Curriculum at a Glance

Kindergarten — Language Arts

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

Reading

• Units of Study:
• We Are All Readers: Launching reading workshop
• Superpowers: Reading with print strategies and sight word power
• Phonological and phonemic awareness
• Print concepts

• Approaches to Learning:
• Lucy Calkins Reading Workshop
• Orton-Gillingham Program
• Guided Reading
• Games
• Read Aloud
• Shared Reading
• Independent Reading
• Zoophonics

WRITING

• Units of Study:
• Launching the writing workshop
• Writing for readers/writing conventions
• Writing personal narrative
• Writing fiction and non-fiction

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Handwriting Without Tears
• Gathering Ideas
• Drafting
• Revising
• Editing
• Zoophonics

1st Grade — Language Arts

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

Reading

• Units of Study:
• Building good reading habits
• Reading about the world: nonfiction
• Story mapping and retelling
• Readers have big jobs to do: fluency, phonics, and comprehension
• Author study
• Meeting characters and learning lessons: story elements
• Mind pictures

• Approaches to Learning:
• Lucy Calkins Reading Workshop
• Guided reading
• Read aloud
• Shared reading
• Independent reading

WRITING

• Units of Study:
• Writing small moments
• Writing non-fiction chapter books
• Writing reviews and opinions
• Writing fiction
• Writing poetry
• Word patterns in spelling
• High frequency spelling words

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Handwriting Without Tears
• Gathering Ideas
• Drafting
• Revising
• Editing
• Publishing
• Zoophonics

2nd Grade — Language Arts

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

Reading

• Units of Study:
• Reading growth spurt
• Becoming experts: reading nonfiction
• Bigger Books: amping up reading power
• Series book clubs

• Approaches to Learning:
• Lucy Calkins Reading Workshop
• Small group reading
• Read aloud
• Independent reading

WRITING

• Units of Study:
• Personal narratives
• Fiction
• Non-fiction mammal reports
• Poetry
• Opinion writing

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Gathering Ideas
• Drafting
• Revising
• Editing
• Publishing

3rd Grade — Language Arts

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level.

Reading

• Units of Study:
• Building a reading life
• Reading to learn: grasping main ideas and text structures
• Character studies
• Research

• Approaches to Learning:
• Lucy Calkins Reading Workshop
• Guided Reading
• Read Aloud
• Shared Reading
• Independent Reading

WRITING

• Units of Study:
• Crafting true stories
• Information writing
• Arctic animal report
• Fairy tales

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Handwriting Without Tears
• Spelling Connections
• Gathering Ideas
• Drafting
• Revising
• Editing
• Publishing

4th Grade — Language Arts

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

Reading

• Units of Study:
• Interpreting characters through realistic fiction
• Purposeful reading of nonfiction
• Historical fiction/social justice book clubs
• Reading history: Gold Rush

• Approaches to Learning:
• Lucy Calkins Reading Workshop
• Guided reading
• Read aloud
• Shared reading
• Independent reading

WRITING

• Units of Study:
• Poetry
• Writing realistic fiction
• Research project
• Persuasive letters
• Historical fiction journaling
• Literary essays

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Read, Write, Think
• Gathering ideas
• Drafting
• Revising
• Editing
• Publishing

5th Grade — Language Arts

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

Reading

• Genre Focus:
• Historical Fiction
• Poetry
• Realistic Fiction
• Nonfiction
• Vignettes

• Units of Study:
• Fiction and nonfiction romprehension strategies
• Symbolism in literature
• Vocabulary – Wordly Wise 3000

• Approaches to Learning:
• Independent reading
• Guided read aloud
• Small group discussion
• Shared inquiry
• Book clubs

WRITING

• Writing Conventions:
• Ideas
• Organization
• Word choice
• Conventions (spelling, punctuation, etc.)

• Units of Study:
• Personal narrative
• Biographical report
• Poetry
• Personal essay
• Research-based essay

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• Peer Review
• Keyboarding
• 6+1 Traits

6th Grade — Language Arts

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

Reading

• Genre Focus:
• Fiction
• Expository texts
• Independent reading

• Reading Analysis Strategies:
• In text written analysis
• I think, I feel, I wonder, I predict,
• This reminds me of…because

• Citations:
• MLA citations for books, websites, encyclopedias

• Approaches to Learning:
• Analytical discussions of literature
• Note taking
• Analytical charts
• Lucy Calkins Reading Workshop

WRITING

• Writing Conventions:
• 6+1 Traits: Ideas, organization, voice, sentence fluency, word choice, conventions (spelling, punctuation, etc.)
• Daily grammar practice
• Vocabulary development

• Units of Study:
• Personal narrative
• Elements of fiction
• Literature response and analysis
• Thesis driven academic paragraphs
• Thesis based personal essay

• Approaches to Learning:
• Lucy Calkins Writing Workshop
• 6+1 Traits
• Keyboarding
• Membean Vocabulary

7th Grade — Language Arts

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

Reading

• Genre Focus:
• Short stories
• Realistic fiction
• Nonfiction
• Historical fiction
• Religious texts
• Graphic novels
• Personal vignettes
• Independent reading

• Listening and Speaking Strategies:
• Socratic discussions
• Oral presentations
• Online discussions

• Citations:
• MLA citations for books, websites, encyclopedias, films

WRITING

• Writing Conventions:
• Ideas
• Organization
• Voice
• Sentence fluency
• Word choice
• Conventions (spelling, punctuation, etc.)
• Daily grammar integration
• Vocabulary development

• Writing Craft Focus:
• Thesis based writing
• Poetic prose and vignettes
• Persuasive essay
• Multimedia presentations

• Approaches to Learning:
• Brainstorming
• Research
• KeyboardingPlanning
• Writing
• Proofreading
• Revising
• Publishing
• 6+1 Traits

8th Grade — Language Arts

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

Reading

• Genre Focus:
• The power of story
• Biography
• Graphic novels
• Short stories
• Poetry
• Nonfiction
• Historical fiction
• Personal narrative
• Independent reading

• Listening and Speaking Strategies:
• Socratic discussions
• Debate
• Blogging about literature based discussion topics

• Annotation Strategies:
• Note taking, summarizing

• Citations:
• MLA citations for books, websites, encyclopedias, videos, first person interviews, images

WRITING

• Writing Conventions:
• 6+1 Traits: Ideas, organization, voice, sentence fluency, word choice, conventions (spelling, punctuation, etc.)

• Daily grammar integration:
• Editing practice
• Vocabulary development

• Writing Craft Focus:
• Issue oriented academic paragraphs
• 5 Paragraph thesis based essay
• Research based paper
• Persuasive essay
• Multimedia presentations

• Approaches to Learning:
• Brainstorming
• Research
• Planning
• Writing
• Proofreading
• Revising
• Publishing
• Problem solving

Kindergarten — Social Studies

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. We use Lucy Calkins Writing and Reading Workshops throughout each grade level. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

• Unit Themes:
• Ourselves and others/ similarities and differences
• Our home/our habitat
• Peaceful changemakers
• Pond life

• Approaches to Learning:
• Read alouds, writing, research, hands on projects, family presentations, study trips/presentations

1st Grade — Social Studies

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

• Unit Themes:
• Friendship
• Classroom community
• Changemakers and civil rights
• Neighborhood communities
• Post office
• Food communities
• School garden

• Approaches to Learning:
• Read alouds, use of school garden, interviews, relationship with local farms, letter writing, managing schoolwide postal system, maker activities, study trips

2nd Grade — Social Studies

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

• Unit Themes:
• Map skills/geography
• Personal histories through the use of timelines
• Changemakers
• History of a special person

• Approaches to Learning:
• Map reading/making
• Interviews
• Presentations
• Biography writing

3rd Grade — Social Studies

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week.

