together and play together in our community. Students participate in role-plays, group discussions and chapel presentations that focus on our interconnectedness and responsibilities with and for one another. Children learn to resolve problems through a variety of meditation techniques, self-esteem building practices and group brainstorming. Students learn to recognize that both natural and logical consequences follow from their behavior and that every one of us is responsible for our own actions. Throughout the day, classes will pause to regroup and practice mindfulness techniques, known as “the peaceful pause,” in order to settle their minds and bodies, 2017 - 2018 Learning Village K - 4 Curriculum Guide 19


strengthening their self-control and focusing their attention. Our Parent-Partnership Meetings enable faculty and parents to form a connection between home and School life. We strive to keep communication open, honest and supportive of the child. The best interests of the child are kept at the heart of all decision making. The Learning Village community takes seriously its commitment to creating an environment that is safe and nurturing for all.

FAB LAB

FAB Lab is an exciting opportunity for students in the Learning Village Grades K – 4 to engage in student-initiated inquiry during a dedicated time period each week. An outgrowth of Fab Fridays in the 2014 – 2015 school year, FAB Lab is now a regular feature in the division’s schedule. FAB Lab is our own version of Google’s “20 percent Time,” adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. During weekly FAB Lab mornings, teachers supplement curricular academics with the habits and skills of student-initiated learning. Children develop perseverance as they generate questions, solve problems, collaborate with peers, and delve into their natural curiosities and intellectual pursuits. “Wonder investigations” begin in Kindergarten, where classes work together to focus their curiosity and find answers to questions on everything from slugs to clouds. At each grade level students review and learn more about the research process, including information literacy and digital literacy skills. As they progress, students transition from class investigations to group work and self-directed, independent research. A student to teacher ratio of 8:1 allows teachers to support and guide students one-on-one, in small groups, and in whole group sessions. Regardless of the research topics chosen, all Kindergarten through fourth grade students practice and master a variety of learning skills while working on their FAB Lab projects. Planning, writing, researching, reflecting, revising, and presenting findings are all inherent in the project cycles, as are opportunities for collaboration, and giving, receiving, and utilizing peer feedback. Students are encouraged to consider how their acquired knowledge and skills can impact their communities, even at their relatively young ages. An integral part of FAB Lab research is for students to share their findings and projects with others. This occurs both with on-campus audiences through presentations and performances, and also with the broader world via blogs, movies, and more. Considering the world around them, and how they can investigate and solve problems within it, is an overarching theme of students’ FAB Lab investigations.

20 St. Anne’s-Belfield School


READING AND LANGUAGE ARTS

The K - 4 Reading and Language Arts program (RLA) acknowledges that reading is a complex skill that requires students to recognize words on a page and comprehend what they mean. The ultimate goal of reading is to understand the meaning of written language; however, getting the meaning is an involved task which extends beyond decoding or reading individual words. Readers must use a variety of skills and strategies, which are taught during the RLA block in grades K - 4. The RLA program recognizes that to be true readers, students must develop the habit of reading. We incorporate independent reading to assist with this goal. Students are grouped homogeneously for RLA and all groups throughout grades K - 4 follow the same four components. Teachers incorporate technology to: promote authentic communication; foster thoughtful discussions; share book reviews; practice skills; organize information and present creative responses to literature. In second grade, students have a firm grasp of the print-sound code and are expected to read the full range of English spelling patterns. They build upon their word attack skills when decoding and spell one-and two-syllable words automatically as well as most irregularly spelled words. Comprehension becomes key as they learn self-monitoring and self-correcting strategies. Students learn to use punctuation cues including commas, periods, question marks, and quotation marks to guide them in grasping meaning and reading aloud fluently. • • • • •

Students follow the reading “diet” which includes: Independent Reading (independent texts) Guided Reading (instructional level texts-with explicit comprehension instruction) Word Study (Phonics and Vocabulary Instruction) Fluency Instruction

Second graders read widely from fiction and non-fiction genres, including informational texts, biography, realistic fiction, mystery, fantasy, historical fiction, folk tales, and poetry.

WRITING WORKSHOP

The Writing Workshop in grades K - 4, based upon the Units of Study curriculum developed by Lucy Calkins, as well as the methods of Katie Wood Ray and Ralph Fletcher, is designed to provide students with a developmentally appropriate experience in which they write regularly, learning about both process and product. Students write in a variety of genres and strengthen their understanding of craft and conventions through the study of text. The writing program aims to establish a clear connection between reading and writing as our students become readers who write and writers who read. In second grade, students write personal narratives and small moment stories, focusing on adding details to create a story with a beginning, middle and end. They write “Touch Stories” based on the legend of King Midas. Second graders also write informational texts including lab reports, and they learn to include detailed, labeled illustrations that match text. They write persuasive pieces including book recommendations and free verse poetry using line breaks to convey meaning. Teachers use mentor texts to instruct and inspire and they incorporate technology for publishing and sharing student writing. 2017 - 2018 Learning Village K - 4 Curriculum Guide 21


MATHEMATICS

Second grade students learn math through a Singapore Math curriculum called Primary Mathematics. The Singapore Math approach equips students with a strong foundation in math by covering topics in depth and teaching to mastery. The concepts taught in second grade continue to lay the foundation and prepare students for the content they will learn in third and fourth grades. Students learn by progressing through a concrete-pictorial-abstract sequence. Students first encounter mathematical concepts through the use of hands-on manipulatives. Then, they move on to the pictorial stage in which pictures are used to model problems. Later, when students are familiar with the ideas taught, they progress to the abstract stage in which only numbers, notations and symbols are used. Instruction focuses on mathematical thinking and immediate application of skills to problem-solving. Students learn to monitor their own thought processes and explore alternative methods for solving problems, which promotes logical thinking. Second grade concepts include: understanding place value to 1,000; adding and subtracting with and without renaming; multiplying and dividing by two through five and 10; measuring length, using standard and metric measures; understanding fractions; graphing; recognizing, adding and subtracting money; and telling time to five minutes. A specially trained math teacher provides direct instruction and teams with the homeroom teacher to enable a 1:8 teacher-to-student ratio. This level of attention allows for support and differentiation. “We are not teaching math, we are teaching thinking through the medium of math.” - Dr. Yeap Ban Har, Ministry of Education of Singapore

