2024-2025 SCHOOL YEAR
Curriculum Guide Early Childhood through Twelfth Grade Tom Sheppard, Head of School
Contents
Mission
4 5 6
Core Values
The Liggett Approach
to Education Academic Leadership Team 8
Lower School
Middle School 28 Creative and Performing Arts 32 English 37 Global Online Academy 39 History and Social Studies 40 Mathematics 42 Modern Languages 45 Physical Education 48 Science 50 Student Support Services 52
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Early Childhood Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
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Upper School
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Graduation Requirements 56 Academic Research Program 58 Creative and Performing Arts 60 English 65 Global Online Academy 69 History and Social Studies 70 Mathematics 76 Modern Languages 80 Science 86 Student Support Services 92
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OUR MISSION
Inspiring lives of purpose through education grounded in a spirit of discovery.
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University Liggett School is a community committed to excellence in teaching and learning. We nurture curiosity, instill confidence, and foster personal and collective growth, thereby empowering young people to shape a brighter future for all.
Adopted by the University Liggett School Board of Trustees, March 2024
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OUR VALUES
Integrity We believe that integrity is the cornerstone of our community and lives. We aspire to develop responsible citizens who are prepared to face the challenges of the future with steadfast character and a commitment to ethical decision-making. Respect We believe that respect is an essential thread of the fabric of our community, creating an indispensable bond in our relationships with each other and the school. We aspire to ground our thoughts, words, and actions in a culture of respect, strengthening our appreciation for each other, for those who have come before us, for those who will follow in our footsteps, and for the diverse array of perspectives that thrive at University Liggett School.
Community We believe that a community grounded in trust, belonging, and safety unites us, secure in the shared understanding that we are stronger together. We advance community by honoring our past, embracing that which we have in common, and celebrating the unique talents we each possess.
Empathy We believe empathy is vital for our
collective commitment to humanity and our unwavering pursuit of excellence. Community members consistently embody empathy through the practices of inclusion, kindness, compassion, and equity, thereby affirming the dignity of every human being. Excellence We believe the pursuit of excellence is the foundation of our educational community. In that spirit, our academics, programs, and experiences prepare students to be lifelong learners who impact the world for the better.
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The Liggett Approach is the foundation upon which a University Liggett School education is built and serves as the embodiment of our mission.
Student-Centered Learning We intentionally place students at the heart of their own educational journey. 1. E mpowered Education: Student-centered learning and inquiry are pathways to discovery. By focusing on the needs, interests, and active participation of our students, they make meaningful connections, uncover new insights, and develop a deep appreciation for their own curiosity and capacity to learn. 2. M eaning Over Memorization: Students derive meaning by engaging in work that advances understanding, fosters agency, and incorporates and expands interests. Students actively engage in complex ideas and employ critical thinking skills that lead to real understanding. This deeper, more tangible learning experience builds the confidence and ability to solve real-world challenges. 3. Valuing Student Voices: Our teachers craft intentional learning experiences that celebrate and develop student perspectives. We give students the structure, skills, and space to thoughtfully drive discussions and draw their own conclusions, for a dynamic learning environment that fosters growth at every level.
Excellence Through Rigor We challenge students at all levels to think critically, take risks, and continuously advocate for their own growth and development. 4. Standards of Excellence: The most valuable academic experiences come from rigorous instruction in both appropriate skill development and deep content exploration. Our teachers are so much more than subject matter experts. They thoughtfully craft educational experiences that resonate deeply and build high-value skills that prepare students to thrive in an increasingly complex world. 5. Rigor That Matters : Rigor is achieved through substantive engagement with challenging materials, questions, and ideas. Experiential learning both in and beyond the classroom challenges students to dive deep into topics, thoughtfully question, make meaningful connections across disciplines, and apply their knowledge in practical, impactful ways.
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Strategies That Drive Growth We constantly refine our approach based on decades of comprehensive data and best practices, preparing students to meet their full potential and cultivate a life of purpose. 6. Growth Beyond Grades: Assessment is an essential tool intentionally designed to deliver actionable feedback that prompts tangible, continuous growth. From hallway interactions to standardized tests,
Practical Learning for Life We use every resource at our disposal to make learning relevant, applicable, and impactful.
9. A Culture Of Connections: Relationships rooted in understanding, respect, and care foster a vibrant learning community. Every student is well known and valued here. A foundation of mutual trust and openness means students feel safe to take risks, share new ideas, and challenge their comfort zones. They care deeply for one another, reflecting our culture of integrity, empathy, and responsibility across divisions. 10.Cultivating Community: Our community connections enhance the work students accomplish within and beyond our walls, empowering them to lead lives of purpose. Our students connect with our broader community both in and beyond the classroom. From hosting successful alumni mentorships and expert speakers on campus to spearheading local community projects and presenting to world-class museums, our teachers create extraordinary opportunities for students to drive change in the world.
assessment takes many forms and emphasizes the value of learning, self-reflection, and ongoing self-development as avenues to growth.
