Social and Emotional Development Outcomes 6 – 9

Social and Emotional Development Outcomes 6 – 9
(Expectations for a child entering 9-12)

Within these expectations the unique style of each child be respected and accommodated as much as possible.

Between 6 and 9 years of age the child should demonstrate a growing sense of responsibility and interest in his/her learning process.

The child should demonstrate an age-appropriate degree of autonomy. He/she should be able to work independently in a self-directed manner as well as follow teacher directions as required. It is expected that the child between the ages of 6 and 9 years of age will be able to participate in small group lessons and work collaboratively with peers in small and large groups.

It is expected that the child demonstrate an increasing level of responsibility in his/her behavior in relationships with classmates and peers including:

Lastly, it is anticipated that the child between the ages of 6 and 9 years will take an increasing responsibility in caring for the classroom environment.

EXPECTATIONS

(Within these expectations the unique style of each child will be respected and accommodated as much as possible.)

SOCIAL ACADEMIC

Language Arts

Through the study of literature, mechanics, vocabulary, grammar, handwriting, and spelling, the children refine their understanding of the structure of language.

Students develop skills in reading, writing, listening, and oral expression while using these tools to communicate, conduct research, use a dictionary with ease, and develop their own ideas.

The child comes to appreciate communication as one of the basic needs of people.

Reading:
  1. Reading related to cultural subjects:
    • Guided reading
    • Discussions
  2. Books related to interests – age level groups
    • Shared inquiry discussions
    • Reading aloud
  3. Sustained silent reading – individual interest
  4. Comprehension
  5. Vocabulary
  6. Gaining information
  7. Literary Analysis
  8. Confidence
  9. Appreciation of different types of literature (folktales, poetry, adventure, fantasy, history, biography, etc.)
Writing
  1. Writing Skills
    • Fluency
    • Proofreading
    • Editing
    • Revising
    • Publishing
    • Journals
    • Report writing
    • Expository writing
    • Letter writing
  2. Manuscript and Cursive
  3. Mechanics, Research and Grammar
    • Alphabetizing
    • Dictionary use
    • Reference use: research
    • Spelling
    • Descriptive language
    • Contractions
    • Abbreviations
    • Capitalization
    • Singular/plural
    • Work usage
    • Punctuation
    • Development of paragraphing
Oral Expression
  1. Cooperative problem solving
  2. Speaking in front of a group with ease
Listening
  1. Following multiple directions
  2. Listening to chapter books with understanding
  3. Listening to class discussions with understanding

Cultural Subjects

The children develop a sense of the past through exposure to stories, timelines, experiments, and research.

Students come to appreciate that human culture is founded on the needs common to all people, yet they see how cultural diversity arises out of the interplay of these needs and the varied geographical and living systems of the earth.

The children refine their grasp of the physical and chemical processes that shape the geography of our planet. They become familiar with the earth as mapped, charted, and named by people.

Students understand in some detail the classification, evolution, anatomy, and physiology of living organisms.

Life Sciences
  1. Characteristics of living things
  2. Five kingdoms
  3. Botany – classification, experiments, plant physiology
  4. Zoology – classification, observations, vertebrate/invertebrate physiology
  5. Nutrition
Earth Science
  1. Science experiments/observations
  2. Solar system and movements of the Earth
  3. Geology
  4. Skills
    • Asking questions
    • Observing
    • Classifying
    • Comparing and contrasting
    • Estimating
    • Predicting
    • Drawing conclusions
    • Making inferences
    • Communicating
Geography/History
  1. Map making, reading, labeling
  2. Identification of continents, oceans, countries, land forms, major geographic formations
  3. Needs of people
  4. Cultural celebrations
  5. How we measure time/historical time lines

Mathematics

Between the ages of six and nine the child moves from concrete to abstract. The purpose of the Montessori manipulatives in the Elementary Math curriculum is to give children a concrete representation of individual mathematical theories. Once the child has proven and understood these theories through repetition of the manipulatives, he is ready for abstraction. (The child is now able to do the work in his head, without the use of material.) In the 6-9 classroom, the child is moving toward abstraction and the ability to do more complex mathematical concepts.

Addition Subtraction Multiplication Multiples and Factors Geometry