• Unit Themes:
• Geography
• Bay Area Native Americans
• SEE (Signing Exact English) sign language
• The arctic
• Celebrating difference and taking action

• Approaches to Learning:
• Researching from primary and secondary sources, expository writing, reading and reflecting, dramatic performances, study trips, CEID buddies (Center for the Early Intervention on Deafness)

4th Grade — Social Studies

Reading, spelling, writing, and social studies are each taught explicitly with their own dedicated time each week. In 4th grade, a more integrated approach is introduced to prepare students for the transition to the upper grades.

• Unit Themes:
• Geography
• Missions
• State government
• Japanese internment
• Fort Ross
• The California gold rush

• Approaches to Learning:
• Mapping activities
• Researching and presenting
• Narrative and expository reading and writing
• Integrated technology
• Dance and music presentations
• Art history and analysis
• Group discussion
• Study trips

5th Grade — Social Studies

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

• Essential Questions Explored:
• What obstacles prevent mutual respect between people with differences?
• What role do knowledge and empathy play in overcoming these obstacles?

• Unit Themes:
• Meeting of European, African, and American “worlds”
• Euro-American and Native American interaction in early USA
• Waves of migration and cultural assimilation of immigrants to the USA
• Racial segregation in 20th century USA
• Race and class in contemporary USA

• Approaches to Learning:
• Multimodal text analysis, small group discussions, personal interviews, simulations, games, and role playing activities

6th Grade — Social Studies

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

• Essential Questions Explored:
• What is culture?

• Unit Themes:
• Culture of farming
• Cultures of the ancient world
• Cultures of the modern world

• Approaches to Learning:
• Inquiry based research, print and web-based research, first person interviews, design challenges on community-based issues, mapping, digital presentations

7th Grade — Social Studies

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

• Essential Questions Explored:
• How and why do cultures come in contact and what are the results?
• How and why do people act as changemakers?

• Unit Themes:
• Cultures in contact and Changemakers
• Judaism
• Christianity
• Islam
• Hinduism
• Buddhism
• Research based passion project

• Approaches to Learning:
• Inquiry based research, primary and secondary source analysis, debate, research and analysis, design challenges on world issues, oral presentations, multimedia presentations, mapping, test preparation and test taking

8th Grade — Social Studies

Reading, writing, and social studies are taught in an integrated course called humanities. The content is guided by essential questions that inform reading material selections, study trips, research projects, and presentations. Teachers collaborate with other departments to further extend the cross-curricular nature of the humanities program, fully integrating the themes of the course into the arts, sciences, and mathematics.

• Essential Questions Explored:
• What should the USA do?
• How and why did we get here?

• Unit Themes:
• Standing up for others: topics in U.S. history
• The Constitution of the United States
• WWII
• The Cold War
• The Great Migrations
• Harlem Renaissance
• Dustbowl
• Mexican repatriation
• The Great Depression
• Vietnam and the anti-war movement
• Civil rights movement
• Social justice movements/identity
• Social changes of the 1980s
• Crisis in the Middle East/ISIS

• Approaches to Learning:

• Lecture and note taking, debate, Socratic discussion, primary source analysis, oral history project, test preparation and test taking

Kindergarten — Science

• Units Themes:
• Signs of Fall, leaves, weather
• Habitats, needs of an animal
• Canyon Trail Park and the oak tree
• Polar bear project

• Approaches to Learning:
• Graphing, read-alouds, observing experiments, sketching in a nature journal, study trips

1st Grade — Science

• Units Themes:
• Crime scene investigations
• Matter (solids and liquids)
• Ecology and biodiversity of the garden: honey bees, plant anatomy, plants as food

• Approaches to Learning:

• Read alouds, observing experiments, using senses, classroom discussions, using evidence, constructing models, educational games

2nd Grade — Science

• Units Themes:
• Food chains and webs
• Matter (gases and weather)
• Vertebrates
• Owl pellets
• Animal defenses

• Approaches to Learning:
• Constructing models, study trips, read alouds, group work, classroom discussions, experiments, using scientific method

3rd Grade — Science

• Units Themes:
• Popcorn: science inquiry
• Calculating water loss
• Matter and heat energy
• Hot and cold
• Invertebrates: environments, life cycles, mealworms

• Approaches to Learning:

• Designing and carrying out experiments, read alouds, graphing, design thinking, using tools of science, sketching, observing animals

4th Grade — Science

• Units Themes:
• Foundation of the scientific method
• Exploration of magnetism
• Inventions and innovations
• Electricity and electrical circuits
• The reproductive system and human sexuality health topic

• Approaches to Learning:

• Read alouds, using scientific method, designing and carrying out investigations, graphing, partner and group work, design thinking

5th Grade — Science

• Units Themes:
• Metric measurement
• Watersheds and systems thinking
• Biomes and ecosystems
• Engineering: mechanical, electrical, and computer
• Science of emotion
• Brain science
• Architecture
• Health: human development

• Approaches to Learning:

• Tinkering, project-based, investigations, computational thinking, digital fabrication, collaboration, evidence-based argumentation

6th Grade — Science

• Units Themes:
• Experimental design
• Space science
• Geology
• Oceans and climate
• Food systems and gardening
• Puberty and reproductive health

• Approaches to Learning:
• Hands on investigations, labs, outdoor experiential learning, collaboration, direct instruction

7th Grade — Science

• Units Themes:
• Consumer testing program
• Chemistry and the periodic table
• Heat and energy
• Physics and Newton’s laws
• Electricity and magnetism
• Statistics

• Approaches to Learning:
• Hands on experimental design, labs, tinkering, investigations, direct instruction

8th Grade — Science

• Units Themes:
• Plants and gardening
• Evolution
• Human body systems
• Cells
• Genetics
• Biochemistry
• Ecology

• Approaches to Learning:
• Modeling, data collection, analysis, and interpretation, evidence-based argumentation, engineering, experimental design

Kindergarten — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Numbers to Five & Ten
• Numbers to Ten
• Double, Add & Subtract
• Paths to Adding, Subtracting, & Measuring
• Two Dimensional Geometry
• Three Dimensional Shapes & Numbers Beyond Ten
• Weight & Place Value
• Computing & Measuring

• Approaches to Learning:
• Bridges
• Number Corner: Daily Math Routines
• Games
• Math Discourse
• Use of Manipulatives

1st Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Numbers All Around Us
• Developing Strategies with Dice & Dominoes
• Adding, Subtracting, Counting & Comparing
• Leapfrogs on the Number Line
• Introducing Two and Three Dimensional Shapes
• Story Problems for Basic Addition and Subtraction
• Number Fluency Through the Hundreds
• Time, Patterns, and Measurement

• Approaches to Learning:
• Bridges
• Number Corner: Daily Math Routines
• Games
• Math Discourse
• Use of Manipulatives

2nd Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Sorting, graphing, and fluency of number facts
• Place value, number line, and measuring with tens
• Addition and subtraction within one hundred
• Measurement in inches, feet, and yards
• Place value to one thousand with numbers and money
• Attributes of two dimensional shapes, area, and arrays
• Metric measurement, fractions, and multi-digit computation
• Collecting and analyzing data

• Approaches to Learning:
• Bridges curriculum includes:
  • Problems and investigations
  • Number Corner: daily math routines
  • Work places
  • Home connections
• Math discourse
• Use of manipulatives

