senior kindergarten curriculum guide

Early Childhood Curriculum

SENIORKINDERGARTEN

Early Childhood Center Curriculum Guide 2

Overview of the Early Childhood Center (Preschool–Senior Kindergarten)

The Early Childhood Center (ECC) at Lake Forest Country Day School (LFCDS) is designed to be a safe “home away from home”—a warm and welcoming community where young students play, learn, and enjoy developmentally appropriate experiences under the guidance of nurturing and talented faculty. Emphasis is placed on a smooth transition from home to school and from one year to the next, so that each child's school experience is positive, enjoyable, and rewarding.

Students are engaged in rich and varied activities designed to provide the foundation for academic and social success. There is a healthy balance between whole group and individual work, academic enrichment and play, teacher-directed and self-guided pursuits. Teachers differentiate instruction to meet individual student needs and craft integrated units of study that capture the imaginations of their students and allow them to make connections across disciplines.

Our comprehensive early childhood program educates the whole child. Small class sizes and two teachers in each classroom enable faculty members to create close, meaningful relationships with each student. World language, music, physical education, and library and information technology experts support and enrich children’s learning experiences, opening doors for students to discover new ways of making sense of our world.

Each classroom has access to the state-of-the-art playground with opportunities for daily exercise and the development of large motor skills. Raised beds for gardening help students connect with the earth and food sources. A prairie plot, the School’s forest, and a wetlands area on our twenty-nine acre campus provide sensory experiences and resources for developing an appreciation for the natural world in our students.

Each child is respected, supported, and challenged, and knowing the families of our students is as important as knowing their children. In order to develop and maintain the all-important parent-school partnership, daily communication at drop-off or pick-up, weekly newsletters or blogs, and pictures of students provide each family with a window into their child’s experience.

Teaching PhilosophyKnowing the students we teach—individually, culturally, and developmentally—is of utmost importance to us. We also believe in the importance of getting to know their families. We value the input of parents as the child’s first teacher, beginning with intake conferences prior to the start of school when parents share their knowledge of and hopes and dreams for their child.

Two important beliefs are at the heart of our teaching philosophy: first, the social curriculum is inextricably linked with the academic curriculum; and, second, how students learn is as important as what students learn. Early Childhood Center faculty shares a commitment to the following teaching and learning practices:

DOMAINS OF GROWTH AND DEVELOPMENTTeachers focus on the whole child at a critical time of development in five domains: physical, social and emotional, cognitive, language, and creative.

DEVELOPMENTALLY APPROPRIATE PRACTICESYoung children require environments, schedules, and curriculum that is appropriate for their level of maturity and their developmental stage.

THE POWER OF PLAYTeachers encourage child-directed, unstructured play as opportunities to learn important skills critical to future social and academic success.

RESPONSIVE CLASSROOM®Responsive Classroom® techniques foster a welcoming, accepting, safe, and nurturing environment for learning.

HABITS OF MINDTeachers promote ways of thinking and behaving that develop self-discipline and strong character.

DIFFERENTIATIONTeachers focus on each individual student’s learning style and make adjustments as needed to provide support or additional challenge.

EXPERIENTIAL LEARNINGStudents enjoy opportunities to engage in hands-on activities and role-play experiences that help them understand abstract ideas.

UNIFYING CONCEPTSIdeas are introduced in the context of central unifying concepts or themes to help students recognize and remember connections in what they are learning in different disciplines.


Early Childhood Center Curriculum Overview

Domains of Growth and Development“At the beginning of the twenty-first century, key principles about child growth and development have stood the test of time:...physical maturation, language acquisition, social and emotional behavior, and cognition... Children generally go through predictable stages in the same order, but they will not all go through them at the same rate.” (Chip Wood: Yardsticks: Children in the Classroom Ages 4–14. Northeastern Foundation for Children, Inc., 2007.) Additionally, within the various aspects of development, children progress differently. For example, a child who matures quickly in cognitive areas may mature more slowly in physical and social ones. These developmental concepts guide the decisions we make in our Early Childhood classrooms at Lake Forest Country Day School to ensure that each child’s individual needs are being met. We attend to all areas of growth because each plays a crucial role in learning outcomes and in providing balance in a child’s life. The whole child comes to school: therefore, decisions about physical activity and the development of social and emotional skills are as important as curriculum choices and test results.

Social and Emotional Development Emotional development concerns the child's

increasing awareness and control of their feelings and how they react to them in a given situation. Children develop self-awareness, self-confidence, and the ability to cope with and understand feelings.

Social development concerns the child's identity, relationships with others, and understanding of their place within a social environment. The social aspect of school is how children form attachments, play with others, cooperate, share, and create lasting relationships.

Students at LFCDS engage in meaningful play every day. While playing, students have the opportunity to navigate social situations and learn appropriate ways to respond to and interact with their peers.

Language Development Language acquisition during the early years is

important for the development of children’s cognitive skills, including the foundation for reading and writing, and social and emotional maturity.

At LFCDS, children have the opportunity to share their thoughts and ideas during Morning Meeting.

Vocabulary learning is fostered throughout our rich literacy, social studies, and science curricula by attending to interesting words in stories and informational texts we read.

Children use play to control their own language development, which is guided by their teachers and their desire to play with their peers.

Through imaginary play, children practice using acquired vocabulary, clarify new words and concepts, employ motivating language, develop metalinguistic awareness, and practice formulating and expressing thoughts.

Physical Development Physical development includes mastering

movement, balance, fine motor, and gross motor skills.

During early childhood, a child’s balance improves. Children work on their balance as they learn new yoga poses in ECC classrooms.

Children work on their gross motor skills on the playground as they navigate the playground structures, ride bicycles and scooters, and learn to pump on the swings.

During play time, children build with blocks, complete puzzles, use scissors, paint, writing and drawing tools, and play with play dough. These activities develop hand-eye coordination and strengthen fine motor skills.



Cognitive Development Cognitive development includes skills

pertaining to learning and thinking.

Teachers at LFCDS create learning activities that challenge students in a way that fosters growth while also nurturing a love of learning.

Because imaginative play enhances executive functioning and academic learning, it is considered an important aspect of each child’s experience in our ECC. As children persist with

problems in their play, they become creative thinkers, problem solvers, and risk takers.

Creative Development Exploring art materials and engaging in

dramatic play helps students discover new ways to express themselves. Music and movement activities stimulate the brain, increasing pattern recognition, improving coordination, and enhancing language skills.

