Language Arts

The language arts curriculum includes guided reading, literacy centers, a writing station, a listening station, large group instruction, and small reading group instruction based on the individual skill level of each student. In the literacy centers, the children have a wide variety of materials and manipulatives to work with to improve reading skills.

The basic reading instruction involves a phonetic approach to reading with an emphasis on sight words within the context of a story.

Math

The pre-first grade math curriculum is “manipulative-based.” The children are encouraged to explore and use manipulatives to understand basic math concepts: odd and even numbers, simple addition and subtraction, money, telling time, symmetry, estimation, and patterns.

Science

The science curriculum is directly infused into the Bible curriculum. The students will experience hands-on experiments in the science lab. The unit studies include early Native American life, life at the Polar Regions and the people and animals that inhabit these regions. A detailed unit on the solar system is also taught with studies including: stars, comets, asteroids, planets, and galaxies.

Social Studies

The social studies units are infused into the Bible curriculum. Special units include friendships, emotions, holidays, American heroes (John Chapman, A.A. Milne, George Washington, Abe Lincoln, Martin Luther King, Jr., Harriet Tubman, etc.)  The children are also involved in a special service project each year.

Spanish

Pre First learns simple greetings, numbers 1-20, colors, how they feel, what hurts, body parts, how to pray, days of the week, fruits, simple commands, Columbus’ voyage, special holidays, what they like, clothing, weather, please and thank you, seasons, the date, day, and year through songs, culture, and fun hands-on activities. All grade levels learn Christian songs.

Art

The visual arts program at Elementary School takes a well-rounded approach to the arts. The curriculum focuses on building creativity, critical thinking and problem solving skills that will equip students for future real-world and educational experiences. Students can expect to learn not only about art-making processes, but also about art history, aesthetics, and art criticism.

The art instructor uses a variety of media to encourage elementary students to explore and experiment beyond the ordinary art making techniques. Throughout the year students will encounter paint, charcoal, oil pastels, clay, weaving/textile arts, printmaking and collage, all while becoming familiar with the elements of art and principles of design.

Finally, students will learn that the Lord has made us in his image and that as little creators we are to glorify the Lord and spread the gospel using the talents that He has given us.

Bible

The pre-first Bible curriculum is infused with the science and social studies curricula. The children will learn that God is the creator and author of all life and that God’s love for them is at the center of His creation. Students will also study the main Bible characters from the creation through the ascension of Jesus. Weekly Bible memory verses are also a part of the curriculum.

Computer

Students will learn basic computer parts, mouse skills, light word processing, awareness of the internet through the use of online curriculum-based learning sites, and graphics lessons using paint software. Students will be able to type complete sentences (including shift for capital letters, space bar for spacing and punctuation keys).

Music

Pre-first grade students engage in a variety of activities, including developing the singing voice and singing a variety of simple songs,  and playing instruments to experience and classify different sounds and timbres. Students develop listening skills and enjoy movement activities.  Children perform as part of a large ensemble once a year for parents and grandparents.

Physical Education

The Physical Education curriculum is based on teaching the students locomotive skills such as running, jumping, hopping, galloping, sliding, and skipping, as well as teaching manipulative skills such as throwing, catching, and kicking.

Through these activities, students are taught how to cooperate with others using various games and exercise activities. The goal for the physical education program is to lead students into activities that promote lifelong healthy habits.

Language Arts

Lipscomb Academy incorporates Lucy Calkin’s reading and writing workshop models into a 90-minute reading block to drive individualized learning for all students. This model aims to prepare students for any reading and writing task they will face and in turn become life-long, confident readers and writers who display agency and independence. Reading blocks are typically scheduled in the morning hours of school and focus on whole group mini-lessons, small group, individual conferencing and differentiation for all students.

Writing

Lucy Calkin’s Writing Workshop supports explicit instruction in opinion and argumentation skills, information, and narrative writing and provides rich opportunities for practice. Teachers use learning progressions to observe and assess students’ writing to develop students’ use of self-monitoring strategies and set them on trajectories of growth. Grammar is primarily taught within writing, but specifics related to conventions are taught with Mentor Sentences, based on the research done by Jeff Anderson. Word Study, which includes spelling, is taught through Words Their Way, focusing on spelling patterns and meanings.

