Kindergarten

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Love of Learning

'Learning is at its best for five and six year olds when it is both
structured and exploratory: structured through a clear and predictable
schedule; exploratory through carefully constructed interest areas where
children can initiate their own activity.' (Yardsticks - Children in the
Classroom Ages 4-14, Wood, Chip. 2007)

Kindergarten at the Phillips Brooks School is a rich collection of
experiences designed to help children begin to see themselves as thinkers,
problem solvers, mathematicians, writers and readers. Our teachers observe
children's activities and then create instruction that complements the
children's interests.

Therefore, curriculum varies according to the interests and backgrounds of
the children, but there is one thing in common - the focus on the
development of the child as a whole. We strongly believe in the methodology
of the constructivist approach to learning and know that it enhances our
ability to achieve our goals.

A typical day in Kindergarten begins with a morning meeting. Our morning
meeting sets the tone for the day. There are four components to morning
meeting, the greeting, sharing, whole group activity and morning message.
The main purpose for morning meeting is to create a sense of belonging and
significance for the children, and it's fun too.

Morning meeting is followed by indoor play and discovery. During this time
children learn how to manage new situations and transitions, develop
listening skills, demonstrate independence and self-control, learn ways to
identify problems and learn techniques to solve them appropriately.

Depending on the day, children receive guided instruction in the areas of
reading, writing, handwriting, mathematics, physical education, music,
science, art and more. The day often ends with a reflective closing circle
where children reflect upon their school day.

Reading/Literature

Reading skills develop at different rates and different times for every
child. Much like loosing teeth or learning to ride a bike, there is no set
timetable for this to take place. Children enter kindergarten with a wide
spectrum of reading abilities and we seek to meet the needs of every young
reader who walks through our doors.

Students will:

• Develop phonemic awareness


• Learn concepts of print


• Engage in teacher 'read-aloud' of children's literature


• Develop word/letter correspondence and other reading skills through poetry, rhymes, song lyrics and finger play


• Engage in and develop various comprehension strategies through teacher guided discussion and modeling


• Participate in shared reading, guided reading, and independent reading of developmentally appropriate books

Writing

Just as reading is a developmental process, so is learning to write.
Writer's Workshop is a child-centered method of teaching writing skills. It
teaches students how to write from the viewpoint of the reader. It includes
group instruction time, individual writing time, peer share or 'Author's
Chair', and individual teacher-led conferences with each child during the
week. This allows for individualized instruction for every ability level.

Students will:

• Write daily


• Use their knowledge of sound and letters to write phonetically


• Begin to use upper and lower case letters


• Begin to capitalize name


• Leave spaces between words they have written


• Attempt to label pictures with text


• Recognize and read their own writing


• Write a 'story' with a beginning, middle and end


• Publish a simple narrative


• Strengthen fine motor skills for handwriting by experimenting with
  different materials


• Hold pencil, crayon and paintbrush correctly


• Practice correct directionality in letter formation


• Demonstrate knowledge of left to right writing progression

Listening and Speaking

Children who are effective communicators experience more success in school
and in other areas of their lives. Helping children develop their listening
and speaking skills will prepare them for life. At the Phillips Brooks
School communication skills are taught, modeled, practiced and improved on a daily basis across the curriculum.

Students will:

• Listen attentively by making eye contact


• Sit quietly using attentive posture in both large and small groups


• Show respect for speakers and listeners


• Follow simple oral two step directions


• Participate in class discussions around a common topic


• Respond to questions appropriately and in context

Mathematics

Everyday Mathematics allows the kindergarten student to construct their own
understanding of math from their own experiences and includes practical
routines to build skills that are essential for building a strong number
sense, making connections, finding patterns, and estimating. Important
concepts and skills are introduced and revisited in a variety of formats
providing considerable practice. Mathematical concepts are not taught in
isolation, but are integrated through out the kindergarten curriculum.

Students are asked to share, discuss and question ideas, skills and
concepts, as well as explore the ideas and strategies of others.

Math concepts are explored through hands-on, child-centered activities that
include counting, numeration, measurement, geometry, patterns, data
collection and calculator use.

Art

The goal of our PBS Art Program is to provide an environment that stimulates
the growth of artistic perception, creative expression, aesthetics and
cultural awareness. Artistic perception is developed as young artists
respond to the world around them and learn to 'see more.' Creative
expression is enhanced by the application of artistic process and skills,
the understanding of elements and principals of art and design, and by using
a variety of media and tools. Our young artists enjoy working on individual
projects and collaborating with others, in a positive environment where
process is valued over product.

In kindergarten students will:

• Begin using lines, shapes to make patterns.


• Demonstrate beginning skill in the use of tools and processes, such
  as the use of scissors, glue, and paper.


• Make a collage with cut or torn paper shapes/forms.


• Paint pictures expressing ideas about family and neighborhood.


• Use lines in drawings and paintings to express feelings.


• Use geometric shapes/forms (circle, triangle, square) in a work of
  art.


• Create a three-dimensional form of clay.


• Begin learning basic art related vocabulary.

Library

Through stories and book talks, the library fosters an appreciation of
traditional and current literature, as students are exposed to the best of
fiction and nonfiction books. We organize weekly lessons around themes of
cultural literacy, information literacy and classroom collaborations.

Kindergartners enjoy fairy tales, humorous stories, stories about family,
getting along, moods, and books that tie into their classroom curricula.
Time in the library offers the students of the Phillips Brooks an
opportunity to enjoy and share books with friends in a relaxing atmosphere.

