The Phillips-Osborne School Curriculum

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AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

LANGUAGE

proficient at creating and writing their own stories

Use written and oral skills effectively

Practice writing strands of persuasive, informative, descriptive, narratives, letter, explanatory, the basic report, and a good paragraph with main ideas and details

Implemented by using a series of novels.  Introduces various genres and provides opportunities for critical thinking, character analogies, and comprehension emphasizing individual research and reports.

Integrated with all areas of study at this level.

 

LANGUAGE

Ability to listen, confidence in ability to speak and write

Develop grammar, handwriting, and spelling skills

Incorporate reading and writing in all subject areas

Skills in sentence structure, writing friendly and business letters, descriptive and persuasive paragraphs and research techniques.

Reading is literature based.  Novels and other selections are coordinated with the study of the United States culture, geography, and history.  Study and research skills are emphasized.

 

LANGUAGE

Invented and conventional spelling

Develop comprehension and ability to read independently

Grammar study is a part of the writing process, includes intro to parts of speech and how to properly use them in writing

Emphasis on refining writing, especially paragraph writing.

Writing process to refine paragraph writing and combine paragraphs into coherent essays.

 

LANGUAGE

D’Nealian handwriting approach

Book reports, research projects, letter writing, reading summaries

Literature connections are strong in this grade Teachers continue to read aloud

Correct grammar and mechanics skills

Correct spelling, grammar, and mechanics are stressed in all written work.

 

LANGUAGE

Keeping journals

 

Spelling includes the study of patterns and rules, mastery of high frequency word lists and student selected words

Spelling continues the four components introduced in third grade: study of patterns and rules, words of the specific disciplines, high frequency words and student selected words.  Students are expected to spell the high frequency words correctly throughout their work

Spelling continues to build knowledge of rules and patterns, of high frequency words, words specific to an academic discipline and words of interest to student

 

LANGUAGE

 

 

Attends weekly assemblies, prepares and presents a poem at assembly

At weekly assembly, students practice their listening and speaking skills.  Each retells an Aesop’s fable at assembly

Oldest students in assembly, students often serve as leaders.  Recitation at assembly is highlight of public speaking experience - students have opportunities to develop competence and independence in speaking, listening, reading and writing

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

MATHEMATICS

Incorporate realistic hands-on experiences that promote understanding

Working with numbers through 10,000, identifying counting patterns, sequence and place value Manipulative and concrete experiences help to understand fractions and money

Develop problem solving, use strategies and practice computational skills of addition, subtraction, multiplication and division.  Place values through millions

Focus on problem solving, concentrating on the inquiry method of learning.

Includes reading, writing, adding, subtracting and multiplying fractions and decimals, relating fractions to decimals and finding factors and multiples of numbers

 

MATHEMATICS

Introduced to standard and metric measurement, currency value, and telling time by digital and analog clocks

Expected to become more proficient with addition and subtraction facts.  Begin systematic study of multiplication and division

Introduced to decimals.  Continue study of fractions including fractions of sets and whole numbers

Emphasis on following concepts: reading and writing numbers to the hundred millions, multiplying one to four digit numbers by one and two digit multiples; dividing one to five digit numbers by one and two digit divisors; using fractions in measurement and sets of objects;

Basic operations of addition, subtraction, multiplication and division are practiced and applied in problem solving activities.  Uses numbers through the billions, estimate products and quotients, and use mental math to solve problems both individually and in a group

 

MATHEMATICS

Learn place value through hundreds, and the fractions of 1/2 and 1/4 are introduced Problem solving activities require knowledge of addition and subtraction facts to ten, familiarity with number families to twenty

Problem solving skills are developed using mental and written solutions to questions.

 

adding and subtracting fractions with like denominators; finding area perimeter of various shapes using whole number measurements, measuring to the nearest 1/2 inch; estimating and exploring probability and statistics

 

 

MATHEMATICS

Concrete experiences using various manipulatives help understanding abstract mathematical concepts

Geometry, measurement and data collection are integral parts of curriculum.