Reading

Lucy Calkin’s Reading Workshop provides a comprehensive, cross-grade curriculum in which skills are introduced, developed, and deepened. Reading workshop supports explicit instruction in reading skills and strategies and offers extended time for reading. Lucy Calkin’s Reading Workshop provides individualized instruction and assessment to help teachers monitor progress, provide feedback and help students set clear goals for their reading work.

Math

The first-grade math curriculum is designed to promote growth and understanding of number concepts: addition, subtraction, telling time, money, fractions and problem-solving. The 90-minute math block consists of a whole-group mini lesson, small-group and individualized instruction, and differentiation for those who need extension activities or remediation within the daily time period of math.

Hands-On Science

Science concepts are taught in the classroom and reinforced with hands-on activities in the science lab allowing them to explore and investigate science in the environment in which we live. The study includes the components of a Green School curriculum using recycling to talk about being good stewards of our Earth. Students describe patterns of motion between the sun, moon, and stars in relation to the Earth. From this understanding, they can identify seasonal patterns from sunrise and sunset data that will allow them to predict future patterns. They examine seasonal data of temperature and rainfall to describe patterns over time. First-grade students investigate sound and light through various materials. They describe patterns in how light passes through and sounds differ from different types of materials and use this to design and build a device to send a signal. Students compare the ways different animals and plants use their body parts and senses to do the things they need to do to grow and survive including typical ways parents keep their young safe so they will survive to adulthood. They notice that though there are differences between plants or animals of the same type, the similarities of behavior and appearance are what allow us to identify them as belonging to a group. 

Social Studies

In grades K-5, the standards signal the importance of laying a solid foundation in how the world works, geography, Tennessee history and United States history. First-grade students will continue their study of social studies by learning about Tennessee’s place in the United States through culture, economics, geography, government and civics, and history. The first-grade social studies curriculum is woven into our reading and writing programs throughout the year. Through community service projects, children experience how to be productive members of society. Students will apply these skills to create and address questions that will guide inquiry and critical thinking. Students will progress through the inquiry cycle by analyzing primary and secondary sources to construct and communicate their conceptual understanding of the content standards and to develop historical and geographic awareness.

Physical Education

The Physical Education curriculum is based on teaching the students locomotive skills, such as running, jumping, hopping, galloping, sliding and skipping, as well as teaching manipulative skills such as throwing, catching and kicking. Through these activities, students are taught how to cooperate with others using various games and exercise activities. The goal of the physical education program is to lead students into activities that promote lifelong healthy habits. Physical Education is offered every day, 30 minutes a day.

Spanish

First grade is taught specific basic vocabulary in Spanish such as numbers 0-15, animal names and colors through songs, games and activities. Using the Total Physical Response Method (TPR), children learn how to follow simple commands in Spanish. As opposed to using rote memorization, children discover through Comprehensible Input (Krashen’s theory) how to greet each other, to express how they feel, what they like and how to describe themselves. Through much practice, the children are able to use new vocabulary and phrases to act out the story of Goldilocks and the Three Bears. They also gain knowledge about special holidays and culture through songs, culture, games and hands-on activities. While emphasis is placed on listening and speaking skills, the methods used for developing them address the various ways that children learn.

Learning Spanish has many benefits. It boosts brain power, improves memory, as well as listening skills, enhances the ability to multitask, sharpens the mind, enhances decision-making, improves the learner’s first language, as well as his/her performance in other academic areas, increases networking skills and provides better career choices.

Art

First-grade students increase their awareness of the similarities and differences in line, color, texture and form and identify patterns in the environment. Students combine shapes, lines and colors in new ways to create complex images in drawings. Students invent patterns and develop skills in organization. Students increase fine motor skills by manipulating constructions of paper, cardboard and clay. Students experiment freely, drawing and identifying objects from different cultures and places.

First graders recognize that artists use a variety of ways to share their ideas about many subjects such as themselves, their families and their traditions. By viewing and discussing a variety of artists’ works, students identify genres by subjects such as landscapes and portraits. First graders evaluate art pieces naturally and begin to use art vocabulary to describe art concepts. They improve listening skills and learn to show respect when listening to others’ opinions.

Bible

The first grade Bible curriculum is designed to teach students about God's interaction with man beginning with Adam and including His love for each student. Students will discover the nature of God as they learn of His power and His love for mankind throughout the Old Testament and through the life of Christ.

Music

First-grade students engage in a variety of activities, including the development of the singing voice through the use of solfege, and singing a variety of simple songs.

