The Lower School Program
A balanced, healthy approach to high achievement for your kindergarten through 4th grade student in San Antonio, Texas.
The Lower School Program
The Lower School helps Kindergarten through fourth grade students develop their intellectual abilities and nurtures their emotional and social development too.
Cultivating Curiosity, Independence, and Responsibility in Every Learner
Throughout Lower School, students establish strong foundations of conceptual understanding and academic skills to build upon with future learning experiences.
Beginning in the early years, we help students become independent thinkers and do-ers. As students progress through our program, they are able to make deeper and more abstract connections to previously mastered concepts and skills. Students gain greater independence as learners and further develop their organizational skills and study habits.
Across all grade levels, students are asked to reflect on and model the characteristics of an engaged learner, identifying what it means to be curious and creative in the classroom. Students build an understanding of how their individual responsibilities as a student plays a significant role in being a positive and contributory member of our learning community.
Lower School Academics
- Kindergarten through fourth grade students work with increasingly complex text as they move up the grade levels, building comprehension, vocabulary, and word knowledge along the way. We implement an explicit and systematic approach to growing skilled readers combining language comprehension and word recognition. Across the curriculum, writing is closely integrated with reading.
- Kindergartners develop reading fluency by learning to comprehend various text structures, continue to strengthen their phonemic and phonological awareness, master sight words, and recognize spelling patterns to decode words. First graders deepen their comprehension skills, reading increasingly longer text while continuing word work. Kindergarten and first grade focuses on what it means to write a good, complete sentence. Students are introduced to and practice four different types of sentences: statement, question, exclamation, and command. Students practice writing in genres that include narrative, informational, persuasive, and poetry, experiencing writing as a recursive process.
- By second grade, students are transitioning from learning to read to reading to learn. Word work in second grade and beyond moves into structural analysis as readers encounter multisyllabic words and irregular spelling patterns. Language Arts in 2nd-4th grade involves daily practice in reading, writing, grammar, morphology, and spelling activities. A greater emphasis is placed on reading comprehension and the understanding and retention of vocabulary words. Students dive into extended novel studies and more narrative, informational, and persuasive writing and poetry. They focus on critical concepts like deepening descriptive details, supporting claims with text evidence, and literary devices such as dialogue, imagery, figurative language, similes and metaphors. Students develop a deeper understanding of revision and the editing process.
- Math learning thrives in curiosity and exploration. Math units and lessons are designed for active engagement and to encourage and deepen conceptual understanding. While there are aspects of the program that require students to memorize algorithmic or computational procedures, the main focus is to build mathematical problem solvers who are confident in applying their understanding of the foundational language and principles of math. Learning focuses on the following concept and skill domains: counting and cardinality, the number system, number and operations (in base 10 and fractions), ratios and proportional relationships, algebraic thinking, expressions and equations, geometry, measurement and data, and statistics and probability.
- Kindergarten and 1st grade utilizes a hands-on, problem-solving approach to build understanding and reasoning skills. Manipulatives and number symbols help provide links between symbolic arithmetic statements and the concrete world. Students develop a strong foundation in skills and concepts and learn to investigate, reason, explain, and apply mathematical ideas.
- Second, third and fourth grades continue to build on that foundation and focus on mastery of computation using the four operations, comparing and ordering and converting fractions and decimals, and ultimately be introduced to solving expressions, coordinate planes, and two-dimensional and three-dimensional geometry concepts like calculating volume.
- Word problems, a focus throughout the program, provide students the opportunity and challenge to demonstrate their skill proficiency as well as their ability to think critically.
- The Lower School social studies program allows students to better understand themselves and their immediate and broader communities. Students build foundational understanding of past and current events and draw connections to how they have shaped today’s world. Students learn how to be a positive and engaged participant in a community and are introduced to key aspects of citizenship. They practice critical thinking skills to locate, interpret, analyze, organize, and synthesize Information, and explore and develop foundational skills like communication, historical perspective, cultural and geographic literacy, and civic engagement. Additionally, in social studies, students further develop and strengthen reading comprehension and writing skills.
- Social studies begins in Kindergarten with placing children in the context of understanding themselves, their families, and school community.The sense of community broadens as first graders compare and contrast different types of communities, identify ways in which people interact with their environment, learn about community leaders, and discuss how communities can change over time.
- Second graders begin the year examining communities through a geographic lens, looking at the way geography impacts the way we live, both from a national and local perspective. Students then learn broadly about the cultural, economic, and political structures of the United States and compare them to a global perspective. They dive into questions such as: What different groups of people make up our culture? How are people around the world alike and different? How does global trade affect our economy? How is our government set up?
