Middle School
Curriculum and Course Descriptions
KINDERGARTEN
The Bush School Kindergarten is an academically challenging program that seeks to build on children’s natural curiosity about life and learning. The typical child of five or six is establishing an identity of his or her own and learning to become more independent. As a result, socializing, considering the rights and feelings of others, and learning how to resolve conflict are high priorities at this age and, thus, for our classroom.
As the year begins, children learn to follow class routines and schedules, to work with different people, and to plan and choose activities from a wide range of materials and projects. Decision-making and time management are also important skills that children learn during their kindergarten year. Children develop a sense of themselves both as individuals and as a part of a group through “The Morning Challenge” (a daily routine children engage in as they begin their school day), group work, rotating classroom jobs, and discussions during small and large group times. We further develop the notion of community both within our grade as well as across The Bush School community through traditions such as The Big Cheese, Monday Morning Meetings, Buddies (with Third Graders), Monday Games (with Fifth Graders), and a variety of cross age-level partnerships.
In Kindergarten, we help children broaden their thinking skills. We utilize open-ended questions that challenge children to think, to guess, to estimate, and to hypothesize. We intentionally ask questions that have multiple answers. We give students ample "think time" so that not only are children who need more time to ponder an idea accommodated, but also all children learn to become more thoughtful about their responses before sharing them. We offer students experiences to extend their own discovery, and to help them articulate and share their learning with others.
We use a thematic approach and integrate many subject areas so children can construct a meaningful and lasting knowledge of materials and acquire a multifaceted understanding of the theme. Themes emerge from children’s passions, from current world events, and from teachers’ interests. We provide projects that connect the action, feeling, and thinking components of young children's learning. Spontaneity tempered with a predictable structure and order to the school day makes Kindergarten a place of wonder and excitement and a safe place to take risks. There is always time for reflection and evaluation. Our charge is to nurture the child physically, cognitively, and emotionally. We meet each child where s/he is and help each child grow in a safe, caring environment.
Language Arts
The kindergarten classrooms are literacy-rich environments that support written and oral language development. Speaking, listening, writing, and reading – the language arts – are processes that we use to communicate our thoughts, ideas, and feelings. Group work and class meetings give children experience expressing themselves and practice in listening and responding. Kindergarten children engage in reading and writing on a daily basis in a variety of contexts. Interactive writing, shared writing, handwriting, copying text, making signs, writing lists, and creating journal entries are some of the ways we encourage early writers to begin this process in a meaningful way. Activities such as morning messages, brainstorming word webs, and dictated text draw attention to the written word. Shared reading and guided reading help children to become independent readers. Children have an opportunity to choose books to enjoy during “read alone” every day. As children begin to make connections between their oral and written language, they begin to understand the importance of the written word.
Math
Our mathematics program incorporates the math “strands” as outlined by the National Council of Teachers of Mathematics: geometry, problem solving, measurement, number, pattern, and probability. Math is integrated throughout all disciplines. As math is explored in literature, music, art, science, as well as in classroom routines like the daily calendar, children learn to see math as a natural part of their world; therefore, we approach math as a process. Math manipulatives are at the core of the process. These materials provide concrete representations of mathematical ideas, which help children to understand and internalize concepts. Group discussions of approaches and strategies help children appreciate that there are many ways to see a mathematical problem and determine an answer. Children are encouraged to take risks and make predictions. As the children experiment with their blossoming mathematical understandings, they grow in self-confidence, persistence, and their ability to explain their thinking.
Science
Kindergarten science emphasizes exploration, observation and recording. The centerpiece of the Kindergarten science program is our garden. Through our work in the garden, we trace various life cycles (seasons, plants, animals). The garden then becomes a concrete, authentic example to help our Kindergarten students gauge their own growth and development. We also enrich our scientific studies through a number of field trips. We utilize trip boards, garden journals, charts and graphs to record and organize information about our observations.
Social Studies
Our Social Studies are integrated into all areas of the curriculum. Our overall theme for the year centers on “Self.” We begin our year with a focus on ourselves and our own families, and gradually expand our focus to encompass our entire global community. Our social studies instruction largely emerges from the actual population of the classroom, our parent resources, current events and, especially, the interests of the children. Children and their families are invited to bring their interests and experiences into our Kindergarten community to be celebrated and woven into our social studies. As the students begin to think more broadly about their places in the world, we move toward reflecting on how we can contribute to communities beyond our immediate community and to translate that reflection into action through a service learning project that grows out of our work in our Kindergarten garden. We move beyond our small school community to explore neighborhood P-patches and donate herbs and vegetables that we have grown in our own garden to a local food bank.
