Curriculum Guide 20-21

Upper Campus

Lower Campus

2650 Sand Hill Rd Menlo Park, CA 94025

330 Ravenswood Ave Menlo Park, CA 94025

Kindergarten - Grade 5 650 854 0288

Preschool - TK 650 322-2628

Trinity School Curriculum Guide

Teaching and Leading Since 1961

Trinity School Accreditations:

Our Mission Trinity gives each child a voice.

We guide children to self-discovery.

We celebrate the child’s growth in critical thinking, character development, and social responsibility.

Trinity School encourages preschool to fifth grade children from all backgrounds to love learning.

We foster rigorous academics grounded in childcentered content and innovative practices.

Trinity upholds the values and traditions of the Episcopal Church and honors the role of the family in educating children.

The legacy of a Trinity education is a curious mind and a discerning heart.

Trinity School Memberships:

Trinity School Accreditations:

Our Mission Trinity gives each child a voice.

We guide children to self-discovery.

We celebrate the child’s growth in critical thinking, character development, and social responsibility.

Trinity School encourages preschool to fifth grade children from all backgrounds to love learning.

We foster rigorous academics grounded in childcentered content and innovative practices.

Trinity upholds the values and traditions of the Episcopal Church and honors the role of the family in educating children.

The legacy of a Trinity education is a curious mind and a discerning heart.

Trinity School Memberships:

Welcome

Have questions or want to learn more about Trinity?

At Trinity, we have a unique opportunity. We reside firmly at the crossroads where the intellectual curiosity and rigor of Silicon Valley intersects with the social consciousness that underpins the Episcopal tradition. We are an intentionally small school located on two campuses, and yet we strive to connect our students to the world far beyond them. We believe it is our job to partner with parents to cultivate the unique gifts within each child - whether literary, mathematical, musical, linguistic, scientific, dramatic, artistic, athletic, or altruistic. Through our curriculum, carefully constructed and delivered by an expert and passionate faculty, we nurture our students with the intent of bringing their talents to the wider world using the Episcopal tenants of inclusivity and social progress. We understand that education is more than simply learning, it is turning learning into action to

Matt Allio, Head of School Trinity School’s Early Childhood Program views children’s learning as dynamic, complex and holistic. Our classrooms offer spaces and experiences where play and learning are interdependent and not mutually exclusive. Children need an environment where they feel empowered to voice their ideas, act on their theories, value differing perspectives and develop empathy. We know knowledge is constructed over time in socially supported environments. Therefore, learning must support participation, dialogue, and interaction. Our role, as adults, is to facilitate and document learning experiences that nurture social-emotional development along with the cognitive. Intentionally offering opportunities to develop selfconfidence, self-worth, resilience, and perspective-taking develops those skills that ready a child for kindergarten and beyond.

Sue Krishna, Lower Campus Director Please reach out to Kirk Gossman, Director of Admissions and Matriculation kgossman@trinity-mp.org

Trinity’s size, educational philosophy, and the dedication of our faculty allow us to carefully personalize each child’s educational journey. We guide students to think in the “we,” rather than the “I,” while also providing optimal challenges for each of our students. We teach critical thinking as well as social and emotional learning and round out our program with exposure to Art, Design Thinking, Music, PE, Religious Studies, Science, and Spanish. Our hope is that children leave Trinity filled with confidence that stems from self-knowledge, a deepened curiosity towards learning in all areas, and an understanding that we are stronger together than we are alone.

Colette McWilliams, Upper Campus Director

Welcome

Have questions or want to learn more about Trinity?

At Trinity, we have a unique opportunity. We reside firmly at the crossroads where the intellectual curiosity and rigor of Silicon Valley intersects with the social consciousness that underpins the Episcopal tradition. We are an intentionally small school located on two campuses, and yet we strive to connect our students to the world far beyond them. We believe it is our job to partner with parents to cultivate the unique gifts within each child - whether literary, mathematical, musical, linguistic, scientific, dramatic, artistic, athletic, or altruistic. Through our curriculum, carefully constructed and delivered by an expert and passionate faculty, we nurture our students with the intent of bringing their talents to the wider world using the Episcopal tenants of inclusivity and social progress. We understand that education is more than simply learning, it is turning learning into action to

Matt Allio, Head of School Trinity School’s Early Childhood Program views children’s learning as dynamic, complex and holistic. Our classrooms offer spaces and experiences where play and learning are interdependent and not mutually exclusive. Children need an environment where they feel empowered to voice their ideas, act on their theories, value differing perspectives and develop empathy. We know knowledge is constructed over time in socially supported environments. Therefore, learning must support participation, dialogue, and interaction. Our role, as adults, is to facilitate and document learning experiences that nurture social-emotional development along with the cognitive. Intentionally offering opportunities to develop selfconfidence, self-worth, resilience, and perspective-taking develops those skills that ready a child for kindergarten and beyond.

Sue Krishna, Lower Campus Director Please reach out to Kirk Gossman, Director of Admissions and Matriculation kgossman@trinity-mp.org

Trinity’s size, educational philosophy, and the dedication of our faculty allow us to carefully personalize each child’s educational journey. We guide students to think in the “we,” rather than the “I,” while also providing optimal challenges for each of our students. We teach critical thinking as well as social and emotional learning and round out our program with exposure to Art, Design Thinking, Music, PE, Religious Studies, Science, and Spanish. Our hope is that children leave Trinity filled with confidence that stems from self-knowledge, a deepened curiosity towards learning in all areas, and an understanding that we are stronger together than we are alone.

Colette McWilliams, Upper Campus Director

Early Childhood Program

Service Learning

A Time for Exploration

Learning to serve the greater good is threaded throughout a Trinity School education

Trinity School’s warm-hearted and experienced teachers understand that children age three or four have distinct ways of viewing reality and are beginning to shape their understanding of how the world works. Therefore teachers foster the curiosity that motivates a child’s life-long learning by posing questions that encourage the child to observe, use language, and take reasonable risks. Key concepts as well as teachers’ extensive experience guide learning for Trinity School’s youngest students.

Beyond the classroom, Trinity School makes an impact on the lives of our students, families, and the community around us. Our Service Learning curriculum challenges students at each grade level to engage with global issues in an empowering and age appropriate manner.

Students are encouraged to find ways to exercise their responsibility to other and to meet the needs of their community. Each quarter, Kindergarten through Grade 5 students select projects based on individual demonstrated initiative, interest, and prior service. Guided by the Service Learning teacher, the student group is charged with assessing who needs our help and how to best engage with them.

Socio-Emotional Our program nurtures the development of social and emotional growth within our students. During their time with us, students will discover...

• • • • • •

How do I develop kindness and compassion?

How can I be a good friend, helper and leader?

What do I need to do to thrive in a group and as an individual?

Why do I need to treat others with respect?

How do I take care of my own emotions?

What are the ways that I can express myself?

Heart of Trinity Awards

Mathematics

Grade 5 students culminate their Service Learning experience by reflecting on problems in the world and different ways to solve them. They research and choose organizations which represent core values of our school and present awards to those organizations.

Mathematics is part of our everyday world. In our Early Childhood Program, our students are given the lens to explore this reality by analyzing...

• • • • • • • •

What do numbers mean?

What can I do with numbers?

How do numbers help us measure?

What is less? More?

How many?

How long? Short?

How can we create different structures?

How do I define the figures and forms that are around us?

Students write award letters to these organizations explaining why they appreciate the work they are doing to help our world and people in need and how their work reflects the values of Trinity School. Each organization is given the award letter, a Trinity School medallion, and $100 from the Penny Panic money raised by Trinity students. If they are local and able, organizations are invited to send a representative to receive the award, speak briefly to all Trinity students in chapel, and spend some time with questions and answers in Grade 5.

Recent Heart of Trinity School Award Recipients:

Language and Literacy

Language and Literacy are an integral part of our program. Students explore this dimension of learning by considering...

• • • • • • •

What makes me a reader?

How do I form my letters?

What do these letters mean? How do they help me communicate my ideas?

How can I be a writer?

How do I express my own ideas for others to experience?

How can I engage in the reading and writing experience with a friend?

How can I absorb from the literacy in the world around me?

