The Lower School Program                                  

The Lower School years are years of exploration and learning.  Through hands-on experiences, children are afforded the opportunity to develop socially, emotionally, physically, and intellectually. Children work in small groups and receive individual attention on a daily basis. For much of the day, the children are immersed in theme-based learning in which topics are integrated across subject areas. Because much of the curriculum is interdisciplinary, the classroom teachers plan their activities in consultation with the specialists to ensure continuity. Field trips and performances by artists, musicians, dance and theatre groups further enrich the Lower School program.

Reading

The framework of the Lower School reading program is the linking of three elements:  reading to, reading with and reading by. All three are done every day in every classroom with a different emphasis in each grade.

Reading to students is an important element in the reading program. It is the most significant contributor to literacy development. The benefits of daily read-“alouds” are numerous.  Teachers may use them to introduce students to the joy of print, to sensitize them to feelings of others, to introduce a variety of great artwork or real-life information, to develop vocabulary and comprehension, to link with curriculum concepts, or to teach students to read.

Reading with students is instructional reading. Every day the older students receive developmentally appropriate instruction in phonemic awareness, sight words, vocabulary, comprehension, oral and silent reading, context clues and structural analysis of words. For our younger students, daily lessons include phonemic awareness, word and letter awareness, book handling, page turning and rhyming. Phonics and whole language techniques are used in all grades. Story grammar and story mapping are methods used to help students see the relationships among story parts, characters and new vocabulary. Most importantly, students are taught that reading must make sense, and they are encouraged to self-monitor and self-correct as they read.

Reading by students is when students read on their own. Students may be practicing a selection from the instructional setting or they may be reading a self-selected book from home, the school or the class library.

Writing

Children learn to write most effectively when they have many opportunities to write about a wide variety of subjects, particularly subjects they know well. As students move through the grades, they write in all curriculum areas.  Examples include writing in journals, composing lyrics to songs, recording scientific data, documenting historical information in social studies, and responding to literature-based questions. Students learn that writing is a process as they draft, revise, rewrite, edit, and publish their own work.  Instruction that includes mechanics, grammar and usage, and modeling of writing styles occurs individually as well as in small and large groups.

Spelling competency develops over time and is influenced by experience with language and direct instruction. Invented or temporary spelling is used to set the foundation for spelling competence. As students begin to further develop their language competency, teachers introduce a more formal approach to spelling instruction. Students develop handwriting skills through daily practice and evaluation. Cursive is introduced in Grade 2.

Social Studies

Through the Lower School social studies program, children begin to understand the impact of history and geography on humans and the environment.  The curriculum strives to create awareness and respect for oneself and others through an integrated child-centered approach. Emphasis is placed on exploring a variety of communities and cultures, past and present. Children gain understanding through hands-on projects, literature, computers, field trips and visiting presenters.

Mathematics

The mathematics curriculum in the Lower School is based on Piaget’s philosophy that young children learn mathematical concepts most effectively by using and manipulating concrete materials before moving to abstractions. In Kindergarten and Grades 1 and 2, the core instructional program is “Investigations In Number, Data and Space (TERC).” Throughout the Lower School, children engage in activities that emphasize cooperative learning, problem-solving, and critical thinking skills. Commonly used manipulative materials include pattern blocks, interlocking cubes, and geoblocks. Through regular assessment, teachers are able to design programs that meet the individual needs of their students.

Physical Education

The scope and sequence of physical education classes in the Lower School is driven by the philosophy and approach of Movement Education, which trust the child’s intrinsic motivation to move, to explore and to experiment. The teachers ask questions that treat each student’s experience as a resource of information and skill upon which to build expertise. As children experience various movements, they are asked to observe and reflect upon the movement of others. In so doing, they discover many ways of approaching given tasks. The goal of this program is to expand each child’s movement repertoire as well as to build his or her confidence. Motor skills cannot be separated from social skills. In this learner-driven approach to teaching, children are taught to be aware of, to be concerned about and to value others. The continual reinforcement of these values allows for safety, teamwork, and trust to develop.

Science

The Lower School science program strives to develop children’s curiosity and respect for the natural world.  Through hands-on exploration, children experience the joy of discovery and the process of scientific inquiry.  Children are encouraged to view themselves as scientists. Science thinking process skills are integrated with content at each grade level.  

Art

The visual arts curriculum connects to and supports classroom learning. Students are taught to see and experience the world through creative endeavors while exploring the use of different media (e.g., clay, papier mâché, paint, collage, weaving, and printmaking materials). Students create one of a kind pieces that increase their skill, extend their studies in the classroom and challenge their imaginations. All students learn to appreciate the work of other artists through prints, slides, videos, and museum visits. Student artwork is displayed throughout the year. An all-school art show is held each May.

Music

Within the music curriculum, children experience the joy of music and dramatics through singing, listening, acting, and dancing. During bi-weekly music classes, students learn about and experience vocal, rhythmic, and melodic development. The content of the music classes often complements classroom themes. Students perform throughout the year for the community.

Open Circle

Beginning in Kindergarten, Lower School children participate in Open Circle meetings twice weekly for about fifteen minutes. Open Circle is a research-based social competency program that helps children develop a “toolbox” of interpersonal skills and strategies.  The program highlights three areas: creating a cooperative classroom environment, solving interpersonal problems and building positive relationships.

Library Program