 

 

 

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

SCIENCE

Permits children to develop curiosity, broaden thinking skills, increase knowledge of natural world

Study of five senses, air, water, soil, and changes over time.  Nutrition, exercise, disease, germs, dental health provide focus for health education

Learning through exploring and discovery.  Study living things including growth, needs, evolution, and extinction.

Combines life, physical, and earth sciences through a hands on science program.  Plants, animals, and their relationships are studied with emphasis on propagation and photosynthesis.  The properties of matter, the oceans of the earth and air and water are investigated

Investigations incorporate life, physical and earth science through the inquiry method.  Plant identification, historical research connected to Native American studies and environmental issues are interrelated.

 

SCIENCE

Topics built around children’s interests

Study plants and animals through concept based themes such as extinction.

Other units of study: simple machines, systems of the sky, geology unit “The Earth Beneath Your Feet”

Good health habits are emphasized as a part of the health education program

The forms of energy are investigated with special emphasis given to electrical energy.  Sound and light are explored.

 

SCIENCE

Often includes study of seeds, plants, trees, changing seasons, simple machines, river and water

Develop map skills, timelines, create models and write reports.

Create replicas of the human body to learn about body structure and functions.  Study nutrition in greater depth

 

Outdoor education program starts at fifth grade and emphasizes environmental studies.  Health education includes drug resistance education (DARE) and personal growth, development, and sex education (Art of Personal Living)

 

SCIENCE

 

Study of adaptations including bird species and wildflowers, man’s impact on environment

 

 

 

 

SCIENCE

 

Sound and its transmission is introduced

 

 

 

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

COMPUTER

Promote computer literacy and enable students to use technology to enhance their learning.

Promote computer literacy and enable students to use technology to enhance their learning.

Promote computer literacy and enable students to use technology to enhance their learning.

Promote computer literacy and enable students to use technology to enhance their learning.

Promote computer literacy and enable students to use technology to enhance their learning.

 

COMPUTER

Introduced to computers both in the classroom and in the technology lab.  Become familiar with hardware and software that is grade appropriate.

Introduced to computers both in the classroom and in the technology lab.  Become familiar with hardware and software that is grade appropriate.

Build upon the computer skills introduced earlier..  Word processing is integrated into the writing process.  Desktop publishing enables them to create simple newspapers and other publications.

Build upon the computer skills introduced earlier.  Word processing is integrated into the writing process.  Desktop publishing enables them to create simple newspapers and other publications.

Build upon the computer skills introduced earlier.  Word processing is integrated into the writing process.  Desktop publishing enables them to create simple newspapers and other publications.

 

COMPUTER

Students learn to use the keyboard and mouse, manipulating simple menus to activate diverse educational programs.

Students learn to use the keyboard and mouse, manipulating simple menus to activate diverse educational programs.

Curriculum based research is enhanced as students learn to use multimedia tools such as CD ROM’s. 

Curriculum based research is enhanced as students learn to use multimedia tools such as CD ROM’s. 

Curriculum based research is enhanced as students learn to use multimedia tools such as CD ROM’s. 

 

COMPUTER

Acquisition of basic skills is enhanced as the students use software  to learn and improve their alphabet and number recognition.  Learn to write stories, add pictures and publish their work.

Acquisition of basic skills is enhanced as the students use software  to learn and improve their alphabet and number recognition.  Learn to write stories, add pictures and publish their work.

Gain an increasing familiarity and exposure to current hardware and software capabilities

Gain an increasing familiarity and exposure to current hardware and software capabilities

Gain an increasing familiarity and exposure to current hardware and software capabilities

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

LIBRARY

Weekly library period, and with teacher’s help, select books to be read in school and at home

Weekly library period, and with teacher’s help, select books to be read in school and at home

Children are scheduled for 45 minutes a week of instruction in library science.  Activities include learning how the library is organized and how to access information in printed as well as electronic sources.

Children are scheduled for 45 minutes a week of instruction in library science.  Activities include learning how the library is organized and how to access information in printed as well as electronic sources.

Children are scheduled for 45 minutes a week of instruction in library science.  Activities include learning how the library is organized and how to access information in printed as well as electronic sources.

LIBRARY

Students are encouraged to develop an appreciation for good literature through exposure to a variety of children’s authors and illustrators.

