In addition to weekly classes with our art teacher, Kindergarteners engage in art experiences daily within the classroom. In the early years when children may not yet be able to adequately express themselves through written or verbal means, art enables them to creatively express their individuality, feelings, and ideas. Art experiences provide an engaging, nonjudgmental scaffold within which the classroom teacher can effectively incorporate literacy, science, math, and social studies as well as physical, social-emotional, and creative goals.

The prevailing theme in our Kindergarten program is “Growing and Changing.” Throughout the year, Kindergarteners observe and discuss the growth and changes that occur around them - in nature, in their school environment, and in themselves. Our global studies curriculum is often interwoven throughout the day - in reading, writing, art, and STEAM. Through literature and technology, students will explore the world around them and the world beyond them.

Areas of Focus: feelings, citizenship, self and family, celebrations around the world, United States of America, our community, mapping

Our reading curriculum is grounded in best practices in literacy, with the goal of ensuring that all foundational literacy skills are secured early so that students can become proficient readers and writers. We strive to instill a love and appreciation for literacy that will last a lifetime. Our curriculum is built on the pillars of phonological awareness, phonics, fluency, comprehension, and vocabulary. Specific skills we focus on in kindergarten are print awareness, phonemic awareness, alphabet knowledge, correct letter formation, phonics, as well as the reading and spelling of some of the most commonly used high-frequency words.

Our instructional approach includes a blend of whole group, small group, and 1:1 structures that occur daily within a workshop-style setting. This flexible framework allows students to progress at their own pace while enabling teachers to provide individualized attention, meeting each student where they are in their learning journey. Literacy Stations are used as a fun way to engage students in activities to practice and reinforce important concepts to mastery.

What an exciting time for your child and for you as they learn to read and write!

The core curriculum for the library adds depth to all other curricular areas for each grade level. We seek to foster a love of reading in our students by exploring literature and engaging in book discussions. We believe that research and information literacy skills are vital to success across every subject area. Guided by standards outlined by the American Library Association, we teach students how to find and access information effectively and efficiently, how to critically evaluate information and its sources, how to incorporate research into their own work, and how to properly cite information gathered through this process in their own work.

Math concepts and lessons are presented during specific math times as well as being integrated throughout daily activities such as calendar and circle times. We use Primary Mathematics, which is based on the principles of the Singapore Math approach to help Kindergarten students build a strong foundation using hands-on lessons and activities. The children encounter math in meaningful ways through concrete activities before progressing to pictorial and abstract representations. The program encourages mastery of the material on a deeper level through its reliance on solid number sense, conceptual understanding, and problem solving. Furthermore, the program emphasizes metacognition and encourages children to think about why the math works and to explore multiple strategies. The children learn to think mathematically and to improve their organizational, critical thinking, and problem-solving skills.

Units of Exploration: number sense, patterns, problem solving, sorting and classifying, graphing, beginning addition and subtraction, place value, geometry, measurement

Students engage in four foundational concepts of musical learning (Sing, Move, Listen, and Play) and Kodaly-based active music making. Particular emphasis is placed on the learning of echo songs, call and response songs, and song tales for further development of pitch matching and rhythm skills with the body (clapping, marching) and rhythm sticks. Listening skills are developed through exposure and discussion of stories, musicians, and musical genres (Folk, Classical, Jazz, etc) with emphasis on verbal and written reflection (“What do you hear? What do you feel? What do you see? What do you wonder?”).

All students PreSchool - 8th Grade  have weekly physical education in the gymnasium or out on the field. Students take part in a variety of activities and units that follow and adhere to The Shape America Physical Education Standards. Some of the units that we teach at TCS are...low ropes course (Signature Program), soccer, golf, floor hockey, lacrosse, and cooperative games.

The Physical Education Department, first and foremost, is responsible for helping our young people acquire the skills and self-confidence they need to participate in a wide variety of physical activities. The curriculum seeks to develop strength, stamina, and coordination. Our hope is that what is gained through our fun and developmentally appropriate activities will go with them well beyond their school days. Students learn the motor skills necessary to participate in a wide variety of physical activities, helping them to understand the link between physical activity and good health.

