Intermediate Program: 2-5
Introduction | Language Arts | Mathematics | Science
Social Studies | Religious Studies | Social & Emotional
Introduction
The intermediate program includes a Second and Third Grade team and a Fourth and Fifth Grade team. Students are multi-aged for various content areas including reading groups and mathematics. We believe that each child is an individual with different academic, emotional, and social needs and abilities. It is our job to meet those needs so that our students may grow in ability and confidence, while developing independence and a sense of self-worth. The philosophy for our intermediate grades stresses a love for learning and fosters independent thinking. By implementing the project approach, students are encouraged to make connections from classroom learning to real world application. This is developed by aligning the core curriculum in order for students to explore and gain in-depth knowledge of various topics studied. An integral part of the intermediate program is the consistent communication provided to both students and parents. Students are guided to produce their best effort in all areas of the school day. These high expectations allow for a smooth and successful transition socially, developmental, and academically into middle school.
Learning does not always take place inside the classroom setting. Learning expeditions stem from the project based topics being addressed in the classroom and take the students outside the classroom to utilize community resources. This learning process, where students are working towards the same goals in a project based environment, allows growth of individual interest and cooperative learning. For every student to be successful, we infuse study skills into their everyday learning. In order to properly assess students’ understanding, the teachers facilitate time for students to reflect on their own work.
Overnight learning expeditions: 4th & 5th grade alternate every other year between a learning expedition to Sea Camp in the Florida Keys and Saint Augustine.
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Language Arts
Language Arts in the early intermediate grades includes reading, vocabulary development, spelling, writing, grammar and handwriting. Students are grouped homogenously across second and third grades for leveled guided reading groups. Reading levels are assessed at the beginning of the school year to provide appropriate placements and are reassessed often to ensure proper movement. Students work on complex reading comprehension strategies as well as improving reading fluency.
Writing involves direct teacher instruction on the writing process including specific lessons on the traits of good writing. Students learn many forms of writing and write for a variety of reasons. Grammar, usage and mechanics are developed in both second and third grade with a variety of components including directed instruction and student practice. Grammar is applied directly to their class writing assignments. Spelling is taught through a thorough review of phonics’ strategies and major spelling patterns. The focus of the spelling program is the understanding and application of the strategies and patterns in addition to the mastery of spelling the frequently used words list. All students have a Language Arts portfolio which documents growth in all Language Arts areas (K-8).
In the upper intermediate grades, our language arts program carries over what has been learned at the early intermediate level to ensure successful readers and writers in the upper intermediate level. We continue to develop reading comprehension strategies through a leveled guided reading program.
The reading program includes leveled guided reading groups, novel studies, student selected books from a variety of genres, short stories and poetry. Spelling continues to be taught and reviewed through the teaching of phonetic strategies as well as spelling patterns and word study. A vocabulary textbook is introduced as the next step in vocabulary development. To become well-developed writers, we continue to focus heavily on the writing process. A great deal of time is spent on all areas of the writing process in order to demonstrate the importance of all steps in the process: Prewriting, Drafting, Revising, Editing, and Publishing. We begin in whole group lessons and then the students participate in individual conferences on their writing. Focus continues to be on the traits of good writing with more advanced forms of writing developed. Grammar is interwoven with our writing program. The students continually go through the entire writing process, which entails heavy revising. This allows the opportunity to look at grammar, mechanics, and sentence structure in context. Extra practice with grammar in isolation is also a component of the language arts block. All students have a Language Arts portfolio which documents growth in all Language Arts areas (K-8).
Instructional Materials: The Wright Group: Shared Reading Packs and Pathways, Wright Skills, Gear Up and Explore More; Novel Ties: a variety of novel studies; Handwriting without Tears; Prentice Hall: Everyday Spelling; Sadler Oxford: Vocabulary; Great Source: Write Source, Write Traits; Supplemental Materials
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Mathematics
The Saxon program continues in the intermediate grades and moves students from foundational math skills through pre-algebra. Each level contains a series of daily lessons covering all areas of general mathematics. Each lesson presents an incremental portion of mathematical content that builds on prior knowledge and understanding. Included within each lesson is a problem set providing daily practice on mathematical concepts that students have covered since the beginning of the year. There are five components to the lessons: Warm Up Activity, Lesson Presentation and Practice Problems, Problem Set Work, Homework Correction and Student Assessment.