3rd Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Addition and subtraction patterns
• Introduction to multiplication
• Multi-digit addition and subtraction
• Measuring time, mass, and volume
• Fractions as fair shares and fractions on a number line
• Multiplication, division, and area
• Investigating polygons, quadrilaterals, shapes, and fractions
• Extending multiplication and fractions

• Approaches to Learning:
• Bridges
• Number corner
• Sunshine math
• Games
• Math discourse
• Use of manipulatives

4th Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Multiplicative Thinking
• Multi-Digit Multiplication & Early Division Strategies
• Equivalent Fractions, Mixed Numbers, & Decimals
• Addition & Subtraction Algorithms, Measurement, & Data Displays
• Polygons, Symmetry, & Measuring Angles
• Area & Perimeter
• Patterns, Expressions, & Equations
• Playground Design

• Approaches to Learning:
• Bridges
• Number Corner: Daily Math Routines
• Games
• Math Discourse
• Use of Manipulatives

5th Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Multiplication Expressions, Equations, & Volume
• Adding & Subtracting Fractions & Decimals
• Whole Number & Decimal Place Value
• Multiplying & Dividing Whole Numbers
• Multiplying & Dividing Fractions
• Graphing, Classifying Polygons, & Volume
• Multiplying & Dividing Decimals
• Solar Design

• Approaches to Learning:
• Bridges
• Math Discourse
• Patterns and Visual Models
• Games

6th Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Number Theory
• Collection, Display and Interpretation of Data
• Variables and Patterns
• Rational Numbers and Operations
• Geometry
• Rational Number Applications
• Probability
• Rates, Ratios, Scale, and Proportional Reasoning

• Approaches to Learning:
• Teacher designed curriculum drawing on several sources
• Integrated Long-Term Math Projects
• Use of Manipulatives and Visual Models
• Math Discourse
• Games

7th Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Math Fundamentals: Working with Primes, Factors, GCF/LCM, Order of Operations and Negative Numbers
• Data, Graphing, and Derivation and Application of Simple Statistics
• Plane Geometry: Area & Perimeter, Angle Properties, Tessellations, Symmetry and Pythagorean Theorem
• GSolid Geometry: Surface Area, Volume, and Properties of Regular Solids -- Prism, Pyramids, Cylinders, Cones, and Spheres
• Proportional Reasoning and Percentages
• Rates & Ratios
• Variation and Graphing -- Fitting Lines to Data and Introduction to Slope
• Applied Math Project: Simple Machines
• Probability

• Approaches to Learning:
• Teacher designed curriculum drawing on several sources
• Real World Data and Problems
• Math Discourse

8th Grade — Math

Students work individually and together to discover, explore, and learn mathematical concepts. Teachers collaborate across curricula to encourage curiosity and explore topics from many angles. Throughout the grades our project-based curriculum is designed to promote understanding and thoughtfulness as students are asked to think deeply about facts, ideas, connections, and experiences.

• Math Concepts:
• Expressions, Equations, and Functions
• Properties of Real Numbers
• Solving Linear Equations
• Graphing Linear Equations and Functions
• Writing Linear Equations
• Solving and Graphing Linear Inequalities
• Systems of Linear Equations and Inequalities
• Exponents and Exponential Functions
• Polynomials and Factoring
• Quadratic Equations and Functions
• Radicals and Geometry Connections
• Rational Equations and Functions

• Approaches to Learning:
• Constructivist Discourse
• Collaboration
• Differentiated grouping
• Direct Instruction (lecture)

Kindergarten — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• What is a robot?
• Building simple machines by following step-by-step instructions
• Engineering Design Process (plan, test, improve)
• Physical computing (LEGO WeDos with LEGO WeDo software)
• Block-based computer programming (Scratch Jr.)

• Technology and Digital Literacy:
• Computer hardware

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

1st Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Building simple machines by studying real world examples and learning about motion and force
• Engineering Design Process (plan, test, improve)
• Physical computing (LEGO WeDos with LEGO WeDo software)
• Block-based computer programming (Scratch Jr.)

• Technology and Digital Literacy:
• Computer hardware

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

2nd Grade — colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Building simple and compound machines by studying real world examples and learning about motion and force
• Engineering Design Process (plan, test, improve)
• Physical computing (Dash and Dot robots, building LEGO compound machines)
• Block-based computer programming (Blockly, Scratch)

• Technology and Digital Literacy:
• Computer hardware; visiting websites
• Computer shortcuts; citation of sources
• Research strategies using the internet, online databases, reference books, magazine articles, and non-fiction sources
• Digital citizenship (information literacy, internet safety, privacy and security)

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

3rd Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Building a robot by following step-by-step instructions
• Engineering Design Process (plan, test, improve)
• Physical computing (MaKey MaKeys, LEGO Mindstorm EV3s with LEGO Mindstorm software)
• Circuitry with soft circuits
• Block-based computer programming (LOGO with TurtleArt, Scratch)

• Technology and Digital Literacy:
• Computer shortcuts
• Citation of sources
• Research strategies using the internet, online databases, reference books, magazine articles, and non-fiction sources
• Keyboarding
• Digital citizenship (information literacy, internet safety, privacy and security, creative credit and copyright)

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

4th Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Building and programming a robot to complete a given obstacle
• Engineering Design Process (plan; test; improve)
• Physical computing (Hummingbird robotics, LEGO Mindstorm EV3s with LEGO Mindstorm software)
• Computer programming (Scratch, Snap!, CREATE Lab Visual Programmer)

• Technology and Digital Literacy:
• Computer shortcuts
• Citation of sources
• Research strategies using the internet, online databases, reference books, magazine articles, and non-fiction sources
• Keyboarding
• Digital citizenship (information literacy, internet safety, privacy and security, creative credit and copyright)

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

5th Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Introduction to woodworking, hand tools and power tools
• Designing and collaboratively constructing a small-scale physical project
• Eligible for First Lego League (FLL) Robotics team, building and programming Lego Mindstorms EV3s

• Technology and Digital Literacy:
• 3D Printers, laser cutter and other fabrication machines
• LittleBits and beginning circuits

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

6th Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Woodworking, hand tools and power tools
• Laser-cut bridge design (or similar)
• Eligible for First Lego League (FLL) Robotics team, building and programming Lego Mindstorms EV3s

• Technology and Digital Literacy:
• 3D Printers, laser cutter and other fabrication machines
• LittleBits and circuits

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

7th Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Woodworking, hand tools and power tools
• Designing and collaboratively building a large-scale physical project
• Eligible for First Lego League (FLL) Robotics team, building and programming Lego Mindstorms EV3s

• Technology and Digital Literacy:
• 3D Printers, laser cutter and other fabrication machines
• Circuits
• Beginning Arduino programming

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

8th Grade — Colab

Prospect Sierra colab is a FabLab, a Makerspace, and a Technology Lab all in one – a fluid space, where students can tinker and create. While the tools may vary from the technological (3D printers, laser cutters) to the basic (hammers, duct tape), the goal is to give students a place to develop Design Thinking, 21st century skills, and a passion for exploration, tinkering, hacking, and creating.

