Curriculum Guide Greenhill
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Greenhill
s c h o o l
Curriculum Guide
2021–2022Introduction
Table of Contents Divisions 2021–2022 (data as of July 22, 2021)
Introduction Students Preschool Lower (1–4) Middle (5–8) Upper (9–12) Total
2 Greenhill School Leadership Enrollment. . . . . . . . . . . . . 97. . . . . . . . . . . 368. . . . . . . . . . . . . 387. . . . . . . . . . . 483. . . . . . . . . 1,335
Administrative Team Average Class Size. . . . . . 16. . . . . . . . . . . . 17. . . . . . . . . . . . . . 18 . . . . . . . . . . . . . 18 . . . . . . . . . . . . .
Admission Team
Financial Aid Students of Color . . . . . . . 60%. . . . . . . . . . 58%. . . . . . . . . . . . . 53%. . . . . . . . . . . 47%. . . . . . . . . . 53%
Board of Trustees
Alumni Association
Parents’ Association Faculty 2021–2022
4 Greenhill School Calendar and Full-time Teaching Faculty . . . . . . . . . 151
Schedule Faculty of Color. . . . . . . . . . . . . . . . . . . 36%
5 Preschool & Lower School Curriculum Advanced Degrees. . . . . . . . . . . . . . . . 56%
Prekindergarten and Kindergarten
Average Tenure. . . . . . . . . . . . . . . . . . . . 8 years
Primer and Grades 1–4
Alums working at Greenhill. . . . . . . . . 17
14 Middle School Curriculum
Grades 5–8 Please see the Faculty and Staff Directory on the Greenhill website for a detailed list of all faculty
members and contact information.
21 Upper School Curriculum
Introduction
The Capstone Project
Accreditation, Memberships and Affiliations
Community Service
Computer Science NAIS—National Association of Independent Schools
English
ISAS—Independent Schools Association of the Southwest
Fine Arts
History/Social Science Numerous local and regional school affiliations
Mathematics
Modern and Classical Languages
Physical Education
Interscholastic Athletics
Science Mission Statement
Senior Projects
In diverse and inclusive community, Greenhill prepares and inspires students to lead
Summer on the Hill
authentic, purposeful lives.
Global Online Academy
68 Coming to Greenhill
Driving Directions
Campus Map Vision Statement
We see our students joyfully reaching their potential.
We see our school thriving as an academically excellent, diverse, inclusive, and
connected community.
We see our world made more hopeful because of the Greenhill community.
Curriculum Guide 2021–2022 1Greenhill School Leadership 2021–2022
Administrative Team Admission Team
Lee J. Hark Tom Perryman ’81 Sarah Markhovsky
Head of School Associate Head of School for Mission, Director of Admission
B.A., University of North Carolina; Community, and Culture B.A., Macalester College;
M.Ed., University of Georgia B.A., Northwestern University; M.A., University of Chicago
M.A., Northwestern University; 972-628-5514
Rhema Stradford-Dai markhovskys@greenhill.org
M.A.T.S., McCormick Theological Seminary
Head of Preschool
B.A., Hofstra University; Aaron White Louise Thompson
M.S., Bank Street Graduate School of Education; Chief Development Officer Associate Director of Admission,
M.Ed., Bank Street Graduate School of Education B.A., Austin College; Preschool and Lower School
M.Div., Harvard University B.S., Georgetown University;
Michael Simpson
M.Ed., University of North Texas
Head of Lower School Jason Yaffe 972-628-5511
B.A., Williams College; Director of Academics thompsonl@greenhill.org
M.Ed., Smith College B.A., Bates College;
M.S., University of Pennsylvania John Thompson
Susan Palmer
Associate Director of Admission,
Head of Middle School Sarah Markhovsky
Middle and Upper School
B.S., University of Pennsylvania; Director of Admission B.A., University of North Texas
M.S., University of Pennsylvania B.A., Macalester College; 972-628-5518
M.A., University of Chicago thompsonj@greenhill.org
Trevor Worcester
Head of Upper School Marcus Ingram Wendy Kyle
B.A., Bowdoin College Director of Equity and Inclusion Admission Associate and Registrar
B.S., Wake Forest University; B.A., Texas A&M University;
Jarrett Shine
M.Div., Wake Forest University; M.Ed., University of North Texas
Head of Athletics and Physical Education Ph.D., University of Virginia 972-628-5504
B.A., Lafayette College
kylew@greenhill.org
Kerry Shea
Terry Martin
Director of Marketing and Communications Carol Chu
Head of Fine Arts B.A., College of the Holy Cross; Admission Associate
B.A., University of Alabama M.B.A., Yale University University of California, Los Angeles
972-628-5400
Kendra Grace Scott Rosa
chuc@greenhill.org
Associate Head of School/ Director of Technology
Chief Operating Officer/ B.S., Bentley College;
Chief Financial Officer M.B.A., Providence College
B.B.A., Abilene Christian University;
M.Acc., Abilene Christian University
Financial Aid
Amy deBorst
Director of Financial Aid
B.A., Baptist Bible College East;
M.Ed., Curry College
972-628-5522
deborsta@greenhill.org
2 for more information please visit www.greenhill.org Greenhill SchoolBoard of Trustees 2021–2022 Alumni Association
OFFICERS Kamini Mamdani OFFICERS
Augusto Sasso Marlo Melucci Clayton Lougee ’03
Board Chair President
Rich Moses
Roy S. Kim ’88 Laura Ley Staub ’01
David Muller
Assistant Chair/Secretary Vice President
Adriana Perales
Grace Smith Lauren Pritchard Goodman ’04
Finance Chair/Treasurer Ashley Scheer Immediate Past President
Hardeep Sehgal
TRUSTEES
Debby Ackerman
Boaz Sidikaro
Parents’
Amanda Beck
Rajesh Swaminathan
Association
Beth Thomas
Leslie Benners
EXECUTIVE COMMITTEE OFFICERS
Lori Whitten
Joe Chu
Megan Considine ’97
Linda Wimberly
Albertina M. Cisneros President
Bing Xie
Christopher I. Clark ’89 Amanda Beck
Jeff Zlotky President-Elect
Megan Considine ’97
Lee J. Hark Jennifer Stinchcomb
Lenore Diamond
Head of School Vice President Communications
David Fox
Lauren Harris
FORMER BOARD CHAIRS—
Michelle Frymire Treasurer
EX-OFFICIO
Holland P. Gary ’93 Kelly Van Boven
David L. Johnson ’67
Secretary
Louis Gennarelli
H. Ronald Nash
Jennipher Rice
Kenji Hashimoto
Parliamentarian
LIFETIME TRUSTEES
Karlyn Herlitz
Rusty Jaggers
Joan Hill, Ed.D.
