Lower School Curriculum

The USJ Lower School offers a strong, developmental curriculum. USJ’s unique program is educationally stimulating and exemplifies practices that are developmentally appropriate and responsive to the individual needs and talents of our students. Through team teaching, self-contained classes, and flexible grouping, students are taught language arts, mathematics, social studies, and science. Students learn in a loving environment that encourages self-discipline, respect, participation, communication, and trial and error.
Enrichment programs include art, music, library, computer, foreign language, character education, physical education, and hands-on science lab. Spanish begins with the Jr. Cubs program. French is introduced in Third Grade and Fourth Grade when students have one semester of French and one semester of Spanish. The Fifth Grade Passport Program (see Fifth Grade curriculum focus) includes foreign language classes in Japanese, French, German, and Spanish. Opportunities for age-appropriate participation in the PAL League (sports) and the after-school art program further enhance the curriculum.

Junior Cubs

Jr. Cubs, for children who are 2 years old by September 30, has a curriculum-based program that gives each child the important first step in his or her education. Each class has a teacher, one teacher’s assistant, and one part-time assistant, and a maximum of 14 students. The Jr. Cubs have the same enrichment programs as the other pre-kindergarten students: Spanish, art, library, music, character education, and P.E.

Bruin Cubs

Bruin Cubs, for children who are 3 years old by September 30, helps children acquire social competence and the skills they need to succeed as learners. Classrooms are center-based to promote interactive learning and encourage the child’s construction of knowledge. We believe that early childhood education should encourage children’s active exploration and creativity while integrating developmentally appropriate subject matter to include phonological awareness and number concepts. Monthly themes that promote social, emotional, physical, and cognitive growth are presented with the child’s interest in mind.

We acknowledge and accept the varied and different rates of development present in each child. Our classes strive for the optimum growth potential of the child, while providing a positive learning environment. Children learn to function as a classroom community, learning independence in a safe and nurturing setting. We believe child-directed and teacher-supported active learning is the key to a quality program for children this age

Junior Kindergarten

Jr. Kindergarten, for students who are 4 and 5 years old, offers a program that helps the young student develop self-confidence, self-discipline, and social skills. These qualities encourage a sense of security and independence. Jr. Kindergarten classes use a variety of instructional tools for individual, small group, and whole group experiences. Individual instruction helps the students to practice and improve their skills as well as accommodate individual learning differences.

Pre-reading skills are taught through phonics, phonemic awareness, and print awareness. Jr. Kindergarten students also learn pre-writing skills by using pictures and inventive spelling in a personal journal. They learn how to ask and answer questions as they learn about familiar and unfamiliar topics through science and social study units. Growing with Mathematics is designed to help our students develop number sense and computational fluency as they explore a range of strategies for problem solving through hands-on experiences. The classroom environment is tailored to meet each student’s needs and stimulate a love of learning in all developmental areas.

Kindergarten

Kindergarten classes continue both group and individual instruction through active learning. Our reading combines the Building Blocks Literacy Program with the Wright Group levelized reading series. A balanced literacy curriculum provides for daily experiences in phonemic awareness, reading, and writing. This systematic and multi-level instruction smoothly integrates all aspects of print so that the children can make appropriate connections with language.

Our math program, Investigations in Number, Data, and Space, offers meaningful and in-depth mathematical thinking, which allows children to talk and work through problems with one another and their teachers. Lessons involve hands-on use of manipulatives and higher order thinking. The science and social studies program continues the same child-centered, high-interest concepts. Formal handwriting instruction is introduced at this level using the Zaner-Bloser program. Thematic learning units are used as a foundation to integrate all the disciplines. This type of learning allows fluidity of the child’s day.

First Grade

Building sequentially on the Pre-Kindergarten and Kindergarten programs, First Grade applies the four language-process components – listening, speaking, reading, and writing – to form the First Grade language arts program. The basal reading text is by Open Court. Combined with the Wright Group reading and phonics program, this provides a variety of meaningful learning experiences that enhance skill development and an appreciation for literature. The assortment of literature incorporates shared reading, guided reading, and self-selected reading through the use of whole group, small group, and individual instruction. A spelling component, included in the basal reading series, emphasizes word families and basic sight words. The Reading Renaissance Program, featuring Accelerated Reader, helps to enhance and individualize the reading curriculum. Zaner-Bloser block manuscript handwriting is taught formally, but is also reinforced through creative writing.

Using Math Adventures text and manipulatives, the mathematics curriculum features the development of an understanding of math concepts, logical problem-solving skills, and mathematics operations.

Social studies and science units are integrated into the curriculum throughout the year.

Second Grade

The Second Grade language arts program integrates the basic elements of reading, phonics, spelling, grammar, vocabulary, and creative writing. It uses the MacMillan-McGraw Hill Tennessee Treasures as its basal text. Manuscript handwriting is practiced, and cursive is introduced mid-year using the text by Zaner Bloser. Accelerated Reader is used as enrichment.

