The Stanwich SchoolGreenwich’s coeducational PreK-12 independent school www.stanwichschool.org

Lower School Curriculum Guide 2015-2016

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.

Wildwood Cottage: PreK and KindergartenStanwich’s Wildwood Cottage offers an inspiring and dynamic program to our PreK and Kindergarten students, all under the care of our exceptional early childhood faculty. Beginning at age three, students can enter the world of Wildwood, where our strong academic curriculum is enriched and enhanced by exploratory learning through nature. Our rich core academic program is complemented by weekly foreign language classes, farm-to-table cooking from the school garden, a hands-on partnership with Animal Embassy, and weekly “Wellie Walks,” during which students walk our very own nature trails. A lifelong love of learning begins here!

Grade-level OVERVIEW

Primary House: Grades 1 through 3The joy of learning is paramount during the Primary House years. This is clear from the first moments of each morning, as students bound up the steps with smiles and officially begin their school day by singing together as they enter morning assembly. This enthusiasm and zeal carries on throughout the day, as students are immersed in a rich academic program and a defined and meaningful character based culture. Vibrant and rich curricula in the core academic disciplines is de-livered via inspired teaching in a nurturing and encouraging atmosphere. Our small teacher-student ratios allow for small group instruction, allowing teachers to meet the instructional needs of each child in their care to ensure that each will reach his or her best potential. Throughout these years, students are exposed to a wide variety of options outside of the core curriculum, in order to broaden their horizons and spark their passions. Values classes, lessons in French and Spanish, music, art, library and PE classes all round out the week of a Primary House student. There is an ongoing emphasis on public speaking, and technology is mindfully introduced and used as appropriate in each grade level. Our students blossom throughout their Primary House years, as they grow into curious and confident learners and good citizens in a school community where they feel connected and loved.

Intermediate House: Grades 4 through 6Young scholars thrive in our Intermediate House program. Critical thinking, collaborative engagement, study skills, and deeper exploration of the core disciplines are all emphasized during these important years of development. During these key forma-tive years of early adolescence, our students flourish in an environment where they feel safe to be themselves and to take healthy risks. Our core character-based curriculum evolves, and during these years, students begin to demonstrate a more mature understanding of how to apply the values taught to their daily lives and are held to a high standard in doing so. An appreciation for learning is deeply immersed in the Intermediate House culture; exemplary teaching and dynamic classroom environments allow students to deeply engage with the material at hand. Our focus on public speaking continues, as students are provided varied opportunities to present to their school community. Daily assemblies, values classes, technology classes, foreign language lessons and library visits are all part of the student experience. As we continue to encourage our students to follow their passions, our physical education program focuses on team sports preparation, and there is an extensive offering in the arts, including visual art, drama, choir, and instrumental lessons, all built in to the school day. These are vibrant years of growth for our students, in a school environment that brings out the best in each child, both academically, and in their character.

There is a magic within the walls of Stanwich’s Lower School. Our rich academic program, combined with our emphasis on character education, create an environment that brings out the best in each of our students. Exceptional faculty, robust academics, arts, and physical education programs, and a focused, val-

ues based curriculum are the hallmarks of a PreK through 6th grade education at Stanwich. Dynamic teaching, within a nurturing culture, sparks a joy and lifelong love of learning in every boy and girl.

At Stanwich, character education is the cornerstone of what we do each day. While personal excellence is em-phasized, it is done so with the understanding that while being our best, our greater purpose is to help others be their best, and to make God’s world a better place. Daily assemblies, weekly values classes taught by upper level administration, and a focus on service learning, all contribute to a culture of kindness and good citizenship amongst our students.

Our focus on character happens in tandem with our rigorous, yet balanced academic program. Our well balanced curriculum is deliv-ered by skilled and dynamic teachers who infuse joy into each lesson. Our small student-teacher ratio allows our faculty to truly connect with each child in their care, and to individualize instruction to bring out the best in every student. Our nurturing culture allows students to be confident learners who thrive in an atmosphere where learning is an enthusiastic and exciting endeavor. We set the bar high for each child, and give them the tools, encouragement, and empowerment to reach that bar and beyond.

Complementing our core academic program is our dedication to providing students meaningful experiences and learning opportuni-ties in the arts and physical education. In these Lower School years, one of our most important jobs is creating well rounded learners, and helping children find their passions. Our arts programs allow students to explore a wide variety of opportunities, from learning an instru-ment, to performing on stage, to creating a work of art. Physical education in the Lower School is equally robust, as students are exposed to a wide variety of sports and skill building games, under the tutelage of our passionate and skilled PE faculty. While teaching essential skills, they are also driving home the values of good sportsmanship, positive game play, and meaningful leadership through sports.

