Lower School - First through Fourth Grades |
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The sequential curriculum for students in grades 1 – 4 seeks to form a strong basis for students. Students are taught in self-contained classrooms through a hands-on, skill-based integrated curriculum. Through the teaching of an integrated curriculum, teachers form bridges between the different disciplines so that a child makes the connections between different areas of thought. Each grade level studies a particular historical period from a full cultural perspective. The goal is to know the ordinary life of the times as well as key historical events. When logical and appropriate, each grade level integrates language, history, literature, geography, art, music, computer, science, and math. Each grade level has its own unique projects, re-enactments, role-playing, research topics, field trips, written reports, novels, and presentations.
Language Arts The language arts program for first grade builds independent reading through balanced instruction in phonics, literature, and writing. Direct phonics instruction encourages the development of sound and spelling knowledge through a variety of multisensory activities and components. Open Court Collections for Young Scholars offers an anthology of award winning literature and nonfiction selections for the beginning reader. Chapter books and other trade books supplement the program as the student’s readiness warrants. The skills addressed at this level include:
Math First graders learn mathematics through a combination of manipulatives and practical lessons that seek to relate math to real world experiences. Student proficiency with addition and subtraction math facts to 18 is a goal. Math Their Way concepts are used with manipulative instruction.The following skills are part of first grade mathematical instruction:
Science Science in first grade is taught through a hands-on approach, supplemented with topical print materials. Science units are integrated with the social studies, language arts, and math units when appropriate. Science topics covered at this level are: 
Social Studies
Specials First grade students have specials in art, computer, French, Library, music and physical education. When appropriate, the Specials teachers integrate their lessons with the primary theme in first grade.
Language Arts Through the language arts curriculum in second grade, students develop decoding strategies, comprehension, writing, and critical thinking skills. Teachers use a transition and review program to bridge the gap between the phonics instruction of first grade and the application/decoding strategies of second grade. Open Court Collections for Young Scholars provides an anthology of award-winning literature and corresponding lessons that delve into writing skills and provide reading practice to develop fluency and comprehension. Second graders vary in their levels and speed of language development. The reading and writing curriculum adapts to meet individual needs of the students. Students are taught in both large and small groups settings. Discussions and questioning teach students to develop concepts and answer their own questions through reading. Supplemental trade books and teacher read-alouds are important facets of this program. To encourage independent critical thinking, the classroom teachers use journal writing as a response to literature. Second grade builds on the skills introduced in first grade and adds the following skills:
Math The curriculum develops mathematical skills and the ability to apply these skills to problem solving. Students build structured thinking related to addition, subtraction, and introductory multiplication. There is an emphasis on mental arithmetic and estimation as well as on concrete application and computation. Manipulatives and hands-on activities are used as part of math instruction. Problem solving and critical thinking become an integral part of each unit. Math skills covered at the second grade build on the first grade foundation and include:
Science Science in second grade is an exploration through hands-on activities and study using topical trade books. Science lessons are integrated with other subject areas when logical and appropriate. AIMS activities are added to enhance the science and math components of the second grade curriculum. Science topics covered at this level are:
Social Studies
Second grade social studies involves many hands-on lessons and role-playing through a Pilgrim identity and later, a revolutionary colonist. Students “pack” a sea chest for the New World and experience the trials and tribulations of those earliest settlers and later colonists. Native Americans of the Woodlands are studied and villages are constructed, reflective of the concepts learned. Lessons incorporating this theme include role-playing, simulations, drama, crafts, structures, and reproductions of these historical periods. Teachers encourage students to seek relationships between facts and ideas, and form and defend opinions based on the knowledge gained. Students use many books about colonists and Native Americans as resources throughout this area of study. The topics covered at this level include:
Resources and Supplemental Reading Trade books and novels used at this level and in conjunction with this curriculum are:
Titles may be added as new titles become available that will enhance the students’ work. Specials Second grade students have specials in art, computer, French, Library, music and physical education. When appropriate, the Specials teachers integrate their lessons with the primary theme in second grade.
