Lower School Curriculum Guide

Our MISSION

The Stanwich School provides an accelerated academic program

within a community that inspires students to be their best, help others

be their best, and make God’s world a better place.

They’re challenged to explore

And they go everywhere with

Stanwich students are encouraged to explore everything the world has to offer, and they’re inspired by a core set of defining values that guide them along the way. The qualities of compassion, respect and emotional intelligence allow them to cultivate a deeper appreciation for what they learn and what they achieve, wherever they go. When it comes to the process of discovery, at Stanwich, there’s more to it.

PreK - Grade 3 CURRICULUM

Subject PreK Kindergarten

Language Arts

Math

Social Studies

Science

Reading: Pre-reading skills are introduced through author studies, library books, poems and story charts.Spelling: Developmental stages of spelling are es-tablished using a phonetic approach of sound and symbol relationships.

Writing: Students begin writing though dictations and developmentally appropriate stages of writing using a phonetic approach of sound and symbol relationships.

Handwriting: Students engage in guided daily instruction using a multi-sensory approach in manuscript writing, mastering upper-case letters.

Oral Language: Students develop listening and presentation skills through classroom discussions and weekly sharing opportunities.

Reading: Students are taught sound and sym-bol relationships, phonemic decoding and sight vocabulary, using controlled readers, books, poems and nursery rhymes. Small group differentiated instruction takes place with a progression from early readers to chapter books.Spelling: Developmental stages of spelling are established through a phonetic to conventional ap-proach, using sound and symbol representation.

Writing: Students are introduced to Lucy Calkins’ Writer’s Workshop model and begin the year learning to generate ideas and draw or label to show an event. They begin to write true stories, and “How-To” stories. The persuasive unit involves the students creating posters and letters to encour-age support of a cause. The culminating unit involves writing narrative stories incorporating all they have learned over the course of the year.

Handwriting: Using a multi-sensory approach in manuscript writing, students master both upper and lower case letters.

Oral Language: Students develop listening and pre-sentation skills through classroom recitations, plays and public speaking during daily assemblies.

Patterns-sorting-graphing-measurement-one-to-one correspondence-attributes-spacial reasoning-problem solving- work with numbers through 20 by counting, ordering, comparing, sequencing and combining. Math is taught in small groups with an emphasis on exploration and discovery using a variety of manipulatives including unifix cubes, geoboards, tangrams and pattern blocks.

Singapore Math curriculum approach-work with numbers through 20 by counting, ordering, compar-ing, sequencing and combining-work with numbers through 100 by counting in increments of ones, fives and tens-matching-shapes, patterns and mea-surement. Math is taught in small groups with an emphasis on the concrete-pictorial-abstract approach using a variety of manipulatives including unifix cubes, tangrams and pattern blocks.

All about me—harvest time—healthy habits—holi-days. Related literature, field trips, parents and guest readers enhance each unit.

All about me— community and citizenship—harvest time fun—being thankful—international celebrations—black history—famous heroes— geography—mapping—the farm—habitats: ocean, desert. Related literature, field trips, projects, parents and guest speakers enhance each unit.

Senses—changes in season—from seed to plant—life cycles. Related literature, outdoor classroom, or-ganic vegetable garden, cooking, field trips, parents and guest readers enhance each unit.

Healthy habits—changes—measurement—light/shadow/color—space—life cycles—from seed to plant. Big books, experiments, discovery process, and field trips enrich each experience.

Foreign Language

Foreign language is taught with stories, songs, acting and games. Each subject is introduced with a song, rhyme or poem.

Foreign language is taught with stories, songs, acting and games. Each subject is introduced with a song, rhyme or poem.

Grade 1 Grade 2 Grade 3

Reading: Students are instructed through a multisen-sory phonetic approach using controlled readers and trade books, working to develop decoding and flu-ency. Comprehension skills are taught through direct, small group instruction, with a focus on retelling, sum-marizing and answering literal text-based questions.

Spelling: Students review high frequency sight words, in addition to a weekly study of spelling patterns and syllable types.

