MWS Scope and Sequence (Grades 1-8) 2023

Marin Waldorf School

Scope and Sequence

Marin Waldorf School

Scope and Sequence Language Arts

Kindergarten – Grade 8

Kindergarten

In Waldorf kindergartens, the emphasis is on storytelling rather than on reading. Storytelling is a daily activity, with repetition of stories allowing the children to fully experience the language and their own forming of inner pictures. Puppetry brings another pre-reading dimension to storytelling. Extensive opportunities for children to develop the capacities to make inner pictures are foundational for pre-reading in Waldorf kindergartens. Having fun with words fills each day. Through rhymes, finger plays, poems, songs, circle games, and word-clapping games, the joy of language is experienced and imitated. Clear speech of the adult supports proper speech and breath in children Teachers who strive to enunciate the consonants of words help children to develop their own speech, as well as to cultivate listening and discrimination of individual words and sounds. Rhythm is also an important part of speech, strongly connected to both inner and outer movement. Storytelling provides rich opportunities to hear clear language spoken, filled with imaginative, descriptive, and interesting words. Eurythmy brings an additional depth to language experience through meaningful movement and gesture. Opportunities to draw allow the children to capture their own inner pictures and ideas on paper, 'writing' their own stories. Multiple pictures may be bound into handmade books, learning the process of creating, 'reading' and caring for a more permanent record of their ideas, which is the essence of a book. In kindergarten free play, children are highly motivated to communicate with one another in social and cooperative conversations. Non-verbal cues such as facial expressions and vocal inflections with speech are aspects of language development naturally learned in play. Learning to collaborate with others on play ideas and creative activities takes much discussion. Teachers model language for children who are developing these skills.

By the end of kindergarten, our objective is that students will be able to:

Grammar, Mechanics, Writing, and Composition

IMITATION AND MEMORIZATION:

• Demonstrate age-appropriate imitation and memorization skills within the context of the classroom activities

• Retell stories through conversation, artistic works, creative movement, or drama

• Consistently use dominant hand

• Cross the R/L midline while painting, drawing, and writing

PRE-WRITING SKILLS:

• Hold a writing/drawing/painting tool using a tripod grip

• Compose/ plan a drawing on a sheet of paper

• Recognize that writing is a way of communicating for a variety of purposes, such

as giving information or sharing stories; use scribbles, shapes, or symbols to represent objects, stories, experiences, or ideas

• Dictate ideas to an adult; talk about a picture or experience

• Describe something verbally or through representations

• Demonstrate impulse control

• Sit upright in a chair with both feet on the floor for an age-appropriate length of time

• Exhibit eye-tracking, eye convergence, and hand-eye coordination

• Perform tasks that require age-appropriate fine motor dexterity

• Exhibit preferred dominance

• Consistent use of dominant hand

• Cross the R/L midline while painting, drawing, and writing

PRE-COMPOSITION SKILLS:

• Have a sensibility of beginning, middle, and end of each activity • Create imagery, beginning with an inner picture

• Tell a story through drawing

• See an age-appropriate task through to its completion

• Tell a short anecdote from beginning to end

Listening, Speech, and Oral Communication

LISTENING

AND ORAL COMPREHENSION

• Follow two-step instructions accurately

• Listen politely, quietly, and with attentiveness during conversation, songs, story, or other learning experiences

• Be familiar with tongue-twisters, nonsense rhymes, ‘knock-knock’ jokes • Show interest in shared storytelling experiences

• Identify information that is relevant

• Comprehend increasingly complex and varied vocabulary in stories, poems, and songs

• Comprehend different forms of language, such as questions or exclamations

• Make connections between words with similar meanings (e.g., big, large, giant, mighty)

• Understand words that convey a specific meaning (e.g., over/under; first/last)

SPEAKING SKILLS, CHORAL RECITATION AND SINGING

• Engage in communication and conversation with others

• Use language to express ideas and needs

• Use increasingly complex and varied vocabulary

• Use different forms of language for a variety of purposes

• Share ideas and experiences in a small group

• Use language as part of pretend play to create and enact roles

• Use language to establish and maintain relationships

• Cultivate good manners and age-appropriate social skills in speech • Speak in

complete, grammatically correct sentences

• Speak with age-appropriate vocabulary and sentence composition to express ideas and events

• Be conscious of the other in the way one expresses oneself

• Model respect for one another in speech

• Recite, imitate, memorize, and recall verses, rhymes, and blessings within the group

• Sing in unison

• Learn and recall songs with multiple verses

Reading, Literacy, and Vocabulary

PRE-READING SKILLS

• Clap and speak simultaneously

• Recall thematic objects upon request

• Exhibit appropriately rich vocabulary

• Complete simple rhyming word pairs

• Recognize alliteration

Research

• Think for oneself as demonstrated by implementing an idea out of one’s own imagination in play, craft, or artistic activity

• Exercise their observation skills

• Actively observe phenomena in diverse settings such as changing of seasons, craft-making, bread baking, or plant-dying fabric

• Ask questions about and investigate topics of interest

Grade 1

The first grade begins with a main lesson block in form drawing during which the children experience straight and curved lines. They first walk the lines on the floor; later they draw straight and curved lines in various combinations on paper. Precision and clarity of line, essential to good writing skills, are emphasized. Form drawing helps develop eye-to-hand coordination, the sense of uprightness in space, right/left and up/down orientation, and the ability to mirror, all skills that are needed in reading.

In Waldorf schools, alphabet knowledge, identifying letter-sound relationships (decoding), and concepts about printed material, are presented in first grade. Reading and writing of abstract symbols is taken up in the first years of the lower school, when integration of the midlines and brain hemispheres has largely been completed.

Children learn the upper-case consonants in imagery from stories, through the progression from story to picture to letter. Following, the vowels, both short and long, are introduced. Next, words and phrases are constructed as a class activity and written on the board by the teacher. Students copy these words into main lesson books. Thus, writing precedes reading, and the main lesson books that the children create become their first readers. Lower case letters are learned by year’s end. Through song, verse, speech exercises, games, and drills, phonics and a basic sight word vocabulary are learned. In addition, through the telling of fairy tales and the recitation of poetry, children are exposed to other cultures and skills in listening, re-telling, sequencing, and articulate speaking are practiced.

By the end of grade 1, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR

• Attend to teacher’s modeling of:

• Complete sentences using all parts of speech

• Rephrasing of incorrect grammar or usage, examples: “Me” and “I”, “a” and “an”, “may” and “can”

MECHANICS

• Write all letters – uppercase followed by lowercase (focus on correct stroke order)

• Identify, name, and make use of end marks (. : ! ?)

• Correctly copy end marks and begin to use them in independent writing

Writing Skills

WRITING PROCESS

• Correctly copy teacher model for capital letters and end marks

• Use correct intonation and complete sentences in oral responses

WRITING MECHANICS

• Correctly draw forms that support handwriting

• Write all letters – uppercase followed by lowercase with standard stroke order

• Write full name

• Write home address

• Write with correct letter formation, letter spacing, page orientation and line spacing

• Demonstrate emerging pencil grip and proper posture

• Accurately write dictated words based on spelling rules and word families

• Identify, name, and make use of basic punctuation when copying, transcribing, and composing sentences

• Correctly copy punctuation marks and begin to use them in independent writing

COMPOSITION SKILLS

• Write one to two independent sentences based on personal experience with phonetic invented spelling

STAMINA

• Copy teacher writing, up to three simple sentences, in 10 to 15 minutes

Listening, Speech, and Oral Communication

ORAL COMPREHENSION

• Actively listen to a 15-to-20-minute story Recall the events of a story as a group in the correct order

• Follow two-step directions first with the support of teacher modeling and then with increasing independence

• Listen politely to others, especially when a teacher is speaking

SPEAKING

• Imitate and memorize poems

• Combine speech with movement – able to complete both correctly and simultaneously

• Enunciate their words clearly and adapt their speech to the situation in regard to content and tone

• Speak audibly and independently

• Begin to speak in complete simple sentences

• Ask for clarification when tasks or directions are unclear

• Follow rhyming patterns (i.e., teacher says ‘cat’ and student can respond with ‘fat’, ‘mat’, etc.)

• Practice simple tongue twisters, alliterative verses with emphasis on clear

 articulation and enunciation

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Identify orally the sounds heard in a word – give letter name for each sound • Correctly choose short vowel and consonants needed on either side to write a c-vc word

• Build with letters

• Sound out words that contain the c-v-c pattern, consonant blends, and consonant digraphs (words that have four sounds)

• Spell words with long and short vowel sounds (using silent e rule) from dictation.

READING SKILLS

• Successfully track from left to right when reading and move to the following line

• Give sounds for and subsequently name letters for consonants and short vowels

• Give sounds for consonant digraphs – th, ch, wh, sh, ck

• Sound common consonant blends i.e. st, tr, etc

• Begin to identify long vowel sounds made with a “silent e”

• Read sight words from pre-primer and primer sight word list

• Begin to read phrases with fluency, without sounding each word letter by letter

• Read teacher made and print books that contained the phonetic components mentioned above

Research

• Orally demonstrate observation skills in response to teacher-generated questions about phenomena experienced observations in nature such, as the change of seasons, growth of plants, sounds of the environment

Grade 2

In second grade, fables, legends, and stories of heroic individuals from around the world serve as the backdrop for lessons in language arts. Typically, students listen to a story. The next day they are asked to recall it in order, in detail, and in their own words. Then, a summary is written on the board, and is written into their main lesson books, with illustrations. Thus, the students refine their memorization skills and their ability to sequence events, as well as their reading skills and handwriting. As the children begin to write their own compositions, they are corrected and then neatly rewritten in main lesson books. The children also study word families and vowel teams and learn to use context in order to read unfamiliar words. A large pool of sight words is developed throughout the year. They are encouraged to read at home for at least ten minutes a day. The first grammar lessons are given in second grade, beginning with the introduction of nouns, verbs, and adjectives through playful games and activities. Every day the class recites poetry, tongue twisters, and other speech exercises to encourage clear diction and enunciation. The class also performs a play, based on one of the stories they have heard. Once week students are divided up into reading groups.