E. Pierce Marshall, Jr. ’86
Rachel Ladin ’91
Daniel T. Phillips
Lester Levy ’79
Molly Fulton Seeligson ’60
Clayton Lougée ’03
Curriculum Guide 2021–2022 3Calendar and Schedule
Greenhill School Calendar 2021–2022
AUGUST 2021 JANUARY 2022 MAY
24 First day of classes 4 Classes resume 13 PS/LS Conferences—no PS/LS classes
17 Dr. Martin Luther King, Jr. Holiday— 18 MS Conferences—no MS classes
SEPTEMBER school closed 19 PS/LS last day of classes
6 Labor Day Holiday—school closed 24 MS Conferences—no MS classes 20 MS/US last day of classes
10 Founders’ Day Celebration 30 Memorial Day Holiday—school closed
16 School Holiday FEBRUARY
20 MS/US Conferences—no MS/US 10–12 Winter S.P.C. Championships, TBD Baccalaureate and Commencement
classes Fort Worth
11–14 Winter Break Holiday—school closed
OCTOBER
11–12 Fall Break Holiday—school closed MARCH (All dates are subject to change)
4 PS/LS Conferences—no PS/LS classes
PS = Preschool
NOVEMBER 14–18 Spring Break—school closed
LS = Lower School
12 PS/LS Conferences, MS/US Transition
MS = Middle School
Day—no classes APRIL
US = Upper School
19 All school early dismissal 15 School Holiday—school closed
22–26 Thanksgiving Break Holiday— 29 No US classes
school closed 28–30 Spring S.P.C. Championships,
Houston
DECEMBER
17 December Holiday begins at 11:00 am
School Hours
Divisional offices are open. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7:30 am–4:00 pm
Preschool (PreK/Kindergarten). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:00 am–2:45 pm
Lower School (Primer–4th Grade). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:00 am–3:15 pm
Middle School (5th–6th Grade). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:00 am–3:40 pm
Middle School (7th–8th Grade). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:00 am–4:05 pm
Upper School (9th–12th Grade). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8:40 am–3:55 pm
Middle School sports (Grades 7 & 8) practices . . . . . . . . . . . . . . . . . . . . . . . . 2:45–3:55 pm
Upper School sports and after school activities. . . . . . . . . . . . . . . . . . . . . . . . 4:15–6:15 pm
After school care (Extended Day) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2:30–6:00 pm
Early morning supervision for Preschool and Lower School students . . . . . 7:15–7:45 am
Library hours, Monday–Thursday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7:45 am–4:30 pm
Library hours, Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7:45 am–4:00 pm
4 for more information please visit www.greenhill.org Greenhill SchoolPreschool & Lower School Curriculum 2021–2022
Preschool KINDERGARTEN GRADE LEVEL acquisition is directly related to the frequency
that language is heard, an allotment of one
Greenhill’s kindergarten curriculum is based
The Preschool division is filled with and a half hours per week is divided into three
on the principle that a child’s development
adventure, creativity, investigation and 30-minute sessions.
and learning are integrated. We strive
friendship. Our faculty provides a research-
to provide an environment that provides Prekindergarten/Kindergarten Art
based approach to teaching and learning
active and authentic experiences that Visual art is the primary medium of written
in which children learn about themselves,
foster wonder, exploration, and discovery. idea communication for young children.
others, and the world around them—all in an
We provide a balanced academic learning Therefore, visual art is infused throughout
atmosphere of love, care, and acceptance.
approach with play and direct instruction. the prekindergarten and kindergarten
Reciprocal learning exists when teachers Our environment provides a variety of curriculum. The value placed upon art at
and families communicate regularly and learning activities and materials that are this age leads us to ensure time is given in
keep student success in mind. Therefore, we concrete, real, and relevant to the lives the schedule for prekindergarteners and
strongly encourage active participation from of our young children to help encourage kindergarteners to attend art class weekly.
parents and family members, which plays a them to take risks and make connections. Preschool art classes desire to spark a
significant role in each child’s learning and Throughout the year, we also focus on positive art experience for each student
growth. project-based learning opportunities that as well as acquisition of the tools, skills,
are multidisciplinary. Throughout these confidence, and fascination to explore
units we integrate all curricular areas and different mediums and subject matters.
Prekindergarten allow the interests of the children to dictate
much of the learning that takes place. We
Prekindergarten/Kindergarten Music
and Kindergarten also foster independence and help to build
Music surrounds children in each aspect
of their student life in prekindergarten
social competence by providing ample
and kindergarten. Therefore, an emphasis
PREKINDERGARTEN GRADE LEVEL time for play in combination with more
is placed on ensuring children have a
structured independent and cooperative
Learning through play and a research-based solid foundation in music principles.
learning situations. We emphasize kindness,
curriculum is how we approach teaching Prekindergarten and kindergarten students
compassion, and respect. We give children
and learning in prekindergarten, each attend music class two 30-minute classes
guidance and support in this character
and every day! The prekindergarten year per week. During these classes, children
development. Our primary objectives are to
at Greenhill School is filled with wonder, find “their singing voices,” explore tone and
foster a love of learning and promote good
discovery, and exploration. We take a rhythm, learn to keep a steady beat, and are
citizenship in all of our students. By focusing
balanced approach whether it be challenging introduced to Orff instruments as they move,
on children’s social, emotional, cognitive,
academics, interactive science opportunities, chant, play games, and of course, SING.
language, and physical growth, we promote
or essential social skills. Throughout the
an effective developmental approach to Prekindergarten & Kindergarten
year, we focus on project-based learning
learning. Language Arts
opportunities that are multidisciplinary.
