LOWER SCHOOL CURRICULUM GUIDE for GRADES 1-5 2016-2017 Table of Contents General Information Art 1 27 LS Faculty and Staff

Total Page:16

File Type:pdf, Size:1020Kb

LOWER SCHOOL CURRICULUM GUIDE for GRADES 1-5 2016-2017 Table of Contents General Information Art 1 27 LS Faculty and Staff LOWER SCHOOL CURRICULUM GUIDE FOR GRADES 1-5 2016-2017 Table of Contents General Information Art 1 27 LS Faculty and Staff ................................................... 1 Art Overview .................................................. 29 Academic Program Overview ..................................... 3 First Grade Art .................................................. 29 Community and Spiritual Life .................................. 3 Second Grade Art ............................................. 29 Meeting for Worship .............................................. 3 Third Grade Art ................................................ 29 Morning Meeting ...................................................... 4 Fourth Grade Art .............................................. 29 Community Service ................................................. 4 Fifth Grade Art ................................................. 30 Outdoor Education ................................................. 5 Peace Eduation .................................................... 5 Music 31 Student Leadership ..................................................... 6 Assessment and Reflection ....................................... 6 Music Overview ............................................... 33 First Grade Music ............................................ 33 Language Arts Second Grade Music ......................................... 33 7 Third Grade Music ......................................... 33 Language Arts Overview ........................................... 9 Fourth Grade Music ........................................ 33 Reading .................................................................... 9 Fifth Grade Music ......................................... 34 Oral Language ......................................................... 10 Vocabulary ............................................................... 11 Spanish Writing .................................................................... 11 35 Handwriting ......................................................... 13 Spanish Overview ........................................... 37 First Grade Spanish .......................................... 37 Second Grade Spanish ...................................... 38 Mathematics 15 Third Grade Spanish ........................................ 38 Fourth Grade Spanish ....................................... 38 Mathematics Overview .......................................... 17 Fifth Grade Spanish ......................................... 38 First Grade Math ..................................................... 17 Second Grade Math .................................................... 17 Physical Education Third Grade Math .................................................... 17 39 Fourth Grade Math ................................................. 17 PE Overview .................................................. 41 Fifth Grade Math .................................................... 18 First Grade PE .................................................. 41 Math Learning Resources ...................................... 18 Second Grade PE ............................................. 41 Third Grade PE ................................................ 41 Science 19 Fourth Grade PE .............................................. 42 Fifth Grade PE ................................................. 42 Science Overview .................................................. 21 Wellness Overview ....................................... 42 First Grade Science .................................................. 21 Second Grade Science ............................................. 22 Outdoor Education Third Grade Science ................................................ 22 43 Fourth Grade Science .............................................. 22 Outdoor Education Overview ....................... 45 Fifth Grade Science ................................................. 22 Fourth & Fifth Grade Outdoor Education ...... 45 Social Studies 23 First Grade Social Studies ....................................... 25 Second Grade Social Studies ................................... 25 Third Grade Social Studies ..................................... 25 Fourth Grade Social Studies ................................... 26 Fifth Grade Social Studies ..................................... 