Red Squirrel Curriculum 2010-2011
Life/Community Skills: Community and life skills are an essential part of the safe and caring environment at Mountain Road School. We weave these essential skills into our daily routine through Morning circle time, class discussion, social studies, writing, one-on-one interaction, sports, Flying Deer, art, and role playing activities. We have been working on noticing the good in everyone and pointing out the special aspects each person brings to our community. We have also clarified these, into three basic areas: Respect, Responsibility, and Relationship.
Physical Development: Fine and gross motor skills are important physical aspects in a child’s development. These skills are practiced on a daily basis during learning activities in the classroom as well as during our extended outside time, weekly P.E. times, and Flying Deer.
Reading: There is a daily period of “silent, sustained reading” (SSR) during which each child is expected to be reading a book on his/her reading level. A major instructional component of the reading program is “Book Group” in which students are assigned a book appropriate to their reading level. Most of the reading is done independently, and worksheets are assigned with questions and vocabulary. Students work independently to reflect on what they have read and to answer assigned questions. Each group comes together to discuss the book, re-read passages together, and review the questions. There is also periodic one-on-one reading with the teacher. For those on less independent levels, there is more frequent one-on-one reading time with the teacher, as well as phonics and other skill-building lessons. Another component is a ”read aloud” book by the teacher, which is used to both stimulate and assess a variety of reading skills such as vocabulary, comprehension, prediction, and understanding of the elements of story: plot, setting and character. In addition, all children are expected to read every day at home for 15.
Writing: Students have many opportunities throughout the subjects for writing, from writing the steps of a science project to their experiences on field trips and their reflections on what they are learning in social studies. There is much writing associated with reading as students are asked to complete work on books read. Each student has a writing journal for a variety of purposes both assigned and self-selected. Individual instruction is given in feedback to a student’s own writing. We incorporate writing as a daily practice in the classroom. All students work on their handwriting skills through explicit handwriting books (Handwriting Without Tears), free hand journaling, manipulating clay, air, sand, and chalk on chalkboard. This is an important aspect for the students as it allows them to communicate in all subjects. With an emphasis on invented and conventional/standard spelling, every student has opportunities to develop at his/her own pace in spelling. All students utilize a dictionary to practice high-frequency words and complete activities related to specific spelling combinations, word meanings, vowel relationships, and consonant blends. They work on the entire writing process; from brainstorming, to proper grammar, the students are mini authors.
Math: The math curriculum is designed to meet three equally important goals: 1) concept attainment, 2) skill development and 3) purposeful application. Learning is done primarily through hands-on experience–through games, activities and the use of various math manipulatives, as well as through written work using the Singapore math curriculum. Instruction is given to individuals, small groups, and at times the whole class. Since the beginning of the year, students have explored math units in place value, patterns and numbers into the 100’s, place, addition, subtraction, and problem-solving. We have also brought in concepts of time, calendar usage, graphing and surveying.
Theme Studies: This year science and social studies have been combined under the umbrella of a “theme” study based on Nature and “Air” and focalized through the lens of “Sense of Place”—the children’s own place in life and nature. We began the year with a study of the sky, clouds, the water cycle, birds, and playing with light/shadow. Much of the work that is done with Flying Deer Nature Center is elaborated in the classroom or used to enrich our classroom studies. We have also been studying our relationship with each other and our families, specifically honoring our elders and mentors. We have also, in our study of connections and relationship, begun learning about our state/country and the subtleties between expressing our individuality while remaining a positive and unique part of a community.
