LOWER SCHOOL
PROGRAM OF STUDIES 2016 – 2017
PHILOSOPHY In the Lower School we strive to create a safe place for learning that is based on our knowledge of the milestones of child development and our understanding of each child as a unique individual with her own developmental path, personality, and learning style. It is our purpose to instill in our students a love of learning and an intrinsic sense of accomplishment as we help them build a foundation for creative risk-taking and academic achievement. The Lower School educational experience for young girls fosters respect of self, others, and the environment, develops independence, and cultivates physical and emotional wellness. It not only prepares the students for a successful transition to Middle School, it is also the beginning of the process through which our students ultimately become responsible global citizens. Randal Rhodus Head of Lower School
LOWER SCHOOL PROGRAM OF STUDIES 2016-2017 TABLE OF CONTENTS Cornerstones Program ............................................................................................... 1 Fine Arts .................................................................................................................... 1 Mathematics .............................................................................................................. 2 Physical Education and Wellness ............................................................................. 3 Reading and Language Arts ...................................................................................... 4 Science ...................................................................................................................... 6 Social Studies ............................................................................................................ 7 Technology ................................................................................................................ 10 World Language ........................................................................................................ 11 Across the Curriculum .............................................................................................. 12
CORNERSTONES PROGRAM This program is based on Ela Hockaday’s dedication to providing Hockaday students a foundation for living based on character, courtesy, scholarship, and athletics. With these four cornerstones being our foundation, The Lower School has developed a character education program based on six core values. The goal of our program is to create a culture in which our core values of respect, friendship, empathy, honesty, responsibility, and perseverance define who we are as a Lower School. Our core values provide us with a common language, shared goals, a standard of behavior, and a way of being that promotes a community of friendship and caring. These values govern everyday teaching practice and they find expression in every subject. In order to build cohesion and merge social, emotional, and intellectual learning, the Lower School uses various tools such as teacher-student Morning Meetings and weekly-led class meetings with the counselor. Morning Meetings are a part of our character education program and are a powerful teaching tool that builds community. Weekly class meetings led by the school counselor reinforce “The Hock-A-Way” through literature, class discussion, and role playing. These activities provide the format that encourages active participation in the process of understanding and living our six core values. FINE ARTS Visual Arts The Lower School Visual Arts program is a developmentally based program uniquely designed to be age-appropriate to each student’s comprehension and skill level. The program develops sequentially with each lesson building on and drawing from the previous lessons. The main objective is to give each student the opportunity to create a variety of art and to feel successful and enthusiastic about what she has accomplished. Hands-on activities allow students to work and gain proficiency in a wide variety of art techniques, art materials, and art terminology. Lower School art fosters a meaningful and developmentally appropriate approach with the integration of technology in the classroom and the learning experience. Individual expression, creative and critical thinking, and problem-solving strategies are stressed. Students are also introduced to the fascinating world of art history, art appreciation, and art theory in a logical and sequential way. Projects often coordinate with classroom units of study. Music Starting in prekindergarten, students are introduced to the basic elements of music through singing, ear training, movement, and playing instruments. The first through fourth grade music curriculum encompasses music history, theory, Orff and Kodaly techniques, and the study of the symphony orchestra. Each student is challenged through the curriculum to develop skills on her own level. There are various times during the year for students to perform at school, learn from guest musicians, and attend musical productions in the Dallas area. The first, second, and third grade students present an interdisciplinary musical production at each grade level, while the fourth grade students present a musical production based on a classic literary work. As early as prekindergarten, students play pitched and unpitched percussion instruments and begin adding the soprano recorder in first grade. In addition, the second grade students are introduced to stringed instruments (violin, viola, cello, or string bass) for a ten-week unit of study. There is an optional Lower School orchestra, as well as a third and fourth grade chorus. 1
