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Elementary Curriculum
Learner Portrait
Learners maximize their potential by setting goals, leading with purpose, embracing challenges, and being resilient.
Learners will demonstrate mastery of core knowledge, concepts, skills and dispositions and meet and exceed grade level milestones.
Learners approach learning opportunities with curiosity, creativity, and innovative thinking.
Learners actively listen and strive to understand others, and seek to be understood.
Learners work together with others in a positive and helpful way to achieve a common goal.
Learners are changemakers who have a positive impact on their local and global community by modeling Jewish and shared values.
Learning Concepts and Goals
At The Innovative School of Temple Beth Sholom, our goal is for children to love learning. Our curriculum is anchored in meaningful experiences, providing learning opportunities that promote collaboration, critical thinking, and inquiry. With a child-directed approach always at the forefront, teaching and learning are authentic, and we intentionally design our learning experiences to foster inquiry, communication, and creative expression. Through ongoing observation and assessment of the learning process, our educators mindfully plan curriculum. Learning standards and goals undergird these experiences and processes.
Literacy: Reading, Writing and Word Study
Our goal is for learners to read and write independently and fluently. We help learners gain the appropriate skills and strategies needed to develop a true joy for reading and writing. Learners develop their literacy concepts and skills through whole class, small group, and one-on-one instruction. Reading and writing workshops and Fundations Word Study are used to support literacy learning.
Literacy curriculum builds upon the learners’ prior knowledge gained in pre-school, continuing with the immersion in a language-rich environment, while focusing on the building of alphabetic knowledge and phonemic awareness skills.
Through a structured literacy approach to develop sound and word-level skills and ongoing individual assessment, teachers learn about the strengths and needs of each reader. Throughout the year, the learners are developing decoding skills, so they progress into proficient readers and writers.
Literacy experiences are play-based, interactive and hands-on. Read alouds, shared reading and perusing books in the classroom library are core pieces to the kindergarten literacy program. The writing process encourages the expression of language. Children share their stories, thoughts, and wonderings, enabling them to develop their own “voice” as they grow as readers and writers. Learners continue to gain comfort with writing tools and letter formation. Kindergartners enjoy sharing their writing and thoughts about stories with their peers — they experience first-hand the need for and joy of sharing stories and working collaboratively with others to generate writing projects.
Reading, writing, and word study skills and concepts are taught explicitly and practiced each day. Using a balanced literacy model, learners will develop appropriate skills and strategies needed to read, spell, and write texts of various genres and for different purposes. It is a goal for children to feel that what they learn as readers and writers has meaningful and practical application in school and beyond. We understand that first graders will arrive with a variety of skill levels in reading. Through direct teaching and individual assessment, teachers learn about the strengths and needs of each reader. Throughout the year, the learners are developing decoding skills, fluency, comprehension strategies, and inferential thinking. In writing, they are learning to draft, revise, edit, and publish their work. Children share their stories, thoughts, and wonderings, enabling them to develop their own voice as they grow as readers and writers. First graders develop control of their letter formation through a handwriting program. Learners receive consistent word study instruction to develop connections to sounds and letters involved in their reading, writing, and spelling. In addition, first graders learn strategies for applying spelling patterns and core sight words into the proofreading and editing of their written work.
Reading, writing, and word study skills and concepts are taught explicitly and practiced each day. In second grade, the emphasis shifts to more complex decoding skills and more sophisticated comprehension skills. The books evolve to take on more nuanced characters/traits and situations and exciting plots.
We expect the children to share and express their thinking and specific ideas about their reading in both verbal and written form. Second graders will write in a variety of genres and deepen their understanding of the writing process: generating ideas, drafting, revising, editing and publishing. Children share their stories, thoughts and wonderings, enabling them to develop their own voice as they grow as readers and writers. Teachers introduce diverse mentor texts to inspire their students’ developing writing styles. The second grade literacy program also focuses on writing mechanics, punctuation, grammar, and capitalization. Spelling concepts advance to more complex patterns and syllable types; students’ sight-word repertoire expands as they continue to commit such words to memory.
