Spalding

Spalding is a language arts program using a multi-sensory approach teaching students  to spell and read.  Students practice using the 70 symbols (phonograms) that represent 45 speech sounds used in the English language.  Spelling dictation  lays the groundwork for segmenting spoken words and blending phonograms into high frequency regular and irregular words (important prerequisites for faster success with reading).  Students participate in oral and written phonogram practice reinforcing spelling and reading. Precise handwriting techniques are taught and reinforced within the classroom.   Students create and add to their spelling notebooks, so there is quite a bit more writing than in other programs.  The heart of Spalding  is the phonograms which children practice saying, reading, and while writing words in their notebooks.  Students learn the purpose for every task and are active participants throughout lessons.

*Open Court Reading (previous curriculum)

(This year during the first semester we will be piloting two new programs as we in the process updating our ELA curriculum.)

Open Court Reading is a research based comprehensive curriculum that was designed to align with how students learn to read.  It uses a systematic, explicit approach to reading instruction.  Students use, practice and master foundational skills that are needed to develop reading proficiency.   Students are  provided experiences where they work toward the goal of reading independently in all situations with confidence.

Shurley Grammar

Shurley grammar is a systematic  language arts program that teaches students the structure and design of the English language. Students actively  participate in fun and repetitive  activities that help students learn and master difficult English skills.  Lessons are taught with continual teacher-student interaction where the students participate in “see it, hear it, say it, do it” activities that meet different learning styles.  These lessons contain daily practice of old skills while new skills are added. 

Shurley teaches vocabulary, mechanics, usage, editing, and sentence work skills. Students learn parts of speech by reciting  grammar jingles.  Rhythm, rhyme, and movement have been shown to be effective elements of learning and retaining both new and old information.  Students also analyze sentences using grammar labels while following the question and answer flow.  As students’ understanding of sentence structure grows, they learn to apply this knowledge to write better sentences, paragraphs, and essays.

                     Into Math

Into math curriculum is divided into modules that cover particular topics or skills. These skills are ordered in a manner that allow students to follow a logical progression and provide foundational skills for later lessons.   Repetition and daily skill practice is stressed.  Students will then use  application skills and practice newly acquired knowledge to develop mastery.  Fact practice is implemented throughout the program.  

World Rivers

During this unit students will  use maps and globes to locate the continents, major oceans, and important world rivers.  Students explore the benefits and dangers of rivers.  They learn why ancient civilizations and modern cities were established near rivers, and how rivers are often associated with major historical events. 

The Earliest Americans

During this unit students will be introduced to  some of the different native peoples who populated America many years before the arrival of European explorers.  Students will learn how some of the earliest Americans arrived in North America.  These Americans arrived as early as thirty thousand years ago along the Pacific Coast, while others traveled from Asia across Beringia, the land bridge.  Over time, native people migrated throughout  North America and into Central and South America. Students  will explore how these early people adapted to their environments and developed unique cultures. 

Exploration of North America

This unit focuses on Spanish explorers who crisscrossed the Americas in search of gold and riches.  It will also talk about other European explorers who searched for the Northwest Passage. After reviewing the explorations of Columbus, students will learn about Ponce de León and his search for the Fountain of Youth,  De Soto’s long march to the Mississippi, Coronado’s quest for cities of gold, the founding of St. Augustine, and the development of settlements around Spanish missions.

Canada

The focus of this unit is on  the explorers who undertook perilous voyages to find the Northwest Passage, a shortcut across North America to Asia.  Students will continue to  reinforce their map skills and geographic knowledge.  Students will also learn about the interactions of the explorers with Native Americans.

Ancient Rome

This unit provides background information on the geography of the Mediterranean region. Students are introduced to Roman mythology, daily life in early Rome, the Roman Republic, Julius Caesar, Cleopatra, Caesar Augustus, the Roman Empire, Pompeii, and the rise of Christianity. Students will learn about ancient Rome’s lasting contributions in political ideas and institutions, architecture, and literature. 

Vikings

This unit provides geographical information on Scandinavia, homeland of the Vikings.  Vikings were expert sailors and shipbuilders and had a  fierce raiding spirit.  This enabled them to trade, conquer, and explore over a vast area. Students learn about the voyages of Eric the Red and  Leif Erikson.  Norse mythology is also introduced.

The Thirteen Colonies

This unit explores how three regions of English colonies in North America, Southern, Middle, and New England developed differently as a result of each region’s geography and climate.  The different religions and beliefs of the colonists settling each area will also be introduced.  

Students learn how religious motives of the Pilgrims and Puritans influenced the founding of the New England colonies and learn about what life was like for children in a Puritan colony.  Students will learn how the founding of Middle Colonies were affected by financial and religious motives.

Investigating Forces

During this unit  students will focus on the scientific concept that force is what changes motion and even objects at rest have forces acting upon them.   They will explore the concept that speed and directional change  of an object is  the result of those forces.  

 Students  will be exposed to real-world examples and fundamental concepts of forces.  They will learn about observable effects of balanced and unbalanced forces on an object’s motion, describe and predict patterns of repeating motion, and explore how forces are associated with cause-and-effect relationships.   They will also explore magnetism as a force and how it can be applied to solve problems.  

                Habitats and Change

During this unit students will use real-world experiences and fundamental concepts to focus on how organisms are adapted to the habitats in which they live.  Living things look and behave as they do because they have adapted to their environments. 

Students will explore how observable environmental changes affect an organism and its habitat.  When change occurs, organisms may find that adaptations are no longer helpful.  Environmental change may cause some members of a population to die while allowing new organisms to thrive.  Students will study fossils to show that species living for millions of years went extinct when some aspect of the environment changed and their traits no longer allowed them to survive while other organisms managed to survive.  Possible solutions to harmful changes will be explored. 

            Weather and Climate

During this unit students will be introduced to real world examples and fundamental concepts relating to weather and climate.  They will focus on the causes and effects of weather and climate. Predictions about weather will be made and solutions are investigated that were designed to minimize risks during hazardous weather.    

Students will learn to observe and describe weather patterns in atmospheric conditions across time and location,  factors in the atmosphere that affect weather conditions. and long-term weather patterns that establish climate. Data will be used to compare and contrast climate in different conditions.  

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Human Senses and Movement

During this unit students will study scientific concepts related to sensorimotor functions of the human body.  They will see t a relationship between senses and the movement. Students will gain an understanding  that most of the time movement of a body part is initiated or guided by their senses. Bodies are coordinating complex operations among the multiple body systems with every movement. 

Students will consider the body structures, systems, and functions that contribute to the ability to participate in an activity.  Vision and hearing provide the perception needed for a response. The interactions of the nervous, skeletal, and muscular systems produce the body’s motion in the response. Students will discover adaptive technologies that assist with different aspects of impaired sensorimotor function.