Lower School

Students entering 2^nd grade come with diverse reading comprehension, decoding and writing skill levels.Literacy consists of direct instruction in the areas of writing, and spelling as well as a prescriptive approach to reading with other strategies and methods used daily to accommodate the learning differences of each student.  Because of the varying levels of ability in the classroom, materials are chosen that are multi-level and can be tailored to the specific needs of the student.  Daily ability-based reading groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations. Structures and accommodations are provided to give students support with the reading and writing process, and the spelling program is based on a progression of phonetic rules. Whole group and small group discussions and activities take place, with individualization provided during independent work and assessments.

The Student Will

• Use, adapt or change oral language to fit the situation
• Orally identify, produce, and manipulate various units of speech sounds within words
• Use phonetic strategies when reading and spelling
• Use semantic clues and syntax to expand vocabulary when reading
• Expand verbal and written vocabulary
• Increase comprehension of fictional and nonfictional text
• Demonstrate comprehension of information in reference materials
• Write stories, letters, and simple explanations
• Edit writing for correct grammar, capitalization, punctuation, and spelling
• Use available technology for reading and writing

Instructional Strategies

• Whole group, small group and individualized instruction
• Exposure to a variety of genres, comprehension strategies and decoding skills.
• Fluency activities/drills
• Games and activities
• Spelling menu activities
• Concept/Story mapping
• Graphic organizers
• Computer assisted instruction
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments
• Guided reading/writing

Accommodations

• Index card for tracking
• Graphic organizers
• Multi-sensory activities
• Guided practice
• Shortened spelling lists
• Read alouds

Students entering 3rd grade come with diverse reading comprehension, decoding and writing skill levels.Literacy consists of direct instruction in the areas of writing, and spelling as well as a prescriptive approach to reading with other strategies and methods used daily to accommodate the learning differences of each student.  Because of the varying levels of ability in the classroom, materials are chosen that are multi-level and can be tailored to the specific needs of the student.  Daily ability-based reading groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations. Structures and accommodations are provided to give students support with the reading and writing process, and the spelling program is based on a progression of phonetic rules. Whole group and small group discussions and activities take place, with individualization provided during independent work and assessments.

The Student Will

• Use effective communication skills in group activities
• Apply word-analysis skills when reading
• Expand vocabulary when reading
• Demonstrate comprehension of fictional and nonfictional text
• Demonstrate comprehension of information from a variety of print and electronic sources
• Write for a variety of purposes
• Edit writing for correct grammar, capitalization, punctuation, and spelling
• Use available technology for reading and writing

Instructional Strategies

• Whole group, small group and individualized instruction
• Exposure to a variety of genres, comprehension strategies and decoding skills.
• Fluency activities/drills
• Games and activities
• Spelling menu activities
• Concept/Story mapping
• Graphic organizers
• Computer assisted instruction
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments
• Guided reading/writing

Accommodations

• Index card for tracking
• Graphic organizers
• Multi-sensory activities
• Guided practice
• Shortened spelling lists
• Read alouds

Students entering 4th^d grade come with diverse reading comprehension, decoding and writing skill levels.Literacy consists of direct instruction in the areas of writing, and spelling as well as a prescriptive approach to reading with other strategies and methods used daily to accommodate the learning differences of each student.  Because of the varying levels of ability in the classroom, materials are chosen that are multi-level and can be tailored to the specific needs of the student.  Daily ability-based reading groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations. Structures and accommodations are provided to give students support with the reading and writing process, and the spelling program is based on a progression of phonetic rules. Whole group and small group discussions and activities take place, with individualization provided during independent work and assessments.

