The Principles That Direct our Teaching

Learning is a lifelong activity. A child's first school experience should be positive and successful, and making mistakes and learning from them should feel part of that success. Children should be able to see the results of their work in concrete ways that are acknowledged and celebrated.

Every individual finds significant fulfillment as part of a group, and every group benefits from the contribution of every individual in it. Talent and accomplishment should be encouraged, developed and recognized, but a child's place in a group, and what he or she gives to and receives from it, is as much a part of learning as acquiring skills and information.

Process is as important as product. Correct answers and acceptably finished work go hand in hand with an understanding of the "why" behind any rule or concept, and with the freedom and safety to make mistakes. Only in this way can children take ownership of the concepts and skills they learn and be able to apply them to new situations and assignments.

This process needs time because it entails exploration, experimentation, discussion, and sometimes false starts. As the students' skills and understanding increase, so do our expectations of the nature and extent of their correct and finished work.

Pre-Kindergarten

There are two pre-kindergarten classrooms, one for 3- and 4-year-olds, and one for 4- and 5-year-olds.

We begin in pre-kindergarten with opportunities to develop social and emotional skills. Teachers model and reinforce desired social behavior, set clear limits and match their expectations to the child's developing capabilities.

The primary goal of this program is to provide a safe and nurturing environment in which children can explore, create and experiment. At this age level, children learn best through play, and we provide a variety of materials to feed their curiosity and encourage their creativity--including blocks, sand table, play dough, dress up materials, puzzles and manipulatives. Critical thinking skills are encouraged through a variety of science experiences, which include prediction, exploration and experimentation.

The Pre-Kindergarten language arts Program seeks first to develop the link between spoken and written language.Through the use of a rich literature-based curriculum the children have many opportunities to experience the rewards and usefulness of reading and writing. During morning meeting the children compose a message to model the writing process. They dictate the message to the teacher who records it. The teacher then reads the message aloud. With the use of phonetics, children share words they know that begin with a particular letter. Additional activities that integrate all of the components of language include: listening to and retelling stories, creative dramatics, sharing and group discussions and dramatic play. Children have the opportunity to “write and read” their own stories and are encouraged to use inventive spelling.

Children use arithmetic skills on a daily basis and are provided with many counting and estimating activities. Graphs show quantities in linear and bar form. Cooking and baking on a regular basis integrate math skills and manipulatives are used to allow children to classify, sort and create patterns.

Our curriculum incorporates science throughout the year. We discuss the weather each day during morning meeting, and through nature walks and activities children observe the seasons. We explore ecology, our environment, animals, plants, water and the earth. Scientific experiments are done on a regular basis.

The social studies curriculum involves literature, art and music. Children learn about themselves, their families and the community. Other cultures are feature through art, music, food, and holidays.

Art, music and physical development are integrated into the curriculum each day. Children develop new skills through a multitude of activities and opportunities that are woven into the program.

Kindergarten

Kindergarten is a developmentally-appropriate introduction to more formal education at Pine Brook. Experiences now will establish attitudes and habits for later endeavors. While much of the work and play of kindergarten children remains independent and self- directed, we encourage a greater degree of cooperation, more awareness of others and respect for themselves, their work, their friends and their teacher.We continue to help students develop independence by taking responsibility for their belongings, for cleaning up and for helping with daily classroom jobs.

Beginning in Kindergarten, the language arts program has as a core component the Open Court Reading program, a comprehensive, scientifically-based and developmentally-staged curriculum. In addition, the daily reading program includes poetry, theme-based material and stories. Children develop a list of words they want to use and learn. They keep journals, beginning the year by drawing a picture and dictating an explanation to the teacher, and eventually writing the words themselves. Kindergarten students become comfortably familiar with letters and letter sounds and begin to understand the forms, nature and processes of print.

The Everyday Mathematics curriculum, developed by the University of Chicago, begins in kindergarten and emphasizes counting, graphing, problem solving and the use of manipulatives. Math is an integral part of the daily exchange of the classroom and the program is designed to make math pleasurable and appealing.

The Kindergarten theme is “Family.” We explore, compare and contrast all types of families (human, plant and animal). We begin with our own family experiences and knowledge base to discover similarities and differences. The children learn to express themselves and communicate ideas and feelings through reading, writing, math, science and social studies related to families.

                                    
First Grade

First graders are enthusiastic and eager to accomplish new skills. Reading, writing and computation skills emerge through a program rich in experiential learning, discovery and practice. Integration of literature, science, social studies and math provides a myriad of opportunities and inspiration for being accomplished learners.