HISTORY & GEOGRAPHY

Second graders explore Ancient Greece, Jamestown, and the life of Thomas Jefferson. The study of Ancient Greece is designed to build on the knowledge and excitement of ancient cultures from first grade. Students are exposed to a variety of Greek myths and learn about gods and goddesses as well as the city-states Athens and Sparta. They study architectural features found in ancient temples and theatres and design their own columns. Rich literature and creative hands-on activities illuminate the topics of education, democracy, and theatre. The children weave, create mosaics, participate in a mini-Olympics and play a variety of games from this time period. The unit culminates with Greek Day, when the children dress in a chiton or peplos and enjoy a Greek feast. Next, students study the settlement of Jamestown, learning about the settlers’ reasons for coming to America and the difficulties they faced as they tried to establish a colony. They learn about the previously established Powhatan tribe, including the ways in which they lived, dressed, and communicated in the early seventeenth century. Students also learn about the traditional homes, food and gender roles of the Powhatans. Additionally, students learn the significance of a well-known Powhatan, Pocahontas, and compare her life with the life of a child growing up in Jamestown. The unit culminates with a field trip to Jamestown. Second graders then turn to an in-depth study of our third president, Thomas Jefferson. 22 St. Anne’s-Belfield School


The students explore various aspects of the life of this extraordinary American. These topics include his childhood and education, his family, Monticello and plantation life, his inventions and passions, the Declaration of Independence, his presidency, and the founding and designing of the University of Virginia (U.Va.). The second grade class visits the U.Va. Lawn, exploring the architecture and noting the influence of Greek architectural features that are apparent in Jefferson’s design. The unit also includes a childhood tour of Monticello. Throughout the units of study, peer teaching, interactive websites, and graphic organizers on the iPads help engage second grade students in critical thinking and collaborative problemsolving.

SCIENCE

The goal of the second grade science program is to help students develop the skills of science inquiry and apply those skills to specific units of study. Second graders learn about geology, with an emphasis on rocks and minerals. Students use measurement tools to classify, compare and contrast rocks, and become adept at differentiating between igneous, metamorphic and sedimentary rocks. Students observe the differences between rocks and minerals and use a key to identify rocks using their properties. A highlight of the unit is a field trip to Grand Caverns. Second grade students also investigate matter in its different forms: solids, liquids and gases. They test, observe and describe the properties of specific solids, liquids and gases, and explore changes caused by simple chemical reactions. Finally, second graders study the animal kingdom. The students use their understanding of what animals need in their environment to design habitats that will support a cricket population for several weeks. Second graders also learn how to differentiate between vertebrates and invertebrates, and how to classify a variety of vertebrates and arthropods based on their characteristics. Lastly, students will research an animal of their choice, classify their animal, and create a Scratch Jr. program to bring their information to life.

SPANISH

Second grade students work together to continue developing global connections. The ability to communicate with others is strongly emphasized. Speaking skills are further elicited and reinforced through creative projects and activities. Children share their learning with their peers through theatrical and artistic projects and presentations. Second grade students continue to review and reinforce language covered in previous grades. They also continue their study of the language through exposure to questioning and responding appropriately in Spanish. Students also work towards creating and using more advanced sentences in the Spanish language. Songs, games, and movements are also used to reinforce students’ understanding of the target language. Authentic children’s literature in Spanish is used throughout the year to support students’ understanding and growth as language learners. Students continue to develop awareness of and appreciation for other cultures through meaningful experiences in the classroom.

2017 - 2018 Learning Village K - 4 Curriculum Guide 23


LIBRARY & MEDIA

We want our students to become life-long readers. We want them to love books, appreciate literature and become active in the global conversation about books and authors. Following those goals the Legner Learning Village Library & Media curriculum blends literature appreciation and reading guidance with basic web literacies and best practices. The curriculum exposes students to an array of contemporary authors and illustrators as well as those classic creators of children’s and young adult literature. This spiraling curriculum includes an introduction to digital tools students can use to discover more about the authors they enjoy as well as to participate in global conversations about books and authors. At each grade level students are guided in the development of age appropriate skill sets including keyboarding, basic computer skills, and using digital resources.

COMPUTER SCIENCE INITIATIVE

In today’s tech-savvy world, students must have a deeper understanding of the fundamentals of computing so they are empowered to take control of how tech will affect their lives, their culture, and their future. Through the study of computer science, students hone their design thinking, logical reasoning, and problem-solving skills in ways that can be applied to solving real world problems in every discipline. In the Learning Village, there are three primary areas of focus for computer science: • Computational Thinking: According to the Center for Computational Thinking Carnegie Mellon, “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.” • Programming: According to the CSTA Standards Task Force, “Programming has the same relation to studying computer science as playing an instrument does to studying music or painting does to studying art.” • Infrastructure: Infrastructure provides the foundation that supports the way people use technology to manipulate and share information in all its digital forms. In second grade, students expand their exploration of computer science by starting to make their own tech creations. They use storyboarding to plan and layout their projects. They then bring their ideas to life with block-based coding environments like Scratch Jr. They also begin to explore how data is represented digitally.

VISUAL ARTS

The study of art history and historic artists is introduced in lessons throughout grades K - 4, as an important part of the art education process. Other areas considered are, of course, primarily art production and creation, and to a lesser extent, art criticism and aesthetics. These features of the Discipline Based Art Education Philosophy (DBAE), in combination with the Elements and Principles of Design and the Eight Studio Habits of Mind are emphasized in the visual arts classroom. Kindergarten through fourth grade students are taught by an art specialist who introduces the language of art, and helps students develop skills in seeing, 24 St. Anne’s-Belfield School


exploring, interpreting, and expressing their world through a variety of two and threedimensional media. Second grade students continue to explore the visual arts through developmentally appropriate experimentation with materials, drawing, painting, sculpting, and imagining. While using a variety of media students are exposed to different, cultures, artists and genres of art, which are integrated to studies in other disciplines. Through art-making students practice more precise fine motor skills of cutting, gluing, painting with multiple types of brushes, and sculpting. Identifying and using the vocabulary of the elements and the principles of design, caring for materials, cooperating, and sharing ideas while growing their imagination are emphasized in this class. Note: Resources and Culture studied change year to year according to student needs and integration with other disciplines.