Writing: Students begin the year with the narrative writing unit and begin to develop their day to day events into personalized stories. They continue with informative writing and write “How-To” and Non-Fiction chapter books. Opinion writing is introduced through persuasive reviews and book reports and students practice ways to incorporate all they have learned into creating their own series of stories.

Handwriting: Students continue to solidify their manuscript writing through guided daily instruc-tion using a multi-sensory approach.

Oral Language: Students continue to develop listening skills through classroom discussions and assembly presentations. Students strengthen their ability to express thoughts clearly and confidently.

Reading: Students are exposed to literature in guid-ed reading groups. They are introduced to various ways of interpreting and responding to literature by predicting plot, summarizing and answering text based comprehension questions.

Spelling: Students study words based on phonemic patterns and syllabication rules, as well as review high frequency sight words.

Writing: Students begin the year with narrative writing and learn how to expand on details to create engaging stories. Students then work on informa-tional writing where they write “How-To” books and use texts to gather evidence and write persuasively. Finally students continue to analyze and develop their writing voice in the final unit of poetry.

Handwriting: Students are introduced to cur-sive through guided daily instruction using a multi-sensory approach. Students develop a solid foundation of both lower and upper case letter formation.

Oral Language: Students participate in daily assem-blies as well as class discussions and presentations with many individual opportunities to speak in front of an audience.

Singapore Math curriculum approach-work with numbers through 100 by ordering, comparing, adding and subtracting-introduction to the con-cept of multiplying and dividing by skip counting-introduction to fractions in exploring halves and quarters-geometry and shapes-measurement of length, time and money. Math is taught in small groups with an emphasis on the concrete-pictori-al-abstract approach using a variety of manipula-tives including unifix cubes, money, tangrams, pattern blocks, base ten blocks, scales, rulers, geometric shapes, and clocks.

Singapore Math curriculum approach-work with numbers through 1,000 by ordering, comparing, adding, and subtracting-multiplying and dividing with fact families of 2, 3, 4, 5 and 10-fractions in exploring halves, quarters and unit fractions-geometry and shapes-measurement of length, time and money-using tables and graphs to display data. Math is taught in small groups with an emphasis on the concrete-pictorial-abstract approach using a variety of manipulatives including place value discs, money, fractions strips, fraction circles, clocks, geometric shapes and tangrams.

Concept of community from school to local town—workers and places in a community—state government, U.S. government, and U.S. presidents—comparison of local community to international community. Field trips to many local community agencies bring the concept of community workers to life. Guest speakers, videos, projects and celebra-tions enrich the social studies program.

The study of Connecticut—mapping—the pilgrims—study of Native American tribes (Eastern Wood-land, Kwakiutl, Cheyenne, Navajo). Students enjoy simulations, related books and projects in addition to enactments of specific historical events.

Senses—magnets—matter—weather—environment—body and nutrition. Class experiments, research, related literature, field trips, big books and guest speakers develop the units in creative and memo-rable ways.

Seashore—trees—vertebrates—(health: sleep, fitness, conflict resolution)—rocks and minerals—dinosaurs —environment—honeybees. Hands-on experiments, field trips and related literature enrich each unit of study.

Reading: Students read in guided reading groups and independently for pleasure. They build on decoding, fluency, and comprehension skills. They begin to transfer their understanding of text in written form.

Spelling: Spelling revolves around phonics based rules and spelling generalizations. Students are introduced to common morphemes.

Vocabulary: Students gain exposure to vocabulary and learn definitions, synonyms/antonyms, along with various parts of speech for correct usage. They use context clues and morphemes to establish mean-ing as they encounter new words in their reading.

Writing: Students begin to write to communicate effectively and start the year by crafting personal narratives, with a focus on drafting and revising. They construct chapter books based on personal experiences and aim to persuade people on causes that they believe matter. The year ends with a unit where the students write and adapt fairy tales.

Handwriting: Cursive instruction continues and all written work is completed in this fashion.

Oral Language: Students receive direct instruction on public speaking as they prepare for both formal and informal sharing. They focus on projecting their voice and gain confidence in speaking freely.