• Engineering, Robotics, & Computer Science:
• Woodworking, hand tools and power tools
• Designing and working collaboratively
• Eligible for First Lego League (FLL) Robotics team, building and programming Lego Mindstorms EV3s
• Independent exploration

• Technology and Digital Literacy:
• 3D Printers, laser cutter and other fabrication machines
• Circuits
• Arduino programming

• Approaches to Learning:
• Hands-on activities
• Problem solving, collaboration, resilience, perseverance, tinkering
• Designing and testing prototypes
• Responsible and competent use of technology
• Curiosity, flexible thinking, empathy, cooperative learning

Kindergarten — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Taking turns
• Moving through space without interfering with others
• Learn and follow class expectations
• Help others

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Locomotor, ball, manipulation of objects, and balancing
• Multi-cultural games
• Circus
• Educational gymnastics

1st grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Taking turns
• Moving through space without interfering with others
• Learn and follow class expectations
• Help others
• Encourage others
• Take care and use equipment safely
• Understand levels of responsibility
• Resolve conflicts peacefully

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Locomotor, ball, manipulation of objects, and balancing
• Multi-cultural games
• Circus
• Playground games
• Educational gymnastics

2nd Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Follow class expectations with few reminders
• Help others
• Encourage others
• Take care and use equipment safely
• Give examples of various levels of responsibility
• Work well with various partners

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Locomotor, ball, manipulation of objects, and balancing
• Multi-cultural games
• Educational gymnastics

3rd Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Follow class expectations with few reminders
• Help others
• Encourage others
• Take care and use equipment safely
• Give examples of various levels of responsibility
• Work well in small groups
• Provide feedback and use partner feedback to improve personal performance
• Evaluate personal responsibility

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Concepts of health related fitness and positive lifestyle choices
• Locomotor, ball, manipulation of objects, and balancing
• Multi-cultural games
• Skill and concept based games
• Educational gymnastics

4th Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Follow class expectations with few or no reminders
• Give examples of various levels of responsibility
• Provide feedback and use partner feedback to improve personal performance
• Understand how appropriate practice positively influences performance outcomes
• Evaluate personal responsibility
• Demonstrate good team player skills
• Work independently and on-task for short periods of time
• Demonstrate appropriate conflict resolution with little or no teacher intervention

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Concepts of health related fitness and positive lifestyle choices
• Locomotor, throwing, catching, kicking, punting, volleying, dribbling, striking, and balancing
• Multi-cultural games
• Skill and concept based games
• Educational gymnastics

5th Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Able to work cooperatively with partner/small group to complete assigned task
• Shows appreciation for benefits of cooperation, caring, and sharing
• Understands personal responsibility on a team
• Demonstrates awareness of class safety protocols
• Demonstrates awareness of class safety protocols
  Able to focus and stay on task

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Locomotor, dodging, guarding, shadowing, passing, and receiving
• Track and field
• Multi-cultural games
• Skill and concept based games
• Rhythm and movement

6th Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Able to work cooperatively with partner/small group to complete assigned task
• Shows appreciation for benefits of cooperation, caring, and sharing
• Understands personal responsibility on a team
• Demonstrates awareness of class safety protocols
• Able to focus and stay on task

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibilityLocomotor, dodging, guarding, shadowing, passing, and receiving
• Track and field
• Multi-cultural games
• Skill and concept based games
• Circus
• Rhythm and movement

7th Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Able to work cooperatively with partner/small group to complete assigned task
• Shows appreciation for benefits of cooperation, caring, and sharing
• Understands personal responsibility on a team
• Demonstrates awareness of class safety protocols
• Able to focus and stay on task
• Keep accurate account of fitness activities in monthly fitness log
• Intrinsic/extrinsic motivation

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Defensive positioning and providing support to teammates
• Throwing, catching, kicking, punting, volleying, dribbling, and striking
• Track and field
• Multi-cultural games
• Skill and concept based games
• Balance and coordination
• Rhythm and movement
• Heart rate activities
• Preparing for/recovering from exercise

8th Grade — PE

The K–8 physical education program at Prospect Sierra is built around the premise that all students benefit from experiences that develop their physical and emotional health. Our guiding philosophy is “Fitness for Life,” and our program is designed to provide students with a strong knowledge base and foster an appreciation of movement and exercise.

• Social and Community Practice:
• Able to work cooperatively with partner/small group to complete assigned task
• Shows appreciation for benefits of cooperation, caring, and sharing
• Understands personal responsibility on a team
• Demonstrates awareness of class safety protocols
• Able to focus and stay on task
• Keep accurate account of heart rate during fitness activities in monthly heart rate log
• Identify and write future fitness goals and lifestyle

• Physical Development:
• Cardiorespiratory endurance, muscular strength, and flexibility
• Defensive positioning and providing support to teammates
• Throwing, catching, kicking, punting, volleying, dribbling, and striking
• Track and field
• Multi-cultural games
• Skill and concept based games
• Circus
• Rhythm and movement
• Use heart rate monitors

Kindergarten — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

• Themes:
• Greetings
• Colors
• Numbers
• States of being
• Main characters of text

• Approaches to Learning:
• Listening comprehension
• Observing and Action Out Physical Cues
• Oral language
• Puppets
• Games
• Teaching Proficiency through Reading and Storytelling (TPRS)
• Units of study in Dia de Los Muertos, Cesar Chavez, and Cinco de Mayo

1st Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

• Themes:
• Names
• Colors
• Numbers
• Physical descriptions
• Animals
• State of being
• Body parts
• Days of the week
• Food and eating
• Stating thirst/hunger

• Approaches to Learning:
• Observating and speaking about mini-stories
• Oral language
• Sight word vocabulary
• Acting out mini-stories
• Presentation
• Games
• Teaching Proficiency through Reading and Storytelling (TPRS)
• Units of study in Dia de Los Muertos, Cesar Chavez, and Cinco de Mayo

2nd Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

• Themes:
• School
• Family
• Clothing
• Shopping
• Seasons
• Weather
• Travel
• Modes of transportation
• Nationalities with a multicultural theme
• Weather and seasons with an emphasis on geography and multicultural differences

• Approaches to Learning:
• Listening to, reading, and writing about complex stories
• Oral and written questions based on stories
• Reading and writing projects
• Games
• Teaching Proficiency through Reading and Storytelling (TPRS)
• Units of study in Dia de Los Muertos, Cesar Chavez, and Cinco de Mayo

3rd Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

• Themes:
• Days of the week
• Emotions
• Professions
• Household chores
• Foods
• Classroom
• Body parts
• Clothing
• Travel
• Oceans
• Seasons
• Currency
• Cities and neighborhoods
• Spanish names of countries
• Adjectives
• Descriptions

• Approaches to Learning:
• Understanding and interpreting written language
• Conversation
• Presentations
• Creating oral and written stories
• Teaching Proficiency through Reading and Storytelling (TPRS)
• Units of study in Dia de Los Muertos, Cesar Chavez, and Cinco de Mayo

4th Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

• Themes:
• Discussing family
• Describing where one lives
• Describing emotions and feelings
• Discussing work and careers
• Describing the body and body parts
• Describing units of time
• Describing quantity
• Chronological order of events
• Responding to comical situations

• Grammar:
• Transition words
• 1st and 3rd person present singular, present tense
• 3rd person plural, present tense
• Definite articles
• Indefinite articles
• Use of estar
• Idiomatic expressions

• Approaches to Learning:
• Deepening language acquisition
• Deepening reading comprehension
• Deepening writing comprehension
• Conversation
• Presentation
• Interpretation of stories
• Creating oral and written stories
• Teaching Proficiency through Reading and Storytelling (TPRS)
• Units of study in Dia de Los Muertos, Cesar Chavez, and Cinco de Mayo

5th Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

When students move to the middle school, language acquisition continues with an additional layer of metacognition. Students continue to listen, speak, read, and write while adding an analytical understanding of the language, including greater awareness of the grammar embedded in the topics and themes they learn. The use of textbooks formalizes the study of grammar, and the influence of real-world media increases as the students find them more and more accessible.