MATHEMATICS Overview The main reasons for studying mathematics are to learn how to solve problems, to build number sense, and to develop spatial reasoning skills. Students need to understand concepts and know their basic facts in order to become effective problem solvers. The study of algebra, measurement, and statistics is introduced and expanded. The calculator and computer are valuable tools used within each classroom. Concrete aids and manipulatives are important to ensure understanding of new concepts. Students are encouraged to take risks, to share their solutions and strategies with classmates, and to develop a realistic and logical approach to solving mathematical problems. Prekindergarten Through manipulation of tangible objects, mathematics becomes relevant, useful, and exciting for prekindergarten students. Throughout this level, the focus is on developing readiness in the following areas: spatial relations, classifying, comparing, shapes, patterns, graphing, numbers, and counting. Calendar math is a daily activity. Class instruction also incorporates a wide variety of games and manipulative materials which help students internalize mathematical concepts. Kindergarten/Primer Although a wide variety of materials are chosen for instruction, emphasis is on the understanding of fundamental mathematical concepts, exposure to new concepts, and problem solving. Through activity-based instruction and exploration using manipulatives, the kindergarten/primer math program provides both an introduction to and a continuation of the development of a foundation in the following mathematical concepts: numeration, sequencing, graphing, fractions, spatial relations, addition and subtraction, measurement, money, and time. Proper formation of numerals is introduced. Calendar math is a daily activity that reinforces all concepts. First Grade The first grade students continue to develop their understanding of classification, counting, patterning and estimating. They internalize computation skills in addition and subtraction through math journals, enrichment binders, guided-math rotations, and the First in Math computer program. Manipulatives are an integral part of our Hockaday math program and are utilized extensively. New skills in place value, measurement, money, time, fractions, and geometric shapes are taught at a more advanced level this year. 2nd Grade Addition and subtraction skills are reinforced through guided practice. Students are encouraged to utilize their number sense to solve a variety of number stories, logic problems, and algorithms. Introductory lessons with manipulatives allow students the opportunity to develop a concrete understanding of a concept before abstract problems are presented. Games, cooperative work, and technology are all used to help increase students’ critical-thinking skills. Concepts covered include place value, patterns, time, money, geometry, graphing, fractions, measurement, and various algorithms for multi-digit addition and subtraction problems. 3rd Grade The four basic operations of math are reinforced through guided practice. Students are encouraged to think mathematically, and problem solving is emphasized. Activities with hands-on exercises and manipulatives in cooperative learning are used for enrichment and reinforcement. Multiplication of 2
basic facts is stressed, division is introduced, and addition and subtraction are reviewed and extended. Critical-thinking skills are reinforced through games, group problem solving, and technology. Place value of whole numbers and decimal numbers, patterns, elapsed time and money, probability, geometry, graphing, fractions, and measurement are all considered important units of study in third grade. 4th Grade In fourth grade mathematics, students apply their math skills to become abstract thinkers. The girls are expected to master their multiplication and division fact families and use the algorithms associated with all four operations. Percents, the coordinate system, and algebra are more formally introduced, while the study of fractions, decimals, estimation, geometry, and elapsed time is expanded. Probability and logic activities are also included throughout the curriculum. Students are encouraged to stretch to their highest potential by completing problem-solving and number-sense challenges offered in every unit. PHYSICAL EDUCATION & WELLNESS Overview Our Lower School program sets the stage for the entire physical education and wellness curriculum. A primary goal is to instill in the girls a love of activity – an attitude that