Literacy skills are developed in many different ways in the K-1 classroom. In addition to direct reading instruction, students are exposed to written language throughout the day, from reading the morning message and schedule to daily read-alouds and visits with our older-grade reading buddies. During read-alouds, students practice listening comprehension, summarizing, retelling and recalling facts, and character and plot development.

Kindergarten reading instruction begins with developing phonemic awareness through direct instruction, letter/sound games, and independent practice. Birches uses Sounds Write, a speech-to-print phonics program that helps students unlock the alphabetic code and develop early reading skills. Throughout the year, kindergartners continue developing skills to decode simple texts. 

First grade is when many students “unlock” the secrets of reading. Students spend time during reading workshops reading books at their “just right” level. These may be phonics books, early readers, or chapter books. First-graders continue the Sounds Write program, focusing on new vowel spellings and digraphs and learning to decode multisyllabic words. Students also use the Lexia Core 5 Reading program on our class iPads. Lexia moves students along at their level and pace, practicing phonological awareness, phonics, comprehension, vocabulary, and fluency skills. Learning to read looks different for each child. Our reading program is scaffolded to meet each student where they are developmentally and to continue to nurture their love of books. 

Among the benchmark skills students are working towards in kindergarten reading: 

• Learn all letter-sound relationships

• Sound out simple words and sentences 

• Recognize some high-frequency words

• Respond to questions about what has been read aloud

• Develop an enthusiasm for books and a love for stories

Among the benchmark skills students are working towards in first-grade reading: 

• Decode digraphs, long vowel sounds, and multisyllabic words

• Read texts with fluency and attention to punctuation 

• Demonstrate reading comprehension

• Choose books appropriate for individual reading level

We create many opportunities for children to learn and grow in their writing, from weekly journals to imaginative stories. Writing begins with drawing and storytelling. Students learn the concepts of sequence, character, and narrative. Simultaneously, proper letter formation and phonics rules are reinforced using the Handwriting Without Tears program. Writing then evolves to inventive or temporary spelling, copying words with correct spelling, and dictating more complex stories. By first grade, students are writing independently and begin to focus on writing mechanics (punctuation, capitalization, etc.) while also being encouraged to write with more detail and description. 

We encourage students to take risks, find their voices, and share their writing with peers. We aim to build confidence and create independent, joyful writers. Each student has a portfolio of journal entries they add to each week. Topics range from personal to nonfiction, thematic, or imaginative prompts. Their journal binder tracks their growth as writers over the two years in K-1. Children love to look back at older entries and see how far they’ve come as writers! 

Among the benchmark skills students are working towards in kindergarten writing: 

• Learn all letter-sound relationships 

• Develop correct letter formation

• Write independently using inventive spelling

• Recognize the spelling of some high-frequency words

Among the benchmark skills students are working towards in first-grade writing:

• Write longer, more detailed journal entries 

• Use appropriate spacing and line placement 

• Use correct letter formation

• Incorporate proper punctuation and capitalization in writing

• Encode digraphs and vowel sounds

K-1 math experiences are integrated throughout the curriculum and are part of our daily routines. The focus is establishing number sense and developing problem-solving skills while exposing students to math in different contexts. Several things set our math curriculum apart, such as teaching math skills as playfully as possible, taking math outside whenever possible, and integrating math instruction into our thematic units when appropriate. Most math instruction involves hands-on learning and using whiteboards rather than paper to record answers, allowing students to make and quickly fix mistakes. 

We often use natural materials as math manipulatives or take our math practice outside. For instance, students practice addition and subtraction skills using acorns, make combinations of 10 using pebbles and twigs, and create large symmetrical mosaics using materials found in the woods. Lessons are extended with activities related to our thematic unit. After learning about data and graphing, students participate in a citizen science simulation during a tidepool unit. They collect data on horseshoe crabs found on our “hallway beach” and graph how many male vs. female crabs they find. During our bird unit, students solve word problems involving eggs stolen from nests (missing addends), measure bird wingspans, and explore volume using bird seed. 

