Lower School

Literacy - Grade 1

Most students begin Grade 1 with pre-reading skills or basic reading skills. 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
Identify and manipulate units of sounds within words
Apply knowledge of how print is organized and read
Use semantic clues and syntax to expand vocabulary when reading
Increased phonemic awareness through spelling strategies and decoding of words
Expand verbal and written vocabulary
Basic comprehension of fictional and nonfictional text
Write to communicate ideas for a variety of purposes
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

Literacy - Grade 2

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

Literacy - Grade 3

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

Literacy - Grade 4

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

Literacy - Grade 5

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

Maths - Grade 1

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

Maths - Grade 2

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

Maths - Grade 3

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

Maths - Grade 4

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

Maths - Grade 5

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

Science - Grade 1

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

Science - Grade 2

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

Science - Grade 3

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

Science - Grade 4

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

Science - Grade 5

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

Social Studies - Grade 1

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

Social Studies - Grade 2

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

Social Studies - Grade 3

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