physical activity is enjoyable – that will remain with them for the rest of their lives. The main areas of emphasis include motor development, movement fundamentals, swimming, cooperative activities, games, rhythm, tumbling, and team and individual sports. Along with movement skills, significant time is devoted to working cooperatively with peers, displaying sportsmanship in game situations, and on personal management skills and safety. The focus in swimming is on stroke fundamentals and water-safety applications. Prekindergarten, Kindergarten, and Primer The major focus is motor development. Commonly referred to as “barefoot day,” two days a week the girls take off their shoes and challenge themselves to complete increasingly difficult tasks, while developing body-management skills. The girls work on balancing, sequencing, body and spatial awareness, laterality, kinesthetic awareness, directionality, and hand-eye and foot-eye coordination. At the same time, they learn the fundamentals of direction, patterns, speed, time, level, force, and effort. With safety as the number one component, time is devoted to locomotor, non-locomotor, and manipulative skills. Structured games are used to emphasize fair play, cooperation, and positive social interaction. Moreover, personal management is an important aspect of instruction. This includes safe and proper use of the locker area, dressing in the appropriate uniform, listening to instructions, and practicing safe habits in the gym. First Grade The program expands upon previous skills and concepts including motor development, rhythm, locomotor skills, and non-locomotor skills. Manipulative skills such as dribbling, kicking, throwing, and catching are also emphasized. As activities become more group oriented, social skills are developed. Second Grade The second grade is a transition year in the physical education curriculum. Refinement of motor skills becomes the focus. An emphasis on relating movement to skills such as dribbling, kicking, throwing, 3
and catching is continued in the motor-development program. The girls are now ready to apply basic motor and manipulative skills to individual and team activities. Cooperative activities and games provide opportunities to practice problem solving and sportsmanship. Third/Fourth Grade Third and fourth graders learn in greater depth the challenges and benefits of being physically literate. Students have opportunities to track their individual fitness, using their results as a tool to help them become self-aware of their personal fitness levels, areas of strength, and opportunities for growth. Motor skills, manipulative skills, and movement patterns are refined and combined in various individual, partner, and team endeavors. Sportsmanship is emphasized in all Lower School physical education classes, and third and fourth grade students learn to be competitive in game-like settings while demonstrating respect for others. Most of all, students are challenged to take ownership of their learning and pride in their performance. All aspects of the physical education curriculum emphasize and promote enjoyment, responsibility, cooperation, and confidence.
READING AND LANGUAGE ARTS Overview Through a balanced literacy program, the language arts curriculum is designed to develop skilled, independent readers and writers who are critical thinkers in the global environment. The “workshop approach� of a whole-class lesson followed by applied practice time provides the framework for learning. In Prekindergarten the most basic of reading and writing concepts are taught with emphasis on phonemic awareness. In kindergarten and primer those skills continue to be strengthened, and beginning readers and writers emerge. The main areas of study in first grade are reading with accuracy and fluency and writing in sequential order and detail. The second grade curriculum supports the transfer of skills from learning to read to reading to learn and introduces the writing process. The third grade program stresses advanced reading comprehension skills and the development of writing with increasingly complex thoughts. In fourth grade, reading and writing skills are honed and extended, developing self-directed and critical readers, as well as writers who apply various strategies and techniques to form a well-written composition. Prekindergarten The prekindergarten language arts curriculum begins with the most basic of reading and writing concepts. The year begins learning the sounds and names of the letters of the alphabet. Phonemic awareness is further developed to incorporate blending sounds together and decoding simple words and sentences. Simultaneously, sight words are introduced to increase reading accuracy. Comprehension skills are enhanced through books read aloud to the class, retellings and reenactments of stories, and book reviews and discussions. Written expression begins with the dictation of stories both real and imaginative. Once students are writing independently, spelling progresses from inventive to phonetic. Lessons in handwriting stress the correct formation of the upper-case manuscript letters.
