Curriculum Overview

PreschoolLower SchoolKindergarten through Grade 4

The Brooklyn Friends School’s understanding of an educated person, as well as its academic pro-gram, values, and culture, is strongly shaped by the liberal arts tradition and the ideals of the

Religious Society of Friends. In keeping with its identity as a preschool to grade 12, Quaker inde-pendent school, academics and ethical values are inextricably linked at BFS. We believe that valueswithout knowledge are ineffective, but education without morals is a danger to the individual andthe community.

In a liberal arts education that embraces multicultural perspectives, students receive broad trainingin the various disciplines and arts. Liberal arts students wrestle with such essential questions as whatit means to be human, the components of a rewarding life, and the responsibilities of individuals tothemselves and to others. Freed to the extent possible from prejudice and mere custom or habit, ourstudents are trained to approach these and similar questions with humility and an open mind, crit-ically reassessing their answers on a continual basis. Such an education prepares students to be citizensin the highest sense of that word, to make principled judgments about matters of public debate, andto have the courage to stand by their convictions.

It is the Quaker dimension, however, that defines the School most specifically. Almost immediatelyaer the founding of the Religious Society of Friends in 17th century England, Quakers establishedschools to provide both girls and boys an education in keeping with their values. From their inceptionthese schools fostered an educational environment promoting strong academics, a commitment tomoral values and service, and opposition to violence and cultural and societal norms based on ex-clusivity and social-class distinctions. Quakers have been leaders in service and social activism. Valuescentral to Quakerism include integrity, equality, simplicity, compassion, peace, and the search fortruth.

At the heart of Quakerism is the belief that there is that of God or a divine light in everyone. Itscentral practice is Meeting for Worship, which is a time for centering, deeper reflection, and con-templation. Friends worship silently, waiting upon the spirit, and participants are encouraged tospeak from their hearts when so moved.

As a Quaker institution, Brooklyn Friends values community. Quaker Meeting occurs weekly, andthe attitudes exhibited therein are meant to be replicated in all interactions among members of thecommunity: active listening, respect for others, openness to divergent opinions, and compassion, allwithin a space safe for everyone to have a voice.

Our commitment to each child as an individual pro-vides a warm and stimulating environment where

children feel free to explore the world around them. TheBFS Preschool program provides a nurturing and child-centered curriculum that supports children’s learning stylesand developmental readiness. As they meet increasinglycomplex challenges and practice social skills, ourpreschoolers become curious, motivated and competentlearners.

The curriculum offers children activities and materials

that stimulate the imagination, build independence, andpresent ample opportunities for exploring and discoveringtheir world. Through a wide range of activity choices –from creating stories and solving puzzles, to measuring in-gredients and investigating nature – children gain confi-dence in themselves as learners. They learn to adapt togroup experiences and to respect the feelings of others. We believe that children’s play is an expression of intelli-gence and growth, and that young children learn bestthrough hands-on, concrete experiences. Play is the essen-tial work of childhood and an important part of developingcognitive, social-emotional, and problem-solving skills. Inpreschool, the curricular areas overlap and provide thefoundation upon which the academic areas of literacy,mathematics, science, and social studies are established,preparing children for the more formal educational experi-ences of Lower School.

emerging literacy From the time they are born, children are acquiring lan-guage and learning to listen. Soon they begin to recognizethat written symbols can have meaning and are used as amethod of communication. Preschool students are encour-aged to express themselves and build vocabulary by beingread to, looking at books, and conversing during circle andactivity times. A trip to the library to hear a story andchoose a book occurs weekly. Language is valued as a positive way to resolve problemsand issues in the classroom. Children learn to control andpredict their environment as they develop and use theirlanguage skills. Teachers monitor and guide each child to ensure the de-velopment of the following skills as they play and explore:4 Visual discrimination4 Auditory discrimination4 Memory4 Sorting, matching

4 Recognizing differences and commonalities4 Sequencing – logical order4 Use of oral language4 Ability to answer questions and follow verbal directions4 Ability to remember previous events and apply that information

mathematics Mathematics is a way of ordering and thinking aboutthe world; it is much more than learning to count and toread and write numbers. As soon as a child thinks of him-self or herself (one) and others (more than one), the childis beginning to understand and learn math. Mathematicalconcepts develop through the hands-on use of manipula-tives, puzzles, and Cuisenaire rods that allow children todiscover and explore early math principles through play. When children are building in the block area, playingwith sand, setting the table, taking only two crackers forsnack, or following a recipe chart, they are developingmathematical skills and concepts, including:4 Sequencing4 Matching4 Sorting and grouping4 Patterns – creating and noticing them4 One to one correspondence4 Part/whole relationships4 Spatial relationships4 Number concepts

science Science in the Preschool means more hands-on explor-ing, experimenting, and discovering to develop an aware-ness of the changing world. Children learn by engaging inactivities such as observing grass grow, watching butterfliesemerge from their chrysalides, studying and researchingponds, and becoming “experts” on owls. Children care for animals in the classroom, observe

growth in themselves and others, and follow the weather.When children cook or bring snow into the room andwatch it melt, they are gaining an understanding ofchanges and properties. Activities include using magnets,color wheels, and magnifying glasses. Older children maytake trips to the park to experience seasonal changes first-hand. As the children explore, their observations lead to“scientific” predictions and finding ways to record theirobservations.