The Orff approach to music education is used to develop rhythmic abilities through the use of body percussion and instruments. Students listen to classical music and learn about the lives of composers. Movement is used through singing games, simple folk dances, following a leader and creative expression. Children perform twice a year, once in a musical, and again as part of a large ensemble for parents and grandparents.

Library
The LALS library curriculum is based on four main library standards which are taught throughout three main units of study which complement and enhance the Reading and Language Arts curriculum taught in the classroom. First grade students come to the library as a class on a regular rotation. During their library time, students will learn library skills, along with age-appropriate comprehension and literacy skills while being exposed to a wide variety of literature. After the lesson, students are then given time to choose a book to check out for the week. Students are also allowed to come to the library throughout the week for “open checkout” and check out new books as desired.

Technology
The computer program provides an important foundation for our first-grade students. Expectations are based on the ISTE (International Society of Technology in Education) standards. The program is comprehensive and integrative, addressing major topics within the classroom curriculum. Seesaw will be used to document student learning. Seesaw is a platform for student engagement allowing students to create, reflect, share and collaborate.

First-grade students build on technology skills learned in Kindergarten. They use a combination of laptops and iPads to demonstrate their skills. They will learn basic word processing skills. First-grade students learn basic coding using visual or color programming with Ozobots and block programming using Scratch, Jr. Digital citizenship is regularly discussed and modeled in technology class.

Heart & Mind

Heart and Mind is an integrated approach to social, emotional and spiritual learning (SESL) with both guidance counseling and spiritual formation. While examining the “why” behind the “how” our students discover who God is and how to live as His image-bearers in our communities. Morning Meetings and focused SESL lessons develop a common language, provide safe places to learn and practice specific skills, and create healthy learning environments. 

The second grade year is designed to allow students to grow in responsibility and social skills in a nurturing atmosphere that encourages inquiry-based learning and critical thinking.

Language Arts

Lipscomb Academy incorporates Lucy Calkin’s reading and writing workshop models into a 90-minute reading block to drive individualized learning for all students. This model aims to prepare students for any reading and writing task they will face and in turn become life-long, confident readers and writers who display agency and independence. Reading blocks are typically scheduled in the morning hours of school and focus on whole group mini-lessons, small group, individual conferencing and differentiation for all students.

Writing

Lucy Calkin’s Writing Workshop supports explicit instruction in opinion and argumentation skills, information and narrative writing and provides rich opportunities for practice. Teachers use learning progressions to observe and assess students’ writing to develop students’ use of self-monitoring strategies and set them on trajectories of growth. Grammar is primarily taught within writing, but specifics related to conventions are taught with Mentor Sentences, based on the research done by Jeff Anderson. Word Study, which includes spelling, is taught through Words Their Way, which focuses on spelling patterns and meanings. 

Reading

Lucy Calkin’s Reading Workshop provides a comprehensive,cross-grade curriculum in which skills are introduced, developed and deepened. Reading workshop supports explicit instruction in reading skills and strategies and offers extended time for reading. Lucy Calkin’s Reading Workshop provides individualized instruction and assessment to help teachers monitor progress, provide feedback and help students set clear goals for their reading work. 

Math

The second-grade math curriculum incorporates explicit problem-solving strategies through a balanced math approach. The 90-minute math block consists of a whole-group mini-lesson, small-group and individualized instruction, and differentiation for those who need extension activities or remediation within the daily time period of math. Students continue with addition and subtraction from first grade, learning to rename and regroup. Concepts of measurement, money, time, geometry, graphing, place value to 1000, estimation and probability are explored, and problems using these concepts are solved.

Science

As students grow in their ability to speak, read, write and reason mathematically, they also grow in their ability to grapple with larger systems and the parts that make them up. In second grade, students start to look beyond the structures of individual plants and animals to looking at the environment in which the plants and animals live as a provider of the food, water and shelter that the organisms need. They learn that water is found everywhere on Earth and takes different forms and shapes. They map landforms and bodies of water and observe that flowing water and wind shapes these landforms. Second grade students use their observation skills gained in earlier grades to classify materials based on similar properties and functions. They gain experience testing different materials to collect and then analyze data for the purpose of determining which materials are the best for a specific function. They construct large objects from smaller pieces and conversely, learn that when materials are cut into the smallest possible pieces, they still exist as the same material that has weight. The science curriculum incorporates concepts taught in the classroom along with hands-on experimentation with particular emphasis on individual projects.  As part of the Green School requirements, second graders study “Clean Air.” Other topics include weather, habitats, rocks and minerals, states of matter and sound. Science and social studies units are integrated when appropriate to maximize student learning.
 