The Saxon philosophy helps students build on prior learning, incrementally presenting new material and concepts. These concepts are revisited throughout the year, rather than presenting them in isolated units. The use of manipulatives is often employed to help students understand these new concepts more concretely. During the course of the week, students take Mad Minutes to hone their math facts skills.
Students in the intermediate program are given math assessments in order to gauge individual skill levels, and to allow for appropriate placement into groups. Based on the results of the assessment, each student is placed in the most appropriate math group. It is important, not only that children learn and succeed in these groups building a strong foundation, but that they are appropriately challenged. As placement is based on skill level, our intermediate students can be placed in Saxon 3 through Saxon 8/7 program.
Students also participate in Communication Math which develops problem solving strategies and has students thinking, speaking and writing about the strategies they use to solve mathematical problems. All students have a math portfolio that documents growth in all mathematical areas (K-8).
Intermediate Math Courses: Saxon 3, Saxon Math 5/4, Saxon Math 6/5, Saxon Math 7/6, Saxon Math 8/7
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Science
Major Units of Study: Vertebrates & Invertebrates, Rocks & Minerals, Solar System, Flight & Rocketry, Weather, Plant Structure, Biology, Cell Structure, Human Body Organ Systems, Human Growth and Development, Oceanography, Inventors, Simple Machines, Ecology, Scientific Process
Science is more than a body of facts. Scientific inquiry and the process by which these inquiries are answered are the basis for our Science Program. Developing in-depth scientific process and lab skills is our primary goal. Our students are actively learning the scientific process through whole group, small group and individual science projects and experiments. The very same process skills used by scientists in the field are the foundation for all of the learning that takes place in our labs. Process skills are revisited at all grade levels in order to ensure that the scientific process is mastered not as a set of rules but as ways of finding answers. Students are active participants, acting as mathematicians, scientists and technologists as they wrestle with problems facing our world such as environmental dangers. The program addresses challenges, emulating the work of experts in the field, complemented by projects and hands-on experiments. Science is the springboard for interdisciplinary project work that often becomes our Museum Night exhibits.
Instructional Materials: Windows on Science by Optical Data; Fresh Science by Scratch Cats; Delta Labs; Wild Goose Labs; Sciencesaurus and Science Day Book by Great Source; Science Explorer by Prentice Hall; Variety of Supplemental Resources
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Social Studies
Major Units of Study: Native Americans, Ancient Civilizations, Sarasota History, Florida History, Economics, Historical Figures, Historical Landmarks, Migration, Age of Discovery through Civil War, Study of Industrialization to Modern Times
History and Social Studies emphasize the interdependent nature of humanity. It is crucial that our students know about people, places and their impact on our global community, learning to draw upon the experience of the people and events of previous times. Through real world experiences, learning expeditions and hands on projects, students will obtain the skills to become informed citizens. Students move from learning about themselves and their own culture to exploring the geography and histories of world cultures. Through this study of cultures, students will come to celebrate and appreciate the worlds’ diversity. Through discussions, primary sources and novel ties the student is drawn into cultural awareness. The program incorporates as many elements as possible into the social studies curriculum, utilizing literature, music and art, as well as a wealth of community resources.
Instructional Materials: Florida by Harcourt; Build Our Nation and The American Nation by Prentice Hall; Map Essentials by National Geographic; Classroom Atlas by Nystrom; Variety of Supplemental Resources; Historical fiction novels including: Pedro’s Journal by Pam Conrad, , Lyddie by Katherine Paterson, The Fighting Ground by Avi, Number the Stars by Louis Lowry and Harriet Tubman by Kate McMullan
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Religious Studies
Judaism is both a religion, as well as a civilization made up of an entire culture. One goal of the Religious Studies program is to ensure that students learn about the Jewish religion and culture. This will provide all students with an appreciation of the beauty and significance of Jewish heritage and practices while respecting religious and cultural diversity. Our school is committed not only to the acquisition of Judaic knowledge, but also the development of universal values, enlarging the human spirit, and the growth of the individual. The program integrates these ethics and values, such as Tikun Olam (repairing the world), Tzedakah (acts of charity), and G’milut Chassadim (compassion and respect toward others) into the overall curriculum.