PERFORMING ARTS

Second graders attend Performing Arts class twice in each six -day cycle. The curriculum draws from the elemental music and movement principles of Orff-Schulwerk, the music literacy method of Zoltán Kodály and best practices in drama education. Activities in singing, playing instruments, speech, movement and drama are interwoven and interrelated to explore the cultural roots of African American music and dance culminating in a winter performance. The spring performance project is based on a folk or fairy tale incorporating music and dance. The students learn through a process of imitation, guided exploration and structured improvisation. The second grade concepts for each genre include: • Music: Second grade students progress melodically with the concept of transposition from C to F using the extended Do pentatonic scale and progress to practicing with the remaining pentatonic scales. Rhythmically, they add dotted notes and syncopation and metrical notation to their repertoire of patterns through a sequential series of activities in ear-training, improvisation, music reading, music notation and composition in both duple and triple meters. The second graders sing and play in a more complexly textured ensemble and develop a working understanding of elemental musical forms. They practice a child-appropriate singing technique that they apply to a variety of songs. • Dance: The second graders explore elements of space, time, form and force in axial and locomotor movement paralleling music and drama concepts. They learn folk dances and create movement that supports their drama projects. • Drama: The students explore the selected elements of acting - “Who and Where” through improvisational theatre games. They experience the integrated elements of play production through the performance of a myth, fairy tale or folktale. The second graders continue to explore expressive speech through choices in phrasing, timbre, dynamics, timing and diction. The second grade performances include Winter Concert, musical presentations for Chapel, the Second Grade Play and Grandparents’ & Special Friends’ Day. 2017 - 2018 Learning Village K - 4 Curriculum Guide 25


PHYSICAL EDUCATION

Physical education is an integral part of the total education of every child. Second grade students participate in physical education classes five days of each six-day rotation, for fortyfive minutes, with a physical education specialist. The program of instruction is sub- divided by content area to include motor skills, movement concepts and physical fitness. Within each content area, our specialists have designed a comprehensive curriculum to include developmentally appropriate instruction and performance outcomes that align with the National Standards for Physical Education. Second grade practices basic locomotor skills such as running, skipping, galloping and jumping and also more advanced locomotor skills such as sliding and leaping. They continue the process of mastering more complex movements such as throwing, catching, kicking, dribbling, and dance. Second grade students also begin working on striking with implements, ball handling in basketball and volleying. Each trimester, physical fitness and content related assessments are included in progress reports to parents. Students complete three rotations by homeroom, with each physical education specialist throughout the school year.

26 St. Anne’s-Belfield School


GRADE THREE FACULTY

Mrs. Andrea Corbin Ms. Emily Mathews Mr. Mark Raffinan Ms. Lisa Keeler Mrs. Kelly Kosefeski Mrs. Becky Malin Ms. Melissa Scott Ms. Kayla Carter Ms. Kim Cox Señora Erica Roth Ms. Janet Kingsley Mrs. Michele Mathieson Ms. Sarah FitzHenry Ms. Kim Kastuk Mr. Bradley Connors Mr. Brian Kent Ms. Kim Wilkens

Third Grade Homeroom Teacher Third Grade Homeroom Teacher Third Grade Homeroom Teacher Writing Workshop Coordinator Reading Specialist & RLA Teacher Math Teacher Math Teacher Science Teacher Visual Arts Teacher Spanish Teacher Performing Arts Teacher Learning Village Technology Resource Coordinator Learning Village Librarian Physical Education Teacher Physical Education Teacher Physical Education Teacher Computer Science Initiative Coordinator

THE SOCIAL CURRICULUM

The social curriculum in grades K - 4 fosters the social and emotional growth of our students, faculty and staff. We focus on community building that strengthens the qualities of each individual and supports the development of group cohesion. Our curriculum is derived from faculty training with Responsive Classroom techniques and “Building Community” workshops. Every classroom begins the school day with Morning Meeting, a gathering of homeroom students. Students are greeted by name, and actively participate in community building games and activities that help foster self-confidence, positive assertion, cooperation, responsibility and empathy towards others. Teachers recognize that academic success stems from social and emotional strength. When students feel supported in and valued for their differences, they are better able to forge ahead academically. At the beginning of every school year, teachers, parents and children share their personal hopes and dreams. These are revisited and celebrated throughout the school year. The K - 4 student- body as a whole agrees upon the rules for each year. Students then sign our “K - 4 Constitution” that reflects how we agree to live together, work together and play together in our community. Students participate in role-plays, group discussions and chapel presentations that focus on our interconnectedness and responsibilities with and for one another. Children learn to resolve problems through a variety of mediation techniques, self-esteem building practices and group brainstorming. Students learn to recognize that both natural and logical consequences follow from their behavior and that every one of us is responsible for our own actions. Throughout the day, classes will pause to regroup and practice mindfulness techniques, known as “the peaceful pause,” in order to settle our minds and bodies, 2017 - 2018 Learning Village K - 4 Curriculum Guide 27


strengthening our self-control and focusing our attention. Our Parent-Partnership Meetings enable faculty and parents to form a connection between home and School life. We strive to keep communication open, honest and supportive of the child. The best interests of the child are kept at the heart of all decision making. The Learning Village community takes seriously its commitment to creating an environment that is safe and nurturing for all.