7. Redefining Success: We value and honor achievement, growth, process, and product. By recognizing individual gifts, ideas, and effort as much as end results, we empower students to take ownership of their progress, set and track goals, course correct, and confidently carve their own path to success. 8. Innovating With Intention: Our ongoing efforts to advance and evolve our curriculum are informed by research and best practices. We support our faculty through ongoing personal and professional learning, encouraging them to collaborate with peers, contribute to the global conversation on best practices, and continuously seek new ways to deliver the highest quality educational experiences.
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Academic Leadership Team
Scott Brunner sbrunner@uls.org Edsel B. Ford Distinguished Teaching Chair, Science Department Mike Costanzo mikecostanzo@uls.org Chair, Physical Education Department Peggy Dettlinger pdettlinger@uls.org Assistant Head of School and Head of Lower School Adam Hellebuyck ahellebuyck@uls.org Assistant Head of School for Teaching and Learning Christopher Hemler chemler@uls.org Cynthia N. Ford Chair, History and Social Studies Department
Sean Moiles, Ph.D. smoiles@uls.org Ruth Roby Glancy ‘58 Chair, English Department Erin Montagne emontagne@uls.org W. Warren Shelden ‘37 Chair, Mathematics Department Phillip Moss, Ed.D. pmoss@uls.org Eleanor Clay Ford Distinguished Teaching Chair, Creative and Performing Arts Department Paul Rossi prossi@uls.org Assistant Head of School and Head of Middle School
Matty Van Meter mvanmeter@uls.org Chair, Academic Research Program
Elizabeth Jamett ejamett@uls.org Director of College Guidance
Karen Villegas kvillegas@uls.org Director of Information Services and Online Learning
Kristen Karolak kkarolak@uls.org Chair, Modern Languages Department
Shernaz Minwalla sminwalla@uls.org Assistant Head of School and Head of Upper School
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INTRODUCTION
Lower School
Diving deep into inquiry is the cornerstone of the University Liggett Lower School. Class time balances the freedom of engaged curiosity and inventiveness within the thoughtful sequence of our curriculum. Developing literacy, numeracy, and research skills allows students to learn independently and collaboratively while they pursue projects that harness their interests and critical thinking skills to bring big ideas to life. Project Work, which builds upon the Reggio Emilia philosophy of our Early Childhood program, builds context and connection between our students and the questions they develop when exposed to new information. For example, collaboration happens often between classroom academics and art class, making for a more meaningful experience for the student. This same level of integration between “knowing” and “doing” is intentional in other Lower School academic focus areas, such as music, physical education and library.
In the Lower School, we foster student interest and build it into our curriculum.
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Student Support Services Student Support Services’ approach to intervention includes individual and small group lessons within a student’s classroom to build skill development in reading, writing, and math. Students who benefit from additional literacy support can participate in a sequential curriculum that reinforces phonemic awareness, phonics, word study, decoding, encoding, and high-frequency word practice. Additional language arts interventions are provided in reading comprehension, reading fluency, vocabulary, and writing skills. The curriculum mirrors and supports the grade-level program of study. Math intervention is provided primarily by the classroom teacher and additional support is given by a math specialist to support numeracy and computation skills. Community Engagement and Belonging The Director of Community Engagement and Belonging (CEB), through the office of Community Engagement and Belonging, offers programming to support and advance ULS’s efforts in creating compassionate and equitable communities, learners, and thinkers. The programming is based upon national and state best practices, standards, student and community feedback and data, and faculty input. A major foundational component of the programming is a proactive protocol to speak up against harmful language through the Words Create Worlds series protocol: Interrupt, Question, Educate, and Echo (IQEE). The goal of CEB programming is to empower students to think before they speak and if necessary manage potential difficult conversations and situations. The intended outcome is to enhance all students’ socialization process (the act of mixing socially with others) and sense of belonging. ULS seeks to have all students engaged in active awareness of how their words and actions affect others. The programming in Lower School will take place through classroom and teacher delivered lessons as well as school assemblies.
Student Activities and Opportunities
After-School Enrichment Programs Soon after school begins, parents or guardians will receive information about the After-School Enrichment Program for students. There will be a variety of offerings in the fall, winter and spring. A fee will be charged for each class. Every effort will be made to accommodate as many students as possible in the various offerings throughout the school year. Previous enrichment offerings include: • Ukelele • Art exploration • First Lego League Challenge • Chess • Golf • Yoga • Card collecting • Puzzles • Jump roping • Soccer Student Council The Lower School Student Council consists of fourth and fifth grade students. All students have an opportunity to participate on the Student Council throughout the year. Representatives serve for a period of approximately four weeks. Special activities are initiated and sponsored by members of the Student Council. Leadership, school spirit, and community service are emphasized.