As early childhood educators, we believe
We meet the individual needs of all of our Prekindergarten/Kindergarten Spanish
young children first learn to read and write
students with authentic activities, global “¡Buenos días a todos aquí!” Prekindergarten
through authenticity, experimentation,
perspectives, and celebrations of equity and and kindergarten Spanish introduces children
exploration, and discovery. By incorporating
inclusion. Our masterful early childhood to basic Spanish words and phrases by
the CR Success phonics program and
educators understand that we are helping immersing students in literature, song, and
Fountas and Pinnell’s continuum of literacy,
to build a foundation of life skills, critical games. Using a response method which
we offer a “balanced literacy” program to
thinking, and an overall love of learning. The takes into account the egocentricity of young
our students. Using the balanced literacy
prekindergarten year is exciting, challenging, children, the maestra provides opportunities
approach along with the use of the Lucy
fun, and thoroughly enjoyed by our students, for students to respond individually to
Calkins Teachers College Writing Workshop
their families, and the teachers. questions and phrases so the context becomes
in kindergarten, students are allowed to
all about each individual child. Through
experience the freedom of making and
exploration of cultural holidays, children
learning through mistakes and scaffolding,
experience and develop an appreciation of the
as well as developing fluency with their
Spanish culture. With the belief that language
reading and writing. Through interactive
Curriculum Guide 2021–2022 5read-alouds, small groups, and guided prekindergarteners begin to acclimate into the development of independence and
reading groups, children are provided the community and understand what it means responsibility. Project based learning helps to
tools to develop critical thinking and to be a productive citizen of that community. deepen and enrich children’s understanding
comprehension. In prekindergarten, we also The themes involving Community Helpers of the themes. Opportunities to define a
help develop phonemic awareness, speech help provide concrete experiences as they personal place in the world and also learn
production, and phonics through our Jump engage in broad and important topics. how we are interconnected are supported
Start to Literacy component of CR Success, through discussion about what is happening
Prekindergarten Science
which is the beginning of CR Success that in the larger world around them.
Insects, seeds, and water—oh my!
aligns the components of research-based
Everything in the environment is fair game Kindergarten Science
literacy instruction. Our hands-on phonics
for a prekindergartener’s curiosity and that Two global science themes drive Greenhill
instruction is designed to teach students
curiosity is the root of prekindergarten School’s kindergarten science curriculum.
alphabetic knowledge through multiple,
science. Science takes the form of specific The themes of Growing Things and Color
distributed instructional cycles. Students are
project-based learning experiments and and Light provide concrete experiences
exposed to high-quality literature involving
follow-up on child-driven questions about for kindergarteners as well as providing
song, hand/body cues, imagery, kinesthetic
nature and the world. Prekindergarteners differentiation between individual interests.
cues, and stories that our young ones
observe, explore, and apply previous Children explore these themes through
are excited to embrace. In kindergarten,
information to their current areas of literature and hands-on activities along with
phonemic awareness and phonics are taught
wonder. The themes of Growing Things and specific experimentation using the Scientific
systematically in small groups through
Transportation provide concrete experiences Method. Kindergarteners are also engaged
direct instruction or guided reading groups,
as well as providing differentiation between in makerspace STEAM activities that include
using active and multisensory approaches
individual interests. Prekindergarteners also creative tinkering, exploration, and maker-
including stories and songs that create
use our makerspace to engage in STEAM based instruction. We also make use of
engaging and interactive lessons. Whether
activities that include creative tinkering, our inhouse teaching kitchen for extended
in a large group interactive writing, or an
exploration, and maker-based instruction. learning activities.
individual book browsing opportunity, or a
We also make use of our inhouse teaching
group conversation, students are encouraged Kindergarten Math
kitchen for extended learning activities.
to go deeper into the text to promote greater In kindergarten, children acquire quantitative
purpose in their reading, through their Prekindergarten Math thinking skills through exploration and
writing, and during speaking experiences. One of the first academic acquisitions discovery through the Bridges Math
young children often make is in the area curriculum. Bridges blends direct instruction,
Prekindergarten/Kindergarten
of qualitative and quantitative thinking. structured investigation, and open
Social-Emotional Learning
(Remember the first time your child counted exploration. It taps into the intelligence
Students build and strengthen social-
in order?) Prekindergarteners come to us with and strengths of all students by presenting
emotional competencies through the MindUP
varying degrees of concrete mathematical material that is as linguistically, visually, and
curriculum. Students learn about how their
information. The prekindergarten Bridges kinesthetically rich as it is mathematically
brains work and explore becoming mindfully
and Number Corner curriculum builds on powerful. Manipulatives foster the young
aware of all that is going on around them. As
those concepts of number via interactive child’s need for concrete exploration and are
students progress through the curriculum,
lessons, activities, and centers that develop used to help establish a solid foundation for
self-awareness, self-management, social
skills of counting, comparing, matching, math concept development. Kindergarteners
awareness, relationship skills, and
joining and separating sets of objects; explore and solidify math connections to
responsible decision making are addressed in
comparing objects by attributes such as life skills through authentic activities that
a developmentally appropriate and engaging
length, weight, and capacity; matching, emphasize problem solving. Group and
way. The year culminates with expressing
recognizing, comparing, and composing individual mini-lessons introducing math
gratitude and performing acts of kindness,
shapes; and recognizing patterns with vocabulary and concepts begin the spiral
leading into constructive activities to take
proficiency and flexibility. usage of these tools throughout a child’s
mindful action in the world and improve the
Lower School education.
