Table of Contents - Sagemont School



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2017-2018

CURRICULUM GUIDE

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PreK-3 – Grade 5

1570 Sagemont Way * Weston, Florida 33326 * 954-384-5454

Table of Contents

The Sagemont School’s Philosophy 3

The Sagemont School Pledge 4

The Sagemont School’s Guiding Principles and Mission Statement 5

Early Childhood Curriculum 5

Elementary School Curriculum 11

Technology 16

Core Curriculum Overview 21

Bibliography 25

The Sagemont School’s Philosophy

The curriculum at The Sagemont School is modeled after the book, The Basic School: A Community for Learning by Ernest Boyer. Dr. Boyer was Secretary of Education under President Jimmy Carter and was President of The Carnegie Foundation for the Advancement of Teaching. Boyer’s vision of what a school should be is included in his book and has been an important part of the curriculum design process of The Sagemont School. According to Boyer, all quality schools should include the following components:

1. Community of Learning

2. Curriculum with Coherence

3. Climate for Learning

4. Commitment to Character

The Sagemont School strives to develop a “community of learners” where parents, teachers, and students can unite in a celebration of learning. At The Sagemont School, parents are involved through programs such as classroom volunteers, room parents, field trip chaperones, and Junior Achievement. Parents are a part of our learning community by participating in enrichment programs with their children at the school and attending parenting workshops sponsored by the school psychologist and other specialists.

The Sagemont School enables each child to develop the skills of literacy and computation through an integrated, meaningful curriculum. The basic skills in reading/language arts and math are emphasized with the goal of teaching the children how to apply these skills to real world situations. An integrated curriculum teaches the children the connections between the variety of disciplines, such as math, language arts, reading, science, and social studies. At The Sagemont School, a thematic approach is used to integrate the curriculum. The school has three school-wide themes, each lasting 9 weeks. The themes allow for systematic knowledge acquisition, creativity, and individuality. The use of school-wide themes helps foster a feeling of belonging to a larger group.

The Sagemont School aims to create a safe, predictable, and nurturing environment where each child enthusiastically participates in learning. The school year consists minimally of 175 instructional days. Florida compulsory school attendance law requires students to be in attendance a minimum of 170 school days and receive a minimum of 900 hours of instruction (FL Administrative Code 6A-1.09512). Classes are small (an average of less than 20 children) to allow the teachers to meet the individual needs of each child. The Sagemont School has flexible class scheduling throughout the day so that the clock is adjusted to the lessons. This gives teachers the freedom to focus on children’s mastery of learning instead of feeling obligated to move onto another subject area. The school uses a variety of grouping patterns to promote a family atmosphere. Cooperative groups of three to four children are used to solve problems or make projects. Mixed-age groups are used in our Kids Clubs, where children are given the opportunity to belong to a club with children of different ages sharing similar interests.

The Sagemont School strives to teach responsibility and respect for oneself, each other, and the community. Students at The Sagemont School begin their day with a school pledge that states:

The Sagemont School Pledge

I believe I can be a good student and citizen,

I believe I can achieve great things in my life.

I believe if I work hard I will succeed,

Therefore I work hard each day to do my best.

Our teachers and administrators model responsibility, compassion, self-discipline, perseverance, and giving to others through an act of service on a daily basis. Our goal is to produce not only a knowledgeable student, but also a student who possesses moral character.

The Sagemont School’s Guiding Principles and Mission Statement

Our Guiding Principles:

We provide students with a strong academic foundation that allows them to apply what is learned as a critical thinker.

We are committed to differentiated instruction to personalize student learning.

We clearly define extracurricular and school-related activities, as well as community service opportunities.

We continually re-evaluate use and integration of technology in the classroom.

We believe that instilling responsibility and respect for oneself, each other, and the environment, students will develop into valuable members of the community.

We are a community of learners uniting students, parents, teachers and staff.

We embrace cultural diversity.

Mission Statement

The Sagemont School is dedicated to providing excellence in academics, athletics, and the arts. Our passionate teachers and staff create a safe and supportive learning environment that promotes self-discipline, independence, motivation, and lifelong learning.

Early Childhood Curriculum

I. Philosophy

Links to Learning is used as our Early Childhood curriculum. It is a spiraled series that engages young learner’s senses, mind and body. The components of each program build upon each other, ensuring excellent preparation for the following grade level. While the curricular program offers a rich academic program appropriate to the age of the child, it also offers an opportunity for active, creative, and scientific exploration in discovery and hands-on learning.