The Student Will

• Use effective communication skills in group activities
• Make oral presentations and reports
• Expand vocabulary when reading
• Demonstrate comprehension fictional texts, narrative nonfiction texts, poetry and nonfictional text
• Write cohesively for a variety of purposes
• Edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing
• Demonstrate comprehension of information resources to research a topic

Instructional Strategies

• Whole group, small group and individualized instruction
• Exposure to a variety of genres, comprehension strategies and decoding skills.
• Fluency activities/drills
• Games and activities
• Spelling menu activities
• Concept/Story mapping
• Graphic organizers
• Computer assisted instruction
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments
• Guided reading/writing

Accommodations

• Index card for tracking
• Graphic organizers
• Multi-sensory activities
• Guided practice
• Shortened spelling lists
• Read alouds

Students entering 5th grade come with diverse reading comprehension, decoding and writing skill levels.Literacy consists of direct instruction in the areas of writing, and spelling as well as a prescriptive approach to reading with other strategies and methods used daily to accommodate the learning differences of each student.  Because of the varying levels of ability in the classroom, materials are chosen that are multi-level and can be tailored to the specific needs of the student.  Daily ability-based reading groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations. Structures and accommodations are provided to give students support with the reading and writing process, and the spelling program is based on a progression of phonetic rules. Whole group and small group discussions and activities take place, with individualization provided during independent work and assessments.

The Student Will

• Use effective verbal and nonverbal communication skills to deliver planned oral presentations
• Expand vocabulary when reading
• Demonstrate comprehension fictional texts, narrative nonfiction texts, poetry and nonfictional text
• Write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade
• Edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing
• Find, evaluate, and select appropriate resources for a research project

Instructional Strategies

• Whole group, small group and individualized instruction
• Exposure to a variety of genres, comprehension strategies and decoding skills.
• Fluency activities/drills
• Games and activities
• Spelling menu activities
• Concept/Story mapping
• Graphic organizers
• Computer assisted instruction
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments
• Guided reading/writing

Accommodations

• Index card for tracking
• Graphic organizers
• Multi-sensory activities
• Guided practice
• Shortened spelling lists
• Read alouds

Students entering 1st grade come with diverse number sense, basic math understanding, and computation skills. Daily ability-based math groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations.

What We Do

• Counting, comparing, and ordering sets of up to 110 objects
• Recognizing and describing part-whole relationships for numbers up to 10
• Solving story and picture problems using addition and subtraction within 20
• Money, time, standard and nonstandard measurement, geometry
• Collecting, organizing and interpreting data from charts, tables, etc.
• Identifying attributes to describe and extend repeating patterns

How We Do It

• CRA Instruction (Concrete-Representational-Abstract)
• Daily re-looping of previously learned materials
• Use of Manipulatives (i.e. counters, number line, base 10 blocks, fraction tiles, money, clocks)/multi-sensory activities during direct instruction and independent work
• Games and practice in both independent and small group settings
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and Summative assessments

Accommodations

• Use of number lines/charts
• Touch math
• Use of manipulatives during independent work/assessments
• Repetition and practice of skills to increase math fact fluency

Students entering 2nd grade come with diverse number sense, basic math understanding, and computation skills. Daily ability-based math groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations.

What We Do

• Extending number and spatial sense to include three-digit whole numbers
• Using, and gaining proficiency in addition and subtraction within 20.
• Using, and gaining proficiency with money, time, using U.S. Customary units to measure length and weight, geometry
• Creating and interpreting pictographs and bar graphs

How We Do It

• CRA Instruction (Concrete-Representational-Abstract)
• Daily re-looping of previously learned materials
• Use of Manipulatives (i.e. counters, number line, base 10 blocks, fraction tiles, money, clocks)/multi-sensory activities during direct instruction and independent work
• Games and practice in both independent and small group settings
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and Summative assessments

Accommodations

• Use of number lines/charts
• Touch math
• Use of manipulatives during independent work/assessments
• Repetition and practice of skills to increase math fact fluency

Students entering 3rd grade come with diverse number sense, basic math understanding, and computation skills. Daily ability-based math groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations.