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Lower School
Early Childhood
University Liggett School’s Early Childhood program is inspired by the Reggio Emilia approach to learning. The classroom environment is designed to be a warm and inviting place, inspiring and supporting children’s exploration and learning. Our youngest students are encouraged to draw upon their innate curiosities, empowering them to ask questions and explore both independently and collaboratively their understanding of the world and their place in it. Numeracy and literacy are incorporated into early childhood classrooms. Student interest and provocations unveil the concepts to be explored. Project work engages students’ interests, encouraging them to ask big questions and investigate their wonders. Collaboration on short- and long-term projects, decided upon by both the students and the teachers, allows the children to purposefully investigate a topic and access and organize information.
Literacy The University Liggett School’s early childhood literacy program cultivates an environment that produces effective communicators who experience a variety of literary forms, inspiring a lifelong love of language. The goals of literacy in the program focus on developing students’ receptive and expressive language development, with the Michigan Early Childhood Standards of Quality serving as a guide. Concepts of print and constructing meaning from text are introduced. Children gain alphabetic knowledge through the text-rich environment and classroom experiences. Children interact with teachers and materials to increase their understanding of text. Children will demonstrate an emerging understanding of writing as a way to communicate feelings and knowledge.
More specifically, the early childhood literary experience provides learners with access and exposure to a wide variety of literary materials. Children in early childhood are able to express ideas and feelings through their growing expressive language. Children can repeat rhymes and songs with their receptive language skills, and the text-rich environment helps introduce letters. Their expanding vocabulary is also developed. Pictures are interpreted meaningfully as cues to what is happening in a text or story as students show interest in stories and books. Children are able to draw simple analogies from their own experiences and share with their classmates. Children practice categorization. As they begin to recognize some letters, children find their own name in print. The children also begin to express their ideas with scribbles and writing to communicate to others.
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Physical Education Through playful activities, students are introduced to the joy of movement. They explore how their bodies move in space, using both gross and fine motor skills. From jumping like frogs to building towers with blocks, this program is all about developing coordination, control, and a love for being active. Visual Art Students become familiar with handling and manipulating materials and tools. Exploration of fine arts concepts are introduced through guided, open-ended projects. Drawing, painting, ceramics, sculpture, textiles, and printmaking are introduced through various mediums, linked to artists, genres, seasons, and literature. Yoga and Built to Thrive Children meet with a childhood yoga instructor as a group once a month for yoga. They learn how to calm their body and incorporate mindfulness techniques into their lives. The Built to Thrive program meets twice a month for all early childhood students. This program enhances social-emotional intelligence through literature, play, and reflection. Built to Thrive provides thoughtful activities to practice students’ social-emotional learning, develop empathy for others, and practice problem-solving skills. Children also work on identifying and managing their own and others’ emotions.
The print-rich environment of the early childhood classroom fosters the growth of literacy for our preschool children. We strive to meet children where they are by learning their individual needs to further their growth and development. Their growing interest in stories and books continues throughout their early childhood experience. As stories are continually shared with them, children can begin predicting what might happen next. They begin to recall information, and retell or read a familiar story. Towards the end of prekindergarten, children’s alphabetic knowledge expands as they recognize most letters and can identify some letter and sound associations. The directionality of looking at print or reading from left to right is established. Some children may begin to identify the beginning sound in words or read consonant-vowel-consonant (CVC) words aloud. Children may begin to show interest in printing words with uppercase letters, using the efficiency of top to bottom to print. Expressive language skills are used to ask for things or gain more information by asking questions. Children also experience the capability to answer open ended questions. Mathematics Implementing the Reggio Emilia philosophy, the early childhood program begins with introducing children to math concepts that are incorporated into the classroom. Student interest and provocations unveil the concepts that are to be explored in early childhood. Topics of study include recognizing numbers, mark making to represent numbers, comparing and grouping objects, counting and one to one correspondence, exploring patterns, recognizing basic shapes, and understanding of spatial concepts such as “under” and “over.” Early childhood students progress to recognizing, comparing and grouping objects, counting and one to one correspondence, finding patterns, number recognition and substituting, estimation, recognizing shapes and writing numbers. Music Students become comfortable in group music making. Concepts such as high/low and basic classroom instrument percussion are introduced. Learning is often linked to literature to inspire student creative decision making with the use of instruments.
