The Rectory School

An Independent, Coed, Junior Boarding (5-9) and Day School (Early Childhood-9)

Elementary School Curriculum

The Rectory School’s curriculum is fashioned to be consistent with the School’s mission and its set of beliefs about how children learn. Our students have diverse learning needs, and, within the scope of grade-level learning outcomes and course descriptions, the curriculum is designed to accommodate differentiated learning environments, which are provided through the various class sections in each grade.

The curriculum is intended to inspire creativity and inquiry while encouraging students to explore new areas of interest, as they progress through the grades. We foster the development of the whole child by engaging students with a core of foundational skills and competencies in the areas of reading, writing, quantifying, information and digital literacy, thinking, problem-solving, and communication

Language Arts

The National Reading Panel sites that there are five areas of reading which are interrelated rather than hierarchical. These areas are phonemic awareness, phonics, vocabulary, fluency, and comprehension. Recent educational literature includes orthography as a sixth area of importance in every reading program.

We recognize that reading is not developmental and although some children learn to read easily, all children need instruction that is systematic and explicit. Reading is defined as gaining meaning from print and is impacted by motivation, self-efficacy, background knowledge, culture, the classroom teacher and parents. Each classroom provides systematic reading instruction in each of the six areas identified by the NRP, and through both norm-referenced and informal assessments, instruction is designed and progress monitored for every child. Our teachers also recognize the importance of quality literature that reflects diverse cultures, multiple genres and varied writing styles. Our classroom libraries reflect our desire to immerse the children in the world of books.

Effective teaching, appropriate assessments to map instruction, on-going teacher education, and a rich literature base will produce children who not only possess the skills to read but children who love to read.

Kindergarten
Children develop basic concepts of print and begin to engage in and experiment with reading and writing. They enjoy being read to and can use descriptive language to explain, explore, and retell simple narrative stories or informal texts. They can recognize letters and letter-sound matches and shows familiarity with rhyming and beginning sounds, as well as matching spoken words with written ones. They work on understanding left-to-right and top-to-bottom orientation and familiar concepts of print, and also begin to write letters of the alphabet and some high-frequency words.

Grade 1
First-grade children begin to read simple stories and can write about a topic that is meaningful to them. They can read and retell familiar stories, use reading and writing for various purposes on their own initiative, and use strategies (rereading, predicting, questioning, contextualizing) when comprehension breaks down. First graders also orally read with reasonable fluency, using letter-sound associations, word parts, and context to identify new words. They identify an increasing number of words by sight, and sound out and represent all substantial sounds when spelling words. First graders enjoy writing about topics that interest them, and attempt to use some punctuation and capitalization.

Grade 2
During the second grade, children begin to read more fluently and write various text forms using simple and more complex sentences. They use reading strategies and word identification strategies more effectively than in first grade, identify an increasing number of words by sight, and use common letter patterns and critical features to spell words. Second graders can write about a range of topics to suit different audiences, punctuate their sentences and proofread their own work. Second graders also use reading to research topics.

Grade 3
Children continue to extend and refine their reading and writing to suit varying purposes and audiences. They can read fluently and enjoy reading, using a range of strategies when drawing meaning from text, as well as make critical connections between texts. They use word identification strategies appropriately and automatically when encountering unknown words, and can recognize and discuss elements of different text structures. Third graders write expressively in many different forms (stories, poems, reports) and use a rich variety of vocabulary and sentences appropriate to text forms. They also revise and edit their own writing during and after composing, and spell words correctly in final writing drafts.

Grade 4

In fourth grade, the volume of reading dramatically increases. The reading materials become much more complex and ideas and vocabulary is often beyond the student’s daily background and language experiences. Although word study is still part of the literacy program, comprehension and vocabulary become the major focal point. Children build on the basic skills and strategies developed through the early grades. As material in all content areas becomes more complex, comprehension becomes the focal point of reading instruction. Understanding the literal meaning of text, making reasonable interpretations, evaluating ideas, and vocabulary development are ongoing learning goals. Many comprehension strategies, such as summarization, can be learned in the context of oral activities as well as during actual reading of text.