Reading, writing, and word study skills and concepts are taught explicitly and practiced each day. In third grade, children are transitioning from learning-to-read to reading-to-learn. Learners immerse themselves in ‘just right’ fiction books and expository non-fiction. Vocabulary development, envisionment, ascertaining main ideas, recognizing text infrastructure, and thinking deeply are some skills directly taught and practiced. As the books evolve to take on nuanced characters/traits, situations, and exciting plots, we expect the children to express their thinking and ideas about their reading in both verbal and written form. Expanding from second grade, third graders continue to write longer and more thoroughly. Teachers continue to model and directly teach skills to support: drafting and revising; synthesizing and organizing; and writing persuasively about meaningful topics. The third grade literacy program also focuses on writing mechanics, punctuation, grammar, and capitalization. Spelling concepts advance to more complex patterns and syllable types; students’ sight-word repertoire expands as they continue to commit such words to memory.
Learners progress with the essentials of quality reading instruction (the framework that informs mini lessons, one-on-one conferences and small group strategy lessons) continue to be the backbone of Reading Workshop. Learners begin to refer to relevant details and/or examples from sources to back up their thinking and demonstrate authentic understanding of a text. At this stage in a young reader’s life, a main teaching goal is to empower learners to develop their own ideas and interpretations about complex characters and themes.
Research becomes front and center as learners investigate topics and explore history while developing skills in cross-text synthesis, close reading, analyzing, comparing/contrasting and evaluating multiple points of view. The writing process works in tandem with reading. Learners will try their hand at opinion, information and narrative writing, and further understand the transfer of perspective from reading to be brought to their writing. Fourth Graders delve into developing believable characters with struggles and motivations. As learners embark on thesis-driven persuasive essays, they are mindful of organization as evidence is gathered to support and express opinions on a topic they know about; historical research reports will demonstrate use of details to vividly describe events from long ago. Spelling concepts, vocabulary and grammar is taught in a highly explicit, multi-sensory way. Daily instruction to support orthographic knowledge allows for more fluid, joyful, and efficient reading, spelling and writing.
Fifth Grade learners at The Innovative School will continue to be encouraged to make connections between literature and their own lives. They will be inspired to read closely, observe story elements, and compare and contrast texts with similar themes. Age-appropriate texts will be selected with an understanding and awareness towards racial, ethnic, socio-economic, and gender diversity. Non-fiction texts become more complex, and the following skills will be more deeply explored: fluency, word solving strategies, research, and perspective.
The social aspect of reading continues with book clubs as learners are held accountable to share higher level thinking, how authors develop characters and themes, and metaphorical, as well as analytical thinking. Learners will design, write and revise literary essays. They will continue to grow ideas about the texts they read, which in turn, instills the practice of reading interpretively and carefully – to identify evidence that supports thinking. Learners will have opportunities for an increased nuanced sense of language (including vocabulary and grammar) to work in authoring a wide variety of writing, from short creative pieces to culminating essays – both creative and expository. An overarching goal for Fifth Grade learners: to continue to develop as adept readers, compelling writers, skilled speakers and active listeners.
Math
Learners use math in real-world situations. They think logically about math, write about math, and understand numbers through games and manipulatives. Learners engage in meaningful mathematical problem-solving strategies and become critical thinkers.
At Innovative School, mathematics is not confined to a textbook; it is lived, explored, and experienced. Our youngest learners build a deep and joyful understanding of numbers through meaningful engagement with the world around them. Every day offers opportunities to reason, problem-solve, and communicate mathematical thinking in ways that feel purposeful and empowering. From counting to compare collections to measuring, mapping, and classifying objects, children develop a genuine number-sense grounded in real-world application. They discover patterns, relationships, and operations naturally forming the foundation for place value, addition, and subtraction through inquiry and hands-on exploration. Our program blends conceptual learning and academic rigor. By emphasizing how and why math works, learners gain the confidence and precision of true thinkers. They begin to approach challenges with curiosity and logic, building critical reasoning skills that underpin not only advanced mathematics, but success across all disciplines. Our approach nurtures both curiosity and confidence, inspiring young mathematicians to think, question, and communicate their reasoning. In this way, mathematical understanding develops as a living part of how they make sense of their world, building the habits of mind that will prepare them for advanced learning and lifelong problem solving.