An emphasis on developing independence in the student characterizes the third grade curriculum. Students begin formulating their own opinions and become responsible for their studies with less teacher/parent support. Students learn introductory study skills in all facets of the curriculum. Third graders become more independent readers capable of extrapolating information and ideas from material read. The key social studies theme revolves around westward expansion and United States geography. Teachers employ hands-on activities, simulations, models, research, games and songs as curriculum-enhancing teaching practices. Language Arts
Third grade is a year in which students utilize the skills learned in the earlier grades. They build on those skills and work on more mature skills, requiring a level of independent, critical thought. Such skills are:
Math
Science
Social Studies
Resources and Supplemental Reading Trade books and novels used at this level and in conjunction with this curriculum are:
Titles may be added as new titles become available that will enhance the students’ work. Specials Third grade students have specials in art, computer, Spanish, Library, music and physical education. When appropriate, the Specials teachers integrate their lessons with the primary theme in third grade. Fourth grade marks the year in which students apply their independent skills to all areas of study. The teacher serves as a facilitator and guide to learning, but the student is expected to question, study, research, discover, and think critically about the topics introduced for study and discussion. Reading becomes an activity that is both for knowledge and for pleasure. Students apply study skills across the curriculum as they expand their abilities, vocabulary, and basic knowledge. Language Arts
Fourth grade is a year in which students work on more mature skills, requiring a higher level of independent, critical thought. Such skills are:
Math The fourth grade math student adds to the basis that has been laid in previous years. Math should be a logical operation that is applied to daily living with skill and ease. Math facts for addition, subtraction, multiplication, and division should become cemented at this stage. Math topics covered at the fourth grade include:
Science
Social Studies Social studies in the fourth grade focuses on these major topics: map and globe skills, government, explorers, the American Civil War, and the Industrial Revolution. It is the last year in lower school for developing in-depth, hands-on experiential learning in social studies. Fourth graders explore, research, think critically, and role play to broaden their thinking. Areas of study included at this grade level are:
Resources and Supplemental Reading Trade books and novels used at this level and in conjunction with this curriculum are:
Titles may be added as new titles become available that will enhance the students’ work. Specials Fourth grade students have specials in art, computer, Spanish, Library, music and physical education. When appropriate, the Specials teachers integrate their lessons with the primary theme in fourth grade.
Kindergarten The primary emphasis of Kindergarten is exploration of materials, techniques, art vocabulary and an introduction into works by some noted artists. Art for this age level is designed to form the foundation of the art curriculum that is carried throughout lower school. Some examples of media presented include drawing, painting, printmaking, torn and cut paper collage, modeling with clay, and experimenting with watercolor, tempera paint, dry and oil pastels, crayons, colored pencils, and colored markers. Artists and art styles studied include Andrew Wyeth and the use of watercolor, Wasserly Kandinsky and abstract art, Mary Cassatt and drawing mother and child, Vincent Van Gogh and creating a night sky and Salvatore Dali and drawing from dreams and imagination. Kindergarten students work in collaboration with sixth grade students in the creation of a published coloring book at the end of the year. An art show of the year’s work is presented for the families in the spring. Each student speaks about the lessons represented. A portfolio of finished work is returned to each student at this time Students have art once a week for 30 minutes in the Kindergarten classroom. First Grade Exploration is still strongly emphasized as lessons become more complex. Neatness and pride in finished work is encouraged. Students learn to fill the whole page. A number of famous artists are introduced along with new materials to explore. Examples include mixing pastel color with the study of the Impressionist Claude Monet, and the creation of textured paper that used in making caterpillars inspired by the work of illustrator Eric Carle. Developing a foreground and background accompanies the study of “American Gothic” by Grant Wood, and “The Three Musicians” by Pablo Picasso introduces a collage of overlapping forms. An art classroom exhibition is presented in the spring and students receive a portfolio of finished work at this time. Students have art once a week for 30 minutes in the art room. Second Grade The study of color is one central focus of second grade. The concept of warm and color is introduced and reinforced throughout the year. Students learn to mix secondary colors from primary colors. Complimentary