The LFCDS Early Childhood “Neighborhood”Our Early Childhood programs are housed in two wings of the School. The Preschool is located with 1st STEP in a quiet wing with a separate entrance, which allow our youngest students to experience a peaceful transition from home to school. Bright murals that echo images by Eric Carle, a popular picture book author, decorate the welcoming hallway that leads into large, sunny classrooms.

The James L. Marks Early Childhood Center, where junior and senior kindergarten classrooms are located, was designed especially for young children. Distinctive architectural features make the exteriors of the classrooms look like residential homes. The four classroom “houses” are grouped around an “indoor park” with support beams resembling trees. These physical details reinforce the concept of the classroom as a “home away from home.” Similarly, the school community is, symbolically, a neighborhood comprised of friendly families who interact with one another as they support their children’s growth and development.

As children transition into the Lower School, the “house” concept becomes more abstract, but the sense of community prevails. All students in grades one through eight are grouped into four “Houses” within the School, with students from a younger and older grade level paired as buddies (e.g., grades one and five). The houses are named for significant leaders in the School’s history (Bell, Mason, and Farwell) and a founder of the first private day school in America (Alcott). At various times throughout the year, house buddies get together for activities that build multiage friendships and foster school spirit.

Developmentally Appropriate PracticesWhen schools create learning environments that honor and support the natural development of young learners, they are at the same time creating a foundation for skills and behaviors that will support students in their education for years to come.

As Early Childhood educators, we know that children go through common, definable steps in their

growth and development. As trained experts we also know that these stages occur at different rates in the development of each individual. Our challenge is to create an atmosphere where balance is achieved in the education of each child. Whether it is how the day is structured, how the classroom is arranged, or what size the playground equipment is, every consideration



is given to creating a learning environment that is developmentally appropriate for all children with respect to their emerging capabilities.

The teachers in the Early Childhood Center at Lake Forest Country Day School are especially adept at developing relationships with each child and their families to honor and respect each child’s stage on the developmental continuum. For many of our students this is their first school experience, and their natural inclination to seek independence is often countered by a longing for the predictable environment of home. To honor this stage of child development, the teachers have created a transition period at the beginning of the school year so children can enter school both physically and emotionally ready to learn. This transition time is just one example of how the learning environment at LFCDS is inspired by best practices.

Young children also seek structure and predictable environments. When they feel physically and emotionally safe, children are free to explore and take

risks. Developing meaningful relationships with each child and creating a predictable flow of the day are key factors in laying the foundation for success.

When you visit the classrooms in the ECC, take note of the physical space and how the classrooms have been designed to honor and engage young children. Is there natural light? Are there tools and supplies available to encourage exploration? Does the room reflect the work of children or adults? What does the room sound like? Is there independent work and group work available? Are there opportunities for play?

We feel confident that you will come away from your visit wishing that you could go back to school yourself and be a part of this joyful learning environment. We hope that you will also leave with the knowledge that every part of the experience we offer young children is designed intentionally, to acknowledge and respect the variety of developmental needs of young children.

The Power of PlayPlay is a powerful gift in a young child’s world and essential in fostering the cognitive, physical, social, and emotional well-being of children. Play challenges the complex mind in immeasurable ways and nourishes the human spirit. When children engage in child-directed, unstructured play in the early childhood classroom, there are endless opportunities for learning. In fact, a growing body of research continues to support the unequivocal benefits of exploratory and imaginative play in the early years of school. These benefits include increased capacities for creativity, self-regulation, social awareness, emotional resilience, collaboration, and problem solving. Moreover, these advantages play an important role in the early childhood classroom’s academic environment. With this understanding, the early childhood educators at Lake Forest Country Day School strive to create a learning environment where imaginary play is a key element in the early foundations of language development, literacy skills, mathematics, science exploration, and social sciences.

Creative potential is strongly correlated with lifetime achievement. At the root of creativity is an individual’s ability to engage in the discovery of the unknown, take on divergent perspectives, and to explore the wonders of one’s surroundings. “In early childhood, distinct types of free play are associated with high creativity. Preschoolers who spend more time in role-play (acting out characters) have higher measures of creativity: voicing someone else’s point of view helps develop their ability to analyze situations from different perspective.” (Po Bronson and Ashley Merryman, “The Creativity Crisis,” Newsweek, July 2010.)

Children are working hard to develop self-regulation skills throughout the early childhood years. Play provides young children with meaningful, self-directed opportunities to engage with their environment and learn the best ways to interpret what they experience, make sense of their emotions, manage impulsivity, and respond in socially appropriate ways to their surroundings. Furthermore, “the ability of



young children to control their emotional and cognitive impulses, it turns out, is a remarkably strong indicator of both short-term and long-term success, academic and otherwise. In some studies, self-regulation skills have been shown to predict academic achievement more reliably than IQ tests.” (Paul Tough, “Can the Right Kinds of Play Teach Self-Control?” New York Times, September 25, 2009.)

In addition, play is central to nurturing and developing emotional resilience in children. The challenging scenarios created through play test a child’s ability to solve problems independently, recognize when to ask for support, compromise, confront adversity, and endure frustration and disappointment.

“If we fail to learn in childhood how to handle the full catastrophe of a rich life, we grow up emotionally ill prepared. Learning to build these inner resources for a happier life demands that we endure the hard knocks of the playground—boot camp for the inevitable upsets of everyday relationships. Given how the brain masters social resilience, children need to rehearse for the ups and downs of social life, not experience a steady monotone of delight.” (Daniel Goldeman, Social Intelligence: The New Science of Human Relationships. Bantam, 2007.)

Without these opportunities to work through frustrations, children wouldn’t learn the value of persistence and subsequently the joy of accomplishment and newly found confidence.

It’s hard to argue the incredibly close connection of child’s play and success in school. Play is the mode in which young children learn to master the various skills

which are crucial to tackling their future academic and interpersonal challenges. A healthy balance of child-directed imaginary play and meaningful educational opportunities are fundamental to developing children of strong character with a passion for learning.

“Play is the young child’s dominant mode of learning. When we take away time from that playful learning, we deprive the child of self-created learning experiences.” (David Elkind, The Power of Play. Da Capo Press, 2007.)

The Early Childhood Center utilizes Responsive Classroom® techniques to create a welcoming, accepting, safe, and nurturing environment. In classrooms where caring communities are created and where children are valued for who they are as learners, students are prepared to face academic challenges. Activities are intentionally designed to stretch their thinking and help them develop confidence in what they can accomplish. As students grow, they enjoy more

in-depth learning, participate willingly in discussions, and ask questions while they make connections. By kindergarten, students are in a five-day, full-week program that allows them the time to stretch their learning and use their prior knowledge to strengthen their skills.