In first grade, mathematical thinking grows from the meaningful moments of each day, laying the foundation for analytical thinking and academic excellence. Through rich, hands-on experiences, learners strengthen number sense by composing and decomposing numbers in meaningful contexts. Addition and subtraction are not only memorized; they are understood. With math racks, number lines, and ten-frames, learners visualize number relationships, make connections, and build fluency that supports higher-level problem-solving. They explore place value to grasp how digits create our number system, forming the groundwork for multi-digit computation and abstract reasoning. Geometry, measurement, and data emerge naturally from purposeful projects: designing classroom blueprints, tracking growth in science, or organizing findings from outdoor exploration. This authentic integration ensures that mathematics is both rigorous and relevant, instilling confidence, precision, and creativity in every learner.
In second grade, mathematics becomes a powerful lens for exploring the world. Learners build confidence and curiosity as they engage with numbers, patterns, and relationships that emerge naturally from daily life. Through authentic experiences: counting collections, comparing quantities, and tracking real data, they deepen their understanding of our base-ten system, discovering how written numerals represent value and structure. Addition and subtraction grow from conceptual understanding into confident fluency as strategies are applied across meaningful contexts. As they begin to model equal groups, learners uncover the foundations of multiplication and division, realizing how mathematics helps describe fairness, balance, and accumulation in the real world. Work in geometry and measurement connects thinking to doing. Learners observe and construct two and three-dimensional shapes, explore fractions through partitioning and design, and measure length, time, and quantity using tools and comparisons rooted in everyday experience. They collect and interpret data through charts, Venn diagrams, and line plots, developing the ability to see patterns and tell stories through numbers. Our approach nurtures mathematical thinkers who are precise, reflective, and inventive. By weaving mathematics seamlessly into inquiry, and project work, second graders not only do math, but they also understand, question, and apply it with confidence and joy.
Third grade marks a pivotal stage in developing mathematical independence and abstract reasoning. Learners move from concrete understanding to application as they master multiplication and division, recognizing the powerful relationship between the two operations. They build fluency with facts up to 10 × 10, explore multiples of 10, and apply their knowledge to solve multi-step word problems grounded in real-life contexts. Through continued work with place value to 1,000, children learn to manipulate numbers with flexibility and precision: adding and subtracting two- and three-digit numbers efficiently, using hundreds, tens, and ones to model and explain their thinking. They strengthen strategies for problem solving, estimation, and accuracy while applying these skills to measurement tasks involving length, mass, and liquid volume. Geometry and data analysis are integrated into inquiry-based investigations. Learners classify two-dimensional figures, calculate perimeter and area, and represent data with bar graphs, pictographs, and line plots to solve comparison problems. Their study of fractions expands their sense of number, introducing concepts of equivalence, comparison, and representation as essential steps toward proportional reasoning. By connecting rigorous concepts to meaningful applications, third graders grow into confident problem solvers who reason, communicate, and think like mathematicians. They see mathematics not just as a subject, but as a framework for exploring the world with logic, creativity, and curiosity.
Fourth grade contains the main transition toward analytical and abstract mathematical thinking. Learners expand their fluency in addition and subtraction to one million, applying place value understanding to solve complex, multi-step problems with accuracy and efficiency. Their mastery of multi-digit multiplication and division supports the confident use of algorithms and strategic reasoning across a variety of problem contexts. Children extend their understanding of rational numbers as they explore fractions, mixed numbers, and decimals as part of a unified number system. Through modeling, reasoning, and problem solving, they develop proficiency in comparing, adding, subtracting, and multiplying fractions, building a strong conceptual bridge to algebraic thinking. Geometric reasoning sharpens as learners use formulas to determine perimeter and area, measure and classify angles, and investigate symmetry in two- and three-dimensional figures. They apply these concepts to design projects, measurement challenges, and data analysis, reinforcing both precision and creativity. Our fourth graders are developing the mindset of mathematicians: strategic, reflective, and resilient thinkers who approach challenges with confidence. Throughout, they are encouraged to question, explain, and represent their thinking in multiple ways. Mathematics becomes an integrated part of how they make sense of their environment, communicate ideas, and solve meaningful problems. By blending conceptual understanding with academic rigor, they see mathematics not only as a set of skills, but as a way to model, predict, and make sense of the world.
