LS Curriculum

The Lower School visual arts curriculum is based on developing critical thinking skills through the discipline-based arts education (DBAE). The DBAE approach combines art history, art production, art criticism, and aesthetics. Under this approach, students not only view artistic works and performances, but also evaluate the works, discuss their merits and messages, and examined the artists who created them. Students gain the knowledge and the skills they need to create unique art work that expresses their individuality and demonstrates their knowledge of the basic principles of design.

First Grade

• Line: identifying different lines and their emotive qualities, drawing lines to express mood, utilizing continuous line to construct drawings
• Shape: identifying geometric and organic shapes, utilizing organic and geometric shapes in creating paintings and drawings, appreciating and understanding shape
• Color: identifying primary and secondary colors, introducing warm and cool colors
• Texture: real vs. simulated textures, creating textures in a variety of media
• Form: introducing the concepts of 2-D and 3-D, mass, space
• Balance: introducing and exploring the concepts of symmetrical and asymmetrical balance
• Art Appreciation: exploring famous contemporary and historical artists

Second Grade

• Line: continuing and expanding the exploration of line
• Shape: further exploring concepts of geometric and organic shapes
• Color: identifying complementary colors; creating a color wheel to explore mixing and creating colors
• Pattern: identifying and constructing rhythm through pattern, creating radiating patterns
• Form: constructing 3-D forms
• Art Appreciation: exploring and emulating the work of famous artists
• Multicultural integration: exploring the art and traditions of various cultures in correlation with core classroom curriculum

Third Grade

• Line: continuing and expanding the exploration of line
• Shape: further exploring concepts of geometric and organic shapes
• Color: identifying complementary colors; using a color wheel to explore mixing and creating secondary, intermediate, and complementary colors, as well as shades and tints
• Principles of Art: introducing balance, movement, and contrast
• Art Appreciation: exploring and emulating the work of famous artists
• Multicultural Integration: exploring the art and traditions of various cultures in correlation with core classroom curriculum

Fourth Grade

• Line: hatching and crosshatching lines to create value
• Form: identifying 3-D forms, mass, space, and creating forms
• Aesthetics: introducing the concept of aesthetics in students' own art through self-reflection and writing
• Art Appreciation: exploring and emulating the work of famous artists
• Multicultural Integration: exploring the art and traditions of various cultures in correlation with core classroom curriculum

First Grade

• Word Study: consonant/vowel sounds, blends, digraphs, base words/suffixes, word families, sight words, compound words, contractions, word families, common spelling patterns, applying spelling skills to reading and writing.
• Comprehension: nonfiction vs. fiction, predicting, summarizing, cause and effect, identifying characters, comparing and contrasting stories, drawing conclusions, sequencing, theme, setting, appreciating variety of genres and authors
• Grammar/Composition: Writer's Workshop, journaling, proper grammar usage in sentence structure, forming complete sentences with correct mechanics
• Listening and Speaking: following oral/multistep directions, responding to and participating in group discussions appropriately, clearly articulating ideas, reading with expression and fluency
• Study Skills: identifying and using table of contents

Second Grade

• Word Study: base words, diphthongs, digraphs, singular and plural, long and short vowels, consonant blends, consonant-vowel patterns, identifying silent letters, synonyms, antonyms, homophones, possessives, sight words, contractions, compound words, double consonants, context clues
• Comprehension: cause/effect, character traits, setting, main idea, problem and solution, predicting drawing conclusions, reality/fantasy, expository/narrative text, vocabulary, summarizing, making connections, making inferences, questioning
• Grammar: common and proper nouns, verbs, adjectives, punctuation, sentence structure, capitalization, quotations, subject/verb agreement
• Writing: journaling, paragraphs using topic and ending sentences, letter writing, narrative and expository writing, research reports, Writer's Workshop used in all writing activities
• Listening: using appropriate audience/listener responses, following oral directions, listening respectfully to others, recalling content of an oral story and using information to answer questions
• Speaking: oral reports, volume and vocal expression, expressing ideas in an organized fashion, articulating words clearly, speaking respectfully to others
• Study Skills: using table of contents, using index, using glossary, alphabetizing, basic research skills, organizational skills