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Lower School | Pre-Kindergarten
Kindergarten
The kindergarten experience provides a stimulating learning environment for students as they continue to broaden their experiences with project work and strengthen and expand the academic and social skills acquired during the early childhood years . We continue to provide “hands-on” experience in all fields of study as students increase their skills in literacy, mathematics, science, the arts, physical education, and cooperation and collaboration.
Reading The reading curriculum is designed to develop confidence, independence, and enjoyment while reading. Kindergarten students learn active reading strategies to help them analyze and understand fiction and nonfiction text. Decodable and leveled texts, reflective of the science of reading, are the foundation of our literacy program. Reading skills focused on at this level include comparing and contrasting fiction and nonfiction, identifying plot, characters, and setting, making inferences, naming the main idea and supporting details, making predictions, and linking text to the children’s personal experience. Classroom “read alouds” foster and enhance the love and joy of reading.
Phonemic Awareness Using both whole-group and individual instruction, in kindergarten, phonemic awareness involves naming consonant and vowel sounds as well as manipulating sounds. Students begin blending and segmenting CVC (consonant, vowel, consonant) words. Word Work Kindergarten students develop a strong foundation for understanding the relationship between letters and sounds. Students practice reading and spelling CVC words, identifying and spelling trick words, and using CVC and trick words in sentences. Digraphs are also introduced in kindergarten. Writing Students are instructed in the correct formation of upper and lowercase letters. Writing is practiced daily through whole group activities, journals, written reading responses, and creative writing opportunities.
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Mathematics In kindergarten, the Singapore Math approach is utilized through the Math in Focus curriculum. The concrete-pictorial-abstract methodology of introducing topics and skills through Math in Focus allows students to gain an understanding of numbers and the Base Ten system through manipulatives and pictorial representations before moving to more abstract concepts. Layered onto the curriculum is an early intervention program used to identify numeracy gaps in lower elementary, which allows teachers to target certain skill development for specific students with the goal of closing gaps with meaningful practice. Project Work Presentations are frequently prepared and given to various audiences as a culmination of project work. These presentations come in many formats. Music Small group creative projects are introduced in the context of music. Musical rhythms are written down with word associations. Students began to organize musical and dance elements into short elemental compositions. Words are orchestrated with classroom percussion instruments. Classroom xylophones are used to explore pitch concepts and amplify literature. Physical Education Kindergarten physical education helps students develop their skill sets in a variety of areas to help them build confidence, coordination, and a love for healthy living and being active. Students practice skills such as throwing, catching, and kicking. In addition, obstacle courses test their agility, balance beams become their tightropes, and scooters fuel their need for speed. As students progress, they are introduced to exciting games with rules that challenge them to collaborate and follow instructions. Visual Art Students begin creating multi-step and multi-class projects. Exploration, care, and proper technique of materials is taught and practiced. Basic elements of art (line, shape, color, texture) are identified through various applications. Students create a body of art throughout the year based on past and current artist inspirations. Fine motor skills, such as cutting, are practiced, and directed drawing is implemented throughout the year. A kindergarten project might include, but is not limited to, the art of Henri Matisse, with the creation of a still life painting.
Yoga and Built to Thrive Students meet with a childhood yoga instructor as a group once a month for yoga. They learn how to calm their body and incorporate mindfulness techniques into their lives. The Built to Thrive program meets twice a month for kindergarten students. This program enhances social-emotional intelligence through literature, play, and reflection. Built to Thrive provides thoughtful activities to practice students’ social-emotional learning, develop empathy for others, and practice problem-solving skills. Students also work on identifying and managing their own and others’ emotions.
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Lower School | Kindergarten
First Grade
Reading In first grade, students begin the year mastering consonants, short vowels, and digraphs to read words fluently. Lessons progress to glued sounds, base words with the suffix “s,” consonant blends, and “r” controlled vowels. Word instruction consists of sight words (trick words) and vocabulary. Students practice reading with the teacher, with partners, and independently with the goal of building their comprehension, accuracy, fluency, and stamina. Decodable books complement lesson progression. The classroom library provides choices of good fit books, a collection of books at a variety of reading levels, picture storybooks, informational books, and chapter books. Students also explore the different purposes of reading. Phonemic Awareness Students work on developing rhyming, fluency, blending, isolating phonemes, and segmenting. As skills develop further students are able to add, delete, and substitute syllables or phonemes. Word Work Students practice with a multisensory approach in reading and writing instruction that also involves encoding instruction.