FAB LAB

FAB Lab is an exciting opportunity for students in the Learning Village Grades K – 4 to engage in student-initiated inquiry during a dedicated time period each week. An outgrowth of Fab Fridays in the 2014 – 2015 school year, FAB Lab is now a regular feature in the division’s schedule. FAB Lab is our own version of Google’s “20 percent Time,” adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. During weekly FAB Lab mornings, teachers supplement curricular academics with the habits and skills of student-initiated learning. Children develop perseverance as they generate questions, solve problems, collaborate with peers, and delve into their natural curiosities and intellectual pursuits. “Wonder investigations” begin in Kindergarten, where classes work together to focus their curiosity and find answers to questions on everything from slugs to clouds. At each grade level students review and learn more about the research process, including information literacy and digital literacy skills. As they progress, students transition from class investigations to group work and self-directed, independent research. A student to teacher ratio of 8:1 allows teachers to support and guide students one-on-one, in small groups, and in whole group sessions. Regardless of the research topics chosen, all Kindergarten through fourth grade students practice and master a variety of learning skills while working on their FAB Lab projects. Planning, writing, researching, reflecting and revising, and presenting findings are all inherent in the project cycles, as are opportunities for collaboration, and giving, receiving, and utilizing peer feedback. Students are encouraged to consider how their acquired knowledge and skills can impact their communities, even at their relatively young ages. An integral part of FAB Lab research is for students to share their findings and projects with others. This occurs both with on-campus audiences through presentations and performances, and also with the broader world via blogs, movies, and more. Considering the world around them, and how they can investigate and solve problems within it, is an overarching theme of students’ FAB Lab investigations.

28 St. Anne’s-Belfield School


READING & LANGUAGE ARTS

The K - 4 RLA (Reading/Language Arts) program acknowledges that reading is a complex skill that requires students to recognize words on a page and comprehend what they mean. The ultimate goal of reading is to understand the meaning of written language; however, getting the meaning is an involved task which extends beyond decoding or reading individual words. Readers must use a variety of skills and strategies, which are taught during the RLA block in grades K - 4. The RLA program recognizes that to be true readers, students must develop the habit of reading. We incorporate independent reading to assist with this goal. Students are grouped homogeneously for RLA and all groups throughout grades K - 4 follow the same four components. Teachers incorporate technology to: promote authentic communication; foster thoughtful discussions; share book reviews; practice skills; organize information and present creative responses to literature. In third grade, students’ decoding of the print-sound code becomes automatic across the whole span of language. Students continue to learn about words — roots, inflections, suffixes, prefixes, and homophones as part of vocabulary growth. Books present new words that they are able to figure out using their knowledge of word structures. • • • • •

Students follow the reading “diet” which includes: Independent Reading (independent texts) Guided Reading (instructional level texts-with explicit comprehension instruction) Word Study(Phonics and Vocabulary Instruction) Fluency Instruction

Third graders read widely and in depth from fiction and non-fiction genres, including informational texts, biography, realistic fiction, mystery, fantasy, historical fiction, myths, and poetry.

WRITING WORKSHOP

The Writing Workshop in grades K - 4, based upon the Units of Study curriculum developed by Lucy Calkins, as well as the methods of Katie Wood Ray and Ralph Fletcher, is designed to provide students with a developmentally appropriate experience in which they write regularly, learning about both process and product. Students write in a variety of genres and strengthen their understanding of craft and conventions through the study of text. The writing program aims to establish a clear connection between reading and writing as our students become readers who write and writers who read. In third grade, students write personal narratives and seed stories, focusing on personally significant people, places, and objects. Later in the year, students research animals native to Virginia and write informational reports about their chosen animal. They also write persuasive speeches and fairy tales. Through lessons on personification, alliteration, metaphors/similes, and word choice, students compose free verse poetry. Teachers use mentor texts to instruct and inspire writing, publishing and sharing student writing.

2017 - 2018 Learning Village K - 4 Curriculum Guide 29


MATHEMATICS

Third grade students learn math through a Singapore Math curriculum called Primary Mathematics. The Singapore Math approach equips students with a strong foundation in math by covering topics in depth and teaching to mastery. The concepts taught in third grade continue to lay the foundation and prepare students for the content they will learn in fourth through sixth grades. Students learn by progressing through a concrete-pictorial-abstract sequence. Students first encounter mathematical concepts through the use of hands-on manipulatives. Then, they move on to the pictorial stage in which pictures are used to model problems. Later, when students are familiar with the ideas taught, they progress to the abstract stage in which only numbers, notations and symbols are used. Instruction focuses on mathematical thinking and immediate application of skills to problem-solving. Students learn to monitor their own thought processes and explore alternative methods for solving problems, which promotes logical thinking and number sense. Third grade concepts include: understanding place value to the 10 thousands; rounding; applying mental calculation and estimation to find of sums and differences; adding and subtracting to the thousands; solving two-step word problems; multiplying and dividing by six, seven, eight, and nine; analyzing data; understanding, adding, subtracting, and finding equivalent fractions; telling time; recognizing and comparing angles; and finding area, perimeter, and volume. A specially trained math teacher provides direct instruction and teams with the homeroom teacher to enable a 1:8 teacher-to-student ratio. This level of attention allows for support and differentiation. “We are not teaching math, we are teaching thinking through the medium of math.” --Dr. Yeap Ban Har, Ministry of Education of Singapore

HISTORY & GEOGRAPHY Virginia is the focus of the third grade history and geography curriculum. In the first trimester, students develop map skills and learn about Virginia’s regions and resources. They use cardinal and intermediate directions, lines of latitude and longitude and a map key as they locate places in Virginia and identify its borders and neighboring states. Third graders complete the Virginia Map Project to review their map skills and to strengthen their understanding of Virginia geography. The culminating geography activity focuses on our native animals. Throughout this project, students hone their basic research skills as they practice reading for information and writing informational reports. The study of Virginia’s history begins with a review of Jamestown and its settlement of Virginia. A field trip to the Frontier Culture Museum in the fall brings perspective to the history and geography the students are studying. Next, the exploration turns to life in colonial Virginia. Students look at the changes that took place as the colony grew through the seventeenth century and they explore the events that led up to the American Revolution, as well as Virginia’s role in building the new nation. Through an experiential activity called the “King’s M & M’s,” students experience taxation without representation. Additionally, third 30 St. Anne’s-Belfield School


graders write persuasive speeches which reflect viewpoints of the American Revolution. Students begin the third trimester with a study of James Madison which culminates with a trip to Montpelier. After studying the foundation of our early government, the students explore Ancient Rome. They become familiar with Rome’s position in history as well as ancient Roman culture, civilization, and community organization. Students select aspects of Ancient Roman culture to explore through research and presentations, and they grow to appreciate Rome’s impact on modern life. This exciting unit concludes with the celebration of Ancient Rome Day.

