The lower elementary program builds on the concepts introduced in the kindergarten program. The curriculum is based on the principle that children learn most naturally from hands-on experimentation, observation, and manipulation of materials; therefore, there are many art materials, games, and creative activities that foster a joy of learning and respond to individual interests.

Our day is divided into large blocks of time that address various aspects of the curriculum. During this time, some children work individually, while others work with a partner or in a small group. Because children in the class vary in age and learning style, the teacher supports learning by daily working with each student during these chunks of time. Gradually, each student develops the ability to take the initiative, plan, and perform learning activities.

The program places a major focus on developing social skills and problem-solving, along with the academic pursuits of each child. Each day presents a time to share feelings and concerns, to discuss social and academic problems, and to nurture and care for each other. The program also teaches children to respect others' thoughts and feelings and talk through the problem and come to a mutually agreeable resolution when conflict arises.

The lower elementary program works to develop the whole child by integrating all areas of the curriculum and developing life-long learners with a passion for knowledge.

LANGUAGE ARTS

Speaking, listening, reading, and writing are closely interrelated and dependent on each other. The lower elementary program builds on the acquired knowledge of each child as the foundation for beginning reading and writing. The program bridges the gap between reading and writing through invented spelling, picture books with written or dictated sentences, group and individual story writing, book making, singing, and reading aloud.

Writing is a daily activity. Children learn to produce, edit, collaborate, and publish their own work with peer and adult consultation. Many kinds of writing are done, including picture stories, daily journals, informational reports, and letter writing. A sustained reading experience is a daily activity. The child initally reads to an older child or adult; increasing independence allows for individual reading for information and pleasure. Guidance in selection of appropriate reading material is given as need. Children progress through the reading process freely and without boundaries.

READING

The reading program includes:

WRITING

The writing program emphasizes:

ORAL LANGUAGE

The oral language program focuses on:

MATH

Math concepts are introduced through the use of manipulative material. The material and various math games are used to lead to an understanding of mathematical operations. Free exploration with the material and equipment lead to the need for more precise and complicated operations. Written symbols are introduced as children show readiness.

Math is also used as a tool for the study and observation of other topics being investigated. The following study of patterns, estimation, measurement, graphing, prediction, and problem-solving is used. These concepts address:

THEME STUDIES

Overreaching themes are often used to integrate all areas of the curriculum. This is the main way that science and social studies are approached in the lower elementary classroom. Themes vary from year to year but take in account student interests. The themes offer opportunity for a variety of approaches in all subject matters. Theme studies provide opportunity for individual, small group, and total class activities and are ideal for coordinating music, art, and current events with the expected reading, math, science, and social studies.

Themes have included:

PROJECTS

Projects are completed twice each semester. The project topics are chosen under the theme the class is studying at the time. For the last project, each student chooses a topic they are interested in learning about. They gather information for their topics in class as well as at home. Items included in the projects are:

TECHNOLOGY

Technology is used in the classroom every day. Students are able to use the computers to learn how to type, publish their writing, and play literacy and math games. Technology is also accessible in the listening center. A video cassette recorder, television, and overhead projector are used for some activities in the classroom.

SCIENCE

The lower elementary curriculum uses science to explore nature and the world around us. Children learn to explore, observe, count, collect, measure, compare, and ask questions about their world. Field trips are an important part of this process. Children engage in:

SOCIAL STUDIES

The social studies curriculum focuses on allowing children to experience and understand various cultures. It also helps them to experience the diversity of their community, city, state, and world. This is done through:

ARTS

In the lower elementary classroom children are encouraged to express their creativity through many different art experiences. A large array of art supplies is always available to the students. We also study art and artists to compare styles, use of color, and form. The students learn that art is a form of self-expression and everyone's art should be appreciated and encouraged.

FINE ARTS

The fine arts program emphasizes::

MUSIC

The goal of music is to let children experience many different types of music and help them feel good about performing and singing in front of others. Activities include:

PERFORMANCES

Children perform through:

SPANISH

Our Spanish instructor visits the class twice a week for thirty minutes. Children are exposed to:

SOCIAL AND EMOTIONAL DEVELOPMENT

The social and emotional growth of each student is approached with the same concern as the academic growth; it is a part of every aspect of the curriculum. The primary goal is to help every student be confident in his or her own abilities and be able to peacefully resolve conflict. The goals are to:

PHYSICAL DEVELOPMENT

There are many opportunities for daily physical activityy. Health, nutrition, and care for our bodies are taught. Each day we do programmed physical activities that include:

ASSESSMENT

Assessment is done between teacher and child, parent and teacher, student to student, and overall teacher assessment. It is an important part of the learning process, and each student is assessed based on his/her growth throughout the school year. We have an evaluation of student progress twice a year, two parent/teacher conferences, and portfolios to keep student work in throughout their attendance at our school. Furthermore, the teacher uses anecdotal notes to record progress and behavior.