26 LOWER SCHOOL STATEMENT OF PHILOSOPHY The Lower School is dedicated to educating the whole child. We focus on each child’s growth academically, physically, socially, and spiritually. We believe there are unique gifts within each child, and we stress acceptance and celebration of differences as well as concern for and cooperation with others. We seek to provide a balance between independent thinking and receptivity to the ideas of others. By emphasizing individual strengths and talents, we nurture a sense of self-worth among our students and a confidence to take risks. We seek to balance mastery of basic skills and concepts with open-ended problem solving, expansive thinking, and creative writing. Our child-centered environment is characterized by a quiet hum of challenging activity. Our cooperative approach to learning promotes a sense of community, strengthens communication and social skills, and encourages respect for the contributions of others. We strive to promote awareness and a concern among our students, so that they become actively involved in making their community and the world a better place. Our hope for our students is that they discover the joy of lifelong learning General Information Lower School Faculty & Staff, 2016-2017 ADMINISTRATIVE STAFF Karen Cronin Lower School P.E. Thomas Gibian B.S. Penn State University Head of School B.A. College of Wooster, OH Amy Curtis M.B.A. Wharton School of the University of Second Grade Pennsylania B.A. Wesleyan University, CT M.S.Ed. Bank Street College of Education, NY David Hickson Assistant Head of School for Academic Innovation RuthAnne Gregory B.A. Oberlin College, OH Fourth Grade M.Ed. Arcadia University, PA B.S. Howard University, DC M.A.T. Queens College, NC Brenda Crawley Lower School Head Linda Garrettson B.Mus. Manhattanville College, NY Fourth Grade M.S. Johns Hopkins University, MD B.S. College of William and Mary, VA M.P.H. Emory University, GA Pam Gilmer Lower School Administrative Assistant Lisa Hearing PK-3 Program ADMISSIONS B.A. Univeristy of Maryland, College Park Post Baccalaureate Degree, College of Notre Dame, MD Suzannah Hopkins Amanda Hill Director of LS/MS Admissions Physical Education B.A. Ithaca College, NY B.S. Springfield College, MA M.A. Johns Hopkins University, MD M.S. Elmira College, NY LOWER SCHOOL TEACHING FACULTY Salli Innes First Grade Brenda Benjamin B.F.A. University of North Carolina - Greensboro Music B.S. Morris Brown College, GA Lori Ligon M.G.A. University of Maryland - College Park Kindergarten B.A. University of Iowa Chanelle Broughton M.Ed. Lesley University, MA Pre-Kindergarten B.A. Winston-Salem State University, NC Jenny Lingelbach Third Grade Katharine Carneal B.A. Haverford College, PA Second Grade M.A.T. Trinity Washington University, DC B.A. Connecticut College M.Ed. Lesley College, MA Johanna Cowie Library B.A. New York University 2 Lower School Faculty & Staff, 2016-2017 Julia McCready Elizabeth Thornton PK-3 Program Librarian B.A., Mount Holyoke College, MA B.A. Mount Holyoke College, MA M.S.L.S. Catholic University, DC Bela Meghani First Grade Mariela Triana B.S. University of California - Berkeley Spanish, Grades 1-5 M.Ed. Towson University, MD B.A. Universidad Pedagógica Nacional, Colombia Mary Anne Peacock Kiki Vargas Kindergarten Fifth Grade B.A. Gettysburg College, PA B.A. Emory University, GA M.Ed. Towson University, MD M.Ed. Teachers College Columbia University, NY Steve Powers STUDENT SUPPORT SERVICES Physical Education B.A. University of Maryland Tim Croft Lower School Counselor Jeffrey Rohrman B.A Flagler College, FL Physical Education M.S.W. Howard University, DC B.A. University of Wisconsin - Milwaukee Licensed Graduate Social Worker in MD M.A. Minnesota State University - Mankato Beverley DiTusa Kate Santorineos Lower School Learning Specialist Art B.Ed. West London Institute of Higher Education, UK B.A. Pierce University, Athens, Greece Lynda Reese Erin Scott Reading Specialist Kindergarten, Pre-Primary Music B.Ed. University of London, UK B.S. University of Maryland M.S.Ed. Johns Hopkins University, MD M.Ed. University of Maryland Mary K. Fry Pinki Shah Registered Nurse and Nurse Practitioner Fifth Grade B.S.N. Pennsylvania State University B.S. Towson University, MD M.S.N. University of Maryland M.S. Teachers College at Columbia University, NY Lisa Dyer Fred Sisk Registered Nurse Technology B.A. Sheffield School of Nursing and Midwifery B.A. West Chester University, PA M.S. Johns Hopkins University, MD Jeff Smith Third Grade B.A. California State University at Los Angeles General Information Academic Program Overview At the Sandy Spring Friends Lower School the social development of our children is as important as the academic development. We are committed to creating a community where each child feels a sense of belonging and significance within the class. We strive to foster responsive interactions through sharing, listening, inclusion, and participation. Opportunities are provided for students to lead, as well as to follow others. They learn to appreciate differences among one another, stressing consideration for others through mutual respect. We teach the skills needed to be a responsive