Students are encouraged to develop an appreciation for good literature through exposure to a variety of children’s authors and illustrators.

 

 

 

 

LIBRARY

Story-time activities include not only printed material but other media including art reproductions,  music, puppets, shadow-box figures, finger plays and physical activities.  Media variation enables the child to assimilate information from different sources.

Story-time activities include not only printed material but other media including art reproductions,  music, puppets, shadow-box figures, finger plays and physical activities.  Media variation enables the child to assimilate information from different sources.

 

 

 

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

FRENCH

Students learn new songs, rhymes, simple dialogues and telling time

Students learn new songs, rhymes, simple dialogues and telling time

Students learn new songs, rhymes, simple dialogues and telling time

Goals are to build the skills of speaking, listening, reading and writing, to continue an appreciation of French culture, and to introduce the structure of the French language

Goals are to build the skills of speaking, listening, reading and writing, to continue an appreciation of French culture, and to introduce the structure of the French language

 

FRENCH

New vocabulary words pertaining to animals, food, the body, and the classroom are learned

New vocabulary words pertaining to animals, food, the body, and the classroom are learned

New vocabulary words pertaining to animals, food, the body, and the classroom are learned

Simple conversations include greetings, self identification, and questioning skills.  The French alphabet songs, and nursery rhymes are integrated into the total curriculum

Simple conversations include greetings, self identification, and questioning skills.  The French alphabet songs, and nursery rhymes are integrated into the total curriculum

 

FRENCH

Some words are presented in print to prepare students for future skill development in reading and writing

Some words are presented in print to prepare students for future skill development in reading and writing

Some words are presented in print to prepare students for future skill development in reading and writing

 

 

 

                                                            AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

MUSIC

Meeting twice a week, explore rhythm, notation, melodic direction, and the expressive qualities of music

Meeting twice a week, explore rhythm, notation, melodic direction, and the expressive qualities of music

Continue with two music lessons weekly, which include the addition of instruction on the recorder

Maintain the twice weekly music schedule but may elect to add band to their schedule.  The bands perform during the second semester.  The Cleveland Orchestra is included at this grade level

Maintain the twice weekly music schedule but may elect to add band to their schedule.  The bands perform during the second semester.  The Cleveland Orchestra is included at this grade level

 

MUSIC

Listening activities help them begin to identify specific instruments and recognize different styles of music

Listening activities help them begin to identify specific instruments and recognize different styles of music

 

Become more proficient in the skills of recognizing and performing musical notation, playing or singing melodies and developing techniques of choral singing

Become more proficient in the skills of recognizing and performing musical notation, playing or singing melodies and developing techniques of choral singing

 

MUSIC

Performance skills are developed through weekly lessons plus assemblies and special programs

Performance skills are developed through weekly lessons plus assemblies and special programs

 

 

 

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

PHYSICAL EDUCATION

Emphasis on fair play and ethical behavior reinforces the importance of self-discipline and conscientious effort.

Emphasis on fair play and ethical behavior reinforces the importance of self-discipline and conscientious effort.

Emphasis on fair play and ethical behavior reinforces the importance of self-discipline and conscientious effort.

Emphasis on fair play and ethical behavior reinforces the importance of self-discipline and conscientious effort.

Emphasis on fair play and ethical behavior reinforces the importance of self-discipline and conscientious effort.

 

PHYSICAL EDUCATION

Learning experiences stress understanding of the skills of movement, competency in movement, and development of positive attitudes and behaviors that lead to a healthy, active lifestyle.

Learning experiences stress understanding of the skills of movement, competency in movement, and development of positive attitudes and behaviors that lead to a healthy, active lifestyle.

Learning experiences stress understanding of the skills of movement, competency in movement, and development of positive attitudes and behaviors that lead to a healthy, active lifestyle.

Learning experiences stress understanding of the skills of movement, competency in movement, and development of positive attitudes and behaviors that lead to a healthy, active lifestyle.

Learning experiences stress understanding of the skills of movement, competency in movement, and development of positive attitudes and behaviors that lead to a healthy, active lifestyle.

