We begin with our youngest students in pre-kindergarten by familiarizing them with learning through their visual, auditory, and kinesthetic channels. Students progress to reading and writing in kindergarten using the Orton-Gillingham approach. This multi-sensory approach provides direct and explicit instruction that allows all students the foundation and strategies needed to decode our language. It is a method that de-mystifies our language into recognizable and predictable patterns, making reading and spelling attainable for all students regardless of their learning differences. Beginning in third grade, our students also begin to explore books as works of literature. In small book groups, they practice text analysis and literary interpretation, learning about elements such as diction, imagery, point of view, tone, and genre. In addition, these books provide a platform for free and open discussion about important social and historical issues, giving our students a chance to share their developing point of view.
Spelling and VOcabulary
Our spelling program, Words Their Way, utilizes a multisensory, sequential, phonics-based approach with explicit instruction in spelling patterns and rules. Students progress in fifth grade to a study of morphology, learning word roots, prefixes, and suffixes. Our students enrich their vocabulary through Wordly Wise, a program that incorporates reading comprehension and morphology into the study of words.
We provide formal instruction in the rules of grammar and punctuation in order to give our students the tools they need to communicate and express themselves effectively. We approach grammar with the goal of teaching students to write stronger sentences, which leads to better proofreading and editing skills as well as stronger overall writing in all subject areas. We begin with parts of speech and basic sentence structure in the first and second grades, and progress to a more detailed study of complex sentence structure and the rules governing composition.
We believe that the most effective way to learn to write is by writing a lot. Our students free-write in journals, craft personal and fantastical narratives, and play with poetry. In addition, they write persuasive arguments, biographies, literary analyses, book reviews, process and cause/effect essays, and comparisons. They write about history, science, current events, social issues, and literature. For formal writing, we teach a systematic, step-by-step writing process that gives students a dependable pattern to follow and expand upon. We begin with simple sentences in first and second grade, then proceed to paragraph writing in third-fifth grade, and finally explore different types of essays in middle school.
We teach cursive handwriting beginning in pre-kindergarten. We believe in the importance of writing by hand in the early years, as it improves perception of letters and contributes to better reading and spelling. Cursive writing supports the development of fine motor skills in young children. It allows students to write fluently, with fewer stops and starts, so that they are able to develop an automaticity in the physical act of writing. This automaticity lets students focus on the content and structure of their writing earlier in the learning process without being hindered by learning different handwriting skills.
Arithmetic and Mathematics
We begin with the study of arithmetic (the mechanics of adding, subtracting, multiplying, and dividing), using a combination of written practice, manipulatives, rote memorization, and games. Once students have mastered these skills, they move on to mathematics, which applies arithmetic to real-world situations and includes geometry, measurement, time, fractions, word problems, and graphing. We teach mathematics using workbooks, hands-on materials, and collaborative groups for problem solving. We do not allow the use of calculators.
Pre-kindergarten and Kindergarten
In the first years of schooling, we focus on establishing a strong understanding of the basics of numbers and arithmetic. Using oral practice, games, manipulatives, and written exercises, we work on number recognition and writing, counting, sequencing, classifying, sorting, and simple addition and subtraction.
The foundation of our elementary math curriculum is Math Mammoth, a curriculum which emphasizes conceptual understanding and presents the material in a logical sequence. Math Mammoth's student workbook introduces each new concept with simple and clear explanations, instructions, and examples. A variety of types of practice problems, including review, follow each new concept. This format allows us to tailor our math curriculum to strengthen students' particular challenges so that they can achieve mastery of a concept before proceeding to the next. In addition, we utilize manipulatives, games, and partner and small group activities to build confidence and strengthen skills.
We offer pre-algebra and algebra, typically in seventh and eighth grade, provided that the student has the foundational skills necessary for success.
Why We Teach Latin
Latin is one of the components of a classical education, and an important buttress in our language arts study. Since Latin is the foundation of the English language, it reinforces students' understanding of vocabulary and grammar and helps with the later acquisition of the technical vocabulary of the sciences. Students in all grades and classes have a one-hour Latin class each week. In the lower grades, we use games, songs, stories, manipulatives, and interactive spoken Latin to teach basic vocabulary. Students begin their formal study of Latin grammar in fifth grade.
We believe that in the right academic environment, younger students accomplish a great deal in school every day and need not be overburdened with additional work at home. We also believe in a balance between school and other activities, including time with family and friends, recreation, chores, service, and more.
However, we also believe that learning cannot end at 3 pm. We expect emergent and beginning readers to practice their skills at home with a parent each night. Students in third-fourth grade are encouraged to keep a reading journal to be used in weekly discussions about books being read at home. In fifth-sixth grade, students begin to receive more assignments to be completed at home or in study hall. In seventh-eighth, students should expect to spend 1-2 hours on homework each night, Monday through Thursday.