Mathematics

Our mathematics instruction is based on the principle that children acquire knowledge and skills, and develop an understanding of mathematics from their own experience. Mathematics is more meaningful when it is rooted in real life contexts and situations, and when children are given the opportunity to become actively involved in learning. In addition, we use a sequence of instruction that carefully builds upon and extends the knowledge and skills of the previous year. Because very few people learn a new concept or skill the first time they experience it, the curriculum is structured to provide multiple exposures to topics, and frequent opportunities to review and practice skills. Our focus is on real-life problem solving, balanced instruction, multiple methods for basic skills practice and an emphasis on communication.

Kindergarten

NUMBER AND OPERATIONS: Representing, comparing, and ordering whole numbers and joining and separating sets. Children use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set, creating a set with a given number of objects, comparing and ordering sets or numerals by using both cardinal and ordinal meanings, and modeling simple joining and separating situations with objects. They choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the number in a small set, counting and producing sets of given sizes, counting the number in combined sets, and counting backward.
GEOMETRY: Describing shapes and space. Children interpret the physical world with geometric ideas (e.g., shape, orientation, spatial relations) and describe it with corresponding vocabulary. They identify, name, and describe a variety of shapes, such as squares, triangles, circles, rectangles, (regular) hexagons, and (isosceles) trapezoids presented in a variety of ways (e.g., with different sizes or orientations), as well as such three-dimensional shapes as spheres, cubes, and cylinders. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.
MEASUREMENT: Ordering objects by measurable attributes. Children use measurable attributes, such as length or weight, to solve problems by comparing and ordering objects. They compare the lengths of two objects both directly (by comparing them with each other) and indirectly (by comparing both with a third object), and they order several objects according to length.

Grade 1

NUMBER AND OPERATIONS & ALGEBRA: Developing understandings of addition and subtraction and strategies for basic addition facts and related subtraction facts. Children develop strategies for adding and subtracting whole numbers on the basis of their earlier work with small numbers. They use a variety of models, including discrete objects, length-based models (e.g., lengths of connecting cubes), and number lines, to model “part-whole,” “adding to,” “taking away from,” and “comparing” situations to develop an understanding of the meanings of addition and subtraction and strategies to solve such arithmetic problems. Children understand the connections between counting and the operations of addition and subtraction (e.g., adding two is the same as “counting on” two). They use properties of addition (commutativity and associativity) to add whole numbers, and they create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems involving basic facts. By comparing a variety of solution strategies, children relate addition and subtraction as inverse operations. NUMBER AND OPERATIONS: Developing an understanding of whole number relationships, including grouping in tens and ones. Children compare and order whole numbers (at least to 100) to develop an understanding of and solve problems involving the relative sizes of these numbers. They think of whole numbers between 10 and 100 in terms of groups of tens and ones (especially recognizing the numbers 11 to 19 as 1 group of ten and particular numbers of ones). They understand the sequential order of the counting numbers and their relative magnitudes and represent numbers on a number line. GEOMETRY: Composing and decomposing geometric shapes. Children compose and decompose plane and solid figures (e.g., by putting two congruent isosceles triangles together to make a rhombus), thus building an understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine figures, they recognize them from different perspectives and orientations, describe their geometric attributes and properties, and determine how they are alike and different, in the process developing a background for measurement and initial understandings of such properties as congruence and symmetry.

Grade 2

NUMBER AND OPERATIONS: Developing an understanding of the base-ten numeration system and place-value concepts. Children develop an understanding of the base-ten numeration system and place-value concepts (at least to 1000). Their understanding of base-ten numeration includes ideas of counting in units and multiples of hundreds, tens, and ones, as well as a grasp of number relationships, which they demonstrate in a variety of ways, including comparing and ordering numbers. They understand multi-digit numbers in terms of place value, recognizing that place-value notation is shorthand for the sums of multiples of powers of 10 (e.g., 853 as 8 hundreds + 5 tens + 3 ones).