preschool curriculum

social studies Social Studies allow preschoolers to explore and under-stand their immediate environment. Children begin a jour-ney of discovery as they learn about their classroomcommunity. They learn the community’s routines,rhythms, and rules, and begin to understand how to func-tion as a group. By sharing their different backgrounds and looking atholiday traditions, exploring a variety of cultural and ethniccooking activities, reading stories, listening to music, andwatching dances, preschoolers discover the many wonder-ful differences and common threads that bind individualstogether. Learning respect for, and acceptance of, a varietyof ideas and opinions is a goal of the program. After children become comfortable in their own class-room, they are introduced to the wider school community:interacting with Lower School students, watching perform-ances by other classes, and participating in school-wideevents such as the winter holiday sing and spring art show. The children learn what a community is, what it meansto be part of a community, and how to understand theirroles in serving the surrounding communities. We buildthis necessary foundation through curricular and serviceprojects such as participating in collections of pennies,books, food or clothing for various organizations.

visual arts Creating, experimenting, and learning go hand in hand.Art is a form of communication that comes naturally to chil-dren. It is experiential and exploratory and does not need tobe planned or purposeful. Students have opportunities to becreative every day, using a variety of materials including paint,markers and crayons, and collage. Art activities develop thefollowing skills:4Fine motor coordination4Awareness of color, shape, size, and texture4Understanding of spatial relationships4Awareness and understanding that symbols have meaning4Developing self-expression

music Classes engage in musical activities daily, and a music spe-cialist works with classes on a weekly basis. Children sing orplay rhythm instruments during circle time and listen tomusic of varied styles and cultures. As children sing, performfinger plays, or imitate animals in a song, they use their imagi-nations, strengthen their memory skills, and improve their co-ordination. They develop an appreciation for the patterns andthe musical variety produced by rhythms and melodies. Alsoimportant at this age, they learn to love music and find enjoy-ment in singing together. In addition, there is a weekly groupsingalong, in which all the children and teachers participate.

dramatic play Dramatic play allows children many opportunities to growsocially and emotionally as they use their imaginations in a va-riety of ways: in the house area, the block area, with a basket ofsmall figures, or on the rooftop playground. It is here that chil-dren, in a safe, supportive environment with the guidance ofteachers, can:4Imitate the adults in their world4Play out real life roles4Reflect the relationships and experiences in their lives4Express their needs4Release unacceptable impulses in a safe way4Reverse the roles usually taken4Mirror their own growth4Problem-solve and experiment with solutions

large motor play On the roof, in the gymnasium, and during dance classwith the Preschool dance specialist, children are developing anawareness of their bodies in space. The ability to move withskill, care, thought, and imagination is a learning process forchildren as they gain control of their own bodies. On the rooftop playground or in the gym, children havethe opportunity to run, jump, climb, play with balls, ridebikes, and move with freedom. In dance class, they learnmany different ways of moving as they explore a variety ofthemes and music. These themes are often related to class-room activities such as collecting falling leaves, dragon danc-ing for the Lunar New Year, or observing snow gently fallingto the ground.

special events and

preschool traditions

4“Buddy” program with Lower and Middle School students4Family culture shares4Owl study and museum4Worm study and composting4Hands-on study of toys and games from around the world4Visits to Fort Greene and Prospect Parks4Winter Festival and Carnival4Breakfast at the Prospect Park Carousel4Picnic at Brooklyn Bridge Park4Participation in the All-School Art Show4Study of outer space and re-enacting a trip to the moon4Publication of Write Now, an annual Preschool and Lower School literary anthology

In the Lower School, our goal is to bring out the best ineach student. Essential to knowing and developing that

potential is the exposure to academic disciplines, to artisticdisciplines, and to the development of skills. Every teacherseeks to foster academic achievement and stimulate their stu-dents’ critical thinking skills, intellectual curiosity, and emo-tional intelligence.

