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Second Grade Third Grade Fourth Grade HISTORY & SOCIAL STUDIES LITERACY MATHEMATICS SCIENCE LANGUAGES Reading and writing is taught through a workshop approach in which large and targeted small group instruction is utilized. Children are exposed to a variety of genres and authors throughout the year. Speaking, listening, word study (spelling), grammar, and handwriting are an integral part of our students' literacy development. These skills are taught explicitly as well as integrated into the daily context of their reading and writing. 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. For the 2016-17 school year, first and third grades are joining second grade in using the Singapore math program, which teaches significantly fewer topics per grade level, but in greater depth. Fourth grade is currently using the Everyday Mathematics texts and will be adopting the Singapore program next year. There are two lower school math specialists who provide weekly support and resources to teachers and students in a whole class setting or in small groups. 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. In JK and SK, science is integrated into daily activities and thematic units. In grades 1-4, science takes place in a stand-alone classroom. Students develop observational and record-keeping skills by collecting and recording data, taking notes in science journals and making written observations. Process skills are developed through hands-on activities and investigations. Some of the most important skills for students are observing, collecting and recording data, and developing and using models and diagrams. Through cooperative activities, students construct explanations and design solutions. They engage in discussions based on evidence, and learn to communicate their ideas to others. Often, technology is integrated into the science curriculum. Students use iPads, laptop and desktop computers to explore concepts in depth, research, and use creative applications to present information. 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. 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 ne 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, eld hockey, soccer, oor 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, ag 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. Reading: Students are divided into reading groups to build phonics and decoding skills, sight word vocabulary, reading uency, appreciation for literary genres, comprehension skills, and to understand the correlation between reading and writing Writing: Writer's Workshop; expressing one's thoughts in writing, both ction and nonction; capitalization and punctuation; penmanship Speaking: express ideas coherently, enunciate clearly and project voice; improve discussion skills Listening: readalouds, following oral directions and remaining attentive Reading: Reader's Workshop; Students read a variety of literary and informational text for understanding and enjoyment. ey work in uid groups to improve reading prociency and comprehension, uency, accuracy and vocabulary skills Writing: In Writer's Workshop students are engaged through a variety of genres and become familiar with the writing process with an increased emphasis on drafting and revising. Students focus on Narrative, Informational, Persuasive, and Fiction writing. Students write chapter books, synthesize information, group information, gather and organize their thoughts to express an opinion, explore techniques to write scenes, employ an omniscient narrator to orient readers, use story structure to create tension, and craft gurative language to convey mood Speaking: Students learn to report on a topic, recount experiences, and speak clearly at an understandable pace Listening: Students listen to engage eectively in a range of collaborative discussions as well as being active listeners Reading: During Reader's Workshop, students will read, write, discuss, be read to, work on vocabulary and comprehension, and pick appropriate books for their levels. Writing: Our Writer's Workshop program provides opportunities for students to exercise writing skills that will support their ability to communicate their ideas, thoughts, and perspectives. e Writer's Workshop model incorporates time for shared reading and inquiry, generating ideas, drafting, revising, and publishing. Speaking: Students regularly are given opportunities to share their writing aloud in front of their peers, including an assembly that showcases their original poetry. Students also regularly read orally to aid in their reading uency. Listening: Students listen to one another while reading and also sharing their writing. Word Study is a developmental spelling curriculum. roughout the week, students sort, write and study patterns in Word Study Journals and are assessed every Friday. Units: Geography, animal migration and immigration Research: study an animal's migratory pattern, interview an immigrant for the Immigration Unit Units: Neighborhood communities, Chicago, cultural windows & mirrors, African continent, Westward exploration Research: Chicago history; African continent, pioneer life Units: Exploring Identities: cultures, traditions and celebrations; Egypt: mythology, royalty, and symbolism; Illinois: tracing the history of the state. Interdisciplinary project: creating an Egyptian fruit "pharaoh" in science and a custom sarcophagus in art. Field trip: the year-long Illinois unit culminates with a visit to Starved Rock State Park. Numbers to 1,000; Add