The program integrates Jewish history, holidays, literature, current events, music, art, and dance into the overall curriculum. Every effort is made to draw connections for all students to the themes brought up in Religious Studies. Intermediate students participate in Religious Studies Core Curriculum twice a week. In addition, 3rd-5th graders choose a Religious Studies elective either “Living Judaism” or “Comparative Religion”.
Core Curriculum includes: Moral Lessons of the Bible; Bible Stories from Leviticus, Numbers and Deuternomy; Introduction to the Torah, God, Jewish Life Cycle, Holiday Blessings and Songs, Israels’ Geography and Culture, Major Prophets, Free Will and Choice, How to Be a Mensch, Tithes, Biblical vs. Rabbinic Judaism, Holidays
Living Judaism Curriculum includes: Reading and Writing Hebrew, Shema, Hanukkah and Shabbat Blessings, Reading accurately and with comprehension, Hebrew Script, Amidah
Comparative Religion Curriculum includes: Introduction to comparative religion through literature and folk stories; history, customs, traditions and holidays of Hinduism, Buddhism, Judaism, Christianity, Islam and Sikkhism
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Social & Emotional
Socially, our students are given the tools and guidance to have healthy relationships with both peers and teachers. Students focus on working together, taking ownership for their own actions, respecting each other’s differences, and learning to express opposing opinions/feelings and still be friends. Teachers role-play with students on how to confront these different social issues. This is an ongoing developmental learning process. As students develop socially and academically in the intermediate grades, there is great need to promote organization and personal responsibility. As a part of their daily tasks, students are required to write assignments and classroom announcements in their school provided agendas. Agendas allow for the students to become independent and accountable for their own learning. In addition, it provides a communication link between parents and teachers socially and academically. Teachers strive to ensure that all learning styles are addressed while teaching.
[top]
Intermediate Program: 2-5
Introduction | Language Arts | Mathematics | Science
Social Studies | Religious Studies | Social & Emotional
Introduction
The intermediate program includes a Second and Third Grade team and a Fourth and Fifth Grade team. Students are multi-aged for various content areas including reading groups and mathematics. We believe that each child is an individual with different academic, emotional, and social needs and abilities. It is our job to meet those needs so that our students may grow in ability and confidence, while developing independence and a sense of self-worth. The philosophy for our intermediate grades stresses a love for learning and fosters independent thinking. By implementing the project approach, students are encouraged to make connections from classroom learning to real world application. This is developed by aligning the core curriculum in order for students to explore and gain in-depth knowledge of various topics studied. An integral part of the intermediate program is the consistent communication provided to both students and parents. Students are guided to produce their best effort in all areas of the school day. These high expectations allow for a smooth and successful transition socially, developmental, and academically into middle school.
Learning does not always take place inside the classroom setting. Learning expeditions stem from the project based topics being addressed in the classroom and take the students outside the classroom to utilize community resources. This learning process, where students are working towards the same goals in a project based environment, allows growth of individual interest and cooperative learning. For every student to be successful, we infuse study skills into their everyday learning. In order to properly assess students’ understanding, the teachers facilitate time for students to reflect on their own work.
Overnight learning expeditions: 4th & 5th grade alternate every other year between a learning expedition to Sea Camp in the Florida Keys and Saint Augustine.
[top]
Language Arts
Language Arts in the early intermediate grades includes reading, vocabulary development, spelling, writing, grammar and handwriting. Students are grouped homogenously across second and third grades for leveled guided reading groups. Reading levels are assessed at the beginning of the school year to provide appropriate placements and are reassessed often to ensure proper movement. Students work on complex reading comprehension strategies as well as improving reading fluency.
Writing involves direct teacher instruction on the writing process including specific lessons on the traits of good writing. Students learn many forms of writing and write for a variety of reasons. Grammar, usage and mechanics are developed in both second and third grade with a variety of components including directed instruction and student practice. Grammar is applied directly to their class writing assignments. Spelling is taught through a thorough review of phonics’ strategies and major spelling patterns. The focus of the spelling program is the understanding and application of the strategies and patterns in addition to the mastery of spelling the frequently used words list. All students have a Language Arts portfolio which documents growth in all Language Arts areas (K-8).
In the upper intermediate grades, our language arts program carries over what has been learned at the early intermediate level to ensure successful readers and writers in the upper intermediate level. We continue to develop reading comprehension strategies through a leveled guided reading program.
The reading program includes leveled guided reading groups, novel studies, student selected books from a variety of genres, short stories and poetry. Spelling continues to be taught and reviewed through the teaching of phonetic strategies as well as spelling patterns and word study. A vocabulary textbook is introduced as the next step in vocabulary development. To become well-developed writers, we continue to focus heavily on the writing process. A great deal of time is spent on all areas of the writing process in order to demonstrate the importance of all steps in the process: Prewriting, Drafting, Revising, Editing, and Publishing. We begin in whole group lessons and then the students participate in individual conferences on their writing. Focus continues to be on the traits of good writing with more advanced forms of writing developed. Grammar is interwoven with our writing program. The students continually go through the entire writing process, which entails heavy revising. This allows the opportunity to look at grammar, mechanics, and sentence structure in context. Extra practice with grammar in isolation is also a component of the language arts block. All students have a Language Arts portfolio which documents growth in all Language Arts areas (K-8).
Instructional Materials: The Wright Group: Shared Reading Packs and Pathways, Wright Skills, Gear Up and Explore More; Novel Ties: a variety of novel studies; Handwriting without Tears; Prentice Hall: Everyday Spelling; Sadler Oxford: Vocabulary; Great Source: Write Source, Write Traits; Supplemental Materials
[top]
Mathematics
The Saxon program continues in the intermediate grades and moves students from foundational math skills through pre-algebra. Each level contains a series of daily lessons covering all areas of general mathematics. Each lesson presents an incremental portion of mathematical content that builds on prior knowledge and understanding. Included within each lesson is a problem set providing daily practice on mathematical concepts that students have covered since the beginning of the year. There are five components to the lessons: Warm Up Activity, Lesson Presentation and Practice Problems, Problem Set Work, Homework Correction and Student Assessment.
The Saxon philosophy helps students build on prior learning, incrementally presenting new material and concepts. These concepts are revisited throughout the year, rather than presenting them in isolated units. The use of manipulatives is often employed to help students understand these new concepts more concretely. During the course of the week, students take Mad Minutes to hone their math facts skills.
Students in the intermediate program are given math assessments in order to gauge individual skill levels, and to allow for appropriate placement into groups. Based on the results of the assessment, each student is placed in the most appropriate math group. It is important, not only that children learn and succeed in these groups building a strong foundation, but that they are appropriately challenged. As placement is based on skill level, our intermediate students can be placed in Saxon 3 through Saxon 8/7 program.
Students also participate in Communication Math which develops problem solving strategies and has students thinking, speaking and writing about the strategies they use to solve mathematical problems. All students have a math portfolio that documents growth in all mathematical areas (K-8).
Intermediate Math Courses: Saxon 3, Saxon Math 5/4, Saxon Math 6/5, Saxon Math 7/6, Saxon Math 8/7
[top]
Science
Major Units of Study: Vertebrates & Invertebrates, Rocks & Minerals, Solar System, Flight & Rocketry, Weather, Plant Structure, Biology, Cell Structure, Human Body Organ Systems, Human Growth and Development, Oceanography, Inventors, Simple Machines, Ecology, Scientific Process
Science is more than a body of facts. Scientific inquiry and the process by which these inquiries are answered are the basis for our Science Program. Developing in-depth scientific process and lab skills is our primary goal. Our students are actively learning the scientific process through whole group, small group and individual science projects and experiments. The very same process skills used by scientists in the field are the foundation for all of the learning that takes place in our labs. Process skills are revisited at all grade levels in order to ensure that the scientific process is mastered not as a set of rules but as ways of finding answers. Students are active participants, acting as mathematicians, scientists and technologists as they wrestle with problems facing our world such as environmental dangers. The program addresses challenges, emulating the work of experts in the field, complemented by projects and hands-on experiments. Science is the springboard for interdisciplinary project work that often becomes our Museum Night exhibits.