Social Studies

In grades K-5, the standards signal the importance of laying a solid foundation in how the world works, geography, Tennessee history and United States history. Second-grade students will learn about life in the United States, including the culture, economics, geography, government and civics, and history of our country by studying their identity as citizens and how our nation operates. Students will apply these skills to create and address questions that will guide inquiry and critical thinking. Social studies projects, such as Trade Day, Passport to the World, the Living Museum and various field trips supplement regular classroom social studies instruction. Students will progress through the inquiry cycle by analyzing primary and secondary sources to construct and communicate their conceptual understanding of the content standards and to develop historical and geographic awareness.

Physical Education

The lower school has a lifetime fitness-based curriculum. An emphasis is placed every week on cardiovascular and strength exercises to improve psychomotor and cognitive skills while incorporating healthy nutrition habits throughout. During a daily P.E. class, students will experience a series of fitness tests and sports-related activities and games, preparing them for individual and team-related sports while teaching them teamwork and sportsmanship. They will also participate in the charity activity Jump Rope for Heart and Physical Skills Day.
 

Spanish

Second grade is taught specific basic vocabulary in Spanish such as numbers 0-20 or higher, colors, days of the week and the alphabet through games, songs and a variety of fun activities. Some of the activities involve using the Total Physical Response Method (TPR) where children follow commands in Spanish. As opposed to using rote memorization, children discover through Comprehensible Input (Krashen’s theory) more advanced greetings and how to express their feelings.  They also gain knowledge about culture and special holidays. With much practice, the students are able to comprehend and perform the story of the Three Goats. While the emphasis is primarily on listening and speaking, they do learn to read a simple book on the Creation. The instructional methods used in class take into consideration the various ways that children learn.

Learning Spanish has many benefits. It boosts brain power, improves memory, as well as listening skills, enhances the ability to multitask, sharpens the mind, enhances decision-making, improves the learner’s first language and his or her performance in other academic areas, increases networking skills, and provides better career choices.

Art

Students in second grade develop skills in perception and recognize simple characteristics of space and distance. They sharpen observation skills as they investigate and describe their environment. Second graders develop ideas by using inventive combinations of line, form and color. They explore spatial concepts in drawing, painting and printmaking.

They make monochromic works and collages. Fibers are explored by weaving paper or fibers on simple looms. Children make three-dimensional works by modeling with clay and constructing various materials. By viewing and discussing the works of others, students discover that artists have expressed similar ideas differently in different times, places and cultures. Students discuss a variety of art professions. Second graders continue to evaluate personal artwork in class.
 

Bible

Second graders focus on honoring each other as God’s created both in and out of the classroom. There is a concentrated focus on the Old Testament during the first semester, and the second semester is spent reading the miracles of Jesus and putting on the armor of God. 

Music

Second-grade students engage in a variety of activities, including the development of the singing voice through the use of solfege. The Orff approach to music education is used to develop rhythmic abilities through the use of body percussion and instruments.

Students also learn note values and how to write rhythms. Students listen to classical music and learn about the lives of composers. Movement is used through singing games, simple folk dances, following a leader and creative expression. Children perform twice a year, once in a musical, and again as part of a large ensemble for parents and grandparents.

Library

The LALS library curriculum is based on four main library standards which are taught throughout three main units of study complementing and enhancing the Reading and Language Arts curriculum taught in the classroom. Second grade students come to the library as a class on a regular rotation. During their library time, students will learn library skills, along with age-appropriate comprehension and literacy skills while being exposed to a wide variety of literature. In the spring, students will also read and vote on books nominated for the Crown Gallery Book Awards. After the lesson, students are then given time to choose two books to check out for the week. Students are also allowed to come to the library throughout the week for “open checkout” and check out new books as desired.

Technology

The computer program is an important foundation for our second-grade students. Expectations are based on the ISTE (International Society of Technology in Education) standards. The program is comprehensive and integrative, addressing major topics within the classroom curriculum. See Saw will be used to document student learning. Seesaw is a platform for student engagement allowing students to create, reflect, share, and collaborate.

