Lower Elementary Curriculum (1st - 3rd)

Literacy (*Daily 5 - see below)

600 minutes per week (includes grammar, reading comprehension, spelling, and writing

Math (Daily 3 - see below)

300 minutes per week

Science

90 minutes per week

Social Studies, P.E., French

60 minutes per week

Assembly, Bible, Circle Time, DT, Handwriting, ICT/Coding, Music

30 minutes per week

 

*Daily 5

Daily 5 is a structure that enables students to be independent on literacy tasks. They are taught the behaviors of the tasks and are trained to build stamina for independence. The teacher also works with individual students and small groups. Students learn reading strategies within each ‘CAFE’ category which become tools they learn and apply to help them become better readers and writers. “CAFÉ” is the acronym for the four major components of reading:


C for Comprehension

 

A for Accuracy

 

F for Fluency

 

E for Expanding Vocabulary

Once children have been able to build stamina, they will engage each day in the following research-based meaningful tasks:

 ·        Read to self

·         Work on writing

·         Word work

·         Listen to reading

·         Read to someone

 

Learning A-Z is an online reading program used in ACA to enhance the reading skills of its students. Books and resources are correlated to the U.S. State and Common Core Standards. Included in the program are reading lessons, decodable books, reader's theater scripts, reading worksheets and assessments. Students have the opportunity to read independently with books arranged according to students’ ages or reading levels. The leveled books span across 29 levels of difficulty. The fluency passages help to monitor and improve reading rate, accuracy, expression and vocabulary. Students may also listen to audio books, read along or even read out loud. 

The program enhances the students’ ability to effortlessly translate letters to sounds and sounds to words. The fluent reader is one whose decoding processes are automatic, requiring no conscious attention. The use of a standardized set of passages and the administration procedures help to differentiate fluent readers from children who may need additional instructional support and monitor progress toward instructional goals. 


Reading assessments (flight checks) are administered by the elementary school class teachers at least twice a quarter depending on students’ reading proficiency.  This assessment is used to gauge student’s progress and mastery of words read per minute (ORF), fluency, and reading comprehension. Results of these assessments are recorded for analysis to determine the students’ reading rate (ORF) and instructional level. Instructional plans and strategies are created for a student based upon results. Parents are informed of the results during Parent-Teacher Conferences and in the comments section on the first and second semester report cards.

Grade 

Reading level 

ORF requirement (wpm)

KG

aa-C

1st 

D-J

60-90

2nd 

K-P

3rd 

Q-T


Daily 3

Daily 3 is a framework for structuring the math period so that students can develop deep conceptual understanding and mathematical proficiency. Students select from the following choices:

  • Math by Myself

  • Math Writing

  • Math with Someone

  • Math Tech


Math Daily 3 classrooms produce creative, independent and highly engaged students who acquire a true love of mathematics.