SCIENCE

The goal of the third grade science program is to help students develop the skills of science inquiry and apply those skills to specific units of study. Third graders explore electricity and discover the content through hands-on experiments. They investigate electric conductors and insulators, and build series and parallel circuits. A favorite project in the unit uses the students’ new knowledge of electric circuits to build electric quiz boards. Students will also use their knowledge of series and parallel circuits to design a circuit that performs a task. Additionally, students enjoy building an electromagnet to understand one of the relationships between electricity and magnetism. Third grade students learn about soil and how it impacts the world. Students conduct experiments to explore four different types of soil. After making detailed observations about soil and soil related phenomenon, students focus on one research question about soil. Throughout the unit, students work in groups to design their own experiments, ask experts, and/or read resources to find an answer to their question. At the end of the unit, students share their findings with their peers and discuss the importance of soil in the world. Third graders also learn about plants through observations, measurements, and the comparison of different plant parts. They collect and record data about seeds and plants, using charts and scientific drawings to communicate their observations. Students make predictions and devise experiments to find the ideal conditions for plant growth and they investigate photosynthesis and pollination.

SPANISH

For third grade students, the primary goal continues to be the development of oral, listening comprehension, and communication skills in Spanish. The previously covered topics are expanded and enriched through projects and activities which make the language learning process meaningful and personal for the students. Authentic children’s literature in Spanish continues to be used to support and enhance language learning. Building on the program presented in first and second grades, students share their knowledge with each other through collaboration and investigation. They use available technology, such as the iPads, to create projects and enhance activities that they can then share with their classmates and the larger school community. Throughout the third grade year, students begin working on incorporating writing into their Spanish projects throughout each unit. Third grade students also continue to develop cross-cultural connections using their language and communication skills.

2017 - 2018 Learning Village K - 4 Curriculum Guide 31


LIBRARY & MEDIA

We want our students to become life-long readers. We want them to love books, appreciate literature and become active in the global conversation about books and authors. Following those goals the Legner Learning Village Library & Media curriculum blends literature appreciation and reading guidance with basic web literacies and best practices. The curriculum exposes students to an array of contemporary authors and illustrators as well as those classic creators of children’s and young adult literature. This spiraling curriculum includes an introduction to digital tools students can use to discover more about the authors they enjoy as well as to participate in global conversations about books and authors. At each grade level students are guided in the development of age appropriate skill sets including keyboarding, basic computer skills, and using digital resources.

COMPUTER SCIENCE INITIATIVE

In today’s tech-savvy world, students must have a deeper understanding of the fundamentals of computing so they are empowered to take control of how tech will affect their lives, their culture, and their future. Through the study of computer science, students hone their design thinking, logical reasoning, and problem-solving skills in ways that can be applied to solving real world problems in every discipline. In the Learning Village, there are three primary areas of focus for computer science: • Computational Thinking: According to the Center for Computational Thinking Carnegie Mellon, “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.” • Programming: According to the CSTA Standards Task Force, “Programming has the same relation to studying computer science as playing an instrument does to studying music or painting does to studying art.” • Infrastructure: Infrastructure provides the foundation that supports the way people use technology to manipulate and share information in all its digital forms. Third graders continue to hone their problem solving skills by working independently on more challenging coding puzzles. In addition to continuing to explore block-based coding, they are introduced to syntax by experimenting with some text-based coding platforms. They will extend their experience with physical computing by learning about and creating their own electronic circuits.

VISUAL ARTS

The study of art history and historic artists is introduced in lessons throughout grades K - 4, as an important part of the art education process. Other areas considered are, of course, primarily art production and creation, and to a lesser extent, art criticism and aesthetics. These features of the Discipline Based Art Education Philosophy (DBAE), in combination with the Elements and Principles of Design and the Eight Studio Habits of Mind are emphasized in the visual arts classroom. Kindergarten through fourth grade students, are taught by an art specialist who introduces the language of art and helps students develop skills in 32 St. Anne’s-Belfield School


seeing, exploring, interpreting, and expressing their world through a variety of two and threedimensional media. Third grade students continue to explore the visual arts through developmentally appropriate experimentation with materials, drawing, painting, sculpting, and imagining. While using a variety of media students are exposed to different cultures, artists and genres of art, which are integrated into studies in other disciplines. Through art-making students practice more intricate and precise fine motor skills of cutting, gluing, painting with multiple types of brushes, and sculpting. Identifying and using the vocabulary of the elements and the principles of design, caring for materials, cooperating, and sharing ideas while growing their imagination are emphasized in this class. Note: Resources and Culture studied change year to year according to student needs and integration with other disciplines.

PERFORMING ARTS

Third grade students attend Performing Arts classes twice in each six- day cycle. The curriculum draws from the elemental music and movement principles of Orff Schulwerk, the music literacy method of Zoltán Kodály, and best practices in drama education. Activities in singing, playing instruments, speech, movement and drama are interwoven and interrelated to explore and compare the cultural roots and performance practices of the diverse peoples of Colonial Virginia culminating in a Winter Performance as well as developing a spring performance project based on a folk, fairy tale, myth or legend. The students learn through a process of imitation, guided exploration and structured improvisation. The third grade concepts for each genre include: • Music: The third grade students continue to advance their skills in ear-training, improvisation, music reading, music notation, transposition and composition. Melodically, they use the Do and La pentatonic scales with a progression to the full modes. They gain a facility with the letter names of the treble clef. Rhythmically, they translate the Kodály rhythm syllables with numeric counting and apply rhythmic skills comfortably in both duple and triple meters. The third graders accompany their songs and dances using more advanced Orff instrumental techniques. They sing and play instrumental pieces in canon. The students work with binary and rondo forms. They learn techniques of posture, imagery and diction to enhance their solo and choral singing. • Dance: Elements of space, time, force, texture and form are explored in sequence with parallel concepts in drama and music. Students apply their dance skills to folk dances, structured improvisations, movement supporting their drama projects, and abstract choreography. • Drama: Students explore the elements of acting - “who, what, where, when, and why” - through improvisational theatre games, develop speech production and diction skills, and experience the integrated elements of play production. Third grade performances include: the Winter Concert, the Third Grade Play, Grandparents’ & Special Friends’ Day program, and musical presentations for Chapel services. 2017 - 2018 Learning Village K - 4 Curriculum Guide 33