Recommended publications
  • Pre-K and Latinos: Research Series the Foundation for July 2006 America’S Future
    2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 1 Pre-K Now Pre-K and Latinos: Research Series The Foundation for July 2006 America’s Future Eugene E. Garcia, Ph.D. Danielle M. Gonzales, M.Ed. Arizona State University Pre-K Now College of Education Washington, DC Tempe, AZ www.preknow.org 2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 2 Pre-K Now 1025 F Street, NW 202.862.9871 voice www.preknow.org Suite 900 202.862.9870 fax Washington, DC 20004 July 2006 Dear Colleagues, Latinos* are the largest minority group and the most rapidly growing segment of the U.S. population. The future productivity of the nation’s workforce depends, in large part, on their success. By providing high-quality pre-kindergarten programs that effectively serve all children, especially those from this quickly growing segment of the population, states can improve the economic outlook for both their Latino populations and their citizenry as a whole. Unfortunately, Hispanic youngsters often start school less prepared than white children and do not catch up during the primary grades. The much-discussed “achievement gap” between Latino students and their non-Latino peers actually begins before children even enter kindergarten and persists throughout the K-12 years. However, Hispanic families strongly value education. In fact, a recent survey shows that 97 percent of Latino parents would enroll their child if high-quality pre-k were available in their communities.1 It is imperative that policymakers and advocates understand how Hispanic children fare academically compared to their peers and become familiar with the programs, practices, and policies that promote Latino children’s educational and life success.
    [Show full text]
  • Catching up to College and Career Readiness
    Catching Up To 1 Introduction College and Career 2 Catching Up in Grades 8–12 Readiness 3 Catching Up Grades 4–8 4 Conclusion Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. Introduction n recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a Ination we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.1 Efforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are likely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge. Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. The more difficult and time-consuming it is to close the gaps, the more important it is to start the process earlier. Underestimating the time and effort required could lead educators and policymakers to underfund prevention efforts and choose intervention strategies that are too little and too late.
    [Show full text]
  • Initiatives from Preschool to Third Grade a POLICYMAKER's GUIDE
    FEB 2018 Initiatives From Preschool to Third Grade A POLICYMAKER'S GUIDE BRUCE ATCHISON LOUISA DIFFEY SPECIAL REPORT www.ecs.org | @EdCommission 2 he period between preschool and third grade is a tipping point in a Tchild’s journey toward lifelong learning — from “learning to read” Of the 2.5 million to “reading to learn.”1 If children do not have proficient reading skills by third grade, their ability to progress through school and meet grade-level students who dropped expectations diminishes significantly. While all areas of children’s learning and development are critical for school success, the predictive power of out of high school last a child’s third-grade reading proficiency on high school graduation and year, about 1.6 million dropout rates is startling.2 Consider: were firmly set on that J Children who are not reading proficiently by third grade are four times less likely to graduate from high school on time. trajectory when they were 8 years old. J If they live in poverty, they are 13 times less likely to graduate on time. J In 2016, they comprised more than half of all students (63 percent) who did not graduate on time. Pair that with the knowledge that about 30 percent of all fourth-graders and 50 percent of African-American and Hispanic fourth-graders nationwide are In 2016-17, 30 states reading below grade-level. Over half are likely to drop out or will not graduate on time. increased funding for If policymakers are to make a significant impact on the readiness of our pre-K, demonstrating nation’s future workforce, interventions and strategies to address gaps in overall support for learning must begin much earlier than third grade.