Mathematics

• • • •

World Peace Award: The Trevor Project Eco Earth Award: The Ocean Clean Up World Crisis Award: The Peninsula Humane Society Animal Compassion Award: PAWS

Spiritual Life and Service Learning Inclusivity and freedom of thought define Trinity School in the Episcopal tradition.

Think - You are loved. You are enough.

Believe - Your heart, your family, your traditions.

Act - With integrity and compassion. Help people and the world.

Science Children are innately curious. That curiosity is nurtured through a hands-on, open-ended process by determining...

• • • • • •

How does this work?

What can I do to change this?

Why is this happening?

How can I expand on the ideas of my friends?

How do scientists make sense of things in a world that they cannot see?

What can be done differently?

Social Studies

Chapel The gathering place for the school community Chapel defines school culture. Trinity students begin each day in Chapel and it is a time for mindful reflection, prayer, a space to nurture the soul and character for all of us.

During this time, the school comes together, students listen attentively to one another, and eagerly participate in all aspects of the service. This simple practice, rooted in the expression of appreciation and gratitude, builds community, respect, and connection and students gain a profound sense of belonging.

Chapel services remind all of us of the spiritual dimension of life and the wisdom embodied in the world’s spiritual traditions. Chapel is an inclusive space, where ideas are honored and reflected upon and new dimensions are contemplated. Over time, the students learn the language of inclusion, respect, kindness, service, empathy, and compassion.

Community Gathering These components round out the Chapel experience and help further develop student voice.

• Birthday Celebrations and Prayers • Music and Songs • Guest Speakers • Prayers • Service Learning Project Sharing • Discussions of Current Events • Introduction to mediative practices • Announcements • Dramatic Skits

Life is about the relationships we establish with our varying communities. We create these connections by questioning...

• • • •

Who am I? What are my roles and responsibilities?

What makes me similar and different from the people in my life?

What is a family?

Service Learning

We are the citizens of a large world. We explore our impacts on society by discussing...

• How can I make a difference?

• How do I make the distinction between need versus want?

Service learning at the Lower Campus is focused on community outreach with an emphasis on understanding the joy of giving.

Teaching Methods Teacher-Child Interactions Every teacher-child interaction is a learning opportunity. Grounded in respect, love, & trust, the child learns from the teacher & the teacher from the child.

Small Groups Whether during a circle time or in a small group orchestrated by the teacher to attend to a particular kind of learning, children learn from each other & from the teacher.

Project Based Learning Teachers provoke the children’s curiosity with unique and intriguing ideas. In turn, each child’s experiences, personality, knowledge, skills, & interests determine what, how & even whether a child will learn from any given activity.

Our programs provide the time, space, expertise, & guidance to prepare children for elementary school through an unhurried, child-centered set of experiences.

Spiritual Life and Service Learning Inclusivity and freedom of thought define Trinity School in the Episcopal tradition.

Think - You are loved. You are enough.

Believe - Your heart, your family, your traditions.

Act - With integrity and compassion. Help people and the world.

Science Children are innately curious. That curiosity is nurtured through a hands-on, open-ended process by determining...

• • • • • •

How does this work?

What can I do to change this?

Why is this happening?

How can I expand on the ideas of my friends?

How do scientists make sense of things in a world that they cannot see?

What can be done differently?

Social Studies

Chapel The gathering place for the school community Chapel defines school culture. Trinity students begin each day in Chapel and it is a time for mindful reflection, prayer, a space to nurture the soul and character for all of us.

During this time, the school comes together, students listen attentively to one another, and eagerly participate in all aspects of the service. This simple practice, rooted in the expression of appreciation and gratitude, builds community, respect, and connection and students gain a profound sense of belonging.

Chapel services remind all of us of the spiritual dimension of life and the wisdom embodied in the world’s spiritual traditions. Chapel is an inclusive space, where ideas are honored and reflected upon and new dimensions are contemplated. Over time, the students learn the language of inclusion, respect, kindness, service, empathy, and compassion.

Community Gathering These components round out the Chapel experience and help further develop student voice.

• Birthday Celebrations and Prayers • Music and Songs • Guest Speakers • Prayers • Service Learning Project Sharing • Discussions of Current Events • Introduction to mediative practices • Announcements • Dramatic Skits

Life is about the relationships we establish with our varying communities. We create these connections by questioning...

• • • •

Who am I? What are my roles and responsibilities?

What makes me similar and different from the people in my life?

What is a family?

Service Learning

We are the citizens of a large world. We explore our impacts on society by discussing...

• How can I make a difference?

• How do I make the distinction between need versus want?

Service learning at the Lower Campus is focused on community outreach with an emphasis on understanding the joy of giving.

Teaching Methods Teacher-Child Interactions Every teacher-child interaction is a learning opportunity. Grounded in respect, love, & trust, the child learns from the teacher & the teacher from the child.

Small Groups Whether during a circle time or in a small group orchestrated by the teacher to attend to a particular kind of learning, children learn from each other & from the teacher.

Project Based Learning Teachers provoke the children’s curiosity with unique and intriguing ideas. In turn, each child’s experiences, personality, knowledge, skills, & interests determine what, how & even whether a child will learn from any given activity.

Our programs provide the time, space, expertise, & guidance to prepare children for elementary school through an unhurried, child-centered set of experiences.

Early Childhood Program

Service Learning

A Time for Exploration

Learning to serve the greater good is threaded throughout a Trinity School education

Trinity School’s warm-hearted and experienced teachers understand that children age three or four have distinct ways of viewing reality and are beginning to shape their understanding of how the world works. Therefore teachers foster the curiosity that motivates a child’s life-long learning by posing questions that encourage the child to observe, use language, and take reasonable risks. Key concepts as well as teachers’ extensive experience guide learning for Trinity School’s youngest students.

Beyond the classroom, Trinity School makes an impact on the lives of our students, families, and the community around us. Our Service Learning curriculum challenges students at each grade level to engage with global issues in an empowering and age appropriate manner.

Students are encouraged to find ways to exercise their responsibility to other and to meet the needs of their community. Each quarter, Kindergarten through Grade 5 students select projects based on individual demonstrated initiative, interest, and prior service. Guided by the Service Learning teacher, the student group is charged with assessing who needs our help and how to best engage with them.

Socio-Emotional Our program nurtures the development of social and emotional growth within our students. During their time with us, students will discover...

• • • • • •

How do I develop kindness and compassion?

How can I be a good friend, helper and leader?

What do I need to do to thrive in a group and as an individual?

Why do I need to treat others with respect?

How do I take care of my own emotions?

What are the ways that I can express myself?

Heart of Trinity Awards

Mathematics

Grade 5 students culminate their Service Learning experience by reflecting on problems in the world and different ways to solve them. They research and choose organizations which represent core values of our school and present awards to those organizations.

Mathematics is part of our everyday world. In our Early Childhood Program, our students are given the lens to explore this reality by analyzing...

• • • • • • • •

What do numbers mean?

What can I do with numbers?

How do numbers help us measure?

What is less? More?

How many?

How long? Short?

How can we create different structures?

How do I define the figures and forms that are around us?

Students write award letters to these organizations explaining why they appreciate the work they are doing to help our world and people in need and how their work reflects the values of Trinity School. Each organization is given the award letter, a Trinity School medallion, and $100 from the Penny Panic money raised by Trinity students. If they are local and able, organizations are invited to send a representative to receive the award, speak briefly to all Trinity students in chapel, and spend some time with questions and answers in Grade 5.

Recent Heart of Trinity School Award Recipients:

Language and Literacy

Language and Literacy are an integral part of our program. Students explore this dimension of learning by considering...

• • • • • • •

What makes me a reader?

How do I form my letters?

What do these letters mean? How do they help me communicate my ideas?

How can I be a writer?

How do I express my own ideas for others to experience?

How can I engage in the reading and writing experience with a friend?

How can I absorb from the literacy in the world around me?