- Third graders explore the five regions of the United States, learning about their defining cultural and geographic characteristics. These units come with opportunities to dive in primary sources and strengthen critical thinking skills in comparative analysis. Students also dive into Texas history, learning about significant events and people in its settlement, relationship with Mexico, and its road to statehood. Students have the opportunity to broadly explore culturally and economically significant developments from statehood to present day.
- Fourth grade focuses on major aspects of the history of the United States. Students learn more deeply about colonial life, the American Revolution, and the establishment of and key functions of the U.S. government. They explore more broadly the major events and cultural changes that have most significantly impacted the nation’s development, including manifest destiny and westward expansion, the Civil War, and industrialization.
- Lower school students are encouraged to think, question, and investigate like real scientists. At all grade levels, students are taking on the role of a scientist or engineer to learn core concepts through investigating real-world problems; students develop and use models, analyze data, and make evidence-based arguments. Like in social studies, students are not encouraged to just memorize facts, rather they are tasked with figuring out how and why things occur. In doing so, they develop critical thinking, problem solving, data analysis and interpretation skills as they learn core ideas in life science, Earth science, physical science, and engineering.
- The science curriculum progresses from units such as exploring the needs of plants and animals, sunlight and weather, and light and sound in Kindergarten and first grade to properties of materials, balancing forces, and weather and climate in second grade. In third grade, students learn about energy conversions, vision and light, Earth’s features, and waves and energy, while in fourth grade they study units about patterns of Earth and sky, matter, and ecosystem restoration.
- Our third and fourth graders participate in the Science Fair, held here on our campus for all 3rd-6th grade students. Science Fair is an important and beloved part of our academic program, introducing our Lower School students to the scientific method. Students are provided the opportunity to ask questions about the world around them, seek answers through experimentation, and communicate their process and findings to a broader audience.
Fostering Creativity, Curiosity, and Well-Rounded Growth
Lower School students supplement their academics with enrichment courses that strengthen their creativity, inquisitiveness and physical abilities.
The lessons and skills that students gain in these specialist courses are as important as those gained in core academic classes. They play a critical role in fostering the well-rounded development of students, working as a complement to our academic classes by delivering opportunities for students to explore their talents and stimulate creativity and critical thinking.
Keystone also recognizes the important need for unstructured play; thus, all lower school students have 30-45 minutes of daily recess.
Enrichment Activities
- Kindergarten through second grade students attend one 50-minute visual art class per week. We aim to build an appreciation of the art-making process and a solid understanding of vocabulary, concepts, techniques, routines and procedures. Students use different forms of media – drawing, painting, sculpting, printmaking, mixed media and more. Students engage in exploration and imaginative play in the art-making process. As they develop, students are able to create more unique, personalized works of art that speak to a specific process and/or design.
- In third and fourth grade, students transition from a traditional visual art course to a two-year drawing and digital animation course which introduces them to a program that they will continue in Middle and Upper School.. In third grade, students learn the foundations of drawing, focusing on fundamental elements like form and shape, and explore the genre of animated drawing. In fourth grade, students learn the basics of digital and media arts, with opportunities to explore video and animation. Students are challenged to bring some of their drawings to life on the digital screen.
- Lower School students attend a weekly Library class. The Library class, and the space itself, plays an important role in supporting our literacy curriculum and helping grow students who are lifelong learners.
- Library class is a space to further learn about and explore various genres of literature including fiction, poetry, graphic novels, and biographies. Students learn how to select a “just right” book that suits their reading level and interest. Our goal is to promote a joy for books through read-a-louds, book talks, and special Library events, including a visiting author series and Book Fairs. Students engage in fun activities using storytelling and art to both connect to and share about the books they are reading. . In addition to supporting reading literacy, our Library program reinforces critical aspects of informational literacy, including research skills and understanding sources. As young as first grade, students are introduced to the Keystone Library website, where they can locate age-appropriate databases and learn research basics. By third and fourth grade, students are learning to assess the credibility and reliability of sources and using basic citation practices.
- Lower School students attend a weekly music class. Students develop the following skills as they progress from Kindergarten through fourth grade:
- Sing, alone and with others, a varied repertoire of music
- Beginning in Kindergarten, students learn to sing independently on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo.
- By the end of fourth grade, students sing in groups, blend vocal timbres, match dynamic levels and respond to the cues of a conductor, and perform some songs from memory.
- Perform on instruments, alone and with others, a varied repertoire of music
- Beginning in Kindergarten, students learn to perform on pitch and in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
- By the end of fourth grade, students perform independent instrumental parts while other students sing or play contrasting parts. Among the instruments they play: Xylophones, Tubanos, Ukuleles, Recorders
- Improvise melodies, variations, and accompaniments
- Beginning in Kindergarten, students learn to improvise “answers” in the same style given rhythmic and melodic phrases.