    [Show full text]
  • Findings from the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011)
    Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) First Look NCES 2018-094 U.S. DEPARTMENT OF EDUCATION This page intentionally left blank. Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) First Look MARCH 2018 Gail M. Mulligan Jill Carlivati McCarroll National Center for Education Statistics Kristin Denton Flanagan Daniel Potter American Institutes for Research NCES 2018-094 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Betsy DeVos Secretary Institute of Education Sciences Thomas W. Brock Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics James L. Woodworth Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public.
    [Show full text]
  • Highlights from TIMMS
    NATIONALCENTERFOREDUCATIONSTATISTICS Overall Comparative Findings N ATIONAL N ATIONAL N A C ENTER FOR TIONAL Overview C ENTER FOR C ENTER FOR EDUCA EDUCA TION E TION S DUCA S TATISTICS TION TATISTICS STATISTICS FIGURE10–OVERALLCOMPARATIVEFINDINGS and Key Findings U.S.PERFORMANCERELATIVETOTHEINTERNATIONALAVERAGEATAGLANCE Pursuing Excellence Pursuing Excellence Pursuing Excellence A S A STUDY A S TUDY M OF TUDY MATHEMA OF U.S. F ATHEMA U.S. E MATHEMA OF U.S. TICS AND OUR LEARNING TICS AND IGHTH-G TICS AND TWELFTH S TH-G , C SCIENCE RADE -G Content Fourth Eighth Final Year of Advanced Math & IN INTERNA CIENCE RADE URRICULUM IN I SCIENCE RADE A TEACHING, NTERNA A TIONAL CHIEVEMENT IN INTERNA , AND TIONAL CHIEVEMENT CONTEXT TIONAL ACHIEVEMENT CONTEXT CONTEXT Across Grade Levels Area Grade Grade Secondary School Science Students THIRD THIRD I INITIAL I INITIAL NTERNA FINDINGS FROM THE THIRD INITIAL NTERNA FINDINGS FROM THE TIONAL INTERNA F TIONAL TIONAL INDINGS FROM THE M MATHEMA ATHEMA TICS AND MATHEMA TICS AND TICS AND SCIENCE SCIENCE S STUDY CIENCE STUDY STUDY O O FFICE OF Mathematics Above Below Below ____ FFICE OF EDUCA OFFICE OF U.S. D U.S. D EDUCA EP TIONAL EDUCA TIONAL ARTMENT OF R U.S. D TIONAL EPARTMENT OF R ESEARCH AND EPAR ESEARCH AND EDUCA TMENT OF RESEARCH AND With information on a half-million students worldwide,including EDUCA TION IMPROVEMENT EDUCA TION IMPROVEMENT TION IMPROVEMENT NCES 97-198 Overall NCES 97-225 NCES 98-049 more than 33,000 U.S.students in more than 500 U.S.public and Science Above Above Below ____ private schools,the Third International Mathematics and Science Overall Study (TIMSS) is the largest,most comprehensive,and most rigorous interna- tional study ofschools and students ever conducted.During the 1995 school Advanced ____ ____ ____ Below year,students from 41 nations,including our country's major trading partners, Mathematics were assessed at three different grade levels (fourth,eighth,and in the final year ofsecondary school) to compare their mathematics and science achievement.