Children must have multiple opportunities to learn and practice in order to be successful academically

Responsive Classroom®

Forests, Flights, and Fairy TalesPeek into our Early Childhood classrooms and you will find two highly qualified teachers spending time with students one-on-one, in small groups, and in large-group settings. Lessons are purposefully designed to meet children’s needs through multiple experiences. In a preschool classroom at LFCDS, you might find children discovering new knowledge about trees and leaves while sifting through bark, leaves, and seed pods at the sensory table as they gain an understanding of our relationship to the earth. In junior kindergarten, four-year-olds board a “flight” to Australia where they learn about its ecosystems and hear and play music unique to this area of the world. Peek through the windows of a senior kindergarten classroom and you may see five-year-olds applying their knowledge of fairy tale elements to write a collaborative traditional story. From nature exploration to imaginative field trips to folklore studies, LFCDS students benefit from fun, hands-on experiences that pique their curiosity, introduce academic skills, and develop a passion for learning.



and socially. Since the greatest cognitive growth occurs through social interaction, various social settings (e.g., one-to-one conferences, small groups, whole class, and team experiences) provide opportunities for learning cooperation, assertion, responsibility, empathy, and self-control.

Every Early Childhood Center classroom begins the day with a Morning Meeting. Children are introduced to greeting one another in our 1st STEP program at the age of two. Children are encouraged to sit together in a circle while they are guided to say their names with different greetings throughout the school year. This lays the foundation for children to acknowledge other children who are present and to learn the names of their friends and teachers. 1st STEP’s goals are for children to become comfortable and proud to say their names in front of others, to greet their classmates with a smile, and to manage their impulsivity while they wait their turn.

In preschool, children continue to learn the polite skills involved in greeting one another, and the Morning Message is introduced. Children are taught to greet their classmates by looking each other in the eye and smiling to let others know they are accepted and liked. Once children are comfortable with the routine, the greeting is enriched with a sharing and learning time, an opportunity for each child to explain items they have brought to school and to explore numbers and letters. Every week, the Morning Message changes to reflect the weekly theme. The message begins with the same greeting and ends with the same salutation throughout the school year to encourage early recognition of words. It is used to search for letters, identify sounds, and count objects. Children develop confidence in their early reading skills as they identify words that are regularly present in the message and tackle learning new ones.

In junior kindergarten, children build on the skills they have learned for greeting one another and reading the Morning Message. Greeting is now a time to not only make their classmates feel welcomed, but a time to connect to their learning. After saying their name, a child is often asked to add information about an animal being studied, identify letters in a word, express sounds connected to letters, count with one-to-one correspondence, or identify numbers. The sharing time is used to intentionally teach communication skills and to get to know one another better. On their scheduled day, the children who share are taught to stand confidently in front of their classmates and explain what they brought and why it is important to them. They learn to make eye contact and speak clearly. Their classmates learn to manage their impulsivity while thinking of questions to ask the child who is sharing. The child accepts three questions, and the answers provide further information to the share to which classmates can connect. When the Morning Message is read together, letters, sounds, and words are highlighted.

In senior kindergarten, children are ready to apply to all the parts of Morning Meeting the skills they have practiced. The Morning Message becomes an interactive board for teaching literacy and mathematics skills, including the use of punctuation and capitalization and writing the date. The message changes daily, and students are assigned to read and complete the message. The message occasionally ends with a question that each child is encouraged to read and answer. During sharing time students are taught to be concise by stating a main idea and two details before asking for three questions or comments. By this time, children have become quite comfortable sharing about themselves and their knowledge.



Habits of the Mind are behaviors or dispositions that we believe provide a strong foundation for success in school and in life. Across the curricular areas, faculty members discuss their application and provide regular opportunities for students to apply them. For example:

All early childhood students learn to listen with empathy and understanding as they participate in Morning Meetings and hear classmates share ideas and stories. Becoming an active listener is one of the most important life skills taught in these early years.

Listening is the beginning of understanding… Wisdom is the reward for a lifetime of listening. Let the wise listen and add to their learning and let the discerning get guidance.

—Proverbs 1:5

Early childhood students respond with wonder and awe as they use their senses to experience their environment and gather data. They role-play the story that was read to them; discover what colors are created as they mix paints; note the patterns that are involved in the rhythms played on their xylophones; experiment with the sounds of new words spoken in Spanish or Mandarin; and dig in the garden to plant seeds that will grow into lettuce shared with parents at an end-of-year celebration.

Observe perpetually.—Henry James

The most beautiful experience in the world is the experience of the mysterious.

—Albert Einstein

A junior kindergarten student persists as she practices crossing the monkey bars independently.

Persistence is the twin sister of excellence. One is a matter of quality; the other, a matter of time.

—Marabel Morgan, The Electric Woman

A senior kindergarten student uses his metacognition during a math lesson as he shares two ways he approached solving a problem. Learning to think about one’s thinking and to consider different options and perspectives is a powerful skill.

When the mind is thinking it is talking to itself. —Plato

A preschool child is encouraged to manage her impulsivity is a skill that early childhood children practice daily when listening to mini lesson on the rug, or waiting their turn to participate. Teachers model this idea and discuss the value of patience throughout the school day.

…goal directed self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley cup.

—Daniel Goleman, Emotional Intelligence

Habits of Mind



Children learn best through hands-on experiences that enable them to observe and manipulate objects and materials using their senses. Our commitment to experiential learning is supported by recent neuroscience and brain research which emphasizes that children learn best by experiencing it. At LFCDS, interactions with the natural world are promoted through the use of our native prairie, wetland, and forest environments where children can interact with phenomena being studied. Emphasis is on taking care of the natural world to become stewards of the earth.

Creative expression through art, music, and dramatic play and the exploration of nature and a child’s surrounding environment engage in active roles, thereby enhancing their understanding of concepts and the likelihood that they will internalize the experience. Experiences in the ECC capitalize on the natural curiosity of three-, four- and five-year-olds about the world around them and their fascination with a rich and ever-changing environment.

The preschool class hikes in the forest to study trees and leaves. Children become tree experts and take part in a ceremony in which the Head of School places a “Tree Expert Necklace” on each child. They plant bulbs and seeds that provide beauty on the playground and pumpkins for the next year’s class of children. Observing red wigglers in the composting bin, collecting rain water, and taking care of the earth in a variety of ways connects them to nature.