Students use a combination of laptops and iPads to demonstrate their skills.  
Second-grade students will focus on learning proper keyboarding skills. They will be introduced to the Google Suite apps to create word-processing documents, drawings, and slides. Second-grade students learn basic coding using visual or color programming with Ozobots and block programming using Scratch, Jr. Digital citizenship is regularly discussed and modeled in technology class. 

Heart & Mind  

Heart and Mind is an integrated approach to social, emotional, and spiritual learning (social, emotional, spiritual learning). While examining the “why” behind the “how” our students discover who God is and how to live as His image-bearers in our communities. Morning Meetings and focused SESL lessons develop a common language, provide safe places to learn and practice specific skills, and create healthy learning environments. 

Language Arts

Lipscomb Academy incorporates Lucy Calkin’s reading and writing workshop models into a 90-minute reading block to drive individualized learning for all students. This model aims to prepare students for any reading and writing task they will face and in turn become life-long, confident readers and writers who display agency and independence. Reading blocks are typically scheduled in the morning hours of school and focus on whole group mini-lessons, small group, individual conferencing and differentiation for all students.

Writing

Lucy Calkin’s Writing Workshop supports explicit instruction in opinion and argumentation skills, information and narrative writing and provides rich opportunities for practice. Teachers use learning progressions to observe and assess students’ writing to develop students’ use of self-monitoring strategies and set them on trajectories of growth. Grammar is primarily taught within writing, but specifics related to conventions are taught with Mentor Sentences, based on the research done by Jeff Anderson. Word Study, which includes spelling, is taught through Words Their Way, which focuses on spelling patterns and meanings. 
Reading

Lucy Calkin’s Reading Workshop provides a comprehensive, cross-grade curriculum in which skills are introduced, developed and deepened. Reading workshop supports explicit instruction in reading skills and strategies and offers extended time for reading. Lucy Calkin’s Reading Workshop provides individualized instruction and assessment to help teachers monitor progress, provide feedback and help students set clear goals for their reading work.

Math

Third-grade students learn a variety of new concepts, including multiplication, division and more advanced number sense concepts. Using a balanced math, research-based curriculum creates math assignments tailored to each student’s current level, provides ongoing feedback on students’ daily practice and addresses each student’s individual needs. Through a 90-minute math block, the use of whole group, mini-lessons, small group and individualized instruction, and differentiation for those who need extension activities or remediation are within the daily time period of math. Concepts are also taught using manipulatives, text, videos and computer lab projects. 
 

Science

In third grade, students develop and sharpen their skills at obtaining, recording and charting, and analyzing data in order to study their environment. Students use these practices to study the interactions between humans and earth systems, humans and the environment, and humans and the designed world. Students learn that these entities not only interact but influence behaviors, reactions and traits of organisms. In life science, they study the interactions between and influence of the environment and human traits and characteristics. Earth and Space sciences are studied culminating with Space Day. Third-grade students use the engineering design process to identify a problem and design solutions that enhance humans’ interactions with their surroundings and to meet their needs. Students consider the interactions and consequent reactions between objects and forces, including forces that are balanced or not. Students reason and provide evidence to support arguments for the influence of humans on nature and nature on human experience. A study of household hazardous waste and subsequent community outreach opportunities enhances the environmental curriculum. Students use hands-on science labs, computer labs, community outreach opportunities, field trips and Space Day to facilitate their learning.  

Social Studies

In grades K-5, the standards signal the importance of laying a solid foundation in how the world works, geography, Tennessee history and United States history. Third-grade students will gain a foundation in geography, as well as learn world geography, United States geography and Tennessee geography. In addition, students will learn basic terminology and study the role of economics through the lens of Tennessee. Students will develop skills across the six essential elements of geography: the world in spatial terms, places and regions, physical systems, human systems, environment and society and the uses of geography. Students will progress through the inquiry cycle by analyzing primary and secondary sources to construct and communicate their conceptual understanding of the content standards and to develop historical and geographic awareness. Third graders also study communities by starting with their own community. Students take a Hike Through History field trip to learn about the founder of our school, David Lipscomb. Our journey takes us from our local community to the global community. Map skills, timelines, types of government and changes/inventions are studied along the way. Third graders annually host a Hazardous Waste Drop-Off for our community and display our inventive skills at our Third Grade Invention Convention.
 