Instructional Materials: Windows on Science by Optical Data; Fresh Science by Scratch Cats; Delta Labs; Wild Goose Labs; Sciencesaurus and Science Day Book by Great Source; Science Explorer by Prentice Hall; Variety of Supplemental Resources
[top]
Social Studies
Major Units of Study: Native Americans, Ancient Civilizations, Sarasota History, Florida History, Economics, Historical Figures, Historical Landmarks, Migration, Age of Discovery through Civil War, Study of Industrialization to Modern Times
History and Social Studies emphasize the interdependent nature of humanity. It is crucial that our students know about people, places and their impact on our global community, learning to draw upon the experience of the people and events of previous times. Through real world experiences, learning expeditions and hands on projects, students will obtain the skills to become informed citizens. Students move from learning about themselves and their own culture to exploring the geography and histories of world cultures. Through this study of cultures, students will come to celebrate and appreciate the worlds’ diversity. Through discussions, primary sources and novel ties the student is drawn into cultural awareness. The program incorporates as many elements as possible into the social studies curriculum, utilizing literature, music and art, as well as a wealth of community resources.
Instructional Materials: Florida by Harcourt; Build Our Nation and The American Nation by Prentice Hall; Map Essentials by National Geographic; Classroom Atlas by Nystrom; Variety of Supplemental Resources; Historical fiction novels including: Pedro’s Journal by Pam Conrad, , Lyddie by Katherine Paterson, The Fighting Ground by Avi, Number the Stars by Louis Lowry and Harriet Tubman by Kate McMullan
[top]
Religious Studies
Judaism is both a religion, as well as a civilization made up of an entire culture. One goal of the Religious Studies program is to ensure that students learn about the Jewish religion and culture. This will provide all students with an appreciation of the beauty and significance of Jewish heritage and practices while respecting religious and cultural diversity. Our school is committed not only to the acquisition of Judaic knowledge, but also the development of universal values, enlarging the human spirit, and the growth of the individual. The program integrates these ethics and values, such as Tikun Olam (repairing the world), Tzedakah (acts of charity), and G’milut Chassadim (compassion and respect toward others) into the overall curriculum.
The program integrates Jewish history, holidays, literature, current events, music, art, and dance into the overall curriculum. Every effort is made to draw connections for all students to the themes brought up in Religious Studies. Intermediate students participate in Religious Studies Core Curriculum twice a week. In addition, 3rd-5th graders choose a Religious Studies elective either “Living Judaism” or “Comparative Religion”.
Core Curriculum includes: Moral Lessons of the Bible; Bible Stories from Leviticus, Numbers and Deuternomy; Introduction to the Torah, God, Jewish Life Cycle, Holiday Blessings and Songs, Israels’ Geography and Culture, Major Prophets, Free Will and Choice, How to Be a Mensch, Tithes, Biblical vs. Rabbinic Judaism, Holidays
Living Judaism Curriculum includes: Reading and Writing Hebrew, Shema, Hanukkah and Shabbat Blessings, Reading accurately and with comprehension, Hebrew Script, Amidah
Comparative Religion Curriculum includes: Introduction to comparative religion through literature and folk stories; history, customs, traditions and holidays of Hinduism, Buddhism, Judaism, Christianity, Islam and Sikkhism
[top]
Social & Emotional
Socially, our students are given the tools and guidance to have healthy relationships with both peers and teachers. Students focus on working together, taking ownership for their own actions, respecting each other’s differences, and learning to express opposing opinions/feelings and still be friends. Teachers role-play with students on how to confront these different social issues. This is an ongoing developmental learning process. As students develop socially and academically in the intermediate grades, there is great need to promote organization and personal responsibility. As a part of their daily tasks, students are required to write assignments and classroom announcements in their school provided agendas. Agendas allow for the students to become independent and accountable for their own learning. In addition, it provides a communication link between parents and teachers socially and academically. Teachers strive to ensure that all learning styles are addressed while teaching.
[top]
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