Kindergarten
Emergent Curriculum
Our curriculum is focused and directed
by the theme of “Similarities and Differences.” Children engage in project work
that is an in-depth investigation of a particular topic, deliberately focused
on finding answers to questions about that topic posed by the children or the
teacher. The choice of topics to study emerges throughout the year and is
determined in several ways. Topics may emerge directly from teachers’ observations
of children’s spontaneous play and exploration. Project ideas may also come
from academic curiosity on the part of the children, social concern of the
teacher, or serendipitous events that raise questions to be answered. Ideally,
topics selected can be investigated directly by the children in their immediate
environment. Project work is in support of the NAEYC’s (National Association
for the Education of Young Children) position that information must be meaningful to the child in order for it to be remembered and truly learned.
Language Arts
Our language arts curriculum is guided
by developmentally appropriate, grade level benchmarks and implemented using a
variety of professional resources, including Lindamood-Bell Phoneme Sequencing,
Fountas & Pinnell Guided Reading, and Handwriting Without Tears. We offer a
balanced approach to literacy that combines reading, writing, speaking, and
listening. Reading instruction begins with phonemic awareness (the sounds
letters make) and letter recognition. Like all of our instruction, reading
instruction is differentiated to meet the needs of and challenge each
individual student. Writing instruction begins with fine motor strength and
letter formation and includes creative writing projects. Language arts activities
occur in a variety of contexts throughout the day and often tie into classroom
themes.
Mathematics
Math
activities are based on grade level benchmarks and implemented using TERC and
supplemental materials. The math program emphasizes exploration and hands on
activities using manipulatives. Math strands include the following: numbers,
geometry, measurement, data and probability, and patterns. Each curriculum unit
focuses on an area of content in depth, providing time for students to develop
and practice ideas across a variety of activities and contexts that build on
each other.
Social Studies
Social studies becomes a part of
many cross-curricular projects. Concepts that are covered encourage the child
to develop an awareness of herself and others, as she moves from “me to we”. We
teach an inclusive, multicultural curriculum. Areas covered include
self-identity, community, families, holidays/traditions, and special needs.
Free Choice
Our free choice time is reserved
for free play and exploration in the classroom. This important part of the
program provides opportunities for children to experience independence, choice,
and decision making. Taking risks, building friendships, and developing social
skills are at the core of free choice time. We emphasize being accountable for
decisions, completing tasks independently, managing one's own time, and problem
solving. Some activities include art and crafts, dramatic play, building, and
computer.
Class Meetings
Class
meetings are an opportunity for children to learn and practice communication
and problem solving skills. The Responsive Classroom (RC) approach to class
meetings is one of the ways in which we focus on building community. We help
teach children how to resolve problems that may arise by using conferencing,
role playing, and other strategies. In addition, RC believes that “there is a specific set of social skills that children need
in order to be successful academically and socially”: Cooperation,
Assertion, Responsibility, Empathy, and Self-control (CARES). Some topic examples
include making friends, entering play situations, sharing materials, and
conflict resolution.