lives of others. Kindergarten Social Studies
Self-confidence and social competence
Prekindergarten Social Studies
are the emphasis of social studies in a
The beginning of the year presents a time
kindergarten classroom. Confidence to deal
for prekindergarteners to learn how to go to
with social situations and group collaboration
school and what it means to be a member of
build and scaffold through a variety of play
a community (the classroom). By exploring
opportunities to facilitate social interactions
areas of the school community and its culture
and to cement relationships. Established
and then various regions of the world,
routines and integrated centers facilitate
6 for more information please visit www.greenhill.org Greenhill SchoolPrimer skills. As the children mature, it is our goal
to help each child develop a mutual respect
Music
The primer music curriculum provides
and Grades 1–4 for others. Through open communication the structure and order within an active, playful
children learn to solve problems while gaining atmosphere that includes exploration,
PRIMER a sense of responsibility and accountability improvisation, movement, and hands-
for their own actions. on learning. The twice-weekly lessons
Overview
are sequential and include the following
The primer classroom is a unique Math
concepts: rhythm (steady beat, understanding
developmental opportunity for children after The math program in primer uses a variety of
the difference between long/short duration
kindergarten, designed to give students real-life activities and concrete manipulatives
and fast/slow tempo), melody (high/low
a rich environment while practicing skills to develop a strong conceptual basis for
pitch, melodies that move up/down, matching
taught through a child centered, hands-on learning and build mastery of basic skills.
vocal pitches), harmony (experiencing more
approach to learning. The classroom focus We explore strands from the full spectrum
than one musical sound at a time), form
is on the development of the whole child, of mathematics, going beyond basic
(understanding same/different phrases,
including the social, emotional, physical, and arithmetic to include number sense, algebra,
phrase length), and timbre (identifying vocal
academic components. Learning activities measurement, geometry, data analysis,
and instrumental qualities of sound).
are planned with a great deal of emphasis and probability. Activities are developed
on individual student development, with based on how children learn, and what most Spanish
instruction continuously modified to meet the captures their interest. There is an emphasis Primer Spanish focuses on strengthening
needs of each child. on mathematical competence and problem- the students’ verbal skills. Through songs
solving, building higher-order and critical and literature, students learn about and
What Makes Primer Unique?
thinking skills. It is our goal to prepare appreciate Hispanic culture and heritage.
• Provides a bridge between kindergarten
students to enter the next level confident in In class students are encouraged to take
and first grade.
their math skills and enthusiastic about what linguistic risks, to say new words, and sing
• Provides a challenging curriculum that
lies ahead. songs in Spanish. Students love learning
is designed to meet the developmental
about how different holidays are celebrated
needs of each child. Science
in Spanish-speaking countries.
• Provides hands-on activities with The science program in primer builds
manipulatives and developmentally on the child’s natural curiosity about the Library
appropriate materials. world they live in. We provide children Primers enjoy a variety of books: folk tales,
• Provides flexibility of instructional time with direct experience using materials, fairy tales, and fables; wordless picture
and pacing with shorter time on tasks. events, and ideas critical to later learning. books that allow them to develop their
• Provides additional opportunities for We build on students’ prior experiences, own stories; books about first experiences,
large muscle exercise and small motor background, and early ideas. Students achievement, and problem solving; easy-to-
development. engage in investigations and problem-solving read books with controlled vocabularies; and
• Provides for transition from concrete to techniques using basic science concepts. books with increasingly complex plot lines. In
abstract learning. Students practice strategies involving addition to studying the words and pictures
questioning, exploration, and explanation of the book itself, librarians foster a love of
Literacy
building (hypothesis). Primer science serves reading by enriching the language and social
The primer literacy curriculum is designed
as an important link between science and interactions that surround reading.
to meet the needs of each child and continue
the developing literacy and social skills of
the development of each child’s language Physical Education
students and utilizes strategies that integrate
skills. Reading, writing, and listening/ Primers participate in various movement
science with other content areas.
speaking are integrated in cross-curricular activities designed to promote motor
activities throughout core and content areas Art and manipulative development, the
such as math, art, music, science, social The primer art program focuses on understanding of a healthy lifestyle, and
studies, and technology, thereby immersing introducing children to new ways of a positive self-image. Emphasis is on
the students in literacy activities throughout thinking, building upon this age group’s enjoyment, challenge, self-expression,
their day. The primer literacy program builds wonderful creative energy. While learning and social interaction within movement
the bridge to critical thinking, independent different ways of making art, students also experiences. The curriculum includes
reading and comprehension, and writing learn classroom procedures, practice peer an aquatics unit accenting proper stroke
in a variety of modes. The social studies relationships, and become more responsible, development, water safety, and self-
curriculum is a journey of exploration through independent students. We work closely with confidence during swimming, and a climbing
the multifaceted world, and provides frequent classroom teachers, using their themes of unit designed to promote handwriting skills.
opportunities for students to apply literacy study as the subject matter for our projects.
Curriculum Guide 2021–2022 7Social-Emotional Learning a program called CR Success; this program as inspiration for human-made innovations.