    [Show full text]
  • Supply List 2017-2018
    KINDERGARTEN SUPPLY LIST All items MUST be labeled with your child’s name. For your convenience supplies will be available in the R.P.S. bookstore. We request that the items conform to the specifications listed ❏ 1 LARGE backpack NAME TO BE PUT INSIDE – for your child’s safety initials only on the outside ❏ 2 large boxes of tissues ❏ 1 LARGE rolls paper towels ❏ 1 large beach towel and crib sized blanket packed inside a pillow protector with a zipper (no sheets please). ❏ 2 boxes of 5 oz. kitchen or bathroom paper cups ❏ 2 boxes of rectangular baby wipes ❏ 1 STURDY, CHILD-SIZED raincoat or poncho. This will be left in school. It should be able to fit on top of a coat or sweater. ❏ 1 COMPLETE CHANGE OF SEASONAL CLOTHES including socks, underwear, pants, shirt, packed inside a box labeled with your child’s name. Clothing should also be labeled. Include a plastic bag for transporting wet clothing home for laundering. Should fit into the hallway cubby space. ❏ 1 box EACH 8 CLASSIC COLORS MARKERS – BROAD TIP ❏ 1- 16 pack of crayons ❏ 2 thin black or blue dry erase markers ❏ 1-box regular size #2 lead pencils – please try and purchase the pre sharpened. ❏ 1 box of slider quart bags ❏ 1 box of slider gallon bags ❏ 1 hard plastic supply box - 8 x 5 x 2” First Grade Supply List Summer 2017 Dear Parents, Each student in first grade will need the supplies listed below. All items, if possible, should be brought to school on the first day in a bag labeled with your child’s name.
    [Show full text]
  • International Comparisons: Reading Literacy at Grade 4
    Chapter: 4/International Comparisons Section: Assessments International Comparisons: Reading Literacy at Grade 4 In 2016, the United States, along with 15 other education systems, participated in the new ePIRLS assessment of students’ comprehension of online information. The average online informational reading score for fourth-grade students in the United States (557) was higher than the ePIRLS scale centerpoint (500). Only three education systems (Singapore, Norway, and Ireland) scored higher than the United States. The Progress in International Reading Literacy Study systems that had PIRLS reading literacy data at grade 4.2 (PIRLS) is an international comparative assessment that These 58 education systems included both countries and evaluates reading literacy at grade 4. The assessment is other benchmarking education systems (portions of a coordinated by the TIMSS1 and PIRLS International country, nation, kingdom, emirate, or other non-national Study Center at Boston College with the support of the entity).3 Sixteen of these education systems, including the International Association for the Evaluation of Educational United States, also administered ePIRLS, a new computer- Achievement (IEA). PIRLS has been administered every based extension of PIRLS designed to assess students’ 5 years since 2001. In 2016, there were 58 education comprehension of online information. The Condition of Education 2020 | 1 International Comparisons: Reading Literacy at Grade 4 Chapter: 4/International Comparisons Section: Assessments Figure 1. Average reading
    [Show full text]
  • Standards by Grade Level Fourth Grade
    EachChildOurFuture Standards by Grade Level Fourth Grade Table of Contents Purpose .......................................................................................................................................................................................................................2 Guiding Principle .........................................................................................................................................................................................................2 Standards ....................................................................................................................................................................................................................2 COMPUTER SCIENCE ............................................................................................................................................................................................2 ENGLISH LANGUAGE ARTS ..................................................................................................................................................................................5 FINANCIAL LITERACY ..........................................................................................................................................................................................12 FINE ARTS: DANCE ..............................................................................................................................................................................................13
    [Show full text]
  • Massachusetts Mathematics Curriculum Framework — 2017
    Massachusetts Curriculum MATHEMATICS Framework – 2017 Grades Pre-Kindergarten to 12 i This document was prepared by the Massachusetts Department of Elementary and Secondary Education Board of Elementary and Secondary Education Members Mr. Paul Sagan, Chair, Cambridge Mr. Michael Moriarty, Holyoke Mr. James Morton, Vice Chair, Boston Dr. Pendred Noyce, Boston Ms. Katherine Craven, Brookline Mr. James Peyser, Secretary of Education, Milton Dr. Edward Doherty, Hyde Park Ms. Mary Ann Stewart, Lexington Dr. Roland Fryer, Cambridge Mr. Nathan Moore, Chair, Student Advisory Council, Ms. Margaret McKenna, Boston Scituate Mitchell D. Chester, Ed.D., Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA, 02148, 781-338-6105. © 2017 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.” Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Dear Colleagues, I am pleased to present to you the Massachusetts Curriculum Framework for Mathematics adopted by the Board of Elementary and Secondary Education in March 2017.