and analogous color is introduced. Students work on a large sewing project in the second grade year, and many of the lessons have been designed to integrate with social studies themes. Examples include sewing and making cut paper designs during the study of Colonial America, drawing dinosaurs when they are introduced as a science unit, and drawing endangered animals in combination with a classroom research project. Much of the work created is large in format and lessons are often carried beyond one class period. Students have art twice a week for 30 minutes in the art room. Third Grade The elements and principles of design are introduced at this level. Students begin to apply knowledge and engage in analysis of their work based on learned concepts. Critical thinking is a strong emphasis. Lessons in third grade explore line, shape, color, texture, and contrast. The concept of negative space is introduced. The curriculum for this age is heavily hands-on, featuring three-dimensional works throughout the year. These include designing and constructing a Kachina figure, building upon a classroom unit on Native Americans, making a stitchery picture for a handmade pillow, and fashioning a ceramic wall pocket out of clay, which is glazed and fired. A study of human proportion is explored in an assignment based on the human skeleton, featured in a “Dancing Skeleton Contest.” Parents are invited to view the exhibition, and winning entries are selected by polling the faculty and staff. Students receive a portfolio of completed works in the spring. Class meets twice a week for 45 minutes. Fourth Grade Fourth grade students have two 45-minute art periods each week. They are challenged to pull together all areas of emphasis from their lower school years. Art vocabulary becomes the language of the classroom, and students are expected to analyze and critique each other’s work in regular classroom discussion, describing artwork with terms such as composition, contrast and balance. Techniques and application of materials become more complex as students explore color mixing, color value, complimentary color, and use of shading to create dimension. Students improve drawing skills by working regularly from observation. Each student creates a self -portrait by looking in a mirror. Students learn to express the figure in motion. Photography is introduced as part of a unit on the Civil War, and students create a hand-tooled copper frame made to resemble a daguerreotype. A field trip is taken to the High Museum of Art. Fourth grade artists and their families attend an end-of-the-year art exhibition, a dressy affair with light refreshments held in the Media Center. Each fourth grade student is represented by a number of original works. Students receive a portfolio of completed art after this event. The Lower School foreign language program emphasizes exposure to the language mores, customs, art, and traditions of French and Spanish-speaking people. The objective of the introduction of these concepts is to familiarize the students with the language and culture and to motivate them to realize the importance of learning more about our “shrinking” world. Beginning as early as Kindergarten, students are exposed to the music, art, dress, food, and traditions of other countries. Focusing on French and Spanish, the Lower School students are introduced to basic vocabulary and phrases through exercises and games. Students in Kindergarten, First, and Second grade are taught French. Students in Third and Fourth grade study Spanish. Students are introduced to the language spoken by children their age. Where appropriate, the foreign language teacher will correlate to the lessons being taught by the classroom teacher. Kindergarten In Kindergarten, students are exposed to a different culture and a language of different sounds. The program is based on introductory conversation and is taught with an emphasis on a variety of subject/content areas: greetings, alphabet letter sounds, the numbers 1-31, colors, classroom objects, animals, the date, days of the week, parts of the body, family members, clothing, and traditions. Lessons are taught using a variety of teaching techniques such as songs, games, poems, and drawings. First Grade In First Grade, French lessons expand on the basic introduction to a different culture and the sound of the language through formal lessons, songs, games, poems, drawings, books, skits, and instructional videos. Major topics covered are: greetings, alphabet, numbers, colors, clothing, calendar activities, animals, classroom objects, locations, weather, parts of the body, names of professions, foods, family, shapes, and important French holidays. In addition, the students will create a French village model in the classroom. Second Grade In Second Grade, French is utilized with language, customs, songs, poems, plays, and literature. To complement the classroom curriculum theme, students learn the geography of France to include major rivers, bodies of water, and mountains. Adding to the lessons of First Grade, Second Graders learn the numbers 1-100, feminine colors, verbs, adjectives, negatives, noun plurals, accents, names of common foods, the practical application of developing the vocabulary to read and create a simple menu, to order foods, the calculate the cost of the food order, and convert the