Physical Education

The lower school has a lifetime fitness-based curriculum where students attend PE every day. An emphasis is placed every week on cardiovascular and strength exercises to improve psychomotor and cognitive skills while incorporating healthy nutrition habits throughout. Students will experience a series of fitness tests and sports-related activities and games, preparing them for individual and team-related sports while teaching them teamwork and sportsmanship. They will also participate in the charity activity Jump Rope for Heart and Physical Skills Day.
 

Spanish

Third grade begins to learn numbers 0-100 and colors through games, songs and a variety of fun activities. Using the Total Physical Response Method (TPR), the students learn how to follow simple commands in Spanish. As opposed to using rote memorization, they gain confidence through Comprehensible Input (Krashen’s theory) in greeting each other, expressing how they feel and what they like as well as describing themselves. They expand their knowledge of typical foods and culture from various Spanish speaking countries. Third-grade students enjoy ordering food and opening their own restaurants all in Spanish. In addition, third graders learn to read the Pledge of Allegiance in Spanish and write a small book about themselves. Special holidays familiar to us and those unique to Spanish speaking countries are experienced and enjoyed.  While the emphasis is placed on listening and speaking skills, students practice reading and writing as well. The instructional methods used take into consideration the various ways that children learn.

Learning Spanish has many benefits. It boosts brain power, improves memory, as well as listening skills, enhances the ability to multitask, sharpens the mind, enhances decision-making, improves the learner’s first language and his or her performance in other academic areas, increases networking skills and provides better career choices.

Art

In third grade, students observe and record personal perceptions of their environments by refining and embellishing visual symbols through increased awareness of visual detail. They expand visual thinking to include life experiences and imagination as sources for art ideas. They explore such qualities as the feeling of color and the excitement of line.

Students learn design principles by inventing complex patterns and combinations of line, form and color. Examples of artists’ work from the past and present are used to provide stimuli for discussions about artists from different cultures and times who expressed many of the same themes in a variety of ways.

Their vocabulary increases as they learn the elements of art and are introduced to the principles of design. Learners share their ideas and demonstrate respect for the opinions of others. Students learn that the Lord has made us in his image and that as creators, we are to glorify the Lord by using the talents that He has given us.
 

Bible

Third graders focus on the book of Judges, the lives of Samuel and David and the Parables as they examine the overall story of Scripture ending with a concentrated look at the life of Christ and the parables. Students practice the spiritual discipline of Scripture memorization to hide God’s Word in their hearts.
 

Music

Third-grade students engage in a variety of activities, including the development of the singing voice through the use of solfege and harmony through round singing. The Orff approach to music education is used to develop rhythmic abilities through the use of body percussion and instruments. Students continue learning note values and how to write rhythms. Students begin learning notes on the music staff. Classical music and the lives of composers are studied. Movement is used through singing games, folk dances and creative expression. Students learn about the symphony orchestra and begin learning to play the soprano recorder. Children perform twice a year, once in a musical, and again as part of a large ensemble for parents and grandparents.

Technology

The technology program is an important foundation for our third-grade students. Expectations are based on the ISTE (International Society of Technology in Education) standards. The program is comprehensive and integrative, addressing major topics within the classroom curriculum. Schoology will be used to document student learning. Schoology is a service that allows teachers and students to create, manage, and share academic content.
 
Using Google Suite, students will create, edit and do more advanced formatting in word-processing documents, drawings and slides. Third-grade students build on previously learned basic coding skills, using visual or color programming with Ozobots and block programming using Scratch and Code.org. Digital citizenship is regularly discussed and modeled in technology class.

Creative Dramatics

The third-grade students will be empowered with skills such as ensemble building, imagination and make believe, rhythm, mime and movement, face and body expression, voice projection and articulation, communicating with body language and vocal expression, cognitive exploration with improv, characterization using puppets and scene work, learning about the protagonist and antagonist, listening and reacting, understanding artistic choices, sensory reactions, and storytelling focusing on the elements of a story, and what makes a story interesting. 

We will be preparing for a program later in the spring. Therefore, the students will learn about rehearsal techniques, acting tips, staging and blocking, dialog and memorization, music and characterization. The students will also experience elements of technical theatre including props, costumes and set. As always, the results of experiencing theatre will enhance skills, such as concentration and focus, physical control, listening skills, teamwork, critical thinking, problem solving, confidence building and empathy. The students will end the year with a final theatrical production for an audience! 