Mathematics

• • • •

World Peace Award: The Trevor Project Eco Earth Award: The Ocean Clean Up World Crisis Award: The Peninsula Humane Society Animal Compassion Award: PAWS

Kindergarten

A Time for Structure and Investigation

Kindergarten is a time when young students need to know they are cared for and valued as they begin more academic learning. Kindergarten teachers provide assurance and care for the child throughout the learning day. Students receive direct instruction as well as workshop time with hands-on activities that provide opportunity to explore and integrate prior learning. Teachers encourage students to take risks in all areas of the curriculum, knowing it is a safe place to explore, make mistakes, and ultimately succeed.

We focus on the core concepts of motor and movement skills, as well as the introduction of cooperative behavior, shared goals, and exploring health topics such as nutrition and hygiene.

PE is fun! You see it in the games and activities we play that invite teamwork & sportsmanship. Comfortable competition sparks intrinsic motivation in a supportive environment.

Religious Studies In Religious Studies students can explore their own and others’ spiritual and ethical traditions.

Reading

Religious Studies is a time for students to develop curiosity, ask their questions, and honestly explore and discuss their opinions and experiences about spirituality, God, values, and how we treat each other.

The Reading Workshop Model

Spanish

Through a Reading Workshop model, Kindergarten facilitates each child’s growth toward greater literacy. Components of reading instruction include phonemic awareness, phonics, word study, fluency, and comprehension. Skills, strategies and good reading habits are reinforced through a daily direct instruction lesson, individual teacher/student conferencing, student reading time, and a lesson reflection.

Our Spanish program aims to inspire a love of language and a deep connection to Spanish speaking cultures.

Hands-on activities using art, cooking, music, technology, dialog, reading, research, and writing motivate students. From grade to grade, students learn through academically appropriate methods in second language acquisition.

The goal of Spanish language instruction is exposure to this California heritage language and the many cultures that speak it.

Over the year, Kindergarten students will acquire content knowledge and begin to answer some of the following questions: • • • • • •

Physical Education

Why do we read? What do we read? What is in a book?

How do I choose a “just right” book?

How are letters, words, and sentences formed?

What reading strategies can I use to figure out “tricky” words”?

What do I predict will happen next? How can I tell?

Who are the characters? What is the setting? What is the problem? What is the solution?

Art Children are innately creative and through the study of Art, our students learn how to use different materials and mediums to express themselves and appreciate the work of others.

Writing The Writing Workshop Model In Kindergarten, a Writing Workshop model is integrated closely with Reading Workshop.

This model fosters the habits of lifelong writing. Some of the components include brainstorming, constructing ideas by using various graphic organizers, and participating in the writing process.

Through the study of diverse writing units, students acquire content knowledge and begin to answer some of the following questions: • Why write? Who will read my writing? What do good writers look like?

• What do I do when I don’t know how to spell a word?

• What details can I add to my story to make it more interesting or give the reader more information?

Students learn the main elements of art including lines, shapes, textures, forms, spaces, colors, and values. They explore different drawing and painting techniques, clay molding, collage, and printmaking in order to express their own ideas and bring out their creativity. Students’ creative practice increases their confidence and skills as they transition from grade to grade.

Library We want every child to love books and to find, evaluate, and use information in the course of their projects and individual pursuits. Our library generates special collections, relevant to grade-level curricula for each classroom.

Our program includes reading literature from all genres; highlighting many authors and illustrators; showcasing books related to classroom curriculum, special projects, and major Bay Area cultural events; practicing information search strategies, and helping students and their families find new and interesting books to read recreationally.

Mathematics

Specialist Subjects

Promoting a Lifelong Love of Mathematical Theory

Teaching to the Genius in Each Child

The Kindergarten Math program is centered around developing a lifelong love of math and meeting the learning needs of all students. Concepts are introduced and revisited throughout the year. Using both whole group and smaller differentiated group instruction, each student has the ability to explore hands-on manipulatives and cooperative math games.

Science and Garden Our curriculum invites students to make meaningful connections to the world around them. Children’s natural curiosity meets the wonders of scientific discovery.

Students begin to answer some of the following questions: • • • • •

Through hands-on activities, scientific concepts come alive in gardening, physiology and anatomy, matter and energy, oceanography, geology, the solar system, and earth science.

Music Music is a uniquely human experience that gives students structured opportunities for self-expression and social interaction.

Children sing folk songs to learn music skills and basic music theory. We layer these songs with dance, games, and simple musical instruments to bring confident joy to each child’s voice. These voices create the beautiful sound of children singing in daily Chapel and community events.

Service Learning Service Learning is at the heart of Trinity School. Students select general challenges about which they are passionate and brainstorm ways to help.

Social Studies

Our Community, Near and Far In Kindergarten, we focus on learning and working individually and collectively within a community. Through units of study exploring concepts of community, the roles of community workers, our country and its rules and laws.

Students acquire content knowledge and begin to answer some of the following questions: • • • • • • •

What is a community? What is my role in that community?

What does it mean to be a good citizen? What does it look like?

What are our state and national symbols?

What are holidays and how do we celebrate them?

What roles do workers play in our community?

How do events, people, and places change over time?

What is an “Upstander”? What is a “Changemaker?”

Who are you? How do you see me? How are we the same? How are we different? What can we learn from each other? How can we work together to protect the earth and make living conditions better? These questions drive service-learning at Trinity School.

Design Thinking In Design Thinking, students can apply academic and social-emotional work from their home classrooms while expressing themselves through different projects and assignments.

Students are encouraged to form a plan from their inspiration and work through their design with a focus on the materials they will use. Coding lessons are also used to encourage the use of planning and revision to eventually achieve a successful result.

What is a number sequence? How do we measure time?

What is a pattern? How can I make or extend a pattern?

What does it mean to add and subtract?

What is sorting? What are the different ways I can sort items?

What is the length of an object?

Social Emotional Learning

Using the Language of Emotion and Resolution In Kindergarten, we develop an understanding of ourselves and others. Through literature, discussions, and role-playing activities, students expand upon their social skills and emotional intelligence. Students learn to recognize and express their own emotions and those of others, developing tools for conflict resolution, emotional regulation, and social interaction.

Students begin to answer some of the following questions: • • • •

What are feelings?

How am I feeling?

How do I think that friend feels?

How should we solve this problem?

Mathematics

Specialist Subjects

Promoting a Lifelong Love of Mathematical Theory

Teaching to the Genius in Each Child

The Kindergarten Math program is centered around developing a lifelong love of math and meeting the learning needs of all students. Concepts are introduced and revisited throughout the year. Using both whole group and smaller differentiated group instruction, each student has the ability to explore hands-on manipulatives and cooperative math games.

Science and Garden Our curriculum invites students to make meaningful connections to the world around them. Children’s natural curiosity meets the wonders of scientific discovery.

Students begin to answer some of the following questions: • • • • •

Through hands-on activities, scientific concepts come alive in gardening, physiology and anatomy, matter and energy, oceanography, geology, the solar system, and earth science.

Music Music is a uniquely human experience that gives students structured opportunities for self-expression and social interaction.

Children sing folk songs to learn music skills and basic music theory. We layer these songs with dance, games, and simple musical instruments to bring confident joy to each child’s voice. These voices create the beautiful sound of children singing in daily Chapel and community events.

Service Learning Service Learning is at the heart of Trinity School. Students select general challenges about which they are passionate and brainstorm ways to help.

Social Studies

Our Community, Near and Far In Kindergarten, we focus on learning and working individually and collectively within a community. Through units of study exploring concepts of community, the roles of community workers, our country and its rules and laws.

Students acquire content knowledge and begin to answer some of the following questions: • • • • • • •

What is a community? What is my role in that community?

What does it mean to be a good citizen? What does it look like?

What are our state and national symbols?

What are holidays and how do we celebrate them?

What roles do workers play in our community?

How do events, people, and places change over time?

What is an “Upstander”? What is a “Changemaker?”

Who are you? How do you see me? How are we the same? How are we different? What can we learn from each other? How can we work together to protect the earth and make living conditions better? These questions drive service-learning at Trinity School.

Design Thinking In Design Thinking, students can apply academic and social-emotional work from their home classrooms while expressing themselves through different projects and assignments.

Students are encouraged to form a plan from their inspiration and work through their design with a focus on the materials they will use. Coding lessons are also used to encourage the use of planning and revision to eventually achieve a successful result.

What is a number sequence? How do we measure time?

What is a pattern? How can I make or extend a pattern?