What We Do

• Applying knowledge of place value and the properties of addition and multiplication
• Developing an understanding of, and solving problems that involve multiplication and division through 10 × 10
• Writing, comparing and introduction of adding and subtracting fractions
• Using standard units (U.S. Customary and metric) to measure temperature, length, and liquid volume
• Continuing practice with elapsed time and equivalent periods of time
• Exploring properties of shapes, points, line segments, rays, angles, vertices, and lines
• Representing and interpreting data in graphs and tables
• Investigating and describing the concept of probability as a measurement of chance

How We Do It

• CRA Instruction (Concrete-Representational-Abstract)
• Daily re-looping of previously learned materials
• Examine multiplication through numerical patterns and use of sets
• Use of Manipulatives (i.e. counters, number line, base 10 blocks, fraction tiles, money, clocks)/multi-sensory activities during direct instruction and independent work
• Games and practice in both independent and small group settings
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Explicit instruction with calculators
• Formative and Summative assessments

Accommodations

• Use of number lines, multiplication charts during independent work/assessments
• Use of manipulatives during independent work/assessments
• Repetition and practice of skills to increase math fact fluency
• Use of graph paper to organize multiplication and division problems

Students entering 4th grade come with diverse number sense, basic math understanding, and computation skills. Daily ability-based math groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations.

What We Do

• Practicing multiplication and division with whole numbers
• Solving problems involving addition and subtraction of fractions and decimals.
• Developing fluency with multiplication through 12 x 12 and the corresponding division facts

• Applying knowledge of place value and the properties of addition and multiplication as strategies for solving problems
• Refining estimation skills for computations and measurements
• Identifying and describing representations of points, lines, line segments, rays, and angles, including endpoints and vertices
• Describing and comparing characteristics of plane and solid figures
• Using concrete models and pictorial representations to solve problems involving perimeter and area, patterns, probability, and equivalence of fractions and decimals.

How We Do It

• CRA Instruction (Concrete-Representational-Abstract)
• Daily re-looping of previously learned materials
• Create bar graphs and pie charts to represent data
• Use of Manipulatives (i.e. counters, number line, base 10 blocks, fraction tiles, money, clocks)/multi-sensory activities during direct instruction and independent work
• Games and practice in both independent and small group settings
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Explicit instruction with calculators
• Formative and Summative assessments

Accommodations

• Use of number lines, multiplication charts during independent work/assessments
• Use of manipulatives during independent work/assessments
• Repetition and practice of skills to increase math fact fluency
• Use of graph paper to organize multiplication and division problems

Students entering 5th grade come with diverse number sense, basic math understanding, and computation skills. Daily ability-based math groups allow each child’s specific needs to be addressed with both direct instruction as well as independent work.  When taught in this manner, the teacher has the opportunity to examine each child’s strengths and weaknesses, and identify appropriate strategies and accommodations.

What We Do

• Developing understanding and proficiency of number sense with whole numbers, fractions, and decimals including prime and composite numbers and identifying even and odd numbers.
• Creating and solving single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers, fractions and mixed numbers.
• Collecting, displaying, and analyzing data to solve probability problems
• Solving problems involving volume, area, and perimeter.
• Solving problems using strategies including place value and the properties of addition and multiplication

How we do it

• CRA Instruction (Concrete-Representational-Abstract)
• Daily re-looping of previously learned materials
• Logic and story problems
• Use of Manipulatives (i.e. counters, number line, base 10 blocks, fraction tiles, money, clocks)/multi-sensory activities during direct instruction and independent work
• Games and practice in both independent and small group settings
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Explicit instruction with calculators
• Formative and Summative assessments

Accommodations

• Use of number lines, multiplication charts during independent work/assessments
• Use of manipulatives during independent work/assessments
• Repetition and practice of skills to increase math fact fluency
• Use of graph paper to organize multiplication and division problems

What We Do

• Scientific Investigation
• Moving objects exhibit different types of motion
• Matter interacts with water
• Plants have basic life needs and functional parts
• Animals have needs and distinguishing characteristics
• The relationship between the sun and the earth
• Earth’s patterns bring weather and seasonal changes
• Natural resources are limited