and subtract within 1,000 with re-grouping; multiplication and division with 2, 3, 4, 5 and 10; adding fractions with halves, thirds, and fourths; time to the nearest ve minutes; measuring length in U.S. and metric units; polygons, quarter circles, angles; graphs and plots; money up to $100, decimal notation, making change Numbers to 10,000; multiplication and division with 6, 7, 8 and 9; fractions of a set and equivalent fractions; elapsed time; conversions within U.S. and metric units of length; measuring mass, weight and capacity; area and perimeter; interpreting graphs. Multi-digit multiplication and division; fractions and mixed numbers; percents; decimals through thousandths; perimeter and areas of rectangles, parallelograms and triangles; measuring angles; symmetry; median and mode. Topics of study: biology: vertebrate classes, body systems, trees; paleontology: dinosaurs and fossils; physical science: electricity Topics of study: Earth science: rock observation, physical science: water cycle, force and motion, engineering and design challenges: Engineering is Elementary bridge building, parachute design Topics of study: Biology: trees and tree identication; chemistry: acids and bases inquiry, physical and chemical changes, mummication simulation; engineering and design challenge: indoor and outdoor egg drop Conversational language skills: Students describe home, school, after-school and weekend routines; identify responsibilities and express preferences. Conversational language skills: Students describe their home environment and home life, neighborhood, directions, and where people live. Conversational language skills: Students 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. Examine the color wheel in depth; investigate negative and positive shapes; experiment with the elements of texture and value; explore printmaking; model in clay; build a three-dimensional sculpture; discover contemporary art; learn the genres of still life, portraiture and landscape Integrated units: Exploration of North America, immigration, Spanish Drawing from observation, design and paint a landscape illusionistic depth, use printmaking tools to make a Day of the Dead print, model and carve a relief terracotta clay tile, create an African Adinkra textile, employ math skills to measure and divide space with a ruler, study Chicago public sculpture and architecture; partner with the third grade at Courtenay School in Uptown on a Louis Sullivan project. Integrated units: Africa, Architecture of Chicago, Westward Expansion, Spanish, eld trip to the National Museum of Mexican Art. Examine masterworks from the Art Institute collection; draw the gure in action; learn drawing skills of contour, gesture, and sketching techniques; employ a range of value in a self-portrait; partner with the Courtney School fourth graders on reading and illustrating the book Hugo Cabret; mix tints and shades with acrylic paints on canvas; carve a linoleum block and make a Japanese print; fold origami cranes; practice Chinese calligraphy with a bamboo brush and ink; design Lunar New Year banners for Sun Wah restaurant in Uptown; construct an Egyptian sarcophagus; learn to draw a room in one-point perspective. Integrated units: China, India, Japan, Ancient Egypt, eld trips to the Oriental Institute, the Field Museum, and the Art Institute of Chicago. Only at Latin The performing arts program in the lower school is represented by a predominantly Orff based general music program in grades JK-4, band in fourth grade, and dance/movement classes in JK and SK. The goal of the music program is to give every student rich opportunities to explore, experience, perform and create music of many genres and styles through singing, playing instruments, moving, active listening, writing and notating music, thus guiding students to become true appreciators of music performance and composition. Lessons that are planned to stimulate imagination, develop cognitive, physical, emotional, social, and critical thinking skills. Students study the musical concepts in depth and instruction is based on Orff Schulwerk and Kodály approaches to music education. Stages of learning are: Imitation – interactive teacher-modeled structures; Exploration – the opportunity to alter a musical experience through experimentation; Improvisation – creating music within structured frameworks; Visualization – the use of graphic or traditional notation leading to musical literacy and Composition – synthesizing knowledge to create and write a lasting piece of music. Technology is an integral part of the music curriculum. Students use iPads and laptops to access various applications that promote design thinking and allow them to store their work in digital portfolios. The music curriculum is a stand-alone curriculum that aligns with the National Performing Arts Standards and integrates elements from the language arts, mathematics, science, art, computer science and social studies curricula. 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 mummication process by observing and documenting what happens to a fruit "Pharaoh" over the course of a month. ¿ADÓNDE VAS? During their fth 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 and psychological 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 all lower school students. 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 resources 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. 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. Latin employs 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. 2016-17