What does it mean to add and subtract?

What is sorting? What are the different ways I can sort items?

What is the length of an object?

Social Emotional Learning

Using the Language of Emotion and Resolution In Kindergarten, we develop an understanding of ourselves and others. Through literature, discussions, and role-playing activities, students expand upon their social skills and emotional intelligence. Students learn to recognize and express their own emotions and those of others, developing tools for conflict resolution, emotional regulation, and social interaction.

Students begin to answer some of the following questions: • • • •

What are feelings?

How am I feeling?

How do I think that friend feels?

How should we solve this problem?

Kindergarten

A Time for Structure and Investigation

Kindergarten is a time when young students need to know they are cared for and valued as they begin more academic learning. Kindergarten teachers provide assurance and care for the child throughout the learning day. Students receive direct instruction as well as workshop time with hands-on activities that provide opportunity to explore and integrate prior learning. Teachers encourage students to take risks in all areas of the curriculum, knowing it is a safe place to explore, make mistakes, and ultimately succeed.

We focus on the core concepts of motor and movement skills, as well as the introduction of cooperative behavior, shared goals, and exploring health topics such as nutrition and hygiene.

PE is fun! You see it in the games and activities we play that invite teamwork & sportsmanship. Comfortable competition sparks intrinsic motivation in a supportive environment.

Religious Studies In Religious Studies students can explore their own and others’ spiritual and ethical traditions.

Reading

Religious Studies is a time for students to develop curiosity, ask their questions, and honestly explore and discuss their opinions and experiences about spirituality, God, values, and how we treat each other.

The Reading Workshop Model

Spanish

Through a Reading Workshop model, Kindergarten facilitates each child’s growth toward greater literacy. Components of reading instruction include phonemic awareness, phonics, word study, fluency, and comprehension. Skills, strategies and good reading habits are reinforced through a daily direct instruction lesson, individual teacher/student conferencing, student reading time, and a lesson reflection.

Our Spanish program aims to inspire a love of language and a deep connection to Spanish speaking cultures.

Hands-on activities using art, cooking, music, technology, dialog, reading, research, and writing motivate students. From grade to grade, students learn through academically appropriate methods in second language acquisition.

The goal of Spanish language instruction is exposure to this California heritage language and the many cultures that speak it.

Over the year, Kindergarten students will acquire content knowledge and begin to answer some of the following questions: • • • • • •

Physical Education

Why do we read? What do we read? What is in a book?

How do I choose a “just right” book?

How are letters, words, and sentences formed?

What reading strategies can I use to figure out “tricky” words”?

What do I predict will happen next? How can I tell?

Who are the characters? What is the setting? What is the problem? What is the solution?

Art Children are innately creative and through the study of Art, our students learn how to use different materials and mediums to express themselves and appreciate the work of others.

Writing The Writing Workshop Model In Kindergarten, a Writing Workshop model is integrated closely with Reading Workshop.

This model fosters the habits of lifelong writing. Some of the components include brainstorming, constructing ideas by using various graphic organizers, and participating in the writing process.

Through the study of diverse writing units, students acquire content knowledge and begin to answer some of the following questions: • Why write? Who will read my writing? What do good writers look like?

• What do I do when I don’t know how to spell a word?

• What details can I add to my story to make it more interesting or give the reader more information?

Students learn the main elements of art including lines, shapes, textures, forms, spaces, colors, and values. They explore different drawing and painting techniques, clay molding, collage, and printmaking in order to express their own ideas and bring out their creativity. Students’ creative practice increases their confidence and skills as they transition from grade to grade.

Library We want every child to love books and to find, evaluate, and use information in the course of their projects and individual pursuits. Our library generates special collections, relevant to grade-level curricula for each classroom.

Our program includes reading literature from all genres; highlighting many authors and illustrators; showcasing books related to classroom curriculum, special projects, and major Bay Area cultural events; practicing information search strategies, and helping students and their families find new and interesting books to read recreationally.

Mathematics

A Time for Transition Grade One Grade One

Differentiation for Challenge and Growth

Students in Grade 1 enter a major cognitive transition where logic is more apparent in their thinking. Together teachers and children engage in the core work of literacy while exploring new horizons of knowledge and ways of organizing thinking and learning. Teachers challenge students with more sophisticated and symbolic math, structured writing activities, and a variety of reading concepts. Children’s dramatic change in physical, intellectual, and social growth is accommodated and supported in all curricular areas.

Reading Facilitating Growth Towards Richer Literacy In Grade One, students continue to explore reading through the “Reading Workshop” model. Components of reading instruction include phonemic awareness, phonics, word study, fluency, and comprehension. Skills, strategies, good reading habits and a love for reading are reinforced through a daily direct instruction lesson, individual teacher/student conferences, student reading time, and lesson reflections.

Social Studies • U.S. History from Native American Lands to Present

Social Studies is focused on US History and integrated with reading and writing, using online resources in exciting ways along with debates and role-playing. Grade five students study units such as Native American cultures, European exploration, settlement, and interactions, Revolutionary War, Constitution, the formation of the government, civil rights and social justice issues, and our legal system.

Following the course of a variety of reading units, Grade 1 students acquire content knowledge and begin to answer some of the following questions:

Through these units, students will acquire content knowledge and begin to answer the following essential questions:

• What is a reading life and how do we develop it?

• Why is it important to share and talk about our reading experiences?

• What resources are available to make our reading experience richer?

• How can tech tools improve our spelling, phonics, and reading life?

Writing

Strengthening the Writing Base Components of writing instruction in Grade One include journaling, handwriting, & documentation of individual student work in a portfolio. Skills, strategies & good writing habits are reinforced through direct instruction lessons, individual teacher/student conferences, & regular sharing of student writing samples.

Through the study of diverse writing units, students acquire content knowledge and begin to answer some of the following: • How can we connect our handwriting practice to our everyday writing?

• Why is it important to communicate our thoughts and ideas through writing?

• Who is our audience? For whom are we writing?

• What resources are available to make our writing experience richer?

• Why is learning to write on a screen important?

Math is highly differentiated for Grade Five students. We ensure that each student is being challenged and stretched to ensure growth. We use a wide range of resources to build on their foundational skills and to ensure that they have an in-depth understanding of concepts as well as strong computational skills. Applied math is an integral part of our program, students explore concepts at a deeper level and see how math is relevant in their everyday life.

Through the study of many math units, students will acquire content knowledge and begin to answer the following essential questions: • Why is math important? Why is accurate measurement crucial?

• How is math used to analyze data, draw conclusions, and solve important problems?

• What are the strategies for solving math problems in different ways? How can you show all the steps for your thinking?

• Why are mistakes useful and how can we learn from them?

• Why is it important to study history? What does it mean to be an “American”?

• What questions about history do I have? How can we do research to understand more? Why can’t we know the answers for sure?

• Why is it important to understand other different perspectives?

• Why are rules and laws important and necessary? How does our court system work?

Social Emotional Learning

Peacemaking and Organizing as Part of Learning

Social Emotional Learning permeates every aspect of Grade Five life at Trinity. Students start the year by creating community agreements for respectful behavior. They identify what it takes to demonstrate active respect for other students in the community, the school grounds, and for themselves. They work to determine the difference between peacemaking and building peace from the personal, social, and organizational viewpoint, individually as well as globally.

In Grade Five we encourage students to: • Become more aware of personal choices that promote self-confidence and emotional intelligence.

• Develop positive communication and conflict resolution skills.

• Enhance group trust and increase the respect for individual differences.

• Become global citizens who will go on to make a difference in the world

Grade Five

Mathematics

A Time for Integration & Accomplishment

Learning From the Mathematics That Surrounds Us

Grade 5 students make learning connections. Prior knowledge and skills now come together to enhance and leverage student learning. This creates a growing sense of self-confidence and self-assurance. The classroom teacher facilitates the students’ increased maturity in understanding through integrated projects that require and encourage the application of skills, concepts, and knowledge across disciplines. Grade 5 students are confident, well prepared, and ready for the challenges and opportunities of middle school.

Mathematics in Grade One reinforces and extends prior learning to develop concepts such as calendar, estimation, money, place value to 100, addition and subtraction, telling time, volume, mass, and area. In addition, online learning promotes personalized learning for each child.