Art
In Kindergarten, children are encouraged to express themselves artistically and to explore their talents. They are exposed to a variety of different media and are taught to incorporate these into different projects. The students view the work of a variety of artists including Van Gogh, Monet, and Mondrian and join discussions of how to interpret the work. This exposure influences the Kindergarten artists to explore new techniques as they create their own “masterpieces.” This classroom art curriculum is in addition to the two 30 minute art sessions which Kindergarten students take each week in the Lower School Art classroom. More information can be found about the Lower School art curriculum on page 20 of the curriculum guide.
FIRST GRADE
During their first grade year, students at The Bush School continue to build on the solid academic and social foundation established in Kindergarten. Each first grade class begins the year by building a new classroom community. Once the class community is established, first graders learn to draw parallels between their class “family” and their families at home. Just as they have important roles and responsibilities in their homes, first graders take on increasingly important roles and responsibilities in their classroom communities as the year progresses. The first grade year is one of phenomenal growth for children, both academically and socially. We believe that if children feel safe, supported, and responsible, they will take a much more active role in their own learning.
Language Arts
In first grade, we integrate reading and writing across the curriculum. Stories, poetry, journal entries, newspaper articles, dialogue, and children’s own writing become springboards for lessons in reading, writing, math, social studies, and science. In addition to our integrated literacy instruction, we teach children basic skills in literacy (mechanics, spelling, handwriting, reading comprehension, phonemic awareness).
First grade uses the Guided Reading approach (Fountas and Pinnell). During guided reading, students focus on reading strategies as well as reading comprehension throughout the year. Instructional time is balanced with assessment, individual student reading conferences, and independent work. Along with the guided reading approach, we instruct students on increasing their phonemic awareness.
Throughout the year, students have ample opportunities to strengthen their writing skills through directed writing, Writer’s Workshop (process-writing), journal writing, research reports, and writing integrated with other subjects. The Six Trait Model of Writing is utilized throughout the first through fifth grades. The “traits” of good writing include: ideas, organization, voice, word choice, sentence fluency, and conventions. Formal spelling instruction begins mid-year in the first grade. Initially, students are encouraged to use invented spelling (“guess and go spelling”) to increase writing fluency. Writer’s Workshop presents writing skills in a concrete and sequential manner to encourage the students to become young writers (prewriting, drafting, revising, editing, and publishing). Journal entries open the doors for reflection and creativity. Research projects, supported by literacy instruction, introduce crucial research skills that will be applicable in future grades and throughout the students’ lives.
In first grade, students begin their formal handwriting instruction. The Bush Lower School utilizes the Handwriting Without Tears handwriting program. This program is a developmentally-based curriculum for writing readiness and printing. The multi-sensory lessons teach to all the different learning styles: visual, kinesthetic, tactile, and auditory. This handwriting program is designed to eliminate problems with letter formation, reversals, legibility, and sentence spacing.
Mathematics
Our math instruction is based on the Everyday Mathematics program. Through this program, we explore a wide range of math skills with the students through a variety of cooperative and individual activities. In addition to the daily practice of basic skills and concepts (number patterns, measurement, geometry, and computation), the curriculum explores content beyond “the basics” and its problem-solving approach addresses everyday situations. The program is guided by the standards set by the National Council of Teachers of Mathematics. Everyday Mathematics is a spiral curriculum; it is based on the belief that children learn best by revisiting concepts repeatedly across time. As a result, each unit blends lessons in number, measurement, problem solving, geometry, and pattern. As new concepts and procedures are introduced, children are simultaneously revisiting familiar concepts and exploring them to a greater extent. As children engage in their mathematical learning with more depth, we often supplement the Everyday Mathematics program with additional resources to support, extend, and enrich our students’ math experiences.
Science
Students learn to apply the scientific method (hypothesize, observe, experiment, and draw conclusions) throughout all units of study. In the fall, students have their first opportunity to apply their understanding of the scientific method as they study “Balance and Motion.” Later in the year, we study “Organisms,” making explicit links to the students’ science learning in Kindergarten. Building on classroom activities, other science units are undertaken throughout the first grade year.
Social Studies
The theme for social studies in the first grade is “Families.” We examine the definition of “family” and look at a variety of issues: family roles, family dynamics, elders, jobs, celebrations, and traditions. As part of our social studies, we engage in two major units of study during the school year. First, we participate in a Storypath based on the Wampanoags (Northeast Native Americans). Storypath is an exciting and engaging approach to Social Studies in which the students are encouraged to become a part of history. The Storypath lessons connect with historical events by building the event in the classroom. Communities, characters, and conversations come alive as the students work through historical drama. Second, we have fun with “Flat Stanley.” Stanley is a fictitious family member (made of felt) who spends a month vacationing with a relative or family friend (student’s choice). Correspondences with our Stanleys as they travel both our nation and the world expand our understanding of family, allow us to build on our map skills, enable us to integrate our writing instruction and social studies, and allow us a creative way to engage extended family in our classroom conversations.
