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.

Pre-Kindergarten
Kindergarten
Grade 1
Grade 2

Pre-Kindergarten

As stated in The Pike School mission statement, we want our Pre-Kindergarten students to develop a love of learning, respect for others, the joy of physical activity and a creative spirit. Our interdisciplinary curriculum promotes the social, intellectual, emotional and creative development of the children.

In the Pre-Kindergarten, we believe that children learn best while playing and interacting with each other in small groups. The classroom is designed with a variety of learning centers throughout the room to encourage participation and decision-making through high-interest learning activities. Each center is a collection of ativities developed around a topic, theme, skill, or subject. We accommodate different learning styles by providing learning experiences at varying levels of difficulty and complexity.

Language Arts:

Children in the pre-kindergarten benefit from daily exposure to a wide array of books read aloud to them and from conversations that help them make meaning from these texts. They engage in many activities and games designed to enhance their emerging literacy skills. These include active conversations, listening, rhyming, poetry, games, syllable awareness, retelling stories, sequencing events, and letter recognition. Through play with language, drama, read-alouds, and shared reading children acquire fundamental comprehension, phonic, and phonemic skills that form the building blocks for future reading and writing. Literacy is woven throughout the day in all curriculum areas as well. Children are exposed to many non-fiction texts in science and social studies, and they learn that books can teach new information. Our Lower School Reading Specialist works with our children once a week to enhance these emerging literacy skills. Specific materials include big books, puppets, alphabet puzzles, and Mother Goose rhymes.The children keep an ongoing journal of work in the classroom.  They dictate stories, draw pictures, begin to use inventive spelling, and practice writing their names or copying words from around the room to add to their journals.The children visit the library once a week for story time with the librarians and to choose books to take home and share with their families.
(See Pre-k Language Arts Timeline).
(See Pre-k Library Program Curriculum Map)

Math:

Each day we begin with lessons involving the monthly calendar. During this time, children work on sequencing and recognizing patterns. They become familiar with concepts of size, shape, rows and columns, and work on recognition of numerals. Math is also practiced in many other areas of the room, including blocks and activity areas. Skills such as sorting, counting, measuring, classifying, and beginning graphing are all practiced.
(See Pre-k Math Timeline).

Science:

Science is integrated throughout the Pre-Kindergarten day as we learn about ourselves and explore the environment. Change is a theme that we explore during the year through topics like our bodies, the seasons, farms, harvest and bread, water and snow, birds and pets, seeds and plant growth.  Children are encouraged to make observations and comparisons, ask questions and begin to make important connections in the world around them.
(See Pre-k Science Curriculum Map).

Social Studies:

Children of all ages need to find connections to others and feel that they are members of a group. In the Pre-Kindergarten classroom we teach “self care” skills and independence while creating a sense of community. We encourage the children to respect and appreciate similarities and differences among us all. Through our social skills curriculum, Peacemaking Skills for Little Kids, we model and teach caring about and working or playing peacefully with others.
(See Pre-k Social Studies Curriculum Map).

Fine and Gross Motor:

In the Pre-Kindergarten we encourage a variety of motor skills through games and activities. The children work each day with materials designed to strengthen their motor skills, including small blocks and sorting items, beads for stringing, various painting and drawing utensils, simple sewing activities, balance beams and outdoor recreational equipment. We emphasize exercise and fresh air, and have outdoor recess each day barring extreme weather. In addition, the children have formal physical education twice a week. 

Art:

Pre-Kindergarten students learn to identify and utilize the art room as a separate space to make art. During their weekly visits, they are introduced to various methods in art that are developmentally appropriate. Beginning with projects that provide sensory motor experiences, the children become comfortable with their surroundings and gain confidence with materials.  Drawing and painting projects are introduced, and students begin to use materials to express their ideas. The students will learn to observe themselves, each other, and the world around them and to use imagination as a resource while they create art. Literature-based drawings and introduction to artists and their techniques are examples of resources to enhance the students’ learning. Pre-K art focuses on process as well as product. All projects are designed to support and enhance the extensive and ongoing exploration of art in the classroom. All students participate in the annual Art Show.
(See Pre-k Art Curriculum Map).

Music:

The music program in pre-kindergarten introduces the important concept of rhythm by having students identify their own heartbeats. The children begin to learn about the difference between speaking and singing. While listening to music, they create their own movements to express tempo and mood. Students practice matching pitches and tempo. They listen to song introductions and work with the teacher to identify
the topic of the musical piece. The emphasis in Pre-Kindergarten is on learning song refrains, as they typically include repeated patterns. Lower School students participate in two concerts during the school year.
(See Pre-k Music Curriculum Map).