Fifth grade shifts toward sophisticated, independent mathematical thinking. Learners solidify their fluency with multi-digit multiplication and division, applying efficient strategies and algorithms to solve complex problems. They extend their understanding of fractions and decimals, adding, subtracting, and introducing multiplication and division of fractions with clarity and confidence. Learners deepen their understanding of fractions and decimals, discovering how these systems relate and represent parts of their life. They develop fluency with adding and subtracting fractions and begin to explore multiplication and division of fractions through modeling, reasoning, and real-world application. Their study of decimals expands as they express, compare, and convert fractional and decimal forms, seeing mathematics as a language of precision and representation. Measurement study emphasizes accuracy, conversion, and application. Learners convert among metric units, interpret results, and use measurement to model and solve real-world problems involving data, scale, and quantity. By blending inquiry with rigor, fifth graders become flexible thinkers and capable problem solvers. They are learning to see mathematics as both a discipline of logic and a tool for creativity equipping them to tackle challenges with confidence, insight, and curiosity. SS/Science
Social Studies
Learning how to live and become a morally conscious member of a community is a central concept for our children. Our learners engage in meaningful studies around civics, history, economics, and geography where they use their problem solving, critical thinking, collaboration, inquiry, and perspective-taking skills. The children feel empowered that their voice makes a difference and begin to understand that others have similar or differing perspectives. Learning to respect these differences helps develop empathy, and children become equipped to constructively respond to and understand differences. They begin to make powerful connections between past and future and begin to develop a better understanding of the world around them.
Engages in deep studies around the social studies arc “Who Am I?” As learners study themselves, their family, and their school, they experience many social skills, including problem solving and collaboration. They are guided by the essential questions: “Who am I? Who am I within my family? Who am I within my school?” Learners are thinking deeply about their identities and the identities of others to grow a better understanding of their place in the world. Through this process, they connect to and empathize with people in their school community. They use knowledge and perspective as they uncover a need their class or school may have, and then take constructive and collaborative steps to work toward solutions. They feel empowered that their voice makes a difference. Through experiences, materials, and interviews, learners will enhance their understanding of who they are.
Learners engage in deep studies around the social studies arc “Where We Live.” As learners study our school neighborhood, Miami Beach, they develop many social skills, including problem solving and collaboration. They are guided by the essential questions: “What is a neighborhood? How does a neighborhood serve the people who live and work there?” Learners think deeply about the needs and wants of community members. Through this process, learners connect to and empathize with the things workers and families need. Learners use knowledge and perspective as they uncover a need the community has, and then take constructive and collaborative steps to work toward solutions. Learners feel empowered that their voice makes a difference. Learners will partner with community members and visit places around Miami Beach to enhance their experiences and understandings.
Learners engage in deep studies around the social studies arc “Florida, the Geography and its Wildlife.” As learners study different ecosystems in Florida, they develop many social skills, including discussion, problem solving and collaboration. Learners are guided by the essential questions: “How do different habitats affect ways of life? What is the relationship between Florida’s geography and its wildlife?” Learners think deeply about Florida’s diverse habitats. Through this process, learners connect to and empathize with how Florida’s habitats affect people and animals. Learners use knowledge and perspective as they uncover a need the state ecosystems have, and then take constructive and collaborative action to work towards solutions. Second graders feel empowered that their research and voice makes a difference. Learners will visit some of Florida’s unique environments to enhance their experience and understanding.
Learners engage in research-based, collaborative studies around the Social Studies arc, “Powerful Floridians, Then and Now.” As learners study the history, cultures, and human impact of Floridians over time, they gain perspective on Florida today. Learners are guided by the essential questions: “How do individuals represent history, cultures, and human relationships? How can we compare and contrast issues of long ago with issues of today?” “How does history affect our lives today?” The studies will begin with Native Americans. In learning about the ways in which Florida has developed and changed, learners will embark on a social justice study. Children will study the important, influential individuals/activists who fought for a need, an issue, a problem. Learners will examine the issues the individuals faced, the important events of their lives, their human characteristics, the ways they fought for their beliefs, and what they accomplished. Through hands-on investigative research and content knowledge gained from literature, children will express understanding through various modalities and materials. Through this inquiry-based process and direct experience from field trips, guest speakers, and first-hand research, learners use knowledge and perspective to take constructive and dynamic steps to solidify their place in the world today. Third graders will have authentic opportunities to make deeper connections between Florida long ago and now, and the powerful individuals who led the way, and still inspire us today.