Grade 1 students acquire content knowledge and begin to answer some of the following questions: • • • • •

Reading

Intellectual Independence and the Joy of Reading The focus of Reading Workshop in Grade Five is to guide the students towards intellectual independence. Students practice close reading, noting how authors develop themes in fictional works. They work with higher-level nonfiction and emphasize strong foundational skills such as fluency and word solving as well as reading complex nonfiction under the umbrella of argument and advocacy.

Students work on formulating questions from what they have read and practice looking for evidence to answer their questions by effectively using online resources.

Social Studies

The Art of Being a Whole Person in an Interconnected World Grade One supports each child’s curiosity about groups outside their own family.

Students research our school mascot, the Timber Wolf, celebrate diversity in a festival of lights unit, play a core role in our school’s litter initiative, and study the key concepts of maps, globes, and graphs.

Over the year, Grade Five students will acquire content knowledge and will begin to answer the following questions: • • • • •

What connections can I make between what I read and my life?

How can I effectively share my favorite books with others?

What are strategies for learning and understanding new vocabulary?

What makes reading enjoyable? How do I choose books for my own personal enjoyment?

What are the important components of a story? Why are stories important?

What can numbers show better than words?

How does creating our own math problems extend our thinking?

Why is math an important part of our everyday life?

Who are our key helpers in building a math life?

How can we play the role of a teacher in our own online math learning?

Through the study of diverse Social Studies units, students acquire content knowledge and begin to answer some of the following questions:

Writing

• • • • •

Why is it important to have guidelines as a member of society/the classroom?

How do map skills help us navigate through everyday life?

What are some common themes throughout multiple cultures' celebrations?

How can we work together to get involved and make a difference?

How can we contribute to our class community so that we all feel safe and can learn?

Conducting Research and Framing Narratives Writing to communicate ideas and knowledge is integrated through all subjects in Grade Five.

Students are consolidating skills learned in previous years through Writing Workshop and are being introduced to skills that they will need to be successful in middle school. Students write with purpose, paying attention to the audience and the importance of organization and mechanics. Students increasingly learn to use technology tools effectively to enhance their writing.

Essays, research reports, literature blogs, scripts, narrative stories, emails for information, and poems are some writing tasks that help Grade 5 students address the following essential questions: • Why are mechanics, grammar, and sentence structure rules important for clear writing?

• What are the important elements of a “good” story or essay?

• How can I effectively take and organize notes while reading or doing research? What information is important and relevant?

• How can I effectively express personal ideas, feelings, or opinions in writing?

Social Emotional Learning

Meeting the Emotional Needs of the First Grader Through whole-class meetings, selected read alouds, and a plethora of selfregulation tools, Grade One strives to meet the emotional needs of each child. We are intentional in our morning meeting time to set a tone of acceptance and wellbeing for our students as their day progresses.

We become accustomed to hearing these questions daily, woven into each subject: • • • •

How can I help a friend who is upset?

Why am I an important member of our classroom community?

Who are my ‘go-to’ adults when my heart is feeling hurt?

What tools do I need to find success in a given activity?

Grade Two

Mathematics

A Time for Differentiation

Differentiation is an important aspect for Grade 2 students. The core work of literacy continues & progresses according to each child’s needs and abilities. Within the classroom context, differentiated instruction supports a variety of learning styles. The room design provides for children’s need for movement & appropriate instructional periods. Teachers instruct using a variety of modalities to ensure the small and large successes that prepare Grade 2 students to continue learning with confidence and

Foundational Skills to Last a Lifetime Grade Four math is critical for building foundational skills that endure for the rest of the student’s mathematical lives. Students learn to apply strategies, concepts, & procedures in order to find solutions. They learn to organize, represent and interpret numerical and categorical data. Students focus on using and interpreting variables, symbols, patterns, and properties to write and solve mathematical expressions.

Throughout the year, students begin answering the following questions: • How do whole numbers, decimals, and fractions relate to a mathematical equation?

• How do I relate what I know about a math problem to the problem-solving process?

• How can I decipher the important information and proceed to a solution?

Reading Promoting Deeper Comprehension Grade Two readers focus on developing both phonemic awareness & increasing lexical knowledge. They are encouraged to collectively apply their skills to decipher hard words, understand the author’s craft, and build big ideas. There is a specific focus on the improvement of fluency and understanding figurative language.

Students will have their first experience of book clubs, and will focus on fiction as well as nonfiction. Diversity in literature selection helps expand exposure to text styles and types of reading materials.

Social Studies

Thinking Critically, Locally and Globally Students study topics in-depth, using online and hard copy resources either in groups or individually. They learn to organize their personal research and ideas, to cite sources, sequence information & analysis in clear writing before creating engaging media presentations, dioramas, and posters. They are encouraged to think critically about local and global issues as they reflect on their own place in the world.

By studying reading units, students acquire content knowledge and begin to answer some of the following questions: • • • • •

Through the study of a variety of social studies units, Grade Four students gain content knowledge and begin to answer the following questions:

How do I tackle new and tricky vocabulary?

How does rereading help me understand what I’m reading?

How can I use my voice to get the most out of my book?

How can I better understand the lingo in informational texts?

How can I find patterns across a series?

Writing Practicing Throughout the Day In Grade Two students start by learning to craft powerful true stories based on their own small moments. They study nonfiction texts and incorporate text features into their chapter books and craft persuasive arguments based on text evidence. Students explore language by writing poetry and get to share their poetry through a “poetry cafe.” From student journals, news stories, expository writing about family treasures and personal blogs, Grade Two students are given numerous, rich avenues to express themselves in writing throughout the year.

Through the study of writing units, students acquire content knowledge & begin to answer some of the following questions: • • • • •

How do I choose a topic to write about?

How can I write through the eyes of a poet?

How can metaphors, repetition and word choice strengthen my poem?

How can I clearly state my opinion and support it with evidence?

How can I write persuasive arguments that convince others to care also?

• Who are the people and major events that have shaped California’s rich history?

• How have Native Americans and the establishment of missions affected the history of California?

• How can I search effectively and research while giving credit to my sources?

• How can I interact with others in a way that protects my privacy and respectfully values communication?

Social Emotional Learning From Managing Emotions to Mindfulness Students learn skills that will help them manage emotions, express feelings, and focus on learning. Students participate in a daily mindfulness practice that supplements our social-emotional learning program. The goal is to continue to expand their comprehension and application of skills that have been built in prior years which results in improved self-regulation, conflict mediation, and management.

Our aim is for the students to continue to strengthen their ability to: • Learn to recognize their own emotions and the emotions of others • Use mindfulness in their everyday life • Develop positive communication and conflict resolution skills • Enhance group trust and increase the respect for individual differences

Grade Four

Mathematics

A Time for Independence

Fostering a Love of Number Sense

A growing sense of independence requires teachers to respond with instruction that supports this new maturity. Students have mastered many basic skills & are ready to delve deeper into all aspects of their learning. The teacher maneuvers the curriculum focus from acquiring & solidifying literacy to using it as a primary form of learning. Students expand their knowledge base & refine skill areas as they discuss & debate ideas, savoring opportunities to think critically & to question why things happen the way they do.

Grade Two is a time when we work on expanding our students’ mathematical fluency and begin to develop their reasoning skills. These skills are developed through a combination of small-group direct instruction, games, digital tools, and individual practice. Mathematical thinking and creative problem solving are encouraged through math talks and collaborative tasks.

Through the study of math units, students acquire content knowledge and begin to answer some of the following questions: • • • •

Reading

Promoting Deeper Comprehension Reading concepts and skills are important factors in each subject area. Students are ready to delve into complex texts. Through the Reading Workshop model, book clubs, and independent reading, the students study the complexity of characters and themes in fiction and nonfiction genres. This exploration fosters students’ interests, allowing their world views and knowledge to expand. Students also have the opportunity to develop research skills and explore history while augmenting their skills in cross-text synthesis, close reading, and evaluating multiple points of view.

How can the use of lists help to enhance understanding of story problems?

What are the strategies that we can use when we solve problems?

How do I decide which unit of measurement to use?