Spanish

• Themes:
• Me
• My likes
• My family

• Grammar:
• Personal pronouns
• Noun/adjective agreement: gender, plural/singular
• Verb Conjugations: the concept and limited memorization

• Vocabulary:
• Introductions
• Clothes
• School supplies
• Classroom objects
• Family
• Body parts
• Animals

• Approaches to Learning:
• Participate in introductory conversations
• El Día de los Muertos, family, and My Monster projects
• Songs
• Multimedia presentations
• Quiz preparation and quiz taking
• TPR Storytelling

6th Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

When students move to the middle school, language acquisition continues with an additional layer of metacognition. Students continue to listen, speak, read, and write while adding an analytical understanding of the language, including greater awareness of the grammar embedded in the topics and themes they learn. The use of textbooks formalizes the study of grammar, and the influence of real-world media increases as the students find them more and more accessible.

Sixth grade World Language is the first time the students use a formal textbook. We continue to foster the skills and enthusiasm developed in 5th grade while developing greater awareness of the structures of the language. For example, the students learn whole verb conjugations and then use them in written and spoken communication.

Spanish

• Themes:
• At my house
• At school
• At school
• At the cafe

• Grammar:
• Simple sentence structure
• Noun/adjective agreement: gender, plural/singular
• Conjugation of regular and irregular verbs, including -ar, -er, -ir, dar, estar, ir,tener, tener que (obligación)
• Gustar, interesar, aburrir
• Possessive adjectives

• Vocabulary:
• El Día de los Muertos
• Description of countries (country, population, border, etc.)School subjects
• Classroom objects
• Shops
• Clothes
• School supplies
• Classroom objects
• Café (including food and beverages)
• House
• Family

• Approaches to Learning:
• Oral Conversation
• Daily greetings and warm up exercises
• Oral practice of themes, grammar, and vocabulary
• Simple conversations
• Songs

• Written Assignments:
• Country, fashion, and menu projects
• Tareas regulares

• Oral Presentations:
• Country, fashion, home, and menu projects

• Projects:
• Country, fashion, home, and menu projects

• Games:
• Test preparation and test taking

7th Grade — Spanish

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

When students move to the middle school, language acquisition continues with an additional layer of metacognition. Students continue to listen, speak, read, and write while adding an analytical understanding of the language, including greater awareness of the grammar embedded in the topics and themes they learn. The use of textbooks formalizes the study of grammar, and the influence of real-world media increases as the students find them more and more accessible.

In 7th grade, World Language students expand their communication skills both orally and in written form. They incorporate all the vocabulary learned in the two previous years and their knowledge of how the language works is a lot deeper, more complex and nuanced. The 7th Grade curriculum gives students the chance to put in practice what they learn in varied individual and group projects, in which they make connections between their interests and the target cultures.

Spanish

• Themes:
• Introductions
• My friends and me
• My house
• My food
• At the store
• Planning a party
• Sports
• Health (including body parts)
• Personal calendar
• Daily routines
• Vacation and leisure

• Grammar:
• Complex sentence structure
• Substitution of direct object pronoun and indirect project pronoun
• Verb tenses: regular and irregular verbs in the present and past
• Reflexive verbs

• Vocabulary:
• Introductions

• Approaches to Learning:
• Oral Conversation
• Conversation with more complexity and detail and in varied tenses (present, present progressive, simple future, preterite)

• Written Assignments:
• Boot verb projects, experiential writing in the past tense, regular homework

• Oral Presentations:
• Hispanic heritage project, boot verb art project, my daily routine project (reflexive verbs)

• Projects:
• Hispanic heritage project, boot verb art project, my daily routine project (reflexive verbs)

• Games:
• Songs
• Test preparation and test taking
• Hands-on projects
• Multimedia presentations
• Interactions with native speakers in the larger community

8th Grade — Spanish/French

The K–4 Spanish classes immerse students, using the TPRS® (Teaching Proficiency through Reading and Storytelling) curriculum that provides an abundance of context-driven language in a chapter-by-chapter story format. The students have multiple opportunities to demonstrate their comprehension and retention, enabling them to emerge feeling successful and eager to tackle the next challenge in their language-learning progression.

When students move to the middle school, language acquisition continues with an additional layer of metacognition. Students continue to listen, speak, read, and write while adding an analytical understanding of the language, including greater awareness of the grammar embedded in the topics and themes they learn. The use of textbooks formalizes the study of grammar, and the influence of real-world media increases as the students find them more and more accessible. Fifth graders take Spanish and sixth, seventh, and eighth graders take either French or Spanish.

In 8th grade teachers and students speak more of the target language in class, and students aspire to a higher standard of integrating all that they have learned while delving into more complicated grammar topics and more numerous samples of the language extracted from various media in countries where the target language is spoken. The projects allow the students to demonstrate their command of the language and even more creativity, if not a sense of humor, in the target language.

Spanish

• Themes:
• On the train
• At the restaurant
• In the kitchen
• Telling my own story

• Approaches to Learning:
• Oral Conversation
• Daily greetings
• “Check in” quick conversations
• Warm up exercises
• Conversations maintaining fluidity, complexity of vocabulary and use of a variety of verb tenses
• Personal interviews
• Restaurant reservations

• Written Assignments:
• Daily/regular homework

• Oral Presentations:
• L.A. trip
• “In my other life”
• “My ideal house/job/world”
• If I were a Roman emperor…
• If I were a button that fell off a coat…

• Projects:
• Read more complicated newspaper articles, short story books, translations
• Chose a theme: “My ideal house”, “My ideal world” or “My ideal job” to practice conditional tense use
• Use the future tense (“I will be….”) to talk about what they will be like and doing at age 18
• Practice the command forms by making a game together
• Direct a traveler on BART
• Send a robot to a particular location on campus

• Games:
• Participate in conversations
• Hands-on projects
• Songs
• Multimedia presentations and projects
• Test preparation and test taking
• Interactions with native speakers in the larger community

French

• Themes:
• My clothes and going shopping
• At home and my chores
• Out in the city
• Travelling

• Grammar:
• The past tense: Passé Composé
• Adverbs with the passé composé
• Demonstrative adjectives
• Interrogative adjectives
• Some irregular verbs: mettre, pouvoir, devoir, savoir, connaître, voir
• Adverbs of frequency
• Negative expressions: ne…plus, ne…personne…
• The verbs dormir, sortir and partir
• -yer verbs
• Prépositions de lieu
• Direct and indirect object pronouns
• Placement
• Imperative
• Time expressionsReflexive verbs

• Vocabulary:
• Les vêtements
• Clothing and accessories
• Les vêtements
• Sports equipment, leather goods, and jewelry
• Chores
• House and furniture
• Places in the city
• Means of transportation
• At the pharmacy, bank, and post office
• Travel items
• At the hotel
• At the train station and airport

• Oral Conversation:
• Conversation with more complexity and detail and in varied tenses (present and past)

• Written Assignments:
• My trip to LA, my classmates’ school preferences, a dialogue in a shop, the poem Déjeuner du matin by Jacques Prévert

• Oral Presentations:
• My classmates’ school preferences, a dialogue in a shop, the poem Déjeuner du matin by Jacques Prévert

• Projects:
• My trip to LA, my classmates’ school preferences, a dialogue in a shop, the poem Déjeuner du matin by Jacques Prévert

• Games:
• Test preparation and test taking

Kindergarten — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Care of books, book orientation, listening skills, parts of the book, read alouds, book talks, empathic understanding
• Exposure to classic tales and stories from around the world
• Mythology, folktales, fables, nursery rhymes, tall tales

• Research:
• Providing materials for biome research
• Trees, alphabet books, shape books