Singapore Math curriculum approach-work with numbers through 10,000 by ordering, comparing, adding, and subtracting-multiplying and dividing with fact families of 2-10-explore unit fractions, frac-tions of a whole and set-manipulating fractions to compare, order, make equal and simplify-work with geometry through shape identification, perimeter and area-measurement of length, weight, capac-ity, time and money-using tables and graphs to display data. Math is taught in small groups with an emphasis on the concrete-pictorial-abstract approach using a variety of manipulatives including place value discs, base ten blocks, rulers, clocks, money, geometric shapes, tangrams, and fraction circles.

Study of regional growth of American Northeast, Southeast, Midwest, Southwest and West—Simula-tions: See the USA and Lewis and Clark. Research papers, presentations and simulations enrich the learning experience and strengthen student presen-tation skills.

Simple machines—health/human body—solar system—sound—electricity—rainforest. Field trips, classroom experiments and guest speakers enhance the topics.

Alphabet—animals—calendar—colors—clothing—family—food—greetings and farewells—holidays—numbers—nursery rhymes—parts of the body—shapes—transportation—weather.

Alphabet—animals—calendar—colors—clothing—family—food—greetings and farewells—holidays—numbers—nursery rhymes—parts of the body—shapes—transportation—weather.

Alphabet—animals—calendar—colors—clothing—family—food—greetings and farewells—holidays—numbers—nursery rhymes—parts of the body—shapes—transportation—weather.

PreK - Grade 3 CURRICULUM

Performing Arts

Fine Arts

Physical Education

Technology

Library

Vocal Music: patriotic/folk/spiritual songs—reper-toire of various periods of history/cultures/styles—classic children’s songs—fingerplays—poems—inter-twined with science & social studies curriculum

Vocal Skills: melody—tone—low/high pitch— dynamics—tempo

Musical Skills: Carnival of the Animals—names of instruments—rhythm/beat—instrumental experi-mentation

Movement: body movement/exercises—responding to tempo/dynamics/expression/mood/rhythm in music—body & spatial awareness

Drama: group speaking—simple memorization—dramatic play—role-playing—acting out literature/fantasy/real-life—establishing time/setting/char-acter

Performances: Fall—holiday—Spring class produc-tion—sharings throughout year

Vocal Music: patriotic/folk/spiritual songs—repre-sentation of various periods of history/cultures/ethnicities/genres—international songs—intertwined with science & social studies curriculum

Vocal Skills: melody—tone—low/high pitch— dynamics—tempo—expression—sing simple rote melodies—pitch patterns

Musical Skills: Peter & The Wolf—musical theme—recognize & naming instruments—keeping beat—world music unit

Movement: body movement/exercises with props—responding to tempo/dynamics/expression/rhythm—movement as a form of expression—simple dance steps & routine

Drama: public speaking—memorization—improvisa-tion—dramatic play—character development—estab-lishing character using basic props & costume pieces

Performances: Fall—holiday—world music—spring class production—sharings throughout year

Drawing with crayons, oil pastels, markers, colored pencils, chalk—painting with brushes, fingers, roll-ers, sponge—color—draw and identify—lines—closed and open shapes—parts of the face and body—col-lage—sculpting with clay and Model Magic—weav-ing with yarn and paper

Elements of art—drawing—painting—sculpture/clay—collage—self-portraiture—study of Georgia O’Keeffe, Jackson Pollock, Eric Carle, followed by student application of their techniques.

Students will be introduced to the physical educa-tion environment and setting by completing tasks individually, with partners and as members of a team. Students will participate in a variety of activi-ties/games such as: tag; throwing and catching, kicking, striking and defending games. They will learn body and spatial awareness, general versus personal space, agility, balance, coordination, speed reaction time, and will be introduced to locomotor skills. Basic mathematics and color recognition will also be emphasized.

Students will be completing tasks individually, with partners and as members of a team; learning the difference between general and personal space; asked to incorporate interdisciplinary skills; demon-strating the ability to follow verbal and non-verbal directions; asked to display the ability to complete basic locomotor movements; required to partici-pate in modified games/stations to promote further skill development; participating in a variety of activities/games; improving their health related fit-ness components; and improving their skill related fitness components of agility, balance, coordination, power and speed reaction time.

