Sally Borden Program

The language arts program in third grade focuses on three main components:

1. Building phonetic understanding in order to bolster decoding and encoding skills.
2. Teaching and practicing reading comprehension strategies.
3. Developing the skills of written expression.

The literature we read is a balance between independent choice, class novels used for literature circles and group discussion, books which generally have curricular ties to Social Studies themes, and read-­alouds chosen to model and strengthen comprehension skills. Past titles include The Minstrel in the Tower, Santiago’s Silver Mine, and Sadako and the Thousand Paper Cranes.

Reading instruction is guided by a student’s individual needs and learning profile. Differentiated instruction may include:

Decoding & Encoding

• Orton­‐Gillingham
• Lexia software

Fluency

• Read Naturally

Comprehension

• Visualizing & Verbalizing
• Making Meaning

Students in third grade are exposed to a variety of writing styles, strengthened by two programs: Being a Writer and Framing Your Thoughts.

Third grade students learn about the structure of sentence writing, parts of speech, and paragraph writing. They write personal narratives, poetry, creative fiction, and research papers.

The reading program in fourth grade encompasses decoding and word attack, fluency and comprehension. The literature we read is a balance between independent choice and class novels used for literature circles and group discussion. Books with curricular ties to Social Studies themes and read-alouds chosen to strengthen comprehension are also used. Past titles include a version of Moby Dick and Little House on the Prairie (linked with Social Studies) and stories which facilitate discussion on learning differences (e.g., Fish in a Tree and selections from the Hank Zipzer series).

Reading instruction is guided by a student’s individual needs and learning profile. Differentiated instruction may include:

Decoding & Encoding

• Orton-Gillingham
• Lexia Core5

Fluency

• Read Naturally

Students in fourth grade are exposed to a variety of writing styles, strengthened by a selection of programs and approaches, tailored to the individual learner.

Fourth grade students continue to build upon sentence writing skills acquired in third grade, and work toward skills needed to write an effective paragraph. They are exposed to genres such as personal narratives, research projects, diary entries in the persona of a whaler, and weekly creative writing assignments to be posted on our classroom website.

During Language Arts, fifth graders work on their reading and writing through a workshop approach. Using research-based curricula, students are exposed to a variety of genres and opportunities to develop reading strategies, which are key to sound comprehension of text. The books we read echo the values we strive to instill in our students, and inspire conversations around topics we are studying in other content areas. Fifth grade places an emphasis on developing a love for reading and building reading stamina. Our program is multi-layered, encompassing decoding and word attack, fluency and comprehension.

Reading instruction is guided by a student’s individual needs and learning profile. Differentiated instruction may include:

Decoding & Encoding

• Orton-Gillingham
• Lexia software
• Read Naturally

Comprehension

• Visualizing & Verbalizing
• Making Meaning

Our writing evolves from the basis of sentence and paragraph structure to a more complex system of introductory, supporting, and concluding paragraphs. Students apply these skills to a variety of genres, including research papers, letter writing, persuasive writing, descriptive pieces, fiction stories and poetry.

Programs used for writing include:

• Framing Your Thoughts
• Being a Writer
• Framing Your Thoughts: Applied Writing

Past highlights include:

• Literature circle studies
• Author study and Author’s Tea event
• Integrated book groups
• Class novels explored have included: Everything for a Dog, Tuck Everlasting, Caesar’s Story, The Journal of William Thomas Emerson 

The essential questions that guide the SBP sixth grade class are:

• How can I express thoughts thoroughly with detail and proper grammar?
• Can I express feelings thoroughly with written language?
• Where can I find courage, teamwork, justice and perseverance in literature and integrate it into my live?

Sally Borden students participate in reading instruction during Literature classes. In the past, examples of books read during literature classes have included The Tale of Desperaux, The City of Ember, and The Lightning Thief.

In writer’s workshop, the skill of summarizing will be emphasized throughout the year. Study skill techniques will be instructed and practiced in Social Studies classes as well.

In April, students present a poem to an audience of families and students at Arts and Poetry Night.

