lower school curriculum (prek-1)
prekindergarten | kindergarten | first grade | |
language arts | 1. letter recognition |
1. letters 2. letter sounds 3. decoding 4. sight words 5. fluency 6. comprehension 7. writing letters 8. writing numbers 9. writing words 10. writing sentences 11. temporary spelling |
1. reading |
math | 1. counting with 1:1 correspondence |
1. patterns 2. numbers 1-100 3. odd and even 4. counting 5. days of the week 6. fractions 7. time 8. measuring 9. graphing 10. shapes 11. coins 12. estimating |
1. math number sense 2. math patterns 3. math graphing 4. math geometric shapes 5. math operations 6. time concepts 7. measurements 8. fractions 9. place value 10. problem solving skills |
science | 1. growing cycles |
1. body care 2. inquiring 3. observations 4. predictions 5. weather 6. seasons 7. plants 8. animals |
1. air and weather 2. water cycle 3. sand, silt and pebbles 4. balance and motion 5. animals 6. insects 7. nutrition and dental health |
social studies | 1. diversity |
1. families 2. neighborhoods 3. community members 4. maps 5. state 6. countries 7. continents 8. oceans |
1. communities |
world languages |
|
1. listening and speaking 2. language acquisition through songs, games, poems, stories, and tpr 3. thematic units reflect the national foreign language standards. 4. examples of thematic units: colors, numbers, food, and greetings. |
1. listening and speaking 2. language acquisition through songs, games, poems, stories, tpr, and tprs. 3. thematic units reflect the national foreign language standards. 4. examples of thematic units: calendar, seasons, food, and cultural topics |
health and physical education | 1. gross motor coordination |
1. fitness activities 2. locomotor and non-locomotor skills 3. spatial awareness 4. ball skills 5. cooperative activities 6. movement exploration |
1. fitness activities 2. locomotor and non-locomotor skills 3. spatial awareness 4. ball skills 5. cooperative activities 6. movement exploration |
music | 1. sing and play instruments |
1. children actively engage in music making through the orff-schulwerk process 2. songs, dances, and singing games are drawn from world cultures and the diverse music of the united states 3. children share music and movement they’ve learned at informal and formal performances throughout the school year |
1. children actively engage in music making through the orff-schulwerk process 2. songs, dances, and singing games are drawn from world cultures and the diverse music of the united states 3. children share music and movement they’ve learned at informal and formal performances throughout the school year 4. music literacy begins with the separation of rhythmic and melodic notation |
visual arts | 1. experience art in classroom setting 2. express creativity |
1. articulate/know the elements of art 2. experience use of elements in art expression 3. understand how art tells a story (expresses ideas) 4. learn that art has many answers 5. learn to look at and talk about art 6. learn to look at and talk about art of other artists/cultures etc. 7. participate in “sharing our work” 8. practice using art tools and materials |
1. articulate/know the elements of art |
drama | drama instruction begins in kindergarten. |
lower school creative dramatics outcomes creative drama is an integrative process that develops imaginative thought and creative expression in children. through use of movement, pantomime, story dramatization, improvisation, and group discussion, children acquire language and communication skills, social awareness, problem-solving abilities, self-concept enhancement, an understanding of theatre, and life skills. the principal goal of creative dramatics is to guide a child to self-fulfillment through theatre techniques, not to nurture professional child actors. |
|
library | 1. read for enjoyment 2. book selection and checkout process |
research skills |
|
technology | 1. introduction to simple computer operations 2. using age-appropriate education programs |
1. students demonstrate a sound understanding of technology concepts, systems, and operations. 2. students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 3. students use digital media and environments to communicate and work collaboratively. 4. students apply digital tools to gather, evaluate, and use information. 5. students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 6. students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |