9-10 Year Olds
In the ninth year, a child’s awareness of ‘self’ grows stronger and this signals an exciting new stage of cognitive growth, evident in the 9-year old’s increasing mastery of academic skills. This sharpened sense of individuality can also manifest in new worries, fears and a more critical nature. 9-year olds want to know the ‘how’ and ‘why’ behind what was once taken for granted and so may engage in persistent questioning and challenging of those in authority, whether in regards to a ‘rule,’ a ‘fact,’ or questions of a more philosophical nature. As they achieve more fluency in reading, children utilize this new tool to acquire their own information and begin the process of organizing and interpreting this information in written form. The 10 year old settles into this new sense of self and works to integrate new concepts and skills while feeling content with his/her accomplishments. 9/10 year olds are increasingly able to apply the concepts and skills they have gathered in new and challenging ways. As most 9/10 year olds have acquired sufficient reading skills, homework is now introduced as a way to practice skills learned as well as to foster individual responsibility and self-study habits.
School Day: 8:30 a.m. - 2:30 p.m. with the option of Extended Day through 5:10 p.m.
‘Reading to learn’; reading fiction and non-fiction- individually and in small interest-based groups; reading with expression and comprehension; identifying plot, theme, and characterization; creative and expository writing; writing poetry; learning parts of speech; studying Norse mythology; biography; using cursive in daily work; editing and drafting/revision process; writing reports- researching and organizing information; spelling; presenting scripted plays; developing Spanish speaking skills.
Traditionally, this is the age in which children work through the significant shift from ‘learning to read’ to ‘reading to learn.’ In addition to their individual reading and class read-aloud work, children are introduced to Literature Circle with prescribed reading and activities which develop analytic and comprehension skills. While students continue journal writing, they work on more assigned writing tasks across the curriculum. Self-editing techniques are introduced and practiced in conjunction with the teacher’s review of student work. In Spanish, children expand upon their knowledge of vocabulary and build conversational skills. Teachers actively utilize the social dynamic of the classroom to develop each individual’s ability to express his/her thoughts, feelings and needs respectfully and effectively.
Mastering and applying basic facts; re-grouping; solving multistep problems; rounding and estimating; working with basic fractions; performing multiplication and division; identifying appropriate arithmetic function to solve word problems; mapping- using scale; making change; measuring length, height, weight, volume and time; gathering, interpreting and comparing data.
Upper Primary students integrate their growing mastery of basic arithmetic facts and knowledge of the number system to solve more complex equations as well as imaginary and practical word problems. As they deal with greater quantities, they come to recognize the need for more efficient strategies and uncover the uses of multiplication and division. Beginning with simple equations, Upper Primary students proceed to delve into the multi-step procedures of multi-digit multiplication and long division. Concepts which were introduced earlier are revisited in more depth as children are able to work more imaginatively and abstractly with mathematical concepts.
Understanding a people far away and nearby; Freedom and Equality (Slavery/Harriet Tubman, Civil Rights/ M.L. King, Jr.) and on alternate years, A Different Culture utilizing historical fiction and non-fiction along with pertinent projects, writing tasks, field trips and end-of-year presentation; researching and report writing; mapping- local geography, writing directions, treasure/scavenger hunts.
As children grow out of an egocentric orientation, they can begin to consider other perspectives. As such, a fiery interest arises as to what is fair. This question is reflected in the social studies curriculum with its focus on Slavery and the Civil Rights Movement. 9/10 year olds can consider twofold concepts, such as ‘long ago’ and ‘far away,’ and welcome studies of diverse cultures. Historical fiction and biographies of historical figures serve to instruct and inspire.
Investigating animals and plants and the concept of a habitat; experimenting with magnets- energy and direction; recording observation of Nature through word and image; gardening-vegetables and herbs; composting and recycling.
The 7/8 year old is discovering the world in new ways and is eager to learn about its creatures and uncover how things work. This natural curiosity is channeled in the study of creatures and their natural habitats. Through firsthand observation and research, children learn about the characteristics and needs of diverse creatures and plants and their shared habitats while considering ideas such as adaptation, food chain, and reproduction. In the area of physical science, Primary students explore magnets, magnetic attraction and magnetic poles.
Nature hikes; playing indoors and out; exercising gross motor skills through running, jumping, hopping, climbing, balancing; developing fine motor skills through craft work, painting and drawing activities