The Open Court Reading program continues in First Grade. At this level there is an increasing emphasis on phonemic awareness and mastering sound-symbol associations. There are many individual and group opportunities for reading every day. As the year progresses the children begin reading to learn. Our emphasis for beginning writers is to support the child's developing confidence in his or her ability to transcribe thoughts to paper. First graders write and illustrate a journal, which they share with the group, and they both give and receive feedback. We begin the D'Nealian approach to handwriting this year.

The Everyday Mathematics curriculum continues to review number facts and to address math concepts with concrete experiences and the use of manipulatives. There is increased use of recording and using pencil and paper. The "Home Link" component of this program, which begins in 1st grade and continues through 3rd, gives parents the opportunity to be aware of the daily math lesson and to participate in similar activities at home. Number facts and arithmetic skills are taught and reinforced through daily lessons and homework activities.

The 1st grade theme is "Water." Students read books, take trips, write, recite poetry, sing, research and present information. They study geography, weather, their bodies and the environment.

    
Second/Third Grade

Second Graders need to consolidate the skills and concepts learned in 1st grade, and they tend to be more cautious in taking risks academically. They learn to work in large and small groups, and we help them to accept differing viewpoints and to resolve conflicts amicably. Responsibility for homework and completed projects becomes important. Third graders like to work in groups. They are concerned with fairness, justice and rules. How they perform academically in relation to their peers, and how their peers assess them, is becoming as important as the opinion of their teachers or parents.

The Open Court Reading program continues at the second and third grade levels with an emphasis on consolidating skills in phonological processing, building reading fluency and strengthening comprehension. Instruction in these skill areas is differentiated according to individual needs and strengths.

The Writer's Workshop program addresses the beginnings of writing fiction and nonfiction, using this approach to reinforce vocabulary development, spelling, grammar and punctuation organically. The SRA spelling curriculum is used for instruction in conventional spelling rules. Teachers read to the students daily and spend 30 minutes a day in individual reading time with a book selected with guidance from the teacher. D'Nealian handwriting continues, moving from manuscript to a connected hand.

Everyday Mathematics reviews number facts and counting patterns, and addresses measurement, telling time, addition and subtraction. The use of manipulatives and math games goes hand in hand with pencil and paper recording.

Third grade math activities include multiple-step money problems, collection and interpretation of data, handling of three- and four-digit numbers, identification of polygons, comparison of open fractions and predicting from collected data. The Everyday Math program is also supplemented with regular drills of math facts and concepts.

Second/third grade alternates the themes of "Agriculture" and "Native America." The agriculture curriculum takes an experiential, interdisciplinary approach, including visits to a variety of farms, indoor and outdoor gardening projects, and study of history, geography, weather, environment. "Native America" focuses on people of the Northeast woodlands and includes trips to museums, events and reservations, as well as research topics and handmade projects.

Fourth/Fifth Grade

Fourth graders have mastered many skills and have a sense of competence in using them throughout the curriculum. They are "reading to learn" rather than "learning to read." They are increasingly self aware, sometimes critical of themselves and others, and very conscious of how they are seen by their peers. They love to absorb information, and they like rules and logic and problem solving. These grade levels are a time of rapid change, both mentally and physically. Cliques may form, and the sense of being included or excluded becomes very important. For this reason, conflict resolution, problem solving, friendships and feelings are an integral part of the daily curriculum.

The reading portion of the Language Arts program focuses on encouraging students to read literature of their own choosing and teaching them to examine literature chosen by their teachers. In their reading groups, students read novels and use the Literature Circle approach to learn how to analyze and respond to their reading material. The Writer's Workshop program continues with a process of writing, peer conferences and rewriting. The students learn to analyze and proofread their own work and to generate organic spelling lists. The language arts program also includes grammar, vocabulary and spelling programs. Neat script or cursive is required for final assignments.

Everyday Mathematics continues. The math program fosters skill development and allows each student to work at his or her own pace in mastering the core concepts. We focus on visual discrimination, problem-solving skills and the reinforcement of addition, subtraction, multiplication and division. Traditional math algorithms are taught at this level, and regular drills of math facts are an integral part of the program.

Fourth/Fifth grade spends alternating years on the themes "Connecticut History" and "Habitats and Biomes."  The focus of the "Connecticut History" theme is the people and places in our state that shaped the course of its history. The "Habitats" theme expands from a local focus on Connecticut to a global study of land biomes, and emphasizes scientific study of the environmental needs of plants and animals.

Middle School: 6th, 7th and 8th grade

The Middle School students study three themes over the course of three years: An ancient culture (either Greece or the Mayan Civilization of Central America), Exploration and Discovery and Quest for Freedom in America (a study of immigration). Through the themes, students learn study and research skills and how to work on cooperative group projects.  The strength of our thematic study is the integration of all the subject areas into one main area of  concentration.