Since students enter kindergarten with different experiences, we strive to teach math in a way that challenges all learners regardless of grade or math ability. Sometimes, we separate by grade, and other times, by ability, and we work as a whole group or with mixed partners. 

Among the benchmark skills students are working towards in kindergarten math:

• Use correct number writing

• Add and subtract using manipulatives and drawings

• Develop number sense with two-digit numbers

• Understand beginning patterns of skip counting by 10s and 5s

• Learn the names and values of U.S. coins

• Begin to understand how to make and read simple graphs

Among the benchmark skills students are working towards in first-grade math:

• Model mathematical thinking using pictures to solve problems

• Record answers using appropriate number sentences

• Understand place value with two and three-digit numbers

• Add two-digit numbers using manipulatives 

• Understand beginning number patterns and counting by 10s, 5s, and 2s

• Collect and interpret data to create and read graphs

• Add up the value of mixed coins 

• Learn new strategies for problem-solving

Thematic studies allow students to dive deeply into a topic over time, make meaningful connections,  and become experts. A thematic study approaches a subject from various perspectives and disciplines, providing children with numerous entry points based on their interests and skills. The K-1 class explores three or four thematic study units a year. Sample units from recent years include Seeds, Local Birds, Medieval Times, and Storytelling Around the World. 

In our spring Local Birds unit, we weave our study across most aspects of the curriculum, including reading, writing, math, science, and art. We start by noticing the birds on campus in our woods, learning to listen and patiently observe. Children’s observations of birds or new nests in their home communities often drive our studies. Math is integrated through activities such as measuring and comparing different bird wingspans or practicing adding and subtracting using eggs in a nest. Students learn about the science of birds and delve into adaptations like feathers, beaks, and feet. Our resources include first-hand observation, read-alouds, videos, and field guides. Later in the study, children pick a local bird to study, learning and compiling facts into a research report. For some, this is a highly scaffolded project; for others, this is an independent assignment, and students apply their skills independently. Finally, as with all our thematic units, our walls display many multi-media art projects: observational bird drawings, cut paper collages, 3D birds, or installations of nests with found materials. 

Among the benchmark skills students are working towards in K-1 thematic studies:

• Delve deep into thematic units to develop curiosity and gain a rich understanding of a topic

• Practice recalling and sharing facts learned 

• Develop an understanding of the  concept of “now” and “long ago”

• Develop basic geography skills, understanding the concepts of “near” and “far”

• Learn the seven continents and understand our location on Earth

• Learn how and why animals (and people) migrate

K-1 children are naturally curious and strive to understand the world around them. We encourage student inquiry through hands-on investigations and cultivate curiosity by encouraging questions that may not be answered immediately. We strive to balance encouraging students to feel and act like real scientists while embracing how much science and engineering occur organically in their play and outdoor explorations. 

In K-1, we tap into that curiosity and explore the natural world around campus, spending much time each week in the woods of Lincoln and observing changes throughout the seasons. Forest Fridays have become a favorite time of the week for our K-1 students. Regardless of the weather, the class spends the entire morning outside in the woods, exploring, observing, collaborating, and playing. It is not uncommon for students to discover a snake, a chipmunk hole, or a mossy stone. Students become natural engineers by building forts, fairy houses, seesaws, and balance beams. During this time, they also draw and write in their nature journals, learning to observe their surroundings and record their findings. 

Children become comfortable with the natural world by spending extended time in nature and can notice even small environmental changes. They become comfortable navigating their way over rocks, trees, and streams. Learning to identify different types of birds, insects, and plants leads to them becoming stewards of the land. 

Among the benchmark skills students are working towards in K-1 science:

• Learn to use tools appropriately for investigating (i.e., magnifying glasses, iPads)

• Design and test models for hands-on learning

• Practice observing the natural world closely, with attention to detail 

• Record observations and data using drawings and writing

• Identify similarities and differences

• Make predictions based on observed patterns 

• Make connections to their own life experiences

Art lessons in K-1 include some process art (play and discovery using art materials) and directed projects (instruction with an intended outcome). Every year, students start with a self-portrait as a developmental marker. 

