Religion: Voyages, Concordia Publishing House, 2003 and a variety of children’s Bibles

Using methods such as songs, prayers, art, puppets, curriculum materials from Concordia, and Bible stories from beginning readers, God’s word is taught and reinforced continually. The teacher and aide strive to model God’s love in their day-to-day contact with the children. The children are reminded to exemplify God’s love in their interaction with others. Religion is reinforced throughout the curriculum. For example, science is taught as the study of God’s marvelous creation, and many of our writing activities will involve a Bible verse or concept.

 

McMillan Whole Language Big Books. Newbridge Communications, Inc.

 This series includes stories, songs, alphabet cards and consumable letterbooks, that introduce children to reading, writing and listening through a phonics and literature approach. Children are eager to get their next letterbook and enjoy doing all the activities. It is one of the most successful beginning reading series available.

To round out the phonics program we offer the Big Books that use a whole language approach. We point to large text and the children follow along. Soon they are reading the book themselves and can take a mini version of the book to read at home.

In addition, we offer many opportunities to experience reading and writing through such things as journals, poetry, and making books.

 

 Children develop understanding and insight of the pattern of mathematics through the use of concrete materials. They learn the abstract numeral by making a tactile version and adding the correct number of items to the project. They experience spatial relationships through manipulatives such as tangrams, pattern blocks, pentominoes and geoboards. They learn to create patterns and to make graphs. They weigh and measure objects. They learn how to transfer concrete information to a written form. They learn to count money and buy a treat. They learn to tell time with learning clocks and to add and subtract with real objects.

 

 The child explores the world of science by examining things that are important to him. These include the backyard, the beach, rocks, water, kitchens, magnets, magnifying glasses, insects, pets, etc. We provide experiences with such things as a “volcano”

a“tornado” in a bottle and a balloon “rocket.” All these are exciting and lay the foundation that science can be fun and interesting and a study of God’s creation.

 

 By using brushes, crayons, and other media, the child gains hand-eye coordination and visual perception skills that will help him in reading and writing. Even though we give the child a starting idea in art, we encourage him to create his own product. We will study some artists and use their techniques. We use art to reinforce other curriculum areas.

 

Music is experienced in a variety of ways. As we go through various aspects of our curriculum, we sing, dance or otherwise experience music that is relevant. For example, we learn a song and movement that goes along with almost every Bible story. We sing songs in chapel, and present a chapel program that usually involves music in some way. We have tunes to help us with areas such as the days of the week, and the months of the year. We have a set of handbells that are color-coded and the children can play songs as the teacher points to the notes that are coordinated with the color of the bells. We play “Farmer in the Dell” and other action games. And sometimes we just “shake our sillies out and wiggle our waggles away!’

 

 Children gain understandings of other people, times and places. They “visit” a country and learn about their world. They participate in activities related to the lessons presented such as dancing, tasting food and singing.

They learn social skills from the good deeds and mistakes of characters in the stories.

 

The kindergarten children go to computer lab twice a week. They use educational software for reading and math. The computer keeps a record of each child’s progress.

They use the Internet occasionally when a link is appropriate.

 

The children go to a physical education instructor three times a week, where they develop physical skills through games and use things such as parachutes and hoops to make their P.E. time fun and exciting.

 

 Spanish is offered twice a week. Children learn Spanish words for such things as animals, colors, clothing and numbers.

 

Religion: Voyages, Concordia Publishing House, 2003 and a variety of children’s Bibles

Using methods such as songs, prayers, art, puppets, curriculum materials from Concordia, and Bible stories from beginning readers, God’s word is taught and reinforced continually. The teacher and aide strive to model God’s love in their day-to-day contact with the children. The children are reminded to exemplify God’s love in their interaction with others. Religion is reinforced throughout the curriculum. For example, science is taught as the study of God’s marvelous creation, and many of our writing activities will involve a Bible verse or concept.

 

McMillan Whole Language Big Books. Newbridge Communications, Inc.

 This series includes stories, songs, alphabet cards and consumable letterbooks, that introduce children to reading, writing and listening through a phonics and literature approach. Children are eager to get their next letterbook and enjoy doing all the activities. It is one of the most successful beginning reading series available.

To round out the phonics program we offer the Big Books that use a whole language approach. We point to large text and the children follow along. Soon they are reading the book themselves and can take a mini version of the book to read at home.

In addition, we offer many opportunities to experience reading and writing through such things as journals, poetry, and making books.

 

 Children develop understanding and insight of the pattern of mathematics through the use of concrete materials. They learn the abstract numeral by making a tactile version and adding the correct number of items to the project. They experience spatial relationships through manipulatives such as tangrams, pattern blocks, pentominoes and geoboards. They learn to create patterns and to make graphs. They weigh and measure objects. They learn how to transfer concrete information to a written form. They learn to count money and buy a treat. They learn to tell time with learning clocks and to add and subtract with real objects.

 

 The child explores the world of science by examining things that are important to him. These include the backyard, the beach, rocks, water, kitchens, magnets, magnifying glasses, insects, pets, etc. We provide experiences with such things as a “volcano”

a“tornado” in a bottle and a balloon “rocket.” All these are exciting and lay the foundation that science can be fun and interesting and a study of God’s creation.

 

 By using brushes, crayons, and other media, the child gains hand-eye coordination and visual perception skills that will help him in reading and writing. Even though we give the child a starting idea in art, we encourage him to create his own product. We will study some artists and use their techniques. We use art to reinforce other curriculum areas.

 

Music is experienced in a variety of ways. As we go through various aspects of our curriculum, we sing, dance or otherwise experience music that is relevant. For example, we learn a song and movement that goes along with almost every Bible story. We sing songs in chapel, and present a chapel program that usually involves music in some way. We have tunes to help us with areas such as the days of the week, and the months of the year. We have a set of handbells that are color-coded and the children can play songs as the teacher points to the notes that are coordinated with the color of the bells. We play “Farmer in the Dell” and other action games. And sometimes we just “shake our sillies out and wiggle our waggles away!’

 

 Children gain understandings of other people, times and places. They “visit” a country and learn about their world. They participate in activities related to the lessons presented such as dancing, tasting food and singing.

They learn social skills from the good deeds and mistakes of characters in the stories.

 

The kindergarten children go to computer lab twice a week. They use educational software for reading and math. The computer keeps a record of each child’s progress.

They use the Internet occasionally when a link is appropriate.

 

The children go to a physical education instructor three times a week, where they develop physical skills through games and use things such as parachutes and hoops to make their P.E. time fun and exciting.

 

 Spanish is offered twice a week. Children learn Spanish words for such things as animals, colors, clothing and numbers.