NUMBER AND OPERATIONS & ALGEBRA: Developing quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction. Children use their understanding of addition to develop quick recall of basic addition facts and related subtraction facts. They solve arithmetic problems by applying their understanding of models of addition and subtraction (such as combining or separating sets or using number lines), relationships and properties of number (such as place value), and properties of addition (commutativity and associativity). Children develop, discuss, and use efficient, accurate, and generalizable methods to add and subtract multi-digit whole numbers. They select and apply appropriate methods to estimate sums and differences or calculate them mentally, depending on the context and numbers involved. They develop fluency with efficient procedures, including standard algorithms, for adding and subtracting whole numbers, understand why the procedures work (on the basis of place value and properties of operations), and use them to solve problems.
MEASUREMENT: Developing an understanding of linear measurement and facility in measuring lengths. Children develop an understanding of the meaning and processes of measurement, including such underlying concepts as partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C). They understand linear measure as an iteration of units and use rulers and other measurement tools with that understanding. They understand the need for equal-length units, the use of standard units of measure (centimeter and inch), and the inverse relationship between the size of a unit and the number of units used in a particular measurement (i.e., children recognize that the smaller the unit, the more iterations they need to cover a given length).

Grade 3

NUMBER AND OPERATIONS & ALGEBRA: Developing understandings of multiplication and division and strategies for basic multiplication facts and related division facts. Students understand the meanings of multiplication and division of whole numbers through the use of representations (e.g., equal-sized groups, arrays, area models, and equal “jumps” on number lines for multiplication, and successive subtraction, partitioning, and sharing for division). They use properties of addition and multiplication (e.g., commutativity, associativity, and the distributive property) to multiply whole numbers and apply increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving basic facts. By comparing a variety of solution strategies, students relate multiplication and division as inverse operations.
NUMBER AND OPERATIONS: Developing an understanding of fractions and fraction equivalence. Students develop an understanding of the meanings and uses of fractions to represent parts of a whole, parts of a set, or points or distances on a number line. They understand that the size of a fractional part is relative to the size of the whole, and they use fractions to represent numbers that are equal to, less than, or greater than 1. They solve problems that involve comparing and ordering fractions by using models, benchmark fractions, or common numerators or denominators. They understand and use models, including the number line, to identify equivalent fractions.
GEOMETRY: Describing and analyzing properties of two-dimensional shapes. Students describe, analyze, compare, and classify two-dimensional shapes by their sides and angles and connect these attributes to definitions of shapes. Students investigate, describe, and reason about decomposing, combining, and transforming polygons to make other polygons. Through building, drawing, and analyzing two-dimensional shapes, students understand attributes and properties of two-dimensional space and the use of those attributes and properties in solving problems, including applications involving congruence and symmetry.

Grade 4

NUMBER AND OPERATIONS & ALGEBRA: Developing quick recall of multiplication facts and related division facts and fluency with whole number multiplication. Students use understandings of multiplication to develop quick recall of the basic multiplication facts and related division facts. They apply their understanding of models for multiplication (i.e., equal sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (in particular, the distributive property) as they develop, discuss, and use efficient, accurate, and generalizable methods to multiply multi-digit whole numbers. They select appropriate methods and apply them accurately to estimate products or calculate them mentally, depending on the context and numbers involved. They develop fluency with efficient procedures, including the standard algorithm, for multiplying whole numbers, understand why the procedures work (on the basis of place value and properties of operations), and use them to solve problems.

NUMBER AND OPERATIONS: Developing an understanding of decimals, including the connections between fractions and decimals. Students understand decimal notation as an extension of the base-ten system of writing whole numbers that is useful for representing more numbers, including numbers between 0 and 1, between 1 and 2, and so on. Students relate their understanding of fractions to reading and writing decimals that are greater than or less than 1, identifying equivalent decimals, comparing and ordering decimals, and estimating decimal or fractional amounts in problem solving. They connect equivalent fractions and decimals by comparing models to symbols and locating equivalent symbols on the number line.
MEASUREMENT: Developing an understanding of area and determining the areas of two-dimensional shapes. Students recognize area as an attribute of two-dimensional regions. They learn that they can quantify area by finding the total number of same-sized units of area that cover the shape without gaps or overlaps. They understand that a square that is 1 unit on a side is the standard unit for measuring area. They select appropriate units, strategies (e.g., decomposing shapes), and tools for solving problems that involve estimating or measuring area. Students connect area measure to the area model that they have used to represent multiplication, and they use this connection to justify the formula for the area of a rectangle.

Movement

In Grades K-4 Movement, children learn to move their body in safe and comfortable ways. They play cooperative games, listen to different genres of music, and examine how to communicate a story or idea with their body instead of with words. Most dance activities accent each child's personal expression, and children use loco motor and non-loco motor movements to convey their personal stories and ideas. Children also participate in the Presidential Physical Fitness Challenge, which promotes a basic level of fitness and recognizes children for their level of physical fitness in five events: curl-ups or partial curl-ups, shuttle run, endurance run/walk, pull-ups or right angle push-ups, and V-sit or sit and reach.