How do numbers and functions relate to one another?

Social Studies From “I” to “We”

Students take a step back and start to take a broader view of the world around them.

They take an in-depth look at the environment, government, and family and community traditions. These concepts are taught through Project-Based Learning activities, simulations and hands-on group activities, which allow students to gain a better understanding of the world around them.

While analyzing a variety of reading units, Grade Four students will acquire content knowledge and will begin to answer the following questions: • How can we use a variety of techniques to determine the meaning of words?

• What skills and strategies need to be applied to construct the meaning of the text?

• How do we read literature from a range of eras, perspectives, and cultures while make personal connections about the world around us?

• How can we describe and analyze story elements to better internalize the story’s value and meaning?

Writing Creative Writing, Blogging, Reporting, Persuading and More In Grade Four, writing assignments recognize the need for students to express their own beliefs, and to research larger topics discovered in reading non-fiction and fiction work. Students are on the verge of writing more academic texts. Their work includes creative writing, blogging, report drafting, expository writing, and persuasive writing. Students learn to structure essays by utilizing thesis statements and relevant paragraphs that enrich their arguments as they communicate through their increasing body of language.

Through the study of a variety of writing units, students will acquire content knowledge and will begin to answer the following questions: • Share their unique thoughts, opinions, and critical thinking with a global audience?

• How do we apply the conventions of capitalization, punctuation, and spelling when writing?

• How can I evaluate my own writing and set goals to show growth in areas that are challenging for me?

Through the study of social studies units, students acquire content knowledge and begin to answer some of the following questions: • • • • •

How does the government help its citizens?

How does supply and demand affect the price of goods and services?

How are families similar and different?

How do celebrations and community traditions change over time?

How can I make responsible choices that help myself, others and my surroundings?

Social Emotional Learning

Identifying and Regulating Our Emotions & Behaviors

In Grade Two, Social-Emotional Learning is an integral part of our program.. We spend time each week learning how to better understand ourselves and each other. We do this through group discussions, class meetings, role-playing, literature, and other hands-on activities.

Through our progression of SEL lessons, students acquire content knowledge and strategies to begin to answer some of the following questions: • How am I feeling?

• How can I express my emotions in helpful ways?

• How can I get back in the “green zone”?

• How can I help a friend?

• How can I make helpful learning choices?

Grade Three

Mathematics

A Time for Collaboration

As Grade 3 students come to value peer assessment almost more than teachers’ assessment, collaboration and group projects come into practice. Trinity teachers introduce students to a sensitive and reliable approach to judging the work of peers. Ideas related to discrimination and justice increasingly occur to the minds of Grade 3 students. Teachers encourage the discussion of differences and diversity among and between individuals and groups. The teacher supports students as active participants in their own community.

Practical Tools Applied to the World Around Us In Grade Three students strengthen their mathematical foundations and knowledge of numbers, operations, measurement, probability, and mathematical reasoning. We use a variety of direct instruction, collaborative projects, and hands-on activities to develop these concepts. There is a large emphasis on ensuring the students make a connection between the math they are learning at school and how it applies to real-life situations.

Throughout the year, students begin answering the following questions: • • • •

Reading

Promoting Deeper Comprehension

In Grade three students transition from learning to read to reading to learn. These learners immerse themselves in “within-reach” fiction books and expository nonfiction as they work on vocabulary development, envisionment, ascertaining main ideas, recognizing text infrastructure, and thinking critically.. The students will read and respond to a wide variety of texts and genres, including folktales, biographies, poetry, informational texts, and a robust selection of high-interest, high-quality picture and chapter books. Using the “Reading Workshop” model, students strengthen their reading proficiency allowing them to engage with more complex materials across the curriculum.

How does mastering math facts help me solve more complex problems efficiently?

What do I need to know before I can solve this problem?

How can using estimation help me?

What are the most appropriate tools or units to use to measure this?

Social Studies

California, Past and Present Grade Three students are curious about the world around them and eager to take on greater responsibilities as citizens of their community. Students use technology tools to help them understand, make connections, and produce a variety of creative projects which reflect their growing knowledge and critical thinking skills.

Through the study of a variety of social studies units, Grade Three students gain content knowledge and begin to answer the following questions:

Through the study of a variety of reading units, Grade Three students will acquire content knowledge and begin to answer the following questions: • How can I play an active role in creating a rich reading life, at school and at home?

• What comprehension skills help me understand a text’s message and the author’s purpose more meaningfully?

• How do the features of different literary genres contribute to their function and meaning?

Writing

Complexity and Personal Narrative Grade Three is a time when students strengthen their writing skills and begin to write longer and more complex pieces of writing. The students work on extending their already established knowledge and skills and build their personal narrative writing. They pay increased attention to the important work of editing, drafting, and revising. Throughout the year the students work individually with teachers, and collaboratively with peer editors and small groups to refine their ideas, purpose, and written expression. Towards the end of the year, students write persuasive pieces about meaningful causes.

Through practice and targeted instruction, Grade Three students acquire a deeper understanding of writing and will begin to answer the following •How does the writing process help me become a better writer?

• How can I use powerful vocabulary and different kinds of sentences to better express my message?

• What are my rights and responsibilities as a citizen of my class, school, local community, nation, and the world?

• Who are the different groups of people who have inhabited our region in the past?

• How have these different groups impacted the cultural and environmental landscape of California?

• Who lives here now?

Social Emotional Learning Reflection, Restoration, Empathy, and Accountability We seek to expand students’ comprehension and application of social and emotional intelligence resulting in improved self-regulation, conflict mediation, and management. Morning Meetings are held each day and are a form of restorative practice and community building. Emotional safety, friendship and open communication patterns are established and maintained to provide a positive learning environment.

Over the course of the year, students will strengthen their abilities to: • Learn to recognize their own emotions and the emotions of others • Manage their own emotions and show empathy towards fellow classmates • Make sounds decisions based on reason • Take accountability for themselves and their actions

Grade Three

Mathematics

A Time for Collaboration

As Grade 3 students come to value peer assessment almost more than teachers’ assessment, collaboration and group projects come into practice. Trinity teachers introduce students to a sensitive and reliable approach to judging the work of peers. Ideas related to discrimination and justice increasingly occur to the minds of Grade 3 students. Teachers encourage the discussion of differences and diversity among and between individuals and groups. The teacher supports students as active participants in their own community.

Practical Tools Applied to the World Around Us In Grade Three students strengthen their mathematical foundations and knowledge of numbers, operations, measurement, probability, and mathematical reasoning. We use a variety of direct instruction, collaborative projects, and hands-on activities to develop these concepts. There is a large emphasis on ensuring the students make a connection between the math they are learning at school and how it applies to real-life situations.

Throughout the year, students begin answering the following questions: • • • •

Reading

Promoting Deeper Comprehension

In Grade three students transition from learning to read to reading to learn. These learners immerse themselves in “within-reach” fiction books and expository nonfiction as they work on vocabulary development, envisionment, ascertaining main ideas, recognizing text infrastructure, and thinking critically.. The students will read and respond to a wide variety of texts and genres, including folktales, biographies, poetry, informational texts, and a robust selection of high-interest, high-quality picture and chapter books. Using the “Reading Workshop” model, students strengthen their reading proficiency allowing them to engage with more complex materials across the curriculum.

How does mastering math facts help me solve more complex problems efficiently?

What do I need to know before I can solve this problem?

How can using estimation help me?

What are the most appropriate tools or units to use to measure this?

Social Studies

California, Past and Present Grade Three students are curious about the world around them and eager to take on greater responsibilities as citizens of their community. Students use technology tools to help them understand, make connections, and produce a variety of creative projects which reflect their growing knowledge and critical thinking skills.

Through the study of a variety of social studies units, Grade Three students gain content knowledge and begin to answer the following questions:

Through the study of a variety of reading units, Grade Three students will acquire content knowledge and begin to answer the following questions: • How can I play an active role in creating a rich reading life, at school and at home?

• What comprehension skills help me understand a text’s message and the author’s purpose more meaningfully?

• How do the features of different literary genres contribute to their function and meaning?