language arts The Language Arts curriculum employs a variety of ap-proaches to ensure that children acquire proficiency in read-ing, writing, and oral presentation as they develop a love ofliterature and learn self-expression skills through the writtenword. Each student is encouraged to develop confidence asboth a reader and an author, capable of communicating in-formation and creative ideas. Students are introduced to awide variety of literary genres and literature representing di-verse cultures. Recognizing that not all children learn in the same way,reading skills are taught through a variety of approaches thatcombine the building of sequential skills and a whole-lan-guage program, including:4the development of a sight vocabulary4the use of phonetic clues4attention to contextual clues4building fluency4independent reading in school and at home4strategies for word attack4the use of visual clues4the importance of reading for meaning4non-fiction reading strategies Writing is closely connected to reading. If the focus inreading is a genre such as folktales or poetry, students maysubsequently write in that genre. In every Lower School classroom:4A writing process – in which students think of an idea,write a draft, revise it, edit their work, and publish it – isutilized.4Skill work in writing is related to meaningful, real-life applications.4Books authored by students are displayed in the classroomand are often a popular choice during independent readingtimes. 4Lessons are designed to build writing process skills.Spelling and handwriting are taught within the context of thechild’s own writing.4Handwriting, spelling, and grammar are taught through aprogram of sequentially introduced skills.

mathematics Elementary age children naturally delight and play in a

range of mathematical experiences, including counting, sort-ing, carrying out surveys, measuring, attempting to shareitems fairly, and creating patterns. Our mathematics cur-riculum strives to enhance this joy in the world of numbers,shapes, and data through a thoughtfully designed sequenceof studies that provide key strategies, tools, and models thatare developmentally appropriate, engaging, and meaningful. We seek to give opportunities for students to engage inrich mathematical explorations that support their own con-struction of a deep understanding and interest in number,relationships, and patterns. In addition to dedicated classtimes for math, other mathematically rich experiences are in-corporated throughout the day, including morning meetingand activities such as cooking, game playing, and communityservice projects. In these situations, students apply mathskills and strategies such as measuring, estimating, countingmoney, telling time, organizing, and the operations of addi-tion, subtraction, multiplication, and division. Our mathematics curriculum largely follows the well re-garded Investigations in Number, Data, and Space (TERC)curriculum, which itself follows the recommended principlesand standards of the National Council of Teachers of Mathe-matics. Complementary activities from other programs andconnections to other areas of classroom curriculum also en-rich our math curriculum at each grade level. The content inKindergarten through Grade 4 includes studies of numbersand operations, geometry, measurement, and data analysis,as well as the beginnings of algebraic thinking. Just as im-portantly, our approach develops students’ habits of mathe-matical thinking and practice, including: reasoning andproof; predicting and strategizing in problem solving situa-tions; connecting concepts and skills between mathematicalstrands; communicating verbally and on paper with fellowmathematicians; selecting and effectively using appropriatemanipulatives and tools; representing ideas and solutionsconcretely and symbolically; and reflecting critically onprocess, challenges, and successes. Through guided exploration, students develop a founda-tional number sense and understanding of the relationshipsbetween number operations. One overarching goal of thisapproach is that over time, students acquire a repertoire ofincreasingly efficient and accurate computational methods,including the standard algorithm, from which they can selectthoughtfully to solve problems. Crucial to this process is thecareful sequence and building up of basic number facts forquick and accurate recall.

lower school curriculum

The Lower School Math Coordinator works closely withindividual teachers and grade level teams to support class-room math instruction to optimize learning for all students.This role also includes careful examination of teaching prac-tices, assessments, resources, instructional materials, and on-going professional development. Parent workshops – whichdetail our curriculum, the development of math concepts inchildren, and ways to support this growth beyond the schoolday – are also organized by the Math Coordinator.

social studies The curriculum is premised on a progression of awarenessand understanding that expands a child’s view of self and theworld. The program emphasizes human interdependencewithin communities, fostering a respect for different cultures,and taking responsibility for the environment. In kindergarten, children explore the concepts of self,family, and school community. The first grade studies sys-tems and institutions in our neighborhood. Brooklyn (its ge-ography, landmarks, and ethnic groups) is the topic for thesecond graders. Third graders learns about Native Ameri-cans, and fourth graders study the New World and the settle-ment of New Amsterdam. In addition, all children take part in community serviceactivities, such as collecting donations for Penny Harvest andUnicef, gardening in city parks, writing to the homeboundelderly, or cooking for the monthly community dinner at theFriends Meetinghouse.

science The science program is based on children’s natural curios-ity about their world and their need to explore, ask ques-tions, and search for answers. Through a wide range ofscientific experiences and opportunities children developtheir skill at using the scientific process:4 making careful observations4 hypothesizing4 developing appropriate tests and understanding variables4 recording observations and data4 drawing conclusions and evaluating dataThe primary goal of the curriculum is to help students learnto think scientifically. Science studies are sometimes inte-grated with Social Studies topics. Instructional materials in-clude a rich array of appropriate reading material, films,software, visual aids, lab materials, and animals for life-cyclestudies. Field trips are an important part of the science cur-riculum. The curriculum is enriched by the resources of thecity, such as the Aquarium, American Museum of NaturalHistory, the Brooklyn Botanic Garden, the environmentalSloop Clearwater and Prospect Park. Trips outside the cityinclude visits to environmental centers and a three day/twonight overnight camping experience for 3rd and 4th graders.