• Media Literacy:
• Animated picture books and DVDs

• Approaches to Learning:
• Listening skills, hands on browsing, free exploration, exposure to global literature, culture and ideas, respecting diversity in all its forms

1st Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Care of books, parts of a book, keeping books in their proper place, listening for understanding, empathizing
• Author visits, read alouds, book talks Finding Just Right for Me books
• Exposure to classic tales and stories from around the world
• Mythology, folktales, fables, nursery rhymes, tall tales

• Research:
• Non-fiction reports, use of table of contents and index, garden research and farm workers struggle, community helpers including post office unit supported by Owney the Mail Pouch Pooch

• Media Literacy:
• Viewing animated stories and DVDs

• Approaches to Learning:
• Partner book talks, discussion groups, free exploration, teacher led lessons and book talks, introduction to series books

2nd Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Listening and reading for understanding, making predictions, parts of a book, exposure to various genres, promoting passionate life-long readers

• Research:
• Learning to use our electronic card catalog and databases (World Book, Power Knowledge, etc.)
• Maps and mapping, direction orientation

• Media Literacy:
• Media evaluation, use of databases, introduction to periodicals, short films, DVDs, CDs, websites, and printed material
• Introduction to electronic online catalog for finding books and doing research

• Digital Citizenship:
• Acceptable use policy compliance, works cited

• Approaches to Learning:
• World celebrations, history of holidays, material covering diverse cultures

3rd Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Continued exposure to a variety of genres
• Book talks and discussions of characters, storyline and outcomes, building interest in information about authors and illustrators
• Student book reviews

• Research:
• Non-Fiction reports (expository and narrative), Miwok research, arctic animal research
• Learning to use our electronic card catalog and databases (World Book, Power Knowledge, etc.)
• Introduction to the Dewey Decimal system, bibliographies, and anthologies

• Media Literacy:
• Exposure to various media forms including periodicals, books, animated books, DVDs, websites, and databases

• Digital Citizenship:
• Acceptable use policy compliance, works cited

4th Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Continued exposure to a variety of genres
• Book talks and discussions of characters, storyline and outcomes, building interest in information about authors and illustrators

• Research:
• Fort Ross reports, biography reports
• Learning to use our electronic card catalog and databases (World Book, Power Knowledge, etc.)
• Dewey Decimal system, locating books, and library organization

• Media Literacy:
• Exposure to various media forms including periodicals, books, animated books, DVDs, websites, and databases

• Digital Citizenship:
• Acceptable use policy compliance, works cited

• Approach to Learning:
• Hands-on reenactments (such as visiting Fort Ross and Tent Town), game shows, catalog searching, Dewey scavenger hunt

5th Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Genre reading support and evaluation, OverDrive (ebooks)
• Edible Books Festival
• Censorship

• Research:
• Online Catalog and call numbers, parts of a book, book, library categories, citations, index and table of contents usage, website parts identification, navigation, and evaluation

• Media Literacy:
• Overdrive (ebooks), digital dictionaries, thesaurai, Google Presentation support, infographic, website parts identification

• Digital Citizenship:
• Email etiquette

• Approach to Learning:
• Book talks/tasting, Banned Books Week Display, new book displays and book talks, almanac worksheet and game show, book scavenger hunt, Edible Books Festival
• Lecture and slideshow on website parts, navigate museum websites, compare dog websites for reliability, slideshow and talk in support of 5th Grade Native American slideshow, infographic slideshow and talk in support of science infographic

6th Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Reading Buddies: Readers Advisory & consultations
• Edible Books Festival
• Censorship

• Research:
• Online Catalog and call numbers, parts of a book, book, library categories, citations, index and table of contents usage, website parts identification, navigation, and evaluation
• Research process (building background, developing a research question, identifying keywords for database searches, source identification)
• Online Searching (developing skills for keyword identification, predictive search strategies, Boolean operators usage), reading search results/reading scholarly articles
• Resource, evaluation & detecting bias, citations (plagiarism, copyright infringement, ethical use of information)

• Media Literacy:
• Google account setup & password development, Overdrive (ebooks), How the Internet Works, Website design (multimedial online tool), Website parts & identification
• Reading a scholarly article (finding author’s bio, abstract, subject terms), Browser vs. Search Engine, iPad Personal Learning Environment (app organization, basic tools/how to share/save/print, organize, etc.), Coding (basic: Hour of Code participation), various online tools to support research & 21st century literacies

• Digital Citizenship:
• Online communication (email etiquette), AUP and Responsible Use
• Policies, digital footprint, online safety, online health/mental health, online security/safety, digital citizenship responsibilities (to self, family/friends, online community), Cyberbullying (explicit and subtle), using social media, online identity (which me should I be lesson)

• Approach to Learning:
• Literature appreciation, Reading Buddy support and tracking, eBook lesson, censorship discussion during Banned Books Week, new book displays & book talks, Edible Books Festival
• In-class mini-research quests (history of halloween, country research), Science Stretch research questions (collaboration with 6th grade science), countries research (supports World Language and Humanities projects), glog-related online searching (images, video, text) and citations, Google-a-Day challenges; website detectives game
• Designing mood meter glogs (Aspirational: collaboration with colab simulating how information storage/access works on the web, how a search engine works, how directories work, boolean logic venn diagrams)
• Digital footprint art, lessons on email etiquette and safety, responsibilities, online relationships and online Identity (generally Common Sense Media lessons)
• Life Skills covers the RULER curriculum, which has some overlap with digital citizenship.

7th Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Overdrive (ebooks)
• Edible Books Festival
• Censorship

• Research:
• Database review

• Media Literacy:
• Overdrive (ebooks)

• Digital Citizenship:
• Online social behaviors (etiquette and safety), discuss safe social practices, read articles on current issues and cases related to smart online practices, discuss how the online environment changes, how we act, and how we respond to each other

• Approach to Learning:
• eBook lesson and projected use in research projects, Banned Books Week display, new book displays and book talks, EBSCO review with changemaker project, Edible Books Festival

8th Grade — Library & Digital Literacy

The elementary school library provides a rich environment for fostering a love of books and reading. Weekly classes include book talks, read-aloud stories, learning activities, and introductions to authors and various genres. Students learn how to navigate the library’s electronic catalog, access online resources, and find books that suit both their interests and research needs.

The middle school’s 3,850-square-foot library facilities include a library classroom with computers, a quiet reading room, and a large central library space. The library’s mission is to enrich the school’s educational programs, to provide for the interests and needs of students, and to develop and nurture a love of reading.

• Literature Appreciation:
• Favorite books talk, War books book talk
• Overdrive (ebooks)
• Edible Books Festival
• Censorship

• Media Literacy:
• Overdrive (ebooks)

• Digital Citizenship:
• Examine how our digital footprint can influence certain aspects of our lives (admissions, etc.), discuss real life online situations

• Approach to Learning:
• eBook lesson and projected use in research projects, Banned Books Week Display, new book displays & book talks, Edible Books Festival, book talks with Humanities teachers

Kindergarten — Visual Arts

Students have the opportunity to expand and enrich their creative expression through a wide range of tools, materials, textures, and artistic styles. Art projects connect to classroom curriculum, school performances, and art history lessons. The art program supports students in becoming articulate observers of their world while they joyfully build confidence in their problem solving and art making skills.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• String study, painted circles, tree collage, self-portrait, grassland/rainforest mixed media, change maker & Ghana prints, dragonfly watercolor collage, sewn felt wallet

1st Grade — Visual Arts

Students have the opportunity to expand and enrich their creative expression through a wide range of tools, materials, textures, and artistic styles. Art projects connect to classroom curriculum, school performances, and art history lessons. The art program supports students in becoming articulate observers of their world while they joyfully build confidence in their problem solving and art making skills.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Architectural collage/print, self-portrait sculpture, metal postage stamp, botanical watercolor, leaf prints, ceramic bowl, sewn felt bird

2nd Grade — Visual Arts

Students have the opportunity to expand and enrich their creative expression through a wide range of tools, materials, textures, and artistic styles. Art projects connect to classroom curriculum, school performances, and art history lessons. The art program supports students in becoming articulate observers of their world while they joyfully build confidence in their problem solving and art making skills.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Vinyl record mobile, songbird study, watercolor bird collage, geometrical abstract, trout painting, special person pastel, sewn fleece stuffed animal

3rd Grade — Visual Arts

Students have the opportunity to expand and enrich their creative expression through a wide range of tools, materials, textures, and artistic styles. Art projects connect to classroom curriculum, school performances, and art history lessons. The art program supports students in becoming articulate observers of their world while they joyfully build confidence in their problem solving and art making skills.