Physical Education:

The philosophy and approach of Movement Education drive the physical education program in Lower School. This approach trusts the child’s intrinsic motivation to move, to explore and to experiment. The teacher asks 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 to reflect upon the movement of others.  In doing so, they discover many ways of approaching given tasks. Children work with a variety of small apparatus, including balls, beanbags, ropes and hoops.  They work on being aware of personal and general space. Pre-Kindergarten children begin to understand large group games and how to move and play with others in that environment.
(See Pre-k Phys. Ed. Curriculum Map).

Kindergarten

In Kindergarten our goal is to educate the whole child while concentrating on social, emotional, and cognitive development.  The curriculum is organized in thematic units that are incorporated in all the learning centers in the classroom. 

The children learn through active experience and participation. As they work and learn in a child-centered environment, they develop a positive attitude and build self-esteem. At the same time, each child discovers how fun and exciting learning can be.

Language Arts:

The Kindergarten language arts program focuses on cultivating a love of reading and writing in each kindergarten child.  A multi-sensory program using a series titled Beginning to Read, Write, and Listen encourages a high level of involvement from each child. Each letter has its own special book. The children learn letter sounds and later blend sounds with confidence.  In addition, the program helps build strong listening skills and provides practice with fine motor skills. The books progress in an order based on letter formation. Our Lower School Reading Specialist works with our students once a week in anchor groups to further their knowledge of phonemic awareness and appreciation of children’s literature. The children enjoy drama, puppetry, and storytelling in her class. Our writing program begins with the children dictating their stories as they observe the teachers model the writing process. When the children become more comfortable, they may begin to write independently using “temporary” spelling.  Everyone also participates in shared writing.  Emphasis is placed on allowing each individual to express his or her own ideas in writing without the restrictions of conventional spelling.  As the year progresses, the children learn to write some high frequency words. Stories and poetry are an integral part of the curriculum. The children are read to daily and are encouraged to look at books independently. They visit the Pike Library once a week for story time with the librarians and have an opportunity to choose books to take home and share with their families.
(See Kindergarten Language Arts Timeline).
(See Kindergarten Library Program Curriculum Map)

Math:

Our math program seeks to develop an understanding of the patterns of mathematics through the use of concrete materials such as pattern blocks, connecting cubes, attribute blocks, geoblocks, geoboards, and colored tiles. The children work in a variety of group sizes and learn to express mathematical thinking through drawing, writing, and talking. We strive to have the children become aware that there is more than one way to solve a problem. Units covered include patterns, measurement, the number system, 2-D and 3-D geometry, early algebra, and data analysis. The kindergarten day is filled with math opportunities, including calendar, attendance, number line, graphing, the counting jar, and “Today’s Question.” Workjobs, concentrating on spatial relationships problems, are introduced later in the year with an emphasis on independent work. Tangrams, pattern blocks, and connecting cubes are used in these activities.  The TERC Investigations program is used in conjunction with Mathematics Their Way.
(See Kindergarten Math Timeline).

Science:

Through the integration of literature, observations, and hands-on exploration, the children engage in scientific discovery.  The children investigate the environment around them.  They experiment, record, and draw their observations in a journal.  The kindergarten science curriculum includes units on color, nutrition, seasons, spiders, bears, the solar system, and butterflies and moths.
(See Kindergarten Science Curriculum Map).

Social Studies:

The kindergarten social studies curriculum is inspired by the interests of both the children and the teachers and is integrated with the other subject areas.  The themes for social studies investigate what makes each of us special, how to be a good friend, and how our feelings affect one another.  Discussions also revolve around how the environment affects our lives and the lives of the people who have lived in the past.  In addition, we use the yearlong Open Circle curriculum, a social competency program developed by The Stone Center at Wellesley College.
(See Kindergarten Social Studies Curriculum Map).