spanish All K - 4 students have Spanish language instruction withone of the two Lower School Spanish teachers. The emphasisis on the lively engagement of children in listening to andspeaking Spanish. Children are introduced to basic vocabu-lary, expressions, and the cultural traditions of countrieswhere Spanish is spoken. They sing songs, play games, viewvideos, and practice interactive dialogues in Spanish. Chil-dren also begin to gain facility with Spanish by learning thevocabulary associated with their curricular studies in otheracademic areas. There is an intentional correlation with eachgrade’s curricula. Kindergarten will follow their study of folktales in Span-ish by listening, chanting, and acting to the stories of “TheThree Little Pigs” and other folktales. First grade will follow the study of the post office as aworking system in the community by learning the Spanishnames for postal workers and items needed to send andprocess mail. Second grade will follow their study of water by learningin Spanish how to explain the water cycle, the states of water,and the names of different types of precipitation. Third grade will follow their study of plants and trees bylearning to explain, ask, and answer questions in Spanishabout the main parts of a plant, the growth from seed toplant, the process of photosynthesis and the physical changesof trees according to seasons. Fourth grade will follow their study of world explorationby learning in Spanish about the life of conquistadors likePonce De León, Hernán Cortés and Francisco Pizarro andthe Taínos who inhabited Puerto Rico at the time of the dis-covery of the Americas. In addition, fourth graders willsharpen their writing skills with a pen pal’s letter exchangeproject with students in Spain. As students strengthen their oral and aural Spanish skillsin third and fourth grade, writing and reading activities inSpanish will be strengthened.

music Children experience many types of music as they learnthe elements of music: dynamics, tempo, rhythm, pitch, tim-bre, form, texture, and harmony. The program is a compositeof the Kodaly, Orff, and Dalcroze methodologies. Singingand movement are integrated in the class through games,and students learn to read and sight-sing music throughsolfège and hand signs. In kindergarten and first grade, chil-dren explore beat and rhythm and begin to read rhythmicnotation. The older classes continue their introduction torhythmic and melodic notation by reading and writingknown songs and by notating their own compositions. Infourth grade students learn to play the recorder.

library Students visit the library for literature-enriched experi-ences that focus on the joy of reading and the selection anduse of books for research and for pleasure. The mission of the library program is to ensure that stu-dents become effective users of ideas and information. This isaccomplished by providing relevant resources, technology,and programming that integrates classroom curricula withthe instruction of research skills. The library program pro-motes a love of literature, encouraging students to becomecritical thinkers and lifelong readers. In the library, studentsnot only listen to stories read aloud, they actively participatein storytelling, bookmaking, puppetmaking and dramatiza-tions in connection to their studies in literature, social stud-ies, and science. They learn how to conduct and evaluateresearch in print formats, websites, and online databases. Stu-dents receive guided instruction to develop critical thinkingskills, both in formal small groups and during independentstudy. The library sponsors book fairs and promotes specialevents such as Children’s Book Week and National LibraryWeek, among others. The library is always ready to welcomeguest authors, illustrators, storytellers and readers of any age.Guests have included the celebrated authors Bryan Collier,Mo Willems, Paul O. Zelinsky, Jacqueline Woodson, TadHills, Tor Seidler, Vera Williams, Brian Pinkney, James Howe,and Grace Lin.

technology The formal technology curriculum begins in the thirdgrade. Third and fourth grade have one class session a week,in half groups, where they are introduced to the desktopcomputer as one of the multi-faceted tools in their learningprocess. Classes focus on broad skills including – but not lim-ited to – network navigation, touch-typing and working withmultimedia. These focus areas support the development oflogical-processing skills and higher-order thinking. Studentsare guided in the appropriate and responsible use of informa-tion technologies and resources. The computers, informationtechnology and audio-visual resources in the curriculum arebrought to life through integration projects. Examples are leafdrawings and diagrams during the study of trees in scienceclass and a Haudenosaunee Alphabet slide-show and books(in third grade) and live communication with pen-pals inSpain via Skype in Spanish class and neighborhood mappingusing Google Maps as part of explorer studies in fourthgrade. Each year the integrated projects are bound to change astechnology evolves constantly. All classrooms from kindergarten through fourth gradeand the science lab are equipped with Interactive White-boards.