Third Grade

• Word Analysis Skills and Spelling: using digraphs, diphthongs, murmur diphthongs, singular and plural, short and long vowel patterns, complex vowel patterns, silent letters, consonant doubling, prefixes and suffixes, compound words, blends, unexpected consonant patterns, inflected endings, contractions, base words and endings, synonyms, antonyms, homonyms, homophones; identifying syllables
• Comprehension: cause/effect, character development, compare and contrast, sequencing of events, predicting, making connections, determining importance, drawing conclusions, questioning, making inferences, fact vs. opinion, summarizing passages, noting details, finding main idea and details, fantasy vs. realism, exposure to various genres, exposure to nonfiction and fiction, poetry, following written directions
• Grammar/Composition: subjects/predicates, identifying types of sentences, run-on sentences, common and proper nouns, plural and possessive nouns, different verb tenses, irregular verbs, "be" verbs, contractions, adjectives, articles, commas, quotations marks, abbreviations, proper sentence structure and punctuation
• Writer's Workshop: narrative and expository writing, letters, poetry, autobiographies, adventure stories, journaling, writing instructions, research reports
• Listening: following multistep directions, using appropriate responses
• Speaking: oral reports, volume and expression, expressing ideas clearly, participating in group discussions
• Study Skills: alphabetizing through fourth letter, basic research skills, organizational skills

Fourth Grade

• Reading: decoding, context clues, vocabulary, reading strategies (predicting, making inferences and connections, questioning, visualizing, synthesis and evaluation of information read and heard, comprehension), figures of speech, literary terms, book themes, exploring a variety of reading genres
• Literacy: independent and guided reading, novel units, short stories, poetry, plays, reading-response journals, weekly letters to the teacher regarding independent reading books, book logs
• Writer's Workshop: poetry, advertisements, brochures, letters, reports, exploring writing for a variety of purposes: research reports, expository, narrative, persuasive, descriptive, fantasy, informational, creative writing techniques
• Oral Expression: elements of public speaking

The Catherine Cook School Library serves the community’s students, faculty, and families to develop empowered users/producers of information, support curriculum, and promote literacy as both an academic and recreational endeavor.

Our objectives, as set forth in the American Association of School Librarians (AASL) Standards for the 21^st-Century Learner, are to help students develop the necessary skills to effectively:

• inquire, think critically, and gain knowledge.
• draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
• share knowledge and participate responsibly and productively as members of society.
• pursue personal and aesthetic growth.

Students in Lower School Library Enrichment participate in several reoccurring subjects/units (including, but not limited to Research/Retrieval Skills, African American History Unit, Women’s History Unit, Poetry Unit, and International Picture Book Unit); however, each individual grade contains the following highlight:

• First Grade: Mock Geisel Award Unit
• Second Grade: Mock Caldecott Medal Unit
• Third Grade: Mock Sibert Medal Unit
• Fourth Grade: Mock Coretta Scott King Illustrator Award Unit

Source:
American Association of School Librarians. Standards for the 21^st-Century Learner. Chicago. 2007. Accessed September 2015.

Students from Senior Kindergarten through 5th Grade use the Everyday Mathematics series. Everyday Mathematics is a research-based curriculum developed by the University of Chicago School Mathematics Project which seeks to cultivate true mathematical literacy, extending far beyond basic calculation skills. Based on extensive research, the program is based on the finding that children are capable of learning a great deal more than previously expected and do best when mathematics is framed in real-world applications.The scope of the curriculum includes the following strands:

• Algebra and uses of variables
• Data and chance
• Geometry and spatial sense
• Measures and measurement
• Numeration and order
• Patterns, functions, and sequences
• Operations
• Reference frames