How We Do It

• Plan and conduct simple investigations
• Gather and display data
• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Scientific Investigation
• Natural and artificial magnets attract certain types of metals
• Basic properties of solids, liquids, and gases
• Plants and animals change and grow
• Living things are part of a system
• Types, changes, and patterns of weather
• Seasonal changes affect living things
• Plants as producers

How We Do It

• Plan and conduct simple investigations
• Gather and display data
• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Scientific Investigation
• Simple machines and their uses
• Objects are made of materials that can be described by their physical properties
• Adaptations allow animals to satisfy life needs and respond to the environment
• Relationships among organisms
• Ecosystems support a diversity of plants and animals
• Soil- its origin, and its importance to plants and animals
• Basic patterns and cycles occur in nature
• The water cycle and its relationship to life on Earth
• Natural events and human influences can affect the survival of species
• Sources of energy

How We Do It

• Plan and conduct simple investigations
• Gather and display data
• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Scientific investigation
• Characteristics and interactions of moving objects
• Characteristics of electricity
• Basic plant anatomy and life processes
• Plants and animals interact with one another in the ecosystem
• How weather conditions and phenomena occur and can be predicted
• Organization of the solar system
• The relationships among Earth, the moon, and the sun
• Important Virginia natural resources

How We Do It

• Plan and conduct simple investigations
• Gather and display data
• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Scientific investigation
• How sound is created and transmitted
• Basic characteristics of visible light
• Matter has mass and takes up space
• Organisms are made of one or more cells and have distinguishing characteristics that ensure their survival
• Characteristics of the ocean environment
• The Earth’s surface is constantly changing

How We Do It

• Plan and conduct simple investigations
• Gather and display data
• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Important events and people in the history of Virginia
• The lives of people associated with major holidays in the U.S.
• Basic map skills including symbols, cardinal directions, the shapes of the United States and Virginia
• The economic concepts of goods and services, consumers and producers, and making economic choices
• The traits of a good citizen and contribution to the community
• Communities in Virginia have local governments
• Communities include people who have diverse ethnic origins, customs, and traditions

How We Do It

• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Introduction to the lives of Americans and their contributions to the United States as well as the heritage of the American Indians
• Important developments and innovations in United States history, including developments and innovations related to communication and transportation
• Maps skills including identification of continents, oceans, the Equator, Prime Meridian and the 4 hemispheres
• Basic economic principles including resources, goods and services and use of money
• The responsibilities of a good citizen

How We Do It

• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• The heritage and contributions of the peoples of ancient China, Egypt, Greece, Rome, and the West African empire of Mali
• Maps skills including areas discovered by early explorers
• The social, cultural, and political characteristics of major ancient world cultures and links to modern economics
• The importance of government in the community, Virginia, and the United States of America
• The importance of the basic principles that form the foundation of a republican form of government

How We Do It

• Projects, writing activities and discussions
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• The physical geography and native peoples, past and present, of Virginia
• The settlement of Jamestown
• Life in the Virginia colony
• The role of Virginia in the American Revolution
• The role of Virginia in the establishment of a new country
• The role of Virginia in the Civil War and the Reconstruction
• The 3 branches of Virginia Government and the function of each
• Virginia’s geographic regions and resources and industries of each

How We Do It

• Projects, multi-paragraph writing and discussions
• Multimedia projects and presentations
• Individual reflection, research and writing
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work

What We Do

• Geographic regions of North American
• Early cultures in North America
• European explorations in North America and West Africa
• Factors that shaped colonial America
• Causes and results of the American Revolution
• Challenges faced by the developing U.S.
• Westward expansion and reform in America from 1801 to 1861
• Causes, major events, and effects of the Civil War

How we do it

• Projects, multi-paragraph writing and discussions
• Multimedia projects and presentations
• Individual reflection, research and writing
• Collaborative projects and activities
• Group and independent activities utilizing technology (i.e. IPads, Smartboard)
• Formative and summative assessments

Accommodations

• Pre-teaching vocabulary
• Visual maps/charts
• Multisensory activities for group and independent work