PHYSICAL EDUCATION

Physical education is an integral part of the total education of every child. Third grade students participate in physical education classes four days of each six-day rotation for fortyfive minutes, with a physical education specialist. The program of instruction is sub- divided by content area to include motor skills, movement concepts and physical fitness. Within each content area, our specialists have designed a comprehensive curriculum to include developmentally appropriate instruction and performance outcomes that align with the National Standards for Physical Education. Third grade students practice basic locomotor skills such as running, skipping, galloping and jumping, as well as more advanced locomotor skills such as sliding and leaping. They continue the process of mastering the more complex movements of throwing, catching, kicking, dribbling, and dance. Third grade students continue to practice striking with implements, ball handling in basketball and volleying. Physical fitness and content related assessments are included in progress reports to parents based on a trimester schedule. Students complete three rotations by homeroom, with each physical education specialist throughout the school year.

34 St. Anne’s-Belfield School


GRADE FOUR FACULTY

Ms. Yarden Batson Ms. Megan Grant Ms. Fiona Johnston Ms. McKenzie Inigo Ms. Lisa Keeler Ms. Gita Howeth Ms. Karen LeMaire Ms. Kayla Carter Señora Erica Roth Mr. John Russell Ms. Victoria Redfearn Cave Mrs. Michele Mathieson Mrs. Sarah FitzHenry Mrs. Brooke Canova Mr. Brian Kent Mr. Bradley Connors Ms. Kim Wilkens

Fourth Grade Homeroom Teacher Fourth Grade Homeroom Teacher Fourth Grade Homeroom Teacher Fourth Grade Homeroom Teacher RLA Teacher & Writing Workshop Coordinator Math Teacher Math Teacher Science Teacher Spanish Teacher Visual Arts Teacher Performing Arts Teacher Learning Village Technology Resource Coordinator Learning Village Librarian Physical Education Teacher Physical Education Teacher Physical Education Teacher Computer Science Initiative Coordinator

THE SOCIAL CURRICULUM

The social curriculum in grades K - 4 fosters the social and emotional growth of our students, faculty and staff. We focus on community building that strengthens the qualities of each individual and supports the development of group cohesion. Our curriculum is derived from faculty training with Responsive Classroom techniques and “Building Community” workshops. Every classroom begins the school day with Morning Meeting, a gathering of homeroom students. Students are greeted by name, and actively participate in community building games and activities that help foster self-confidence, positive assertion, cooperation, responsibility and empathy towards others. Teachers recognize that academic success stems from social and emotional strength. When students feel supported in and valued for their differences, they are better able to forge ahead academically. At the beginning of every school year, teachers, parents and children share their personal hopes and dreams. These are revisited and celebrated throughout the school year. The K - 4 student-body as a whole agrees upon the rules for each year. Students then sign our “K - 4 Constitution” that reflects how we agree to live together, work together and play together in our community. Students participate in role-plays, group discussions and chapel presentations that focus on our interconnectedness and responsibilities with and for one another. Children learn to resolve problems through a variety of meditation techniques, self-esteem building practices and group brainstorming. Students learn to recognize that both natural and logical consequences follow from their behavior and that every one of us is responsible for our own actions. Throughout the day, classes will pause to regroup and practice mindfulness techniques, known as “the peaceful pause,” in order to settle our minds and bodies, strengthening our self-control and focusing our attention. 2017 - 2018 Learning Village K - 4 Curriculum Guide 35


Our Parent-Partnership Meetings enable faculty and parents to form a connection between home and School life. We strive to keep communication open, honest and supportive of the child. The best interests of the child are kept at the heart of all decision making. The Learning Village community takes seriously its commitment to creating an environment that is safe and nurturing for all.

FAB LAB

FAB Lab is an exciting opportunity for students in the Learning Village Grades K – 4 to engage in student-initiated inquiry during a dedicated time period each week. An outgrowth of Fab Fridays in the 2014 – 2015 school year, FAB Lab is now a regular feature in the division’s schedule. FAB Lab is our own version of Google’s “20 percent Time,” adapted to be developmentally appropriate for young children brimming with natural curiosity and plenty of questions. During weekly FAB Lab mornings, teachers supplement curricular academics with the habits and skills of student-initiated learning. Children develop perseverance as they generate questions, solve problems, collaborate with peers, and delve into their natural curiosities and intellectual pursuits. “Wonder investigations” begin in Kindergarten, where classes work together to focus their curiosity and find answers to questions on everything from slugs to clouds. At each grade level students review and learn more about the research process, including information literacy and digital literacy skills. As they progress, students transition from class investigations to group work and self-directed, independent research. A student to teacher ratio of 8:1 allows teachers to support and guide students one-on-one, in small groups, and in whole group sessions. Regardless of the research topics chosen, all Kindergarten through fourth grade students practice and master a variety of learning skills while working on their FAB Lab projects. Planning, writing, researching, reflecting and revising, and presenting findings are all inherent in the project cycles, as are opportunities for collaboration, and giving, receiving, and utilizing peer feedback. Students are encouraged to consider how their acquired knowledge and skills can impact their communities, even at their relatively young ages. An integral part of FAB Lab research is for students to share their findings and projects with others. This occurs both with on-campus audiences through presentations and performances, and also with the broader world via blogs, movies, and more. Considering the world around them, and how they can investigate and solve problems within it, is an overarching theme of students’ FAB Lab investigations.