The primary objectives in sixth grade English class are:

• Development of comprehension skills including literal, inferential, and critical analysis of literature. An introduction of plot structure and basic story elements, such as plot, mood, character, setting, and theme.
• An introduction to literary techniques, such as drawing conclusions, predicting outcomes, and foreshadowing.
• A review of grammar, sentence, and paragraph structure
• Journal writing, poetry, essays, research papers, and the development of oral presentations.
• Highlighting main ideas, paraphrasing, proofreading, editing, and summarizing
• The production of a mini-research paper
• An introduction to working outlines
• The creation of bibliographies
• The establishment of note-taking format
• The development of highlighting, brainstorming, and outlining techniques

Students have time each week allotted for Orton-Gillingham lessons and Read Naturally Live.

These essential questions guide the SBP seventh grade curriculum:

• How do you express your thoughts on paper so that others know exactly what you’re thinking?
• How do you creatively show a book’s plot and themes without telling?
• What do Shakespeare and contemporary rap have in common? How do you learn, understand, and speak Shakespearean English?
• How do you develop descriptive language?

Students hone their reading skills with analytical reading for plot, structure, themes, character, and metaphors/similes through a number of books: A Long Walk to Water, Romeo and Juliet (graphic novel), The Circuit, and The Outsiders. Deep comprehension is practiced through different strategies that help students extract meaning.

Students begin the year by writing a script and producing a Public Service Announcement video. In a Writer’s Workshop format, students review the basics of brainstorming, organizing thoughts, editing and proofing, and using transition words and phrases and build toward a five-paragraph essay. Throughout the year, students write persuasive essays, creative pieces, rap, poetry and practice giving and receiving constructive criticism. In April, students present a poem to an audience of families and students at Arts and Poetry Night.

Students have time each week allotted for Orton-Gillingham lessons and Read Naturally Live.

The SBP eighth grade language arts curriculum is guided by these essential questions:

• How does Literature tell our stories?
• How do stories tell the history of social change?
• Where does social injustice come from? (understanding our past)
• How do we begin to think for ourselves?
• What is “my” personal journey?

Students continue to hone their reading skills with analytical reading for plot, structure, themes, character, and metaphors/similes through a number of books: Of Mice and Men, March, and A Midsummer Night’s Dream. Deep comprehension is practiced through different strategies that help students extract meaning.

In a Writer’s Workshop format, students explore expository writing through essay responses to secondary application questions. They learn how to write grab-ins, create outlines, write introductory and conclusion paragraphs, and how to highlight salient features. They learn how to create a thesis statement, develop a plan to follow the thesis and finish with editing and proofreading.

Throughout the year, students write expository and persuasive essays, creative pieces, poetry and research reports. In April, students present a poem to an audience of families and students at Arts and Poetry Night.

Students have time each week allotted for Orton-Gillingham lessons and Read Naturally Live.

Students work individually and collaboratively to solve problems and share ideas as they work through the Carroll Math curriculum. This tri-component curriculum uses Math in Focus, cognitive activities, and Symphony Math software. Concepts covered include:

• Place value
• Addition and subtraction, with and without regrouping
• Beginning multiplication and division
• Money
• Time
• Graphing
• Fractions
• Geometry

Our pedagogical approach begins with concrete learning, and moves to pictorial representation of learned concepts, and finally abstract thinking. Our students develop cognitive flexibility through activities and games. 

Students in fourth grade follow the Singapore Math Primary Mathematics curriculum. Concepts covered include:

• Place value to 100,000
• Addition and subtraction, with and without regrouping
• Multiplication and division by one and two digit numbers
• Fact fluency for basic operations
• Time and calendar concepts
• Fractions
• Decimals

Our pedagogical approach begins with concrete learning, moves to pictorial representation of learned concepts, and finally abstract thinking. Students develop cognitive flexibility through activities and games.

In fifth grade, emphasis is placed on problem solving, critical thinking, and strategy development. Our pedagogical approach begins with concrete learning, moving to pictorial representations of learned concepts, and finally abstract thinking. Our students develop cognitive flexibility through activities and games. Students work individually and collaboratively to solve problems and share ideas as we work through our Carroll Math Curriculum. This tri-component curriculum comprises Math In Focus, Symphony Math software and Cognitive Activities.