“All About Me”
Starting in the winter, each student has a specific week in which he or she is the featured student of the week. Featured students have the opportunity to share a talent, experience, and/or special item with the class that they may not have been able to share during the normal school routine. This activity fosters classroom community and helps students develop their oral language and presentation skills.
Homework
Weekly homework packets are distributed every Friday and serve the purpose of applying and anchoring classroom learning. The most important homework for every student in the class all year long is READING. Students are asked to spend 15-20 minutes each day reading a book of their choice and to complete reading logs which are shared in class.
SECOND GRADE
Second grade at The Bush School is a time of continued academic growth for our students balanced by sustained attention to social skills development and the importance of play. Students learn to combine play and academics through activities such as First Family Friday Math (inviting parents, younger siblings, grandparents, and other important community members to participate in classroom math learning experiences) and Choice Time (an opportunity for children to determine their own learning objectives in a written plan, engage in cooperative projects, and practice presentation skills).
Language Arts
The language arts program in the second grade fosters each child’s communication skills through reading, writing, speaking, and listening experiences. This also includes responding to and interpreting written and visual media. We focus on gaining meaning from text and creating meaningful text and communications. Daily reading and writing enhance children’s confidence, self-expression, and skills, while broadening their understanding of the world around them.
Our reading program consists of read-alouds, shared reading, and individualized reading instruction (either one-on-one or in small groups where students are working on similar strategies or topics; these groups are fluid and change throughout the year). To demonstrate comprehension, students are asked to respond to literature in a variety of ways, including closed and open-ended questions, oral and written retellings and summaries, literature discussions, and response projects such as making a book jacket for the book. Students are asked to “Z.Y.L.A.R.” (“zip your lips and read” ) every day, and are invited to read with partners of their choice at other times.
Our writing program is a process-writing workshop format, utilizing student-generated writing topics. As in first grade, students learn about and apply the stages of planning, drafting, revising and editing, and publishing, further refining their skills as young writers. Students meet regularly with a teacher for group and individualized modeling and instruction in phonics, spelling, and story construction. Our writing content skills focus on the “six traits” of writing: ideas/planning, organization, word choice, sentence fluency, conventions, and voice. Students frequently share their writing with classmates, developing students’ presentation skills with an authentic audience. We also write throughout the curriculum on a daily basis, responding to questions in journals, writing about math, science, or other work, and writing our choice plans.
Word study (including spelling and various generalizations about words) is most effective within the context of a student’s own work and the work of the classroom community. Word study is conducted throughout each week and consists of teacher-directed lessons to develop word-solving strategies for both writing and reading, learning new words through analogies, various reference materials (such as dictionaries and high utility word lists), partner work, and pre-tests and post-tests to assess student progress. Students have opportunities throughout the year to proofread and edit their writing as a means to further refine their skills. Words are fun; word study helps our students enjoy the intricacies and complexities of our language.
Math
The Lower School curriculum is based on the standards of the National Council of Teachers of Mathematics, and we use the Everyday Mathematics program, and other standards-based materials, for our daily instruction. Our goal in mathematics is to encourage students to work from, and continue to develop, their own mathematical thinking, including expressing their ideas orally and in writing (and in varied forms), while working both cooperatively and individually. We focus on making sense of the situations we investigate while practicing basic skills and facts in a meaningful context. Our work in second grade explores topics in pattern, logic, number sense, place value, the operations, computation, geometry, and data and statistics.
Science
During science labs and lessons, second grade students experience the richness and excitement of the natural world. In second grade we study weather, including weather phenomena, the water cycle, the relationship between landforms and weather in our region, and the human impact on air and water. We also study forest ecosystems, comparing local temperate rain forests to tropical rain forests. In the spring, we study the life cycle via a study of butterflies. Our focus, throughout all our scientific studies, is on utilizing the scientific method: learning to make accurate observations, recording observations in several forms (e.g., notes, journal writing, art projects, sketch journals), making predictions, graphing and interpreting data, and drawing conclusions. We explore scientific ideas via hands-on experimentation when possible, supplementing with fiction and nonfiction literature, videos, art, CDs, etc.
Social Studies
Our social studies focus in the second grade is the concept of community. We continue to build our classroom community via class meetings, with emphasis on empathy, respect, and high expectations. Because we are also part of a larger school community and many living communities, we work as a group to create ways to contribute to those communities via service learning projects. We use the Giraffe Project program to study real people who help solve problems in their communities by “sticking their neck out” for the good of the community.