Music

The music department at PBS provides students with the opportunity to
develop their inherent musicianship and prepare for life-long participation
in the performing arts. We strive to balance intellectual components with
aesthetic awareness while nurturing skilled, creative and flexible
musicians. Music classes incorporate a broad spectrum of music pedagogy
including the philosophies of Carl Orff and Zoltan Kodaly. Students are
guided through a sequential process of learning, using pentatonic song
material, speech, movement, and ostinati, as well as introducing
instrumental parts through speech and/or body percussion. Performance
practice is an integral part of the music program. Performances allow
students to demonstrate skills, develop confidence in expressing themselves
in front of an audience, foster a positive feeling of an ensemble with their
peers, and experience the joy of performing.

Physical Education

Physical Education at PBS is based on building both physical and social
skills. Physical skills are gained through a progression of activities based
on skill level. Working with a partner or in a small group, students develop
a sense of community, teamwork and sportsmanship, while overcoming
challenges, increasing skills and playing together. Key to social
development is understanding how to work both independently and in groups
during physical activities.

As each child progresses at their own rate, all are encouraged to support
the efforts of others. The emphasis of Physical Education in Kindergarten is
to develop both the physical and social skills of students.

In Kindergarten students will:

• Develop loco motor skills by walking, running, galloping, skipping, sliding, hopping, and leaping


• Develop psycho motor skills by balancing, twisting, turning, rising, sinking, swinging, and bending


• Develop spatial skills by manipulating bean bags, hula hoops, scarves, a parachute, jump ropes, and cones.


• Develop rhythm and dance skills by learning simple dances, following directions, and creative movement

Science

The science program encourages a curiosity about the world and emphasizes
hands-on experience and observation. We seek to enable students to develop
an intuitive understanding of the concepts of science. The program goal is
to create a safe environment where the student feels encouraged to ask
questions, explore, seek answers, test ideas and enjoy science. We use
inquiry, creative problem solving skills, investigation and experimentation
to explore scientific concepts

In Kindergarten, we start science class with a question generated by the
students, homeroom experiences or the science teacher. The children discuss
what they know about the subject and predict what they think will happen.
Materials to explore the topic are then passed out and the children
experiment with the materials to try to find a solution to the question. In
the process, new questions often arise for the next science class. At the
end of class we summarize their discoveries.

Students will:

• Explore, observe, measure and predict the physical properties of
  materials


• Know the earth is composed of land, air and water


• Describe simple resources that come from the earth and how they can
  be conserved


• Observe and describe similarities and differences in the physical
  characteristics of plants and animals


• Observe common objects by using the five senses

Technology

The goal of the technology program is to integrate age appropriate
technology skills into all areas of the curriculum. In Kindergarten, the
primary area of focus is learning the various parts of the computer and how
to operate one.

Students will:

• Demonstrate proper posture at the keyboard


• Locate numbers, letters and symbols on the keyboard


• Identify and properly maneuver the mouse and explain how to use it


• Demonstrate responsible care of hardware and media resources


• Observe online resources

World Languages

¡Hola! Nihao! Welcome to our World Languages Program! In this global era,
language acquisition skills have become an essential asset that promotes
communication among the cultures of the world. At The Phillips Brooks
School, our World Languages Program focuses both on teaching the Spanish and
Mandarin languages and on deepening the students' understanding of the
cultures where these languages are spoken in the U.S and abroad. Our program
ensures that extensive vocabulary is taught in a meaningful and
developmentally appropriate way and that it is reinforced from one unit to
the next. We rely on various multi-sensory methods, including TPR (Total
Physical Response), to build vocabulary skills by connecting words to
specific actions. In addition, we incorporate music, skits and kinesthetic
activities in our lessons in order to reach students with varying learning
styles.

Spanish

The Spanish program strives to create confident language learners who will
continue to expand their knowledge of the language and of the
Spanish-speaking cultures beyond their tenure at PBS. The lessons are
designed to target all four-language skills: listening, speaking, reading
and writing, in a developmentally appropriate way. The lessons are also
tailored to address the needs of students with individual learning styles.
For visual learners, a special emphasis is placed on the use of visual aids
such as posters, pictures, and objects. For students with a solid math-logic
inclination, special emphasis is placed on the review of basic to
intermediate grammar paradigms that focus on the structural components of
the language. For students with a kinesthetic and a musical (aural)
disposition, there are plenty of opportunities to chant and move to the
rhythm of the melodies taught in class by clapping, dancing and following
the songs with musical instruments. Students are also encouraged to use
puppets to engage in dialogues, perform short skits or narrate simple
stories. In addition, learning takes place by engaging in games and
activities that encourage participation and a safe environment for the
students' language skills to strengthen and develop effectively.

Mandarin

The Mandarin Language Program at The Phillips Brooks School seeks to develop
communicative skills through the use of the Mandarin language and
understanding of the culture. Language and culture are integrated and
brought into the classroom so that students not only learn to communicate in
the target language but also learn to interact with native speakers of
Mandarin in culturally appropriate ways. Class instruction is woven into
other subject areas such as art, global education and mathematics. The
curriculum is taught through monthly thematic units. Each month students
learn a new theme/topic that builds upon their prior knowledge.
Occasionally, special topics are demonstrated or presented by people invited
from the local Mandarin-speaking community. Through these presentations,
students have the opportunity to communicate with the native speakers and
gain further knowledge and understanding of the Mandarin language and Chinese
culture.

The program employs a variety of teaching methodologies to address the needs
and learning styles of students. Pictures, flash cards and posters are
utilized for students with a visual learning style. Chants, songs, and
rhymes with musical instruments, clapping, or body movements are especially
effective for students with a kinesthetic or musical inclination. Emphasis
on the analytic nature of the language is used to appeal to students with
strong logical-mathematical intelligence. These various methods are designed
to maximize the learning outcome of students with different strengths.