Junior kindergarten children study the animals of North America, the polar regions, and Australia. Whenever possible, they observe and care for creatures, such as slugs found in our woods whose movements, eating habits, and egg-laying are closely watched. Beekeeping equipment is donned, a wasp nest is dissected, and bees are observed and collected from flowers in the LFCDS prairie. Junior kindergarten students take part in a simulated flight to Australia, complete with parent volunteers who check each child’s passport and luggage and serve as limo drivers, flight

Experiential Learning

Differentiation is the process of matching instruction to varied students and their interests and needs. Each child is unique, and each child learns differently. At LFCDS, teachers differentiate instruction based on an understanding of where each child is on the learning continuum as determined by observation and both formative and summative assessments. Our small class sizes allow us to know our students well. We take into account the “whole child” and consider the personal experiences, interests, and learning styles of each student in order to guide him or her toward success. Whole-group, small-group, and individualized experiences occur throughout each child’s week.

When developing curriculum, faculty create engaging activities meant to acknowledge the differences in children’s developmental levels – to challenge and support them as they develop socially, emotionally, cognitively, physically, and creatively. Teachers are skilled at recognizing which skills each

child is ready to work on and providing individualized opportunities for practice. For example, in preschool, the teacher may ask a child who is ready to learn letter sounds to help read the Morning Message, while she may encourage a child who is strengthening fine motor skills to manipulate play dough or use an eye dropper to fill a small container at the water table. In junior kindergarten, a teacher may prompt students who are eager writers to add a daily sentence to their journals and gently coach other students in ways to effectively navigate social situations. In senior kindergarten, a cluster of students may participate in a book club while others solidify their understanding of the sound-letter correspondence through games. Our teachers have high expectations that all students will make excellent progress and attain appropriate benchmarks—at their own pace and in their own ways—with with specific feedback and warm encouragement from both teachers and parents.

Differentiation



Unifying concepts provide a structure for organizing and making meaning of the knowledge and information that students learn throughout the school day. Research supports this notion: facts and ideas become usable understandings for children when they are linked to central themes or concepts. Unifying concepts are integral to ensuring that students make connections within and across disciplines and topics and, as a result, comprehend their learning experiences more deeply. Knowing how students learn best, we developed preschool through eighth-grade social studies and science curricula around unifying concepts that build upon and connect to each other.

In preschool, the concept of relationships (i.e., peer to peer, peer to adult, in-school community, and people to the environment) is thoughtfully woven into the curriculum. Through daily play, earth awareness activities, and multisensory discoveries, these young children are beginning to understand the importance their small contributions make in the big world around them.

As children progress into junior kindergarten, relationships with others, the school community, and the earth is enriched by the concept of exploration. The rich curriculum is filled with a plethora of flora, fauna, and global interdisciplinary units of study.

Stepping out of their classroom door, children enjoy hiking through the prairie and woodlands in all seasons, and their curiosity is piqued as they experience nature. Throughout the year, the children’s world is broadened as they embark on “voyages” stretching across the continents, heightening their love of learning.

Building on these foundational experiences, in senior kindergarten children delve into the concept of interactions. Embedded within all of the units of study is an opportunity for children to explore how interactions affect people, places, and things. During the castle study children are transported back in time when serfs and monarchs interacted with one another to ensure a strong and impressive castle. Through the study of culture, senior kindergarten students develop an awareness of the similarities we share with others and how we are different. They discover how who we are, what we do, and what we make defines a culture.

At each grade level the unifying concept broadens the previous one and adds a new layer of student understanding and application. We are committed to challenging young minds with authentic, thought-provoking experiences and building strong foundational skills.

Unifying Concepts

attendants, and pilots during this exciting experience!

Senior kindergarten students build their own river system and create a planetarium during science studies. An exciting medieval feast occurs during a unit on castles and medieval life. Children enjoy role playing, making a

coat of arms, painting portraits of themselves as royalty, and learning a courtly dance. They dress in period costumes, sing, entertain one another, and eat as royals and peasants/serfs. They also cooperatively write and illustrate their own fairy tale. It’s a fairy tale experience!

Early Childhood Center Curriculum Guide — Senior Kindergarten 11

The Senior Kindergarten Experience at LFCDS Our senior kindergarten students are brimming with curiosity as they embark upon a year of exploration in their new “home away from home” in the Early Childhood Center. It’s easy to sense the welcoming community within each classroom, making the transition into a full day of school a comfortable and exciting experience for our children and families. The family is still at the core of a five-year-old’s world. Nonetheless, they are developing an increasing sense of autonomy and the skills to take responsible risks, while discovering how the world works all on their own.

Five-year-olds are concrete thinkers who learn by doing. They have an innate interest in the world and exhibit boundless passion for learning as they manipulate, experiment, and interact with their environment. They enjoy hands-on experiences to support more abstract thinking skills and movement, music, and dance, demonstrating their emerging coordination. They love to stretch the limits of their imagination through make-believe play, while expressing their creativity and learning critical problem-solving skills. They are keen and meticulous observers and will often speak freely and literally about their reflections. They love the physicality of being outside

and enjoy exploring the natural world, experiencing the earth through their senses. Each day is a new adventure and each child develops deeper understandings of themselves and their world through their relationship with others and with their environment. Their progress in each domain depends on their readiness and

proceeds at each child’s pace. A wide range of readiness is typical. We hope you hear all about their learning when they arrive home!

Senior kindergarten students often rely on the trusted adults in their lives to create safe boundaries and set clear expectations, all within predictable routines. With increased autonomy, limits will naturally be challenged; thus, five-year-olds thrive on the opportunities to make simple choices. They are becoming more interested in activities which involve other children and are finding the world beyond themselves very intriguing! They are ready to start navigating the social terrain.

Senior kindergarten students are beginning to engage in more cooperative play and interactive relationships with peers. This type of collaboration with other children is exemplified in the complexity of their imaginary play (i.e., taking on varied roles, following a mutually agreed-upon scenario). Conflict resolution is a critical component of cooperative play, as children continually practice and refine their social skills and learn the power of language for expressing their

Highlights of the SK Experience

Students participate in a royal feast at the culmination of the castle unit study.

Cross-curricular activities with Upper School students (e.g., participate in the national Journey

North tulip project, create an interactive river and sand table, and construct a classroom-size

planetarium)

Students collaborate with Lake Forest Open Lands to participate in off-campus field trips.