Links to Learning divides skills into eight distinct academic areas. These areas are:

1. Language and Literacy- Communication, emergent literacy, and emergent writing

2. Mathematics- Numbers and number sense, shapes, colors, patterning, and problem solving

3. Science and Social Studies- Active exploration, community connections, family, and diversity

4. Creative Expression- Art, music, dramatic play

5. Citizens of the World- Spanish language, world diversity, and world connections

6. Wellness- Fine motor, gross motor, balance, health, safety, and nutrition

7. Social-Emotional- Social interaction and self-help skills

8. Digital Interactions- Technology vocabulary, technology exploration, and technological changes over time

Within each of the links are opportunities to connect classroom learning with real-world experiences within and beyond the school.

II. Goals

At The Sagemont School, our children are at the center of the learning process. We set expectations for children that are realistic and in which they will achieve success. We facilitate individualized learning and encourage appropriate teacher-directed learning. Our classrooms are active places where children are offered choices with small-group learning centers and a chance to create.

Children will experience:

1. Self-expression

2. Socialization

3. Independent and group learning

4. Cooperative play

5. Discovery

6. Exploration

7. Sense of accomplishment

Children will learn:

1. Problem solving

2. Critical thinking

3. Self-confidence

Children will master skills in an array of academic areas:

1. Reading Readiness/Writing Readiness/Language Development

2. Math Awareness

3. Science Awareness

4. Social Studies Awareness

III. Areas of Development

Each of the following areas of the curriculum will be explored each day in both formal and informal approaches.

A. Reading Readiness/Writing Readiness/Language Development

• We utilize a whole language approach to teach this broad area of the curriculum. This means that our children learn through listening, reading, speaking, and writing experiences. We use an integrated approach to learning that includes dramatic play, hearing and retelling stories and sharing stories and sharing experiences. We are always eager to encourage children and to model whole language experiences for them. We introduce the alphabet and sound recognition as a part of our language learning. The classroom setup enhances whole language development through a print-rich environment.

B. Math Awareness

• We use a hands-on approach to math, moving from the concrete to the abstract in a developmentally appropriate way. Concepts such as problem solving, size awareness, sorting, patterning, one-to-one correspondence, and color and shape recognition are emphasized.

C. Science Awareness

• Hands-on experimentation encourages problem solving, predicting outcomes, and drawing conclusions. We encourage an awareness and appreciation of nature and integrate science concepts in many other aspects of the curriculum.

D. Physical Growth

• Fine and gross motor activities occur throughout the day in a variety of ways. Organized programs in physical education encourage the development of coordination, balance, fitness, body awareness, spatial relations, and rhythmic awareness. Free play on a variety of outdoor and indoor equipment enhances and expands these objectives.

E. Creative Growth

• Creativity is one of the fundamental building blocks of our curriculum. We encourage its development through child-centered learning that provides ample opportunities for discovery and creative growth. We expose our children to a multitude of open-ended experiences designed to stimulate young learners. We believe that the creative arts should be integrated into all areas of the curriculum. In our development of the whole child, we see art, music, and drama as vehicles of creative growth and expression.

F. Social Studies Awareness

• Our social studies curriculum includes learning about people, places and things. Our broad-based approach to learning includes an emphasis on the array of cultural backgrounds of our children and an enhanced awareness of individual differences and similarities. We provide concrete experiences for the children that help develop their awareness of the earth and all of its inhabitants.

G. Life Skills

• We foster independent life skills by encouraging the children to dress themselves, to practice pouring juice, and by learning to take care of their own toileting needs. The children learn to respect others as well as the materials in the classroom.

H. Enrichment Activities

• In addition to the aforementioned curriculum components, The Sagemont School offers enrichment activities in technology, art, music, science, Spanish, physical education, and library skills.

IV. Components of the Curriculum

A. The Daily Schedule

• The daily schedule is posted in each classroom. It allows for children, teachers, and parents to know what time each class is outdoors, eats lunch, has rest time, and has learning centers. This schedule will be followed daily. However, at times flexibility is necessary and desired. The principal will approve any change in the schedule. This will ensure that all areas of the curriculum are experienced daily by the children.