Kindergarten/Primer The kindergarten and primer language arts curriculum includes phonics, reading, writing, handwriting, and spelling activities. Reading is taught using word walls, big books, plays, poetry, fiction, and 4
nonfiction texts. Independent reading is encouraged by learning to self-select “just right” books, partner reading, and home reading with an adult. Focus is placed on decoding, sight-word recognition, fluency, and comprehension. Written expression is practiced through daily journal writing, creative writing, compiling class books, and storytelling. Weekly phonics lessons explore the study of sounds, consonants, vowels, and rhyming. Proper handwriting formation of upper-case and lower-case manuscript letters is introduced. First Grade The first grade language arts curriculum includes phonics, reading, writing, poetry, handwriting, spelling, grammar, and punctuation activities. Through Reader’s Workshop, emphasis is placed on choosing “just right” books, exploring a variety of genres, and learning to read with accuracy and fluency. Comprehension skills are enhanced through instruction on story elements, vocabulary, predicting, making connections, and retelling. Writing lessons promote skills in both creative expression and the mechanics of writing. The primary goal is to write in complete sentences with sequential thoughts. Spelling is directly taught through a phonetic, rule-based approach. Proper handwriting formation of upper-case and lower-case manuscript letters is reviewed and practiced. Second Grade The second grade language arts curriculum includes reading, writing, handwriting, spelling, grammar, and punctuation activities. Readers work to move beyond learning to read and towards reading to learn. Lessons emphasize choosing “just right” books, reading with fluency and expression, and developing comprehension skills. Writing lessons promote skills in both creative expression and the mechanics of writing. The writing process of collecting ideas, drafting, revising, editing, and publishing is introduced. Genres of focus are personal narrative, fantasy, poetry, realistic fiction, and nonfiction research report writing. Spelling is directly taught through a phonetic, rule-based approach. Handwriting lessons review the proper formation of manuscript letters and introduce the formation of cursive letters. Third Grade The third grade language arts curriculum uses a workshop approach to teach and explore reading, writing, poetry, word study, grammar, and writing mechanics. Advanced reading comprehension skills are emphasized through peer and teacher conferences, the writing and sharing of responses to texts, and class discussions. A variety of literary genres such as memoir, realistic fiction, and biographies are examined. Writing mini-lessons promote skills in both creative expression and the mechanics of writing. The elements of different genres are explored, and the opportunity to experience the writing process through those genres is provided. Increasingly complex spelling rules are directly taught in interaction with reading and writing, and cursive handwriting lessons review the proper formation of the letters. Fourth grade The fourth grade language arts curriculum uses a workshop approach to teach and explore reading, writing, poetry, word study, grammar and writing mechanics. Reader’s Workshop strives to engender in young readers critical-thinking skills, strong comprehension skills, and a boundless love of reading. In Writer’s Workshop, students author narrative pieces. Using the writing process, they compose, edit, and publish works that demonstrate their mastery of creative ideas based upon a well-grounded understanding of the structure necessary for good writing. Word Study continues their ongoing, rulebased spelling instruction and expands upon it by introducing the study of Latin and Greek roots. 5
SCIENCE Overview The overall goal of our Lower School science program is for students to expand their conceptual framework as they progress through the Lower School. The content and pedagogy reflect the goals which lie at the heart of the Next Generation Science Standards (NGSS) through a three-pronged approach. First, students engage with real-world science by working with topics that spark interest, excitement, and an appreciation of the value of science in their lives. Second, through laboratory activities, reading, and writing about science, students learn about the impact of their daily decisions on the world. Third, students participate in hands-on/minds-on science and technology activities which help them develop new perspectives on how the world around them works. Early childhood science at The Hockaday School honors and affirms children’s natural interest in the world around them through hands-on, age-appropriate explorations in physics, engineering, chemistry, and biology. The “Four Easy Pieces” science program engages first through fourth grade students in science by investigating concepts in a process that moves them from the concrete to the abstract. Each year focuses on one of the classic elements: Earth (Solid), Water (Liquid), Air (Gas), and Fire (Energy). Likewise, within each year’s sequence of activities, the curriculum progresses from the most concrete sciences of physics and engineering, to the field of chemistry, to end with the more abstract biological concepts that would be appropriate for that classic element and grade level. Additionally, at each grade level, a variety of STEAM (science, technology, engineering, art, mathematics) activities support development of spatial awareness and reasoning, as well as introducing students to the diverse careers they could pursue in these areas. Prekindergarten/Kindergarten/Primer Some of the topics covered in prekindergarten, kindergarten, and primer science include water and its properties, states of matter, structures and construction, motion, seeds, plants, pollinators, and insects. As they explore, students collect and record data, reinforce math