Concepts covered in fifth grade include:

• Place value to 10,000,000
• Review of long multiplication and division by one and two digit numbers
• Adding, subtracting fractions with like and unlike denominators
• Introduction to multiplying and dividing fractions
• Algebra
• Introduction to decimals
• Geometry

The sixth grade Math program incorporates a blend of hands-on manipulatives and real-world applications that are used to deliver a concrete sense of the use of numbers. Pearson AGS Basic Math, IXL and teacher-made materials are incorporated.

Topics include:

• Number Theory
• Multiplication, division, addition and subtraction review
• Order of Operations
• Fractions, mixed numbers
• Decimals/operations with decimals
• Percents
• Statistics
• Graphing
• Exponents

Math during seventh grade is centered around the “Design Your Life” program.

Throughout the year, students plan for their life at the age of 25. Students set goals, explore careers, find out exactly what is needed to achieve them, and how much they will have to pay. They write a resume, apply and interview for a job and wait to hear if they obtain it. Throughout this year-long project, math is incorporated every step of the way.

Student research living expenses, how to pay for college loans and create a Google sheet of monthly expenses. These expenses are totalled each week and then monthly. Trips to the grocery store, cooking, figuring out car payments, and creating budgets are built into the curriculum. This blend of hands‐on math and real­‐world applications are used to deliver a concrete sense of the use of numbers.

The following essential questions guide “The Design Your Life” inquiry-based program.

• Who do you want to be at age 25 and what do you want to do?
• What education and skills do you need to achieve those goals?
• What numbers can we work with? What are the basic laws of working with numbers?

Math included:

• Proportion
• Associative, commutative and distributive properties
• Data analysis and probability
• Decimals, fractions, integers
• Ratios, percents
• Unit Rates
• Geometry
• Problem solving techniques
• PEMDAS

Introduction to Algebra seeks to develop each student’s algebraic and spatial reasoning at the pace and level of abstraction appropriate to the individual. Students are exposed to many topics not typically covered until high school but in a way that is accessible to twelve and thirteen year olds.

Models are used throughout the course in order to create a smooth transition from the concrete to the abstraction required for mastery of algebra material. With a focus on depth of understanding and non-­routine problem solving, students establish skill in linear equations, percents, functions, volume, ratio, fractions, exponents, and integers.

• Algebra manipulatives and geometry
• PEMDAS
• Number theory
• Integers and Rationals
• Area Perimeter and Volume
• Motion and Graphing
• Probability
• Exponents
• Percents
• Ratios

The class uses Globe Fearon Pre-Algebra and Algebra textbooks, which are designed for students with learning differences. Students also use IXL, an online mathematics program to practice and reinforce math skills.

Investigating properties of sound by:

• Testing multiple materials to understand the relationship between length and pitch
• Learning how the ear works and how to protect hearing from loud sounds

Investigating properties of water as a connection to classroom unit on whales by:

• Investigating surface tension
• Testing materials for sinking (negative buoyancy) or floating (positive buoyancy)
• Applying knowledge to creating a “flinker” (an item with neutral buoyancy)

Exploring Electricity and Circuits by:

• Meeting hands-on challenges: building a simple circuit from one bulb, one battery, and one wire; making a circuit that can make a filament glow; adding a switch to a circuit; figuring out the wiring patterns in “black box” mystery circuits; and building series and parallel circuits
• Designing and building a simple flashlight (portable light with on-off switch), designing the circuits, and wiring a cardboard “house” with lights and switches

Investigating Geology focusing on the composition of earth materials by:

• Dissecting “mock rocks” to understand the difference between rocks and minerals
• Separating rock components by shaking with water and letting contents settle into layers of sediments
• Testing and identifying minerals through hardness tests and reactions to vinegar
• Observing crystal growth as vinegar and water evaporate and model how
• Safely cracking open rocks to examine the interiors

Building ecosystems models to learn about interdependence by:

