Lokahi Class (Grades 3-5)

In the Lokahi class (Grades 3-5) students retain their natural excitement for learning as their enthusiasm for knowledge grows. We continue to use our standards based curriculum as guides to create differentiated and individualized goals for each student. The girls meet quarterly for a planning session to identify what they need to learn, how they will learn it and decide how best to assess the new knowledge.

At this level, we begin to focus on the importance of kindness, diversity and inclusion in our classroom and larger community. Through group social-emotional lessons and teacher modeling, the girls take responsibility for the success of everyone in the class. We create classroom goals and expectations together and hold one another responsible.

In Lokahi we also start to focus on organizational and time-management skills. Students learn how to keep an assignment notebook, use school-home communication logs and learn homework expectations and responsibilities. Students are responsible for their own supplies and work spaces. The girls naturally acquire a sense of personal order, and thoroughly enjoy the process of developing these competencies.

Library and research skills are introduced. The girls learn how to use reference materials and conduct internet research, and how to credit sources according to current standards. In addition, the girls will learn a variety of techniques for note-taking, annotating text and organizing research for writing and presentations.

English and Language Arts

The literature-based Language Arts program in Lokahi emphasizes listening, speaking, reading, and writing, while addressing a variety of topics in diverse genres. Students at this level are fluent readers, either directly or through audiobooks, who are able to analyze and discuss their reading.

Students learn to read for different purposes and transition from “learning to read” to “reading to learn.” The program emphasizes analytical/critical thinking and problem-solving skills in daily lessons. Students learn to express themselves clearly and coherently in both oral and written communications. Comprehension skills, fluency, and expression are developed through literacy circles, chapter books/novels, and units centered around mysteries, biographies, and classics.

The reading program is designed to promote lifelong readers through units such as fiction, historical fiction, and biographies. The girls explore a variety of literary genres throughout the school year.

Reading

• Literature circles, analysis of writer’s intent, book reflections, and other content enrichment provide the girls with opportunities to lead discussions, share their ideas, and expand their understanding by listening to and considering different points of view.
• Students also read self-selected novels during daily  (DEAR) “Drop Everything and Read” time and we work collaboratively with families to encourage reading at home.
• Students participate in class and school reading challenges.
• Teachers model reading strategies through the investigation of a variety of novels, graphic novels, non-fiction articles, poetry, classics and short stories followed by discussion and comprehension questions.
• We analyze literature orally in class discussions, addressing real-world problems and considering the possible solutions offered by literature, framing their responses in traditional analytical terminology (plot, characterization, conflict, theme, and irony, for example).
• Students are encouraged to use literature as a lens through which they may better understand their own lives and begin to gain insight beyond their own direct experiences.

Grammar, Spelling and Vocabulary

Grammar is taught through direct lessons and application. Subsequent review is delivered through direct editing and online units. Spelling is also taught through direct lessons and review. Remedial spelling instruction and support is readily accessible in the classroom for all students.

New vocabulary is introduces through direct intervention and is an integral part of our reading units. Students learn how to use context clues to discover the meaning of new words.

All three content areas-grammar, spelling and vocabulary, are reviewed as an integral part of our writing and editing units.

Writing

The students will be involved in composing meaningful text on a daily basis. Students will be planning, composing, revising/editing, publishing and sharing their writing. Students will learn to write and communicate their thoughts and ideas using different forms (stories, journals, letters, & poems). The writing process will be modeled daily by the teacher. Spelling, vocabulary and grammar instruction is integrated with writing instruction.

The writing program is based on the Jump Into Writing Program.  Students are given opportunities to write in a variety of genres and help foster a love of writing. The program allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop.

All writing lessons follow a similar and concise format for the students. We begin with a teacher directed lesson, followed by independent writing time. Students may choose to handwrite, dictate or illustrate their writing. The next step is peer and/or teacher conferencing where editing and content decisions are discussed. The student then self-corrects and submits a final draft for publication and assessment.