By the end of grade 2, our objective is that students will be able to:

Grammar and Mechanics GRAMMAR

• Demonstrate understanding of parts of speech (noun, verb, adjective, adverb) by identifying and giving examples

• Show understanding of complete sentences vs. incomplete sentences through responding to teacher questions

• Show understanding that a sentence has a naming part and a doing part

MECHANICS

• Correctly use capitalization at the beginning of a sentence, for the word I, and for frequently used proper nouns

• Correctly use end marks at the end of a sentence

• Correctly copy apostrophes for teacher model

Writing Skills

WRITING PROCESS

• Demonstrate emerging writing planning skills using class generated words and sentence starters

• Demonstrate basic proofreading skills – identify and check their writing for capitals and end marks

• Check independent writing for missing words

WRITING MECHANICS

• Write using correct pencil grip and posture

• Accurately write simple dictated sentences based on spelling rules and basic punctuation

• Cursive writing is introduced - by the end of year, students are writing with confidence

COMPOSITION SKILLS

• Independently write a correctly sequenced paragraph of 3-5 sentences retelling a story or fable

• Write 3–5 correctly sequenced sentences (one paragraph) based on personal experience

STAMINA

• Focused independent work for a minimum of fifteen minutes

Listening, Speech, and Oral Communication

ORAL COMPREHENSION

• Follow more complex instructions – two and three step

• Retell a portion of a story they have heard in accurate sequence • Independently sequence a short fable

• Continue retelling a story from where a classmate has left off

• Begin to focus on important details

• React to the mood of a story

• Keep pace and maintain focus while another classmate reads

• Wait for teacher acknowledgement then speak in turn

SPEAKING

• Begin to speak in parts – (groups of children)

• first and echo

• question and answer

• call and response

• Accurately articulate words in tongue twisters

• Clearly enunciate words in verses

• Independently demonstrate speech and movement simultaneously • Retell story utilizing new vocabulary from the story

• Clearly articulate questions

• Choose and use appropriate vocabulary that communicates their ideas •

Relate their street address

• Bring dynamics to expressive speech

• Relate personal experiences orally (i.e. show and tell)

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Identify sounds and their spelling in syllable types (1&2), which they have learned how to read: closed, vowel-consonant-silent e, selected vowel teams

• Correctly spell two syllable words that combine known syllables

• Correctly spell words with the suffixes s, es, ed, ing, ly

• Correctly spell words from 1st grade spelling lists

READING SKILLS

• Recognize all consonants and short vowel sounds

• Identify two-syllable (compound words) words with short vowel sounds (closed syllables)

• dishpan

• tiptop

• Identify and read words with closed and vowel-consonant silent e syllables • Identify long vowel sounds

• “silent e” review and practice

• open syllables

• vowel teams – for example, ee, , ea, ai, ay

• Begin to identify

• multi-syllable words with combinations of these sounds

• consonant digraphs, consonant blends (two and three)

• “r” controlled vowels in families

• “a” – schwa sound – above, about, around

• other word families as appropriate – old, ost, all, y as a vowel at the end of a word

• Accurately read words with suffixes (for example.. s, ed, ing, ly)

• Read phrases and simple sentences fluently without decoding each individual

• word

•

Fluently read text with intonation paying attention to punctuation. • Read teachers writing as well as printed text

READING COMPREHENSION

• Verbally describe what they have read and heard with teacher guidance • Discuss different parts of a story (beginning, middle, end)

• Begin to summarize simple stories

Research

• Generate written and pictorial representations of experiences and observations of the world

• Draw conclusions from pictures and texts in response to teacher-generated questions

• Demonstrate how information is organized through sequencing and categorization

• Seek guidance in locating books of interest

Grade 3

In third grade, Old Testament stories and Native American tales form the basis of the language arts lessons. The children also study farming and house building around the world, both of which are a rich source for compositions. In grammar lessons, the class looks at the parts of speech and is introduced to the four types of sentences. Students learn how to form and punctuate complete sentences, and they write compositions in class, usually based on main lesson topics. Time is spent on editing and perfecting compositions before they are copied into main lesson books. Spelling is a daily activity, with occasional spelling quizzes. The children are divided into small reading groups for inclass reading. In addition to reading at home each night, homework assignments may start to be given.

By the end of grade 3, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR

• Identify the uses for nouns, verbs (including linking and helping), adjectives, adverbs, prepositions, and an introduction to pronouns

• Identify the above parts of speech in a sentence

• Demonstrate awareness of subject/verb agreement through response to teacher questions

• Demonstrate an understanding that a phrase is a group of words without a verb

MECHANICS

• Identify and correctly punctuate statements, questions, and exclamatory sentences

• Correctly use commas when writing a list

• Identify the noun and verb in a sentence

Writing Skills

WRITING PROCESS

• Generate ideas, identify salient points and then correctly organize details based on a teacher provided outline (either fiction or non-fiction topics) 4th gr

• Identify misspelled words related to phonics rules and sight words they have

• been taught

• Demonstrate basic proofreading skills, including checking writing for capitalization, periods, and commas

WRITING MECHANICS

• Write using complete sentences that include a noun and a verb

• Accurately write dictated sentences based on spelling rules and basic punctuation

• Demonstrate correct formation of upper and lower case letters in cursive writing

• Write a 5-7 sentence paragraph based on a teacher guided topic and form *• Through teacher guidance and discussion, write a summary of a story *including the main characters, events, and setting

• In reading group, answer teacher generated comprehension questions using complete sentences

• Write short, independent compositions that are correctly sequenced

COMPOSITION SKILLS

• Write a non-fiction paragraph (short summary of presentation information)

STAMINA

• Focused independent work for 25 minutes

Listening, Speech, and Oral Communication

ORAL COMPREHENSION

• Begin to identify story elements such as setting, plot, and sequence

• Independently follow spoken directions with up to three different instructions

• Listen to others when they are speaking without interrupting

• Respond appropriately to earlier class contribution

SPEAKING

• Clearly articulate their ideas during recall and in class discussions

• Correctly sequence a narrative using complete sentences and incorporating vocabulary from the story they have heard

• Ask clarifying questions when appropriate

• Share thoughts and comments at the appropriate time

• Speak individual roles in a class play (see drama curriculum)

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Correctly spell high frequency words

• Spell multisyllabic words with the syllable types they have learned (3-5)

• Spell more complex phonemes such as ough, ight, eight

• Describe and use rules for adding suffixes correctly, i.e. ing, ed, s, es, ly • Spell the days of the week and month of the year

• Begin to locate words in the dictionary and understand the part of speech

and definition aspect of the entry

• Correctly use and punctuate contractions (4th)

• Recognize and begin to correctly use possessive “s”

READING SKILLS

• Read all consonants, short vowel sounds, long vowel sounds, vowel digraphs with mastery

• Read two and three syllable words made up of closed, open, silent-e, and vowel digraph syllables using syllable rules

• Identify and read words with open syllables, consonant-le syllables, and r controlled syllables

• Correctly read different vowel sounds for “y”

• Correctly read soft sounds for c and g

• Read words with silent letters

• Read with fluency and expression

• Alphabetize words through the first two letters

• Begin to locate words in a dictionary

• Read independently and for pleasure 20 minutes per day

READING COMPREHENSION

• Describe a story in the proper sequence

• Discuss the elements of a story; setting, characters, and events (plot)

• Recognize the meaning of vocabulary words through context

• Answer simple comprehension questions from reading, orally and in writing

• Write short summaries with teacher guidance

• Predict or imagine outcomes of a story

• Identify characters in a story, their attributes and relationships

• Recognize that quotation marks represent direct speech and read accordingly*

• Follow simple directions in print

• Read grade level non-fiction texts to learn new information

Research

• Identify and extrapolate information from fiction and nonfiction text with teacher guidance

• Demonstrate a grade-level appropriate understanding of the purpose of each section of a non-fiction text: dedication page, title page, copyright page, table of contents, glossary, index, inserts, and photo captions

• Demonstrate use of teacher created simple outline form as means to collect and categorize responses to teacher generated questions

Note: This work does not necessarily lead to a written research paper but is a gentle introduction to gathering information for a project

Grade 4

In fourth grade, grammar studies focus on tenses, syntax, and comparative adjectives. Accurate spelling is emphasized in writing assignments, and weekly spelling quizzes are given. The students also work in varied compositional styles, including journal entries, letters, and book reports. Main lesson books are created from stories that the class composes together and from independent writing, often based on the Norse myths that are the literature of the fourth-grade year. Handwriting, punctuation, and paragraphing are stressed, and the children learn to revise and edit their work. They also write their first research report, on an animal chosen during the Human and Animal main lesson block.

By the end of grade 4, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR

• Generate examples of abstract nouns (thoughts, feelings and characteristics)

• Identify additional parts of speech: prepositions, articles and conjunctions, pronouns, helping verbs, and interjections

• Identify appropriate use of verb tenses: past, present and future and maintain consistent verb tense throughout a written piece

• Demonstrate understanding of noun/verb agreement through written work

• Demonstrate understanding of pronouns, articles and conjunctions

• Identify subject and predicate

• Identify prepositional phrases with teacher guidance

MECHANICS

• Use quotation marks around dialogue with teacher guidance

• Demonstrate proper use of quotation marks, singular and plural apostrophes possessives and commas for introductory words and phrases and appositives

Writing Skills

WRITING PROCESS

• Generate ideas, identify salient points and then correctly organize details

• Proofread and edit a paragraph using editing symbols

• Independently write details within a teacher-generated outline

• Demonstrate an understanding that a paragraph contains a topic sentence, supporting sentences, and a concluding sentence

• Name and follow three stages of writing with teacher guidance – planning, drafting, editing

WRITING MECHANICS

• Development of dictation skills – accurately write a dictated paragraph

• Write a 5-7 sentence paragraph based on a teacher guided topic and form

COMPOSITION SKILLS

• Write a complete paragraph containing an introductory sentence, 3-4 supporting details, and a concluding sentence

• Write a book report of 3-5 paragraphs from a teacher generated outline • Write a friendly letter

• Independently write a cohesive, expository composition of 3-5 paragraphs from a teacher-generated outline

• Independently order and organize information derived from observation or a personal experience in 2 – 3 paragraphs

• Independently write, from a teacher-generated outline, a correctly sequenced story based on a narrative in 3 – 5 paragraphs

• Write a creative composition in the first person from a character’s point of view.

• Summarize main lesson content and independent reading

Listening, Speech, and Oral Communication

ORAL COMPREHENSION

• Listen to the teacher and to each other with focus and attention

• Retain and follow a sequence of oral instruction with limited repetition or guidance

• Listen to and comprehend non-narrative presentation content

SPEAKING

• Move from lyrical mode of earlier grades to a more dramatic quality • Enunciate the sounds of speech clearly and express themselves clearly, using good diction, modulation, and dynamics in the voice

• Verbally communicate needs and feelings in social interactions

• Recite verses and poetry chorally, in small groups, and individually • Identify and verbally retell significant aspects of a story/lesson content in sequence using complete sentences

• Make a presentation to their class based on their own research (animal report)

• Employ suitable classroom language (choice of words and overly informal speech)

• Present a class play, learning individual parts, as well as speaking chorally,

with clear enunciation, expression, and projection (see drama curriculum)

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Break and read multi-syllable words that contain vowel-diagraph-diphthong syllables and all previously taught syllable types

• Accurately spell vowel teams and word families (less common – ought, eight)

• Accurately attach prefixes and suffixes

• Accurately define and use homophones, i.e. there, their, they’re

• Use a dictionary to look up the proper spelling and definition of a word, moving toward three letters (str v. sto)

• Demonstrate an understanding of terminology that applies to specific science

• main lessons

• Correctly use and punctuate contractions

READING COMPREHENSION

• Students will be able to answer questions regarding setting, main characters and their development, plot, and main idea

• Answer written comprehension questions using complete sentences • Read non-fiction text, comprehend, and extrapolate information

• Locate and use information found with a table of contents, index, captions, subheadings, and insets

• Read grade-level texts fluently and participate in class discussions.

Research

• Orally identify and extrapolate basic information from fiction and nonfiction texts.

• Answer, through writing, teacher-generated outline questions

• Take notes on, summarize, and paraphrase pertinent textual information guided by a teacher outline

• Sequence information derived from text into sentences that form cohesive paragraphs

• Develop 2-3 page written reports and short oral presentations

• Find 2 book-based appropriate school resource materials (with guidance)

• Create a basic bibliography of source material, to include title and author

• Access public library resources by applying for a library card with parent/teacher guidance

• Demonstrate a grade-level appropriate understanding of the purpose of each section of a non-fiction text: dedication pate, title page. Copyright page, table of contents, glossary, index, inserts, and photo captions

Grade 5

Fifth grade grammar studies become more analytical, as students begin to diagram sentences and to study the active and passive voices. Composition skills and working from outlines are practiced, as is the appropriate use of direct and indirect quotations. Emphasis is placed upon the complete process of writing, editing, and rewriting, and students write expository essays as well as narratives and book reports. There are regular spelling and vocabulary quizzes. Greek myths form the bulk of fifth grade literature. In addition, the class teacher chooses several books as supplemental reading and tracks daily independent reading assignments, the majority of which coordinate with curricular subjects.

By the end of grade 5, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR - PARTS OF SPEECH AND SENTENCE STRUCTURE

• Apply consistent subject verb agreement in written work

• Identify subordinating conjunctions (although, while, during, because, therefore, however) and dependent clauses in a sentence

• Differentiate between independent and dependent clauses

• Differentiate among linking verbs (states of being – is, was) and helping verbs (was going, had gone) and action verbs

• Demonstrate an understanding of present progressive tenses (e.g. “I am working”)

MECHANICS

•

Demonstrate use of comma in dialogue

• Demonstrate use of comma for direct address

• Demonstrate use of comma in complex sentences when subordinating clause introduces the sentence

• Demonstrate use of semi-colon to connect complete sentences and replace conjunction and comma

Writing Skills

WRITING

PROCESS

• Follow a teacher-provided outline to support report planning

• Self-edit and peer-edit other’s work using proofreading marks, noting incomplete or awkward sentence, in addition to the spelling, punctuation, and capitalization rules they have been taught

• Independently generate an outline for a 3-paragraph essay on a simple or familiar topic.

WRITING MECHANICS

• Accurately write 1 dictated paragraph

COMPOSITION SKILLS

• Consistently write a complete paragraph containing an introductory sentence, 3-4 supporting details, and a concluding sentence

• Organize compositions into cohesive paragraphs

• Imitate a poetic structure such as an ode or haiku

• Write a book report of 4 – 6 paragraphs using a teacher-guided and selfgenerated outline, which may include setting, plot, and character development

• Write friendly letters with greater frequency

• Write expository or narrative paragraphs based on presentation by teacher with a self-generated and teacher-reviewed structure

• Write using objective style, tone, and vocabulary in writing pertaining to botany

• Independently write a cohesive, expository composition of 3-5 paragraphs from a teacher generated outline including an introduction and conclusion • Summarize larger texts and main lesson presentations

• Compose text using teacher-provided, class-generated and student generated outlines

Listening, Speech, and Oral Communication

ORAL COMPREHENSION

• Achieve greater competence in listening skills focused on in 4th grade; increase duration of attention - includes:

o Listen to the teacher and to each other with focus and attention.

o Follow a sequence of oral instruction.

o Listen to and comprehend non-narrative presentation content.

SPEAKING

• Achieve greater competence in speaking skills focused on in 4th grade, and increase individual recitation in length and complexity, i.e.

o Verses

o Poetry

o Well-constructed summaries in sequence from main lesson presentation

• Presentations of reports from geography or botany main lessons

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Define and distinguish synonyms and antonyms

• Identify meanings of Greek and Latin roots, prefixes and suffixes

• Identify the parts of a dictionary entry including pronunciation key, multiple definitions, parts of speech

• Correctly write homophones and pronounce homographs in context

• Follow spelling rules when adding suffixes

• Correctly spell words with alternate spellings of the same sound (tion/sion, al/el/le, etc)

• Identify prepositional phrases independently and introduce adverb phrases.

• Use “its” and “it’s” correctly

• Use “their”, “they’re” and “there” correctly

• Use “then” versus “than” correctly

• Use “to”, “too”, and “two” correctly

• Use “amount” and “number correctly”

• Use “how many” and “how much” correctly

READING COMPREHENSION

• Read to identify more intricate plot, character development, traits and roles and setting

• Discuss what the author would like the reader to understand after reading a book

• Write summary sentences and paragraphs to demonstrate reading comprehension

• Articulate personal opinions related to a text and support their opinion with examples from the text.

• Explore the multiple meanings of words and literal and symbolic aspects of language

• Read aloud fluently and expressively with awareness of punctuation and content

• Students will make plot predictions and to describe why

• Read poetry related to content in a variety or forms

• Recognize first person, third person and omniscient voice

Research

• Identify and extrapolate information relevant to a topic from multiple sources including books, encyclopedias, and teacher guided sources

• Generate subheadings for a class-generated outline

• Continue to develop note-taking skills from written source material, (e.g. be familiar with different forms of outlines to support note-taking)

• Summarize and paraphrase pertinent information through writing in greater detail and depth

• Determine appropriate paragraphing according to teacher or class generated outline

• Locate appropriate source material in a library

• Develop 3-5 page reports using multiple sources, including periodicals and books

• Make a brief oral presentation to classmates and parents referring to visual aids.

• Create a bibliography of source material for specific projects to include title, author, and publishing information (MLA format with teacher guidance) • Compose text using teacher-provided, class-generated and student generated outlines

Grade 6

Sixth graders study Roman and medieval history, from all parts of the globe during the same time period. The literary focus for the class includes books that deal with eastern and western history, as well as chivalric tales and medieval ballads. Students are required to complete at least three book reports and should be able to discuss character, plot, and themes, while developing summarizing skills. Grammar includes the study of compound and complex sentences, as well as independent and subordinate clauses. Grammar workbooks are sometimes introduced this year, providing the students to complete exercises on parts of speech, parts of the sentence, prepositional phrases, direct and indirect objects, and punctuation. Vocabulary study and spelling practice focus on prefixes, suffixes, and word roots. In addition, students strengthen their expository writing skills through the preparation of precise, sequenced reports based on observations of the physics experiments done in science class.

By the end of grade 6, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR - PARTS OF SPEECH AND SENTENCE STRUCTURE

• Correctly identify nine parts of speech (nouns, verbs, adjectives, adverbs, pronouns, articles, prepositions, conjunctions, interjections)

• Master structure and use of prepositional phrases

• Identify misplaced modifiers

• Write using correct subject-verb agreement

• Understand linking verbs and their subject complements (predicate nominatives and adjectives)

• Identify simple and compound subjects and verbs

• Define and identify action, linking, and helping verbs

• Correctly identify subordinating and coordinating conjunctions

• Correctly identify independent and dependent clauses

MECHANICS

• Correctly punctuate simple, compound, and complex sentences • Demonstrate correct use of quotation marks when using direct quotes

• Correctly use punctuation, including colons, semicolons, and commas when punctuating lists and appositive (e.g. Ms. Meade, a superior writer, is…)

•

Writing Skills

WRITING PROCESS

• Follow a teacher-developed plan for beginning note taking

• Begin to include transition sentences in paragraphs with teacher guidance

• Edit for content including syntax, descriptive language, specificity of language.

• Develop proofreading and editing skills: will proofread and edit all writing with 60% accuracy, making corrections in capitalization, spelling, and punctuation

• Identify, with the support of the teacher, the appropriate structure for different types of compositions, such as writing from observation, expository topics, and narratives

• Independently plan, draft, and edit their own writing

WRITING MECHANICS

• Proofread and edit their own work before submission

• Take dictation of increasing length with greater speed and accuracy

COMPOSITION SKILLS

(Paragraph length 6-10 sentences)

• Write with substantive detail and proper sequencing

• Summarize concisely having identified salient details

• Begin writing accurate descriptions of science demonstrations

• Independently compose various forms of letters

• Write a basic business letter, using appropriate greeting, formal tone and closing

• Write a compare-and-contrast essay

• Write a book report containing the following elements: setting, plot, character development, and personal comment

NOTE: English grammar and composition as well as grammar and vocabulary workbooks are used.