B. The Themes and Integration

• The teachers select the themes. We use a variety of themes that are selected prior to the start of the school year. Themes are selected that allow for systematic knowledge acquisition, creativity, and individuality. The use of school-wide themes helps to foster a feeling of belonging to a larger group. Integration is the key to our learning process. Integration connects all academic areas. Puppets may be named, made, and used for dramatic play. The same puppets could be sorted, graphed, and counted for math. The next day the same puppets might be used in a poetry lesson. These activities encourage and show integration a process that allows students to learn broad concepts, not just isolated segments. By using integration, children gain a better understanding of the world around them.

C. Parent Involvement

• Parent involvement is always encouraged in our curriculum. Parent involvement helps children learn skills, vocabulary, and sharing techniques, and it involves the parents in understanding various levels of child development. It also validates the children’s work and enhances pride and self-esteem. A weekly newsletter is posted on our website each week in order to keep parents abreast of exciting class news.

Elementary School Curriculum

I. Goals

At The Sagemont School, our children are in the center of the learning process. We set expectations for children that are realistic and for which they will achieve success. We use an activity-based learning approach, which combines student-centered and teacher-led instruction. Our classrooms are active places where children are offered choices with small group learning and a chance to create and formulate ideas.

The Sagemont School follows the National Standards which identify the essential knowledge and skills that students must master in the areas of language arts, mathematics, science, social studies, the arts, health/physical education, and foreign languages. Our teachers utilize our Sagemont Standards, which combine national standards required with standards unique to The Sagemont School.

II. Areas of the Curriculum

Core Curriculum

• The core curriculum at The Sagemont School includes reading/language arts, mathematics, social studies, science, and Spanish. The school uses Macmillan/McGraw-Hill Treasures Reading Program for Reading/Language Arts, Pearson My World for Social Studies, Macmillan/McGraw-Hill My Math for mathematics, Accelerate Learning’s STEMscopes for science, Santillana’s Descubre (for non-Spanish speakers) and Santillana’s Yabisi (for heritage Spanish speakers).

In addition to our core subject areas, curriculum is integrated around school-wide thematic units, each lasting 12 weeks. During this time period, students become experts in themes such as Environmental Awareness, Multiculturalism, Rainforests, etc. Field trips, guest speakers, voyages on the internet, and special events complement classroom instruction.

1. Reading /Language Arts

• In grades K – 5, we utilize Macmillan/McGraw-Hill’s Treasures reading program, a curriculum which motivates students and supports teachers. Students read award-winning fiction, and content-rich nonfiction. Teachers enjoy carefully sequenced instruction, multilevel resources for independent reading, five-day lesson plans, and ideas for cross-curricular and multicultural enrichment. Numerous technology and assessment resources, including unique Internet Connections, provide further support. Additionally, an online component is utilized to extend and reinforce what is being done in the classroom.

• This year, we will continue to instruct our students in grades K - 5 using the Six Traits + 1 Writing Program. The 6-trait model originated in 1984 in the Beaverton, Oregon School District. It was written by teachers for teachers. The Six Traits + 1 program identifies and uses the following traits to instruct students.

o Ideas - the heart of the message, the main point or main storyline

o Organization - the internal structure

o Voice - evidence of the writer behind the message

o Word Choice - the vocabulary or terminology

o Sentence Fluency - the rhythm and flow, how it plays to the ear

o Conventions - the mechanical correctness of the piece

o Presentation – the final product

2. Mathematics

Macmillan McGraw-Hill, My Math is a Pre-Kindergarten through 12th grade program that provides rigor, personalization, and student engagement. Focus is created by narrowing the scope so students will have deeper experiences with mathematics. A variety of assessment options allow our teachers for differentiated instruction, guiding individual learning while monitoring class progress. Students engage with math through multiple modalities, relating mathematics to their specific learning styles. My Math ensures that all students have access to high quality curriculum and instruction, enabling every student to reach their full potential. This program has interactive resources and games that engage students in a digital learning space where they can establish their skills in a fun way through math songs, animations, games, and chapter videos.

3. Science

The demand for STEM careers shows no sign of slowing down. For our students to become tomorrow’s STEM leaders, they need to experience STEM first. At the core of Accelerate Learning’s STEMscopes program is a hands-on, inquiry based investigation that helps students become tomorrow’s STEM leaders and innovators by letting them experience science. As students dive into investigations found in each scope, they develop their own contexts and meanings for the scientific concepts they are learning, retain more knowledge, and develop deeper understanding of the world around them. STEMscopes pedagogy has its roots in Bybee’s 5E model, Gardner’s theory of Multiple Intelligences, and the back-flipped classroom where students learn by doing and experiencing rather than passively observing.