Writing Students develop legible and fluent handwriting. Instruction begins with lowercase letter formation working to distinguish between lowercase and uppercase letters. Daily practice includes letter formation instruction including dictation. This work encourages students to develop good writing habits. They learn the beginning concepts of sentence structure to include beginning sentences with uppercase letters and proper ending punctuation. Skills develop through a variety of activities including journal writing, expository writing, letter writing, and descriptive writing. Mathematics In first grade, the Singapore Math approach is utilized through the Math in Focus curriculum. The concrete-pictorial-abstract methodology of introducing topics and skills through Math in Focus allows students to gain an understanding of numbers through manipulatives and pictorial representations before moving to more abstract concepts. Topics and skills through hands-on instruction include basic mathematical facts, place value, mental math and geometry concepts. Additional topics include understanding numbers to 120, addition and subtraction within 40, shapes and patterns, calendar and time, length and weight, graphs, and money.
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Social Studies First grade social studies focuses on learning about ourselves and each other. First graders will learn about individual similarities and differences that make up the fabric of the surrounding community. They also explore citizenship values, traditions, and celebrations in order to gain an understanding of the people in the community. Students also use Scholastic News to discuss current events. First grade geography work focuses on “Viewpoints,” allowing students to see the world for the first time. Students will focus on learning how to read basic maps to better understand their neighborhood, country, and the globe. Using Nystrom’s Encompass program, which focuses on hands-on geography to increase engagement, students will work cooperatively and analyze primary and secondary sources in order to explore our world. Students are introduced to beginning map skills, identifying map symbols, and using cardinal directions. Project Work Students use the Project Approach to gain knowledge of what they think they know and begin to ask questions for what they want to know. Through research and discovery, students document their learning. Learning is shared and documented in a variety of ways Project topics vary from year to year depending on student interest. Presentations are frequently prepared and given to various audiences as a culmination of project work. These presentations come in many formats. Music Collaborative work in class gains more depth as we explore basic elemental forms such as rondos and binary form. Students are encouraged to lead certain class creative activities. More complex rhythms are notated along with simple staff notation of pitch relations. Students become more comfortable improvising musical and dance ideas. Physical Education First graders focus on mastering fundamental skills like throwing, catching, striking, kicking, and dribbling, preparing them for various sports. Students refine their locomotor skills – running, jumping, skipping, sliding – and conquer challenging obstacle courses that test their agility and balance. Students practice with jump rope routines, basic stunts and tumbling routines, and climbing with the rock wall and ladder challenges in the Cook Road gymnasium.
In addition, students will practice ice skating at the McCann Ice Arena, as well as take advantage of games and activities on the turf athletic fields that promote teamwork and sportsmanship. Science Students use their senses as they explore how to be scientists. They work on what it means to be a scientist and what science is. They work on using scientific vocabulary and being introduced to the scientific method, building their probing skills, making observations, collecting data, organizing, and developing reasoning for their solutions. Experience is guided by student interest and topics are chosen by what the students are interested in. All topics involve physical, life, environmental science, and engineering. First Lego League Explore begins in first grade. This program introduces science, technology, engineering, and math (STEM) to children through authentic learning. Participants gain real-world problem solving experience through a guided, global robotics program, helping today’s students and teachers build a better future together. This level focuses on the fundamentals of engineering and the exploration of real-world issues. Students learn to design, code, and create solutions with the use of Lego robotics. Visual Art Students continue to build on material exploration and proper care of supplies, while building their skills more independently during longer class periods. More vocabulary is implemented and students continue to work with the elements of art applying them to drawing, painting, ceramics, sculpture, fibers, and printmaking. Student projects are linked to art history, nature, and classroom collaboration. Collage and mixed media are introduced more in depth, along with more detailed ceramic concepts. A first grade project might include, but is not limited to, a collage of a city block inspired by artist Jacob Lawrence. Built to Thrive The Built to Thrive program meets twice a month for all first grade students. This program enhances social- emotional intelligence through literature, play, and reflection. Built to Thrive provides thoughtful activities to practice students’ social-emotional learning, develop empathy for others, and practice problem- solving skills. Children also work on identifying and managing their own and others’ emotions.
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Lower School | First Grade
Second Grade
Reading The second grade reading curriculum is designed to develop skill, confidence, independence and enjoyment while reading. Through a variety of reading experiences, students engage with and practice reading strategies to help them analyze and understand fiction and informational text. Second graders read decodable texts, leveled readers, and books of choice independently and with the teacher with the goal of building their comprehension, accuracy, fluency, and stamina. Curriculum related non-fiction materials (books, internet resources, magazine articles) are also used as students read for information related to project-based work in the classroom. Phonemic Awareness In second grade, phonemic awareness involves isolating, identifying, blending, and segmenting sounds. Word Work Second grade students build on the basic skills that they learned in kindergarten and first grade and progress further into the study of word structure. Students practice decoding and encoding through phonics studies. Skills focused on at this level are reading, spelling, and identifying CVC (consonant, vowel, consonant) words with blends and digraphs, one syllable and multisyllabic words that include closed syllables, consonant vowel “e” syllables, r-controlled syllables, open syllables,and double
vowel syllables. Students also continue their study of the first 200 high frequency words. Writing There are numerous opportunities for creative and expository writing, documentation of research writing, as well as frequent journal writing. Second graders continue to develop their use of sentence structure, language, vocabulary, and punctuation. Handwriting and building writing stamina are also emphasized. Mathematics In second grade, the Singapore Math approach is utilized through the Math in Focus curriculum. The concrete-pictorial-abstract methodology of introducing topics and skills allows students to gain an understanding of concepts through researched based discovery with an emphasis on fact fluency, place value, mental math and geometry concepts. Topics studied include place value in base ten, addition and subtraction with regrouping to 1,000, introduction to multiplication and division, measurement, representing data using charts and graphs, and utilizing concepts learned by solving real-world problems. In addition to the Math in Focus curriculum, number talks and games are incorporated regularly to help second grade mathematicians to become flexible thinkers and problem solvers.