Use technology and software to extend and enrich learning (ipads, Smartboards).

Use technology and software to extend and enrich learning (ipads, Smartboards). Keyboarding Without Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Subject PreK Kindergarten

Develop love of reading and books. Learn library manners and the care of books. Recognize the difference between author and illustrator. Differentiate between fiction and non-fiction.

Students learn what a library is, and who a librarian is—circulation procedures—care of books—library behavior—roles of author and illustrator—listening and discussion skills—interpret-ing illustrations and recalling details—predicting outcomes— differentiating between fiction and non-fiction—exposure to a wide range of written materials—developing a love of reading books.

Grade 1 Grade 2 Grade 3

Music Reading Skills/Music Appreciation: Students learn treble and bass clef note names, rhythms, terms, jazz, and scat singing with Freddie the Frog and his adventures. Solfege and Orff instruments used. Music Express magazines enrich knowledge of classical composers, great works, and popular music from around the world

Performing Skills: Students sing a wide variety of songs using a healthy vocal technique for daily performances in assemblies and the Thanksgiving, Holiday, Charter Day, Grandparents Day, and Closing Ceremony performances

Drama: Students enjoy participating in their own grade level musical

Extra Options: Spirit Singers (after school choir), Stage Dazzlers (after school drama), and private/buddy lessons

Music Reading Skills/Music Appreciation: Students review treble and bass clef note names, rhythms, terms, jazz, and scat singing with Freddie the Frog and his adventures. Solfege, Orff instruments, and pianos are used. Music Express magazines enrich knowledge of classical composers, great works, and popular music from around the world

Performing Skills: Students sing a wide variety of songs using a healthy vocal technique for daily singing in assemblies and the Thanksgiving, Holiday, Charter Day, Grandparents Day, and Closing Ceremony performances

Drama: Students enjoy participating in their own grade level musical

Extra Options: Spirit Singers (after school choir), Stage Dazzlers (after school drama), and private/buddy lessons

Fine Arts: Elements of art—Vincent Van Gogh—landscape painting—mixed media penguin paint-ing—mixed media sculpture—study of Paul Klee, Frida Kahlo and Henri Rausseau, followed by student application of their techniques.

Art History: “Learning to Look:” Late 19th Century European Painting and Sculpture.

Fine Arts: Elements of art—fish prints—Native American art, blanket making and mask mak-ing—study of Pablo Picasso and George Rodrigue, followed by student application of their techniques.

Art History: “Learning to Look:” American Art from Colonial Times to 1890’s.

Students will be completing tasks individually, with partners and as members of a team; learning the difference between general and personal space; asked to incorporate interdisciplinary skills; demon-strating the ability to follow verbal and non-verbal directions; asked to display the ability to complete basic loco motor movements; required to partici-pate in modified games/stations to promote further skill development; participating in a variety of activities/games; improving their health related fit-ness components; and improving their skill related fitness components of agility, balance, coordination, power and speed reaction time.

There will be an increased emphasis on an introduc-tion to games and traditional team sports. Students will be completing tasks individually, with partners and as members of a team; learning the difference between general and personal space; asked to incor-porate interdisciplinary skills; demonstrating the ability to follow verbal and non-verbal directions; asked to display the ability to complete basic loco motor move-ments; required to participate in modified games/sta-tions to promote further skill development; participat-ing in a variety of activities/games; improving their health related fitness components; and improving their skill related fitness components of agility, balance, coordination, power and speed reaction time.

Publication software for students to create story books—word processing and math software to en-hance curriculum—teacher directed research—mul-timedia presentations. Keyboarding Without Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Word processing and math software to enhance curriculum—teacher directed research—multimedia presentations. Keyboarding Without Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Circulation procedures—care of books—library behavior—selecting books independently—basic library organization—identification of parts of a book—differentiating between fiction and non-fic-tion—listening and discussion skills—recognition of authors and illustrators—comparing and contrasting stories—storytelling—young reader books—folk-tales/fairytales—author studies—developing a love of reading and books.