skills through measuring, counting, and graphing, and develop a sense of themselves as scientists as they share what they have observed and learned through journal writing and dictation. Science-specific poetry, songs, and other creative outlets provide additional avenues for children to synthesize what they have learned. First Grade First grade science at The Hockaday School focuses on an exploration of solids in relation to the classical element Earth. The structure of the earth, rocks and the rock cycle, caves and the process that creates them, crystals, and bones and skeletal structure are covered through a variety of hands-on, ageappropriate explorations. The concept of change is stressed throughout the year – change in the earth due to volcanic forces, change in caves as a result of the power of water, change in bodies and skeletons as they grow. Safety and proper lab procedures are paramount, and students learn and practice proper lab behavior and techniques. Students participate in a STEAM project in which they are introduced to engineering design through an engineering project in which they utilize products of the earth (clay, sand, and soil) to make individual bricks, as well as design and test their own mortar mixture that is then used during the building of a model of a wall. Second Grade In second grade, the element of water and other liquids are examined. Students investigate the physical movement of fluids, develop their own definition of just what a liquid is and how liquids behave, and build an understanding of the power and importance of buoyant forces. Through investigation, collaboration, and observation, students ascertain three facts: 1) that water can change 6
forms; 2) that if water is frozen and/or ice is allowed to melt, the amount of matter remains the same; and 3) that water evaporates. Our second grade STEAM unit focuses on water filtration/purification and environmental engineering. Finally, we examine the role of liquids in living systems, both aquatic and terrestrial. Third Grade In third grade, the element of air and other gases are examined. We begin the year by looking at the air all around us and compare and contrast that essential mixture of gases with the solids and liquids we studied in first and second grade. Students delve into the details of phase changes as matter shifts from one state to another via the addition or removal of energy. Students gain an understanding of air pressure and the protective layers that form Earth’s atmosphere. Our third grade STEAM unit focuses on simple machines and industrial engineering. In our chemistry unit, students will learn about the most fundamental pieces of matter, atoms. In our biology unit, students will investigate the role of gases in living things and the “ins and outs” of the respiratory system. Fourth Grade In fourth grade, the final classical element fire, a.k.a. energy, is examined. For the physics aspect of energy, students look at the nature and application of different energy forms. Students of this age can comprehend one aspect of the energy story through the study of heat. It is appropriate, therefore, to explore how heat moves from one place to another and the critical role the sun plays in providing energy for all life on earth. Chemical energy is studied by investigating batteries and their role as a power source in an electric circuit. Our fourth grade STEAM unit focuses on electrical circuitry and electrical engineering. Finally, we investigate the biological connection to energy by studying the human nervous system and the transmission of information as electrical impulses through the body.
SOCIAL STUDIES Overview The social studies curriculum in the Lower School takes a student on a journey, from learning who she is and where she stands in the world to exploring far-away countries. She studies the past and how it relates to the present. The theme of citizenship is taught in all grade levels. Students learn about being a member of the classroom and school community and what it means to be a global citizen. The study of citizenship, ancient civilizations, and archeological artifacts introduces students to different forms of government and economic systems, and later to our own form of government and economy. Students learn to write reports and take an interactive approach to their learning through reading, class discussions, simulations, interviews, and research. Geography skills and activities related to current events are also included in every social studies classroom in the Lower School. Additionally, math, reading, science, other language experiences, music, cooking, art, and field trips are integrated with social studies units to provide additional opportunities for deepening understandings of basic skills and concepts. Prekindergarten Our prekindergarten social studies program integrates the concepts of citizenship, global education, geography, and current events. Our youngest students become good citizens by assuming responsibility for their own actions, taking turns, and respecting new friends’ ideas and opinions. They learn how to recognize and regulate their emotions and express their feelings through language skills. 7