The Lower School years are vital and formative years for your children, and Stanwich offers everything they need to grow in mind, body, and spirit. We do this hand-in-hand with you, via a strong parent-school partnership. It is our philosophy that parents and faculty are allies and advo-cates in the educational journey of each child, and that it is only by working together that we can truly bring out each student’s best potential.

We welcome you to Stanwich’s Lower School and invite you to experience the magic within. Joy abounds here each day, where children feel safe, loved, and inspired to be their best, help others to be their best, and make God’s world a better place. This is the Stanwich advantage.

Best,

Lower School INTRODUCTION

Meaghan MallinAssociate Head of School and Head of Lower School

PreK - Grade 3 CURRICULUM

Subject PreK Kindergarten

Language Arts

Math

Social Studies

Science

Reading: Pre-reading skills introduced through au-thor studies, library books, poems and story charts.Spelling: Developmental stages of spelling using a phonetic approach of sound and symbol represen-tations.

Writing: Dictation and developmental stages of writing using a phonetic approach of sound and symbol representations.

Handwriting: Guided daily instruction using a multi-sensory approach in manuscript writing. Handwriting Without Tears.

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

Reading: Sound and symbol relationships, phone-mic decoding and sight vocabulary approach using controlled readers, library books, author studies, poems, story charts, and nursery rhymes. Reading taught in small groups with attention to individual enrichment and remediation, including a progres-sion from early readers to chapter books.Spelling: Developmental stages of spelling, phonetic to conventional approach, using sound and symbol representations.

Writing Process: 5 Step Writing Process Approach used in creative and expository writing, in addi-tion to phonemic daily dictations. Develop full sentences with punctuation, connecting a series of ideas.

Handwriting: Guided instruction daily of manu-script writing—copy and dictation exercises taught in a multi-sensory approach, Handwriting Without Tears.

Oral Language: Develop listening and presenta-tion skills through classroom recitations, plays and public speaking during daily assemblies.

Patterns—sorting—graphing—measurement— number identification—one-to-one correspondence —attributes—spacial reasoning—problem solving. 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.

Stern blocks approach—Venn diagrams—place value to 100—thinking strategies for addition/sub-traction—computing two and three-digit numbers without regrouping—mental computation—calen-dars—telling time to hour, half-hour and quarter-hour—money—simple fractions (halves, thirds, & fourths)—measurement with Non-standard/standard units— temperature—problem solving using different strategies and logic—manipulatives—symbolic repre-sentation—addition/subtraction facts to 10—real-life problem solving. Math taught in small groups and a variety of hands—on manipulatives including geoboards, tangrams, unifix cubes, counting boards, scales, rulers, geometric shapes, and clocks.

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: Phonetic approach using controlled reader and familiar sight vocabulary—varying lev-els of modern and classical literature. Reflections in reading response journals, group discussions and creative activities contribute to building strong comprehension skills.

Spelling: Expanded program includes phonetic re-view, word families and frequently used words. Ac-countability through end of week spelling reviews and tests and general usage in written work.

Writing Process: 5-step writing process ap-proach—expository and creative well developed five sentence paragraph writing—daily key words—punctuation—capitalization—grammar: nouns, verbs, adjectives.

Handwriting: Daily instruction using a multi-sensory approach in manuscript writing, includ-ing individual and guided practice, Handwriting Without Tears.

Oral Language: Students continue to develop listen-ing skills through classroom and assembly discus-sions and presentations. Ability to express thoughts clearly and confidently is encouraged in individual responses and assembly public speaking.

Reading: Predicting plot—summarizing—compre-hension (literal and inferential) character analysis. Reading is taught through classics and modern literature in small groups using responses, projects and plays to enrich understanding.

Spelling: Weekly study of words based on phonetic groupings—combined with high frequency words—syllabication—phonics review.

Writing: 5-step writing process approach (brain-storming, organizing, rough draft, editing with a teacher, final draft)—writing mechanics—grammar—expository and creative writing—solid paragraph writing.

Handwriting: Introduction of cursive writing—Handwriting Without Tears method involving lessons and practice.

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

Place value to 1,000—addition/subtraction— regrouping—computing two and three-digit numbers with regrouping—introduction to multiplication—time to the hour, half-hour and quarter-hour—addition/subtraction of money—simple fractions—fractions as part of a set and part of a whole—real life problem solving. Math is taught in small groups with daily individual practice. Students learn using concrete manipula-tives, visualization and exploration.