Art:

Kindergarten students focus on three of the basic elements of art:  line, shape, and color. By observing these elements in the world around them and in their own artwork, the students become able to enhance their skills in drawings and paintings.  Both representational and non-representational artwork are explored in kindergarten art. Skills in cutting, gluing, construction, layering, and attaching are provided to enhance and reinforce fine motor control. Imagination is encouraged at all times through visualization exercises and exploration of materials. Kindergarten students use resources such as literature and famous art and artists as inspiration for their own work. Throughout the year, projects are also designed to create cross-curriculum connections with their studies in the classroom. Kindergarten art includes both product and process-oriented lessons. All students participate in the annual Art Show.
(See Kindergarten Art Curriculum Map).

Music:

Kindergarteners recognize rhythm by identifying their own heartbeats and staying with the pulse of the group.  As their vocabulary grows, they begin to infer and interpret the meaning of songs. Students also begin to recognize more subtle notions like melody, pitch and dynamics; for example, medium loud versus very loud or very soft, as well as to recognize slight changes in repeated song lyrics.  Kindergarten students begin to use color-coded charts, which highlight song refrains, verses and other patterns to help them learn songs. Lower School students participate in two concerts during the school year.
(See Kindergarten Music Curriculum Map).

Physical Education:

In the Kindergarten physical education program the children work on finding different ways to travel through general space while maintaining their personal space.  Possible ways of travel include, but are not limited to, hopping, leaping, galloping, running, sliding, rolling, skipping and jumping.  The students travel in different pathways (straight, curved, and zigzag) and at different speeds and levels. Balance work leads to increased agility and body control. Through games the children learn to self regulate within rules and boundaries. The students are frequently asked to find different ways of working with a variety of small apparatus.
(See Kindergarten Phys. Ed. Curriculum Map).

Grade 1

Integrating our curriculum at various points throughout the year provides us with a framework within which language arts, math, science, social studies, and the creative arts come together to create a vibrant and connected First Grade experience.

We often use the weekly First Grade newsletters as a way of keeping you informed of our current units and topics of discussion. The First Grade News will be posted on The Pike School Web site. We will send you an email each week with a direct link, so you can see what is new in First Grade. We count on First Grade parents to read our news weekly. Please let us know if you have any difficulty doing so.

Literacy:

Our goals for students are to appreciate and enjoy quality literature and to be lifelong readers and writers.  With these goals in mind, we expose First Graders to reading, writing, and speaking throughout their day.  Current research suggests that the instruction of reading should occur in all subject areas. You will observe in our classrooms examples of reading and writing across the curriculum, e.g., science journals, labeling, written instructions, poetry, and class books related to all subjects.
   
We also have small literacy group instruction five days a week.  During this time, each child is taught on his/her instructional level and challenged appropriately.  Groupings, teachers, and materials will change regularly during the course of the year; many children will have the opportunity to work with the classroom teachers and our Lower School Reading Specialist.  All students work on phonics, fluency, vocabulary, and comprehension. We have found that both students and teachers benefit from this flexible format.  Literacy groups visit the library on a regular basis to select appropriate independent reading material.  In addition, First Graders visit the library once a week in specialist groups.  During this time, children are introduced to new literature, various authors and illustrators, and the skills they will need to take full advantage of the library’s resources.  Our Lower School Reading Specialist works with the First Graders once a week in specialist groups, as well, to further the appreciation of children’s literature.  The students enjoy author studies, drama, puppetry and storytelling.

First Graders are exposed to the writing process in literacy groups throughout the year.  After having learned and practiced correct letter formation, students experience a variety of creative writing activities, e.g., mini-books, poetry, autobiographies, fiction and non-fiction stories. Writing mechanics, including spelling (Rebecca Sitton program), are addressed at a level that is appropriate for each child.  The process of writing and publishing their work allows children at all levels to meet with success and to share their work with pride.  Our First Grade author study is on Eric Carle, and students will be exposed to many other authors as well.
(See Grade 1 Language Arts Timeline).
(See Grade 1 Library Program Curriculum Map)

Math:

In First Grade, we will be piloting a new edition of the Investigations curriculum. We have found this program to be consistent with our goal of strengthening problem-solving skills, and we are looking forward to incorporating some new activities and materials. First Graders are encouraged to work at a level that is appropriately challenging, to use a variety of materials, to explore many solutions to each problem, and to record their solutions effectively. We work in small groups to meet individual needs. We try not to teach math in isolation, but to apply skills to other areas and to make topics relevant.
The nine units we will cover are:

• How Many of Each? (Addition, Subtraction, and the Number System 1)
• Making Shapes and Designing Quilts (2-D Geometry)
• Solving Story Problems (Addition, Subtraction, and the Number System 2)
• What Would You Rather Be? (Data Analysis)
• Fish Lengths and Animal Jumps (Measurement)
• Number Games and Crayon Puzzles (Addition, Subtraction, and the Number System 3)
• Color, Shape, and Number Patterns (Patterns and Functions)
• Twos, Fives, and Tens (Addition, Subtraction, and the Number System 4)
• Blocks and Boxes (3-D Geometry)

In addition, the concepts of time and money are introduced during morning group time and math.
(See Grade 1 Math Timeline).