• Differentiating between living and non-living components of ecosystems, especially a riverbank ecosystem
• Building small terraria and aquaria, adding plants and observing growth
• Role playing interactions between sun, plants, oxygen and carbon dioxide
• Adding small invertebrate animals to terraria and aquaria and observing their effects on the systems, while learning about producers and consumers, and food chains
• Connecting the land and water ecosystems to see how they affect each other
• Testing the effects of human pollutants- salt, fertilizer and acid rain on plant-only ecosystems applying understanding to the variety of ecosystems on campus, including river, field, vernal pool, and forest

Fifth grade students will harness their creativity and further develop the exploratory investigation of the world around them. Focus during the year is on weather, climate, biomes, simple machines, energy, energy transformation, and energy resources. Students will also be exposed to the fun and wacky world of Rube Goldberg as they engineer and create a Rube Goldberg Machine. These projects will be presented to peers, faculty, friends and family as a culmination of their studies of simple machines.

Focus is on:

• Exploratory investigations
• Systems thinking
• Communication
• Cooperation and collaboration

The essential questions that guide the SBP science curriculum are:

• How do I use science to communicate and solve problems?               
• How am I related to the Earth and how do I take care of it?                  
• What do living things have in common and why are they different?
• What living things share this place?

Built into the curriculum are executive functioning supports and reinforcement of habits of mind that support students with language-based learning differences.

Students explore the following topics through a variety of inquiry-based projects and activities:

Tree Study: Students gather data for the Harvard University Forest “Buds, Leaves and Global Warming” while learning about tree identification through the use of a dichotomous key. Students learn the importance of and practice accurate sketching/drawing techniques from their “sit spots” on campus.

Birds – Adaptations and Classification: Students participate in Project FeederWatch through the Cornell Lab where they gather data about the number and kind of birds that they observe at their feeders and interpret the data. Skills that students learn are how to classify organisms, measure depth and temperature, record and organize data, calculate biodiversity and biomass, and identify adaptations.

Vernal Pools: Using the on campus vernal pool, students study invertebrates, amphibians, protists and the life cycles of the vernal pool organisms. Students collect invertebrates, measure depth and temperature of the pool; record, organize and interpret gathered data; identify trophic levels; and identify feeding relationships. Students study evolution through a variety of labs.

The seventh grade focuses on earth science, utilizing our 65-acre campus which includes vernal pools​,​ the Paskamanset River​,​ and several other habitats. The curriculum focuses on providing experience with observation and experimentation in order to develop student understanding of scientific knowledge.

These essential questions guide the seventh grade SBP curriculum:

• How do I use science to communicate and solve problems?               
• How am I related to the Earth and how do I take care of it?                  
• What are the Earth’s systems and how do they interact?

Built into the SBP curriculum are executive functioning supports and reinforcement of habits of mind that support students with language-based learning differences. Specific skills such as highlighting, note-taking, and calendar planning are incorporated ​into ​all reading and writing instruction.

Mapping

Students learn to identify the ​​Earth’s spheres and parts of a map. They learn about topography, how to use latitude and longitude, draw maps and use the compass rose. They apply what they learn with “playground latitude and longitude.”

Watershed

Students apply their mapping skills to watersheds, specifically the Friend​s Academy watershed – the Paskamanset River. They study stream discharge by taking field measurements and collecting data on the Paskamanset River throughout the year.

Weather

Students are introduced to instruments that measure weather, record local data, and learn how to read weather maps.​ ​They examine all aspects of weather in preparation for their Extreme Weather Project.

Global Voices

As an integrated project with social studies, students study an assigned country from around the globe and choose a major natural disaster common there (earthquakes or flooding due to hurricanes, tsunami, monsoon, etc.). Staying within a budget ​that is ​calculated based on the GDP/capita of their country, they construct a building designed to withstand that disaster. Students log their progress, tests, and redesigns, and display their buildings at the Science Exposition​. Global Voices culminates in the Global Summit, a strategy-style game simulation of trade and policy-making that tests ​students’ ability to increase their country’s GDP/capita while reducing carbon emissions.

Rock Cycle

Through a series of labs and videos, students explore the many facets of rocks, minerals and the rock cycle.

The essential questions that guide the Sally Borden Program science curriculum are:

• How do I use science to communicate and solve problems?
• How am I related to the Earth and how do I take care of it?
• What is stuff made of and how is it put together?