Students build and strengthen social- begins in kindergarten and continues Next, we bring outside experts into the
emotional competencies through the MindUP through fourth grade. The publishing process classroom to help set up tests and provide
curriculum. Daily repeated practice of mindful begins in first grade with students pre- feedback on experiments related to health
breathing hones attentive listening and writing, editing, and publishing many of and cleanliness. We move on to Design
calming. Students learn about how their their compositions. Manuscript handwriting Thinking challenges that require students
brains work, and explore becoming mindfully is refined as motor skills develop. Children to apply concepts related to sound and light
aware of all that is going on around them. As enter first grade with a wide spectrum of energy to solve a problem using a design
they progress through the curriculum, they abilities, but a major goal for all students is to solution that addresses someone else’s
practice perspective taking and optimism, leave first grade choosing to read and write needs. End-of-the-year Earth science units
learning about the importance of mind set and independently. Social studies provides regular culminate with project-based learning about
how it affects learning and relationships. The opportunities to apply literacy and research our planet’s resources and our solar system.
year culminates with expressing gratitude skills to real world topics such as change,
Art
and performing acts of kindness, leading into families, and caring for others.
The first grade art program focuses on
constructive activities to take mindful action
Math introducing children to new ways of making
in the world and improve the lives of others.
The first grade math program uses a art and new ways of thinking, building
cooperative learning, hands-on approach upon this age group’s wonderful creative
FIRST GRADE
with a variety of materials, manipulatives, energy. These open-minded children can
Overview games, and activities to develop math make something out of anything, and the
First grade marks an important time of concepts and problem-solving skills in all art program seeks to kindle their creative
milestones for young children. During students. Our core mathematics curriculum fires, inspiring new ideas without stifling
this year, first graders are encouraged is based on the Bridges Mathematics their natural creativity. We work closely with
to use the social skills they developed in program and is supplemented by a variety classroom teachers, using their themes of
prekindergarten and kindergarten. Your child or resources to meet the needs of a range study as the subject matter for our projects.
will experience many opportunities to grow of math abilities. Students are introduced
Music
and develop socially, emotionally, physically, to new concepts and continue to develop
One of the primary goals in first grade music
and academically in first grade. Throughout concepts including numbers and numeration,
is to instill the love of music in students.
the year students explore the over-arching operations and computation, data and
Activities in music include singing, rhythm
theme of “change.” In addition to direct chance, measurement and reference frames,
recognition, movement, instrument playing,
instruction in reading, writing, and spelling, geometry, patterns, functions, and algebra.
listening, and music appreciation. Children
literacy skills are integrated into science These math and problem-solving skills are
discover that their names have rhythm
and social studies thematic units of study. developed over time in a wide variety of
and beat. Simple songs are introduced,
Our curriculum seeks to combine literature contexts. We also put a strong emphasis
and xylophone instruments are used to
with an emphasis on word construction on developing and understanding addition
accompany those songs. Special events
and meaning, comprehension and higher and subtraction and strategies to develop
during the year include a Halloween and
thinking skills. But the true magic of first mastery for solving basic facts.
holiday sing-along, a Thanksgiving program,
grade happens as children develop the ability
Science a winter concert, exploring opera, and an
to understand that they are independent
In first grade science, students apply integrated unit on dinosaurs that includes
thinkers and lifelong learners.
processes that help them understand the songs about the dinosaurs.
Literacy natural world and learn that science is
Languages
During readers and writers workshop, exciting, dynamic, and essential! They ask
First grade students take Spanish classes
teachers work with children individually or in questions, make observations, and analyze
throughout the year. Language lessons
small groups to meet individual student needs information by engaging in hands-on labs in
are designed to promote enthusiasm for
and propel the development of literacy skills the areas of life, Earth, and physical science.
the learning of new languages. Students
and strategies. Literature is used as a base We begin with a series of mystery liquid
discuss the relationship between English
to model good writing, demonstrate proper labs requiring students to use their senses
and Spanish as they study vocabulary and
grammar and mechanics, and explore content. to collect information about attributes of
word parts. Cultural lessons help students
We provide a balanced literacy approach by matters and to describe how those matters
develop an appreciation of cultures and
supplementing our literacy programs with behave when different things are done to
customs. The language program emphasizes
additional quality literature. Written language them. Students then use measuring tools
functional language and rudimentary training
is encouraged through journal writing, and technology while learning about plant
in listening, speaking, reading, and writing
data collection, and various content related and animal structures that not only help
as well as cultural awareness across cultures.
assignments. Spelling is taught daily using organisms survive and thrive, but also serve
Themes are often integrated with studies in
8 for more information please visit www.greenhill.org Greenhill Schoolthe core classes. These comparative learning SECOND GRADE of communities. We begin with the school
opportunities allow our students to construct community, expanding outward to city, and
Overview
conceptual frameworks for understanding state. The community unit culminates with
In second grade, students continue to
language, culture, and diversity, enhancing a human-centered design project where
practice and develop skills and strategies
their language learning potential in the students work to solve a community issue.
that promote the synthesis of academic,
Middle School years.
social, emotional, and physical maturation. Math
Library The theme of “community” shines brightly The second grade math program is a
In library, first graders review procedures that in second grade. In social studies and in rigorous and balanced curriculum. It raises
they learned as kindergarteners and primers. integrated projects, students study our expectations of the amount and range
Returning students help new students to Greenhill, Addison, and Texas communities. of skill that a child can demonstrate in
learn the ropes. We begin by reading books We examine the impact significant individuals mathematics. The focus is on four main
about the library and reading to develop good have made in our community and learn mathematical areas: algebraic thinking,
habits and a love of reading. We encourage how to be changemakers. In literacy, we numbers and operations, measurement/data,
students to check out books they can read strengthen reading and writing abilities and geometry. Students explore and expand
themselves by teaching them the Fist rule through comprehensive fiction, poetry, and mathematical concepts while building
or the Five Finger rule. This rule is a good nonfiction units. Math builds upon students’ a strong number sense foundation. Our
way to find a just-right book. Children number sense foundation and strengthens goal is to introduce and expand children’s
practice respectful behavior in the library operational skills with the largest emphasis understanding of the mathematical basic
by practicing proper checkout protocols and on addition, subtraction, and place value. concepts and skills in number sense, algebra,
book care expectations. Once first graders Students are encouraged to problem solve measurement, geometry, probability, and
have mastered the checkout procedures, we from different perspectives, take risks with problem-solving. Students build their
begin to explore the various call numbers the understanding that mistakes are how automatic recall of basic math facts, which
and purposes of each section of the library. we learn, collaborate with others, and helps them solve everyday computational
We read aloud fabulous literature to our first communicate effectively. Self-contained problems.