Writing

Complexity and Personal Narrative Grade Three is a time when students strengthen their writing skills and begin to write longer and more complex pieces of writing. The students work on extending their already established knowledge and skills and build their personal narrative writing. They pay increased attention to the important work of editing, drafting, and revising. Throughout the year the students work individually with teachers, and collaboratively with peer editors and small groups to refine their ideas, purpose, and written expression. Towards the end of the year, students write persuasive pieces about meaningful causes.

Through practice and targeted instruction, Grade Three students acquire a deeper understanding of writing and will begin to answer the following •How does the writing process help me become a better writer?

• How can I use powerful vocabulary and different kinds of sentences to better express my message?

• What are my rights and responsibilities as a citizen of my class, school, local community, nation, and the world?

• Who are the different groups of people who have inhabited our region in the past?

• How have these different groups impacted the cultural and environmental landscape of California?

• Who lives here now?

Social Emotional Learning Reflection, Restoration, Empathy, and Accountability We seek to expand students’ comprehension and application of social and emotional intelligence resulting in improved self-regulation, conflict mediation, and management. Morning Meetings are held each day and are a form of restorative practice and community building. Emotional safety, friendship and open communication patterns are established and maintained to provide a positive learning environment.

Over the course of the year, students will strengthen their abilities to: • Learn to recognize their own emotions and the emotions of others • Manage their own emotions and show empathy towards fellow classmates • Make sounds decisions based on reason • Take accountability for themselves and their actions

Grade Four

Mathematics

A Time for Independence

Fostering a Love of Number Sense

A growing sense of independence requires teachers to respond with instruction that supports this new maturity. Students have mastered many basic skills & are ready to delve deeper into all aspects of their learning. The teacher maneuvers the curriculum focus from acquiring & solidifying literacy to using it as a primary form of learning. Students expand their knowledge base & refine skill areas as they discuss & debate ideas, savoring opportunities to think critically & to question why things happen the way they do.

Grade Two is a time when we work on expanding our students’ mathematical fluency and begin to develop their reasoning skills. These skills are developed through a combination of small-group direct instruction, games, digital tools, and individual practice. Mathematical thinking and creative problem solving are encouraged through math talks and collaborative tasks.

Through the study of math units, students acquire content knowledge and begin to answer some of the following questions: • • • •

Reading

Promoting Deeper Comprehension Reading concepts and skills are important factors in each subject area. Students are ready to delve into complex texts. Through the Reading Workshop model, book clubs, and independent reading, the students study the complexity of characters and themes in fiction and nonfiction genres. This exploration fosters students’ interests, allowing their world views and knowledge to expand. Students also have the opportunity to develop research skills and explore history while augmenting their skills in cross-text synthesis, close reading, and evaluating multiple points of view.

How can the use of lists help to enhance understanding of story problems?

What are the strategies that we can use when we solve problems?

How do I decide which unit of measurement to use?

How do numbers and functions relate to one another?

Social Studies From “I” to “We”

Students take a step back and start to take a broader view of the world around them.

They take an in-depth look at the environment, government, and family and community traditions. These concepts are taught through Project-Based Learning activities, simulations and hands-on group activities, which allow students to gain a better understanding of the world around them.

While analyzing a variety of reading units, Grade Four students will acquire content knowledge and will begin to answer the following questions: • How can we use a variety of techniques to determine the meaning of words?

• What skills and strategies need to be applied to construct the meaning of the text?

• How do we read literature from a range of eras, perspectives, and cultures while make personal connections about the world around us?

• How can we describe and analyze story elements to better internalize the story’s value and meaning?

Writing Creative Writing, Blogging, Reporting, Persuading and More In Grade Four, writing assignments recognize the need for students to express their own beliefs, and to research larger topics discovered in reading non-fiction and fiction work. Students are on the verge of writing more academic texts. Their work includes creative writing, blogging, report drafting, expository writing, and persuasive writing. Students learn to structure essays by utilizing thesis statements and relevant paragraphs that enrich their arguments as they communicate through their increasing body of language.

Through the study of a variety of writing units, students will acquire content knowledge and will begin to answer the following questions: • Share their unique thoughts, opinions, and critical thinking with a global audience?

• How do we apply the conventions of capitalization, punctuation, and spelling when writing?

• How can I evaluate my own writing and set goals to show growth in areas that are challenging for me?

Through the study of social studies units, students acquire content knowledge and begin to answer some of the following questions: • • • • •

How does the government help its citizens?

How does supply and demand affect the price of goods and services?

How are families similar and different?

How do celebrations and community traditions change over time?

How can I make responsible choices that help myself, others and my surroundings?

Social Emotional Learning

Identifying and Regulating Our Emotions & Behaviors

In Grade Two, Social-Emotional Learning is an integral part of our program.. We spend time each week learning how to better understand ourselves and each other. We do this through group discussions, class meetings, role-playing, literature, and other hands-on activities.

Through our progression of SEL lessons, students acquire content knowledge and strategies to begin to answer some of the following questions: • How am I feeling?

• How can I express my emotions in helpful ways?

• How can I get back in the “green zone”?

• How can I help a friend?

• How can I make helpful learning choices?

Grade Two

Mathematics

A Time for Differentiation

Differentiation is an important aspect for Grade 2 students. The core work of literacy continues & progresses according to each child’s needs and abilities. Within the classroom context, differentiated instruction supports a variety of learning styles. The room design provides for children’s need for movement & appropriate instructional periods. Teachers instruct using a variety of modalities to ensure the small and large successes that prepare Grade 2 students to continue learning with confidence and

Foundational Skills to Last a Lifetime Grade Four math is critical for building foundational skills that endure for the rest of the student’s mathematical lives. Students learn to apply strategies, concepts, & procedures in order to find solutions. They learn to organize, represent and interpret numerical and categorical data. Students focus on using and interpreting variables, symbols, patterns, and properties to write and solve mathematical expressions.

Throughout the year, students begin answering the following questions: • How do whole numbers, decimals, and fractions relate to a mathematical equation?

• How do I relate what I know about a math problem to the problem-solving process?

• How can I decipher the important information and proceed to a solution?

Reading Promoting Deeper Comprehension Grade Two readers focus on developing both phonemic awareness & increasing lexical knowledge. They are encouraged to collectively apply their skills to decipher hard words, understand the author’s craft, and build big ideas. There is a specific focus on the improvement of fluency and understanding figurative language.

Students will have their first experience of book clubs, and will focus on fiction as well as nonfiction. Diversity in literature selection helps expand exposure to text styles and types of reading materials.

Social Studies

Thinking Critically, Locally and Globally Students study topics in-depth, using online and hard copy resources either in groups or individually. They learn to organize their personal research and ideas, to cite sources, sequence information & analysis in clear writing before creating engaging media presentations, dioramas, and posters. They are encouraged to think critically about local and global issues as they reflect on their own place in the world.

By studying reading units, students acquire content knowledge and begin to answer some of the following questions: • • • • •

Through the study of a variety of social studies units, Grade Four students gain content knowledge and begin to answer the following questions:

How do I tackle new and tricky vocabulary?

How does rereading help me understand what I’m reading?

How can I use my voice to get the most out of my book?

How can I better understand the lingo in informational texts?

How can I find patterns across a series?

Writing Practicing Throughout the Day In Grade Two students start by learning to craft powerful true stories based on their own small moments. They study nonfiction texts and incorporate text features into their chapter books and craft persuasive arguments based on text evidence. Students explore language by writing poetry and get to share their poetry through a “poetry cafe.” From student journals, news stories, expository writing about family treasures and personal blogs, Grade Two students are given numerous, rich avenues to express themselves in writing throughout the year.

Through the study of writing units, students acquire content knowledge & begin to answer some of the following questions: • • • • •

How do I choose a topic to write about?

How can I write through the eyes of a poet?

How can metaphors, repetition and word choice strengthen my poem?

How can I clearly state my opinion and support it with evidence?

How can I write persuasive arguments that convince others to care also?

• Who are the people and major events that have shaped California’s rich history?

• How have Native Americans and the establishment of missions affected the history of California?

• How can I search effectively and research while giving credit to my sources?

• How can I interact with others in a way that protects my privacy and respectfully values communication?