Built into the curriculum are executive functioning supports and reinforcement of habits of mind that support students with language-based learning differences.

Throughout the year, students build understanding and knowledge through a series of lab based experiments that explore:

• Volume and Mass
• Water quality
• Conservation of Mass
• Measurement of Mass
• Separation of Mixtures
• Compounds & Elements
• Density
• Characteristic Properties
• Compounds and elements
• Boiling and melting points

Long-Term Project: Students identify a topic of interest that they want to explore in January. This process of research, experimentation, data collection, conclusion and writing of a research paper culminates in March with the presentation of findings in the seventh and eighth Grade Science Expo.

Final assessment: SLUDGE

Students work in teams to separate an unknown “industrial” mixture, purify and identify its fractions, and determine whether the fractions could be reused for “industrial purposes.”

THIRD GRADE OVERARCHING GOALS:

• What is Geography?
• What is Culture?
• How are other cultures similar to, and different from, my culture?
• What does it mean to be a caring world citizen?

Our curriculum focuses on the world cultures. Students learn the differences between, city, state, country and continent. They learn to identify the world’s continents on a map, and are exposed to several in-­depth country studies. Past countries of study include Mexico, Japan, and Egypt.

Past highlights from these units include field trips to the Boston Children’s Museum Japanese Home exhibit and the Museum of Fine Arts Egyptian exhibit.

The fourth grade Social Studies program is centered on a geographical and historical study of the four regions of the United States. Students question how past events in United States history can help them become better stewards of our country now and in the future. Students focus on four pillars for each region:

• Who lived in the region before it became the United States?
• What are the states and capitals in the region?
• What national parks/monuments are in the region?
• What significant events happened in the region that we will study?
  • Whaling (Northeast)
  • Civil Rights (South)
  • Pioneers (Midwest)
  • Gold Rush (West)

Past highlights from these units include field trips to the Mashpee Wampanoag Museum, Charles W. Morgan whaling ship, New Bedford Whaling Museum and National Historical Park, and the former Russells Mills schoolhouse.

FIFTH GRADE OVERARCHING GOALS:

• Perspective: How can examining something from multiple perspectives deepen our understanding?
• Conflict: How does conflict, and resistance to conflict, play a role in the stories we hear and tell?

Essential questions that guide student learning are:

• How are citizens today shaped by decisions and events in history?
• How do people affect change?  Why do they attempt to make change?
• How does change impact societies?

In social studies class students study American history from the Civil War to WWII. They are asked to make cross-curricular connections with reading in Language Arts class. Specific skill instruction includes SQ3R, a strategy for use with textbooks, test preparation, test taking, oral presentations, note taking and vocabulary development. Additionally, students are asked to regularly complete journal entries written from the point of view of the subject currently being studied.

“The History of Our Nation” by AGS is a resource for students as are primary documents, videos, various websites and field trips. Students complete a variety of inquiry-based and creative projects.

These essential questions drive the eighth grade SBP social studies curriculum:

• How do we define culture and how does it change? What are the elements of culture? What does it mean to be human?
• What is a right? What is a universal right?
• What is the relationship between our stories and our identity?
• To what extent are we all witnesses to history and messengers to humanity?

The eighth graders utilize the book, World Cultures for their studies in world history and geography. Additionally, students are asked to make cross-curricular connections with reading in Language Arts class. Specific study skill instruction includes SQ3R, a strategy for use with textbooks, test preparation, test taking, oral presentations, and note taking. Students learn how to create study guides and do this throughout the year. Additionally, topics related to current events articles will be discussed regularly.

Students begin the year examining the components of culture and how it changes. These questions are explored, “Who are we as individuals? What are our civil and human rights?” Students immerse themselves in an inquiry-based autobiography project that culminates in writing a memory book.

Students delve deeply into civil and human rights through study of Freedom Riders, church bombing and reading March in literature class. They study the Holocaust, and human rights/social justice. In an integrated unit with other eighth graders, students visit several places of worship in New Bedford and Providence and reflect on their experiences. This comparative religion unit  is also tied to current events.