L
LOWER SCHOOL
Elementary Program
OV E RV I E W
T
he curriculum in the early grades is designed to emphasize social and academic growth, while promoting a sense of community within the classroom and the entire NYA campus. The teacher guides students through an expansive exploration of culture, language, mathematics, and science as well as concepts that shape social learning and understanding. The classroom offers a rich and open learning environment incorporating class meetings; group work; individual, smallgroup, and full class instruction; and varied learning and discovery centers. Field trips and classroom projects are integrated into the curriculum. The classes are structured to meet the needs of each individual, as the students are given the opportunity to work at their own level and at their own pace.
As students progress through the grades, the program continues to provide a small, nurturing environment which allows students to transition with ease, creates strong connections, and paves the way towards success in the Middle School. The approach is student-centered and incorporates more formalized elements in various subjects. Students are given the opportunity to be selfdirected learners through guided discovery. The classroom is organized in a way to foster independence, cooperation, and productivity. Teachers place increasing emphasis on developing fluency in mathematics, reading, and writing. They inspire and support each student to reach her or his potential while embracing a love of learning. Students are provided with multiple exposures and learning
experiences, including numerous field trips and classroom projects. With the guidance of their teachers, students continue to drive their own educational discoveries as they begin to tackle increasingly complex concepts in preparation for their transition to the Middle School.
through observations, content knowledge, and imagination as students gain understanding of sentence structure, story elements, and figurative language.
The use of manipulatives allows for concrete understanding of abstract concepts.
FIRST GRADE In English and Language Arts, the development of skills in reading, writing, listening, and oral expression are emphasized. Reading and writing are taught in tandem, focusing on letter-sound correspondence, phonemic awareness, and building fluency and comprehension. Formal lessons are presented to introduce spelling rules and patterns, reinforcing concepts through multisensory activities. Shared reading experiences provide focused instruction time for individuals and groups. Writing is explored
The Mathematics curriculum aims to give students a deeper understanding of whole number relationships, place value, and base-ten notation. Increased fluency with addition and subtraction, understanding of linear measurement, and analysis of basic geometric shapes are a focus of the program.
SECOND GRADE In second grade, the English and Language Arts curriculum continues to develop skills in reading, writing, listening, and oral expression, while fostering a love of reading and language. As student skills progress, there is increased emphasis on fluency and comprehension. Students begin to read different genres and write frequently in a variety of modes, including poetry. In Mathematics, students build upon the skills developed in first grade and increase fluency with addition and subtraction. Skip counting builds a framework for multiplication facts. Students also strengthen comprehension of money and telling time.
Science and Social Studies are again integrated into the curriculum in thematic units. Units may span a variety of topics including the solar system, weather, states of matter, maps/globes/ directions, and community, citizenship, and laws. Research skills are modeled and practiced, and students learn to make meaningful connections to enhance their learning.
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Science and Social Studies are integrated into the curriculum. Life, Earth, and Physical Sciences, as well as concepts in geography, culture, and civic responsibility, are explored within the structure of thematic units. Early research skills are modeled and practiced.