Listening, Speech, and Oral Communication

• Present brief oral reports from main lesson content; recite poetry and prose (themes from main lesson)

• Begin to present point of view/argument and participate in respectful and responsive conversation

• Answer questions having to do with cause and effect

• Make a more formal oral presentation to the wider community

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Use explicit and descriptive vocabulary

• Begin to identify the connotation of words (e.g. annoyed vs. liked)

• Accurately identify multiple means of commonly used words (e.g. dry = not wet or uninteresting)

• Recognize roots, prefixes, and suffixes

• Develop nomenclature related to content introduced in science and geology main lesson work (i.e. words from physics, geology)

• Identify synonyms and antonyms including the use of a thesaurus • Identify metaphor, simile, and idioms

READING COMPREHENSION AND READING HABITS

• Identify orally, through marking text or taking notes, key words, the main idea, plot sequence and characterization

• Demonstrate comprehension through the underlining of key words and the writing of summary sentences and paragraphs

• Identify themes with teacher guidance

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Articulate personal opinions related to a text and give simple supporting details

• Participate in discussions with classmates about character development and theme acknowledging other books and personal experiences

• Recognize and discuss metaphors, similes and idioms

• Read aloud fluently and expressively with awareness of punctuation and content.

• Draw conclusions and identify supporting details; recognize cause and effect. • Read poems in a variety of forms (haiku v. narrative ballad)

• Use contrasting voice expressed in a story

• Circle unfamiliar words and consult a dictionary to attend to word meaning.

• Continue independent reading with more complex and broader fiction and nonfiction texts

• Read to pursue pleasure and individual interest

Research

• Independently research a topic using printed and teacher suggested online sources to create a 5 - 7 page report

• Compose a sample outline for a research paper based on teachergenerated criteria

• Independently identify and take notes on salient information

• Organize and develop notes into paragraphs so they form a cohesive whole, including an introduction and a conclusion

• Present an oral report to the school community based on notes, referring to visual aids

• Strengthen and refine note-taking skills

• Create a full bibliography using MLA guidelines

• Complete teacher-guided exercises in making citations

Grade 7

Students are guided in their growing ability to read critically. They generate reading logs on books from an extensive outside reading list, and write several book reports, in which emphasis is placed on plot summarization, character development, and theme analysis. The class also works on skills in note taking, preparing outlines, and paraphrasing. The Renaissance is the major theme of seventh grade. Short writing assignments have particular goals for strengthening the mechanics of writing – development of varied and complex sentence structure, organization and development of paragraphs, transitions, and sequencing. Writing for science main lessons emphasizes precision and clarity of expression. The class also works with the theme of “wish, wonder, and surprise,” expanding their ability to manipulate the English language to meet different moods and modes. Students also write ballads and other poems, thus beginning an exploration of meter and rhyme schemes. Library research skills are introduced at this time, and children write longer research papers. Vocabulary and spelling quizzes are given, and students use Warriner’s English Grammar and Composition as well as grammar and vocabulary workbooks.

By the end of grade 7, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR - PARTS OF SPEECH AND SENTENCE STRUCTURE

• Identify adjective, adverb, and noun clauses

• Recognize active and passive voice in writing

• Identify and master correct usage of all types of pronouns (subject, object, and possessive)

• Identify direct objects, indirect objects, and subject compliments

• Correctly use tense agreement in the past, present-and future tenses

• Identify essential and nonessential clauses

• Identify and incorporate present and past participle phrases in writing

MECHANICS

• Consistently use comma correctly

• Correctly use hyphens and parentheses

• Consistently use quotation marks in simple dialogue

Writing Skills

WRITING PROCESS

• Continue to practice and independently complete three stages of writing (idea generating, drafting, editing)

• Practice a variety of organizational structures appropriate for different writing tasks with teacher guidance

• Refine proofreading and editing skills: will proofread and edit all writing with 80% accuracy, making corrections in capitalization, spelling, punctuation, and improving complexity of sentence structure

• Add poetic structures to writing forms

• Recognize and use metaphor, simile, and analogy

COMPOSITION SKILLS

• Begin to use persuasive writing

• Begin writing 3 paragraph essays on themes discussed in the lesson (expository/narrative)

• Write accurate descriptions of science demonstrations (observational writing)

• Practice creative writing including themes of wish, wonder, and surprise

• Read, understand and write a variety of types of poetry (haiku, sonnet, ballad, free verse, etc.)

• Outline and take notes during a review of material (discuss with all teachers)

• More independently include transition sentences in paragraphs

• Write from different points of view; write in 1stand 3rd person

Listening, Speech, and Oral Communication

• Give brief oral reports on prepared topics using notes as a prompt.

• Recite poetry and prose of increasing length.

• Speak from various points of view and perspectives, as in a debate.

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Find the meaning of unfamiliar words through context.

• Develop nomenclature related to content introduced in science and geometry main lesson work (i.e. words from geometry, physics, astronomy)

• Develop knowledge of classical roots

• Identify multiple meanings of words

• Explore the connotation of words

• Identify metaphor and simile and complete analogies

READING COMPREHENSION AND READING HABITS

• Demonstrate understanding of main idea, substantive detail, sequence, and cause and effect

• Support stated themes with explicit and implicit textual detail

• Annotate a text or take notes with attention to key words, plot, character development and selected themes

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Identify factual statements or opinion statements in a text

• Identify literary allusions in text

• Make text-to-text and text-to-self comparisons in discussion

• Recognize and identify the meanings of idioms, metaphors, similes, and other figures of speech

• Read poetry with an understanding of rhyme scheme, meter, form and mood.

• Identify development of a main theme

• Recognize the difference between point of view and voice

READING HABITS

• Read to pursue pleasure and individual interest

• Self-monitor lapses in attention on comprehension when reading

• Note words they don’t understand and monitor if this interferes with comprehension of text

Research

• Write a research paper that selects a focus within an assigned topic • Use primary sources when applicable in conjunction with other sources • Independently create a detailed outline using categories and subcategories; take notes according to the outline

• Work with librarians to evaluate appropriateness of sources

• Begin to use in-text citations and complete a bibliography according to MLA style

• Present an oral report to the school community using visual aids that may include multimedia or digital presentation platforms

Grade 8

Folk tales and poetry from various cultures, which were read in the early grades, are now studied from a new perspective. In addition, students read Shakespeare and epic poetry. They select independent reading, keep reading logs, and write several book reports. Discussion, writing assignments, and quizzes require recall of textual detail, hypothesizing, theme and character analysis, and literary style. Making an outline, note taking, writing a research paper (citing sources and making a bibliography), paraphrasing, summarizing, the essay, and newspaper and business writing are all addressed. Grammar studies are supplemented with exercises from workbooks, and vocabulary is developed through literature as well as through workbook assignments. Creative writing encourages students to work descriptively with mood, style, and literary forms.

By the end of grade 8, our objective is that students will be able to:

Grammar and Mechanics

GRAMMAR – PARTS OF SPEECH AND SENTENCE STRUCTURE

• Demonstrate how part of speech function in a sentence by: o identifying simple subject and simple predicate

o identifying compound subject and compound predicate

o identifying the difference between phrases and clauses

o identifying independent clauses and dependent clauses

o identifying prepositional, adverbial, adjectival, gerund noun, verb. o identifying progressive and conditional tenses and the forms of verbs (infinitive, gerund…)

• Identify the correct use of above in writing

MECHANICS

• Independently edit written work with correct punctuation

Writing Skills

WRITING PROCESS

• Independently break writing down into three stages, as necessary planning, production and proofreading/ editing

• Independently complete the planning stage of writing, which may include: brainstorming, note taking, outlining or webbing

• Proofread and edit all writing with 90% accuracy, making corrections in

capitalization, spelling, punctuation, and improving complexity of sentence structure

• Independently choose the most effective writing process and structure based on the purposes of writing with teacher support.

WRITING MECHANICS

• Use the eight purposes for commas correctly

• Consistently write sentences with an agreement of subject and verb; subject and pronoun

• Use possessive apostrophes correctly

COMPOSITION SKILLS

• Write a five-paragraph essay

• Write accurate descriptions of science experiments with detail and clarity • Write short stories using a combination of action, internal voice, dialogue and description

• Focus book reports to include a thesis

• Experiment with free verse showing an understanding of persona, lyric, narrative poetry

• Experiment with formal poetry, showing an understanding of meter, rhythm and rhyme

• Write well-crafted paragraphs that include topic sentences and supporting details as well as transition sentences that lead to the following paragraph

Listening, Speech, and Oral Communication

• Present oral reports maintaining eye contact and posture, projecting and articulating clearly considering their audience.

• Smoothly integrate visual aids within oral presentations.

• Advocate for themselves and others.

• Take notes independently while listening to a presentation – during content review

Reading, Literacy, and Vocabulary

SPELLING/VOCABULARY

• Find the meaning of unfamiliar words through context

• Use knowledge of classical roots to approximate the meaning of unfamiliar words

• Choose the correct meaning of a word that has multiple meanings

• Understand the concept of connotation and how it affects interpretation of text

READING COMPREHENSION AND READING HABITS

• Work independently to identify main idea, substantive detail, sequencing

including parallel narratives, cause and effect

• Make inferences supported by identified text

• Differentiate between opinion and fact or author’s point of view for fiction and non-fiction passages

• Annotate a text with attention to elements of a short story or novel, character development, themes, and key words

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Discuss texts drawing on story elements, related texts, and life experience

• Shift points of view; in other words, identify the difference among the reader’s, author’s and character’s points of view

• Begin to identify and describe author’s styles in terms of description, narrative voice, sentence structure, dialogue use of figures of speech in discussion

• Differentiate among and give meanings for idioms, metaphors, similes, allusions, and other figurative language

• Read poetry with an understanding rhyme scheme, meter, form, mood, image, metaphor, and symbol

• Read to pursue pleasure and individual interest

• Recognize interrupted attention and use strategies to reactivate engagement

Research

• Write a research paper that supports a teacher-guided thesis

• Refine notetaking and outlining skills

• Use in-text citation for multiple sources and complete a bibliography according to MLA style

• Enhance class content through independently researched oral presentations related to lessons taught

Marin Waldorf School

Scope and Sequence: Language Arts, by sub-discipline

Reading, Literacy, and Vocabulary Kindergarten – Grade 8

Learning Objectives

Kindergarten

By the end of kindergarten, our objective is that students will be able to:

PRE-READING SKILLS

• Clap and speak simultaneously

• Recall thematic objects upon request

• Exhibit appropriately rich vocabulary

• Complete simple rhyming word pairs

• Recognize alliteration

Grade 1

By the end of grade 1, our objective is that students will be able to:

SPELLING/VOCABULARY

• Identify orally the sounds heard in a word – give letter name for each sound

• Correctly choose short vowel and consonants needed on either side to write a c v-c word

o Build with letters

o Write

• Sound out words that contain the c-v-c pattern, consonant blends, and consonant digraphs (words that have four sounds)

• Spell words with long and short vowel sounds (using silent e rule) from dictation.