Choice Time
Choice time is a time of “breathing out,” of empowering students with real decision-making, problem-solving, and cooperative learning tasks. Students apply language arts and social skills as they interact, share, and listen to one another. At the beginning of Choice Time, each student writes a “Choice Plan” outlining how he or she will spend his or her time that day. Students may choose from established areas such as Blocks, Art, Construction, Explore, and the Quiet area, or they may propose a project of their own. At the end of the period, several students are invited to share their work with the class and field questions from the audience. This “free time” allows them to explore their individual passions and to develop their own learning objectives through free choice three times a week.
THIRD GRADE
Although academic expectations increase at this stage in a child’s development, instruction and hands-on experiences that are focused on social skills, cooperation, and problem-solving continue to be a hallmark of our Lower School program. Students engage actively with each other and adult members of the classroom community to establish and maintain guidelines for the safe, kind, and responsible participation of all class members both inside and outside of the classroom environment.
Language Arts
The third grade classroom promotes literacy through the integration of language arts skills. We view language arts as four interrelated components: reading, writing, speaking, and listening. Our reading and writing curricula are organized in a “workshop” format, providing a flexible structure that allows the students’ needs and interests to shape the learning process.
The reading workshop format has many different contexts: teacher read alouds, independent reading, guided reading, and literature study groups. Each is intended to actively engage students in purposeful tasks. Teacher read alouds allow the teacher to model “active reading” as well as a time for students to enjoy listening to great stories. During independent reading times, each child reads and conferences with the teacher and/or peers approximately once a week about a book of his/her choice. We emphasize the importance of reading a “just right” (not too easy, not too hard) book in order to improve reading fluency. Guided reading offers students a chance to practice and learn skills such as comprehension, vocabulary, and word analysis, within small, flexible groups. Usually these groups will be organized according to whatever skill we are teaching, and will tend to be more homogeneous. The literature is chosen by the teacher and appropriate lessons are given at that time. The final component of our third grade reading program is literature study groups. These are small, heterogeneous reading groups focused on an area of interest or an author study. The group reads together for a time and discuss and/or write after reading. Each of these provides many opportunities for the teachers to extend reading comprehension and take note of each child’s reading progress.
Throughout all these workshop formats, the common goal is to develop fluent readers who are excited about reading and responding to literature.
Our writing program in the third grade continues to highlight the process of writing, not just the final product. That process can involve the following steps although not all pieces will warrant all steps and some will loop through the process many times before reaching a conclusion; pre-write/brainstorm/gather ideas, write first drafts, conference with a peer or a teacher, revise independently, editing in response to peer comments or teacher editing, and finally, publish their final work. Focus lessons given by the teacher to the class or a group highlight a particular part of the writing process or a small skill to enhance quality of writing. That skill is then practiced in a small setting so that students may be able to use it in their own independent writing. “Publishing work” may take many forms; students share their work as authors and have opportunities to listen and critique other students during our Author’s Chair time, they may make a book, display work for other children to read, share a story with their buddy from Kindergarten or any number of other ways. We focus on narrative writing during third grade, with several expository projects such as procedural writing and informational writing, especially in conjunction with our science and social studies curricula. Throughout their writing projects, students are also expected to incorporate the “six traits” of quality writing into their work: Voice, Word Choice, Organization, Ideas, Conventions, and Sentence Fluency and many of our lessons and activities will support these six-trait qualities.
As part of our language arts program, we also focus on listening, viewing and speaking and incorporate these skills into our daily activities.
The students all work on handwriting throughout the year and are introduced to cursive handwriting through the use of Zaner-Bloser materials.
The third grade spelling program focuses on word families, or patterns, and uses the Spelling Connections resources. Students will also be encouraged to correctly spell a growing number of the most commonly used words in their own independent writing and begin to look at prefixes and suffixes.
Mathematics
In third grade, we continue to use the Everyday Mathematics program as the foundation of our math instruction and daily practice. Teachers also extend and enrich each student’s math experiences from a variety of resources to offer with additional lessons, hands-on activities, games and explorations. Students may work individually and in groups, working with manipulatives at times and recording their thought processes and answers in a variety of ways. Concepts that are taught and returned to include: addition and subtraction, linear measurement, multiplication and division, place value in whole numbers and decimals, geometry, fractions, perimeter, area, measuring weight and volume, finding the average or mean, probability, and a review of many concepts introduced in the second grade.
Science
The Third Grade undertakes two main science units each year. The unit on chemical tests begins by emphasizing careful observation. A variety of simple physical and chemical tests are performed on unknown white powders and the different reactions are noted, which leads to an introduction to basic concepts such as liquids and solids, solubility, crystallization, filtration and so on. It then uses critical thinking skills to solve mysteries such as “What are the identities of the unknown substances?”