• Artistic Exploration:
• Painting, drawing, printmaking, ceramics, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Insect study, wire basket, metal art animal, ceramic candle holder, sign language drawing, silkscreen prints, arctic animal prints, landscape study

4th Grade — Visual Arts

Students have the opportunity to expand and enrich their creative expression through a wide range of tools, materials, textures, and artistic styles. Art projects connect to classroom curriculum, school performances, and art history lessons. The art program supports students in becoming articulate observers of their world while they joyfully build confidence in their problem solving and art making skills.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Animorph, mexican sugar skull, charcoal self-portrait, landscape painting, clay self-portrait, self-portrait assemblage, wearable art & design

5th Grade — Visual Arts

Students have the opportunity to explore visual arts, dramatic arts, music, and performance. Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Chimera mixed media project

6th Grade — Visual Arts

Students have the opportunity to explore visual arts, dramatic arts, music, and performance. Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Wire sculptures

7th Grade — Visual Arts

Students have the opportunity to explore visual arts, dramatic arts, music, and performance. Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Famous face, drawing physical characteristics focusing on ethnic differences, using a viewfinder, shading

8th Grade — Visual Arts

Students have the opportunity to explore visual arts, dramatic arts, music, and performance. Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Artistic Exploration:
• Painting, drawing, printmaking, sculpting, textile arts, and mixed media

• Approaches to Artistic Medium and Concepts:
• Examination of structure and Construction of 20th Century pop art, aesthetic perception, design principles of rhythm, repetition, balance, and variation on a theme

Kindergarten — Drama

Students learn to use their voices and bodies with honest expression to tell stories and to convey emotions and ideas. Month long immersion into play with classroom teaching support. Theme of class play is integrated with humanities classroom learning.

• Performance Project
• Grade level play for school and parents

1st Grade — Drama

Students learn to use their voices and bodies with honest expression to tell stories and to convey emotions and ideas. Month long immersion into play with classroom teaching support. Theme of class play is integrated with humanities classroom learning.

• Performance Project
• Grade level play for school and parents

2nd Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Verbal communication
• Ensemble technique

• Structure:
• Group warm-ups
• Movement and sound exercises
• Focus on awareness of body

• Performance Project:
• 2nd Grade Play

3rd Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Ensemble technique

• Structure:
• Group warm-ups
• Group movement exercises

• Performance Project:
• 3rd Grade Play

4th Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Ensemble technique

• Structure:
• Collaborative rehearsal process

• Performance Project:
• 4th Grade Play

5th Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Nonverbal communication

• Structure:
• Ensemble movement and sound
• Synchronized warm-ups
• Rhythm and movement games

• Performance Project:
• Cross-Curricular Fairy Tales

6th Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Nonverbal communication
• Ensemble technique

• Structure:
• Ensemble movement and sound
• Synchronized warm-ups
• Rhythm and movement games
• Exploration of emotions, frozen pictures, and spatial relationships

• Performance Project:
• Mythology

7th Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Nonverbal communication
• Ensemble technique
• Efficiency and transitions

• Structure:
• Collaboration, storytelling, and rehearsal
• Group decision making
• Developing vocal texture and physical variety
• Giving and taking focus

• Performance Project:
• Scene creation and theatrical storytelling around a shared theme

8th Grade — Drama

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community.

• Ritual:
• Nonverbal communication
• Ensemble technique
• Efficiency and transitions
• Degrees of risk

• Structure:
• Collaboration, storytelling, and rehearsal
• Group decision making
• Developing vocal texture and physical variety
• Giving and taking focus

Kindergarten — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Vocal:
• Chanting, finding singing voices and matching pitch, singing in preparation for playing instruments

• Instrumental:
• Using xylophones and percussion for sound effects, call and response pieces, easy pentatonic pieces, active listening in ensemble

• Movement:
• Creative interpretation to music, dancing stories, folk and partner dances, movement games, basic motor skills to the beat

1st Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after school Beginning Instruments Program.

• Vocal:
• Chanting in different voices, singing with the instrumental ensemble, singing what they play

• Instrumental:
• Reading symbols to learn rhythm, playing bass and melody in instrumental ensemble using the pentatonic scale, creating sound effects

• Movement:
• Creative dance and interpretation, dancing ideas and stories, circle, partner, line, and popular dances, movement games

2nd Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after school Beginning Instruments Program.

• Vocal:
• Chanting two or more parts at the same time in the group, singing from written symbols, singing instrumental parts

• Instrumental:
• Beginning rhythmic notation and following patterns, creating rhythms in drum circles, playing bass lines, ostinatos, and melodies on the xylophones, creating their own melodies, improvising using the pentatonic scale

• Movement:
• Dancing stories and ideas, dancing using group movement maps, beginning choreography in small groups, folk dance, popular dances, movement games

3rd Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Vocal:
• Singing rounds and two parts in simple songs, interpreting symbols with the voice, beginning vocal improvisation, singing solos, chants, and raps

• Instrumental:
• Beginning recorder, simple note reading, combining recorder with the other instruments, three and four part pieces in the xylophone ensemble, continuing playing and improvising in pentatonic scales, drumming

• Movement:
• Dance choreography in small groups, folk and popular dance, creative interpretation, connection between movement and sound

4th Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Vocal:
• Singing rounds and beginning harmony, vocal improvisation, singing solos with the ensemble, learning and writing chants, raps, and songs

• Instrumental:
• Listening for chord changes and playing in 7-note scales, continued note reading, creating melodies and accompaniments for performances

• Movement:
• Dance choreography in small groups, folk and popular dance, interpretive movement, movement games

5th Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Musical Literacy:
• Listening to music of the world: analysis of style and feel

• Vocal:
• Singing folk, spirituals, children’s, world, and pop melodies; rounds

• Instrumental:
• Major and minor pentatonic scales with xylophones, beginning improvisation, rudimentary music notation, hexatonic & major scale workouts, beginning lessons on all instruments

• Movement:
• Dance/movement to folk, pop, classical and world music

• Performance:
• In class and 5/6 Jazz Band, Orchestra, and student-led groups

6th Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Musical Literacy:
• Listening and analysis of diverse musical styles

• Vocal:
• Singing jazz, folk, pop, and world music, rounds, harmonization

• Instrumental:
• Continuation of major and minor pentatonic scale, hexatonic scale and related melodies, major and minor scale practice, blues, music notation and beginning composition (pentatonic scale based), continued practice and performance on all instruments

• Movement:
• Dance/movement to folk, pop, classical and world music

• Performance:
• In class and 5/6 Jazz Band, Orchestra, and student-led groups

7th Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Musical Literacy:
• History of jazz and blues, further listening to diverse musical styles, analysis of style, form and lyrics, discussions focusing on impact of lyrics

• Vocal:
• Singing jazz, folk, pop, and world music, rounds, harmonization

• Instrumental:
• Continued study of major and minor pentatonic scale, I-IV-V chord analysis, blues, intermediate composition (pentatonic and major scale), continued practice and performance on all instruments

• Movement:
• Dance to world music, jazz, pop, classical

• Performance:
• In class and Rock Band, Recording Band, Orchestra, and student-led groups

8th Grade — Music

Students learn to use their artistic vision, voices, and bodies with honest expression to tell stories and to 
convey emotions and ideas. Weekly visits to specialists’ classrooms encourage creative problem-solving and reinforce the importance of community. Middle school students have electives in vocal music and an after-school Beginning Instruments Program.