    [Show full text]
  • Relation Between Language Experiences in Preschool Classrooms and Children’S Kindergarten and Fourth-Grade Language and Reading Abilities
    Child Development, May ⁄ June 2011, Volume 82, Number 3, Pages 870–886 Relation Between Language Experiences in Preschool Classrooms and Children’s Kindergarten and Fourth-Grade Language and Reading Abilities David K. Dickinson Michelle V. Porche Vanderbilt University Wellesley Centers for Women, Wellesley College Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers’ use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age = 9; 7), with effects mediated by kindergarten child language measures (mean age = 5; 6). In large group preschool set- tings, teachers’ attention-getting utterances were directly related to later comprehension. Preschool teachers’ correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary. Language ability is widely recognized as central to in improved language and reading and that exami- reading comprehension. High-quality preschool nation of direct and indirect effects will reveal last- experiences are known to foster language and early ing effects of preschool classroom experiences on reading, and early reading skill heavily determines fourth-grade language and reading competencies. children’s later success. But relatively little is We address these hypotheses using new research known about the specific features of preschool tools that allow us to analyze existing data from a classrooms that contribute to language acquisition.
    [Show full text]
  • Part-Time Support Teachers in Second & Fourth Grade
    PART-TIME SUPPORT TEACHERS IN SECOND & OUR MISSION: Mark Day School discovers and ​ ​ nurtures what is finest in each child in a vibrant, FOURTH GRADE inclusive learning community. Innovative and full of (17-20 hours a week) heart, Mark Day School strives to develop well-rounded critical thinkers in a challenging *DISTANCE LEARNING TO START* program that fosters academic excellence and Now Accepting Applications responsible world citizenship. DESIGN TEACH LEARN INSPIRE! OPPORTUNITIES AND RESPONSIBILITIES: MARK DAY SCHOOL seeks two collaborative ● Collaborate with teaching teams ​ and self-motivated support teachers to work in ● Hands-on work with students second and fourth grade. The successful applicants ● Administrative work for these positions will help advance the school’s ● Recess and lunch duties mission with positive energy, dedication to a diverse ● Faculty meetings and inclusive community, love for children, and a ● Professional development readiness to collaborate with the administration, faculty, and the wider school community. EDUCATION AND EXPERIENCE: ● Bachelor's degree or higher from an accredited institution ABOUT MARK DAY SCHOOL: ● Relevant experience working with young ● 380 students K-8 children ● 20+ yrs. avg. faculty ● Knowledge of and experience with experience relevant technology ● 7:1 student:teacher ratio ● 40% students of color INTERESTED CANDIDATES, please ● 4 global partnerships ​ ​ ● 2 languages taught K-8 send a resume and cover letter to ● 24% of families pay below the top of the [email protected] index Part-Time Support Teachers 2nd and 4th Grades (17-20 hours a week) Positions begin August 2020 *DISTANCE LEARNING TO START* Mark Day School seeks two collaborative and enthusiastic support teachers to work in second and fourth-grade classrooms.
    [Show full text]
  • Fourth Grade Curriculum
    A Look at… Fourth Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT OF EDUCATION October 2011 Edition Contents Page Fourth-Grade Curriculum ................................................................................................................................ 4.1 English Language Arts ...................................................................................................................................... 4.2 Overview ......................................................................................................................................................... 4.2 What Fourth-Grade Students Should Know .................................................................................................... 4.2 What Students Learn in Fourth Grade ............................................................................................................. 4.3 Reading ........................................................................................................................................................ 4.3 Writing ......................................................................................................................................................... 4.5 Speaking and Listening ................................................................................................................................ 4.5 Language .....................................................................................................................................................
    [Show full text]