READING & LANGUAGE ARTS

The K - 4 Reading and Language Arts program (RLA) acknowledges that reading is a complex skill that requires students to recognize words on a page and comprehend what they mean. 36 St. Anne’s-Belfield School


The ultimate goal of reading is to understand the meaning of written language; however, getting the meaning is an involved task which extends beyond decoding or reading individual words. Readers must use a variety of skills and strategies, which are taught during the RLA block in grades K - 4. The RLA program recognizes that to be true readers, students must develop the habit of reading. We incorporate independent reading to assist with this goal. Students are grouped homogeneously for RLA and all groups throughout grades K - 4 follow the same four components. Teachers incorporate technology to: promote authentic communication; foster thoughtful discussions; share book reviews; practice skills; organize information and present creative responses to literature. Students in fourth grade are confident readers. They read thoughtfully, comprehending shades of meaning. They work to develop a deep understanding of text, making comparisons among books, questioning authors’ perspectives and interpreting the significance of stories. Students follow the reading “diet” which includes: • Independent Reading (independent texts) • Guided Reading (instructional level texts-with explicit comprehension instruction) • Word Study(Phonics and Vocabulary Instruction) • Fluency Instruction Structured genre studies enable students to articulate and categorize their observations as well as sharpen their skills at interpreting, analyzing, and synthesizing what they read. Fourth graders read widely and in depth from fiction and non-fiction genres including informational texts, biography, autobiography, realistic fiction, fantasy, historical fiction, and poetry.

WRITING WORKSHOP

The fourth grade Writing Workshop is guided by the Units of Study curriculum developed by Lucy Calkins. It is designed to provide students with a developmentally appropriate experience in which they write regularly, learning about both process and product. Students write in a variety of genres and strengthen their understanding of craft and conventions through the study of text. The writing program aims to establish a clear connection between reading and writing as our students become readers who write and writers who read. The concept of people being shaped by their time and place, which is studied in History, is interwoven in the units of writing. Students will understand how their time and place impacts them as writers, as well as citizens of the world. In fourth grade, students explore a variety of writing genres, craft moves and strategies. They write personal essays, learning to organize their writing around a central idea and develop it using supporting details written in paragraph form. They study the skills needed to write fiction and each child drafts and publishes a realistic fiction story. Fourth graders write informational texts related to their history curriculum and explore and generate free verse poetry. Teachers use mentor texts to instruct and inspire and they incorporate technology for collaborative writing, publishing, and sharing student writing.

2017 - 2018 Learning Village K - 4 Curriculum Guide 37


MATHEMATICS

Fourth grade students learn math through a Singapore Math curriculum called Primary Mathematics. The Singapore Math approach equips students with a strong foundation in math by covering topics in depth and teaching to mastery. The concepts taught in fourth grade continue to lay the foundation and prepare students for the content they will learn in fifth and sixth grades. Students learn by progressing through a concrete pictorial abstract sequence. Students first encounter mathematical concepts through the use of hands-on manipulatives. Then, they move on to the pictorial stage in which pictures are used to model problems. Later, when students are familiar with the ideas taught, they progress to the abstract stage in which only numbers, notations and symbols are used. Instruction focuses on mathematical thinking and immediate application of skills to problem-solving. Students learn to monitor their own thought processes and explore alternative methods for solving problems, which promotes logical thinking. Fourth grade concepts include: recognizing and comparing whole numbers in the millions; finding factors and multiples; applying order of operations rules to evaluate expressions; multiplying by two digit numbers; adding and subtracting fractions; recognizing and comparing quadrilaterals; finding the area and perimeter of composite figures; understanding decimals to the thousandths; rounding and estimating; and finding the volume of a cuboid. A specially trained math teacher provides direct instruction and teams with the homeroom teacher to enable a 1:8 teacher-to-student ratio. This level of attention allows for support and differentiation. “We are not teaching math, we are teaching thinking through the medium of math.” - Dr. Yeap Ban Har, Ministry of Education of Singapore

SCIENCE

The goal of the fourth grade science program is to help students develop the skills of science inquiry and apply those skills to specific units of study. Fourth grade students investigate ecosystems, observing the ways in which organisms interact with each other in our local deciduous ecosystem. Students describe the roles of producers, consumers, and decomposers, recognizing that each organism is important to the ecosystem’s survival. They also investigate the predator-prey relationships that become evident during the dissection of owl pellets. Fourth graders also explore astronomy. In small groups, students research a specific planet and design a planetary base that would protect its inhabitants from the physical features of the planet. They sequence the phases of the moon, compare the distance between the planets in our solar system, and teach each other about the characteristics of each planet. Finally, fourth graders focus on the physical science of light and sound. Students participate in a variety of experiments to investigate sound waves, including manipulating digital sounds. Students will also create their own musical instruments, and present their instruments to the class explaining how the sound is created and can be changed. Students also explore 38 St. Anne’s-Belfield School


the properties of light energy through hands-on lab activities, discovering how light can be reflected, absorbed, or transmitted through different materials.

HISTORY & GEOGRAPHY

The fourth grade history curriculum consists of four units. The first unit is called “Discovering Our Country” and focuses on the geographic shape of our country. Students will be researching regions in which they are interested to understand how geography affects lives and how regions can be shaped by a variety of different factors (e.g. landforms, politics, sports, economics, etc.). The second unit is James Monroe’s legacy, the focus is how he was shaped by his time in history and how his decisions shaped his time and ours. Fourth graders will visit James Monroe Highland for students to gather historical evidence and construct knowledge of the life and times of James Monroe. Students will research issues from this place in the 1800s, which will lead into a discussion of slavery and the causes of the Civil War. The third unit is Civil War Perspectives. Students will explore the perspectives of different groups and study the issues that led up to the Civil War. They will investigate how the events of those times shaped the country. Students will experience the life of Civil War soldiers, plantation owners, and slaves during a field trip to Pamplin Historical Park in Petersburg, VA. The final unit in fourth grade is Ancient China. Students will continue their investigation of how time and place shape civilizations and how individual and collective decisions shape time and place. Students will analyze and respond to a variety of primary sources, including literature, artifacts, and art. Students will deepen their research skills by choosing an area of interest to research. They will present their learning during a museum exhibit on Ancient China Day.