Students participate in activities with third-grade buddies several times during the course of the year.

Students cooperatively write a fairy tale following an extensive study of several traditional tales.

Students participate in a variety of community gardening projects with the early childhood classes

and enjoy their harvest at the end of the year.

Students have daily opportunity to explore art, drama, music, and movement

within the classroom.

SENIOR KINDERGARTENCurriculum


Senior Kindergarten Overview

thoughts and feelings. Senior kindergarten students are learning to try strategies, such as negotiation and compromise to resolve a conflict but often depend on the support of an adult to help facilitate constructive conversations. Friendships at this age shift at a rapid pace, often for no specific reason. These relationships are flexible and tolerant, usually based on present interests or frequency of interactions. Five-year-olds believe, for the most part, that everyone is their friend and will freely and enthusiastically join in the fun with everyone.

At LFCDS, we focus a lot on respect and on what it means to be part of a community. Each classroom develops its own group agreement about standards for behavior. These classroom promises travel with them to the classrooms of special-area teachers so there is consistency of expectations for these young children. Good manners are taught during snack and reinforced in the lunchroom where they enjoy their first experience with our family-style lunch. Each table is supervised by a faculty or staff member, and parents may supervise a table while the senior kindergarten team meets or just for the fun of having lunch with their child and his or her classmates.

Beginning in January, senior kindergarten students regularly attend and participate in weekly Lower School Community Meetings. In late September, there is great anticipation about meeting their third-grade buddies, a partnership that has become a wonderful tradition in the Lower School. Senior kindergarten students also partner with sixth-grade students for two enjoyable science activities. We intentionally create opportunities for younger and older students to interact and form relationships, a distinct advantage of attending a school that spans preschool through eighth grade.

ScheduleSenior kindergarten is a full-day program from 8:10 a.m. to 3:10 p.m., Monday through Friday. There are Prime Time programs for senior kindergarten students offered through our Extended School Program (ESP) on some afternoons from 3:30–4:30 p.m., and children can stay in ESP until 6:00 p.m. Both are additional fees.

The schedule for the week allows for extended periods of time in homeroom for literacy

and numeracy activities as well as blocks for interdisciplinary unit studies, projects, and free exploration.

Because we value fresh air, play, and the skills gained through unstructured activities, students enjoy twenty-five minutes of recess and a snack in the morning and afternoon.

Family-style lunches are provided by OrganicLife from 10:55–11:30 a.m. in the lunchroom.

Each child enjoys forty-five minutes of science twice a week taught by our Lower School science teacher.

The following special classes occur in the middle of the day for thirty minutes followed by a short Peace and Quiet time in the classroom.• Physical education with our Early Childhood Center physical education teacher occurs each day.• Music is taught twice a week by our preschool through second grade music teacher.• Mandarin Chinese is taught by native speakers through the Language Stars program twice a week.• Library visits occur once a week.

Standardized AssessmentsStandardized and normed data, in addition to classroom-based assessments and observations of progress in all developmental domains, offer teachers a more complete understanding of each child’s learning profile. The information gathered through a variety of assessments allows for differentiation of instruction as well as responsive curriculum design.

Twice a year, in January and in May, the Fountas and Pinnell Benchmark Assessment System is administered to gauge student progress in reading accuracy, fluency, and comprehension.

Other assessment tools are used to monitor the acquisition of grade-level skills with letter naming, letter sounds, and phonemic segmentation.


Senior Kindergarten Language Arts

Language ArtsOverview

Language arts, a discipline that includes reading, writing, listening, and speaking, connects all aspects of our senior kindergarten program. Students engage in differentiated learning experiences to reinforce fundamental emergent reading and writing skills and to encourage a love of literacy. Embracing a balanced approach to literacy instruction, teachers work with students in one-to-one conferences, small guided groups, and whole-class settings.

Students strengthen their awareness of word parts and sounds through interactive language experiences.

Students recognize lowercase and uppercase letters and develop letter-sound correspondence. Students secure concepts of prints such as matching words to print and the directional nature of

text. During reading workshop teachers assess individual students and provide differentiated lessons to

challenge them as readers. Children learn decoding strategies in order to make sense of words. For example, they recognize

high-frequency sight words, use pictures to make meaning, and notice the beginning sounds of words.

Children learn to “read like writers” in a writing workshop setting. Introduced with picture books from a variety of genres, writing lessons are designed to engage students in careful examination of the writing craft.

Students express their ideas in developmentally appropriate writing. They produce “books” that demonstrate their understanding of letter/sound correspondence sentence structure and simple punctuation.

Students learn uppercase and lowercase letter formation through a multisensory approach to handwriting, Handwriting Without Tears.

Grade-Level Expectations In senior kindergarten, students work to master the following language arts skills:

Foundational Reading SkillsPrint ConceptsFollow words from left to right, top to bottom, and page by page. Recognize spoken words are represented in written language by specific sequences of letters.Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

Phonological AwarenessRecognize and produce rhyming words. Count, produce, blend, and segment syllables in spoken words. Blend and segment onsets and rime of single-syllable spoken words.


Senior Kindergarten Language Arts

Isolate and produce the initial, medial, and final sounds in three-phoneme words. Add or substitute individual sounds in simple, one-syllable words to make new words. Use a combination of drawing, dictating, and writing to narrate a single event.

Phonics and Word RecognitionDemonstrate one-to-one letter sound correspondence for consonants.Associate the long and short sounds with common spellings (graphemes) for the five major vowels.Read common high-frequency words by sight.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Reading ComprehensionIdentify the front cover, back cover, and title page of a book.Name the author and illustrator of a text and define the role of each in presenting the ideas or

information in a text.Differentiate between fictional stories and informational texts.Recognize common types of texts. Actively engage in group reading activities with purpose and understanding.Use background knowledge and experiences to contribute to text interpretation. With support, students work to master the following reading strategies:

• Ask and answer questions about key details in a text.• Retell familiar stories, including key details. • Identify characters, settings, and major events in a story. • Compare structures, plot, characters, and settings.• Describe the relationship between illustrations and the text in which they appear.• Identify the reasons an author gives to support points in a text.• Identify basic similarities in and differences between two texts on the same topic.• Identify main ideas and supporting details.• Identify cause and effect.• Draw conclusions from texts.• Analyze and interpret information from texts.

Speaking and ListeningFollow agreed-upon rules for discussions.Continue conversations through multiple exchanges.Ask and answer questions in order to seek help, get information, or clarify understanding.Speak audibly and express thoughts, feelings, and ideas clearly.