 

PHYSICAL EDUCATION

Skill development includes running, jumping, galloping, skipping, hopping, catching, throwing, kicking, striking, and dodging.  Students begin to develop mature form in these skills and learn to control their movements and make smooth transitions from one movement to another.

Skill development includes running, jumping, galloping, skipping, hopping, catching, throwing, kicking, striking, and dodging.  Students begin to develop mature form in these skills and learn to control their movements and make smooth transitions from one movement to another.

Skill development includes running, jumping, galloping, skipping, hopping, catching, throwing, kicking, striking, and dodging.  Students begin to develop mature form in these skills and learn to control their movements and make smooth transitions from one movement to another.

Skill development includes running, jumping, galloping, skipping, hopping, catching, throwing, kicking, striking, and dodging.  Students begin to develop mature form in these skills and learn to control their movements and make smooth transitions from one movement to another.

Skill development includes running, jumping, galloping, skipping, hopping, catching, throwing, kicking, striking, and dodging.  Students begin to develop mature form in these skills and learn to control their movements and make smooth transitions from one movement to another.

 

PHYSICAL EDUCATION

Health and safety are important components of the program.  Encouraged to develop skills that will maintain a heath enhancing level of physical fitness and lead to a physically active lifestyle.  Cooperation is stressed.  Students learn to exhibit responsible personal and social behavior.

Health and safety are important components of the program.  Encouraged to develop skills that will maintain a heath enhancing level of physical fitness and lead to a physically active lifestyle.  Cooperation is stressed.  Students learn to exhibit responsible personal and social behavior.

Health and safety are important components of the program.  Encouraged to develop skills that will maintain a heath enhancing level of physical fitness and lead to a physically active lifestyle.  Cooperation is stressed.  Students learn to exhibit responsible personal and social behavior.

As students move into fourth and fifth grades, they begin to develop proficiencies in a few specialized movement forms and they can identify the activities that they enjoy.

As students move into fourth and fifth grades, they begin to develop proficiencies in a few specialized movement forms and they can identify the activities that they enjoy.

 

PHYSICAL EDUCATION

Opportunity to learn basic swimming skills that promote water safety and enjoyment.

Opportunity to learn basic swimming skills that promote water safety and enjoyment.

Opportunity to learn basic swimming skills that promote water safety and enjoyment.

Health and safety are important components of the program.  Encouraged to develop skills that will maintain a heath enhancing level of physical fitness and lead to a physically active lifestyle.  Cooperation is stressed.  Students learn to exhibit responsible personal and social behavior.

Health and safety are important components of the program.  Encouraged to develop skills that will maintain a heath enhancing level of physical fitness and lead to a physically active lifestyle.  Cooperation is stressed.  Students learn to exhibit responsible personal and social behavior.

 

PHYSICAL EDUCATION

 

 

 

Opportunity to learn basic swimming skills that promote water safety and enjoyment.

Opportunity to learn basic swimming skills that promote water safety and enjoyment.

 

AREA

FIRST GRADE

SECOND GRADE

THIRD GRADE

FOURTH GRADE

FIFTH GRADE

 

THE VISUAL ARTS

Art program builds on the child’s background of personal experiences, emotions, and natural abilities.  Teachers respect and guide the child through a creative and imaginative program to build skills and confidence

In a weekly art class and through class projects, develop their powers of observation and hone their fine motor skills

Students are encouraged to develop not only self-expression but critical awareness and a sense of personal achievement.

Students are encouraged to develop not only self-expression but critical awareness and a sense of personal achievement.

Students are encouraged to develop not only self-expression but critical awareness and a sense of personal achievement.

 

THE VISUAL ARTS

In a weekly art class and through class projects, develop their powers of observation and hone their fine motor skills

Learn basics of color and are introduced to design.

 

 

Mechanics of design emphasizing one point perspective is introduced.

 

THE VISUAL ARTS

Learn basics of color and are introduced to design.

Life form is introduced by emphasizing placement of facial

features and body positions and how they are expressed

 

 

Basic skills are stressed with an emphasis on realism while still promoting creativity.  A variety of media is introduced and used.

 

THE VISUAL ARTS

Skills are developed their a variety of activities including drawing, printing, stitchery, and sculpture.

 

 

 

 

 

                   
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