SPANISH

In fourth grade Spanish, the primary goal continues to be the development of students’ oral communication skills, while reading and writing skills are also emphasized. Fourth graders are given opportunities to share their knowledge of other cultures and the Spanish language with younger students in the School. In fourth grade students are given many opportunities to collaborate in groups to create projects and presentations, using available technology resources. The fourth grade year begins with a study of Hispanic American culture in the United States. Children’s literature in Spanish continues to be used to support the language learning process throughout the course. Fourth grade students focus on a cultural study of Spain throughout the course of the school year, and strive to make global connections through cross-cultural communication.

LIBRARY & MEDIA

We want our students to become life-long readers. We want them to love books, appreciate literature and become active in the global conversation about books and authors. Following 2017 - 2018 Learning Village K - 4 Curriculum Guide 39


those goals, the Legner Learning Village Library & Media curriculum blends literature appreciation and reading guidance with basic web literacies and best practices. The curriculum exposes students to an array of contemporary authors and illustrators as well as those classic creators of children’s and young adult literature. This spiraling curriculum includes an introduction to digital tools students can use to discover more about the authors they enjoy as well as to participate in global conversations about books and authors. At each grade level students are guided in the development of age appropriate skill sets including keyboarding, basic computer skills, and using digital resources.

COMPUTER SCIENCE INITIATIVE

In today’s tech-savvy world, students must have a deeper understanding of the fundamentals of computing so they are empowered to take control of how tech will affect their lives, their culture, and their future. Through the study of computer science, students hone their design thinking, logical reasoning, and problem-solving skills in ways that can be applied to solving real world problems in every discipline. In the Learning Village, there are three primary areas of focus for computer science: • Computational Thinking: According to the Center for Computational Thinking Carnegie Mellon, “Computational thinking is a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science.” • Programming: According to the CSTA Standards Task Force, “Programming has the same relation to studying computer science as playing an instrument does to studying music or painting does to studying art.” • Infrastructure: Infrastructure provides the foundation that supports the way people use technology to manipulate and share information in all its digital forms. With access to laptops, students in fourth grade have several opportunities to design, code and test their own technology creations. These projects enable students to take their computer science skills to the next level as they demonstrate their knowledge in other subject areas such as math, Spanish, and science. Along the way, students will hone their problem solving skills by creating algorithms that employ logical reasoning, conditions and decomposition. They will also gain a deeper understanding of the relationship between hardware, software, data and the impact of technology on their world..

PERFORMING ARTS

“The Orff approach emphasizes: PROCESS rather than performance, PARTICIPATION by all, each at his own level, CULTIVATION of skills for creating and developing musical ideas rather than reproducing set forms, and PLAYING with materials as a child at play builds many forms.” The fourth grade Music & Movement program is based on the Orff-Schulwerk method of music education, and emphasizes advanced ensemble opportunities. This method is characterized by the inclusion of all students in ensemble work; the unity of music, dance, and drama; the emphasis on process teaching; and the guided improvisation and composition experience. Each week the students receive technique lessons in singing, barred instruments, recorder, dance and drama. Students are also given opportunities to explore literature, songs, movement, instruments, or even visual art as inspiration for their own music and dance making possibilities. Music literacy is taught through 40 St. Anne’s-Belfield School


actively making music with the body, followed by identifying patterns in sound, and finally by labeling that sound with symbols. In fourth grade, students will address advanced pentatonic pieces, instrument work, and advanced round singing. The focus during dance and drama will be storytelling, character work, creative expression and physical awareness. The Orff-Schulwerk curriculum is process based; however, students at this level actively participate in ensemble performances throughout the year, as leaders of grades K - 4 in the Learning Village.

VISUAL ARTS

The study of art history and historic artists is introduced in lessons throughout grades K - 4, as an important part of the art education process. Other areas considered are, of course, primarily art production and creation, and to a lesser extent, art criticism and aesthetics. These features of the DBAE Philosophy (Discipline Based Art Education), in combination with the Elements and Principles of Design and the Eight Studio Habits of Mind are emphasized in the visual arts classroom. Kindergarten through fourth grade students, are taught by an art specialist who introduces the language of art, and helps students develop skills in seeing, exploring, interpreting, and expressing their world through a variety of two and three-dimensional media. Fourth grade art continues to focus on honing skills of observation, drawing, painting, and sculpture while bringing students’ own voice to their work. These young artists create works reflecting their studies of the rich and varied art of ancient China. Students will recognize style, nature, imagination, experimentation, and the world around them as ripe sources for inspiration in art. Visual literacy and discussions about aesthetics are integrated in each lesson. Students are encouraged to look at art and cultural history with greater understanding and to discuss and share perceptions and reflections.

PHYSICAL EDUCATION

Physical education is an integral part of the total education of every child. Fourth grade students participate in physical education classes four days of each six-day rotation, for forty-five minutes, with a physical education specialist. The program of instruction is sub- divided by content area to include motor skills, movement concepts and physical fitness. Within each content area, our specialists have designed a comprehensive curriculum to include developmentally appropriate instruction and performance outcomes that align with the National Standards for Physical Education. Fourth grade students practice basic locomotor skills such as running, skipping, galloping and jumping, as well as more advanced locomotor skills such as sliding and leaping. They continue the process of mastering more complex movements such as throwing, catching, kicking, dribbling and dance. Fourth grade students also practice striking with implements, ball handling in basketball, and volleying. Physical fitness and content related assessments are included in progress reports to parents on a trimester schedule. Students complete three rotations by homeroom, with each physical education specialist throughout the school year. 2017 - 2018 Learning Village K - 4 Curriculum Guide 41


St. Anne’s-Belfield School 2132 Ivy Road | 799 Faulconer Drive | Charlottesville, VA 22903 (434) 296-5106 | w w w. s t a b. org

2017 - 2018 K - 4 Curriculum Guide  
Read more
Read more
Similar to
Popular now
Just for you