Addition/subtraction facts to 20–addition and subtraction with renaming–place value through 1,000–mental math strategies–time to the minute and hour–money (making change, adding and sub-tracting money, mentally calculating sums and dif-ferences, converting between denominations)–multi-plication and division–measurement–picture graphs, bar graphs, and line plots–geometry (polygons, solid figures, composing and decomposing shapes, patterns, angles)–fractions (writing and comparing fractions, making a whole)–word problems. Math is taught in both large and small groups with many hands-on materials. Individual challenge problems develop critical thinking. Daily assignments provide remediation and enrichment.

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: Comprehension development—literal, interpretive and evaluative—modern and classical lit-erature. Students enjoy story circles and discussions which enhance and broaden their understanding. Response journals and individual and group projects encourage creative and divergent thinking.

Spelling: Weekly spelling words/high frequency words/challenge words—sentence dictation make up a weekly focus. Students are held accountable for learning spelling in weekly tests and quarterly reviews.

Writing: Narrative Writing-short stories—5 Step Writing Process Approach—Expository Writing— 5 paragraph essay—research papers—grammar: parts of speech: noun, verb, adverb, adjective and pronoun. Daily writing includes sequential topic development and exposure to creative stories and poems.

Handwriting: Review of cursive writing using the Handwriting Without Tears approach and further application and practice in daily work.

Oral Language: Students demonstrate confidence in public speaking at daily assemblies and in both formal and informal presentations to classmates and parents.

Place value (large numbers)—multiplication (up to three digits)—long division—fractions (equivalence, addition, and subtraction)—decimals—graphs— geometry—real-life problem solving—measurement— area—perimeter—volume/standard and metric. Students are taught in small groups where individual needs and enrichment can be addressed.

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, agility, balance, coordination, and speed reaction time.

Students will be completing tasks individually, with partners and as members of a team; learn-ing 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 drills/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. sDifferentiate 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—in-depth author studies—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—Chinese brush painting—mixed media sculpture— study of Paul Klee, Frida Kahlo and Henri Rausseau, followed by student applica-tion 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 making—study of Pablo Picasso and Henri Matisse, 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; learn-ing 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 drills/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 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 interdis-ciplinary 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 drills/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.

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-fiction—identifying genres—listening anddiscussion skills—recognition of authors and illus-trators—comparing and contrasting stories—story-telling—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—use of electronic card catalogue—developing 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 interdis-ciplinary 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 drills/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—developing a love of reading and books.

Grade 4 - 6 CURRICULUM

Subject Grade 4 Grade 5

Language Arts

Math

History

Science

Literature: The novels are a blend of genre study and historical fiction chosen to correspond with the American History curriculum. Discussions center on literal, interpre-tive, and evaluative questions. Comprehension skills focus on the main idea and plot sequence and inferencing. Some books include: The City of Ember, Cloud Tea, Shades of Gray, Letters from Rifka, Number the Stars, Toliver’s Secret and The Lion, the Witch, and the Wardrobe. Book projects are created through independent reads of high interest books.

Spelling/Vocabulary: Word lists—science and social studies terms—commonly misspelled words—Wordly Wise.

Writing: Grammar—poetry—revision and editing—five paragraph essay—research for Civil War Wax Museum and Immigration Simulation.

Literature: Novels encompass themes of personal strength and coming of age. Discussion and comprehension exercises focus on using textual resources. Books include The Secret School, Out of My Mind, Among the Hidden, The Watsons Go to Birmingham—1963, and Olympians: Zeus.

Spelling/Vocabulary: Wordly Wise and literature-based word lists.

Writing: Expository writing including short answers and five-paragraph essays; creative writing including poetry and sensory description. Grammar and writing mechanics – Exercises in English.

Special Activity: Coffee House Poetry Reading.

Lessons are taught in small groups where teachers can assess each child’s strengths and observe their grasp of the fundamentals. Number properties—place value from thousandths to billions—adding, subtracting, multiplying, and dividing decimals and whole numbers—areas and perimeters of regular and irregular shapes—fractions— geometry and problem solving.

Short, mini lessons are taught in a full group where the teacher can give basic instruction. Afterwards, students are given amble time to explore the material on their own to gain insight into the material, reflect upon their learning and ask clarifying ques-tions. Reading and creating graphs—analyz ing data—exploring algebra through number patterns and solving equations—com-paring, ordering and estimating whole numbers, fractions and decimals—using all opera tions with whole numbers, fractions and decimals—explor ing ratios, rates and proportions—connect-ing percents, fractions and decimals—working with perimeter and area of polygons—exploring Pi, circumference and the area of circles. Weekly logic puzzles and brain teasers are used to enrich critical thinking skills, as well as project based learning which allows the students to apply their knowledge gained.