English Grammar and Usage in Writing or SpeechPrint many upper- and lower-case letters.Use nouns and verbs.Form plural nouns orally.Understand question words (e.g., who, what, when).Use prepositions (e.g., to, from, on, off, for)Produce and expand complete sentences in shared language activities.Capitalize the first word in a sentence.Recognize and name end punctuation.


Senior Kindergarten Language Arts, Mathematics

Write letter or letters for most consonant and short-vowel sounds.Spell words phonetically.Sort objects into categories to gain a sense of concepts or topics the objects represent.Identify new meanings for familiar words.Identify understanding of words by relating them to antonyms.Identify real-life connections between words and their use.Determine shades of meaning of words by acting out the meaning.

MathematicsOverview

The senior kindergarten curriculum uses the “Bridges in Mathematics” program which helps children grasp the underlying principles of mathematics. Through engaging, interactive small- and large-group lessons, the skills presented in this comprehensive curriculum build upon each other in order to develop number sense, reasoning abilities, and mathematical thinking. The mathematics curriculum provides extensive exposure and repetitive involvement in all of the important kindergarten concepts. Children learn that mathematics is useful, enjoyable, varied, and meaningful.

Grade-Level Expectations In senior kindergarten, students work to master the following mathematics skills:

Represent, compare, and order whole numbers to 100.Count forward beginning from a given number by ones and tens.Represent a number of objects with a written numeral 0-20.Demonstrate one-to-one correspondence.Demonstrate cardinality by understanding that the last number said tells the number of objects

counted.Identify greater than, less than, or equal to when comparing quantities of up to ten objects.Estimate groups of objects less than or equal to 20.Represent and solve addition and subtraction story problems with manipulatives, fingers, drawings,

equations, and/or verbal explanations.Decompose numbers less than or equal to 10 into pairs in more than one way by using objects,

drawings, and/or equations.Find the number that makes 10 when added to the given number by using objects, drawings, and/or

equations.Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using

objects, drawings, and equations.Fluently add and subtract within 5.Measure with non-standard units and order objects by length and weight.Explore, manipulate, identify, and analyze two- and three-dimensional shapes. Sort, label, model, and graph objects by recognizable attributes.Compose simple shapes to form larger shapes.Create, represent, discuss, and extend repeating and growing patterns. Explore spatial relationships by interacting with various manipulatives.


Senior Kindergarten Mathematics, Social & Emotional Development

Build an understanding of time in the context of their lives, schedules, and routines using conventional tools such as a calendar and a clock.Using real pennies, nickels, and dimes, children learn to recognize and count coins.

Mathematical Problem-Solving Practices (embedded within each content strand):Reason abstractly and quantitatively.Construct viable arguments; share and critique strategies for solving problems.Strive for accuracy. Model with mathematics.Use appropriate tools strategically.Attend to precision.

Interdisciplinary StudiesThroughout the year, senior kindergarten children engage in hands-on, interdisciplinary units of study. These studies encompass the fundamental academic disciplines with an overarching theme of interactions. You'll find examples of these wonderful interdisciplinary studies throughout the curriculum section.

Over the River and Across the Bridge A river study begins with what children already know about rivers and why bridges are necessary. It culminates with questions about the interaction between people, places, and things as related to bridges and rivers. Students learn the parts of a river, how rivers flow, how rivers are formed, and how people use rivers.

• a facsimile of a river is created on an eight-foot long structure.• river vocabulary is used as they build the parts of a river and note changes as the amount of water is adjusted.

Books and pictures provide information for comparing types of bridges. Students:• learn to identify different kinds of bridges. • design and build their own river and bridge models.

Social and Emotional DevelopmentOverview

We know that developing healthy social and emotional skills in young children is of utmost importance. Doing so fosters a child’s ability to self-regulate emotions and classroom behaviors, build self-confidence, and establish positive and rewarding relationships with others and the community. This area of a child’s development is also intrinsically related to academic success, and thus, carefully attended to throughout each child’s day.

Grade-Level Expectations In senior kindergarten, students work to master the following social and emotional skills:

Develop self-awareness and self-management skills to achieve school and life success.Interact competently and cooperatively with other children to maintain positive relationships.Solve problems with increasing independence.


Senior Kindergarten Social & Emotional Development, Science

Use communication skills to interact effectively with others.Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Accurately identify emotions in themselves and others. Persist in understanding and mastering a self-selected activity, even if it is challenging or difficult.Develop skills in acting as a responsible member of our school community and behaving in a fair manner.Contributes to the good of one’s classroom, school, community, and family. Demonstrate ethical decision-making skills and learn from one’s choices.Recognize individual and group similarities and differences.

ScienceOverview

The formal science curriculum begins in senior kindergarten and includes three units of study per year that address the three branches of science—physical science, life science, and earth/space science. In a hands-on, inquiry-based setting, students pose questions, explore hypotheses, and form conclusions. Students further their scientific understanding through learning that is relevant to real-life experiences and through spiraling unifying themes from senior kindergarten through eighth grade.

Senior kindergarten students develop understandings around the theme of systems of sorting that help them organize their expanding world. They sort living things, plants and animals; physical properties as related to magnets and buoyancy using fair tests; and earth materials. Measurement is a part of each unit. Science is an integral part of our senior kindergarten program. There are also many interdisciplinary units taught in homeroom that involve scientific studies (e.g., bridges and rivers, nutrition and exercise, the Journey North program, the night sky and building of a planetarium.

Grade-Level Expectations In senior kindergarten, students work to master the following science skills:

QuestionsPose thoughtful questions about the world.

ObservationObserve and describe the properties of living and non-living things.

CommunicationCommunicate observations by drawing, dictating, or writing.Incorporate new vocabulary.Synthesize classroom discussion and offers meaningful contributions during rug time.

ComparisonMake comparisons based on physical evidence.Compare structures and behaviors of animals.

Conducting InstrumentsShow respect for living and non-living things.


Senior Kindergarten Science, Social Studies

Ask questions.Practice safety.Use tools appropriately, such as hand lenses, balances, counting cubes, and loupe magnifiers.

Social StudiesOverview

The integrated study of the social sciences forms the basis for the Lower School social studies curriculum. Unifying themes develop throughout the grades from preschool through eighth grade, allowing students to build on the mastered skills and the lenses through which they have experienced the social studies content. With emphasis on higher-level thinking skills that include chronological sequencing, comprehension, analysis, and decision making, the social studies program offers students the chance to pursue independent inquiry, participate in hands-on active lessons and projects, and investigate real-world problems. Through social studies lessons, students develop their capacities to make thoughtful, informed decisions. These skills and understandings are essential for participating citizens in our culturally diverse nation and global world.