graders every time they come to library. classrooms allow for several long-term,
Science
project-based units in which students practice
Physical Education As second graders, students grow in their
working independently, in small groups, and
First grade students participate in various ability to make abstractions based on
with peers from other grade-level classrooms.
movement activities designed to promote information and to spontaneously categorize
motor and manipulative development, the Literacy information. Greenhill’s second grade science
understanding of a healthy lifestyle, and a The second grade literacy program contains class capitalizes on the learner’s increased
positive self-image. Emphasis is on enjoyment, several different content areas: reading, metacognitive skills and natural enthusiasm
challenge, self-expression, and social writing, phonics, spelling, handwriting, and for understanding the natural world with a
interaction within movement experiences. The social studies. Reading and writing are taught range of in-class labs and outdoor activities.
curriculum includes an aquatics unit accenting in a workshop format to allow students to Students begin the year learning about
proper stroke development, water safety, receive individualized support and challenges. how scientists organize and categorize
and self-confidence during swimming, and a During readers and writers workshop, information and are then challenged to use
climbing unit. teachers work with children individually or developmentally appropriate research tools
in small groups to meet individual student and technology to create a digital report on a
Social-Emotional Learning
needs and propel the development of literacy self-selected topic. Meanwhile, they explore
Students build and strengthen social-
skills and strategies. Reading and writing different outdoor areas around campus to
emotional competencies through the MindUP
are taught in four connected units to take compare diversity of species while collecting
curriculum. Daily repeated practice of mindful
a deep dive into genres. These units build and recording data in an online program
breathing hones attentive listening and
confidence and strengthen skills. Each unit used by scientists and conservationists.
calming. Students learn about how their
ends with a celebration and an opportunity Winter’s colder weather may keep us indoors,
brains work, and explore becoming mindfully
to self-reflect. Spelling is taught daily using but physics games and experiments keep
aware of all that is going on around them. As
a program called CR Success; this program students engaged as they learn about
they progress through the curriculum, they
begins in kindergarten and continues through attributes of different matter and how it can
practice perspective taking and optimism,
fourth grade. In addition, students learn the change. Tests requiring spinning, breaking,
learning about the importance of mind set and
cursive alphabet through weekly handwriting balancing, shaking, floating, weighing, and
how it affects learning and relationships. The
lessons. The social studies curriculum more help students draw conclusions about
year culminates with expressing gratitude
provides students with the opportunity to different kinds of materials and how they can
and performing acts of kindness, leading into
stretch and further develop their literacy skills be used for specific purposes. In the spring,
constructive activities to take mindful action
in a real-world context through the study students participate in project-based learning
in the world and improve the lives of others.
Curriculum Guide 2021–2022 9with a purpose. As they learn about natural opportunities allow our students to construct Social-Emotional Learning
resources and the Earth’s systems, they are conceptual frameworks for understanding Students build and strengthen social-
challenged with analyzing models, testing language, culture, and diversity, enhancing emotional competencies through the MindUP
solutions, and even coming up with their own their language learning potential in the curriculum. Daily repeated practice of mindful
ways of improving natural or human-made Middle School years. breathing hones attentive listening and
problems affecting our planet. calming. Students learn about how their
Computer Science and Engineering
brains work, and explore becoming mindfully
Art Second grade students work with various
aware of all that is going on around them. As
Second grade art students build upon skills software programs to enhance their studies
they progress through the curriculum, they
they learned in previous years and work in the classroom. In Computer Science and
practice perspective taking and optimism,
toward mastery through experimentation Engineering class, students learn to be
learning about the importance of mind set and
and practice. The spiraling art curriculum thinkers, designers, and problem solvers
how it affects learning and relationships. The
allows for more independence, freedom, and within an innovative learning environment.
year culminates with expressing gratitude
increased opportunities for teamwork and Students begin to learn digital literacy skills
and performing acts of kindness, leading into
peer interaction to meet the needs of the and competencies, with an emphasis on
constructive activities to take mindful action
capable, curious, and social second graders. digital citizenship, and how to navigate the
in the world and improve the lives of others.
We continue the goal of introducing students ever-changing digital landscape. The second
to the diversity of the art world, exposing grade computer science and engineering
THIRD GRADE
them to different artists, styles, mediums, curriculum is student centered and focuses on
and approaches to art. creation vs. consumption. Technology is a tool Overview
for creating, reflecting, and better developing The third grade year focuses on the goal of
Music
ideas. empowering students to be in charge of their
The second grade music curriculum is active,
own learning as they develop their academic
transitioning quickly from one activity to Library
and social skills. Third grade students
another and including movement in every Second graders work with genres. We map
develop independence by demonstrating
class period. During the second grade year, out different fiction and nonfiction genres and
active listening and follow through, keeping
students increase their rhythmic vocabulary to examine picture books to illustrate each kind.
materials, assignments, and homework
include quarter notes/quarter rests, half notes/ We read aloud examples to underscore the
organized, managing time wisely, and
half rests, and eighth notes. Simple meters are definitions of these genres. We explore these
practicing problem solving. Taking risks
experienced as are changes in tempo; time genres of fiction: realistic, historical, sci-fi,
with expression of ideas both orally and in
signatures are labeled. Second grade students mystery, fantasy, and folk and fairy tales (also
written form or requesting assistance when
continue to develop a repertoire of folk, called traditional literature). Moving on to
needed are encouraged on a daily basis.