First Grade

• Melody: recognizing upward and downward melody: reading simple notation; recognizing, moving to, and playing created high and low melodic patterns
• Rhythm: reviewing steady beat, quarters, eighth, halves, whole notes, and quarter rests; imitating, reading, creating, and playing simple rhythm patterns and short melodies
• Harmony: singing with and without accompaniment, playing do/sol and simple accompaniments
• Tone Color: experiencing and listening to various kinds of environmental sounds, exploring uses of the voice
• Form: recognizing like and different phrase structures; experiencing, recognizing, and responding to simple AB and ABA forms
• Expressive Qualities: identifying and moving to music with a variety of dynamic levels; identifying and moving to music of various tempi

Second Grade

• Melody: identifying steps, leaps, and repeats in notation; use solfège in a do-to-do scale; beginning to sing simple rounds and partner songs
• Rhythm: reading, playing, notating, and creating simple rhythm patterns based on previously learned note values; creating a rhythmic answer to a given question using vocal, body, percussion, and non-pitched percussion sound sources
• Harmony: identifying harmony as two or more pitches sounding simultaneously, identifying music in major or minor tonalities
• Tone Color: recognizing various vocal tone qualities produced by individuals and groups; playing and creating sound accompaniments for songs, poetry, rhymes, and movement
• Form: identifying, creating, and performing introductions and codas; identifying and performing simple structures in AB, ABA, and rondo form; identifying repeat and da capo al fine
• Expressive Qualities: identifying piano, forte, crescendo, decrescendo markings; identifying fast and slow tempi and noting gradual changes; developing control of instruments in expressive playing

Third Grade

• Melody: reading simple melodies from notation and identifying treble clef lines and spaces, demonstrating correct finger technique and tone production on the recorder
• Rhythm: identifying music in groups of 2s, 3s, 4s; identifying meter changes
• Harmony: identifying, experiencing, and performing choral harmony accompaniments; singing or playing ostinatos, partner songs, counter melodies; creating vocal accompaniments
• Tone Color: singing in various combinations of voices, playing instrumental countermelodies, making reasoned tone color choices when creating various kinds of accompaniments
• Form: experiencing song forms and solo/chorus forms; identifying, playing, and creating introductions, interludes, and codas; identifying, playing, and creating larger music structures in AB, ABA, AABA, and rondo forms
• Expressive Qualities: identifying fast and slow tempi as well as allegro, andante, accelerando and deccellerando; experiencing and identifying various styles in music; identifying single bar, double bar, repeat sign, first and second ending
  
  

Fourth Grade

• Melody: identifying and reading from treble notation including upper and lower ledger lines; identifying skips, steps, repeats, melodic contour, and sequences; improvising melodies in diatonic, pentatonic, and modal scales; continuing to identify melody in major and minor modes and experiencing and playing in Dorian and Aeolian modes
• Rhythm: recognizing beats, offbeats, rests, fermata; identifying four-sixteenth notes and related patterns; recognizing and moving to meter changes; identifying and performing tied note values and the upbeat quarter or eighth notes
• Harmony: identifying and playing chord changes; identifying monophonic, homophonic, and polyphonic textures; creating accompaniments in various textures and performing with three or more melodic ostinatos
• Tone Color: singing solos and in duets, trios, and chorus; identifying various vocal groups by name; creating original percussion compositions
• Form: recognizing, creating, and playing theme and variation form; creating call-and-response-style pieces
• Expressive Qualities: identifying previously learned dynamics and tempo markings and making appropriate choices for their use in music, analyzing and making interpretations of mood in music

Co-curricular opportunities extend learning with opportunities for instruction in piano, drums, and guitar. Students may learn a band instrument and develop musicianship through participation in the co-curricular band program starting at fourth grade.

Our physical education program addresses the developmental needs of children at each age level with appropriate physical activities, games,and sports. Physical education classes inspire sportsmanship and teamwork while instilling lifelong health and fitness habits.