dance Students explore the elements of dance, build their move-ment vocabulary, and work together to create original dances.Dance units are often connected to science, social studies orlanguage arts in the classroom. The dance curriculum in-cludes creative movement, body awareness, large motor skills,yoga, folk dance and cultural dance forms. Kindergartners learn fundamental locomotor movementsand make dances based on poems, animals and stories. First graders discover movement creatively through explo-rations of time, space, shape and effort. They study the humanskeleton and the movement of bones, muscles and joints. Second graders investigate the actions and qualities of thewater cycle. Students create dances based on the body coordi-nation of the ocean animals they are studying in their class-rooms. They study a variety of cultural forms, such asMexican folk dance and English sword dance. Third grade students explore mirror, shadow, and groupformation, and they create compositions using descriptive ac-tion words. They learn “Language of Dance” symbols such asbalance, fall, jump and turn, and use these building blocks tocreate dances. Fourth graders choreograph and perform the annual Hal-loween Dance. Trust and weight support continue to bemajor themes throughout the year as students explore push,pull, and counterbalance with partners. The year includes astudy of Capoeira or West African dance.

visual arts The program seeks to develop the student’s innate creativeabilities by encouraging self-expression and visual awareness.In class with the visual arts teacher, students explore elementsof design, shapes, color, textures, composition, balance, andabstract and representational themes. They do so through avariety of media, such as craypas, pencils, clay, papier maché,watercolor and tempera paint. Challenging, open-endedproblems are presented by the teacher, and connections aremade to art history and different cultures. The children learnhow to analyze their own work and the works of others. Theyexplore various disciplines, including drawing, printmaking,collage, sculpture, and painting. Sample projects include:4 Kindergarten: Collages, monoprints, printmaking, cardboard animal constructions4First grade: Big People paintings, collage paintings, cardboard people4Second grade: Craypas portraits, papier-maché animals, sea animal collagraphs4Third grade: Imaginary creature collages, parent/child paintings, papier maché busts of famous people.4Fourth grade: Paintings inspired by the work of famous artists, Calder-inspired abstract mobiles; African-inspired clay masks, stamp carving, and printing hand-bound sketchbooks.

woodworking The woodworking program combines manual skills withvisual arts concepts. Each class begins the year with a di-rected project, to learn and reinforce such skills as sawing,hammering, measuring, using a square accurately, under-standing wood dimensions and increasingly complex math-ematical concepts. Examples of projects are:4Kindergarten: Animal shape toys or jewelry4First grade: Animal bookends4Second grade: Animal Stools4Third grade: Animal lid boxes4Fourth grade: Functional furniture The directed project takes one-third of the school year,laying the groundwork for the following two-thirds wherethe students independently design their own projects. Thedesign process leads them to pay attention to the mathemat-ical and engineering aspects of design as well as aesthetics.The emphasis is on problem solving, cooperation, respect ofmaterials and tools, and the ability to work independently.

physical educationThe program is aimed at total body fitness and physical de-velopment as well as cooperative play. Specific skills that aretaught include, following directions, body awareness of per-sonal space, agility, manipulative skills, endurance, strength,socialization, and sportsmanship. In addition to the follow-ing grade level activities, all students participate in some al-ternative activities including Tai Chi (which includes anentire lower school performance), yoga, and meditation. Kindergarten children play in an environment that pro-motes success for each individual. They learn skills throughstructured play. The focus is on large motor movements,partner activities, and introductory skills to sports activities. First/Second Grade students are introduced to more ad-vanced ball-handling skills that form the foundation for vol-leyball, soccer, and basketball. Students take part incooperative games, running and dodging games. Learningsocial skills is an integral part of the physical activities and isan important element in the success of the class. Third/Fourth Graders’ skills have become more refinedand activities are focused on actual sports. Many of thesports activities and games are modified to enhance teamplay, skill development, and group cooperation. Childrenlearn rules and apply strategies that they’ve formulated.

health Third and fourth graders have regularly scheduled healthclasses with the health teacher. Topics for third graders in-clude medicine safety, the dangers of cigarettes and smoking,and interpreting and constructively demonstrating emo-tions. Fourth graders discuss nutrition, the dangers of to-bacco and alcohol, decision-making skills, and puberty/body changes.

speaking and listening Kindergarten children see and use written and spokenlanguage in concrete, meaningful ways. Students are en-couraged to create individual stories and charts, shareitems from home, contribute to discussions during meet-ing times, describe their own work and ideas, plan con-cepts for extensive block-building and art projects, and useplaytime to expand their communication skills. Listeningskills are fostered through meeting and story times as chil-dren learn the many purposes of listening: for enjoyment,for directions, and to understand one another’s feelings.

reading and reading readiness skills Children have frequent opportunities to develop a beginning sight word vocabulary. Beginning with readingthe daily schedule, the children are engaged in activities including whole- or small-group games such as rhyming,letter sounds, and initial consonant recognition, which areused to teach readiness skills. Work time choices offer ac-tivities that reinforce readiness and reading skills, such asletter-sound correspondence games, sight word identifica-tion, and the matching of pictures with words. Eachkindergartner has an individual book basket of teacher-se-lected books to read independently throughout the week.Phonemic awareness, articulation stimulation, and dis-crimination through movement are taught through thehighly engaging Sounds in Motion program. Children expand their reading skills by using inventedspelling to record their own ideas or stories and make la-bels and signs for classroom objects. They read their ownstories and those of their peers and learn about folktales. Writing is connected to all areas of the curriculum.When taking a field trip or completing a painting, a scienceproject, or a math activity, students use writing to describe,label, and record. The Handwriting Without Tears programaddresses graphomotor skills and the careful formation ofletters and numbers.