Heart and Mind 

Heart and Mind is an integrated approach to social, emotional and spiritual learning (social, emotional, spiritual learning). While examining the “why” behind the “how” our students discover who God is and how to live as His image bearers in our communities. Morning Meetings and focused SESL lessons develop common language, provide safe places to learn and practice specific skills, and create healthy learning environments. 

Language Arts

Lipscomb Academy incorporates Lucy Calkin’s reading and writing workshop models into a 90-minute reading block to drive individualized learning for all students. This model aims to prepare students for any reading and writing task they will face and in turn become life-long, confident readers and writers who display agency and independence. Reading blocks are typically scheduled in the morning hours of school and focus on whole group mini-lessons, small group, individual conferencing and differentiation for all students.

Writing

Lucy Calkin’s Writing Workshop supports explicit instruction in opinion and argumentation skills, information and narrative writing and provides rich opportunities for practice. Teachers use learning progressions to observe and assess students’ writing to develop students’ use of self-monitoring strategies and set them on trajectories of growth. Grammar is primarily taught within writing, but specifics related to conventions are taught with Mentor Sentences, based on the research done by Jeff Anderson. Word Study, which includes spelling, is taught through Words Their Way, which focuses on spelling patterns and meanings.  

Reading

Lucy Calkin’s Reading Workshop provides a comprehensive, cross-grade curriculum in which skills are introduced, developed and deepened. Reading workshop supports explicit instruction in reading skills and strategies and offers extended time for reading. Lucy Calkin’s Reading Workshop provides individualized instruction and assessment to help teachers monitor progress, provide feedback and help students set clear goals for their reading work.
Science

In fourth grade, students observe and interpret patterns related to the transfer of matter and energy on earth, in physical interactions and in organisms. Students learn about energy—its motion, transfer and conversion—in different physical contexts. The environmental curriculum incorporates the study of energy. Students research energy and fuels discovering that they are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals). Fourth-grade students interpret patterns of changes over time as related to the deposition and erosion in landscape formation, studying today’s landscapes to provide evidence for past processes. This unit is taught in conjunction with Lucy Calkin's Units of Study in Reading. Students learn that animals’ internal and external structures support life, growth, behavior and reproduction. Students study the engineering design process, focusing on developing solutions by building, testing, and redesigning prototypes to fit a specific purpose. Each domain relates to the use of matter and energy over time and for specific purposes. 
 

Social Studies

In grades K-5, the standards signal the importance of laying a solid foundation in how the world works, geography, Tennessee history and United States history. Fourth-grade students will learn about the early development of democratic institutions, including the ideas and events that led to the independence of the Thirteen Colonies, the American Revolution, and the formation of a national government under the Constitution. This unit is taught in conjunction with Lucy Calkin's Units of Study in Reading. Students will continue their studies with the development and growth of the United States through Manifest Destiny and the division of our country. Finally, students will explore the causes and effects of the Civil War and Reconstruction. Students will utilize primary source documents, geographic tools, analysis, and critical thinking within this concentrated study of early U.S. history. The curriculum includes numerous field trips to local historic homes and sites. Special activities like Pioneer Day and the performance of a Tennessee play provide supplemental learning experiences to make Tennessee history come alive.
 

Math

The math curriculum's primary focus is one of Growth Mindset. Each day starts with students reciting a set of math norms to positively support them in their math journey, which encompasses review and instruction in basic math operations including addition, subtraction, multiplication, and division. A daily number talk aids students with math reasoning and mental math. Math tasks are weekly group activities that help students think deeply and apply their knowledge to real life scenarios. Place value, money, time, data, graphs, geometry, measurement, decimals, metric measurement and fraction concepts are also studied throughout the year. Using a balanced math approach students have individualized instruction to ensure growth within these skills. Through a 90-minute math block, the use of whole group, mini-lessons, small group and individualized instruction, and differentiation for those who need extension activities or remediation are within the daily time period of math. 

Art

Students in fourth grade use a wide variety of materials to produce works in drawing, painting, printmaking, fibers, ceramics and photography. Through their work, they share personal histories, school events and community activities. Students combine media to express their ideas. New printmaking techniques are introduced. Beginning experiences in photography encourage students to try variations in composition. Students make pottery and ceramic sculpture with methods such as slab, coil and pinch. Three-dimensional experiences include a variety of materials for both additive and subtractive methods of building. Students create masks of animals, people or abstract forms. Through weaving and stitchery students strengthen their awareness of texture, color and design. By viewing art works and visiting virtual museums, students identify and compare the ways artists have documented culture, history and traditions.
 