• Movement exploration, locomotor skills (running, skipping, hopping, jumping)
• Ballhandling (bouncing, catching, throwing)
• Balance activities
• Dance and rhythm activities
• Jump rope
• Movement exploration, locomotor skills
• Mat and balance activities
• Game skills (football, baseball, basketball, soccer, floor hockey)
• Physical fitness
• Striking a ball in a forward direction with a golf club, striking a ball repeatedly with a racket
• Striking a ball consistently with a bat, at first from a tee or a cone, using a correct grip and side orientation
• Striking a ball consistently with a hockey stick
• Demonstrating progress toward mature form of transferring weight and rolling

At this level, we work to instill a love for physical activity that will lead to lifelong participation in health- and fitness-promoting activities. Students are expected to show an understanding for the rules of the games, as well as demonstrate effort to improve their skills. Students will:

• refine all basic manipulative skills
• strike a ball continuously against a wall or with a partner using a racket, using both forehand and backhand strokes
• throw a variety of balls, showing both accuracy and distance
• work toward a mature form of selected manipulative skills, including striking with long-handled implements
• use safe practices when participating in physical activities
• understand various methods of assessing personal fitness
• understand the principles that relate to cardiovascular efficiency
• understand how to maintain appropriate body composition
• understand the principles that relate to muscular strength and endurance
• invite others with differences to join in enjoyable physical activity
• act independently of peer pressure

The science curriculum for every grade in the Lower School covers topics in biological science, physical science, and Earth science. In addition to learning core concepts and science content, students are taught to use the processing skills – observation, inference, investigation, data collection and analysis, and argumentation – that scientists use every day. The curriculum also incorporates engineering skills which afford students the opportunity to apply their science knowledge to solve a practical problem.

First Grade

• History: famous Americans/people, holidays, African American history (Martin Luther King and Rosa Parks)
• Cultural Studies: family traditions, holidays, Mexico
• Geography: identifying/recognizing differences between continents, countries, states, cities.
  • Map Skills: primary directions, compass, map key

Second Grade

• History: families, story telling, biographies
• Cultural Studies: Africa (ecosystems and cultures), Native Americans (historical and contemporary)
• Geography and Map Skills: continents, oceans, rivers, lakes, poles, cardinal and intermediate directions, North American geography, equator/prime meridian, map symbols
  
  

Third Grade

• History: westward movement (Oregon Trail, Louisiana Purchase, Gold Rush), Chicago history
• Cultural Study: China (culture, geography, landforms)
• Geography: North American continent: major oceans and countries; U.S. states
• Map Skills: intermediate and cardinal directions, equator, prime meridian, hemispheres, latitude and longitude, political maps, natural resource maps, globes (through the Iditarod project)
• Technology-related Skills: Internet research and collaboration (Iditarod), PowerPoint presentations (state presentations), keyboarding skills

Fourth Grade

• Geography – continents, bodies of water, latitude and longitude, climates, and landforms
• Southeast Asia – study of Japan, North and South Korea, and China
  • History
  • Culture
  • Geography
  • Political systems
• Ancient Egypt
  • Gods and goddesses
  • Mummification and afterlife
  • Nile River
  • Rosetta Stone
  • Hieroglyphs
  • Pharaohs
  • Pyramids
  • Daily life

World language classes in French and Spanish provide a global perspective and equip Catherine Cook students with the knowledge and sensitivity to be citizens of the world.

French

Madame Gigi Olmstead teaches Senior Kindergarten through 4th Grade and is a seasoned teacher and native French speaker. We believe in early language introduction, where students are exposed to the French language and culture. We encourage students to nurture the same language from SK through 8th Grade in order to maintain continuity and increase proficiency.

Why is French valuable for early learners?

1. Brain research indicates children are at optimal age for language learning under the age of 6 (peak time)
2. Early language learners have the ability to develop native-like pronunciation (prior age 12, immersion environment)
3. Elementary World Language offers the opportunity to reinforce content across curriculum (Art, Music, Social Sciences, Humanities)
4. Elementary language allows for long sequences of study resulting in higher SAT, ACT, AP scores (FLEX)
5. French helps children to develop cultural understanding to live in a diverse society (global citizenship)