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Project Work Presentations are frequently prepared and given to various audiences as a culmination of project work. These presentations come in many formats. Social Studies Project Approach learning drives the social studies curriculum in second grade. Students record prior knowledge by documenting what they think they know about a topic. Strategies are used to help students develop questions about what they want to know and beginning research skills are taught to investigate the questions. Topics vary year to year based upon the interests of the students. In recent years the students have investigated: • School community • Holidays, cultures, and traditions • Types of communities (rural, urban, suburban) • Where we are in the world (city, state, nation) Second grade geography work focuses on “Changes,” allowing students to learn how the world changes over time. Students will focus on learning how technology shows geographical changes to better understand what our surroundings were like long ago in order to learn how the environment is changing and the impact that people have had in the United States. Using Nystrom’s Encompass program, which focuses on hands-on geography to increase engagement, students will work cooperatively and analyze primary and secondary sources in order to explore our world. Music Musical ideas grow more complex as students learn to notate diatonic melodies on the treble clef staff. Students practice layering complimentary independent rhythmic patterns with percussion instruments. Students explore how contrast can be used to add interest and complexity to creative work. Physical Education The second grade physical education program offers a diverse range of activities designed to develop well-rounded student-athletes. Students focus on mastering fundamental skills like throwing, catching, striking, kicking, and dribbling, preparing them for participation in various sports. Students refine their locomotor skills – running, jumping, skipping, sliding – and conquer challenging obstacle courses that test their agility and balance. Students are then introduced to different games and activities that promote teamwork and sportsmanship both in the gymnasium and on the school’s eight turf fields.
Students also practice jump rope routines, master basic stunts and tumbling routines, and explore and practice on the Cook Road gymnasium’s rock climbing wall and ladder challenges. Students utilize the expansive facilities at our disposal. Students also continue to develop their ice skating skills through lessons on the ice at the McCann Ice Arena. Science Second graders work on planning and simple investigations. They work on measurements using tools, such as rulers to collect information, classify and sequence objects and events, and identify patterns. Experiences and topics in the classroom are guided by student interest. The curriculum builds on the skills of the prior grade and is developed through inquiry-based learning that involves projects and hands-on activities. First Lego League Explore continues in second grade. This program introduces science, technology, engineering, and math (STEM) to children through authentic learning. Participants gain real-world problem solving experience through a guided, global robotics program, helping today’s students and teachers build a better future together. This level focuses on the fundamentals of engineering and the exploration of real-world issues. Students learn to design, code, and create solutions with the use of Lego robotics. Visual Art Art studio time is longer in second grade, lending itself to more in depth, multi-step projects. Students continue to expand their knowledge of art techniques and art materials. Students study self-portraiture, explore an introduction to the color wheel, and practice using organic and geometric shapes through projects. A second grade project might include, but is not limited to, a self-portrait drawing using pattern and design elements to personalize it. Built to Thrive The Built to Thrive program meets twice a month for all second grade students. This program enhances social-emotional intelligence through literature, play, and reflection. Built to Thrive provides thoughtful activities to practice students’ social-emotional learning, develop empathy for others, and practice problem-solving skills. Children also work on identifying and managing their own and others’ emotions.