READING SKILLS

• Successfully track from left to right when reading and move to the following line

• Give sounds for and subsequently name letters for consonants and short vowels

• Give sounds for consonant digraphs – th, ch, wh, sh, ck

• Sound common consonant blends i.e. st, tr, etc

• Begin to identify long vowel sounds made with a “silent e”

• Read sight words from pre-primer and/or primer Dolch list or other lists

• Begin to read phrases with fluency, without sounding each word letter by letter

• Read teacher made and print books that contained the phonetic components mentioned above

By the end of grade 2, our objective is that students will be able to:

SPELLING/VOCABULARY

• Identify sounds and their spelling in syllable types (1&2), which they have learned how to read: closed, vowel-consonant-silent e, selected vowel teams

• Correctly spell two syllable words that combine known syllables

• Correctly spell words with the suffixes s, es, ed, ing, ly

• Correctly spell words in the Primer and 1st Grade Dolch/and or other spelling list

READING SKILLS

• Recognize all consonants and short vowel sounds

• Identify two-syllable (compound words) words with short vowel sounds (closed syllables) o dishpan o tiptop

• Identify and read words with closed and vowel-consonant silent e syllables

• Identify long vowel sounds o “silent e” review and practice o open syllables o vowel teams – for example, ee, , ea, ai, ay

• Begin to identify o multi-syllable words with combinations of these sounds o consonant digraphs, consonant blends (two and three) o “r” controlled vowels in families o “a” – schwa sound – above, about, around o other word families as appropriate – old, ost, all, y as a vowel at the end of a word

• Accurately read words with suffixes (for example.. s, ed, ing, ly)

• Automatically identify sight words from Dolch list (Primer and 1st Grade), related to class reading of teacher writing or books

• Read phrases and simple sentences fluently without decoding each individual word

• Fluently read text with intonation paying attention to punctuation.

• Read teachers writing as well as printed text

READING COMPREHENSION

• Verbally describe what they have read and heard with teacher guidance

• Discuss different parts of a story (beginning, middle, end)

• Begin to summarize simple stories

By the end of grade 3, our objective is that students will be able to:

SPELLING/VOCABULARY

• Correctly spell high frequency words

• Spell multisyllabic words with the syllable types they have learned (3-5)

• Spell more complex phonemes such as ough, ight, eight

• Describe and use rules for adding suffixes correctly, i.e. ing, ed, s, es, ly

• Spell the days of the week and month of the year

• Begin to locate words in the dictionary and understand the part of speech and definition aspect of the entry

• Correctly use and punctuate contractions

• Recognize and begin to correctly use possessive “s”

READING SKILLS

• Read all consonants, short vowel sounds, long vowel sounds, vowel digraphs with mastery

• Read two and three syllable words made up of closed, open, silent-e, and vowel digraph syllables using syllable rules

• Identify and read words with open syllables, consonant-le syllables, and r controlled syllables

• Correctly read different vowel sounds for “y”

• Correctly read soft sounds for c and g

• Read words with silent letters

• Read with fluency and expression

• Alphabetize words through the first two letters

• Begin to locate words in a dictionary

• Read independently and for pleasure 20 minutes per day

READING COMPREHENSION

• Describe a story in the proper sequence

• Discuss the elements of a story; setting, characters, and events (plot)

• Recognize the meaning of vocabulary words through context

• Answer simple comprehension questions from reading, orally and in writing

• Write short summaries with teacher guidance

• Predict or imagine outcomes of a story

• Identify characters in a story, their attributes and relationships

• Recognize that quotation marks represent direct speech and read accordingly

• Follow simple directions in print

• Read grade level non-fiction texts to learn new information

By the end of grade 4, our objective is that students will be able to:

SPELLING/VOCABULARY

• Break and read multi-syllable words that contain vowel-diagraph-diphthong syllables and all previously taught syllable types

• Accurately spell vowel teams and word families (less common – ought, eight)

• Accurately attach prefixes and suffixes

• Accurately define and use homophones, i.e. there, their, they’re

• Use a dictionary to look up the proper spelling and definition of a word, moving towards three letters (str v. sto)

• Identify the parts of a dictionary entry including pronunciation key, multiple definitions, parts of speech

• Demonstrate an understanding of terminology that applies to specific science main lessons

READING COMPREHENSION

• Students will be able to answer questions regarding setting, main characters and their development, plot and main idea

• Answer written comprehension questions using complete sentences

• Read non-fiction text, comprehend and extrapolate information • Locate and use information found with a table of contents, index, captions, sub headings and insets

• Read grade-level texts fluently and participate in class discussions.

By the end of grade 5, our objective is that students will be able to:

SPELLING/VOCABULARY

• Define and distinguish synonyms and antonyms

• Identify meanings of Greek and Latin roots, prefixes and suffixes

• Demonstrate an understanding of vocabulary that applies to science main lessons

• Correctly write homophones and pronounce homographs in context

• Follow spelling rules when adding suffixes

• Correctly spell words with alternate spellings of the same sound (tion/sion, al/el/le, etc)

• Identify prepositional phrases independently and introduce adverb phrases.

• Use “its” and “it’s” correctly

• Use “their”, “they’re” and “there” correctly

• Use “then” versus “than” correctly

• Use “to”, “too”, and “two” correctly

• Use “amount” and “number correctly”

• Use “how many” and “how much” correctly

READING COMPREHENSION

• Read to identify more intricate plot, character development, traits and roles and setting

• Discuss what the author would like the reader to understand after reading a book

• Write summary sentences and paragraphs to demonstrate reading comprehension

• Articulate personal opinions related to a text and support their opinion with examples from the text.

• Explore the multiple meanings of words and literal and symbolic aspects of language

• Read aloud fluently and expressively with awareness of punctuation and content

• Students will make plot predictions and to describe why

• Read poetry related to content in a variety or forms

• Recognize first person, third person and omniscient voice

By the end of grade 6, our objective is that students will be able to:

SPELLING/VOCABULARY

• Use explicit and descriptive vocabulary

• Begin to identify the connotation of words (e.g. annoyed vs. liked)

• Accurately identify multiple means of commonly-used words (e.g. dry = not when or uninteresting)

• Recognize roots, prefixes, and suffixes

• Develop nomenclature related to content introduced in science and geology main lesson work (i.e. words from physics, geology)

• Identify synonyms and antonyms including the use of a thesaurus

• Identify metaphor, simile, and idioms

READING COMPREHENSION AND READING HABITS

• Identify orally, through marking text or taking notes, key words, the main idea, plot sequence and characterization

• Demonstrate comprehension through the underlining of key words and the writing of summary sentences and paragraphs

• Identify themes with teacher guidance

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Articulate personal opinions related to a text and give simple supporting details

• Participate in discussions with classmates about character development and theme acknowledging other books and personal experiences

• Discuss and learn to recognize metaphors, similes and idioms

• Read aloud fluently and expressively with awareness of punctuation and content.

• Draw conclusions and identify supporting details; recognize cause and effect.

• Read poems in a variety of forms (haiku v. narrative ballad)

• Use contrasting voice expressed in a story

• Circle unfamiliar words and consult a dictionary to attend to word meaning.

• Continue independent reading with more complex and broader fiction and nonfiction texts

• Read to pursue pleasure and individual interest

By the end of grade 7, our objective is that students will be able to:

SPELLING/VOCABULARY

• Find the meaning of unfamiliar words through context.

• Develop nomenclature related to content introduced in science and geometry main lesson work (i.e. words from geometry, physics, astronomy)

• Develop knowledge of classical roots

• Identify multiple meanings of words

• Explore the connotation of words

• Identify metaphor and simile and complete analogies

READING COMPREHENSION AND READING HABITS

• Demonstrate understanding of main idea, substantive detail, sequence, and cause and effect

• Support stated themes with explicit and implicit textual detail

• Annotate a text or take notes with attention to key words, plot, character development and selected themes

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Identify factual statements or opinion statements in a text

• Identify literary allusions in text

• Make text-to-text and text-to-self comparisons in discussion

• Recognize and identify the meanings of idioms, metaphors, similes, and other figures of speech

• Read poetry with an understanding of rhyme scheme, meter, form and mood.