4. Social Studies

Emphasis is placed on cultural studies that include exposure to the beliefs, customs, and traditions of their own and other cultures through the use of stories, legends, myths, and fantasy. Students will investigate families at home and around the world, basic needs, personal responsibilities, physical and cultural characteristics of the environment, holidays and celebrations, personal family histories, Native American and immigrant populations, and the local community.

Geography is an integral part of our social studies curriculum in grades 1 through 5. Students are encouraged to utilize multiple resources including maps, atlases, globes, and the Internet to improve their geographical awareness.

Students in grades K - 5 utilize My World by Pearson. Content rich materials at all grade levels develop an in-depth understanding of geography, history, culture, economics, and citizenship. Students in grade 4 study Florida history by exploring historical and recent people, different cultures/customs, immigration, Native Americans, economy, industry, agriculture, national and state parks, geography, map skills, government, education, and museums.

5. Spanish

Our goal is to make learning Spanish an engaging cultural adventure for both non-native and heritage speakers. Santillana provides a world language program that is standards based and culturally authentic. The Descubre curriculum will be used with our non-native Spanish speakers. Descubre engages and supports students through culture and a compelling storyline. Students meet engaging characters, who travel to eight Spanish-speaking countries in each student book. With the characters, students learn about the local people, places, culture, food, animals, and of course the language. The Yabisi curriculum is specifically designed for students whose first language is Spanish. It uses language and literacy skill development to strengthen critical thinking skills through high-interest readings and activities. This curriculum teaches language arts through a balanced literacy approach and fosters a love for reading through authentic reading selections from all genres from the Hispanic world. It presents current language and grammatical rules according to the Real Academia Española (Royal Spanish Academy).

6. Specials

The Sagemont School has specialist teachers in the areas of art, music, science, physical education, Spanish, media and technology. The classroom teacher integrates the curriculum taught by the specialists into the everyday curriculum.

Our Sagemont Athletic Center has dramatically improved our athletic and fine arts programs at both the Lower and Upper Schools and has enhanced our summer camp programs.

The Athletic Center is 8000 square feet and stands 37 feet tall at its peak. For sports, the building has a regulation full court for basketball and 2 half courts for practices. The court is also a regulation volleyball court complete with standards for the net.

For fine arts, The Athletic Center has a portable stage, sound system, dressing areas for performers and seating for over 500 spectators. Other uses for the building include large assemblies, dances, graduation ceremonies and PTO functions.

6. Portfolios Student writing portfolios are used at The Sagemont School to give parents, teachers, and, most important, the student a continuum that demonstrates the progress of each child. The portfolio allows academic progress to be documented over the course of the school year. Pieces of work needing improvement as well as a student’s best work will be included to develop a sense of both pride and motivation.

7. Clubs

Each week, students in grades 1-5 will have the opportunity to participate in a variety of multi-age clubs. Some of our club offerings will include but not be limited to: technology, science, music, art, and sports. The purpose of the clubs is to allow the children to participate in an activity once a week with other children who share the same interest.

8. Community Service Projects

The purpose of this program is to teach children the importance of serving others. Each class or grade level will be responsible for a community service project during the school year.

III. Parent Involvement

Parent involvement is always encouraged in our school. Parent assistance helps children learn skills, vocabulary, and sharing techniques, and it involves the parents in understanding various levels of child development. It also validates the children’s work and enhances pride and self-esteem. A weekly newsletter is posted online to keep parents abreast of exciting class news.

Technology

At The Sagemont School, teachers and students identify appropriate, effective, and efficient ways of integrating technology into curriculum and instruction. The goal for technology is to enhance student learning. A second goal is to connect students’ learning to authentic contexts and to empower students to become independent learners. Students utilize many forms of technology each day. Computers, computer software, multimedia software, interactive white boards, iPads, the Internet, E-mail, and voice mail are some of the ways in which we utilize technology.

Productivity

Keyboard Skills (Grades 2-5) for the computer begins with the home-key hand position and then gradually introduces the position and function of each key.

Mathematics

First in Math (Kindergarten – Grade 5) helps students acquire, reinforce and retain essential math skills and develop their critical thinking, problem solving, and communication abilities.

Science

Science Discovery (Grade 4 and 5) is a highly interactive, motivating course designed to provide science instruction for middle school students. Students practice scientific reasoning and process skills as they learn about the world around them through the experiments and activities in the course.