Lessons are planned to nurture process experimentation and expose students to various art materials through the foundational Elements of Art (line, shape, color, texture, value, and form). Through hands-on activities, children express themselves artistically, fostering an appreciation for art, self-expression, and differences. Students see examples from diverse artists and genres covering portraits, landscapes, still life, and 3-dimensions. Materials include but are not limited to pencil, marker, watercolor, tempera, pastel, printmaking, ceramics, sculpture, and natural materials. Projects wrap around and /or complement the thematic studies from the K-1 gradeband when possible.

Among the benchmark skills students are working towards in K-1 art:

• Develop age-appropriate studio habits

• Build fine motor skills 

• Practice using various art materials 

• Develop familiarity with art vocabulary

The central goal for K-1 music is to encourage singing, moving, and participating in shared musical activities. Music is for everyone, and it is through participation that a person learns to be musical. The music program aims to cultivate an inclusive feeling of community. Students are taught how to read standard music notation, play instruments, improvise, and compose at an age-appropriate level.

Among the benchmark skills students are working towards in K-1 music:

• Sing age-appropriate pitches in tune

• Move to a steady beat

• Clap basic rhythms

• Play instruments with others

• Understand musical concepts such as loud/soft, fast/slow, high/low 

• Present and perform music in a relaxed concert-type setting  

K-1 experiences wellness class as a large group, focusing on movement and field games, and in small groups, focusing on mindfulness and yoga. In large groups, students practice locomotor and manipulative skills and reinforce movement concepts incorporating spatial awareness, effort awareness, and relationships. In small groups, mindfulness includes paying attention to our body posture and sensation, practicing awareness of breath as a tool to connect mind and body, and mindful observation of nature. Students cultivate balance, strength, flexibility, focus, confidence, and a growth mindset through yoga. Songs, books, and stories are used to introduce language for naming emotions and the concept of using poses as a tool for self-management.

Among the benchmark skills students are working towards in K-1 wellness:

• Participate in moderate to vigorous physical activities and games

• Know personal space when moving in different directions at different speeds

• Follow and recall yoga sequences of 4-6 poses

• Practice mindful breathing 

• Demonstrate sportsmanship

Much of our time in the classroom focuses on establishing a respectful, caring community. We practice active listening and eye contact, looking at situations from different perspectives, fostering kindness, and discussing what it means to be a good friend and classmate. Children gain a better sense of themselves through their relationships with each other, the larger school community, and between home and school. We aim to help our students recognize the strengths and strengths their classmates have to offer. We encourage them to develop self-reliance and become responsible for their own time, materials, and belongings while at the same time recognizing when and how to ask for help. As a group, we strive to develop a safe, supportive environment where risk-taking is encouraged and mistakes are celebrated. 

Play is an integral part of the kindergarten/first-grade curriculum. We believe in the power and importance of play in the development of the whole child.  Children learn to collaborate, share ideas, and develop flexibility through our extensive time outdoors, especially in the woods. They learn to assess risk, help each other, and challenge themselves physically. With longer blocks of unstructured time in the woods, children delve deeper into their play and, with the help of teachers, learn to navigate conflicts and build strong relationships with their peers. 

At Birches School, we are committed to helping children learn and grow in a community of equity and inclusion where diversity of thought, practice, and identity is celebrated. In support of this goal, we seek to create a community where our students experience a sense of belonging and bring their whole selves to their learning. We value the richness that comes alive in our classrooms when many differing perspectives are represented.  

In K-1, we recognize and celebrate similarities and differences. Children at this age are naturally inquisitive and observant of the world around them. Many discussions about stereotypes, identity, and equality stem organically from these wonderings and noticings. K-1 students enjoy discussing family structures, identities, and cultures, and we welcome family visitors to share cultural or religious traditions with our class. The idea of “fairness” is a constant topic in the world of five- and six-year-olds. We use this as a springboard for examining questions like, “What does it mean to be fair?”  “What is equitable?” and, most importantly, “What does belonging mean?” These discussions help deepen our students’ understanding of social justice.