mathematics Number concepts are explored extensively using manip-ulatives and found objects. Children gain hands-on experi-ence in mathematical problem-solving through projectsthat address:4 One-to-one correspondence - working with sets of ob-jects and recognizing the number of objects in a set4 Classification - grouping objects according to properties4 Ordering - organizing materials into logical sequences,where size, quantity or numerical order is assessed.

kindergarten curriculum

Other skills that are introduced and reinforced include:4Numeral recognition4Numeral formation4Pattern identification4Computation4Collecting and interpreting data with graphs and surveys4Non-standard measurement4Understanding concepts of lesser and greater4Geometry

social studies Kindergarten children gradually expand their percep-tion of themselves as they relate to others within the class-room and school. Teachers assist students in understandingdaily schedules, routines, and the roles of teachers and stu-dents. Children learn to take responsibility for classroomjobs. The class becomes a community of learners as chil-dren work in small and large groups on common projects.Children expand their awareness of their similarities anddifferences through a study of family as community. Theyexplore their school and interview workers to learn abouttheir jobs. Block building, book making, creating muralsand digital photography are used to deepen the students’understanding of how our school functions.

block-building Blocks are an integral part of the curriculum as childrenbuild functional structures to create a “Block City” eachweek. In the process of working with partners on block-building projects, students learn about mutual decisionmaking. Imbedded in block play are math and science con-cepts such as volume, area, stability, gravity and balance.

science Science is directly connected to the daily life of akindergartner. Natural objects found in the park, on thestreet on their way to school, or at home often become in-corporated into classroom exploration and discovery. Sci-ence topics are integrated throughout the curriculum.Students work with the Lower School Science Specialist intheir classrooms and the Lower School Science Lab. Unitsof study include topics such as the five senses, plants andseeds, snails, and simple machines.

language arts Teachers use an integrated hands-on approach to teach-ing reading. The classroom is a language-rich environ-ment, where skills are introduced through sight words, theunderstanding of phonetic patterns, and beginning punc-tuation. The teachers use every opportunity to increasereading skills by incorporating these into the day’s sched-ules, charts, poems, and activities. In addition to whole-group instruction, students work in small groups and havetime for independent reading experiences each day. Re-source materials include Big Books, and books writtenspecifically for emergent readers, as well as literature formore advanced readers. The students develop skills in decoding, phonics, build-ing a sight vocabulary, using context to gain increased un-derstanding, and increasing their ability to read longertexts. Students receive daily instruction in the art of writing.Genres covered include personal narratives, fiction, poetry,and journal writing. Daily mini-lessons teach and demon-strate the writing craft and process – drafting, revising, ed-iting and how to publish a piece of writing. Otherimportant aspects of the writing program include attentionto proper letter formation, spacing, beginning punctuationand spelling.

mathematics The first grade math curriculum connects beginningnumber concepts to everyday mathematical applications.This is accomplished through:4 the continuation and reinforcement of basic skills and concepts4 application of skills/concepts to larger numbers4 introduction of place value, addition and subtraction concepts4 analyzing and efficiently solving word problems4 use of manipulatives, such as Unifix cubes, pattern blocks, counters, trading chips, etc.4 simple addition/subtraction problems 4 measurement – nonstandard units4 collecting and organizing data In addition to direct daily instruction, math activitiesare incorporated in projects such as baking and cooking.During these projects children use numerous math skillsincluding measuring, estimating, addition and subtraction,counting, telling time, and understanding monetary value.

first grade curriculum

social studies The first grade social studies curriculum centers oncommunity and systems within our immediate neighbor-hood.

Neighborhood Study4What makes up a neighborhood?4What kinds of systems does a neighborhood need to function?4What kinds of institutions are in a neighborhood?4What kind of jobs do people do?

System Study Students explore and study the Post Office as a workingsystem in our community. They are responsible for run-ning and operating an in-school Post Office for a week.The goals of the study are:4To unify the school through a student-centered communication system4To provide knowledge about how mail is processed4To provide the children with real-life experiences in which to apply basic skills such as writing a letter, addressing envelopes, and using the mail system4To develop a sense of responsibility as a post office employee

science First graders work with the science specialist weekly inthe Lower School Science Lab. They build upon their ob-servation and experimentation skills while they explore thefollowing topics in the classroom and on field trips:garbage and recycling, magnets, physical change and lifecycles.