total from French currency to American currency. Third Grade This course is an introduction to everyday vocabulary and expressions. It is also an introduction to the aspects of the Spanish and Latin American cultures. The teacher places emphasis on speaking, pronunciation, and listening comprehension. Teaching tools include repetition, games, songs, and role playing. Students cover alphabet/letter sounds, numbers, colors, calendar, family, clothing, foods, objects in the classroom, and greetings. Fourth Grade The objective of the Fourth Grade Spanish program is to create a positive, relaxed and enthusiastic attitude toward foreign language. During this second year of Spanish in Lower School, students review the concepts learned in third grade and add to their expanding knowledge of the Spanish language and its associated cultures. The curriculum again emphasizes speaking, pronunciation, listening comprehension, and expanding vocabulary. Units studied this year include: food, weather/seasons, adjectives, more classroom objects, the house, the city, animals, and verbs. The primary goals of the Library Media Center are to motivate students to read as well as provide the skills and confidence needed that will enable students to access and evaluate information for life-long learning. It is the goal of the media specialist to collaborate with classroom teachers to provide the skills, knowledge, and access to all resources available in the Media Center and encourage reading for pleasure. Library skills are taught in Language Arts as well as in the Media Center. All information skills will be reinforced and developed as students progress through school. The Media Specialist and teachers collaborate to promote the use of the Media Center and its many resources. The Library Media Center of The Heritage School services grades PK-12. The center is equipped with books, visual materials, periodicals, computers, internet service, electronic databases, video editing capabilities, and an automated card catalog. Faculty, administration, parents, and students are actively engaged to help make material selections and acquisitions that best meet the needs of the school. The Library Media Center adheres to an “open door” policy where all students and faculty may use the facility throughout the day as schedules permit. Prekindergarten Through a weekly storytime and check-out period, students will learn to:
Kindergarten Through a weekly storytime and check-out period, students will learn to:
Through group discussions and other activities, students will:
First Grade Through a weekly storytime and check-out period, students will learn to:
Through group discussions and other activities, students will:
Second Grade Through a weekly literature period and group discussions, students will:
Through integrated structured information skills lessons:
Third Grade Through a weekly literature period and group discussions, students will:
Through open access to the library media center, group discussions, and structured integrated skills lessons students will learn to:
Fourth Grade Through open access to the library, group discussions and structured skills integrated skills lessons, students will:
Lower School Music places emphasis on learning the basics of music theory and instrumentation, while promoting correct tone and pitch in singing. All planning is in accordance with National Standards for Music established by the Music Educators National Conference (MENC). Students at all levels learn songs to supplement classroom curriculum as well as performing two major concerts a year. First Grade First grade students learn to read simple songs and recognize basic symbols in written music. Much work goes into matching pitch in singing. Time is spent recognizing and labeling sounds within the context of an orchestral piece. Students at this level also express themselves through movement as well as learning about various composers. Second Grade Second grade students spend the year becoming better music readers through further exploration of music symbols, dynamics, and melody. Students learn about instrument families of the orchestra and how to hear specific instruments in orchestral music. Rhythmic foundations are set as well as learning the principles of sight-singing using solfege (Do-Re-Mi) and instrument activities. 2nd grade students enjoy learning choreography in addition to free movement activities. Third Grade Third graders supplement their study of westward expansion by learning American Folk Songs throughout the year. By this time, students have gained enough musical knowledge to easily sight-sing music as well as sight-reading music for bells and other melodic instruments. Students work on two-part songs for concerts and more advanced classroom music. All 3rd grade students are encouraged to sing solos during class activities. Fourth Grade Fourth grade students begin their study of recorder at the start of the year. As the year progresses, students work on more advanced recorder music, always enforcing those concepts learned in previous grades. In addition to learning recorder, 4th grade students learn songs that supplement their study of the Civil War. Students at this level sing two and three-part music as well as playing partner songs on recorder. Rhythmic activities are more advanced as are sight-singing activities.