- By the end of fourth grade, students improvise short songs and instrumental pieces, using a variety of sound sources including traditional and nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
- Compose and arrange music within specified guidelines
- Beginning in Kindergarten, students learn to create and arrange music to accompany readings or dramatizations.
- By the end of fourth grade, students use a variety of sound sources when composing.
- Read and notate music
- Beginning in Kindergarten, students learn to read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
- By the end of fourth grade, students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.
- Listen to, analyze and describe music
- Beginning in Kindergarten, students learn to identify simple music forms when presented aurally.
- By the end of fourth grade, students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
- Evaluate music and music performances
- Beginning in Kindergarten, students devise criteria for evaluating performances and compositions.
- By the end of fourth grade, students explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
- Identify relationships between music and other disciplines including those outside of the arts
- Beginning in Kindergarten, students learn to identify similarities and differences in the meaning of common terms used in various art forms.
- By the end of fourth grade, students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.
- Understand music in relation to history and culture
- Beginning in Kindergarten, students learn to identify by genre or style aural examples of music from various historical periods and cultures.
- By the end of fourth grade, students demonstrate audience behavior appropriate for the context and style of music performed.
- Lower School Spanish aims to introduce and practice basic Spanish language in a variety of ways during weekly sessions. Meeting weekly, the program is designed to ignite an appreciation for the Spanish language and culture. While students can understand and speak beginner vocabulary and conversational phrases, the Lower School program is not designed for language acquisition; that comes in Middle School. Students explore topics including greetings (hello and goodbye), how to ask “What’s your name? Where are you? How are you?,” numbers, colors, shapes, days of the week, months of the year, opposites, weather, body parts, some food items, things around the classroom, things around the house, clothes, ABCs, animals, feelings and more.
- By the end of first grade, students sing songs and recite easy phrases in Spanish. Students learn to recognize sounds and pronunciation different from English, to hear and respond to simple directions, produce oral language by singing, reading poetry and acting out skits, and respond orally with learned words and phrases.
- By the end of second grade, students respond to simple questions and write, by sounding out, learned Spanish vocabulary words. Students review acquired skills by repetition, expand listening and responding skills to directions in Spanish, produce oral language by singing, reading and acting out skits, and interact with peers using taught questions and answers. They also receive an introduction to simple writing.
- By the end of third grade, students interact with peers by introducing themselves and others and using acquired vocabulary by playing different types of games. Students review acquired skills by repetition, expand listening and responding skills to directions in Spanish, produce oral language by singing, reading and acting out skits, and learn to describe oneself.
- Fourth Grade: By the end of 4th grade, students should be able to understand basic Spanish grammar and apply it by way of writing and speaking. They will:
- Learn foreign language note taking and study skills.
- Interact with peers using learned vocabulary, phrases and questions in Spanish.
- Receive an introduction to Spanish grammar such as infinitive verbs, conjugation, definite & indefinite articles, grammar definitions, numbers, dates, grammatical marks, gender and noun pluralization.
- The Keystone School theatre program provides students with a safe, supportive, inclusive and nurturing environment. Students are encouraged to take creative risks and use their critical thinking skills. Theatre helps them develop into poised, confident, resilient, and empathetic leaders.
- As the students create, work and perform in the classroom, on and off stage, or in the play space, we emphasize “safety first.” Students are reminded to practice physical and emotional safety for themselves and their peers as well as keeping the play space safe while exploring dramatic expression.
- Grades 1-4 students attend theatre once a week in the theatre loft for 50 minutes. Each grade level presents a play or musical at the end of the semester for families and friends. Whenever possible, theater instructors align the play themes and subjects with grade level curriculum.
In 3rd and 4th grade, students are introduced to core concepts of digital citizenship and begin to develop the knowledge, skills, and habits needed to navigate today’s digital world thoughtfully and responsibly. Using age-appropriate lessons, students explore essential topics such as online safety, digital footprints, media balance, privacy and security, respectful online communication, cyberbullying prevention, news and media literacy, and the responsible use of technology. Students gain a strong foundation in digital safety and digital literacy, empowering them to use technology with confidence, kindness, and integrity both in and beyond the classroom.
- Our oldest Lower School students learn about the qualities of effective leaders, both large and small. Classes sometimes include guest speakers discussing their own careers and how they exercise their own forms of leadership. Students also create a service project that they run.