• Musical Literacy:
• History of jazz and blues, listening and analyzing diverse musical styles, discussion of lyrics and their effects

• Vocal:
• Singing music of the world, singing in harmony

• Instrumental:
• Major/minor pentatonic scales, chord and song form analysis, intermediate composition, practice and performance on all instruments

• Movement:
• Dancing to jazz, classical, hip-hop, pop music

• Performance:
• In class and Rock Band, Recording Band, Orchestra, and student-led groups

Kindergarten — PS Values in Action

• Service Learning/Partnerships:
• Local Habitat Care
• Partnership with Save the Frogs

• Eco-Literacy:
• Raising and Releasing Tadpoles

• Gender Spectrum/Social Justice/Global Awareness:
• Peaceful Changemakers

• 21st Century Skills Project Example:
• Habitat Culminating Project: Disciplinary Knowledge, Innovation, Collaboration

• Study Trips:
• Nunes Creek
• Blake Garden
• Tilden Park
• Richmond Art Museum

• Community Events:
• Publishing Parties
• 8th Grade Buddies
• Habitat Showcase
• Kindergarten Annual Performance
• K-4 Student Family Events

1st Grade — PS Values in Action

• Service Learning/Partnerships:
• Community Support Agriculture with Full Belly Farm

• Eco-Literacy:
• Local and Organic Food Communities

• Gender Spectrum/Social Justice/Global Awareness:
• Migrant Farm Workers’ History and Rights
• Rachel Carson and the birth of the Modern Environmental Movement

• 21st Century Skills Project Example:
• Sculptural Emotions (art): Self Knowledge, Communication

• Study Trips:
• El Cerrito Post Office
• Full Belly Farm
• Neighborhood Community Places (restaurant, grocery store, vet, etc.)
• Berkeley Bowl

• Community Events:
• Community Museum
• Creating and Managing School Post Office
• Publishing Parties
• Fourth Grade Buddies
• Sixth Grade Buddies
• K-4 Student Family Events

2nd Grade — PS Values in Action

• Service Learning/Partnerships:
• Trout in the Classroom
• East Bay Humane Society
• Eskaton Senior Center

• Eco-Literacy:
• Raising trout

• Gender Spectrum/Social Justice/Global Awareness:
• Changemakers over time and around the world

• Study Trips and In-Class Workshops:
• Eskaton Senior Center
• The Oakland Zoo
• East Bay Humane Society
• Trout Release at Lake Refugio

• Community Events:
• Publishing celebrations
• Fifth grade buddies
• Special Person Celebration

3rd Grade — PS Values in Action

• Service Learning/Partnerships:
• Center for Early Intervention on Deafness

• Eco-Literacy:
• Environmental impact on Arctic and Coast Miwok Communities

• Gender Spectrum/Social Justice/Global Awareness:
• Discussion around Gender Identity, Expression, and Biology
• Celebrating Differences and Taking Action

• 21st Century Skills Project Example:
• Toxic Popcorn (science): Innovation, Collaboration, Creation

• Study Trips:
• Marin Museum of the American Indian
• Point Reyes Kule Loklo
• Guide Dogs for the Blind
• Regular trips to work with CEID buddies

• Community Events:
• Publishing Parties
• Kindergarten Buddies
• K-4 Student Family Events

4th Grade — PS Values in Action

• Service Learning/Partnerships:
• Environmental Stewardship

• Ecoliteracy:
• Fashion Trashion Show
• Lead elementary school wide recycling program
• Lending Library

• Gender Spectrum/Social Justice/Global Awareness:
• Stereotype Analysis
• Illuminating Underrepresented Voices in California History
• Japanese Internment

• 21st Century Skills Project Example:
• Mission Redesign Project: Collaboration, Innovation, Creation, Disciplinary Knowledge

• Study Trips:
• Coloma overnight
• Sonoma Mission
• Sacramento State Capital and California Museum
• Fort Ross
• Oakland Museum

• Community Events:
• First Grade Buddies
• Seventh Grade Buddies
• K-4 Student Family Events
• 4th Grade Play

5th Grade — PS Values in Action

• Values:
• Surviving the Transition to Middle School

• Social Emotional Learning:
• RULER
• Advisory

• Eco-Literacy:
• The Green Council

• Gender Spectrum/Social Justice/Global Awareness:
• GSA

• 21st Century Skills Project Example:
• Design an Ecosystem: Collaboration, Communication

• Community Events:
• Second Grade Buddies
• Cross-Grade Families

6th Grade — PS Values in Action

• Values:
• Sustainability and Cultural Awareness

• Social Emotional Learning:
• RULER
• Advisory

• Service Learning/Partnerships:
• Live Power Farm
• Local Farmer Interviews

• Eco-Literacy:
• The Green Council
• Live Power Farm

• Gender Spectrum/Social Justice/Global Awareness:
• GSA

• 21st Century Skills Project Example:
• Compelling Current Issues: Responsibility, Innovation, Creation

• Study Trips:
• Live Power Farm
• Local Farms in the Bay Area

• Community Events:
• First Grade Buddies
• Cross-Grade Families

7th Grade — PS Values in Action

• Values:
• Cultural Competence
• The Impact of Changemakers
• Sustainability of Local Ecosystems

• Social Emotional Learning:
• RULER
• Advisory

• Service Learning/Partnerships:
• Beach Clean Up
• Yosemite

• Eco-Literacy:
• The Green Council
• Water Sustainability and Drought
• Impact of Fire on Forestry and Wildlife Sustainability

• Gender Spectrum/Social Justice/Global Awareness:
• Change Makers Humanities Curriculum
• Women in Science
• Famous Faces Art Project
• GSA

• 21st Century Skills Project Example:
• Passion Project on Changemakers; Disciplinary Knowledge, Communication
• Consumer Testing Project: Innovation, Creation, Self-Knowledge
• Forbidden Rice Project: Collaboration, Responsibility

• Study Trips:
• Bridges Rock Gym
• Exploratorium
• Yosemite

• Community Events:
• Fourth Grade Buddies
• Cross-Grade Families

8th Grade — PS Values in Action

• Values:
• Being a Changemaker
• Service to the Larger Community

• Social Emotional Learning:
• RULER
• Advisory

• Service Learning/Partnerships:
• LA Volunteering
• BOSS Shelter
• Richmond College Prep Partnership

• Eco-Literacy:
• The Green Council

• Gender Spectrum/Social Justice/Global Awareness:
• The Movements that Changed America
• GSA

• 21st Century Skills Project Example:
• WW2 First Person Narrative-Based Research Project: Communication, Responsibility
• LA Trip: Self Knowledge, Responsibility, Collaboration, Communication

• Study Trips:
• Rosie the Riveter Museum
• Holocaust Museum
• Service Learning in Los Angeles

• Community Events:
• First Grade Buddies
• Cross-Grade Families
• WW2 First Person Narrative Presentations