Latin School of Chicago

curriculum chart lower school revised 10.15.15

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Second Grade Third Grade Fourth Grade HISTORY & SOCIAL STUDIES LANGUAGE ARTS MATHEMATICS SCIENCE LANGUAGES Language Arts covers the core skills of reading, writing, speaking and listening. Skill development in reading begins with pre-reading activities in junior kindergarten and continues with a program that underscores reading for understanding, acquiring vocabulary, and using higher-order thinking skills to gather meaning from text. The writing process at all levels values organization of thoughts and ideas, drafts, editing and pride in authorship. Writing instruction incorporates skill development in letter formation, keyboarding, grammar, punctuation and spelling. The Houghton Mifflin Spelling and Vocabulary program is used to improve skills. Students express personal style through creative writing, report and essay writing, poetry and illustration. They share their written work with different grade levels during Author's Day. The lower school social studies program is dedicated to providing a sound understanding of the world in which we live and an appreciation for the rich diversity of humankind. The curriculum reflects an age-appropriate, multidimensional, project-based approach to the study of people and the land. The goal is to give students a sense of others and a context of their place in the larger world. Specific units of study integrate literature, music, art, social studies and, where appropriate, math and science. Math Lab: Starting in first grade - Weekly Math Lab classes help students reinforce, apply and extend the mathematics learned in homeroom through hands-on activities, games,discussions and computer work. Topics covered in the Math Lab can be categorized into three main categories: (1) Number Sense: whole numbers, place value, fractions, decimals, percents, computation; (2) Measurement: length, perimeter, area, volume, weight, liquid capacity, money, time; (3) Geometry: symmetry, polygons, polyhedra, angles. The lower school currently uses the Everyday Mathematics curriculum by The University of Chicago School Mathematics Project. For the 2015-16 school year, the second grade will pilot the Singapore math program, which teaches significantly fewer topics per grade level, but in greater depth. In SK, a Math Enrichment Teacher provides weekly support and resources to teachers and students in a whole class setting or in small groups. The students also attend a class every other week with the Math Lab Teacher. In grade 1, students use the online computer program ST Math ("Spatial Temporal Math") to learn math concepts through animation and to practice their addition and multiplication facts. Students in grades 2-4 have the option to attend a weekly challenge word problem session. Science in the lower school encourages students to explore the world around them while introducing them to science concepts and vocabulary as well as observation and research skills. In JK and SK science is integrated into the ongoing daily experiences students encounter. Students develop observational and record-keeping skills by conducting surveys, recording and reporting information, making and reading simple graphs, comparing physical attributes of objects and exploring cause and effect relationships. In grades 1 - 4, science is a stand-alone classroom. Classes meet approximately two times per week for 40-50 minutes. Process skills are developed through hands-on activities and investigations. Some of the most important skills for students are observing, classifying and collecting data, measuring and comparing and contrasting. Key skills for grades one to four: observation, classification, measurement, hypothesis, data collection, analysis, drawing conclusions, making models Latin's language program seeks to encourage students to become motivated language learners and global thinkers, connecting to the school's mission of providing students with an educational program that embraces diversity of people, cultures and ideas. Latin has implemented a "best practices" program that stresses proficiency in language acquisition. The primary goal of the program is to build a vocabulary base that fosters communication and creates a degree of comfort with the language. An integrated approach to teaching enhances student learning and provides cultural connections in a stimulating and meaningful way. SPANISH PHYSICAL EDUCATION Our comprehensive physical development and health program is designed to help students learn to identify and work toward short- and long-term goals, to utilize fitness technology, to persevere in solving problems, to follow directions responsibly, and to work both independently and cooperatively with others. The program seeks to help students achieve active and healthy lives. Students in grades SK through 4 participate in P.E. class every day. Skill-building in games and sports begins with the premise that every child has athletic potential to be developed and celebrated. Physical education in the lower school emphasizes fine and gross motor skills through games, activities, and sports that contribute to the growth, development and social attitudes of each student. e physical education program includes basic body management, skill development and improvement, visual-motor integration and spatial awareness. e program stresses civility and good sportsmanship for all. Low-level activities include golf, field hockey, soccer, floor hockey, bowling, scooter activities, tumbling, mat games, yoga and Baggo. Multi-level activities include swimming, rock climbing and rope jumping. High-level activities include lacrosse, volleyball, softball, flag football, tee ball, softball