Circulation procedures—care of books—library behavior—selecting books independently—basic library organization—attending to longer and more complex chapter books—listening and discussion skills—comparing and contrasting stories—identify-ing themes and points of view—storytelling—explo-ration of chapter books—locating and using periodi-cals—introduction to and identifying of genres—use of electronic card catalogue—author studies—devel-oping a love of reading and books.

Music Reading Skills/Music Appreciation: Students review treble and bass clef note names, rhythms, terms, jazz, and scat singing with Freddie the Frog and his adventures. Solfege, Orff instruments, pianos, and recorders are used. Music Express magazines enrich knowledge of classical compos-ers, great works, and popular music from around the world

Performing Skills: Students sing a wide variety of songs using a healthy vocal technique for daily singing in assemblies and the Thanksgiving, Holiday, Charter Day, Grandparents Day, and Closing Ceremony performances

Drama: Students enjoy participating in their own grade level musical.

Extra options: Spirit Singers (after school choir), Stage Dazzlers (after school drama), and private/buddy lessons

Fine Arts: Elements of art—one point perspec-tive—still life—life-size biographical busts—study of Claude Monet and Wassily Kandinsky, followed by student application of their techniques—biographi-cal busts collaboration with Library.

Art History: “Learning to Look:” American Art from 1850’s to 1900 (Westward Expansion).

There will be an increased emphasis on games and traditional team sports. Students will be: completing tasks individually, with partners and as members of a team; Learning the difference between general and personal space; asked to incorporate interdisciplinary skills; demonstrating the ability to follow verbal and non-verbal directions; asked to display the ability to complete basic loco motor movements; required to participate in modified games/stations to promote further skill development; participating in a variety of activities/games; improving their health related fitness components; and improving their skill related fitness components of agility, balance, coordination, power and speed reaction time.

Word processing and math software to enhance curriculum—teacher directed research—using online encyclopedias—multimedia presentations —keyboarding and word processors. Students develop digital presentations. Keyboarding Without Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Advanced library organization—introduction to Dewey Decimal System—identifying the attributes of different genres—independent reading across genres—locating and using reference materials— basic research techniques—using print and non-print media for research—author studies—elementsof a well-written story—storytelling—exploration of chapter books and periodicals—biographical busts research and writing project—online research— developing a love of reading and books.

Grade 4 - 5 CURRICULUM

Subject Grade 4 Grade 5

Language Arts

Math

History

Reading: Students read in guided reading groups and are exposed to a variety of genres. When focusing on histori-cal fiction, texts tie into the history curriculum. Compre-hension is based on both literal and inferential under-standing. Students expand on their written responses to text, responding in various fashions. Independent reading for pleasure continues at each student’s independent reading level.

Spelling: Instruction includes spelling generalizations and patterns, morphology and high-frequency words. Stu-dents are also held accountable for spelling the current vocabulary words.

Vocabulary: Instruction is based on the Wordly Wise program and students learn the different parts of speech of a word and learn to accurately write sentences that convey meaning.

Writing: In Writer’s Workshop students begin the year with narrative writing and learn how to use reading fic-tion to write fiction, developing characters with struggles and motivations. They write expository pieces with attention to organization as they gather evidence to sup-port and express an opinion on a topic they know well. They also tackle historical research, collecting evidence and detail to describe people and events throughout time. Students round out their writing skills as they write about fiction and construct literary essays.

Handwriting: Students continue to use and practice their cursive in written work.

Oral Language: Students demonstrate confidence in public speaking at daily assemblies and in both formal and informal presentations to classmates and parents. An emphasis is on students outlining and scripting a plan of their own for more formal presentations.

Reading: Students read in guided reading groups and examine genres more deeply, analyzing texts at a higher level. At this level, students read independently for plea-sure and keep a journal to reflect on their reading. They begin to learn the basics of annotating text.

Spelling: Instruction includes spelling generalizations, patterns, and morphology. In addition, students learn to spell weekly vocabulary words.

Vocabulary: Instruction is based on the Wordly Wise program and students learn the different parts of speech of a word and multiple meanings. They strive to incor-porate advanced vocabulary in their everyday speaking and writing.