In 3rd and 4th grade, students are introduced to core concepts of digital citizenship and begin to develop the knowledge, skills, and habits needed to navigate today’s digital world thoughtfully and responsibly. Using age-appropriate lessons, students explore essential topics such as online safety, digital footprints, media balance, privacy and security, respectful online communication, cyberbullying prevention, news and media literacy, and the responsible use of technology. Students gain a strong foundation in digital safety and digital literacy, empowering them to use technology with confidence, kindness, and integrity both in and beyond the classroom.
Physical Education (K-4th Grade)
Physical Education (P.E.) in the Lower School is intended to be a positive experience, regardless of individual athletic ability. We understand the importance of daily physical activity and its benefits to both our body and mind. All Lower School students have P.E. daily for 30 minutes.
The program is designed to develop physical skills, promote fitness, build an understanding of sport play, and instill a lifelong love of physical activity. Students develop fundamental motor skills, including locomotor (running, jumping, skipping, hopping), non-locomotor (balancing, twisting, turning), and manipulative (throwing, catching, kicking, dribbling) skills. In addition to skill development, instructional activities focus on building cardiovascular endurance, strength, and flexibility.
Students are also introduced to basic fitness concepts like heart rate, the importance of warm-ups, and healthy habits. Coaches keep students excited and interested with a mix of games, sports, and creative movement. Throughout each unit, students enjoy structured skill-specific activities, small-sided sport games, and tag games, along with opportunities for free movement play.
Additionally, students have an opportunity each day to put into practice and further develop social emotional skills like teamwork, cooperation, sportsmanship, and resilience.
The program is designed to develop physical skills, promote fitness, build an understanding of sport play, and instill a lifelong love of physical activity. Students develop fundamental motor skills, including locomotor (running, jumping, skipping, hopping), non-locomotor (balancing, twisting, turning), and manipulative (throwing, catching, kicking, dribbling) skills. In addition to skill development, instructional activities focus on building cardiovascular endurance, strength, and flexibility.
Students are also introduced to basic fitness concepts like heart rate, the importance of warm-ups, and healthy habits. Coaches keep students excited and interested with a mix of games, sports, and creative movement. Throughout each unit, students enjoy structured skill-specific activities, small-sided sport games, and tag games, along with opportunities for free movement play.
Additionally, students have an opportunity each day to put into practice and further develop social emotional skills like teamwork, cooperation, sportsmanship, and resilience.
Technology Integration
We believe that learning technology should take place in the context of the curriculum and activities. In lieu of a computer class, technology instruction is infused into the curriculum at all grade levels. The focus of the technology usage in each unit is the curriculum outcome.
Students are trained to use technology tools to obtain information in a timely manner, analyze and synthesize the information, and present it professionally.
Students are trained to use technology tools to obtain information in a timely manner, analyze and synthesize the information, and present it professionally.
Skills
- Students learn computer skills, keyboarding, principles of programming and robotics, and digital citizenship throughout their Lower School experience.
- Computer skills: Skills are taught and integrated in the context of core content/curriculum and activities. For example, students learning geography may use laptops and/or iPads to access Google Earth for a project on regions around the world and learn how to open, navigate and use a computer program, search within the program and save the data.
- Keyboarding: Third and fourth grade students have daily keyboarding lessons.
- Programming and Robotics: All Lower School students celebrate a week of coding and a week of robotics. At the appropriate age, students use Scratch Jr., Scratch, Code.org and Dot & Dash Robots.
- Digital citizenship: Kindergarten through fourth grade students learn how to be safe and behave appropriately while using technology or online spaces.
- Digital citizenship class: In 3rd and 4th grade, students are introduced to core concepts of digital citizenship and begin to develop the knowledge, skills, and habits needed to navigate today’s digital world thoughtfully and responsibly. Using age-appropriate lessons, students explore essential topics such as online safety, digital footprints, media balance, privacy and security, respectful online communication, cyberbullying prevention, news and media literacy, and the responsible use of technology. Students gain a strong foundation in digital safety and digital literacy, empowering them to use technology with confidence, kindness, and integrity both in and beyond the classroom.
- Equipment: Each grade level has a set of iPads and keyboards. Students visit the Flex Lab in our science and creativity building, which contains laptops, MacBooks, and robots.
Outdoor Education
Our Outdoor Education program offers a unique opportunity for curious learners to experience nature in safe and age-appropriate settings. Students in K-3 take day trips to local parks and wildlife preserves in the San Antonio area. These trips prepare them for overnight adventures that begin in 4th grade and continue through high school, and often serve as some of the most memorable times of the Keystone experience.
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If you want an academically superior school with the support and opportunities for healthy student achievement, you will find the best fit at Keystone. Come for a campus tour and explore the Keystone community!