Science:

First Graders learn about science through an integrated, hands-on approach. Through our topics – Owls and a year-long unit on Plants & Seeds – they develop an appreciation for the natural environment, make sensible predictions, make and record observations, and draw conclusions.  In addition, students will be encouraged to explore, observe, and describe characteristics and properties of different objects and events, and ask appropriate questions.
(See Grade 1 Science Curriculum Map).

Social Studies:

In our curriculum, we encourage children to respect themselves and their school community. In addition, we expose children to various communities and cultures throughout the year with the goal of appreciating the similarities and differences among people. We often incorporate the dramatic play area into the social studies strand of our curriculum. Our units will include Building a Community, The Pike School Community, Our Local Community, and Japan. In addition, we use the year-long Open Circle curriculum, a social competency program developed by The Stone Center at Wellesley College.
(See Grade 1 Social Studies Curriculum Map).

Art:

First Grade art lessons are designed to build on and reinforce skills in art by introducing more complicated methods of using and combining materials. The students continue to study the basic elements of art: line, color, shape, texture, and space, as well as to learn about artists and art aesthetics. Emphasis is also placed on connecting with the First Grade science, social studies, and language arts curricula. Lessons focus on the process as well as the product, and individual expression is strongly encouraged throughout the year. All students participate in the annual Art Show.
(See Grade 1 Art Curriculum Map).

Music:

Students in First Grade achieve a greater awareness of song content by recognizing the meaning of phrases, as opposed to isolated words. They begin to identify musical directions (such as repeats and fine, the end) and learn the importance of posture, correct breathing and pronunciation of words. By demonstrating an increased ability to identify musical (and mathematical) patterns such as meter, students begin to understand when to start and stop as well as when not to sing during the course of a song.  To prepare for their own choral performances and to introduce musical performance in a larger context, students learn associated music vocabulary such as “composer,” “conductor,” and “orchestra.” Lower School students participate in two concerts during the school year.
(See Grade 1 Music Curriculum Map).

Physical Education:

The first grade physical education program continues to encourage children to be aware of their movement and the movement of others.  The children work on understanding body shapes and being aware of personal as well as general space.  Understanding the importance of muscle power and being able to adjust the amount of force with which one moves is a focus of lessons. Students work with small apparatus, including balls, beanbags, ropes and hoops.  They find appropriate ways to throw, catch, kick and otherwise use this equipment.  Through playing large group games, they begin to understand the strategies of chasing, dodging, and risk taking.
(See Grade 1 Phys. Ed. Curriculum Map).

Grade 2

Language Arts:

The goal of our reading program is to develop a life-long love of reading. In pursuit of this important goal, second grade students work on phonics, fluency, vocabulary, and comprehension in an hour-long reading group each day. This time may be spent in silent reading, oral reading, listening to stories, specific skill instruction, strategy instruction, and developing comprehension through discussions and written responses. Students are placed in flexible reading groups based on information from a wide range of informal assessments and observations. Materials are carefully selected for each group to ensure that students are being taught on their instructional level. Students read from a wide variety of multi-level materials, including anthologies and trade books. Children are exposed to many genres of literature, such as folk tales, biographies, plays, non-fiction books, poetry, novels, and picture books. Often, selections are linked to our social studies and science curriculum.

Models of instruction may include guided reading, silent reading, paired reading, reading workshop, and literature circles. Children look forward to daily read-aloud time in anchor groups. Selections include fiction, non-fiction and poetry. Reading groups often visit the library in addition to their weekly library time. Children are introduced to new literature, various authors and illustrators, and the skills they will need to take full advantage of the library’s resources. Our Lower School Reading Specialist teaches the Second Graders in a language enrichment program once a week in specialist groups to further their appreciation of children’s literature. Children enjoy such activities as author and genre studies, puppetry and drama. It is very important that children read a variety of literature at home as often as possible. The students will have opportunities to share their reading experiences in class.