Social Emotional Learning From Managing Emotions to Mindfulness Students learn skills that will help them manage emotions, express feelings, and focus on learning. Students participate in a daily mindfulness practice that supplements our social-emotional learning program. The goal is to continue to expand their comprehension and application of skills that have been built in prior years which results in improved self-regulation, conflict mediation, and management.

Our aim is for the students to continue to strengthen their ability to: • Learn to recognize their own emotions and the emotions of others • Use mindfulness in their everyday life • Develop positive communication and conflict resolution skills • Enhance group trust and increase the respect for individual differences

Grade Five

Mathematics

A Time for Integration & Accomplishment

Learning From the Mathematics That Surrounds Us

Grade 5 students make learning connections. Prior knowledge and skills now come together to enhance and leverage student learning. This creates a growing sense of self-confidence and self-assurance. The classroom teacher facilitates the students’ increased maturity in understanding through integrated projects that require and encourage the application of skills, concepts, and knowledge across disciplines. Grade 5 students are confident, well prepared, and ready for the challenges and opportunities of middle school.

Mathematics in Grade One reinforces and extends prior learning to develop concepts such as calendar, estimation, money, place value to 100, addition and subtraction, telling time, volume, mass, and area. In addition, online learning promotes personalized learning for each child.

Grade 1 students acquire content knowledge and begin to answer some of the following questions: • • • • •

Reading

Intellectual Independence and the Joy of Reading The focus of Reading Workshop in Grade Five is to guide the students towards intellectual independence. Students practice close reading, noting how authors develop themes in fictional works. They work with higher-level nonfiction and emphasize strong foundational skills such as fluency and word solving as well as reading complex nonfiction under the umbrella of argument and advocacy.

Students work on formulating questions from what they have read and practice looking for evidence to answer their questions by effectively using online resources.

Social Studies

The Art of Being a Whole Person in an Interconnected World Grade One supports each child’s curiosity about groups outside their own family.

Students research our school mascot, the Timber Wolf, celebrate diversity in a festival of lights unit, play a core role in our school’s litter initiative, and study the key concepts of maps, globes, and graphs.

Over the year, Grade Five students will acquire content knowledge and will begin to answer the following questions: • • • • •

What connections can I make between what I read and my life?

How can I effectively share my favorite books with others?

What are strategies for learning and understanding new vocabulary?

What makes reading enjoyable? How do I choose books for my own personal enjoyment?

What are the important components of a story? Why are stories important?

What can numbers show better than words?

How does creating our own math problems extend our thinking?

Why is math an important part of our everyday life?

Who are our key helpers in building a math life?

How can we play the role of a teacher in our own online math learning?

Through the study of diverse Social Studies units, students acquire content knowledge and begin to answer some of the following questions:

Writing

• • • • •

Why is it important to have guidelines as a member of society/the classroom?

How do map skills help us navigate through everyday life?

What are some common themes throughout multiple cultures' celebrations?

How can we work together to get involved and make a difference?

How can we contribute to our class community so that we all feel safe and can learn?

Conducting Research and Framing Narratives Writing to communicate ideas and knowledge is integrated through all subjects in Grade Five.

Students are consolidating skills learned in previous years through Writing Workshop and are being introduced to skills that they will need to be successful in middle school. Students write with purpose, paying attention to the audience and the importance of organization and mechanics. Students increasingly learn to use technology tools effectively to enhance their writing.

Essays, research reports, literature blogs, scripts, narrative stories, emails for information, and poems are some writing tasks that help Grade 5 students address the following essential questions: • Why are mechanics, grammar, and sentence structure rules important for clear writing?

• What are the important elements of a “good” story or essay?

• How can I effectively take and organize notes while reading or doing research? What information is important and relevant?

• How can I effectively express personal ideas, feelings, or opinions in writing?

Social Emotional Learning

Meeting the Emotional Needs of the First Grader Through whole-class meetings, selected read alouds, and a plethora of selfregulation tools, Grade One strives to meet the emotional needs of each child. We are intentional in our morning meeting time to set a tone of acceptance and wellbeing for our students as their day progresses.

We become accustomed to hearing these questions daily, woven into each subject: • • • •

How can I help a friend who is upset?

Why am I an important member of our classroom community?

Who are my ‘go-to’ adults when my heart is feeling hurt?

What tools do I need to find success in a given activity?

Mathematics

A Time for Transition Grade One Grade One

Differentiation for Challenge and Growth

Students in Grade 1 enter a major cognitive transition where logic is more apparent in their thinking. Together teachers and children engage in the core work of literacy while exploring new horizons of knowledge and ways of organizing thinking and learning. Teachers challenge students with more sophisticated and symbolic math, structured writing activities, and a variety of reading concepts. Children’s dramatic change in physical, intellectual, and social growth is accommodated and supported in all curricular areas.

Reading Facilitating Growth Towards Richer Literacy In Grade One, students continue to explore reading through the “Reading Workshop” model. Components of reading instruction include phonemic awareness, phonics, word study, fluency, and comprehension. Skills, strategies, good reading habits and a love for reading are reinforced through a daily direct instruction lesson, individual teacher/student conferences, student reading time, and lesson reflections.

Social Studies • U.S. History from Native American Lands to Present

Social Studies is focused on US History and integrated with reading and writing, using online resources in exciting ways along with debates and role-playing. Grade five students study units such as Native American cultures, European exploration, settlement, and interactions, Revolutionary War, Constitution, the formation of the government, civil rights and social justice issues, and our legal system.

Following the course of a variety of reading units, Grade 1 students acquire content knowledge and begin to answer some of the following questions:

Through these units, students will acquire content knowledge and begin to answer the following essential questions:

• What is a reading life and how do we develop it?

• Why is it important to share and talk about our reading experiences?

• What resources are available to make our reading experience richer?

• How can tech tools improve our spelling, phonics, and reading life?

Writing

Strengthening the Writing Base Components of writing instruction in Grade One include journaling, handwriting, & documentation of individual student work in a portfolio. Skills, strategies & good writing habits are reinforced through direct instruction lessons, individual teacher/student conferences, & regular sharing of student writing samples.

Through the study of diverse writing units, students acquire content knowledge and begin to answer some of the following: • How can we connect our handwriting practice to our everyday writing?

• Why is it important to communicate our thoughts and ideas through writing?

• Who is our audience? For whom are we writing?

• What resources are available to make our writing experience richer?

• Why is learning to write on a screen important?

Math is highly differentiated for Grade Five students. We ensure that each student is being challenged and stretched to ensure growth. We use a wide range of resources to build on their foundational skills and to ensure that they have an in-depth understanding of concepts as well as strong computational skills. Applied math is an integral part of our program, students explore concepts at a deeper level and see how math is relevant in their everyday life.

Through the study of many math units, students will acquire content knowledge and begin to answer the following essential questions: • Why is math important? Why is accurate measurement crucial?

• How is math used to analyze data, draw conclusions, and solve important problems?

• What are the strategies for solving math problems in different ways? How can you show all the steps for your thinking?

• Why are mistakes useful and how can we learn from them?

• Why is it important to study history? What does it mean to be an “American”?

• What questions about history do I have? How can we do research to understand more? Why can’t we know the answers for sure?

• Why is it important to understand other different perspectives?

• Why are rules and laws important and necessary? How does our court system work?

Social Emotional Learning

Peacemaking and Organizing as Part of Learning

Social Emotional Learning permeates every aspect of Grade Five life at Trinity. Students start the year by creating community agreements for respectful behavior. They identify what it takes to demonstrate active respect for other students in the community, the school grounds, and for themselves. They work to determine the difference between peacemaking and building peace from the personal, social, and organizational viewpoint, individually as well as globally.

In Grade Five we encourage students to: • Become more aware of personal choices that promote self-confidence and emotional intelligence.

• Develop positive communication and conflict resolution skills.

• Enhance group trust and increase the respect for individual differences.

• Become global citizens who will go on to make a difference in the world

Upper Campus

Lower Campus

2650 Sand Hill Rd Menlo Park, CA 94025

330 Ravenswood Ave Menlo Park, CA 94025

Kindergarten - Grade 5 650 854 0288

Preschool - TK 650 322-2628

Trinity School Curriculum Guide

Teaching and Leading Since 1961