We teach reading using a wide variety of methods; we allow the individual to concentrate on his strengths to promote a feeling of success. At the earliest level, we begin with holistic reading using our own "Shoe Box Books" which use language patterns supported by pictures to introduce beginning sight vocabulary. (Many graduates of The Valley School still have their "Shoe Box Books.") Use of these books continues until the child has developed a large enough sight vocabulary to ensure success in commercial readers. Current basal readers are actually surprisingly literary and relevant. They build on a carefully planned repertoire of sight works, giving a secure base vocabulary to the beginning reader.

Phonics is an essential part of the program, introduced as an important tool for decoding the written word. By the end of the first grade year, most children have been exposed to the essential phonetic elements necessary for independent decoding. While some children rely strongly on phonics to decode, other children use their visual memory and rely on sight words, and some children use their excellent language abilities to predict unfamiliar words as they occur in a sentence. It is our goal to allow each child to capitalize on his/her area or areas of strengths while enhancing skills in an area or areas of weakness.

Getting all the words in a sentence correctly decoded is a huge undertaking for the novice reader. The reader also has to understand the meaning those words convey. The children enjoy the humor in the "Shoe Box Books" demonstrating their comprehension of what they have read. The stories in the basal readers often have engaging, appropriate plots which delight the beginning reader. To promote the value and excitement of reading for meaning, we encourage the use of regular story books with predictable language patterns for the novice reader and beginning reading level literature for the more advanced readers.

Writing is a close corollary to the reading process; they are the opposite sides of the same coin. Children in the first grade are asked to illustrate their writing. Some children need to draw first in order to formulate their thoughts into written words. Other children write voluminously without a pictorial representation. The children are encouraged to write their own compositions using their ever-expanding sight vocabulary and invented/phonetic spelling. Beginning punctuation, most importantly, a capital letter at the beginning of a sentence and a period at the end, is taught. In writing as well as reading children develop their skills at variable rates. With reading instruction and plenty of time and encouragement to write creatively, the children become enthusiastic writers.

Mathematics

When children enter first grade they arrive with good conceptual math skills. They have been thinking mathematically since they had a high chair tray full of Cheerios or a cookie gripped in each hand. Some children arrive in first grade with strong skills in rote mathematics, that is addition and subtraction facts (1 + 1= 2), but they may or may not understand what those mathematical symbols mean. Others are truly able to use and understand the symbolic representation of numerals and addition, subtraction and equal signs. At whatever level they arrive, we want them to leave with a real understanding of the symbols used in primary mathematics.

The challenge of first grade math is to link the concrete with symbolic representation and fit the rote math into the conceptual framework first graders already have in place. We do this through recognizing patterns everywhere in our lives and by linking math with real life experiences as much as possible and with current thematic units. We use manipulatives such as base ten blocks, Cuisenaire rods, unifix cubes, beads, plastic turtles and rats (very popular) at every level and with every concept. Children move from manipulatives to representation at their own speed. We do not rush first graders into paper and pencil work in mathematics, although eventually we do use addition and subtraction worksheets.

The daily math program begins with the calendar. We see patterns which change and become more complicated each month. We work on place value with manipulatives, counting the number of days of school. With calendar work, we begin to measure time and see and predict the patterns of days, months and years.

In addition to pattern, number and equations, first graders explore greater than/less than, shapes and geometry using manipulatives, art supplies and natural objects, and measurement using ourselves, the classroom and the outdoors. Above all, we give children opportunities to act on physical material; feeling it, touching it and manipulating it as they develop an understanding of mathematics.

The Afternoon Program

The afternoon program is an integration of social studies, geography, science, art, music, drama and movement. These disciplines are tied together by one current class theme, possibly a study of Ancient Greece or a novel such as James and the Giant Peach by Roald Dahl. We use the children's interests to decide on the current theme. We term this approach the emergent curriculum, as one exciting area of study leads to another. The children learn to value learning as they see the expertise of friends, families and teachers acknowledged in the classroom. Teachers model the excitement of learning as well as techniques for finding, receiving and sharing information. The atmosphere in the classroom is one of collegiality, excitement and high energy as we work and learn together about an area of interest to all.

Once a week the children meet in two small groups to learn beginning French. The teacher concentrates on basic conversation including names, ages, feelings and adds colors and counting whenever possible. Units vary from wild animals, to food to clothing, among many others. The teacher uses games, songs and interactive methods to keep the children engaged.

Music, art and physical education specialists provide additional learning experiences for the first graders. While they use art in the classroom to express many of the concepts they are learning, they also receive 55 minutes of visual art instruction each week with an emphasis on the basics of visual art and mixed media projects. The music specialist uses vocal music, musical instruments, song games and drama to teach appropriate musical concepts once a week. The first grade is part of an elementary school physical education rotation and will receive instruction in group games and fitness during the year.