Through our global education foundation, the students understand the beginnings of cultural heritage and traditions. Learning to appreciate and respect the likenesses and differences they see in the world around them is an important first step at Hockaday. They learn about diverse cultures by singing songs, reading and writing stories, dramatizing poetry, and listening to music. We encourage our youngest students to appreciate the values and beliefs of their own culture in addition to embracing the idea of learning about other cultures. Prekindergarten students develop map skills and begin to demonstrate an awareness of geography concepts by naming the continents of the world on Montessori maps and globes as well as a Big Book Atlas. The prekindergarten social studies program helps our students to develop a knowledge and appreciation of community by extending a broader global awareness of the varied cultures and religious traditions that make our world rich in diversity and inclusion. Kindergarten/Primer The kindergarten and primer social studies program looks at the relationships of the individual girl in ever-expanding circles. Discussion and activities begin with a focus on citizenship and a student’s relationship to other individuals, her family, her neighborhood community, and the world at large. Map skills are introduced, as well as the names of the continents and oceans. By studying holidays around the world and the cultures of different foreign countries, the goal is to develop an awareness of interdependence of all people with one another and with their physical environment. The curriculum is designed to enhance interdisciplinary studies and often involves dramatic activities, cooking, art, and field trips. Current events are discussed as well using Time for Kids magazine. First Grade Continuing their study of citizenship, first graders begin to look more closely at reasons why communities are important. The girls begin to learn about citizenship through a study of their neighborhoods, cities, and state. The importance of sharing and cooperation is illustrated through a unit on the variety of homes that families choose to live in, with a focus on architecture and mapping skills. Ancient Egypt provides an introduction to the rise of cities, trade and government, with an emphasis on early farmers, builders, and rulers of that period. This unfolding study of the development of communities runs in tandem with the fine arts curriculum. By participating in activities such as the musical Tales of Temples and Tombs, students develop an awareness of and appreciation for other cultures. The curriculum also includes opportunities for first graders to map their own home, city and campus, and use the computer lab to enhance the learning that takes place in the classroom. Students touch on the history of maps and move toward an understanding of map vocabulary. Students create maps, using their knowledge of scale, symbols, and legends. Time for Kids and newspaper articles provide a developmentally appropriate opportunity for study of current events. Second Grade The second grade student widens her knowledge of citizenship by studying ancient Greece, states and regions of the United States of America, and economics. During the study of ancient Greece, the girls are exposed to the Greek alphabet, Greek gods and goddesses, Greek myths, Aesop's fables, cultural art forms, political organizations, and historic personalities who helped shape our present-day culture. A Greek Festival including a mini-Olympics culminates this unit. Beginning research skills are taught through a unit on the states and regions of the United States of America. Along with a map study of the United States, each girl chooses a particular U.S. state on which to research and report. They learn how to find information in books and on the Internet, organize their notes, and share information in a multimedia presentation. In addition to the United States state research project, the girls participate in 8
a national award-winning economics unit during which they begin to understand our American economic system. The girls form their own company, apply for a business loan from a local bank, purchase supplies to make their product, and sell their product to parents. Projects on Microsoft Word, PowerPoint, Excel, Publisher, and Inspiration enhance our learning in the classroom. Technology, map skills, and current events are integrated into these units throughout the year. Third Grade Gaining global awareness is an overarching goal of the third grade social studies curriculum. The girls learn about themselves, their individual heritage, citizenship, events and human interactions from the past, and current events. They cycle through four basic units - the Pilgrims who arrived in the New World in 1620, immigration and family ancestry, Lewis and Clark, and pioneers during the westward expansion of the 1800s. Through discussions, mystery-Skype sessions, role-playing, field trips, books, and WebQuests the girls learn about the world in which we live and how it affects their own lives. As the girls’ understanding of geography and ability to interpret maps grow, they continue to use Google Maps, BingMaps, and GoogleEarth to increase their understanding of the physical world in which we live. Technology, citizenship, research, writing, and geography skills are integrated into each unit to increase the girls' depth of knowledge and understanding of our world. Fourth Grade In fourth grade social studies, the students embark on a learning adventure that integrates citizenship, geography, map skills, research, writing, technology, and presentation skills as they expand their circle of knowledge to learn about the state in which they live. Students begin the year by examining the seven diverse regions of Texas. Through collaborative research, the girls seek a solution to a “reallife” dilemma facing a fictional company relocating to Texas. With a solid understanding of Texas geography, the girls then begin their study of the vibrant history of Texas from the earliest inhabitants through the Texas Revolution, the Republic of Texas, and finally statehood up to the Civil War. Through role-playing, skits, monologues, and project-based activities, students are drawn into an environment that invites and rewards curiosity and requires students to consider “big thinking” questions such as, “How do the events that happened in history affect my life today?” The past is further tied to the present by debating child-friendly issues raised in Scholastic News and other publications. Examining both sides of an issue and using evidence to support opinion are key concepts covered. Students also participate in the National Geographic Bee and serve as leaders of the Lower School in many roles which emphasize responsibility and citizenship.