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Lower School | Second Grade
Third Grade
Reading The third grade reading curriculum is designed to develop skill, reading stamina, independence, and enjoyment. Through a variety of reading experiences, students in third grade engage in learning reading strategies along with reading class novels, author studies, biographies and mysteries. Phonemic Awareness In third grade, phonemic awareness involves isolating, identifying, blending, and segmenting sounds. Grammar Students explore and study the parts of speech. T hey also work on recognizing and fixing fragments and run-on sentences. Word Work In third grade, students apply skills to not only learn word structure but also the meaning of words. Words that have multiple meanings are included. Students apply phonics skills to words, phrases, sentences and stories that contain the specific letter-sound relationships that they are learning. Writing Writing mechanics, the study of English orthography for spelling, and the basic skills for capitalization and punctuation are studied in third grade as students
practice the steps of the writing process to compose their own writings. Mathematics In third grade, the Singapore Math approach is utilized through the Math in Focus curriculum. The concrete- pictorial-abstract methodology of introducing topics and skills through Math in Focus allows students to gain an understanding of concepts through researched based discovery with an emphasis on problem solving, skill consolidation, and a deep understanding in preparation for algebra. Topics studied include addition and subtraction to 10,000, an introduction to multiplication, division, bar models, time, temperature, and fractions. Social Studies Third grade social studies uses Michigan as a through- line for understanding the world. Students learn about the people, places, and products that make Michigan so special. Students will also develop and use research skills to learn about the history of Michigan and current events that impact our state and community today. Third grade geography work focuses on “Connections,” allowing students to see how humans can impact the environment. Students will learn how to use different types of maps and globes to learn about natural features and culture to better understand how we shape the world around us. Using Nystrom’s Encompass program, which focuses on hands-on geography to increase engagement, students will work
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Students also practice jump rope routines, master basic stunts and tumbling routines, and explore and practice on the Cook Road gymnasium’s rock climbing wall and ladder challenges. Students utilize the expansive facilities at our disposal. Students also continue to develop their ice skating skills through lessons on the ice at the McCann Ice Arena. Science Third graders dig deeper into our world by utilizing math skills and problem solving through engineering. They work on asking questions and building critical thinking through topics of their interest and choosing. They move from concrete to abstract ideas and develop answers to their questions. Experiences and topics in the classroom are guided by student interest. The curriculum builds on the skills of the prior grade. Content is taught through an inquiry-based lens that involves critical thinking through hands-on projects. First Lego League Explore continues in third grade. This program introduces science, technology, engineering, and math (STEM) to children through authentic learning. Participants gain real-world problem solving experience through a guided, global robotics program, helping today’s students and teachers build a better future together. This level focuses on the fundamentals of engineering and the exploration of real-world issues of engineering and the exploration of real-world issues. Students learn to design, code, and create solutions with the use of Lego robotics. Visual Art Projects in third grade provide students with more independence. Art criticism, art discussion, and art appreciation are introduced, allowing for students to give feedback to their peers in more meaningful ways. Students practice more detailed drawing and painting skills, apply color theory to projects, weave on a loom, and learn more intricate clay hand-building techniques. Michigan history and nature are incorporated into certain projects throughout the year. A third grade project might include, but is not limited to, tile sculpting with clay inspired by native Michigan plants and animals. Built to Thrive The Built to Thrive program meets twice a month for all third grade students. This program enhances social-emotional intelligence through literature, play, and reflection. Built to Thrive provides thoughtful activities to practice students’ social-emotional learning, develop empathy for others, and practice problem- solving skills. Children also work on identifying and managing their own and others’ emotions.
cooperatively and analyze primary and secondary sources in order to explore our world. Project Work Students use the Project Approach to gain knowledge of what they think they know and begin to ask questions for what they want to know. Through research and discovery, students document their learning. Learning is shared and documented in a variety of ways including 3-dimensional models, drawings, video, and writing. Presentations are frequently prepared and given to various audiences as a culmination of project work. These presentations come in many formats. Project topics vary from year to year depending on student interest. Some examples of third grade projects from previous years include: • Penguins and Antarctica • Fish of the deep: bioluminescence • Construction • Michigan boating and the Great Lakes Music Through a study of a wide variety of cultural folk music students find commonalities in forms and experience the diverse beauty of each tradition. Students learn to compose their own accompaniments for folk melodies using each of the classroom instruments. The year ends with an in-depth study of jazz and its roots. Orchestra In the first year of Lower School orchestra, students are educated about the similarities and differences of the string instruments violin, viola, and cello. They explore the instruments and choose one to journey with them throughout the next three years. Students learn technique fundamentals of posture, basic coordination, notes of the D major scale, and learn responsibilities such as instrument care and practice routine. Physical Education The third grade physical education program offers a diverse range of activities designed to develop well-rounded student-athletes. Students focus on mastering fundamental skills like throwing, catching, striking, kicking, and dribbling, preparing them for participation in various sports. Students refine their locomotor skills – running, jumping, skipping, sliding – and conquer challenging obstacle courses that test their agility and balance. Students are then introduced to different games and activities that promote teamwork and sportsmanship both in the gymnasium and on the school’s eight turf fields.