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.

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

Grade 6

Literature: Novels are curriculum related and center on themes of community, family, and coming of age—discus-sions and comprehension exercises focus on using textual references—books include: Heart of a Samurai, Inside Out and Back Again, Call of the Wild, The Giver, and Bad Island. Book projects are developed through independent reading of selected genres.

Spelling/Vocabulary: Word lists—terms found in literature, science, history and math—commonly misspelled words.

Writing: Emphasis continues on five paragraph essay—write and illustrate a children’s book—biography of a senior citizen.

Lessons are taught in small groups where teachers can assess each child’s strengths and observe their grasp of the fundamentals. Reading and creating bar and line graphs—simplifying expressions using order of opera-tions—solving one and two-step equations—computing and converting fractions—decimals, and percents—exploring ratios, rates, and proportions—creating scale drawings—finding the probability of events—computing with negative and positive integers—investigating interior angles of polygons—finding the area of regular or irregular shapes—surface area—volume of prisms and cylinders.

The legacy of the Roman Empire—development of Feu-dalism in Western Europe—Role of church in medieval Europe—life in medieval towns—decline of Feudalism—Byzantine Empire.

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

Special Activities: Cloisters trip; Medieval Fair, Metropoli-tan Museum of Art.

Earth—moon—sun—planets—comets—meteoroids—asteroids—stars—galaxies—universe. Healthy body systems: muscular—skin—skeletal system—cardiovascular system—endocrine system. Using scientific method, students engage in hands-on investigative labs and experiments to enhance learning and strengthen scientific curiosity.

Special Activity: American Museum of Natural History, Hayden Planetarium, W. Alton Jones Environmental Education Center (R.I.) trip.

French: Past tense—infinitives—Adjectives: demonstrative, comparative, interrogative. Pronouns: direct and indirect object—Readings: short compositions—Vocabulary andFunctions: school life—travel—food—places in town—things you like to do—weekend activities—frequency words— seasons—months—weather—family—pets—chores.or

Spanish: Verbs: conjugation of present tense of regular “ar,” “er” and “ir” verbs. Grammar: negation—possessive adjectives—prepositions—relative pronouns. Vocabulary and Functions: places in town—things you like to do—weekend activities—frequency words—seasons—months—weather—family—pets—chores.

Grade 4 - 6 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 Romare Bearden and Jacob Lawrence.

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 drills/stations to promote further skill develop-ment; participating in a variety of activities/games; improving their health related fitness components; and improving their skill related fitness compo-nents of muscular strength and endurance, and cardiovascular endurance. There will be a greater emphasis on football, soccer, basketball, aseball/softball, ultimate Frisbee and Kan Jam, team hand-ball, 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 drills/stations to promote further skill develop-ment; participating in a variety of activities/games; improving their health related fitness components; and improving their skill related fitness compo-nents of muscular strength and endurance, and cardiovascular endurance. There will be a greater emphasis on football, soccer, basketball, aseball/softball, ultimate Frisbee and Kan Jam, team hand-ball, 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 cita-tions—the Dewey Decimal System—literature ap-preciation—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 cita-tions—the Dewey Decimal System—literature ap-preciation—developing a love of books and reading.

Grade 6Music Reading Skills/Music Appreciation: Skills are based on the National Standards using the ABRSM methodolo-gy. Knowledge of the historical style periods and compos-ers 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 Holiday, Charter Day, Spring, and Closing Ceremony concerts

Drama: Grade-level musical supported by curriculum; Shakespeare Unshackled

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 three-dimensional art and drawing—mixed media-self-portrait sculptures—African masks—gargoyles—study of Wayne Thiebaud.

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; re-quired to participate in drills/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 muscular strength and endurance, and cardiovascular endurance. There will be a greater emphasis on football, soccer, basketball, aseball/softball, ultimate Frisbee and Kan Jam, team handball, volleyball, field hockey and lacrosse.

Advanced spreadsheets and presentations—advanced research skills using internet and online encyclopedia and resources—organizational skills —Scratch problem solving—Internet safety—Smartboard use in classroom.

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—developing a love of books and reading.

The Stanwich School

257 Stanwich RoadGreenwich, CT 06830

203-542-0035

www.stanwichschool.org