|  | Lower School: Grades One through Four
The Lower School offers children a rich and challenging program that promotes learning, instills an appreciation of the arts, develops self-direction, and nurtures personal and social growth. Since children grow at different rates -- physically, socially, emotionally, and intellectually -- NCCS emphasizes a developmental approach to education. Students are taught skills that support and extend their learning styles, fostering intellectual curiosity and a love of learning.
Teachers encourage all children to be actively involved in their own learning, to question, to experiment, and to become creative problem-solvers. Because children learn by doing, they are therefore provided with opportunities for hands-on experiences. Activities are designed to enable children to work individually, in small groups, or with the whole class.
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| Reading and Language ArtsThe objective of the reading and language arts program is for students to learn to read effectively with understanding and to develop a love of reading. All children are exposed to and immersed in fine literature. Teachers read to children daily, and all children have frequent opportunities to read for pleasure. A literature-based approach to reading is used throughout the Lower School, along with a structured, sequential, multi-sensory phonics instruction to teach the necessary decoding and spelling skills. The reading program (which encompasses fiction, non-fiction, poetry, and plays) includes a strong emphasis on
comprehension skills: understanding the main idea, observing details, following sequence, making inferences, and drawing conclusions.
Writing Workshop is an important part of the Lower School’s language arts program. Students learn writing skills through listening to good literature, teacher modeling, and learning the steps in the writing process. They learn to write for a variety of purposes and audiences using many genres. The students begin by writing personal narratives and small moments, and by fourth grade, write research reports that incorporate a thesis statement. Children learn to apply the conventions of spelling, grammar, and punctuation when they confer with teachers as they revise and edit their work. Throughout the grades, students publish and share their writing with others and are encouraged to think of themselves as authors.
Another important component of the program is oral language. All students are encouraged to express themselves orally in a clear manner and to participate in the give-and-take of discussions. Weekly assemblies and class meetings give the children opportunities to practice speaking to an audience.
Student Services
Student Services teachers are specifically trained to supplement the classroom instruction; they provide systematic reading instruction to children in small groups and support language arts and mathematics instruction in the classroom. |
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MathematicsThe Lower School’s mathematics program enables children to discover concepts, develop an intuitive feeling for mathematics, and apply established math skills and reasoning to problem solving. Concepts are taught using concrete materials before the children use the corresponding algorithms. Pictorial representations provide visual images for computation, and the use of manipulative materials helps children to bridge the gap between the concrete and abstract. Games, surveys, geometric explorations, graphing, and everyday problem-solving in all subjects help to make mathematics meaningful. Working in small groups or individually, children record data, practice skills, and write about their mathematical thinking and findings in numerous ways.
By fourth grade, each child will acquire an understanding of numeration, place value, and equality/inequality. Students will develop fluency of number facts and competence in the algorithms involved in all operations. Meanwhile, each child will learn the basic concepts of estimation, algebraic functions, fractions, geometry, measurement, currency and time. |
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ScienceBecause children encounter science principles constantly in their daily lives, they can easily understand and enjoy science. Through a variety of hands-on activities and experiences, first graders investigate the five senses, properties of living and non-living, the animal kingdom and the ecosystems of Long Island Sound. Second graders examine the characteristics and functions of plants, air, water, and animal lifecycles. In third grade students study matter, the solar system, simple machines and microscopy. Fourth graders explore geology, electricity and magnetism, and the ecology of our natural world. Classes are held both outside and indoors; students collect sample materials and learn to use the scientific method to make observations and form conclusions. During four years of Lower School science, students participate in a wide variety of activities in many science fields and become confident science investigators who are able to make sense of the world around them. |
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Social Studies
All grades begin the year by developing a positive climate for learning and working together. Each grade follows a theme that represents their year of study in social studies. In first grade the theme Self and Others enables students to better understand themselves and their relationships with friends, family, and members of our school community. This study broadens as they learn about another culture. In second grade the theme Community enables students to study their local community and expands to study the state of Connecticut where students stretch their geographical scope and learn about rural, suburban, and urban communities. This leads to a study of the United States. In third grade the theme People of America enables students to learn about ancestry and then extends to study immigration, both forced and by choice. The theme Justice for All in fourth grade enables students to better understand social justice, the role of government, and democracy through the study of Connecticut history and ancient Greece and its mythology. Throughout the lower grades, geography is taught at a level appropriate to the children’s understanding.
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World LanguagesThe formal classroom study of foreign language begins in the Lower School. Conversational Spanish is introduced in first grade through songs, poetry, choral repetition, small group activities, and recitations in short skits. Culture is threaded throughout the curriculum through celebration of holidays, including customs, foods, and history. Lower School students learn to sing songs in Spanish as part of their music studies and are also exposed to elements of Hispanic dance in Rhythms. The four-year Lower School Spanish program prepares students with an appropriate foundation in conversation and the confidence to use their Spanish outside the classroom. |
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Technology & Media LiteracyTechnology & Media Literacy at NCCS begins in the Lower School. Formal technology classes take place in the computer lab and begin in third grade and continue in fourth grade. Third and fourth grade students have access to classroom computers as well; this technology is used for a wide range of activities from research to writing, keyboarding to podcasting. For the younger students, first and second grade children may use computers in the computer lab with teacher supervision. The use of technology provides students with 21st century skills to solve problems, to think critically, to collaborate with others, and to expand their global connections. Lower School teachers are committed to technology integration throughout the curriculum.
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LibraryThe Lower School library serves as a resource for both teachers and students. The purpose of the library program is to foster the pleasure of reading and learning. Students visit the library each week individually and in groups. They learn about books of interest, the organization of the library, and how to use the resources of print and electronic media. Students sign out books for recreational and assigned reading.
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Creative Arts & Physical EducationArt
Children are introduced to many fine arts and a wide variety of media. Lessons emphasize basic design elements and are planned so that all children experience success with materials, concepts, and creative problem-solving. Cultural traditions and works by major artists are presented; many interdisciplinary projects are implemented. Children develop the skills and techniques to communicate their own ideas visually. The emphasis is on concepts and process.
Woodshop
In the woodshop program, which begins in third grade, students are introduced to woodworking tools and concepts. They learn to solve problems as they build three-dimensional objects. Creativity and productivity are both emphasized.
Music
The Lower School music program is a combination of instrumental and vocal music, with an emphasis on folk music and movement. Rudiments of music, such as keeping a steady beat, accurately repeating rhythmic patterns, and identifying note names are developed through the use of small xylophones and Orff percussion instruments. Using a system of vocal pedagogy designed by Zoltan Kodaly, children are taught to sing with “do-re-mi” syllables to ensure the proper development of young voices. Students build on these skills in the Lower School with singing, playing Orff percussion instruments, and beginning recorder. They have frequent opportunities to perform at weekly assemblies.
Rhythms
Rhythms is a creative movement and dramatics program for children in first through fourth grades. The purpose of the program is to develop strong, flexible, well-coordinated bodies and to offer varied avenues for the exercise of every child’s imagination.
Physical Education
Through games and activities, children gain physical fitness, strength, and coordination. The program teaches fair play and sportsmanship as well as the skills needed to be a successful team member. |
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Extended Day ProgramThe Extended Day program is an optional after-school program for children in Beginners through fourth grade. It is available every day to families who wish their children to stay at NCCS beyond their regularly scheduled school day. In contrast to the structured morning classroom experience, the Extended Day program offers children a low-key, informal, unstructured afternoon of crafts, plays, puppets, sports, music, painting, and stories.
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