The English program is based on the Glencoe Writer's Choice program, which integrates  grammar and writing skills. English classes focus on grammar development, structured writing skills, spelling and vocabulary.

The creative writing program in the Middle School is based on the Writer's Workshop approach. At this level students are free to write fiction, nonfiction, poetry, letters, etc. Through a process of peer and teacher conferencing, self- and teacher-editing, students work on expanding and improving their writing ability. Their skills in the proper use of the English language are developed organically through their own work. Spelling lists are generated through the writing so that the students develop experience with words that challenge them. Students often publish their work in final, fully-edited form and are encouraged to share their work so that others can benefit.

Students are given significant time in the classroom to read developmentally-appropriate books of their own choosing. Through a journal correspondence with a teacher, they examine an author's style so that they can become discriminating about what they read. Each month the students focus on a writing genre in an independent research assignment, so that they become familiar with all forms of writing, and through this process discovering their own interests and tastes in literature. Students are also grouped for novel study. Using the Literature Circle approach, they learn to analyze, examine and respond to the novels that they study together.

The Middle School math program is designed to encourage students to think mathematically and to consciously integrate "real-world" math and quantitative concepts.

The sixth- and seventh-graders use a Prentice Hall text called Connected Math which emphasizes mental calculations, estimation, problem solving, computer technology and the integration of subject areas and multicultural themes.

The eighth grade uses both Prentice Hall’s Course Three and Algebra One texts. The algebra program emphasizes the understanding of concepts rather than just the manipulation of symbols and algorithms. All students keep a math journal for writing about math, their thoughts, ideas and questions. Students also engage in a variety of group problem-solving activities throughout the year.

The curriculum integrates computers into all subject areas. Students work on keyboarding skills, use the Internet to do research, and work with a variety of multimedia software programs.

The Middle School science program includes environmental/earth science, life science, physical science and chemistry. Students keep a journal that is used for assignments and for writing about their ideas and questions having to do with science. The Prentice Hall Science Explorer curriculum is at the center of a very experiential, hands-on and activity-based program.  The skills that students work on throughout the year include: observation, group problem solving, laboratory technique, measuring, inferring, communication, critical thinking, formulating questions and designing experiments to try to answer these questions.

Issues related to adolescent development are addressed during formal discussion times. In addition, the program allows time for informal discussion of topics that arise during the course of a day or week.  We emphasize the importance of a sense of community and the community's responsibility toward its members. Students also learn about general health and nutrition.

At the end of each school year the Middle School goes away from the school for three nights and four days, often to Camp Hazen in Chester, CT.  Students play sports, swim, go boating, work with counselors on low ropes and high ropes courses.  The class has also traveled to places related to the theme and stayed in youth hostels.  The end-of-the-year trip is a highly valued part of the Middle School program.  Students form new relationships with their peers and teachers.  They have experiences that they cannot have in the classroom, and they grow in ways they could not have otherwise.

Special Subjects

Art

The visual arts program explores a variety of media, with an emphasis on drawing, and studies artists such as Picasso and Matisse. Class themes are often subjects for projects, as are occasions and observances such as Earth Day and Women in the Arts.

Computers

Computers are in every classroom. In the lower grades they are used to augment the classroom program with activities such as word processing, problem solving, and reading, spelling and math exercises and games. Using the computer for research and information is also important; and the library, 2nd/3rd, 4th/5th and Middle School classrooms have internet access.

Library

Our library has a wide selection of books to suit children of all ages.  Students and parents are encouraged to check out their selections or to take advantage of this quiet and comfortable space to read. The library program focuses on library and research skills for older students and story times for younger students.

Music

The music program embraces sounds from around the world. Through choral experience and playing recorders and rhythm instruments, students learn to read and write music. The music program supports the thematic studies in the classrooms by focusing on music related to the themes. Whether through dancing, singing or listening, we hope to give each child a lifetime of musical enjoyment.

Physical Education

The physical education program emphasizes individual fitness and development as well as cooperative team play. Lower School classes are designed to teach motor skills, proper movement patterns and simple games. By 4th grade the emphasis shifts to teaching individual skills and how to use them within team sports such as soccer, volleyball, basketball, softball, Capture the Flag and Ultimate Frisbee.

The middle school program incorporates outdoor education, which focuses on wilderness survival skills, hiking, backpacking and camping. During the winter months classes are held at the Branford Recreation Department gymnasium. We also use the fields at Foote Park during warm weather.

Spanish

The Spanish program begins with games, songs and simple counting exercises for the younger children. We emphasize active participation and learning Spanish vocabulary through experiences rather than by translation from English. The focus of the Upper School program is on both spoken and written language. The students construct dialogues, do role playing, and study formal Spanish grammar.