Multimedia Students utilize a variety of multimedia software products for reference, textbook enhancement, and productivity. Our older students have the opportunity to be a part of our daily news broadcast produced in our Sagemont Media Center.

Internet

Students are instructed and guided through a variety of activities and applications for utilizing the Internet and the World Wide Web to achieve a variety of goals including research, productivity, email, retrieval of information, electronic key-pals, virtual field trips, and distance learning.

Project Based Learning

Project-based learning is a structure that transforms teaching from "teachers telling" to "students doing." More specifically, project-based learning can be defined as:

• Engaging learning experiences that involve students in complex, real-world projects through which they develop and apply skills and knowledge

• A strategy that recognizes that significant learning taps students' inherent drive to learn, capability to do important work, and need to be taken seriously

• Learning in which curricular outcomes can be identified up-front, but in which the outcomes of the student's learning process are neither predetermined nor fully predictable

• Learning that requires students to draw from many information sources and disciplines in order to solve problems

• Experiences through which students learn to manage and allocate resources such as time and materials

Accelerated Reader

The program is used as a motivation to keep children reading good literature.  Students in first through fifth grade meet with their teachers to set individual monthly goals. Students are awarded points as they complete their quizzes and these points go towards incentives that are being offered at that time. The student reading goals are the responsibility of the classroom teacher, but the school wide goals and point spending store is managed by the Media Center.

Computer Laptop Lab

Through the generous donation of our PTO, students have the opportunity to work on a traveling laptop lab on a weekly basis. Students will be taught basic laptop care, safe navigation on the internet, and will also use this to learn Microsoft Office applications and keyboarding skills.

Lenovo Yoga 260

Our 5th grade students will need to purchase a Lenovo Yoga 260. We have moved forward with this device because we feel it will better enhance the educational and classroom experience. The Yoga 260 is a hybrid device that functions as a tablet with touchscreen or a laptop with an integrated keyboard.

Core Curriculum Overview

| | | | | |

| |Reading/ | | | |

|Grade Level |Language Arts |Science |Social Studies |Mathematics |

| | | | | |

|Preschool |Thematic Units: |Thematic Units: |Thematic Units: |Developmentally appropriate |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life |hands-on approach: |

| |Multiculturalism | |Multiculturalism |problem solving, size awareness, |

| |Artists Around the World |Developmentally appropriate |Artists Around the World |sorting, patterning, color and |

| |Inventions/Innovators |hands-on approach: | |shape recognition, one to one |

| | |problem solving, predicting | |correspondence |

| |Peacemaking Skills |outcome and drawing conclusions |Peace Education Foundation - | |

| | | |Peaceworks | |

| |Whole Language Approach utilizing | | | |

| |listening, reading, speaking and | | | |

| |phonics | | | |

| | | | | |

|Pre-Kindergarten |Thematic Units: |Thematic Units: |Thematic Units: |Developmentally appropriate |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life |hands-on approach: |

| |Multiculturalism | |Multiculturalism |problem solving, size awareness, |

| |Artists Around the World |Developmentally appropriate |Artists Around the World |sorting, patterning, color and |

| |Inventions/Innovators |hands-on approach: | |shape recognition, one to one |

| | |problem solving, predicting |Peace Education Foundation - |correspondence |

| |Whole Language Approach utilizing |outcome and drawing conclusions |Peaceworks | |

| |listening, reading, speaking, | | | |

| |writing, and phonics | |Weekly Reader | |

| | | |Thematic Units: | |

|Kindergarten |Thematic Units: |Thematic Units: |Under the Sea/Aquatic Life | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Multiculturalism | |Artists Around the World | |

| |Artists Around the World |STEMSCOPES | | |

| |Inventions/Innovators | |Pearson – My World Social Studies|My Math – online component |

| | |Internet | | |

| | | |My World – online component | |

| |Macmillan/McGraw-Hill – Treasures - | | | |

| |Reading | |Weekly Reader | |

| | | | | |

| |Treasures – online component | |Peace Education Foundation - | |

| | | |Peaceworks | |

| |Six + 1 Traits Writing Program | | | |

| |

|Grade Level |Reading/ |Science |Social Studies |Mathematics |

| |Language Arts | | | |

| | | | | |

|First |Thematic Units: |Thematic Units: |Thematic Units: | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life | |