language arts The second grade language arts curriculum is intendedto develop a love of reading in all its forms. Second gradersread increasingly sophisticated literature as they continueto develop their skills in decoding and comprehension.Second graders enter the school year at a wide range ofreading levels. Teachers attend closely to each student’sreading level as they progress. In addition to fiction andnonfiction, we explore genres such as mystery, biography,and science writing. Comprehension and fluency are sup-ported in small, guided-reading groups through written,conversational, and dramatic activities. The writing curriculum frequently links up with read-ing – our writing topics overlap with work in small readinggroups as well as read-aloud books shared with the entireclass. For instance, we read many high-quality “mentor

text” picture book memoir stories before asking the chil-dren to write their own. The classroom is also rich in non-fiction texts during our ocean animal research study. Usinga writer’s workshop model, students share their work andparticipate in peer editing. As the year progresses, studentsare held increasingly accountable for their spelling, punc-tuation, and handwriting. Above all, we seek to cultivate a motivated writer. Stu-dents should feel that they are writing authentically inter-esting material that will be shared with an audience.

mathematics Second grade students build on mathematical and con-ceptual operations as they:4 work with number concepts, including increasingly larger numbers4 master place-value concepts4 combine knowledge of place-value and addition/subtraction4 continue the reinforcement of money concepts 4 solve word problems involving addition, subtraction, time, and money4 explain mathematical thinking in words4 organize and analyze data4 tell time to five minutes4 work with geometry concepts (shapes, symmetry). Quick recall of addition and subtraction facts through20 is expected of second grade students.

social studies The second grade social studies curriculum mirrors theseven- and eight-year old’s increasing capacity to under-stand, question, and respond to the larger world. We beginthe year studying family diversity and individual unique-ness. We build on what children know and notice aboutdifferences among each other to make sense of differencesthey observe in the broader community. Our ultimate goalis in line with the core beliefs of the Religious Society ofFriends – that we must acknowledge the dignity in eachperson and work towards cultivating peaceful and justcommunities. Specifically the second graders bake dessert and serve atthe Quaker Meeting House’s monthly community dinner.Through the citywide Penny Harvest, they collect, count,and donate money to local community organizations oftheir choosing. Children take walking trips through neighborhoods inBrooklyn they may not be familiar with. They practicenavigation skills and pay close attention to the differencesand similarities among communities in this diverse bor-ough. They learn about civil rights and social justice, par-ticipate in culture shares, and undertake a study of the

second grade curriculum

Brooklyn Bridge. The children study the history of theconstruction of the Brooklyn Bridge and learn about thestructural design details of this world-famous bridge,which is located just blocks from our school. The classconstructs a large model of the Brooklyn Bridge, and thestudy culminates with an original play written and per-formed by the second graders for parents and guests.

science Second graders work with the science specialist weeklyin the Lower School Science Lab. Through class projectsand field trips, they explore a number of topics including:bridges, the properties of water, light, and ocean animals.

language arts By third grade, students have internalized many readingstrategies, and emphasis is placed on fluency, vocabulary,and comprehension. The reading program is predomi-nantly literature-based. Students read chapter books bothindependently and in guided reading groups. Throughoutthese reading experiences, students engage in group dis-cussions and extended projects. In writing, students explore several genres includingnarrative fiction, poetry, and non-fiction writing. In cre-ative writing, they follow the stages of the “Writers’ Work-shop.” This begins with choosing a seed idea, writing arough draft, conferencing with peers and teachers, revis-ing, editing, and finally publishing their work. Third grade writing more closely reflects “standardspelling” as children strengthen spelling skills throughweekly spelling patterns and personal word lists. Diction-ary use is employed for spelling as well as for deducing themeaning of words. Writing mechanics are systematicallytaught and expected to be integrated more carefully intoone’s writing. Cursive writing is systematically taughtthroughout the year.

mathematics There is an emphasis on computational accuracy andproblem solving, as students develop a greater ability toverbalize mathematical strategies and apply them to con-crete problems in the real world. Mathematics manipula-tives continue to supplement each unit of the curriculum.Mathematical topics include:4 multiplication and division4 2-D geometry (area, perimeter, angles, spatial relationships, and congruency)4 number sense and flexibility

4 place value (fluency up to the 1000’s place)4 addition and subtraction (multiple strategies, including traditional algorithms)4 measurement – concept of length, volume, and mass (metric system)4 time (elapsed time) Rote recall of basic facts is expected (addition, subtraction, and multiplication through the 12 times table.)

social studies For most of the year, students study the Eastern Wood-lands Haudenosaunee, centering on this nation’s housing,clothing, food, travel, spiritual and family life in both pastand present times. Early work is focused on Brooklyn’slandscape prior to its settlement. Geography is exploredthrough a variety of maps. What it means to “discover” acountry is examined. Respect for diverse cultures is a keygoal as students discover and deconstruct stereotypes ofNative Americans. Students engage in hands-on projects to demonstratetheir understanding of the curriculum. This may includebuilding model longhouses, cooking and preparing tradi-tional dishes for a Haudenosaunee luncheon, telling leg-ends and stories using felt pieces, performing the GreatLaw of Peace play, and holding a culminating celebration toshare their work and understanding with others in theschool community.