Learners engage more deeply in demonstrating an understanding of the physical geographic features that define places and regions of Florida. As learners research, discuss, and write to describe the social, political, cultural and economic life among Floridians (historically), they will build upon such anchored knowledge and understanding to the structures, functions, and powers of the local, state and federal governments as described in the U.S. Constitution. Learners are guided by the essential questions: “How has Florida grown? Who came to Florida, and how did it affect the state? Who came to the United States? And, what was life like for such immigrants as opposed to people who had lived in the US?” As Fourth Grade learners develop a deeper understanding of the story of the United States, its history in terms of its vast and varied geography, its many ways of immigration, and continuous diversity — they will gain a grounding perspective, and ultimately see elements of themselves and their families reflected in this study.
In Fifth Grade, our Social Studies-based program focuses on the study of history by authentically engaging learners in the practice of thinking like a historian. In researching daily life from selected time periods, learners will investigate in-depth studies that will allow for a multi-faceted understanding into the political, economic, and social aspects of a culture. In addition, Social Studies encompasses social justice, geography, archeology, sociology, philosophy, and religion. Concepts will be meaningfully explored through research, literature, hands-on collaborative projects, group discussions, and experiences. The Social Studies curriculum aims to develop an appreciation for the complexities of different cultures, people, customs and religions that constituted the ancient world, and thus ground learners in knowing how we came to be as a people, today.
Science
Children are naturally curious. Because we embrace this, our science experiences are inquiry-based. We explore four disciplinary science core ideas (science arcs): Earth and space science; life science; physical science; and engineering, technology, and applications of science. The learners are given the time and space to investigate, manipulate, analyze, discuss, record, and predict based on their observations and questions to create theories of understanding.
Learners create theories of understanding during deep studies around the essential question “Who Am I?”, they gain an awareness and curiosity of their immediate school environment including: forces and interactions (pushes and pulls); interdependent relationships in ecosystems (plants, humans, and animals); weather and climate; and the study of engineering and design. During the studies and playful inquiry opportunities, learners are given the time and space to ask questions, plan and carry out investigations, and analyze and interpret data based on their observations and questions.
Learners create theories of understanding during studies around the arc “Where We Live,” they experience how to observe and manipulate sound and light; study patterns and cycles of space systems; gain an awareness of the structure and function of plants and animals (including humans); explore the ocean; and learn about engineering and design. During the studies and playful inquiry opportunities, learners are given the time and space to ask questions, plan and carry out investigations, and analyze and interpret data based on their observations and questions.
Learners create theories of understanding during deep studies around the arc “Florida – the Geography and its Wildlife ,” they study the structure and properties of matter; explore interdependent relationships of plants and animals (including humans) in ecosystems; discover processes that shape the Earth, including the role of water; and learn about engineering and design. During the studies and playful inquiry opportunities, learners are given the time and space to ask questions, plan and carry out investigations, and analyze and interpret data based on their observations and questions.
Learners create theories of understanding during Deep Studies around the learning arc, “Powerful Floridians, Then and Now”, third graders explore weather patterns and how the impact of weather-related hazards can be reduced. Learners study organisms’ traits, compare and contrast plants, animals and environments of Florida’s past and present. In addition, they observe what happens to plants and animals when the environment changes. Third graders investigate equal and unequal forces of an object and engage in a study of magnets. Learners are given the time and space to ask questions, define problems, develop and use models, construct explanations and communicate information learned.
As much as possible, science investigation is integrated into and supported by the social studies, year-long, classroom deep studies. Science studies are connected with a community action or service learning component, either inside the school or in the larger community. Fourth grade learners ask questions, develop and use models, plan and carry out investigations, analyze and interpret data, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. Learners will use these skills to describe patterns of waves. They will develop an understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. In order to describe patterns of Earth’s features, learners will analyze and interpret data from maps. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. They will describe that an object can be seen when light reflected from its surface enters the eye. Learners will use evidence to construct an explanation of the relationship between the speed and energy of an object and how that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions.
Fifth grade learners ask questions, develop and use models, plan and carry out investigations, analyze and interpret data, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. Fifth Grade learners will use these practices to demonstrate the understanding of the core ideas about the solar system, the water cycle, weather and climate, properties of matter, energy, forces of motion, and the structure and function of the human body. Science studies are often connected with a community action or service learning component, either inside the school or in the larger community.