TECHNOLOGY Overview The Hockaday Lower School technology program’s primary goal is to prepare our girls by helping them develop creativity, communication, collaboration, and critical thinking while using technology. These skills, along with research and information literacy, digital citizenship, coding, and a basic understanding of technology concepts, systems, and operations are integrated into the curriculum in meaningful and authentic ways. Students learn how to use various technology tools to help them achieve their learning goals. 9
Prekindergarten, Kindergarten, Primer The focus at this age is to introduce younger students to technology by engaging them in a variety of learning activities. The girls learn how to log in and out of the computer, how to click the mouse to select things, how to open and close programs, and how to use appropriate word-processing and multimedia presentation software. Programing BeeBots as an introduction to coding, incorporating their art into Stopmotion animation videos, and demonstrating understanding of the parts of a flower using Kidpix are examples of how technology is integrated into the curriculum in these early primary grades. First and Second Grade The focus in first and second grade is to build on the skills learned in kindergarten and primer. Students learn file-management skills using their My Documents folder. To demonstrate their thinking and learning, girls use word-processing skills to create documents and multimedia presentations. Technology is integrated in various ways, including designing 3D compass roses during a mapping unit, creating a coversheet for a biography using Microsoft Word, and learning communication skills through writing and responding to blogs. Third/Fourth Grade During third and fourth grade, students continue increasing their proficiency in word processing and multimedia presentation skills. They learn to evaluate and select appropriate websites for research, and they use these along with library data bases. Keyboarding is introduced during third grade and continued in fourth. Communicating with students around the world using Mystery Skype, creating PowerPoint projects about Texas battles, and using iPads to share their learning about the science of how popcorn pops are several ways technology is integrated in the upper elementary grades.
WORLD LANGUAGES Overview The Lower School world languages program focuses on Spanish and French with the goal of familiarizing students with the sounds of these languages and the skills needed to communicate at their developmental level. A variety of approaches are used in the curriculum such as conversations, songs, stories, games, skits, and multimedia designed to create a love for the language at an early age. The program begins at the prekindergarten level by developing strong listening skills. As the students progress through the grades, confidence with speaking, reading, and writing emerges. Cultural lessons and geography are integrated into the curriculum. By the fourth grade, students demonstrate competence in pronunciation, comprehension, spontaneous conversation, and beginning reading. They also have the ability to write creatively with guided prompts and have a familiarity with the basic grammatical aspects of the language. The broad exposure provided and the strong vocabulary base developed in Lower School prepare the girls for more advanced language studies in Middle School and beyond.
