Language Arts Overview

Homework

Throughout lower school, homework is designed to reinforce concepts and skills. Until fifth grade, homework is typically assigned for math and/or language arts, and occasionally in other areas. In first and second grade, children have a variety of math and language arts hands-on activities to choose from at home that are extensions of their learning at school. In third and fourth grade, more specific work is assigned on a regular basis. By the time they reach fifth grade, their homework assignments are longer and may not be due for several days in order to support the development of good time management skills. Reading is encouraged on a regular basis at home, and the expectation for independent reading grows as the student moves through lower school. By the time a student reaches fifth grade, they should be reading for 120 minutes per week, whether in shorter more frequent sessions, or in less frequent but longer sessions.

Optional Activities

Fourth and fifth graders may choose to participate (no audition required) in Kids Choir and/or band. In addition to in-school instruction and practice, the Kids Choir and band perform at our winter and spring concerts. Other after-school activities such as drama or chess are also available through the AfterSchool Program.

Progress Reports and Conferences

Homebase progress reports are shared in November, Feb/ March and June for grades preschool through five. Specialist reports are also shared with parents of kindergarten through fifth grade in late January and June. Parent-teacher conferences are held two times during the year and are aligned with the first- and second-term progress reports. Additional conferences are scheduled as needed with our Lower School Learning Resources Coordinator and/or the homebase teacher.

Technology Program

Wilmington Friends provides I-pads for students in grades PS-3 and laptops for students in grades four and five. The devices provide access to a variety of programs and activities that support learning in the classroom, from online reading catalogs, research sites, coding and web tools, and practice or enrichment in math and language arts. The availability of devices for students is not simply to expand the use of digital-age tools, but to make the most of the opportunities presented by technology in service of our educational and philosophical mission. The potential of technology for collaboration across all kinds of boundaries aligns with the Quaker belief in collective wisdom and the commitment tof Quaker schools to prepare and inspire students “to make a better world.” It also aligns with research demonstrating that technology as a thoughtfully applied tool within a quality curriculum deepens student engagement, supporting both independent learning (through differentiated instruction) and collaborative problem solving. Lower school students progress from learning to read to reading to learn, with building skills in receptive and expressive language. Our focus is on the conceptual understanding that allows for inference, prediction, and abstraction. Throughout the program, students are immersed in a literature- and languagerich environment, exploring different genres, and learning to appreciate a variety of cultures and traditions through reading and research. Challenging students to meet high standards, while developing an enthusiasm for learning and a lifelong love of reading, is a key objective of the program.

Related to that objective is the development of “student voice,” a unifying theme of the lower school curriculum. We seek to provide students with a variety of skills and opportunities for self-expression that will allow for their fullest possible participation in the learning process and in the school and broader communities. In the language arts program, students are supported in expressing their ideas, feelings, and observations openly, effectively, and appropriately in both written and verbal form. Again, expectations rise steadily throughout the program, with high standards in the development and organization of ideas, the use of strong word choice and clear sentence structure, and the application of proper grammar and mechanics. Encouraging students to feel confident in expressing themselves and in presenting their work is also of great importance.

We acquire core materials that support the philosophy and objectives of our program, but the curriculum and classroom tools are not limited to such materials. In language arts, materials include the Reading and Writing Workshop Models, Words Their Way, Fountas and Pinnell Benchmark Assessment System, Wilson Language Program, and Wordly Wise Vocabulary Program.

MATHEMATICS: OVERVIEW

In grades K-5, we use a “Singapore Math”-based curriculum. The Singapore Math approach is grounded in problem solving. It emphasizes the development of strong number sense, excellent mental math skills, and a deep understanding of place value. The curriculum is based on a progression from the use of concrete manipulatives to pictorial representations to the abstract algorithm. This teaching sequence gives students a solid understanding of basic mathematical concepts and relationships before they start working at the abstract level. Of equal importance to the concepts and skills presented is the manner in which teachers engage students and provide opportunities for students to monitor their own thinking and develop attitudes of perseverance and confidence. You will often hear teachers asking students, “Are you sure; how do you know?” Whether an answer is correct or incorrect, students are encouraged to explain and articulate their thinking.