The unifying theme for senior kindergarten is interactions. Students begin the year studying rivers and bridges. While learning through nonfiction text, kinesthetic work, construction materials, and their own prototypes, children discuss the component parts and interactions of rivers and bridges and how these resources affect people and their lives. In their castles and medieval times study, students investigate the determination of defensible locations for their castles, and how the individuals who live within the walls of the castles interacted based on social class. The final social studies unit centers on the two indigenous African cultures in South Africa and Kenya: the Ndebele and Masai. Teachers guide students to inquire with questions like the following: What is culture? How do people interact with their environment? How can people learn from each other?

Grade-Level Expectations In senior kindergarten, students work to master the following social science skills:

CultureDescribe similarities and differences in the ways different groups of people meet similar needs and

concerns.Describe the value of cultural unity and diversity within and across groups.

Time, Continuity, and ChangeIdentify examples of both continuity and change as described in stories, photographs, and

documents.Compare and contrast differing stories or accounts about past events, people, places, or situations

and offer possible reasons for the differences.

People, Places, and EnvironmentsAsk and find answers to geographic questions.Acquire and analyze information from nonfiction materials to draw conclusions.

Use map elements to inform study of people, places, and environments.


Senior Kindergarten Social Studies, World Languages

Individual, Groups, and InstitutionsDescribe interactions between and among individuals, groups, and organizations.Analyze how individuals can make a difference in the world and/or change history.

Production, Distribution, and ConsumptionEvaluate different methods for allocating goods and services.

Science, Technology, and SocietyIdentify examples of societies.Identify examples of the use of science and technology in society.

Global ConnectionsExplore the ways that aspects of culture, such as language, beliefs, and traditions, may facilitate

understanding or lead to misunderstanding between cultures.Identify and examine issues that impact people in different parts of the world.

Interdisciplinary Study: The Leg Bone’s Connected to the Thigh Bone Students become the educators and feel empowered to teach others what they have discovered throughout an interdisciplinary study of the human body. It includes:

how we are alike and how we are different (social studies).

a study of the respiratory, cardiovascular, circulatory, nervous, skeletal, and digestive systems of the human body, complete with a “vest” of the systems (science).

information about nutrition and exercise (science).

literacy activities (language arts).

mathematical activities, such as as weight and measurement, graphing, and problem solving (mathematics).

games to experience how bones and muscles move (physical education).

World LanguagesOverview

LFCDS offers Spanish, Mandarin Chinese, and French in the ECC and Lower School. These languages expose our students to a variety of important world cultures and better equip them to meet the challenges of global citizenship. Our design is based on current brain research and best practices in elementary world language education. Adhering to the national standards for the teaching of world languages, we aim to prepare our students to view the world from broader perspectives, compare and contrast languages and cultures, and appreciate the importance of communication in international communities. The benefits of this model lead beyond language learning to the discovery of diverse cultural worlds where these languages are spoken.


Senior Kindergarten World Languages

The world language curriculum sequence is the following:

Spanish: Preschool and Junior Kindergarten Spanish is the most prominent second language in the United States. Often young children have already had some exposure to Spanish expressions and culture. The two-year study of Spanish provides a foundation in Spanish which will also set the stage for the learning of other languages with different sounds and syntax.

Mandarin Chinese: Senior Kindergarten and Grade 1 Chinese is the most commonly spoken and taught language of Asia and has a strong influence on other languages of the Pacific Rim. According to numerous business reports, Chinese may be the most important business language outside of English in the twenty-first century. In addition, brain research shows benefits from the study of pictographic and tonal languages, which naturally develop simultaneous use of multiple areas of the brain, enhancing student learning of other subjects. The two-year study of Chinese will enrich the senior kindergarten and first-grade curriculum in general, especially our first-grade social studies unit on China.

French: Grades 2 and 3 French is the official language of the European community. The fifty-six member states governments of the francophone are found in four of the seven continents. While learning French, students discover the influence of French on the English language. This awareness deepens their knowledge of their own language as they explore the multitude of French words the English language has absorbed. The two-year study further enriches the third-grade social studies unit on the fur trade and French voyageurs.

Spanish, Mandarin Chinese, and French: Grade 4 Fourth-grade students have the opportunity to revisit or become familiar with Spanish, Mandarin Chinese, and French. In our global world today, some knowledge of the sound system and basics of each language is critical for a well-rounded education. In addition, an opportunity to compare all three languages over the course of a year will allow students, with the support of parents and teachers, to make an informed choice about which single language to study in Upper School. Having experienced all three languages will also enhance the fourth-grade immigration unit and their culminating study of global warming.

World Language Expectations Students will gain experience in listening, speaking, reading, and writing in other languages.

Proficiency is not a goal of the ECC/Lower School world language program, but two consecutive years of instruction will give students a solid base of knowledge.Students will study other peoples, learning to respect and celebrate cultural differences and

viewpoints. Students will view their own culture from a new perspective and recognize how other cultures enrich

their own.Students will gain an understanding of how languages are structured, which will enhance their

understanding of English syntax and grammar.Students will feel comfortable hearing and responding to words spoken in other languages; they may

develop an “ear” for different sounds that will aid them in attaining a near-native-sounding accent.Students will learn to connect and compare the languages they have learned. These applications will

equip them to approach language learning with greater observation and perspective.

Students will enjoy the experience of learning another language and look forward to future opportunities to become proficient in one or more world languages.


Senior Kindergarten Music

MusicOverview

Education in the arts is an inseparable part of the education of the whole child. Children learn to express and interpret ideas through observation and analysis of these art forms. They learn creative modes of problem solving and in so doing develop an array of expressive, analytical, and developmental tools which can be applied to every human situation. Students understand the influences of the arts in their power to create and reflect cultures, both past and present, thus enabling them to make informed judgments about cultural products and issues. They also develop attributes such as self-discipline, perseverance, and collaborative skills. Experiences in the arts develop each child’s imagination and sense of personal fulfillment.

Grade-Level Expectations In senior kindergarten, students work to master the following general music skills:

Read, notate, and perform, equal divisions of beat in non-traditional notation.Develop the voice through vocalization including the minor scale.Develop relative pitch through singing A440 and other identified notes. Apply musical concepts such as dynamic, tempo, articulation, and the staff.Demonstrate the difference between performance and audience etiquette in formal and informal

settings.Experience Medieval/Renaissance music of Europe as well as African music with an emphasis on dance.