Areas Covered:

  • Movement elements and skills in performing dance
  • Choreographic principles, processes, and structures in dance
  • Creating and communicating meaning in dance
  • Critical and creative thinking skills in dance
  • Cultures and historical periods in dance
  • Connections between dance and healthful living
  • Connections between dance and other disciplines
  • Competency in motor skills and movement patterns needed to perform a variety of physical activities
  • Movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities
  • Regular participation in physical activity
  • A health-enhancing level of physical fitness
  • Personal and social behavior that respects self and others in physical activity settings
  • Physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Music

Through the Silver Burdett Making Music Curriculum, and the use of traditional and contemporary songs from many cultural backgrounds, our focus in elementary school Music classes is to develop a child’s understanding of the fundamentals of music. Lessons are designed to develop a child’s singing voice by exploring dynamics, pitch, and rhythm, and by discovering the subtleties of vocal expression. Children experiment with ORFF instruments and create lyrics to popular songs from their own musical collections. Children are encouraged to improvise, and they demonstrate their skills in a variety of performances.

Areas Covered:

  • Singing alone, and with others, a varied repertoire of music
  • Performing on instruments, alone and with others, a varied repertoire of music
  • Improvising melodies, variations, and accompaniments.
  • Composing and arranging music within specified guidelines
  • Reading and notating music
  • Listening to, analyzing, and describing music
  • Evaluating music and music performances
  • Understanding relationships between music, the other arts, and disciplines outside the arts
  • Understanding music in relation to history and culture

Science

Our elementary science focus includes topics that reflect a balance of life, physical and earth sciences that are conceptually linked to help lead our children to a broader understanding of themselves and the world around them. In developing children’s understanding of key science concepts, our students are challenged to think creatively and critically. Our teachers foster the development of positive attitudes about science and encourage problem solving through experiences in the natural environment.

Kindergarten
THE SENSES: Children are provided with a variety of experiences that encourage them to use all their senses to more closely observe and describe objects and phenomena around them. They compare, sort, and classify objects by various properties. They compare their senses one to the other, raising questions of what it would be like to be unable to hear or see.

LIVING THINGS: This module builds on the natural curiosity and excitement young children have for the natural world around them. Throughout the study, they observe changes in a tree; examine the plants and animals living in and around the tree; and look at other living things nearby. Children think about and discuss the many needs of plants and animals and the interdependence living things have on one another. Using these experiences, children build terrariums in the classroom.

WEATHER: This area of study, designed to be used for a season or throughout the year, begins with a trip outside to observe and describe the weather. Children then focus their attention on four elements of weather: cloud cover, temperature, wind, and rain.

Grade 1
MYSELF AND OTHERS: Children look at themselves and their classmates, and explore similarities and differences in such characteristics as height, eye color, and hand size. They become aware of how they are similar to those children they may see as different because of a physical characteristic (such as skin color) and how they are different from those children they may otherwise see as similar. This study helps to create a positive, supportive atmosphere in which children can realize and appreciate that although each of them is unique, they all share many similar characteristics.

LIVING THINGS: This module builds on the natural curiosity and excitement young children have for the natural world around them. Throughout the study, they observe changes in a tree; examine the plants and animals living in and around the tree; and look at other living things nearby. Children think about and discuss the many needs of plants and animals and the interdependence living things have on one another. Using these experiences, children build terrariums in the classroom.

BALLS AND RAMPS: This module builds on children's prior experiences with balls and how they move. Children focus on two themes: the properties and characteristics of balls and some of the factors that affect the way balls behave. Children begin by comparing how a wide variety of balls roll and bounce; next they construct balls out of clay and many other materials; and then they explore the movement of different balls as the balls roll down ramps, through tubes, and around bends.

Grade 2
GROWING THINGS: Children go on a tour of the school's neighborhood, giving them a chance to observe the variety of plants growing around them. Then, as children grow their own plants, they observe the development of germinating seeds, measure and record growth and change, and design and conduct simple experiments to explore the factors that affect plant growth.