Writing: In Writer’s Workshop, students begin by using their knowledge of narrative craft to make their stories more thematic and developed. During the study of ex-pository writing, mentor texts are used along with other informational sources, so students can learn to write focused research reports that engage and teach readers. As more mature writers, students move from essays and narratives to memoirs. They take insights about their lives and decide the best way to convey the information. Lastly, fifth graders practice their persuasive writing and learn to build powerful arguments that convincingly bal-ance evidence and analysis to persuade readers.

Handwriting: Students continue using their mastered cur-sive handwriting, or use print if that is their preference.

Oral Language: Students demonstrate confidence in public speaking at daily assemblies and in both formal and infor-mal presentations to classmates and parents. An emphasis is on students outlining and scripting a plan for more formal presentations. As leaders of the Lower School, they will take on several opportunities to work with fellow housemates and guide them as learning partners.

Singapore Math curriculum approach-work with whole numbers through 1,000,000 by ordering, compar-ing, adding, subtracting, multiplying and dividing with 2, 3 and 4 digit numbers-compare, order, make equal and simplify fractions including mixed numbers and improper fractions-work with fractions to add, subtract and multiply-introduction to decimals through the thousandths-make connections between fractions and decimals-work with decimals to add, subtract, multiply and divide-work with geometry through perimeter, area and volume-measurement of length, weight, capacity, time and money-using tables and graphs to display data. Math is taught in small groups with an emphasis on the concrete-pictorial-abstract approach using a variety of manipulatives including place value discs, base ten blocks, rulers, protractors, clocks, geometric shapes, tangrams, and fraction circles.

Singapore Math curriculum approach-work with whole numbers by ordering, comparing, adding, subtracting, multiplying and dividing with 2, 3 and 4 digit numbers-number theory work with factors, multiples and exponents-compare, order, and simplify fractions including mixed numbers and improper fractions-work with fractions to add, subtract, multiply and divide-work with decimals through the thousandths-make connections between frac-tions and decimals-work with decimals to add, subtract, multiply and divide-work with geometry through perim-eter, area and volume-percentages—rates and ratios. Math is taught in small groups with an emphasis on the concrete-pictorial-abstract approach using a variety of manipula-tives including place value discs, base ten blocks, fraction tiles, rulers, protractors, geometric shapes, tangrams, and pentominoes.

American Revolution—Civil War—Asian and European immigration—WWI and WWII.Special Activities: Philadelphia trip—Civil War Wax Mu-seum—Ellis Island Reenactment—Intrepid Museum trip.

The beginnings of human society—Fertile crescent— Ancient Egypt—India—China—Greece—Rome.

Related Readings: Pyramid, The Odyssey, Prince Siddhartha.

Skills: Mapping—geography—timeline—cause and effect—study and research.

Special Activities: Roman Day—Museum of Natural History—Brooklyn Museum—building models of shadufs—creating artifacts from the past—mosaics—architectural structures.

Science Weather—light and waves—matter—environment—wetland ecology—using the scientific method. Health: respiratory system, managing stress. Using scientific method, students engage in hands-on investigative labs and experiments to enhance learning and strengthen scientific curiosity.

Special Activity: Connecticut Science Museum, Stanwich vernal pond.

Forces that change Earth’s surface—earthquakes and volcanoes—motion, forces and energy—human body—food & digestion—using the scientific method. Health: nutri-tion. Using scientific method, students engage in hands-on investigative labs and experiments to enhance learning and strengthen scientific curiosity.

Special Activity: Lake Placid Trip.

French: Introduction to conversational French—action verbs—count to 200—study of culture and history.

Spanish: Introduction to conversational Spanish—action verbs—count to 200—study of culture and history.

French: Verbs: present tense and command forms—ques-tions—pronouns—subject—contractions—common preposi-tions—short compositions—salutations—sports and leisure activities—poetry—food—travel—classes—music—school supplies—the classroom—school subjects—time—activities—describing people and things—dialogues and tapes.

or

Spanish: Verbs: conjugation in present tense. Grammar: subject pronouns—definite and indefinite articles—infini-tives—adjective agreement. Vocabulary and Functions: colors—numbers—calendar—sports—classes—music—food—school supplies—the classroom—school subjects—time— activities—describing people and things.