Our spelling instruction emphasizes both the mastery of high frequency words and the acquisition of phonetic spelling patterns and spelling rules. The program includes Rebecca Sitton’s Priority Word curriculum and a variety of other materials and methods developed and selected by the faculty.

Each year we begin handwriting instruction with a review of the correct formation of lower- and uppercase manuscript letters. Later in the fall, we introduce the D’Nealian cursive method, beginning with lowercase letters.

Second graders write and enjoy a variety of writing workshop activities. The writing process is emphasized throughout the year. Students write creative stories as well as narratives in another voice. Much of their writing is linked to our social studies and science curriculum. The Penpal Program with Brookwood School in Manchester-by-the-Sea allows students to learn and practice the letter format and culminates in exchange visits between the students. Throughout the year, each child creates a portfolio of published written works.
(See Grade 2 Language Arts Timeline).

Math:

Daily classes in second grade math are taken from TERC’s Investigations in Number, Data, and Space. Math classes are based on a workshop model beginning with an introduction, followed by exploration and sharing. In this model, learning occurs both collaboratively and independently. This allows for differentiation of instruction according to individual needs. Units of study include: the number system, geometry, data classification and representation, time, measurement, algebra, and problem solving. Our major emphasis is on developing problem-solving strategies. The TERC program provides opportunities for the incorporation of various mathematical tools such as computers, calculators, and manipulatives. Homework is assigned to support learned skills.
(See Grade 2 Math Timeline).

Science:

Our science program encourages learning through observation, hands-on exploration, and research. Students are introduced to the steps of the scientific method as we integrate physical life, and earth science into our curriculum. Study of animal and plant habitats and simple machines are highlighted. The key skills of observation, record-keeping, comparing and contrasting, and drawing conclusions are taught and practiced. In conjunction with the librarians, library research skills are introduced and developed as students research an endangered animal. The curriculum is enriched through visiting experts.
(See Grade 2 Science Curriculum Map).

Social Studies:

Students learn about the broader world through our two major units: Coming to America and Mexico. Through these studies we teach geography, explore historical timelines, and encourage students to consider other perspectives. We begin by learning about the first people who inhabited our continent, with a particular focus on the Wampanoag. We then study the voyage of the Mayflower and its passengers. The unit concludes with a consideration of why and how others have immigrated to America. Students research and share an aspect of their own family’s culture, providing a vital link between home and school. After learning about the United States, students expand their understanding and appreciation of another culture through the study of Mexico. In this unit, Second Graders are actively involved as they read stories, taste foods, experiment with another language, and make discoveries about the history, geography, habitats, and people of Mexico.
(See Grade 2 Social Studies Curriculum Map).

Art:

Second Grade artists begin to understand and recognize various elements and principles of art, such as balance, scale and emphasis.  By observing these elements in their own work and in famous works of art, the children learn how to create a balanced and interesting composition. Students also work on using their skills to creatively express themselves through art. They look at famous artists’ work and practice observing and speaking about art. Art lessons also connect to the classroom curricula, with a focus on both the process and the final product. All students participate in the annual Art Show. 
(See Grade 2 Art Curriculum Map).

Music:

Building on the themes of group cooperation and friendship, Second Grade students begin to perform in smaller groups (vocal quartets, instrumental sections, etc.) and learn how to rehearse independently and with a friend. They also learn how to memorize more efficiently and comprehend song lyrics, while simultaneously learning to blend their voices into the larger group. This greater emphasis on smaller ensemble singing allows students to recognize musical cues and to project their voices. Having a stronger grasp of the overall musical material, in conjunction with more refined rehearsal skills, encourages students to take risks by suggesting choreography and offering ideas for improvisation. Lower School students participate in two concerts during the school year.
(See Grade 2 Music Curriculum Map).

Physical Education:

In the Second Grade physical education program the children play a wide variety of small and large group games, some non-competitive and some competitive. They discuss what makes a good practice partner, teammate and a well-played game. The rules, boundaries, and strategies as well as the spirit of the activity are subjected to keen scrutiny.  Skills in throwing and catching, footwork, dodging, timing and anticipation develop both through designated practice and in the course of self-created games. The children are expected to focus on the content of the class, whether it involves soccer balls or group games. The goal of each class is to improve one’s skills as a versatile player. Sometimes this involves being open to trying new moves, taking the risk of getting caught or making a mistake.
(See Grade 2 Phys. Ed. Curriculum Map).

Library Program