| |Multiculturalism | |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Artists Around the World |Accelerate Learning |Artists Around the World | |

| |Inventions/Innovators |STEMSCOPES | |My Math – online component |

| | | |Pearson – My World Social | |

| | |STEMSCOPES - online component |Studies | |

| |Macmillan/McGraw-Hill – Treasures - | | | |

| |Reading | |My World – online component | |

| | | | | |

| |Treasures – online component | |Weekly Reader | |

| | | | | |

| |Six + 1 Traits Writing Program | |Peace Education Foundation - | |

| | | |Peaceworks | |

| | | | | |

|Second |Thematic Units: |Thematic Units: |Thematic Units: | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life | |

| |Multiculturalism | |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Artists Around the World |Accelerate Learning |Artists Around the World | |

| |Inventions/Innovators |STEMSCOPES | |My Math – online component |

| | | |Pearson – My World Social | |

| | |STEMSCOPES - online component |Studies | |

| |Macmillan/McGraw-Hill – Treasures - | | | |

| |Reading | |Weekly Reader | |

| | | | | |

| |Treasures – online component | |Internet | |

| | | | | |

| |Six + 1 Traits Writing Program | |Peace Education Foundation - | |

| | | |Peaceworks | |

| | | | | |

|Third |Thematic Units: |Thematic Units: |Thematic Units: | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life | |

| |Multiculturalism | |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Artists Around the World | |Artists Around the World | |

| | |Accelerate Learning |Pearson – My World Social |My Math – online component |

| | |STEMSCOPES |Studies | |

| |Macmillan/McGraw-Hill – Treasures - | | | |

| |Reading |STEMSCOPES - online component |My World – online component | |

| | | | | |

| |Treasures – online component | |Time Magazine for Kids | |

| | | | | |

| |Zaner-Bloser Handwriting | |Peace Education Foundation – | |

| | | |Peaceworks | |

| |Six + 1 Traits Writing Program | | | |

| | | | | |

|Grade Level |Reading/ |Science |Social Studies |Mathematics |

| |Language Arts | | | |

| | | | | |

|Fourth |Thematic Units: |Thematic Units: |Thematic Units: | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life | |

| |Multiculturalism | |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Artists Around the World | |Artists Around the World | |

| | | |Pearson – My World Florida - |My Math – online component |

| |Macmillan/McGraw-Hill – Treasures - |Accelerate Learning |Social Studies | |

| |Reading |STEMSCOPES | | |

| | | |My World – online component | |

| |Treasures – online component |STEMSCOPES - online component | | |

| | | |Time Magazine for Kids | |

| |Zaner-Bloser Handwriting | | | |

| | | |Peace Education Foundation - | |

| |Six + 1 Traits Writing Program | |Peaceworks | |

| | | | | |

|Fifth |Thematic Units: |Thematic Units: |Thematic Units: | |

| |Under the Sea/Aquatic Life |Inventions/Innovators |Under the Sea/Aquatic Life | |

| |Multiculturalism | |Multiculturalism |Macmillan/McGraw-Hill – My Math |

| |Artists Around the World | |Artists Around the World | |

| | | |Pearson – My World Social |My Math – online component |

| |Macmillan/McGraw-Hill – Treasures – |Accelerate Learning |Studies | |

| |Reading |STEMSCOPES | | |

| | | |My World – online component | |

| |Treasures – online component |STEMSCOPES - online component | | |

| | | |Time Magazine for Kids | |

| |Six + 1 Traits Writing Program | | | |

| | | |Internet | |

| | | | | |

| | | |Peace Education Foundation - | |

| | | |Peaceworks | |

Bibliography

The Sagemont Philosophy

Boyer, E.L. (1995). The Basic School, a Community for Learning. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

Early Childhood Curriculum

Developmentally Appropriate Practices in Early Childhood Education (2009). [On-line],



Peaceworks - Peace Education Foundation

The National Association of the Education of Young Children Home Page (2011). [On-line], Available:

Elementary School Curriculum

Differentiating Instruction (2007).

Peaceworks - Peace Education Foundation

Pearson – My World Social Studies. (2013). [On-line], Available:

Macmillan/McGraw-Hill Reading (2011) [On-line],

6-Trait + 1 Writing by the Northwest Regional Education Laboratory. [On-line], Available:

Macmillan McGraw-Hill My Math. (2016) [On-line], Available:

Accelerate Learning, STEMscopes



Santillana, Descubre and Yabisi



First in Math



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