Foreign Language

Subject Grade 4 Grade 5

Grade 4 - 5 CURRICULUM

Performing Arts

Fine Arts

Physical Education

Technology

Library

Music Reading Skills/Music Appreciation: Skills are based on the National Standards using the ABRSM methodology. Knowledge of the historical style periods and composers are enhanced through our time lines and reversible informational card display

Performing Skills: All students sing in choir and play an instrument of their choice; Band, orchestra, piano, or bells. Daily singing in assemblies and choral/instrumental performances at the Holi-day, Charter Day, Spring, and Closing Ceremony concerts

Drama: Grade-level musical supported by curricu-lum; The American Revolution

Extra Options: Singing Spartans (lunchtime voice classes), the IH Musical (after school drama), Music Breakout performances, and private/buddy lessons

Music Reading Skills/Music Appreciation: Skills are based on the National Standards using the ABRSM methodology. Knowledge of the historical style periods and composers are enhanced through our time lines and reversible informational card display

Performing Skills: students sing in choir and play an instrument of their choice; Band, orchestra, piano, or bells. Daily singing in assemblies and choral/instrumental performances at the Holi-day, Charter Day, Spring, and Closing Ceremony concerts

Drama: Grade-level musical supported by curricu-lum; Theseus and the Minotaur

Extra Options: Singing Spartans (lunchtime voice classes), the IH Musical (after school drama), Music Breakout performances, and private/buddy lessons

Elements of art and principles of design with an emphasis on painting and collage—study of Leroy Neiman and David Hockney.

Elements of art and principles of design with an emphasis on drawing—mixed media sculptures—study of Chuck Close.

There will be an increased emphasis on games and traditional team sports. Students will be: complet-ing tasks individually, with partners and as mem-bers of a team; Learning the difference between general and personal space; asked to incorporate interdisciplinary skills; required to participate in modified games/stations to promote further skill development; participating in a variety of activi-ties/games; improving their health related fitness components; and improving their skill related fit-ness components of muscular strength and endur-ance, and cardiovascular endurance. There will be a greater emphasis on football, soccer, basketball, baseball/softball, ultimate Frisbee and Kan Jam, pickleball, badminton, team handball, volleyball, field hockey and lacrosse.

There will be an increased emphasis on games and traditional team sports. Students will be: complet-ing tasks individually, with partners and as mem-bers of a team; Learning the difference between general and personal space; asked to incorporate interdisciplinary skills; required to participate in modified games/stations to promote further skill development; participating in a variety of activi-ties/games; improving their health related fitness components; and improving their skill related fit-ness components of muscular strength and endur-ance, and cardiovascular endurance. There will be a greater emphasis on football, soccer, basketball, baseball/softball, ultimate Frisbee and Kan Jam, pickleball, badminton, team handball, volleyball, field hockey and lacrosse.

Introduction to Chromebooks and Google Docs—teacher directed research using internet and online encyclopedias—multimedia presentations—key-boarding and word processing—Scratch problem solving—Internet safety. Keyboarding Without Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Advanced word processing—Google Docs spreadsheets and graphing—digital presentations—teacher directed research using internet and online encyclopedias— multimedia presentations—Scratch problem solving—Internet safety. Keyboarding With-out Tears: typing fluency, speed, general computer readiness, and digital citizenship skills.

Subject Grade 4 Grade 5

Open circulation to promote recreational reading across genres and enrich curricular studies—use of print and non-print resources to support curricular studies and projects—instruction in research skills and use of reference materials—bibliographic citations—the Dewey Decimal System—mythology—literature appreciation—developing a love of books and reading.

Open circulation to promote recreational reading across genres and enrich curricular studies—use of print and non-print resources to support curricular studies and projects—instruction in research skills and use of reference materials—bibliographic citations—the Dewey Decimal System—literature appreciation—current events—developing a love of books and reading.

Greenwich’s coeducational PreK-12 independent school

257 Stanwich RoadGreenwich, CT 06830

203-542-0035

www.stanwichschool.org