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Prekindergarten/Kindergarten/Primer In a largely aural/oral program, students are introduced to the sounds of both Spanish and French. The girls are introduced to carefully selected vocabulary that establishes the foundation for successful communication in the target language. Through songs, brief dialogues, role playing, stories, puppets, and games, the children start learning the language in an engaging setting. Cultural awareness of the Spanish- and French-speaking countries is introduced to awaken in them a love for language learning and the world around them. First Grade At this level, students select either French or Spanish for their world language study. The aural/oral approach continues, and emphasis is on development of good pronunciation and vocabulary acquisition. The target language is taught through age appropriate methodology including games, songs, dialogues, role playing, skits, and puppets. Cultural awareness continues to be an integral part of the curriculum. Second Grade The girls expand their linguistic base through continued attention to pronunciation and intonation, as well as increased individual and group participation. Question/answer role playing, sounds, rhymes, poems, round-robin oral practice, mini-skits, and dialogues contribute to developing facility using the target language in a nurturing atmosphere. Learning sound/letter correspondences prepares students for word recognition and basic reading. Cultural awareness and comprehension increase as the girls become more knowledgeable about the places in which French and Spanish are widely spoken. Third Grade In third grade, students continue the development of all language learning skills: listening, speaking, reading, and writing, always integrating culture into the lessons. The girls are now comfortable responding to directions and questions. Cultural awareness continues to play a role in the program. Differences and similarities within the Spanish- and French-speaking world are noted as the girls learn more about their customs, traditions, manners, values, art, and music.
Fourth Grade Students at this level are developmentally ready to begin a more formal, structured approach to foreign language learning. Addressing the basic skills for second language acquisition (listening, speaking, reading, writing, cultural awareness), the girls benefit from engaging with a multimedia series that emphasizes cultural accuracy and is geared specifically for FLES (Foreign Language in Elementary Schools) students. Stronger emphasis is now placed on basic grammar structures such as gender of nouns, formation of plurals, position and agreement of adjectives, subject-verb agreement, and conjugation of verbs. Technology opens the doors to a wide range of activities where all language learning skills are applied. By the end of fourth grade, the girls are equipped with useful, lifelong language acquisition strategies and are prepared to continue in more advanced studies in their target language.
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ACROSS THE CURRICULUM GARDENING First and second graders participate in gardening classes once each six-day rotation. Working together as a class, students collaborate to choose and nurture seeds and seedlings from planting through harvest. Classroom activities focusing on soil, seeds, plant structure, and the needs of living things provide context for the cycle of life students observe in the garden. Additional topics, such as water conservation, the possibility of growing crops in space, and more, are woven into class as time allows.
STEAM The Lower School STEAM program consists of classes, activities, and programs for students in prekindergarten through 4th grade. Create, Collaborate, Innovate This integrative STEAM class for 4th grade girls meets once each six-day rotation. The girls participate in skill-building activities which include cardboard prototyping, woodworking, sewing, tinkering, circuits, and 3D design. They also work through the design process to develop and build a prototype of their own invention. The class is team-taught by the Lower School science, art, and technology teachers. Engineering Each year 1st through 4th grade science classes study an engineering unit specific to the overarching topic of the year (e.g., electrical engineering as part of the 4th grade year about energy). Coding Coding is taught to 1st through 4th graders once each six-day rotation in either the fall or spring semester. Code.org courses are used for 1st and 2nd graders; 3rd and 4th graders create programs using Scratch.mit.edu. BeeBots and a variety of coding iPad apps are also used for 1st through 3rd graders. Hour of Code Students in kindergarten through 4th grade participate in the global Hour of Code organized by code.org. Students use BeeBots, iPad apps, and coding websites during this event. 3D Design Students in 1st through 4th grade use 3D computer-aided design (CAD) software to create and print projects that are authentically integrated into the academic curriculum. STEAM Day During this annual event, 4th graders spend an entire day rotating through several different stations experiencing fun and creative engineering design challenges. STEAM Career Day During this biennial event, women in STEAM career fields speak to 3rd and 4th graders about how STEAM concepts are utilized in their jobs.
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STEM carts There is a STEM cart in every Lower School homeroom classroom. The manipulatives in these carts allow students to develop spatial ability, creativity, critical thinking, and collaboration skills as they design, build, and play.
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NOTES
THE HOCKADAY SCHOOL admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to the students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic or other school-administered programs. 14