The mathematics curriculum, using Harcourt Brace’s Math Advantage as the basal text, features the development of an understanding of math concepts and logical problem-solving skills. Manipulatives and a hands-on approach provide concrete experiences.

The Second Grade science curriculum includes investigation of animal adaptations and classifications, trees, dinosaurs and fossils, and earth and sky. Social studies units include studies of Native Americans, the early exploration and settlement of America, a foreign culture, and map skills.

Third Grade

The Third Grade language arts program uses literature, novel studies, and the Accelerated Reader Program to integrate reading, writing, spelling, grammar, and vocabulary. The basal text is by Macmillan/McGraw-Hill for reading and spelling. The vocabulary is based on Wordly Wise from Educators Publishing Service. Grammar studies from The World of Language by Silver Burdett and Ginn feature sentence structure, sentence purpose, parts of speech, capitalization, and punctuation. Children’s creative and expository writing experiences include self-editing and proofreading of their work. The Zaner-Bloser method of handwriting is reinforced.

The Math Advantage by Harcourt Brace is our basal text for mathematics. Science units, including life science, physical science, and earth science, are based on chapters from the Scott Foresman Discover the Wonder series. Skills are reinforced through laboratory experiences. Areas of study include habitats, finding shelter, protecting the earth, and gardening. The Third Grade social studies book, Share Our World by Houghton Mifflin, includes a study of communities and our society, geography and map reading skills, and current events.

Fourth Grade

The Fourth Grade language arts curriculum is made up of many components, including the Accelerated Reader Program, novel studies, oral reading, creative writing, basic grammar, and writing mechanics. The basal texts are Macmillan/McGraw-Hill for reading, spelling and grammar, and The World of Language by Silver Burdett and Ginn for English. Vocabulary building skills are enriched through the use of the Wordly Wise series.

The Math Advantage by Harcourt Brace focuses on a knowledge of basic mathematical skills with individual needs met through the use of flexible grouping and manipulatives. Students change classes for math. This is the beginning of the transition from self-contained classrooms to a departmental structure.

Science is taught on a unit basis using the Scott Foresman text, Discover the Wonder, and is enhanced with hands-on science experiences in the science lab. The scientific method also is taught as a unit, culminating in student-produced science fair projects.

The social studies curriculum encompasses an in-depth study of the geography, culture, and economy of regions of the United States. Exploring Our Land by Houghton Mifflin is the text used.

Fifth Grade

The Fifth Grade learning environment is responsive to students’ needs. We strive to instill the principles of higher-level thinking skills, preparing each child for the transition into Middle School.
• Mathematics: The mathematics curriculum includes whole numbers, decimals, place value, integers, equations, fractions, geometry, and percentage. This sequential mathematics program is designed to represent problem solving, communication, reasoning, connection, and the activities that relate math to the world around the students. The textbook used is Houghton Mifflin Mathematics.
• Language Arts: The language arts curriculum includes spelling, writing, reading, vocabulary, English, and Daily Oral Language. The grammar is developed not only through the selected text, but also through Daily Oral Language. The skills taught include subjects, predicates, the eight parts of speech, diagramming sentences, capitalization, punctuation, and poetry. The textbook used is Houghton Mifflin English.
• Reading: The primary goal of the reading program is to foster an interest in and an enthusiasm for reading. We work toward this goal by presenting students a variety of skills needed for reading comprehension. These skills include problem solving, inferences, drawing conclusions, vocabulary skills, author’s point of view, main idea, and words in context. The textbook used is Macmillan/McGraw-Hill Reading.
• Science: The science curriculum places an emphasis on the human body and its main systems, plants, light, sound, graphs, statistics, probability, and the metric system. The textbooks used are McGraw Hill Science and Houghton Mifflin Math.
• History: Fifth Grade students participate in the Passport Curriculum in social studies. This innovative curriculum involves a study of four countries: Japan, France, Germany, and Mexico. Students are exposed to topics such as geography, culture, history, daily life, holidays, schools, and sports. A foreign language study enriches each unit. Students read and discuss a novel relating to each of the countries. Besides learning about each country, students gain a broadened perspective of their world and the differences and similarities among cultures.

Enrichment Programs

• Character Education
USJ is committed to character education in all grades. In the Lower School, character education is multi-faceted. The term “education” implies that character can be taught. Our task is to determine how to best provide instruction that will encourage children to understand and apply character traits to their lives. Character education is taught daily in the classroom through values, examples, and academics, as well as through the strong partnerships we share with our families to help prepare our students academically, socially, and emotionally.
Our guidance counselor teaches formal character education classes to all Lower School students. These lessons are representative of many good character traits, such as respect for yourself (honesty, integrity, responsibility, effort, and pride); respect for others (generosity, compassion, understanding, and loyalty); and characteristics that convey a positive outlook on life (fairness, open-mindedness, initiative, optimism, and sense of humor). It is our desire that these will help our students become not only scholars, but also productive citizens.