The unit on sound exposes students to basic principles about how sound is produced and travels, and how the frequency of vibrations is related to pitch. Students learn about pitch and volume while also learning about the human eardrum and vocal chords. Students also design and demonstrate an instrument that demonstrates their understanding of these concepts. In both of our science units, the Scientific Method of Investigation will be used in both class discussions and students’ journals.
Social Studies
The first unit of the year begins a unit of study on communities. As part of our foundation for further exploring the idea of “What is a community?”, we have discussions about “What is a family?” and note the many forms it can take. The children form family units and then, in their family groups, role-play different situations and make decisions about their community.
After we have formed our families, we then learn about the relationship of the natural environment to the community and about the influence of past events and traditions on the present and future. Students will also learn about the roles of citizen, producer and consumer.
As an extension of the students’ learning about communities, we will end the year with a unit on basic economics called, Mini-Society. By using a simulation and many hands-on activities, students study basic economic principles such as scarcity, supply and demand, division of labor, productivity, etc. Within the classroom, students create their own mini-society by choosing a name and currency. They apply for jobs within the society and run their own businesses. The goal is to make a profit on the sale of their products. In addition to the social studies examined in this unit, students are required to apply many of the math concepts they have learned throughout the school year.
FOURTH GRADE
Fourth grade students become increasingly analytical in their thinking. As they develop, connections between subjects and ideas begin to emerge. They are transitioning from being concrete thinkers to being more abstract thinkers. Forming a classroom based on respect, cooperation, and kindness ensures a safe, welcoming environment for these ideas to be expressed.
The fourth grade classrooms, again, are child-centered learning environments where students are active learners. They frequently participate in “experiential” activities and are expected to work cooperatively with all members of the class. Students participate in whole group and small group lessons and activities. The groups continually change, depending upon the needs of the students as well as the particular subject matter presented at that time.
Language Arts
The fourth grade program promotes literacy through the integration of five main categories of language arts skills: reading, writing, speaking, listening, and viewing. The reading and writing curricula are organized in a “workshop” format, providing a flexible structure that allows the students’ needs and interests to shape their learning process. A large part of reading instruction this year focuses on broadening and deepening reading comprehension skills that allow students to respond more deeply and effectively to literature. Throughout the year, students explore a variety of genres and authors through books, articles, and essays.
Reader’s Workshop takes place every day for approximately one hour. During this time students engage in independent reading, guided reading groups, focus lessons, reading conferences, stories read aloud to the class, or literature circles. Students are asked to write reading responses in a journal to which teachers respond, in writing, regularly. Guided reading begins later in the fall. During this time, students read books together in small groups. They receive specialized reading instruction targeting a specific skill or set of skills. The purpose of guided reading groups is to build and improve reading skills and to advance as readers. These groups, again, change continually throughout the year. Literature circles provide another opportunity for students to read, think, and talk about books together. Literature circle books are chosen by students and the discussions are student-led.
Writer’s Workshop also occurs daily with a format similar to Reader’s Workshop. Writer’s Workshop includes time for independent writing, mini-lessons, conferencing, sharing, revising, and publishing. Students are expected to complete a variety of pieces throughout the year. The fourth grade writing program highlights individual self-expression, writing as a form of communication, and the process of writing. Students pre-write/brainstorm, write first drafts, self-edit, peer edit, respond to teacher editing, write second drafts, and finally, publish their final work. They share their work as authors and have opportunities to listen and critique other students during our writing time. Our science and social studies units also provide frequent opportunities for students to practice their writing and presentation skills. Some of the genres fourth grade students are exposed to include: narratives, letter writing, persuasive writing, journal writing, procedural writing, reports, poetry, and descriptive writing. Narrative, expository, and persuasive writing are emphasized. Throughout the year students learn to incorporate the “Six Traits” into their writing: voice, word choice, organization, ideas, conventions, and sentence fluency.
To develop strong spelling skills, students are given a weekly list of words and a test every week during class time. In class, reading, writing, and vocabulary are integrated with spelling instruction. The fourth grade spelling program teaches word patterns and frequently-used words in the English language.
Mathematics
Fourth grade uses the Everyday Mathematics program as the foundation of our math instruction. Math instruction takes place every day for at least one hour. During a typical math investigation, students receive a brief lesson, have time to explore a new concept and/or share strategies, and then have time to practice the new concept. Some days we spend the entire time engaged in a more lengthy investigation or activity. In addition to Everyday Mathematics, we may use the Dale Seymour T.E.R.C. Curriculum, Marilyn Burns activities, and “The Problem Solver” for alternative lessons. “Mountain Math” activities provide another way to practice and reinforce basic math skills throughout the year. Fourth grade math concepts include: geometry, organizing data and using numbers, multiplication and division, decimals, big numbers, estimation and computation, division, measures of angles, fractions, probability, perimeter and area, percents, 3-D shapes, weight, volume, and capacity.