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It is in the first grade that a child learns to read and apply reading and language skills across the curriculum. Numbers take on more concrete value through both the use of manipulatives and pencil/paper activities. The main integrated theme of first grade is community. Students study their individual family’s heritage, and then move into a study of how a community develops and what is required to form a community. Students in first grade take field trips specifically designed to coordinate with the curriculum. Destinations include places of interest in the local community, Alliance Theatre, Fox Theatre, Center for Puppetry Arts, and the Shenandoah Science Center.
The social studies curriculum is the cornerstone for all Lower School integrated curriculum. The first grade theme is developed around community. At this level, the students make a comparison between Newnan, which grew from a railroad stop, to Peachtree City, a planned city. Classes take specific field trips around the area to study how a community develops and grows. The year culminates with the building of a box city, representative of what the students have learned that is required in forming a vibrant, living community. Topics covered in association with the development of these concepts are:
Second grade students are immersed in a period of time that explores the Pilgrims, Colonials, Native Americans of the Woodlands, and the Revolutionists. The second grade program is rich in the integration of this essential theme with other aspects of study. Hands-on activities and simulations are key to a child’s understanding at this age. Classroom teachers use stories, songs, games, craft and art activities, drama and writing activities to teach concepts. Students take field trips to supplement and enhance the curriculum. Destinations may include: the Cobb County Youth Museum, Fernbank, the Center for Puppetry Arts, and Shenandoah Science Center. 
Second graders tour the world through their study of the continents and oceans. They learn map skills with the help of directional activities designed to acquaint them with world geography. Students develop an understanding of the “unknowns” facing the early colonists.
Third graders increase their reading fluency through reading of chapter books, primary sources, research resource, and selections from award winning authors and illustrators found in the anthologies of Open Court Collections for Young Scholars. Teachers encourage students to grow beyond the basics and learn inside and outside the classroom. Students explore quality literature for significant topics that encourage them to read, think critically, raise questions, explore, discover, and learn. Students learn to respond to literature and make connections across the curriculum. Supplemental trade books, teacher read-alouds, and reading workshop are important facets of this program. Writing is a key component in third grade. Students collect and refine writing done in a variety of formats. They use journal writing to respond to literature and as a vehicle for reflecting independent thought. Poetry writing is developed in third grade, culminating with a poetry slam. Clear, concise verbal communication is emphasized at this age.
The curriculum develops mathematical skills and the ability to apply these skills to problem solving. The primary emphasis is on application of math skills and mastery of addition, subtraction, and multiplication as operations. Simple division is introduced. There is an emphasis on mental arithmetic and estimation as well as on concrete application and computation. Manipulatives and hands-on activities are used as part of math instruction. Problem solving and critical thinking are integral parts of each unit. Math skills covered at the third grade include:
Third graders engage in a study of the states and regions of the United States. Major rivers, mountain ranges, and the Great Lakes are included in the study. They study the influence of geography on development of the nation and the regional differences created by geography and early settlement. The primary theme of the third grade social studies curriculum is Westward Expansion and the pioneers. Students “pack” a covered wagon, assume the identity of a pioneer, combat the trials of the trail, and settle in a previously uninhabited area. A life-size covered wagon provides an awareness of the way in which the pioneers traveled. Third graders study Native Americans of the Plains and the Southwest, comparing and contrasting them. Students construct a tepee and pueblo as part of their study.
Through Open Court Collections for Young Scholars, students hone their reading fluency and skills while reading from anthologies that include time-honored literature selections as well as contemporary titles. Students are exposed to a variety of literature and are invited to read, think, raise questions, explore, discover, and research through literature. Supplemental trade books, teacher read-alouds, and literature circles are important facets of this program. Teachers emphasize planning, organizing, and reporting accurately in research. The selections correlate well with the social studies curriculum. Journal writing is an important aspect of the fourth grade curriculum. 