patriotic, multicultural, and seasonal songs nonfiction books, we study biographies and
Living and working with one’s peers requires
while using solfege syllables and Curwen other factual books from the history, science,
cooperation, compromise, trust, respect,
hand signs to sing simple scale-tone melodies. and sports sections of the library, reinforcing
compassion, problem solving, service, and
Proper instrumental technique on small understanding of the Dewey Decimal system.
effort. Third grade students are expected to
percussion instruments, mallet instruments, Students play games to practice using call
become self-managers of personal behavior,
and hand drums are practiced as students numbers and search and retrieval strategies.
exhibit good social interactions, develop
learn to create simple accompaniments to We end the year reading Alvin Ho, by Lenore
conflict resolution skills, and perform service
classroom singing on these instruments. Look, which is a multicultural novel of a boy
for others.
who is afraid of everything, and more than
Languages
anything else, wants to make friends. Literacy
Second grade students take Spanish classes
During readers and writers workshop,
throughout the year. Language lessons Physical Education
teachers work with children individually or
are designed to promote enthusiasm for Second graders participate in various
in small groups to meet individual student
the learning of new languages. Students movement activities designed to promote
needs and propel the development of literacy
discuss the relationship between English motor and manipulative development, the
skills and strategies. Critical thinking is
and Spanish as they study vocabulary and understanding of a healthy lifestyle, and a
achieved through literature discussions,
word parts. Cultural lessons help students positive self-image. Emphasis is on enjoyment,
reading response journals, and “Strain
develop an appreciation of cultures and challenge, self-expression, and social
Your Brain” extensions. Spelling is taught
customs. The language program emphasizes interaction within movement experiences. The
daily using a program called CR Success;
functional language and rudimentary training curriculum includes an aquatics unit accenting
this program begins in kindergarten and
in listening, speaking, reading, and writing proper stroke development, water safety,
continues through fourth grade.
as well as cultural awareness across cultures. and self-confidence during swimming, and a
Themes are often integrated with studies in climbing unit.
the core classes. These comparative learning
10 for more information please visit www.greenhill.org Greenhill SchoolMath and develop technical reading skills of and non-locomotor movements explored in
Exploration, discovery, and explanation nonfiction material are also provided. free and metered settings, organized dance),
are crucial components for building and playing instruments (proper technique
Social Studies
understanding with children in the on pitched and unpitched percussion
In third grade, students begin a two-year
ongoing development of number sense instruments reinforced, body percussion as
course that continues through fourth grade,
and mathematical proficiency. The Bridges an instrument). Third grade students may
taught by the same teacher. In the first of
program is used as the basis of our studies choose to participate in the Lower School
the two years, the world opens up as they
and many additional resources are used to Choir, which rehearses after school on
bring their increasingly sophisticated literacy
supplement the program. Students have Tuesdays in the Lower School Music Room.
skills to an exploration of the world in social
two math periods daily, a Number Corner
studies. The multicultural curriculum connects Languages
lesson taught by their homeroom teacher
to global themes, includes a variety of The third grade language courses further
every morning, and a math class taught
sources, and enables students to understand, student experience of Spanish language
by the math specialist. Students focus
participate in, and make informed decisions and cultures. Exposure is not only to Mexico
intensively on the four critical areas specified
about their world. Students practice civic and Spain but other related nations as well,
by the Common Core State Standards for
engagement and civil discourse, as well as giving the students facility in distinguishing
Mathematics in third grade: developing
exploration and discovery of knowledge from between multiple cultures and languages.
understanding of multiplication and division
the core content areas of civics, economics, Training in both the spoken and written
and strategies for multiplication and division
geography, and history. Through this language allows students to navigate public
within 100; developing understanding of
literature, students learn to think critically, spaces and communicate respectfully. While
fractions, especially unit fractions; developing
evaluate characters’ decisions and actions, continuing to work with cross-curricular,
understanding of the structure of rectangular
and relate concepts to their own experiences. grade-level academic themes, students
arrays and area; and describing and analyzing
Our primary goal is to inspire our students to also build functional language capabilities.
two-dimensional shapes. Regardless of
love reading, writing, and exploring cultures. Students develop recognition of major
the particular focus of study, students are
Spanish historical figures and learn about
consistently asked to look at problems in Art
the geography and ethnic diversity of Latinx
different ways and to communicate their Third graders are able to put forth effort and
culture.
thinking through both oral and written maintain focus for sustained periods of time,
explanations. They are often asked to “prove” and their workmanship and attention to detail Computer Science & Engineering
their answers and explain their reasoning in is at a high level through years of practice Third grade students work with various
detail, ultimately adding depth and dimension and experimentation. The third grade art software programs to enhance their studies
to their true understanding of mathematics. curriculum challenges students to put these in the classroom including the use of laptops,
skills and talents to use with projects inspired iPads, Microsoft Office programs, and
Science
by art from around the world, throughout creation applications. In Computer Science
In third grade students begin a two-year
time, using varied mediums. A variety of ways and Engineering class, students learn to be
course that continues through fourth grade,
of making art is studied to meet the diverse thinkers, designers, and problem solvers
taught by the same teacher. In the first of
needs of our students and also to mimic the within an innovative learning environment.
the two years, the curriculum focuses on
diversity of the art world. Students reflect on previous lessons and
increasing the student’s ability to understand
continue to build on their digital literacy
and deal with his/her natural environment, Music
skills and competencies, with an emphasis
gain an appreciation for the human role in During the third grade year, students
on digital citizenship and how to navigate
nature, develop a more rational approach experiment with more sophisticated forms
the ever-changing digital landscape. The
to the solution of problems, and determine of instrumental and vocal improvisation as
curriculum is student centered and focuses on
the relationships of science with other they broaden their rhythmic and melodic
creation vs. consumption. Technology is a tool
human experiences. Hands-on science vocabularies. Learning objectives are
for creating, reflecting, and better developing
investigations are used to practice the approached through a variety of experiences:
ideas.