Science
Fourth grade science topics include: rocks and minerals, the human body, and the brain. We use the FOSS and STC kits to guide our explorations in these areas. Students strengthen their understanding of the scientific method and develop important science skills throughout our experiments. Students have many opportunities to engage in hands-on experimentation. Science and social studies concepts are integrated into classroom reading and writing, as well as into library and technology sessions, to deepen the level of understanding and application.
Social Studies
Fourth grade students learn about Washington State history and the regions of the United States in social studies. We begin the year using a Museum Storypath that guides students through a research project about a historical topic. Next, fourth graders study the regions of the United States, starting with a heritage simulation travel exercise designed to familiarize students with the geography of our country. Finally, students divide the country into specific regions and conduct in-depth studies of each region that culminate in presentations shared with classmates, families, and the larger school community. The social studies curriculum is designed to give students the opportunity to practice in-depth questioning, research techniques, research implementations, and to engage in authentic publishing opportunities such as publishing an updated “History of the Bush School” based on research and first-hand interviews of individuals within the Bush school community.
FIFTH GRADE
Our theme in fifth grade is “Into the Unknown.” In fifth grade, we provide students with the opportunity to move into unknown situations with curiosity and comfort. We achieve this through creating a learning environment where respect, compassion, responsibility, and kindness are practiced. As the oldest class of the Lower School, we strive to model these traits for the other grades.
Language Arts
Fifth grade students are immersed in literacy. Reading, writing, listening, and speaking skills are refined on a daily basis. We view the process of literacy, both reading and writing, to be of paramount importance. As writing is integrated into the content areas, the need for different forms of writing arises. These forms are explicitly taught through process writing and include: journal writing, explanations, story writing, persuasive writing, personal narrative, letter writing, procedural writing, poetry (many forms!), reports, and descriptive writing. Writing instruction is based on the Six Traits of writing: organization, sentence fluency, word choice, voice, content and ideas, and conventions. Special focus is directed to the initiation and maintenance of a writer’s notebook.
Reading instruction focuses on broadening and deepening the literature experience, increasing enjoyment and understanding of different genres, tying literature to the content areas, and developing and applying comprehension strategies. A variety of resources are used to accomplish this goal, including instructional readers, interactive Daybooks, individually-selected silent reading books, and a variety of nonfiction materials. Reading instruction includes guided reading, literature circles, individual reading conferences, and silent reading. We place special emphasis on reading from fiction and non-fiction texts related to our social studies and science units. Infused throughout the year will be multicultural books within given themes. Author studies are also featured.
Weekly spelling tests are administered using the pretest/ posttest format. We use a spelling program that emphasizes the structural patterns of words along with vocabulary acquisition skills. Attention is also paid to spelling in written work, with the expectation that all finished work will be self-edited for correct spelling. Handwriting is taught using the looped cursive handwriting curriculum. Every student has a workbook in which s/he practices teacher-directed lessons.
Mathematics
We use Everyday Mathematics programs and Connected Math, which are based on the National Council of Teachers of Mathematics’ curriculum standards. They focus on a blend of problem solving and computational skills, demonstrating the importance of mathematics and applying math skills to realistic and everyday situations. Strands that spiral through this program are:
• Operations and computation
• Numeration
• Patterns, functions, and algebra
• Data and chance
• Measurement and reference frames
• Geometry
• Problem-solving and mathematical modeling
Each student has a math journal and a math notebook/glossary: these are places to solve problems and show process. The combination of the two programs provides an ideal transition to the sixth grade math program. In addition, Mountain Math is used to strengthen computational skills, and various software programs support students in exploring more challenging geometry and algebra problems.
Science
Fifth graders explore and practice the scientific method of investigation, understanding that often more learning comes from the experiments that don’t work than those that do. Students focus on the skills of observation, hypothesizing, data recording, and testing. Fifth grade science units include microworlds, mixtures and solutions, motion and designs, and insects (anatomy and lifecycle of mosquitoes). The insects unit is a collaborative effort with Upper School students taking the Upper School Microbes and Disease class. Health units include the Steps to Respect program and human growth and development curricula.
Social Studies
The fifth grade focuses on United States history. The Macmillan social studies text, simulation games and interactive maps are used as resources as are materials from The Bush School Library, a variety of public libraries, and the Internet. The content in social studies affords us an excellent way to integrate the curriculum. We begin the year with a geography unit, using thematic, physical, and political maps. We then move to an overview of U.S. history including the age of exploration, colonization, and the Revolutionary War. Special emphasis is placed on the writing of the foundation documents. Looking outward and forward, we follow this with an international studies unit, then trace the United States as an industrial nation, space exploration, our nation’s capital, and twentieth century events.