ROCKS, MINERALS, AND SOIL: Children initially collect, categorize, and describe various materials they find in and on the ground in their school neighborhood. They extend their own personal classification systems by using geologists' tests to describe their rocks, a set of minerals, and local soils in new ways. Children will understand the relationship between rocks, minerals, and soils in terms of their properties and analyze how each is used as building material.

SOUND: Children become more aware of the nature of sound and the diversity and abundance of sounds around them. They begin by listening to recorded sounds. They then make their own sounds with their bodies, with drums, and with other instruments--exploring vibration, pitch and volume, and the transmission of sounds.

Grade 3

HABITATS: Children examine their own basic needs and the needs of other living things around them. They explore the school building and neighborhood to determine how these areas meet their own needs. They then study some of the small creatures they find on the school grounds and the physical factors that affect these creatures' habitats.

LIQUIDS: Children explore the unique characteristics of liquids, compare different liquids, and examine how solids and liquids interact with each other. They discover how three liquids--corn syrup, oil, and water--behave when mixed. Children then investigate floating and sinking and some of the variables that affect how solid objects behave in liquids of different densities.

LIFTING HEAVY THINGS: As this module begins, children are asked to think about what it means to make work easier. They then try out experiences and challenges using levers, planes, and pulleys and explore the advantages and disadvantages of each. At the end of the study, they are challenged to analyze a construction site that has no power and decide which simple machine is most appropriate for each task.

Grade 4
SUN, EARTH AND MOON: In this module, students investigate the movement of the earth and its moon in relationship to the sun, and how this movement is responsible for everyday natural phenomena. The first learning experiences focus on shadows and which situations cause shadows to change. Using their knowledge of shadows and observations of changes in shadows outdoors, students develop an initial understanding of the movement of the earth around the sun. They also engage in an intensive study of the moon and its phases through systematic observation. Along with their direct observations, students use models to understand concepts including how we know that Earth is spherical; why we have day and night and variation in daylight hours on earth; and the occurrence of eclipses.

CIRCUITS AND PATHWAYS: Children develop a basis for understanding electricity by exploring its properties in simple circuits. They start by sharing what they already know and what they would like to know about electricity. They are given an opportunity to use batteries, wire, bulbs, and motors to explore the concept of a complete circuit.

BONES AND SKELETONS: Children initially examine “mystery bones” extracted from an owl pellet. They learn to draw inferences and apply new information to the mystery bones based on wheat they learn through exploration of their own body. They explore the structure and function of their own bones and teeth and compare this knowledge to pictures of skeletons of other mammals and the mystery bones. By the end of the module, children begin to understand the relationship of an animal’s skeleton and teeth and its environment.

Social Studies

Drawing upon the disciplines of history, geography, economics, political science, and sociology, children investigate topics to discover the world around them, and learn to appreciate the importance of culture and heritage. Children make decisions and participate in wider community affairs to build a sense of responsibility for their school and community. They will inquire about the diversity of cultures within the school and community to build ownership in the curriculum. And, we will develop a sense of connection with American and global history, social groups, and the environment that surrounds them.

Kindergarten
HUMAN SIMILARITIES AND DIFFERENCES: Recognizing and respecting differences in gender, race, ethnicity, religion, ability, age, family composition, and lifestyle is an important part of the Social Studies curriculum. Children learn about human similarities and differences by sharing information about themselves and listening to what others have to say. When teachers are willing to relate stories from their own lie s, children feel more comfortable about telling their own stories. These sharing times often lead to interesting discussions about social issues. As children read and listen to stories about other people, study photographs, take field trips and work on projects, teachers encourage them to recognize and appreciate similarities and differences. Some of these differences include how people express emotions, the size and composition of families, the types of houses people live in, what they eat, and the kinds of work they do.

Learning about similarities and differences helps children recognize and appreciate diversity in thinking, feeling, and acting, and promotes understanding of the many different influences that shape people’s lives. When children see that the way they and their families conduct their lives is valued, they gain confidence and self-esteem.

Grade 1
BASIC HUMAN NEEDS: Children investigate how people go about their daily lives by first examining their own actions and then gradually researching how their families and other community members live. They begin to see that basic physical and social needs—safety, security, food, clothing, and shelter—are consistent among all people, regardless of when and where they live. Children can consider the difference between people’s needs and wants. Children compare their actions and behaviors in daily living to those of people who lived long ago and those who live in other places. While basic needs are universal, the ways in which different people meet them vary.