• Space awareness in the gym and on the field; Directionality; Non-locomotor skills; Locomotor skills; Agility; Chasing; Dodging; Tagging; Creative Movement

• Grasping; Throwing; Catching; Striking
• Coordination
  • Rhythm; Dance; Balance; Hand-eye and foot eye-coordination
• Strength and Endurance. 

Our Kindergarten students begin the year by practicing different kinds of greetings including how to introduce themselves. They will expand their vocabulary by learning different words with related themes to numbers, colors, and seasons as well as related to each letter of the Spanish alphabet. Games and songs are a great asset to help the students practice and become familiar with the vocabulary.

Our integrated STEAM-based education enables children to learn and problem solve while they play, discover, question, collaborate, and explore the world around them. The natural combination of Science, Technology, Engineering, Arts, and Mathematics allows both children and teachers to investigate and experience authentic hands-on learning together. Classroom teachers collaborate with STEAM faculty and other field experts on a regular basis to enhance and elevate lifelong learning for our students. 

Using the principles of scientific inquiry and the engineering design process as springboards, students are guided to stretch and strengthen their critical and creative thinking in order to make exciting discoveries and solve real-world problems. Students conduct investigations, collect data, and engage in meaningful discussions with teacher guidance. 

All STEAM learning is based on essential questions and phenomena which occur naturally in the world around us. Our K-3 curriculum meets and/or exceeds the dimensions outlined in the Next Generation Science Standards (Practices, Crosscutting Concepts, and Disciplinary Core Ideas) and covers topics such as motion and stability, earth and space systems, life science including natural form and function, physical properties, engineering design, and accompanying technology applications. Hands-on, inquiry-based activities and experiences stimulate students’ interests in STEAM and prepares them for college, careers, and citizenship. Through STEAM learning, our students are inspired to be tomorrow’s innovators.

Our Signature STEAM program is designed to encourage learners in a variety of ways- through the arts and literature, by using our senses, through inventing, investigating, collaborating, and so much more. It captures students’ innate curiosity and sense of wonder. Students are exposed to a variety of diverse cultures of practicing scientists and engineers, thereby becoming active participants in the broader STEM community. 

Throughout the year, students participate in Celebrations of Learning, integrated project work, share-outs, which are highly collaborative and provide low-stakes performance and confidence-building opportunities. Students share their own skills, knowledge, and thinking. They also experience empathy, as they gain an appreciation for the talents and perspectives of their peers.

Affective Education at The Country School includes social and emotional development, outdoor education, and the Elmore Initiative.

Community Service
Collecting cans for the food pantry and clothing donations for local charities.

Leadership
Kindergarteners learn to be responsible for themselves, their belongings, and their learning. They are learning to lead as well as to let others lead. Students have weekly class jobs that they are responsible for.

Public Speaking
Kindergarteners gain experience learning to appropriately communicate with others, share their voices, and become more confident speakers through daily classroom and co-curricular activities, WTCS sharings, and our Poetry Recitation.

Affective Education at The Country School includes social and emotional development, outdoor education, and the Elmore Initiative.

We use components of the Responsive Classroom curriculum, a student-centered, researched-based approach to teaching and learning designed to create a safe, joyful, and engaging classroom community. The following Kindergarten classroom practices are examples of how Responsive Classroom principles help to create an atmosphere of respect for each other and for learning:

Morning Meeting
Gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead.

Rule Creation
Helping students create meaningful and appropriate classroom rules that allow all class members to meet their learning goals.

Interactive Modeling
Teaching children to notice, practice, and internalize expected behavior through modeling.

Positive Teacher Language
Using encouraging words and tone to promote children’s active learning and self-discipline.

Logical Consequences
Responding to misbehavior in a way that respects children, guides them to recognize the effects of their actions, and helps them develop internal controls.

Guided Discovery
Introducing materials using a format that encourages creativity and responsibility.

Academic Choice
Increasing student motivation and learning by allowing students structured choices in their work.

Classroom Organization
Setting up the physical room in a way that encourages independence, cooperation, and productivity.

Collaborative Problem Solving
Using conferencing, role-playing, and other strategies to resolve problems with classmates.