Fifth Grade Retreat
All fifth graders visit Camp Orkila on Orcas Island during the first month of school. The purpose of the fifth grade retreat is to teach students team-building, communication skills, problem-solving, and goal-setting both individually and as a group. Environmental lessons also address the interrelationships of systems and issues of particular concern to the Northwest.
ADDITIONAL PROGRAM ELEMENTS
Physical Education
The Physical Education program in The Bush Lower School teaches students a holistic understanding of physical fitness. Achieving optimum health requires attention to physiology, nutrition, and exercise. Students engage in movement experiences, cooperative work, fitness, awareness, and development of pre-sports skills. Our P.E. program also places considerable emphasis on good sportsmanship throughout children’s Lower School years. Children experience a wide array of traditional and non-traditional physical education opportunities including calisthenics, running, yoga, ball skills, step-audits, a study of anatomy and physiology, Scootertown, participation in the Seattle Kids’ Marathon, and Big Equipment.
Spanish
The goal of the Lower School Spanish curriculum is for each student to be exposed to the Spanish language and cultures. Children learn about a variety of Spanish-speaking cultures through hands-on Spanish-speaking activities, music, holiday celebrations, festivals, videos, plays, games, books, and cooking. The intent of our cultural studies is to enhance and enrich our language learning. Class instruction occurs primarily in Spanish. Children are encouraged to speak to each other and “Profe” (teacher) in Spanish both inside and outside the classroom. Students in Kindergarten through second grade focus their language learning on simple sentences, numbers, colors, days, weeks, months, year, season, body parts, feelings, animals, weather, clothing, the alphabet, sports, food, and family through hands-on, visual, listening, and speaking activities. Children in third through fifth grade build on the learning from their primary years and extend their learning to encompass verb conjugation, simple and complex sentences, parts of a house, activities to do in each season, food, parts of speech, and music.
Music
Students explore music through an active and sequential program that offers Kindergartners through fifth graders the opportunity to master a wide range of music curriculum competencies and literacy. Children develop musically at different paces. Just as with reading and math, every child learns to sing, play, move and create at his/her own pace. Students learn through a diverse repertoire of music that includes singing, rhythmic and poetic speech, playing instruments, arranging, improvising, composing, dramatizing, moving, dancing, and active listening. Such music-making nurtures the whole child and fosters alternative modes of thinking, group cooperation, and development of aesthetic and emotional sensitivity and expression. To this end, music class has one underlying rule: “Be respectful of all persons and materials.” The goal is for each child to grow both musically and personally.
Students in the third through fifth grades may also participate in the school choir after school once a week. Our Lower School choir extends students’ learning beyond the classroom, allowing them to develop their vocal skills, begin to sing in two-part harmonies, and perform both inside the school community and in the community at large several times a year.
Art
Young children need exposure to basic concepts of art and art vocabulary to enable them to grow with each sequential art experience. Although Kindergarten through fifth grade children work with many of the same materials, how they approach projects varies according to their past art experiences, motor skills and abilities. Our students work with a variety of papers, opaque and transparent paint, crayon and oil pastels, clay and glazes, fabrics, wood, cardboard and printing materials. We aim to give all children experience in drawing, painting, cutting and gluing, printing, constructing, and sculpting. We emphasize art vocabulary in all areas and work with dark and light, positive-negative, composition, pattern, texture, color, two and three dimensions, and shapes. Projects, often including a problem-solving component, relate to children’s experiences, imagination, and real-world observations. Children work with a variety of materials and are encouraged to experiment with them to explore their possibilities and learn about limitations. We thoughtfully and intentionally provide time for children to share their work with others and to critique each others’ work in positive and helpful ways.
Technology
Students in the third through fifth grades receive technology instruction in our computer lab in addition to utilizing computers in the classroom. Our Library/Instructional Technology Department provides instruction in keyboarding, the use of the Microsoft Office Suite, as well as information literacy. The curriculum focuses not only on hardware- and software-specific skills, but also on broader technological issues such as the ethical use of technology in today’s society.
Library
The goal of the Lower School Library Program is to provide the opportunity for students to learn effective information literacy skills within the context of the classroom curriculum. In addition, the Library provides an abundance of reading material to support the literacy curriculum as well as satisfy the individual reading interests of students. The library curriculum is often taught in triangular collaboration with the technology curriculum and classroom content in the intermediate grades.
Homework
The most important goal for students with Lower School homework is to develop good study habits. Our goal is for students to take the responsibility to set aside time on a regular basis to do schoolwork in order to apply and anchor classroom learning and to exchange feedback. Homework in the Lower School can be review in nature, an application of a new concept or strategy learned in class, or a brain buster which is meant to foster problem-solving skills but is not usually solvable. Teachers will generally indicate which type of homework they are assigning to students and parents are always welcome to jot a short note about the homework assignment as feedback to the teacher. Homework will vary from 20 minutes (maximum) at Kindergarten and first grade levels to one hour (maximum) at grade 5. There is also an expectation in all Lower School grades that students will complete 15-20 minutes of reading per night of a personal choice book.