Physical Education

The lower school has a lifetime fitness-based curriculum where students attend PE everyday. An emphasis is placed every week on cardiovascular and strength exercises to improve psychomotor and cognitive skills while incorporating healthy nutrition habits throughout. Students will experience a series of fitness tests and sports-related activities and games, preparing them for individual and team-related sports while teaching them teamwork and sportsmanship. They will also participate in the charity activity Jump Rope for Heart and Physical Skills Day.

Spanish

In fourth grade, students learn about the Spanish language, hispanic culture and holidays through a variety of games, songs and fun activities. They practice counting and writing numbers 0-100, as well as how to tell time. They also gain knowledge about Spain and how the Spanish language made its way to the New World.  Additionally, fourth grade reviews colors, the days of the week, the months of the year and reading the Pledge of Allegiance in Spanish. Some of the activities involve using the Total Physical Response Method (TPR) where children follow commands in Spanish. As opposed to using rote memorization, the students gain confidence, through Comprehensible Input (Krashen’s theory), more advanced greetings and how to express their feelings. While emphasis is placed primarily on listening and speaking, fourth graders have increased opportunities to read and write in Spanish.

Studying Spanish has many benefits. It boosts brain power, improves memory as well as listening skills, enhances the ability to multitask, sharpens the mind, enhances decision-making, improves the learner’s first language and his/her performance in other academic areas, increases networking skills and provides better career choices.

Bible

The fourth grade Bible curriculum focuses on memorizing God's Word. Students creatively memorize 45 Bible verses, or parts of verses, and hide them in their hearts. Units focus on the study of I and II Kings, Daniel and the Gospels, along with a unit on relationships. Fourth graders build a Bible notebook displaying an overview of the Old and New Testament books as they seek to understand how the stories work together to tell a bigger story. Students receive ongoing encouragement to model Christ in all that they do with Bible truths integrated into all subjects. 

Music

Fourth-grade students engage in a variety of activities, including development of the singing voice and harmony through round singing and partner songs. Students further note reading skills by playing the soprano and alto recorder. The Orff approach to music education is used to develop rhythmic abilities through the use of body percussion and instruments.   

Students continue learning more complex note values. Classical music and the lives of composers are studied. Movement is used through folk dances and creative expression. Children perform twice a year as an ensemble, one of which is a large musical performed at the end of the school year. Students have further opportunities for performance through the elementary chorus and the fourth-grade talent show.

Technology

The elementary computer program provides an important foundation for our fourth-grade students. Expectations are based on the 2016 ISTE (International Society of Technology in Education) standards. The program is comprehensive and integrative, addressing major topics within the classroom curriculum. Schoology will be used to document student learning. Schoology is a service that allows teachers and students to create, manage and share academic content.

Using Google Suite, students will create, edit and do more advanced formatting in word-processing documents, drawings and slides. Fourth-grade students build on previously learned basic coding skills using visual or color programming with Ozobots and block programming using Scratch and Code.org. Digital citizenship is regularly discussed and modeled in technology class. Students will explore ethical computing issues in more depth.  

Creative Dramatics

Fourth-grade students will be empowered with skills such as ensemble building, imagination and make believe, rhythm, mime and movement, face and body expression, voice projection and articulation, communicating with body language and vocal expression, cognitive exploration with improv, characterization using puppets and scene work, listening and reacting, types of characters, understanding artistic choices, sensory reactions and storytelling focusing a plot structure, and what makes a great story! 

We will be preparing for a program later in the spring. Therefore, the students will learn about rehearsal techniques, acting tips, staging and blocking, dialog and memorization, music and characterization. The students will also experience elements of technical theatre including props, costumes and set. As always, the results of experiencing theatre will enhance skills, such as concentration and focus, physical control, listening skills, teamwork, critical thinking, problem solving, confidence building and empathy. The students will end the year with a final theatrical production for an audience! 

Heart and Mind

Heart and Mind is an integrated approach to social, emotional, and spiritual learning (social, emotional, spiritual learning). While examining the “why” behind the “how” our students discover who God is and how to live as His image bearers in our communities. Morning Meetings and focused SESL lessons develop common language, provide safe places to learn and practice specific skills and create healthy learning environments.