science Children continue to use the scientific method as theyobserve, hypothesize, test, and form their own conclusions.Third graders work with the science specialist weekly inthe Lower School Science Lab, in addition to being in-volved in science learning in their classrooms and on nu-merous field trips. Topics include: botany, astronomy,simple machines, and ecology.

language arts As fourth graders are able to read independently andcomprehend full chapter books, they strive to understandbooks at a more sophisticated level: What are the attributesof a great book? How do characters change over time? Howdoes setting affect the story? What is symbolism, foreshadow-ing, plot? How does a writer convey tone, suspense, humor,point-of-view? Novels, short stories, and poetry are explored in groupdiscussions and debates, art projects, and research reports.

third grade curriculum

fourth grade curriculum

Skills – factual recall, making inferences, and summarizing– are reinforced. Vocabulary understanding and fluencycontinue to be strengthened. Students keep individualreading journals that are periodically read and respondedto by their teachers. The books fourth graders read may include: Bridge toTerabithia, The Wizard of Oz, Because of Winn-Dixie, TheWatsons Go To Birmingham– 1963, Tuck Everlasting, andLove That Dog. There is an in-depth study of one author’swork, followed by a visit with that author. Fourth graders write frequently over the course of theyear. Beginning with a “Memoir” students are empoweredto take risks. In their Writer’s Notebook, they brainstorm,experiment, and revise their writing thoughtfully andmeaningfully. Since students write about their own lives,experiences, dreams, and thoughts, there is a sense of own-ership in their work. Other genre studies include poetry,quest stories, persuasive writing and speech writing, eachculminating with publication. A favorite yearly event is theFourth Grade Poetry Slam. Writing continues to be cross-curricular, as studentscommunicate their ideas in mathematics, history, and sci-ence. Skill work focuses on self-editing skills. Students con-tinue to develop research/report writing skills, mastery ofthe cursive alphabet, touch typing, the crafting of interviewquestions, and letter writing.

mathematics Fourth graders work cooperatively with a group or apartner as they explore alternate strategies and verbalizetheir thinking process. They gain proficiency and confi-dence using the language of mathematics as they speak,write, graph, and draw pictorial representations of theirmathematical findings. They further develop their mentalmath abilities as they work through problems in theirheads. Students develop estimation and reasoning skills todetermine if their answers make sense, allowing them tobecome self-monitors of their own work. Mastery of basicfacts is expected as it allows for the mental manipulation ofincreasingly more complex numbers. There is an emphasison problem-solving. Topics include:4 a review of addition and subtraction, mastery of regrouping with large numbers4 multi-digit multiplication and long division4 solidifying multiplication facts4 the mastery of place value through the millions4 introduction to units of area and perimeter4 plotting ordered pairs on a coordinate plane4 probability and data analysis4 2D geometry – types of angles, perimeter, area4 measurement – metric system4 fractions – equivalent and comparisons

social studies The social studies curriculum focuses on American his-tory from 1600-1720. Students strive to answer the ques-tions: What is history? What is culture? What can we inferabout cultures from historical artifacts? How were communi-ties formed and structured? Starting with Marco Polo, the travels, triumphs, andfailures of numerous explorers are studied. Students learnabout the voyages to the New York region by Hudson andVerrazano. They engage in an in-depth study of New Ams-terdam, its history, and culture. Daily life of the settlers isexplored through research, films, trips, and readings, espe-cially primary source material. Ship logs are carefully ex-amined and interpreted. Each child writes a thoroughlyresearched and detailed report on the life of an explorer.The integration of Native Americans, African-Americansand Jews into the new settlements is examined and dis-cussed. Community governance, trade, customs, foods and reli-gious practices are explored. Note-taking, outlining ,andorganization skills are taught. Geography and mappingskills are integrated into the study. Literature set in the timeperiod and region is used, with an emphasis on literatureas a learning resource. Participation in discussions about current events occursregularly. These discussions focus on examining values, aswell as opportunities for service or political action, as stu-dents grasp how individuals can effect change in a culture,a political system, or the world.

science Fourth graders work with the science specialist weeklyin the science lab. As part of the integrated curriculum,they undertake a hands-on exploration of the ecosystemsof rivers. Students learn how to differentiate streams,rivers, and tributaries. They learn about water formationsand erosion, and they develop an awareness of indigenousmarine life. There is an extensive study of the HudsonRiver and the environmental impact of people and the ef-fects of pollution, culminating with a trip on the environ-mental sloop Clearwater. Other topics include: electricity,river systems, geology, and kitchen chemistry.

Brooklyn Friends School375 Pearl Street

Brooklyn, NY 11201718.852.1029

brooklynfriends.org