Grade 2
HUMAN INTERDEPENDENCE: Children are interested in how people work together to get what they need. The concept of human interdependence includes understanding how people depend on others to accomplish tasks, how they divide labor and share responsibility, and how they exchange goods and services.

As children explore how goods are produced and services performed they learn about the world of work and acquire an appreciation for the different jobs people perform. Whether the study involves a food store, a construction site, immigration, or communities long ago, children can examine how people get what they need and how they accomplish goals through interdependent relationships.

Grade 3
PEOPLE AND THE PLACES THEY LIVE: How people’s lives are shaped by their physical environment is an important Social Studies concept. Children begin to explore the relationship between people and where they live.

As issues related to the use of the world’s resources are of increasing concern, the topics explored in social studies can help children develop an appreciation for natural resources and their importance to human life. Opportunities to raise their own questions and to express their concerns will encourage children to see how preserving the environment is important to their lives.

Another aspect of understanding people and the environment is learning how locations are recorded symbolically on maps. Drawing and constructing maps of real places—the classroom, the school, a room in their house—increases children’s understanding of how to represent locations using symbols. In addition, children explore different types of maps and globes.

Grade 4
PEOPLE AND THE PAST: An important reason to learn about the past is that it connects us to our heritage. Who we are is in part a reflection of the history of our families. Where our parents, grandparents, and great grandparents lived and what they experienced influences our values, ways of interacting, and how we interpret events.

Understanding the past begins with an examination of children’s personal life histories. Writing personal narratives about memories of being younger, making family scrapbooks, and constructing personal time lines fosters a beginning of understanding of history. Interviewing family members about their childhoods leads children to realize that they are a part of history and helps them develop an appreciation for their heritage.

As children begin to develop a sense of the passage of time, they can also explore the concept of change. Children gain an increasing appreciation for change and the passage of time by hearing and reading stories of growing up at another time period. They can relate their own experiences to those of other children and begin to appreciate how life would have been different if they had lived during another time period. When children make up skits, put on costumes, and recreate scenes from long ago, they begin to acquire an appreciation and understanding of history.

Spanish

Spanish lessons in the elementary school are created to coordinate with the subject matter that the children learn about in their respective classrooms. Through various games, art projects and writing assignments and conversations, children practice pronunciation, reading, and spelling of Spanish vocabulary within each unit of study. Once basic Spanish vocabulary is learned, the formation and comprehension of simple sentences and commonly used Spanish phrases are practiced.

Areas Covered:

  • Engaging in conversation and correspondence, providing and obtaining information, expressing feelings, and exchanging opinions.
  • Understanding and interpreting spoken and written language on a variety of topics.
  • Presenting information, concepts and ideas to listeners or readers on a variety of topics.
  • Demonstrating an understanding of the products, practices and perspectives of the cultures studied, and using their cultural knowledge for interpersonal, interpretive, and presentational communication.
  • Reinforcing and expanding their knowledge of other areas of study through the world language, and vice versa.
  • Acquiring and using information from a variety of sources only available in the world language.
  • Demonstrating literacy and an understanding of the nature of language through comparisons across languages.
  • Demonstrating an understanding of the concept of culture through comparisons across cultures.
  • Using the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.

Visual Arts

Using the Scott Foresman Art curriculum, children in Grades K-4 discover various art forms and mediums, and explore the basic elements of art: line, shape, form, space, texture, value and color. “Scott Foresman Art integrates classroom instruction, hands-on activities, and literacy-building experiences to turn on the power of art for all students. Scott Foresman Art focuses on the elements of art and the principles of design, the basic tools artists use to communicate their ideas.” By understanding and utilizing these artistic elements, self-expression, creativity, and imagination are enhanced. The lessons learned offer the opportunity for each child to exhibit his or her creative voice, and ultimately gain greater confidence and self-awareness.

Areas Covered:

  • Understanding and applying media, techniques, and processes
  • Using knowledge of structures and functions
  • Choosing and evaluating a range of subject matter, symbols, and ideas
  • Understand the visual arts in relation to history and cultures
  • Reflecting upon and assessing the characteristics and merits of their work and the work of others
  • Making connections between visual arts and other disciplines

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