and racket sports PERFORMING ARTS VISUAL ARTS The program in grades 1 through 4 familiarizes students with how art functions in different cultures and increases students' understanding of artists and how they use art to communicate about the world. Students learn about elements and principles of art through a wide range of media and techniques. (1) Reading: Students are divided into reading groups to build phonics and decoding skills, sight word vocabulary, reading fluency, appreciation for literary genres, comprehension skills, and to understand the correlation between reading and writing. (2) Writing: Writer's workshop; expressing one's thoughts in writing, both fiction and nonfiction; capitalization and punctuation; penmanship. (3) Speaking: express ideas coherently, enunciate clearly and project voice; improve discussion skills; present at a lower school assembly. (4) Listening: following oral directions and remaining attentive. (1) Reading: Students read a variety of literary and informational text for understanding and enjoyment. ey work in fluid groups to improve reading proficiency and comprehension, fluency, accuracy and vocabulary skills. (2) Writing: Students learn to form complete sentences, develop paragraphs and write beginning essays. is includes spelling, grammar, vocabulary, parts of speech and keyboarding. (3) Speaking: Students learn to report on a topic, recount experiences, and speak clearly at an understandable pace. (4) Listening: Students listen to engage effectively in a range of collaborative discussions as well as being active listeners. (1) Reading: comprehension questions, group discussions and essay prompts; long-term book sharing projects based on books selected for independent reading. (2) Writing: Writer's Workshop; creative writing, reading prompts, research reports, poetry, essays, sentence structure, vocabulary, punctuation, and grammar skills. (3) Speaking: discussions, projects, small and large group work, class presentations; book sharing projects; assembly is presented to the students, faculty, and staff; lead each assembly; featured speakers on Class Day. (4) Listening: discussions and group interactions. Units: Exploration, Migration, and Immigration Research: an aspect of exploration; one of the 50 states; interview an immigrant for the Immigration Unit Units: Neighborhood communities, Chicago history, Cultural Windows & Mirrors, African continent, countries & cultures, Westward exploration Research: Chicago history; African continent, countries and cultures, pioneer life. Units: South and East Asia, Egypt, Illinois, Chicago Connections Field Trips for each social studies unit. Research: Desert Plant and Animal Reports, Egyptian God and Goddess Reports, My Life as a Pharaoh historical fiction story For the 2015-16 school year, the second grade will pilot the Singapore math program. Singapore math teaches topics according to this learning sequence: Concrete->Pictorial->Abstract. ere is particular emphasis on the Pictorial step through "bar models," which are rectangular bars that represent numbers and enable students to visualize number relationships, solve very challenging word problems, and think algebraically. Counting to 1,000,000; fractions and decimals; multiplication up to x10; operations and computation; up to 3-digit whole number multiplication; data and chance; use certain, very likely, and impossible; estimates and measurements: perimeter of polygons, area of rectangles; time; identify and draw rays and right angles; geometric terms; multiple lines of symmetry; order of operation Counting to 1,000,000,000, decimals through thousandths; whole numbers, fractions and factors; addition and subtraction multi-digit whole number problems and decimals; multiplication and division facts through 10 x 10; line graphs in representation and interpretation of data; estimate length and angles; perimeter and area of irregular shapes; volume; plot points of a coordinate grid; intersecting and parallel lines and line segments, rays, acute and obtuse angles; protractors; reflections and rotations; number sentences Units: Biology: vertebrate classes, circulatory and respiratory systems, trees, Paleontology: dinosaurs and fossils, Physical Science: electricity Research: vertebrates, dinosaurs Units: Earth Science: mineral identification, Physical Science: water cycle, gravity, Astronomy: solar system Research: planets Units: Biology: trees and tree identification, Chemistry: acids and bases, physical and chemical changes, mummification simulation, Physical Science: egg drop Research: trees Conversational language skills: "What are my routines?"; Describing their school classes, activities, and after-school and weekend routines; identifying home routines and responsibilities; expressing their preferences. Conversational language skills: "What is special about living in a big city?" Students describe their home environment and home life, neighborhood, directions, and where people are from. Conversational language skills: "How can I use my Spanish to get to know someone and to learn about the world around me?" Students will consolidate and deepen level one Spanish skills in anticipation of a successful transition to middle school language. e focus will be on conversations, storytelling and cultural connections. Students explore the color wheel in depth; negative and positive shapes; experiment with the elements of texture and value; explore printmaking; model clay coils and slabs; draw from observation; discover contemporary art. Integrated units: Native Americans, world explorers, rain forests, and Ellis Island, field trip to Museum of Contemporary Art. Students develop the illusion of a three-dimensional space in a landscape with lines, colors, and shading; use