Interdisciplinary Study: Hear Ye, Hear Ye, Come to the Royal Feast! Senior kindergarten students love castles and costumes! After discovering what students already know about castles, teachers link new information to children's prior knowledge, activate their interest and curiosity, and infuse instruction with a sense of purpose. Research has proven that this is how children learn most effectively. The dramatic play/dress-up center, as well as a castle model, provide opportunities for students to use the vocabulary and act out what they have learned.

The team of senior kindergarten teachers who traveled to Great Britain to study castles share stories and a PowerPoint about what they saw and heard. • a connection is made via Skype with the education director of Edinburgh Castle.

Students:• learn why castles were built and various features of the castle.• discover who lived in castle times and about their jobs, where they, lived, what they wore, what they ate, and what activities were part of a typical day.• dress up in a role of their choice and paint a royal portrait.• participate in a Royal Feast and entertainment provided by classmates who learned a period dance in music and juggling and scarf throwing in physical education.


Senior Kindergarten Information Literacy, Information Technlogy

Information LiteracyOverview

Library visits and lessons are designed for our early childhood children to learn the library routines such as book selection and check-out and return of materials. Students are exposed to and discuss good literature. Comprehension skills as well as the basic skills of counting, color identification, sequencing, and knowing the alphabet are reinforced during lessons.

Grade-Level Expectations In senior kindergarten, students work to master the following information literacy skills:

Learn to identify fiction and nonfiction.Listen attentively when books are read aloud.Respond thoughtfully to literature selections.Make connections to a theme through literature and enrichment activities.Begin to find books using knowledge of the alphabet.Begin to judiciously choose independent reading material. Care appropriately for books and take responsibility for returning them in a timely manner.

Information TechnologyOverview

Technology is intentionally integrated into the senior kindergarten curriculum to engage students in active, hands-on experiences that enhance, support, and extend students’ learning and differentiate for each child’s unique development and needs.

One unique use of technology is the collaborative writing of a fairy tale that incorporates the elements discussed during a genre study in language arts and the vocabulary acquired during the castle unit. Students use tablet PC’s to draw illustrations to accompany the story and record their voices reading the text for a presentation to the Lower School at a Community Meeting.

Grade-Level Expectations In senior kindergarten, students work to master the following information technology skills:

Illustrate and communicate original ideas and stories using digital tools.Engage in learning activities with people from other cultures through electronic means.Use a variety of technologies to collaboratively produce a digital presentation or product in a

curriculum area.Independently apply digital tools and resources to address a task or problems.Communicate about technology using developmentally appropriate and accurate terminology.


Senior Kindergarten Information Technlogy, Physical Education

Demonstrate the ability to navigate in virtual environments such as electronic books and Web sites.Demonstrate an understanding of how the iPad operates (i.e., turn the iPad on and off, select and use

apps effectively, and navigate the iPad keyboard).Use drawing tools, record with the audio and video features, and take pictures and screenshots to

complete an assignment using the iPad.Use the proscope digital microscope to gather scientific data related to specific tasks.Demonstrate the safe and cooperative use of technology.

Physical EducationOverview

The mission of the physical education program is to develop a lasting appreciation for physical activity and the skills, strategies, and knowledge that lay the foundation for a lifetime of well-being through athletics. Teachers strive to inspire a commitment to health-related fitness and positive lifestyle choices regardless of athletic ability. Our goals are to enhance students’ ability to lead, work together as a team, participate fairly with sportsmanship, and develop respect for peers. We expect active participation from all students.

Grade-Level Expectations In senior kindergarten, students work to master the following physical education skills:

Demonstrate locomotor (i.e., running, skipping, jumping, hopping, galloping) and non-locomotor skills.Demonstrate manipulative skills (i.e., throwing, kicking, catching).Demonstrate body and spatial awareness.Demonstrate cardiovascular endurance.Participate cooperatively in structured group activities.Listen and follow directions.Participate actively in class.Assume responsibility for positive behavior.Demonstrate sportsmanship (i.e., fairness and respect).


Senior Kindergarten Parent Resources

Resources for ParentsWe want senior kindergarten to be a terrific experience not only for your child but for your family. As the school year progresses, there will be ample opportunities for you to participate in grave-level events, beginning with the Parent Informational Coffee held early in the school year. Other opportunities include social events, classroom activities and field trips, lunch duty, networking meetings, Stepping Up coffees to learn about your child’s next year, and a wide variety of Parent Association volunteer opportunities. Please join other parents for coffee and conversation on Tuesday mornings at 8:15 a.m. in the Parent Relations Office next door to the Onwentsia Lower School Office. Also, join the Lower School students in the Green Bay Atrium on Wednesday mornings for Community Meetings and take a moment to visit in the Parent Association office as you enter the Atrium from the Lower School.

Your room parents are always available to answer questions and help you get involved, and you are welcome to stop by the Lower School office. Questions? Please contact the office of the Head of Lower School, Sally Bullard, at (847) 615–6188.

Interdisciplinary Study: Senior Kindergarten Students Become Social Scientists! An interdisciplinary culture study is designed to develop a better understanding of the larger world. Culture is defined as what we say, what we do, what we make, and how we live. Authentic costumes and artifacts allow children to dramatize during free exploration what they have learned.

Children greet each other during Morning Meeting using the word for “hello” from various cultures (e.g., Israel, Italy, Korea, China, Africa, and France).

The photographs in Children Around the World provide detailed visuals about the way children in other countries live.

The children explore a remarkable collection of family portraits from around the world, gathering information about a family’s environment, prized possessions, and consumption using the Hungry Planet and Material World curriculum.

The team of senior kindergarten teachers who traveled to Kenya share stories and a comprehensive PowerPoint presentation about:• the way people live in different cities in Kenya and in a Masai village.• what schools in Kenya look like.• the animals photographed on a safari.

Students learn about South Africa and the Ndbele people: • what they say (e.g., how to say hello).• what they do (e.g., listen and dance to music from South Africa).• what they make (e.g., beaded dresses).• how they live (e.g., replicate the art patterns created on the their colorful dwellings by the Ndebele women).

senior kindergarten curriculum guide

Documents

pictures of students

young students

early childhood center

gardening help students

childs school experience

start of school

social curriculum

academic curriculum