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Lower School | Third Grade
Fourth Grade
Reading The fourth grade reading curriculum is designed to develop reading skill, stamina, independence, and enjoyment. Through a variety of reading experiences, students in fourth grade engage in developing active reading strategies for reading class novels, biographies, mysteries, as well as for conducting author studies. Grammar Students continue strengthening their foundational skills in parts of speech (nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions) and sentence structures. Word Work Students are introduced to subject-appropriate spelling words. Daily work with spelling words increases vocabulary as students practice writing words in sentences. Writing Students build upon their writing mechanics, especially capitalization, usage, grammar, punctuation, and spelling. Students are introduced to various types of writing, such as creative, personal narrative, expository, persuasive, formal, and informal. Students also practice writing various types of poetry.
Mathematics In fourth grade, the Singapore Math approach is utilized through the Math in Focus curriculum. The concrete-pictorial-abstract methodology of introducing topics and skills allows students to gain an understanding of concepts through research based discovery. There is an emphasis on problem solving, skill consolidation and deep understanding in preparation for algebra. Topics studied include number sense, addition, subtraction, multiplication and division, fractions, decimals, problem solving, and real world application of mathematical concepts. Social Studies Fourth grade students investigate cooperation and interdependence in the United States through investigating different regions of the country. Students also use current events to draw connections between different regions today. Fourth grade students are able to examine the Great Lakes Region in more depth through field studies to different civic and cultural institutions in the state. Fourth grade geography work focuses on “United States Regions,” allowing students to learn about environmental, geographic, and technological developments in different regions of the country. Students will learn how to read and analyze different thematic maps, such as climate maps, land use maps, and population maps in order to draw comparisons between different regions of the United States.
2024-2025 ULS Curriculum Guide
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perform, whether in groups or on their own, to gain momentum and confidence. Physical Education The fourth grade physical education program offers a diverse range of activities designed to develop well-rounded student-athletes. Students focus on mastering fundamental skills like throwing, catching, striking, kicking, and dribbling, preparing them for participation in various sports. Students refine their locomotor skills – running, jumping, skipping, sliding – and conquer challenging obstacle courses that test their agility and balance. Students are then introduced to different games and activities that promote teamwork and sportsmanship both in the gymnasium and on the school’s eight turf fields. Students also practice jump rope routines, master basic stunts and tumbling routines, and explore and practice on the Cook Road gymnasium’s rock climbing wall and ladder challenges. Students utilize the expansive facilities at our disposal. Students also continue to develop their ice skating skills through lessons on the ice at the McCann Ice Arena. Science Fourth graders work on building their scientific vocabulary and describe scientific concepts in their own words. They explore three different branches of science including, environmental science, life and earth science. The curriculum builds on the knowledge the students have gained in the previous grades to focus on a deeper understanding. They work on exploring the components of various systems and explaining the relationships between them. They formulate predictions based on cause and effect relationships. Experience is guided by student interest through an inquiry-based lens. Visual Art Fourth grade students continue to build skills in drawing, painting, ceramics, sculpture, fibers, and printmaking while using line, shape, texture, form, and color more deliberately. Students practice value and monochromatic color schemes through understanding and creating tints and shades. Students identify the concept of radial symmetry, and study self-portraiture (both two-dimensional and three-dimensional) in more depth. A fourth grade project might include, but is not limited to, using plaster to create a self-portrait sculpture, or creating a monochromatic painting inspired by feeling and emotion.
Using Nystrom’s Encompass program, which focuses on hands-on geography to increase engagement, students will work cooperatively and analyze primary and secondary sources in order to explore our world. Project Work Students use the Project Approach to gain knowledge of what they think they know and begin to ask questions for what they want to know. Using the Liggett Approach to education as their basis, students will build upon their research and discovery as they document their learning using models, illustrations, videos, writing and presentations. Project topics vary from year to year depending upon student interests. Presentations are frequently prepared and given to various audiences as a culmination of project work. These presentations come in many formats. Some examples of fourth grade projects from previous years include: • Land and water formations • Famous African-Americans and history • Biography interviews • Movie night at the “Golden Knight Awards” • Poetry Café Health Health is integrated in all other core subjects (especially in science) whenever possible. Students also attend an annual symposium on issues involving topics such as social awareness and positive interactions. Some of the topics covered related to health include building relationships, good decision making, bullying, self-esteem and advocacy, human growth and development, and good health practices. At this grade level, a unit on pubertal development is also introduced by facilitators, including the Director of Medical Services. Music Musical and dance compositions are compared to poetic forms in literature. This expands into a study of meaning in pop and rock music lyrics. Students explore each of the diatonic modes and independently compose duet and ensembles, in addition to learning the basics of studio recording technique. Orchestra Fourth grade students review fundamentals of posture and basic instrumental technique. Bowing and bow hold explored in further detail. Eighth note rhythms and string crossings with the bow are added into the repertoire. Students are regularly encouraged to
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Lower School | Fourth Grade
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