We believe that it is important for children to learn letter-sound relationships and use them to figure out new words. However, we do not subscribe to a “phonics-first” approach by which children’s reading materials are limited to the letter sounds the teacher has introduced. We teach students to use the three cueing systems – meaning, structure, and graphophonics – together, as a group of strategies, rather than in isolation. By giving students daily, extended periods of time to read books that are appropriately supportive and challenging, they get to practice the whole act of reading and experience how all parts work together. Teachers can accurately match leveled trade books with individual students by using running record assessments, which indicate a reader’s "Just Right" level.
Research shows that this approach improves children’s overall literacy and builds upon the attitudes and behaviors that make children lifelong readers and writers. Students play a very active role in initiating and assuming responsibility for their learning. As a school, we want students to appreciate the power that reading can have in their lives, and the Balanced Literacy program teaches children to read in ways that last a lifetime.
Word Study and spelling are one and the same in the Lower Elementary. Through weekly practice, students develop strategies and habits to learn the spelling of unfamiliar words. As students gain experience in reading and writing, they develop a wider repertoire of spelling strategies. Teachers guide students in this development through specific types of spelling explorations.The teacher provides opportunities for students to learn how words work by building words up and breaking them down
Handwriting without Tears is used in the Lower Elementary grades to teach handwriting skills. This program is a developmentally-based curriculum for writing readiness, printing, and cursive. The multi-sensory lessons teach to all learning styles – visual, auditory, tactile, and kinesthetic.
Our math curriculum teaches students how to gain important mathematical insights through whole group discussion and small group learning. Students receive one hour of mathematics instruction daily. Students learn computational skills as well as a broad range of mathematical concepts, including data and probability, geometry and spatial sense, measures and measurement, algebra, and the uses of variables. Meaningful problem-solving is integrated into every lesson. Our math program seeks a balance between computational skills, conceptual understanding, and problem-solving. Our Everyday Math curriculum (grades K-5) encourages teachers and students to go beyond arithmetic to explore the richness of mathematics. Math is integrated into other subject areas and becomes part of the daily classroom routine, outdoor play, and transitional moments. Through Everyday Math, mathematical thinking becomes intrinsic for students. As they are challenged by the curriculum, they are developing problem-solving and higher order thinking skills. Because Everyday Math applies mathematical thinking to everyday situations, students recognize and appreciate how frequently mathematics intersects their lives.
In addition to the core curriculum that is taught in the students' home classroom, children have six specialist classes: science, music, art, physical education, library, and technology. Children attend science, art, and music twice in every six-day cycle. Science, art, and music classes broaden and balance our students' learning experiences. Children attend physical education classes daily. The physical education program and playground facilities are designed to engage young children in a commitment to positive sportsmanship and good health. Library and technology classes are attended once in every six-day cycle. Formal lessons in technology begin in Kindergarten. The The Library, Maker Space and Technology Lab directly support the instructional program and also offer children resources they can use to enrich their own learning.
The Lower Elementary is comprised of two Developmental Kindergarten classes and three classes at each grade level from Kindergarten through 2nd grade, with a total enrollment of approximately 235 students. There are two teachers in every classroom: a lead teacher and an associate teacher in grades K through 2; and a lead teacher and a teaching partner in DK.