• Identify development of a main theme

• Recognize the difference between point of view and voice

READING HABITS

• Read to pursue pleasure and individual interest

• Self-monitor lapses in attention on comprehension when reading

• Note words they don’t understand and monitor if this interferes with comprehension of text

By the end of grade 8, our objective is that students will be able to:

SPELLING/VOCABULARY

• Find the meaning of unfamiliar words through context

• Use knowledge of classical roots to approximate the meaning of unfamiliar words

• Choose the correct meaning of a word that has multiple meanings • Understand the concept of connotation and how it affects interpretation of text

READING COMPREHENSION AND READING HABITS

• Work independently to identify main idea, substantive detail, sequencing including parallel narratives, cause and effect

• Make inferences supported by identified text

• Differentiate between opinion and fact or author’s point of view for fiction and non-fiction passages

• Annotate a text with attention to elements of a short story or novel, character development, themes, and key words

• Demonstrate comprehension through the writing of summary sentences and paragraphs of grade level texts

• Discuss texts drawing on story elements, related texts, and life experience

• Shift points of view; in other words, identify the difference among the reader’s, author’s and character’s points of view

• Begin to identify and describe author’s styles in terms of description, narrative voice, sentence structure, dialogue use of figures of speech in discussion • Differentiate among and give meanings for idioms, metaphors, similes, allusions and other figurative language

• Read poetry with an understanding rhyme scheme, meter, form, mood, image, metaphor and symbol

• Read to pursue pleasure and individual interest

• Recognize interrupted attention and use strategies to reactivate engagement

Marin Waldorf School

Listening, Speech, & Oral Communication Kindergarten – Grade 8

Learning Objectives

Kindergarten

By the end of kindergarten, our objective is that students will be able to:

LISTENING AND ORAL COMPREHENSION

• Follow two-step instructions accurately

• Listen politely, quietly, and with attentiveness during conversation, songs, story, or other learning experiences

• Be familiar with tongue-twisters, nonsense rhymes, ‘knock-knock’ jokes

• Show interest in shared storytelling experiences

• Identify information that is relevant

• Comprehend increasingly complex and varied vocabulary in stories, poems, and songs

• Comprehend different forms of language, such as questions or exclamations •

Understand words that convey a specific meaning (e.g. over/under; first/last) • Make connections between words with similar meanings (e.g. big, large, giant, mighty)

SPEAKING SKILLS AND CHORAL RECITATION

• Engage in communication and conversation with others

• Use language to express ideas and needs

• Use increasingly complex and varied vocabulary

• Use different forms of language for a variety of purposes

• Share ideas and experiences in a small group

• Use language as part of pretend play to create and enact roles

• Use language to establish and maintain relationships

• Cultivate good manners and age-appropriate social skills in speech

• Speak in complete, grammatically correct sentences

• Speak with age-appropriate vocabulary and sentence composition to express ideas and events

• Be conscious of the other in the way one expresses oneself

• Model respect for one another in speech

• Recite, imitate, memorize, and recall verses, rhymes, and blessings within the group

• Sing in unison

• Learn and recall songs with multiple verses

By the end of grade 1, our objective is that students will be able to:

ORAL COMPREHENSION

• Actively listen to a 15 to 20 minute story

• Recall the events of a story as a group in the correct order

• Follow two-step directions first with the support of teacher modeling and then with increasing independence

• Listen politely to others, especially when a teacher is speaking

SPEAKING

• Imitate and memorize poems

• Combine speech with movement – able to complete both correctly and simultaneously

• Enunciate their words clearly and adapt their speech to the situation in regards to content and tone

• Speak audibly and independently

• Begin to speak in complete simple sentences

• Ask for clarification when tasks or directions are unclear

• Follow rhyming patterns (i.e., teacher says ‘cat’ and student can respond with ‘fat’, ‘mat’, etc.)

By the end of grade 2, our objective is that students will be able to:

ORAL COMPREHENSION

• Follow more complex instructions – two and three step

• Retell a portion of a story they have heard in accurate sequence

• Independently sequence a short fable

• Continue retelling a story from where a classmate has left off

• Begin to focus on important details

• React to the mood of a story

• Keep pace and maintain focus while another classmate reads

• Wait for teacher acknowledgement then speak in turn

SPEAKING

• Begin to speak in parts – (groups of children)

o first and echo

o question and answer

o call and response

• Accurately articulate words in tongue twisters

• Clearly enunciate words in verses

• Independently demonstrate speech and movement simultaneously

• Retell story utilizing new vocabulary from the story

• Clearly articulate questions

• Choose and use appropriate vocabulary that communicates their ideas

• Relate their street address

• Bring dynamics to expressive speech

• Relate personal experiences orally (i.e. show and tell)

By the end of grade 3, our objective is that students will be able to:

ORAL COMPREHENSION

• Begin to identify story elements such as setting, plot, and sequence •

Independently follow spoken directions with up to three different instructions • Listen to others when they are speaking without interrupting

• Respond appropriately to earlier class contribution

SPEAKING

• Clearly articulate their ideas during recall and in class discussions • Correctly sequence a narrative using complete sentences and incorporating vocabulary from the story he or she has heard

• Ask clarifying questions when appropriate

• Share thoughts and comments at the appropriate time

• Speak individual roles in a class play (see drama curriculum)

By the end of grade 4, our objective is that students will be able to:

ORAL COMPREHENSION

• Listen to the teacher and to each other with focus and attention • Retain and follow a sequence of oral instruction with limited repetition or guidance

• Listen to and comprehend non-narrative presentation content

SPEAKING

• Move from lyrical mode of earlier grades to a more dramatic quality • Enunciate the sounds of speech clearly and express themselves clearly, using good diction, modulation, and dynamics in the voice

• Verbally communicate needs and feelings in social interactions • Recite verses and poetry chorally, in small groups, and individually • Identify and verbally retell significant aspects of a story/lesson content in sequence using complete sentences

• Make a presentation to their class based on their own research (animal report)

• Employ suitable classroom language (choice of words and overly informal speech)

• Present a class play, learning individual parts, as well as speaking chorally, with clear enunciation, expression, and projection (see drama curriculum)

By the end of grade 5, our objective is that students will be able to:

ORAL COMPREHENSION

• Achieve greater competence in listening skills focused on in 4th grade; increase duration of attention - includes:

o Listen to the teacher and to each other with focus and attention.

o Follow a sequence of oral instruction.

o Listen to and comprehend non-narrative presentation content.

SPEAKING

• Achieve greater competence in speaking skills focused on in 4th grade, and increase individual recitation in length and complexity, i.e.

o Verses

o Poetry

o Well constructed summaries in sequence from main lesson presentation

o Presentations from geography or botany main lessons

• Make a presentation based on their research project to the class as well as the parent community

By the end of grade 6, our objective is that students will be able to:

ORAL COMPREHENSION AND SPEAKING

• Present brief oral reports from main lesson content; recite poetry and prose (themes from main lesson)

• Begin to present point of view/argument and participate in respectful and responsive conversation

• Answer questions having to do with cause and effect

• Make a more formal oral presentation to the wider community

By the end of grade 7, our objective is that students will be able to:

ORAL COMPREHENSION AND SPEAKING

• Give brief oral reports on prepared topics using notes as a prompt.

• Recite poetry and prose of increasing length.

• Speak from various points of view and perspectives, as in a debate.

• Take notes during content review with teacher direction.

By the end of grade 8, our objective is that students will be able to:

ORAL COMPREHENSION AND SPEAKING

• Present oral reports maintaining eye contact and posture, projecting and articulating clearly considering their audience.

• Smoothly integrate visual aids within oral presentations.

• Advocate for themselves and others.

• Take notes independently while listening to a presentation – during content review

Marin Waldorf School

Scope and Sequence: by discipline

Mathematics

Early Childhood – Grade 8

Mathematics and geometry are a vital part of our curriculum. As well as being a practical necessity for daily life, mathematics helps the growing child to develop clarity in thinking. It is the goal of our mathematics program to develop logical, accurate and flexible thinking as well as a sound foundation of basic skills. Because mathematics provides an objective measure of performance, it fosters an objectivity of perspective and self-knowledge. Mathematical principles hold true over the course of time and in all cultures and offer a sense of security in the basic truths of the world. Our approach to the teaching of mathematics in the elementary grades is to connect all concepts to the world, to the direct experience or imagination of the child. Working in a supportive, non-competitive learning environment, the students are taught mathematics in an artistic and integrated manner. An emphasis on movement, imagination and rhythm begins the journey into the world of numbers, which develops in a sequenced manner through the grades consistent with the stage of development of the child. Flexibility of thinking is developed first through the rote learning of number sequences and then by varying the perspective of each skill to deepen fundamental concepts.

Each class teacher finds creative ways to stimulate his or her students to seek greater competence in math. The teacher is challenged to bring lessons through story, art, movement and practical experiences. New mathematical concepts are often introduced in a morning lesson.

Early Childhood

In the Early Childhood classes daily, weekly, and seasonal rhythms build concepts of sequence and order. Mathematical concepts are experienced in a bodily way: the real number versus the abstract number. Numeracy and one-to-one correspondence are imbedded within the course of the day in free play and in domestic and artistic activities.

The environment of the classroom is a gentle, but consistent, example of “order and form,” which lays the groundwork for mathematical thinking.

Elementary School

Mathematics is explicitly taught each day in morning warm-up activities, in main lesson blocks throughout the grades and, after first grade, in two or three additional periods each week. Mathematics also happens throughout each child’s day as he or she reflects a crossstitch pattern in handwork or takes up a rhythmical clapping exercise in eurythmy. Beginning with sixth grade, a mathematics teacher also works with the class to complement the work

of the class teacher. In the early grades, teaching is enhanced by games, songs, and imaginative pictures that engage the enthusiasm of play in the task of learning. In all grades the teachers choose topics rich in mathematical content that can be approached at a wide variety of skill levels. Thus, more difficult problems are always available for students who are ready to take up an extra challenge.

Math is taught in main lesson blocks throughout the grades. In general, the lower grades spend three blocks per year on math. Beginning in second grade, one extra main lesson period per week may be devoted to math practice, usually increasing to two 50-minute periods per week in third and fourth grade. In grades six through eight, mathematics continues to be taught explicitly in the opening exercises at the start of each school day and in two dedicated main lesson blocks each year. In the first grade, arithmetic is taught through movement walking and stamping, clapping, throwing a beanbag –- and through lively oral games.

Kindergarten

Numeracy, the sense of numbers, is a foundation that is set in the early childhood years, and upon which all mathematics is built. Children count objects during free play and practical activities (e.g. counting cars, spoons and napkins for setting the table, serving snack items, birthday candles).

During circle time, they learn counting songs and verses. In many circle games, more children are on the inside or outside ring, and then there is a resolution when the whole group again becomes one large ring.

Clean-up time provides ample opportunity for sorting, organizing, and returning playthings material to their 'homes'. One-to-one correspondence occurs with one chair per person, one hat for each head, one shoe for each foot. Children have many opportunities to count, group, and organize household objects and materials. This can happen when sorting laundry, putting away painting jars, folding play clothes, sorting crayons by color, chopping vegetables, and grouping playthings.

Children become familiar with the representational use of objects through the use of openended play materials and puppets, assigning meaning to the objects. During free play and practical activities, children often make predictions about quantity and measurement, such as when filling paint jars with paint, how many children can fit in the 'spaceship', how many blocks can each group have if we are trying to be equal? When setting the table, how many spoons and chairs are needed?