SUPPORT SERVICES FOR LOWER SCHOOL STUDENTS
Learning Coordinator
The Lower School Learning Coordinator provides support for both students and teachers. If a student requires academic support beyond that which is provided in a regular classroom environment, the Learning Coordinator may work with a student on a one-to-one basis to assess the student’s needs, engage in short-term instruction outside the classroom, and/or work with resources from outside the school community to address the student’s academic needs. The Learning Coordinator works closely with parents and teachers to weave together a comprehensive, individualized plan for meeting student needs. The Learning Coordinator also acts as a support to teachers, observing in classrooms, providing instructional suggestions, and leading regular team discussions regarding student and classroom needs.
Counselor
The Lower School Counselor addresses the needs of students with regard to developmental, emotional, and psychological issues. The counselor is a trained mental health counselor with a background in education and counseling focused on age-specific developmental stages of student growth and the emotional needs of students. The school counselor works with all students and is concerned with the well-being of the entire student body as a specialist in human behavior and relationships.
Coordinator for Families with Students of Color
The Coordinator for Families with Students of Color provides support for families and students of color. This may include individual counseling with parents, networking support and counseling with students regarding social and emotional issues, peer issues, and mental health. The Coordinator consults with teachers and provides emotional and psychological support for students of color. The Coordinator also provides consultation with faculty and staff to ensure that all school programs facilitate the educational process and offer equitable opportunities for the school success of every student.
EXTENDED DAY PROGRAM
The Bush School Extended Day Program is aligned with the school’s mission and academic program. It is a child-centered program, intended to provide a safe, fun place for children both before and after school hours, from 7am-8:10am and from 3:20-6pm. The Program operates from 7am-6pm on many non-school days as well, for the convenience of working parents on days such as parent-teacher conference days.
The Extended Day Program provides age-appropriate enrichment activities emphasizing arts, sciences, sports, and academics in a safe, friendly, and flexible environment. Families may take advantage of this program either on a prescheduled or a drop-in basis. The Extended Day Program focuses on the development of:
• Social skills
• Intellectual curiosity
• Self-esteem
• A sense of responsibility for one’s own actions
Students may participate in Homework Club, guided projects, or open play after school. The Extended Day Program also offers a number of additional programs throughout the year including chess club, climbing club, unicycle team, yoga, and dance classes.
The Extended Day Program is directed by Morgan Dicus. Morgan has a degree in education, a teaching endorsement, and six years of experience directing K-5 before-and-after-school programming at The Bush School. His and the program’s motto is, “We provide the fun, you provide the child!”
STUDENT ASSESSMENT
In addition to the feedback teachers provide informally to parents on an ongoing basis, Lower School teachers evaluate their students formally through narrative written reports and parent/teacher conferences. No summative term-end grades are used in Lower School (formal grades are given at Bush beginning in 9th grade). Parent-teacher conferences are held twice yearly (at week 6-8 and at week 24). In these conferences, parents meet with their child's grade-level teachers to review strengths as well as areas that need attention. Twice a year parents receive written Progress Reports, which consist of Narratives and Skills/Behavior benchmarks. In the appendix of this curriculum guide, you will find The Bush Lower School Benchmarks, which were developed based on the high standards set by the National Council of Teachers of Mathematics, International Reading Association, National Council of Teachers of English, National Council for the Social Studies, and National Science Teachers Association.
Acknowledging the importance of standardized testing in our culture, we believe it is one of our responsibilities to help children handle standardized tests as well as possible. At grades K-1, we utilize classroom level assessments such as the Direct Reading Assessment and unit math assessments. Every year we spend a few days in the middle of April giving our 2nd through 5th grade students a standardized test. We currently use the Stanford Achievement Test for grades 2, 3, and 5, and the Washington Assessment of Student Learning (WASL) for grade 4. We choose a group-administered test primarily because it helps us to see relative strengths and weaknesses in our instructional program. In addition, in a few instances, the tests provide us with new information about individual students. For example, if a child’s scores on the reading portion of this test are surprising, we will take care to look at the child’s scores in the context of daily work and classroom assessments. If, indeed, we find we must focus on an individual, teachers will contact parents to suggest further individual diagnostic testing. We provide our students with strategies to work through test-taking procedures. Support Services staff are available to help parents with interpretation of the testing.
Additional academic support generally is coordinated through the Support Services Department and is primarily provided by the Lower School Learning Coordinator. Through consultation with grade-level teachers and specialists along with parents, individualized support plans may be created. These may include testing and/or tutoring.