scientific processes of questioning, observing, speaking (the voice used rhythmically or
predicting, measuring, testing, comparing, freely to explore vocal expression), singing Library
describing, relating class work to the physical (pitch-matching occurring independently, Third grade students focus on library skills:
world, communicating, experimenting, and within a group in unison, individually as part learning about our online library catalog and
recognizing cause and effect. The students of singing in harmony), listening (auditory about how the Dewey Decimal System works.
keep an extended journal record of their recognition continuing to develop in respect The students learn about the online library
science experiences. Topics of study come to instrumental timbre, recognition of sound), catalog and its search strategies: author,
from major areas of science: life science, earth notation (students beginning to utilize the title, keyword, subject, and series. Students
science, physical science, and environmental visual representation of melody, rhythm, play a variety of games to reinforce what
science. Opportunities for students to practice form, expression, etc.), movement (locomotor they’re learning, and practice trying to find
Curriculum Guide 2021–2022 11the book that they’ve found online. We read that is meaningful to him or her. Students Regardless of the particular focus of
aloud award-winning literature every time are expected to be leaders in a variety of study, students are consistently asked to
the third graders visit the library. arenas—in one’s family, among classmates, in look at problems in different ways and to
the Lower School through leading assemblies communicate their thinking through both
Physical Education
and school-wide initiatives, and in civic oral and written explanations. They are
Third graders participate in various movement
leadership and community service. often asked to “prove” their answers and
activities designed to promote motor and
explain their reasoning in detail, ultimately
manipulative development, the understanding Literacy
adding depth and dimension to their true
of a healthy lifestyle, and a positive self- In readers and writers workshop, students
understanding of mathematics.
image. Emphasis is on enjoyment, challenge, take a scholarly approach to the study
self-expression, and social interaction within of reading and writing. The fourth grade Science
movement experiences. The curriculum students are exposed to a wide variety of In fourth grade students continue a two-year
includes an aquatics unit accenting proper genres in order to discover different purposes course that began in third grade, taught by
stroke development, water safety, and and styles of writing. Genre studies include the same teacher. The goal of fourth grade
self-confidence during swimming, and a narrative fiction, historical fiction, persuasive science is to foster students’ curiosity about
climbing unit. essays, nonfiction, and research. Through the the wonders of science. Emphasis is placed
use of mini-lessons, individual conferences on strengthening students’ investigative
Social-Emotional Learning
and small groups, teachers meet individual process skills while developing knowledge
Students build and strengthen social-
needs and support the development of of science vocabulary, facts, and theories.
emotional competencies through the MindUP
literacy skills and strategies. Students are The students keep an interactive journal
curriculum. Daily repeated practice of mindful
challenged to be reflective about the habits record of their science experiences. Units
breathing hones attentive listening and
and practices of good readers, authors covered include the Scientific Method, the
calming. Students learn about how their
and researchers. Spelling and word study Engineering Design Process, Matter and
brains work, and explore becoming mindfully
continues within the CR Success program, Energy, Waves, Earth’s Changing Surface,
aware of all that is going on around them. As
and turns to a focus on the roots and Rocks and Fossil Formation, and Animal
they progress through the curriculum, they
etymology of words and word parts. Structures. Experimentation and hands-on
practice perspective taking and optimism,
applications are employed to allow flexible,
learning about the importance of mind set and Math
independent science experiences.
how it affects learning and relationships. The Exploration, discovery, and explanation
year culminates with expressing gratitude are crucial components for building Social Studies
and performing acts of kindness, leading into understanding with children in the In fourth grade social studies, the students
constructive activities to take mindful action ongoing development of number sense study the American Revolution and Texas
in the world and improve the lives of others. and mathematical proficiency. The Bridges History. Social studies is closely tied to our
program is used as the basis of our studies focus on leadership. Students are encouraged
FOURTH GRADE and many additional resources are used to ask questions and reflect on about the
to supplement the program. Students motivations, convictions, and strategies
Overview
have two math periods daily, a Number of the leaders of the past in order to make
The fourth grade year focuses on building
Corner lesson taught by their homeroom meaningful connections to our present world.
on the foundation of the earlier years in
teacher every morning, and a math class In social studies class, students develop
Lower School. As intellectual abilities begin
taught by the math specialist. Students their notetaking skills, collaborate on group
to expand, students are challenged to
focus intensively on the four critical areas projects, and participate in meaningful
engage in increasingly abstract and complex
specified by the Common Core State discussions and debates. With the tools,
thinking, while continuing to solidify basic
Standards for Mathematics in fourth grade: knowledge, and experiential fourth grade
skills and competencies and make them
developing understanding and fluency curriculum, students move on to Middle
automatic. Students demonstrate increased
with multi-digit multiplication; developing School as active leaders.
independence, accountability, and self
understanding of dividing to find quotients
management with their time, materials, Art
involving multi-digit dividends; developing
and school tasks. They increase their Fourth graders learn about the art of the
an understanding of fraction equivalence,
organizational skills, build independent American Revolutionary era as they study
addition and subtraction of fractions with like
study habits, and engage in goal setting with this period of time in their humanities classes.
denominators, and multiplication of fractions
their teachers. The theme of leadership is They get a better understanding of the history
by whole numbers; and understanding
central to all aspects of fourth grade life—in of art by working on projects inspired by early
that geometric figures can be analyzed and
the classroom, on the playground, and in American portraits, landscapes, metalwork,
classified based on their properties, such as
the greater community. Students explore and ceramics. When they move into studies
having parallel sides, perpendicular sides,
numerous models of leadership, and each about the Civil Rights Movement, we study
particular angle measures, and symmetry.
child constructs a concept of leadership the art of the 1950s and ’60s. The students
12 for more information please visit www.greenhill.org Greenhill SchoolYou can also read