brayers, printing plates, and ink tablets to make a print; make a relief terra-cotta clay tile; employ math skills to measure and divide space with a ruler. Integrated units: art of Africa, architecture of Chicago, and the pioneer landscape tradition, field trip to Mexican Art Museum. Students develop drawing skills with lessons on contour, gesture, and sketching techniques; make drawings with a range of value; workwith acrylic paints on canvas; compare eastern and western artistic traditions; carve a linoleum block; fold origami cranes; practice Chinese calligraphy with a bamboo brush and ink; model Egyptian clay canopic jars; use a compass to create circular patterns; create a room in perspective; use iPads for researching art history. Integrated units: China, India, Japan and ancient Egypt, field trips to the Oriental Institute and the orne Miniature Rooms at the Art Institute. Chicago Connections Only at Latin Children's Choir and Musical eater Program is an optional class for students in grades 1 through 4, culminating in a spring musical production. Performing arts in the lower school are represented by general music, musical theater, band, and dance/movement classes. Students study the basic elements of music, incorporating Kodaly, Orff and Dalcroze methodologies. Stages of learning are: Imitation – teacher-modeled response; Exploration – the opportunity to alter a musical experience through experimentation; Improvisation; Visualization – the use of graphic or traditional notation leading to musical literacy. The music curriculum is based on the Orff-Schulwerk and Dalcroze principles, while using Gordon and Kodaly approaches to rhythm and melody. The curriculum integrates elements from the Language Arts, Mathematics and Social Studies curriculums while simultaneously firmly establishing the basic musical concepts. Technology is an integral part of the music curriculum. Students use one of three Sibelius software programs called Groovy Music, that teach basics of sound, rhythm, pitch and composition, scales and notation using pictures and animation. The students visit the music room twice in six days for lessons that are planned to stimulate imagination, develop physical, emotional, social, intellectual and critical thinking skills. LIBRARY LEARNING RESOURCES HEALTH SERVICES ONLY AT LATIN COMPUTER SCIENCE COUNSELING/ CHILDREN'S ROUNDTABLE I WANT MY MUMMY While studying Ancient Egypt, fourth grade scientists learn about the mummification process by observing and documenting what happens to a fruit "Pharaoh" over the course of a month. ¿ADÓNDE VAS? During their fifth year of Spanish instruction, third graders create guides to Chicago neighborhoods, use directions to orient themselves on a map and play the role of tour guides for Spanish-speaking visitors. COMING TO AMERICA Second grade students learn the history of American immigration by exploring their own family histories, conducting in-person interviews and an all day immigration simulation. In the lower school, the computer science program introduces students to key concepts and problem solving techniques. In the youngest grades, students learn concepts like sequencing through hands on activities. In the oldest, students have developed to a point where they are able to create interactive computer games. Weekly Roundtable discussions, stories and activities complement the pursuit of academic excellence and intellectual growth with a concern for the social, psychological and moral development of each child. Counselors visit junior kindergarten through fourth grade classrooms weekly for 30 minutes. They lead discussions and activities focused on "taking care of ourselves, each other and our school." Children's Roundtable is a preventative mental health approach promoting physical wellbeing and an increasing sense of personal control over one's own behavior and safety, fostering interest in and respect for differences among people, and supporting responsible, effective participation in small groups and in the community. The librarians meet with students in grades JK-4. Goals are organized into four curricular areas: accessing information, evaluating information, using and creating information, and appreciating information and literature in all formats. The librarians collaborate with homeroom and special subject teachers to ensure an integrated curriculum. Students, teachers, and parents are encouraged to visit the library to select materials for pleasure reading, for assignments, and to satisfy natural (and encouraged) curiosity. The lower school learning resource program is designed to work with children who have diagnosed learning differences in collaboration with their families. Support is provided through individualized remediation, modifications, accommodations, and/or consultative services. The primary goal is to meet the unique needs of our youngest students preparing them to be confident and resourceful learners. The lower school reading resource program is designed to support struggling and at-risk readers in senior kindergarten through grade four. Students are referred by their classroom teacher and work in small groups. In collaboration with classroom teachers, the reading specialist focuses on helping students strengthen core skills and develop strategies for reading and spelling. We employ two full-time registered nurses, one in the lower school and one to serve the middle and upper schools. The nurses provide immediate emergency care, do initial assessments and work with parents and health care providers to help children with chronic conditions remain healthy at school. They also educate students, faculty and parents about health issues and good health practices.

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