By the end of kindergarten, our objective is that students will be able to:

NUMBER SENSE, OPERATIONS, AND ARITHMETIC (NUMERACY)

• Develop an understanding of the meaning of whole numbers and understand that the number words refer to quantity

• Develop awareness of ‘more than’ and ‘less than’

• Develop an awareness of cardinal numbers and how they relate in everyday situations

• Count up to 20 objects

• Count to 20 in sequence

• Count backwards from 10

• Have a familiarity with numbers from 0-100

• Have a rhythmic familiarity with counting and numbers

• Experience and have an awareness of numbers through their own physical body and a presence in the physical world

• Experience the operations of addition and subtraction through their activities and movement

• Compare/ contrast quantities in a basic way

• Understand the ordinal numbers from 1-10

SHAPE, DIMENSION, GEOMETRY, MEASUREMENT

• Recognize and draw basic shapes: circle, square, triangle, rectangle • Understand that transformation of a shape is possible

• Transform real world objects in an imaginative way

• Discern the differences in basic measurement

• Understand the relationship between measurement and environment

DATA ANALYSIS, STATISTICS, AND PROBABILITY

• Understand the sequence of the rhythms of our week

• Systematically apply the child’s own observations to reach conclusions

PATTERNS, FUNCTIONS, AND ALGEBRAIC THINKING

• Sort objects into categories

• Transform abstract ideas through imaginative play

• Duplicate and extend simple patterns using concrete objects

• Demonstrate symbolic thought through the imaginative use of objects

• Make claims and predictions about relationships between variables and thereby create and understand function and explain phenomena

• Recognize pictorial symbols for practical use in the classrooms

Grade 1

First graders are introduced to Roman and Arabic numerals and learn to count by ones, twos, threes, fours, fives, and tens. Through imaginative stories, the four operations (addition, subtraction, multiplication, and division) are practiced. Students also learn to solve simple number problems, often using manipulatives. Physical movement such as clapping, jumping, and stomping is an important part of arithmetic lessons in first grade.

COMPONENTS

• Daily Mental Arithmetic (in morning lesson)

• Math blocks alternate with language arts blocks amounting to approximately 16 weeks. By the end of grade 1, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Develop an understanding of the quality of numbers (1-10)

• Read and write numbers 1-25 consistently

• Read and write roman numerals I - X

• Count forward and back by units, starting from any number between 1 - 100

• Differentiate between and categorize odd and even numbers

• Compare whole numbers in terms of greater than and less than

• Be able to use zero when appropriate

ADDITION

• Calculate sums for 2-3 addends, each no greater than twelve

• Calculate number bonds up to ten (2 and 8 are ten, 3 and 7 are ten, 4 and 6 are ten, and so on)

• Calculate doubles up to twelve (sum of 24)

• Use correct symbol (+) to represent “add,” “plus,” “more,” “and,” “combine”

• Use correct symbol (=) to represent “is,” “makes,” “equals,” “is the same as.”

• Recognize that adding two or more numbers will result in an increase (except when adding zero)

• Write number sentences to represent manipulatives or number stories

SUBTRACTION

• Recognize that subtraction is the inverse of addition

• Calculate differences (related to number bonds) with 24 as highest minuend

• Use correct symbol (-) to represent “subtract,” “minus,” “take away,” “difference”

• Pay attention to word order to write equations properly – recognize spoken and written order of numbers as important

• Recognize that the difference will always (except when subtracting zero) be smaller than the minuend

• Write and create number sentences to represent manipulatives or number stories

MULTIPLICATION

• Count by 2, 3, (4), 5, 10, 11

• Recognize “richness” of numbers (precursor to factors) i.e. there are groups of 2, 3, 4, in the number 12

• Use correct symbol (x) to represent “times”, “multiply”, “groups of”

• Demonstrate the concept that multiply represents as an increase of the same number grouping

DIVISION

• Use the correct symbol (÷) to represent “divide”, “share”, “how many groups”, “how many in a group”

• Make equal groups (by repeated subtraction) and share equally using manipulatives

• Imagine multiplication as the inverse of division

GEOMETRY

• Draw and give names for circle, square, triangle, 5 pointed star and other shapes that arise from the quality of number exploration (pentagon, octagon)

Grade 2

COMPONENTS

• Daily Mental Arithmetic (in morning lesson)

• 3 math blocks of 4 weeks each amounting to at least 12 weeks total.

• Review of 4 operations learned in 1st grade

• Place Value, (expanded notation) Introduction of Borrowing and Regrouping

• Review and expand above

At least one practice period per week. Physical movement is still an important part of arithmetic lessons in second grade. Place value is introduced, and the students continue to solve problems with the four operations, eventually working with larger numbers. Multiplication tables through 12 x 12 are practiced through clapping and beanbag activities. Students are encouraged to find patterns within the tables, and magic squares are introduced. Mental arithmetic develops the children’s concentration and flexibility in thinking with numbers as they concurrently learn to read and write the language of mathematics in their practice and main lesson books.

By the end of grade 2, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Count from anywhere, forward and backward, in units, 10’s, and 100’s up to 10,000

• Imagine the order of magnitude of numbers – “The difference between 30, 300, 3,000”

• Count across multiples of 10 (99 to 100, 139 to 140) up to 1000

• Demonstrate an understanding of place value by naming each place, writing numbers in expanded notation, and writing dictated numbers up to the millions

• Identify and describe the odd or even quality of any number

• Check arithmetic problems using inverse operations with teacher guidance

ADDITION

• Memorize facts up to 10 and doubles with addends up to 12

• Calculate sums up to 12 with all possible addends most of the time • Solve problems using both the horizontal and vertical form

• Calculate sums that require regrouping with addends up to four digits • Calculate sums with more than two addends - and be able to translate between horizontal and vertical form

• Hear, represent in a number sentence, invent, and solve story problems containing the above addition skills

• Recognize and calculate correctly various synonyms for addition such as “total,” “in

all,” and “all together”

• Find a missing number in a simple number sentence (4 + ? = 9)

SUBTRACTION

• (see above – Addition)

• Recognize various synonyms for subtraction as well as different strategies for solving subtraction including taking away, and counting up, and relationships in fact families, neighboring numbers (10-6 is close to 10-5)

• Regroup and Borrow, including over zeroes

MULTIPLICATION

• Independently count forwards and backwards in order by 2, 3, 4, 5, 10, 11 • Count forward and backward with their classmates by 6, 7, 8, 9, 12 • Calculate more complex doubles (20 x 2, 31 x 2, 43 x 2)

• Find a missing number in a simple number sentence ( 2 x ? = 6)

DIVISION

• Divide using groups (repeated subtraction), counting up by groups, and using fact families with and without manipulatives

• Correctly write a division problem from dictation – recognize the relationship between the order of verbal and written problems

• Solve division problems using the division symbol and division house, with dividends to 144

• Calculate division with simple remainders

• Execute short division

MEASUREMENT

• Name the days of the week and months of the year in order

• Identify the sequence of days using before and after

GEOMETRY

• Construct geometric forms based on multiplication tables using circle divided into twelve

• Identify polygons by name (pentagon, hexagon, octagon)

Grade 3

Third graders are introduced to long division and double-digit multiplication, as well as longer word problems. A focus on measurement –with lessons on linear measurement, liquid and dry volume, time, and temperature – emphasizes the practical application of math. Students continue to practice their multiplication tables with the goal of knowing them by heart. More complex mental math games are played in class. A few problems for homework, given on a regular basis, help to strengthen the students’ math skills.

Components

• Daily Mental Arithmetic (in morning lesson)

• 4 math blocks, amounting to at least 15 weeks total

• 2 measurement blocks: Time, money, measurement (linear, dry and liquid)

• Review of place value, borrowing and carrying, multiplication with 2- and 3-digit numbers, simple division with remainders

By the end of grade 3, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Name factors of numbers, and factor pairs

• Represent remainders verbally and in writing (R 1, left over, using manipulatives)

• Use divisibility rules for 2, 5, 10

• Demonstrate an understanding of place value by naming each place, writing numbers in expanded notation, writing dictated numbers up to the trillions

• Independently check arithmetic using inverse operation

• Correctly identify when to use the sum, difference, product, quotient, factor when hearing a story problem or when the word is used in dictation

• Recognize and use a wide variety of operational vocabulary (double, triple, find, half)

ADDITION

• Consistently and accurately solve addition problems, including zeros, up to seven digits

• Check answers for plausibility and with inverse operation

• Have sums memorized with addends up to 12

SUBTRACTION

•

Consistently and accurately solve subtraction problems up so seven digits including regrouping over zeros

• Check answers for plausibility and with inverse operation

• Have differences memorized with addends up to 12

MULTIPLICATION

• Have all tables memorized to twelve in and out of sequence

• Solve multiplication problems with two digit multipliers (introduce three digit multiplier)

• Multiply three digit numbers by two digit numbers with regrouping

DIVISION

• Execute the long division algorithm with a one-digit divisor with and without remainders and over zeros

• Execute short division with and without remainders

MEASUREMENT

• Imagine the historical development of measure (a foot, a yard . . .)

• Accurately measure using US Standard linear, weight and liquid units to the nearest quarter

• Correctly choose appropriate units of measure

• Convert measurements within each type of measure (how many pints are in three quarts?)

• Name simple fractions when measuring and combining through experiences (double, triple)

• Tell time to the minute on an analogue clock – using appropriate and varied vocabulary (past, after, until . . .)

• Practice four operations using units of time, calculate elapsed time

• Identify (and spell correctly) months of the year and seasons

• Recognize names and values for all US coins

• Correctly describe coins to construct a total (what are three different ways to make 65 cents?)

• Calculate totals and determine correct change, using both subtraction and counting up

GEOMETRY

• Recognize and execute lines of symmetry in geometric forms

Grade 4

Students become increasingly facile with calculation and are able to complete complex multi-step problems in all four operations. A whole new realm of numbers is introduced in fourth grade the world between whole numbers. Students learn to manipulate common fractions and mixed numbers in the four basic operations. Mental arithmetic becomes increasingly complex and measurement, time, and conversions are integrated into all operations.

