CURRICULUM » CURRICULUM

Reading is taught in a variety of ways beginning with a phonic introduction using the multi-sensory Orton-Gillingham method for non-readers. Once 3-letter phonic words can be read, a basal system that incorporates both phonic and sight-reading is used. At the same time, a whole language approach is utilized so that students may draw sequential pictures, dictate, write, and read their own stories depending on what they are able to accomplish. Literature units from the Junior Great Books series are included for students of all reading levels with a focus on inquiry and thinking critically about the selections read. A Power Reading period is also scheduled into each day. During this time, students silently read literature selected from an assigned author, category, or period. Students are evaluated and advanced periodically but especially after the summer vacations since students who read for that 3 month period may have needs that would be beyond the next sequential basal level.

Spelling is started with the alphabet, 2-letter words, then 3-letter phonic words. Once these have been mastered, students begin a basal spelling series. Students who have advanced to another basal reading level are also evaluated for changed spelling needs. Invented spelling is encouraged in creative writing and journal writing assignments because in these subject areas,it is felt that it is important not to create roadblocks to the creative and communication processes. However, correct spelling is required in all rewrites, reports, and other assignments.

Math is introduced with manipulatives in a concrete manner. Once basic concepts have been internalized, students proceed to a basal textbook program. After the 5th grade level, students may proceed sequentially or may skip levels. A year of applications and survey of miscellaneous math topics may be assigned a student, and/or s/he may advance to pre-algebra, algebra, and/or geometry. Algebra and geometry may be one or two year courses of study depending on the abilities of the student. Math facts are reviewed weekly by students of all grades.

Handwriting is introduced with the D'nealian system unless the student has already learned block printing. The student advances to cursive writing when s/he is able. Students whose ability to spell, compose, and read has developed in advance of his/her ability to write may initially be allowed to employ stencils or templates. Very short handwriting practice is assigned daily to maintain and improve this skill throughout the students' years at Steppingstone.

Social Studies in the beginning elementary classroom consists of 5-week units of countries from each of the continents. Family life, social customs, culture, history, government, terrain, flora, fauna, and diet of those countries are compared and contrasted to ours. For students in the early elementary classroom, the overarching theme is communities, with studies ranging from urban planning to Native Americans. In the intermediate class, studies rotate from year to year through ancient civilizations, early American studies, Post-Civil War history, and U.S. government. The pre-high school class rotates through World Cultures, Ancient World History, and Modern World History. The developmental state of Michigan is studied during each of these periods as well. One final component, the annual Social Studies Expo, allows students the opportunity to research a particular area of interest in detail, and is discussed below.

The Social Studies Expo is an integrated unit of study that involves literature research skills, human resources searches, formal report writing, artistic design, visual display skills, oral presentation skills, and long-term planning and time-management. Students select a topic of interest in history, geography, or civics. In April, students display their (1) completed written research report, (2) hands-on project, and (3) topic display board. They also give a 5-7-minute oral presentation to an audience of adults and peers.

Science is approached in a multi-disciplinary manner. One component is a basal textbook sequence that touches on all areas of science throughout each year. Students study each topic at the level that they are able. A second component is the Discovery Science station that consists of a new experiment each week. Students visit the station and complete the experiment before a weekly discussion session; non-readers visit the station with a reader so that they can understand what they need to do and draw a picture of the results of the experiment. A third component is the annual Science Investigations project, which is discussed separately in greater detail.

Science Investigations, held each October, allows students the opportunity to use the scientific process to answer a question they have about the world. Students generate a hypothesis, design an original experiment, collect data, and draw conclusions. On the evening of the event, students share their findings with a display board and lab report, and give a 5-minute presentation to an audience of adults and peers.

Computers are used as tools and for teaching sequencing and logic. Students learn to touch type and to use word processors, and to learn to program using LOGO, Toon Talk, and Squeak, and may advance to other programming languages, such as BASIC & Pascal as they are able and interested. Computers are not used as substitute teachers.

The Foreign Languages to be studied rotate every two years, and include Japanese, German, Greek, Spanish, and French. Students learn vocabulary, written characters and basic conversation as well as cultural components of the country in which the language is used. The purpose is to familiarize students with foreign languages so that they will feel comfortable selecting one to study in-depth in high school. Currently, we are teaching a rigorous Japanese language course to all K-8th grades with an optional after school enrichment class.

Fine Arts currently includes music and visual arts. Music includes theory, history, appreciation, vocal studies, and instruments such as recorders, keyboards, xylophones, and rhythm instruments. There are performances in the winter and the spring.

Physical Education consists of physical skills, general fitness, group games, and nutrition in the fall and the spring. During the winter, January through March, all students participate in a swimming instruction program. Throughout the year, field trips are also scheduled to expose students to activities that have the potential to become life-long physical activities such as cross-country skiing, ice-skating, hiking, biking, bowling, and horseback riding.