Ross Valley Charter: Scope and Sequence
Our academic program focuses on building skills, knowledge, and experience that are developmentally appropriate, adequately rigorous, and meets the Common Core state standards. Ross Valley Charter is based on the practices and experiences of the Ross Valley School District’s Multi-Age Program and its 19 years as an Alternative Program.
Our academic program is rooted in the tradition of progressive education. According to Alfie Kohn, renowned expert on education, schools that practice progressive education incorporate these eight important components: attending to the whole child, community, collaboration, social justice, intrinsic motivation, deep understanding, active learning, and taking kids seriously. Progressive education programs emphasize learning by doing, curriculum focused on thematic units, problem solving, group work and development of social skills, collaborative and cooperative learning projects, integration of service learning projects, de-emphasis on textbooks in favor of varied learning resources, assessment by evaluation of children’s projects and productions, a more flexible curriculum influenced by student interest, and intrinsic motivation.
In the chart below you will find the scope and sequence of our academic program:
|Reading||Balanced Literacy: - reading workshop - individual, small group, and whole class instruction - individual teacher conferences - read alouds - individual and partner work using leveled readers - reading class scripts - take-home reading program||Balanced Literacy: - reading workshop including independent reading with individual teacher conferences and small group instruction - nonfiction focus related to trans-disclipinary science and social studies units - read alouds - response to literature, mostly verbal, some written||Balanced Literacy: - reading workshop including independent reading with individual teacher conferences and small group instruction - genre studies - nonfiction focus related to transdisciplinary science and social studies units - book groups - read alouds - verbal and written response to literature|
|Writing||- Lucy Calkins Writer’s Workshop - illustrate responses to prompts that require opinions or preferences - write informational text (i.e., label the classroom, recipes, instructions for a game, crafts, other informational texts, etc.) - daily writing journals - review listening center literature - weekly class news - Handwriting Without Tears Program||- Lucy Calkins Writer’s Workshop - informational, opinion, and narrative units each year - poetry writing - grammar and punctuation skills integrated - writing in various forms as part of units of study (i.e. letters, poetry, informational writing, essays, etc.) - handwriting—printing for 2nd graders, cursive for 3rd graders||- Lucy Calkins Writer’s Workshop - informational, opinion, and narrative units each year - poetry writing - grammar and punctuation skills integrated - writing in various forms as part of units of study (i.e. letters, poetry, informational writing, essays, etc.) - cursive handwriting practice - word processing for most writing|
|Word Study||Words Their Way||Words Their Way||Words Their Way|
|Listening & Speaking||- Class meetings - student-led lessons of interest - learning and presenting a script for a class play/skit - peer tutoring/mentoring within class buddies - students ‘announce’ new discoveries they have made during work time - individual and group presentations with Q&A||- class meetings - reading, writing, and math partners - group and individual presentations - communicating with buddies||- class meetings - reading, writing, and math partners - group and individual presentations - communicating and assisting with younger students|
|Math||- work with numbers 1-19 to gain foundations for place value - learn and apply problem solving strategies in partner, small group and individual work - record the weather daily, graphing with tally marks, and recording temperature - sorting, classifying and making patterns with shapes, colors, and a variety of attributes - various resources including Everyday Math, Marilyn Burns lessons, Tile Math, Math Their Way, teacher-made worksheets||- learn and apply problem solving strategies - various resources including Mathland, Everyday Math, Marilyn Burns lessons, problem solving, worksheets to reinforce skills - addition/subtraction fact practice (2nd grade); multiplication fact practice (3rd grade) - partner, group, and individual problem-solving||- learn and apply problem solving strategies - various resources including Mathland, Everyday Math, Marilyn Burns lessons, problem solving, worksheets to reinforce skills - multiplication fact practice - art projects involving math - math problems/projects involving literature - partner, group, and individual problem-solving|
|Science||- Engineering is Elementary Units - Education and the Environment Initiative (EEI) units - GEMS, Lawrence Hall of Science - Skulls/owl pellet lessons, Academy of Sciences - Turtle Island Restoration Network’s Salmon Protection and Watershed Network - life cycles of insects and flowers - observation journals - worms and composting - environmental field trips||- Engineering is Elementary Units - Units and activities based on Next Generation Science Standards - EEI units - field trips including Chabot Space Center, Exploratorium, Lawrence Hall of Science||- Engineering is Elementary Units - Units and activities based on Next Generation Science Standards - EEI units - environmental field trips including Walker Creek, Crissy Field, Audubon Canyon Ranch - individual research projects|
|Social Studies||- in-depth study on The Middle Ages, the South American Rainforest, Cro-Magnon Man, The Day of the Dead and other cultural traditions - use of fiction and non-fiction texts, photographs of personal travels, guest speakers, videos, etc. for research - historically and culturally accurate representations of arts & crafts, foods, dance, songs, performances and other traditions||- use of non-fiction texts, literature, read alouds, videos, internet, etc. for research - arts and crafts, music, dance, projects - field trips related to local Miwok people, Marin County history - simulation for Open House||- in-depth units on different eras in California and U.S. history - use of non-fiction texts, literature, read alouds, videos, internet, etc. for research - arts and crafts, music, dance, projects - field trips related to California history (Sacramento, Gold Rush, Fort Ross, Alcatraz, etc.) - simulation of Gold Rush or colonial era for Open House|
|Art, Music, Dance, & Performance||- Historically and culturally accurate representations of arts & crafts, food, dance, song, music, performances and other traditions - singing in class, with buddies, and the whole program - self-directed choice time - Art and Music classes - class plays||- art, music, dance integrated into curriculum - singing in classroom, with buddies, and at whole-school traditions - self-directed maker time - Art and Music classes - class plays||- art, music, dance integrated into curriculum - singing in classroom, with buddies, and at whole-school traditions - self-directed maker time - Art and Music classes - class plays or poetry nights|
|Technology||Visual presenter used for whole class informational lessons||- Visual presenter used for whole class informational lessons - introduce keyboarding - introduce internet research||- Continue working on keyboarding skills - most writing produced using word processing - internet research - Google docs used for collaborating on projects - presentation software such as Prezi - Google Earth related to geography|
With a foundation of progressive student-driven learning, social-emotional development, academic rigor, and inspiring, fun project-based education, Ross Valley Charter makes learning come alive for students. Our immersive, hands-on approach creates lifelong learners who act on their confidence, both inside and out of the classroom.
Multi-age, project-based education has a natural emphasis on collaboration and teamwork, and helps create an environment of collaboration, mutual respect, and kindness. The projects that the students undertake require real applications of Common Core lessons, and result in performances, presentations, exhibitions, and academic reports that the students take great pride in sharing.