COMPONENTS

• Daily Morning Lesson Math Practice (mental and written)

• 3 math blocks

• review long division and multiplication, time, money

• 2 fraction blocks

• 2 skill practice periods per week

By the end of grade 4, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Recognize prime numbers

• Execute prime factorization

• Find the greatest common factor and least common multiple

FRACTION CONCEPTS

• Imagine and name various parts of a whole where the whole is greater than or equal to one (fractional parts, numbers between whole numbers, parts of a group)

• Name the parts of a fraction and what each represents (numerator, denominator) Fraction skills:

• Compare unit fractions (1/2,1/8, 1/4)

• Compare any two fractions or mixed numbers (greater than, less than, equal)

• Order fractions

• Understand the concept of, and convert between, mixed numbers and improper fractions

• Use reciprocals to move between multiplication and division (1/2 of 12 means 12 divided by 2)

• Rewrite fractions with common denominators

• Reduce fractions to lowest terms

FOUR OPERATIONS WITH FRACTIONS

• Add, subtract, multiply and divide fractions and mixed numbers

FOUR OPERATIONS WITH WHOLE NUMBERS

• Complete multiplication problems with multiple digit multipliers

• Complete long division problems with two- and three-digit divisors and remainders expressed as fractions

MEASUREMENT

• Remember basic linear, weight, volume, time and money conversions

GEOMETRY

• Divide basic geometric shapes into equal parts

• Measure accurately to the quarter inch using a ruler

• Draw lines well, both by eye and using measurement, with a sense for which method is appropriate to the task at hand

Grade 5

The fifth grade year continues with increasingly complex work in the four operations, place value, measurement, rounding, fractions, and word problems. Decimals are introduced and are incorporated into all aspects of the arithmetic work. Students integrate work with decimals and fractions. Area and perimeter are introduced in a block of freehand geometry, which previews the work that will be done in sixth grade with compass and straightedge. The vocabulary of mathematics gains importance (prime number, factor, multiple, etc.)

COMPONENTS

• Daily Morning Lesson Math Practice (mental and written)

• Decimal block

• 3 skill practice periods per week

By the end of grade 5, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Identify deficient, abundant and perfect numbers

• Know the perfect squares

• Demonstrate an understanding of place value by naming each place, writing numbers in expanded notation, and writing dictated numbers up to the trillions

FRACTION REVIEW

• Imagine a fraction as both an object and a process

• Masterfully use fractions with all four operations

• Convert between, and use appropriately, mixed numbers or improper fractions

• Operate fluently with mixed numbers

DECIMAL CONCEPTS

• Recognize parts and wholes as represented by decimals and fractions

• Represent decimals when given name and vice-versa

• Name the value of each decimal place

• Order and compare decimals

• Round to various decimal places

• Memorize basic fraction to decimal equivalents

• Compare and convert between fractions and decimals

• Complete four operations with decimals

• Solve word problems using both decimals and fractions including each in the same problem in order to require conversions

MEASUREMENT

• Imagine the relative magnitudes of square units (square inch, square foot, square yard)

• Solve problems containing different units of measure (how much is three gallons, seven pints, fourteen cups, and 12 ounces in total?)

GEOMETRY

• Use and understand basic geometry vocabulary (line, point, angle, ray, segment, parallel, perpendicular, etc.)

• Identify properties and categories of angles (acute, obtuse, right, reflex angle)

• Identify properties for basic geometric forms (circle, square, triangle . . .)

• Identify types of triangles (draw an obtuse scalene triangle)

• Name various polygons (pentagons, hexagons . . .)

• Identify types of quadrilaterals (rhombus, trapezoid . . .)

• Measure and construct angles using a protractor

• Calculate areas and perimeters of squares and rectangles.

FREE HAND GEOMETRY

• Follow directions that use geometry vocabulary

• Explore properties of the point, line, square, rectangle, and arch

• Draw balanced quadrilaterals, angles, circles, and polygons, freehand

• Draw inscribed geometric forms in different permutations

• Discover the theorem of similar triangles

Grade 6

Beginning in sixth grade, a middle school math specialist complements the ongoing work of the class teacher. Business math and economics is the focus of sixth grade math as the students become conceptual thinkers, interested in the practicalities of the adult world. The fundamentals of economics are introduced, including the development of economic systems and currency. Students learn about the practical world of money, such as loans, checking and savings accounts, and budgets. Percentages and formulas are introduced to calculate sales tax, tips, discounts, and simple interest.

Geometry is formalized in sixth grade as students move from the careful freehand work of the early grades into precise geometric constructions. Students learn the correct use of the compass, straightedge, and protractor as they bisect angles and lines, construct parallel and perpendicular lines, and divide the circle. Area and perimeter are further developed. Polygons and spirals are inscribed in circles, finally completing a portfolio of geometric drawings, in which accuracy and beauty are emphasized.

COMPONENTS

• Daily Morning Lesson Math Practice (mental and written)

• Two math blocks

• Business Math

• Geometry (including geometrical drawing with compass and straightedge)

• Three math classes per week with specialist math teacher

By the end of grade 6, our objective is that students will be able to:

ARITHMETIC, ECONOMICS, ALGEBRA

• Deeply understand fractions and decimals, in preparation for the introduction of percentages

• Solve advanced problems with mixed numbers

• Convert among decimals, fractions and percentages

• Applying percentages to solve tax, tip, and discount problems

• Estimate answers before solving problems

• Describe the hierarchy of operations (order of operations); understand squares and square roots

• Imagine different economic systems

• Calculate simple interest

• Understand budgets and banking

• Conceptually understand rates and ratios, as an extension of fractions and percentages

GEOMETRY

• Describe perimeter and area of polygons, including irregular polygons

• Use formulas to find area and perimeter

• Construct geometric forms accurately with compass and straightedge

• Estimate angles and measure accurately with a protractor.

MEASUREMENT & STATISTICS

• Develop a sense of size for the metric system and an understanding of the prefixes (kilo- to milli-)

• Remember and practice combining units of measure in the imperial system

• Understand the measures of central tendency and use them to represent statistical data

• Create graphical representations of data (e.g., pie chart)

Grade 7

Seventh grade brings the dawn of abstract thinking. Algebra is developed in seventh grade as students learn the power of using variables and expressions to understand patterns. Their world of numbers is expanded to include irrational numbers, including the number π (pi). This emergence of abstract work is complemented by practical work with the metric system, laws of mechanics, and simple computations in physics.

Geometry incorporates both proof and calculation. The Pythagorean Theorem is introduced, as is the pentagon’s relationship to the Golden Mean and the Fibonacci Sequence. The students see mathematics living in natural forms, such as the chambered nautilus and the pinecone, as well as in paintings and works of architecture. Students also learn perspective drawing and its geometrical laws, creating a portfolio of careful and artistic drawings.

COMPONENTS

• Daily Morning Lesson Math Practice (mental and written)

• Algebra Main Lesson block

• Four math classes per week with specialist math teacher

By the end of grade 7, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Deeply understand fractions, including compound fractions, and decimals

• Calculate powers and roots

• Convert between fractions, decimals and percentages

• Solve increasingly challenging percentage problems, including increasing/decreasing by a percent, percent change, complex word problems, and visualize algebraic solutions

• Understand negative integers conceptually

• Imagine an irrational number

• Derive irrational numbers experientially, including pi

• Thoroughly understand rates, ratios and proportions

• Use ratios to find missing sides of similar figures

GEOMETRY

• Remember terminology, angles, areas, and perimeters of polygons, including squares, rectangles, triangles, parallelograms, trapezoids, and irregular

polygons

• Determine measures of angles (by estimating and measuring with a protractor)

• Understand similar figures and proportion, as an extension of their work with ratios

• Construct a golden mean (in a pentagon, a rectangle, a line. . . )

• Derive the Pythagorean Theorem experientially

• Describe the Fibonacci numbers (in rabbits, in fractions, and in algebraic notation)

ALGEBRA

• Understand the language and history

• Be able to create tables, coordinate graphs, and expressions to understand pattern growth

• Construct, simplify, and solve a balanced equation (with a lever, ratios, and algebra)

MEASUREMENT & STATISTICS

• Remember metric prefixes (from Giga to nano), convert between metric measures

• Deeply understand imperial measurements and convert between them (e.g., ounces to pints)

• Calculate mean, median and mode; use each one meaningfully

• Read and interpret data in graphs (e.g., pie chart, bar graph, line graph)

Grade 8

Eighth-grade math revisits the mathematics of the previous seven years, but in the form of different number bases, requiring students to rethink their mathematical assumptions and develop a new relationship to our decimal system. Their understanding of geometry is likewise extended by exploring shapes in three dimensions as they work with the platonic solids in a variety of mediums, including clay and paper. The Pythagorean theorem is also extended to three dimensions, and the concepts of surface area and volume are applied to many different types of geometric solids.

Throughout the algebra work, which extends to solving linear and quadratic polynomial equations, arithmetic continues to be practiced, and students are asked to grow masterfully in working with every kind of real number including integers, fractions, decimals, and irrational numbers. This provides a solid foundation for all math subjects they will encounter during high school.

COMPONENTS

• Daily Morning Lesson Math Practice (mental and written)

• Geometry/ Stereometry (Platonic and Archimedean solids) block

• Four math classes per week with specialist math teacher

By the end of grade 8, our objective is that students will be able to:

NUMBER CONCEPTS AND NUMERACY

• Rethink our decimal number system by exploring other number bases

• Describe absolute value

• Understand scientific notation and expanded notation

• Solve advanced percentage problems, including increase and decrease

• Contrast linear and exponential growth

• Derive the exponential growth formula

GEOMETRY

• Understand the Pythagorean Theorem, Pythagorean triples, and the square root algorithm

• Apply the Pythagorean Theorem to the long diagonal of a cube (rectangular solid, etc.)

• Develop formulas to measure the volumes and surface areas of a sphere, a cone, a cylinder, a pyramid of any kind

• Construct the platonic solids from clay and paper

• Describe the Cartesian plane (points, slopes, distances, lines)

ALGEBRA

• Remember and formalize the foundations of algebra, including real number properties, absolute value, order of operations, evaluating and simplifying expressions, and equation-solving

• Solve more complex equations, including linear and quadratic polynomial equations

MEASUREMENT

• Remember measurement and ratio concepts from 7th grade to use in dimensional analysis

• Understand, using dimensional analysis, how to convert between metric and imperial, density, and rates