• Foreign Language
The elementary Foreign Language program is designed to give younger minds an introductory step in foreign language acquisition. The primary goal is to foster interest and enthusiasm for foreign language learning by expanding in sequential order the vocabulary and its application in base communication, as well as to acquire an understanding and appreciation of other cultures.
Each grade level introduces new thematic units and activities to apply learned concepts. Spanish begins with Jr. Cubs (2 year olds). French is introduced in the Third and Fourth Grades when students have one semester of French and one semester of Spanish. The Fifth Grade Passport Program includes classes in Japanese, French, German, and Spanish integrated with other curriculum areas.
Depending on age level, students are challenged with the five basic skills necessary for foreign language study: listening, speaking, reading, writing, and culture. Due to the dual nature of foreign language study at USJ, the objectives for each grade of foreign language learning in the elementary school will remain constant and only the target language will change.

• Library
USJ’s Lower School Library contains more than 20,000 books, magazines, and audiovisual materials. Pre-Kindergarten through Fifth Grade classes have a weekly 30-minute library class to help foster reading, gain an appreciation of what a library has to offer, and get new reading materials. Each year the Lower School Library hosts three Scholastic book fairs, Read Across America, author visits, and Summer Library, which gives students and parents the opportunity to check out books and enjoy presentations by authors, naturalists, scientists, and others over the summer.

• Music
Lower School Music incorporates a variety of teaching methods with a focus on teaching beginning music theory and the performing arts. Students begin performing grade-level musicals each year at the Jr. Kindergarten level and continue through Fifth Grade.
Performing an annual musical offers several advantages for each student. The youngest students develop a love of singing, movement, and pretending, which all come naturally to children at this age. Upper elementary students continue that love of singing and movement, while also developing their music reading skills. Students also develop public speaking skills, learn theatrical terms and stage locations, learn the importance of each part in making the whole production come together, learn a different way of understanding reading and children’s literature, and, most importantly, self-confidence and self-esteem.
Beginning music theory (use of staff, notes, and rests) is also introduced, starting at the Kindergarten level, and continuing throughout the student’s Lower School music experience.

• Physical Education
Jr. Cubs through Fifth Grade physical education classes combine teaching developmentally-appropriate movement forms, fine and gross motor skills, games, and sports with the social skills that are key in this setting. A comprehensive curriculum is used to ensure the students in this age group not only learn those skills, games, and sports, but also begin to learn the importance of lifelong health and fitness and how an active lifestyle plays a part in that. This program helps children learn to enjoy physical activity while building confidence as they interact with others safely and become more competent in their movement abilities. It is our goal to lay the foundation for students to begin to actively pursue lifelong physical activities that meet their needs.

• Technology
Technology is an important component of the Lower School curriculum as we prepare students for tomorrow’s world. Students in the Lower School begin coming to the Technology Lab in First Grade where they start to develop keyboarding skills and learn about online safety and how to access the Internet. They use Microsoft Word and are introduced to Excel. As students get older, they begin to use the Internet as a tool for research and studying. By Third Grade, students are researching and writing projects, using the Internet and computer software. They become more proficient in Microsoft Office, including PowerPoint slideshows. Fifth Graders follow MLA guidelines in writing a report with a bibliography, and they also research, create, and print a brochure. A focus in the Technology Lab is Internet safety and how to research correctly.

• Visual Arts
Opportunities in the Visual Arts at USJ range from 2-dimensional drawing, painting, and collage, to 3-dimensional sculpture in clay and paper, with a variety of craft projects. An understanding and appreciation of the arts manifests itself in the artwork created and is displayed throughout the school and celebrated with Visual Art Receptions. Spirited discussions about artists, their styles, and lives stimulate the creative process and are evident in student production. Cross-curriculum activities engage students and contribute to the whole school atmosphere. After school art classes are offered for students with a continued interest in the Visual Arts.

• Elementary Science Lab
The elementary science lab, for Kindergarten through Fifth Grade students, provides a unique atmosphere of exciting science lessons with a more hands-on approach to learning. The students are involved in activities that both complement the traditional classroom curriculum as well as expose them to scientific insights that are present in the world around them. The lessons are designed to foster cooperation in a team setting as well as challenging the creativity and interests of the individual.
Children learn better when more of the senses are engaged in the process, and the lab seeks to build on that understanding with manipulatives and video streaming that supplement the concepts being discussed. This approach to learning that reinforces information gathering through discovery is also the main reason for the annual science fair in which Fourth and Fifth Grade students participate. They become aware of the scientific method and see it’s relevance to the overall process of testing theories through the process of experimentation.