Elementary Parent Handbook - Oceanside School District

Elementary
Parent
Handbook
Grade 1
Oceanside
School District
2016-2017
1
OCEANSIDE SCHOOL DISTRICT
BOARD OF EDUCATION
2016-2017
Kimberly Garrity – President
Sandie Schoell – Vice President
Seth Blau
Michael D’Ambrosio
Donald Maresca
Mary Jane McGrath-Mulhern
Robert Transom
DISTRICT ADMINISTRATION
Dr. Phyllis S. Harrington
Diane Provvido
Dr. Jill DeRosa
Christopher Van Cott
Debra Kienke
Superintendent of Schools
Assistant Superintendent
Curriculum, Instruction & Research
Assistant Superintendent
Human Resources, Student Services and
Community Activities
Assistant Superintendent
Business
Executive Director of Special Education
PRINCIPALS
Tom Capone
Beth Ann Castiello
Joanna Kletter
Scott Bullis
Julie McGahan
Brendon Mitchell
School #2
School #3
School #4
School #5
School #6
Oceanside High School
Castleton
Geraldine DeCarlo
School #7
Oceanside High School
Laurie Storch
School #8
Josh McPherson
School #9E
Dr. Allison Glickman-Rogers
School #9M
Oceanside Middle School
DIRECTORS
Mitch Bickman
Robert Brase
Kathy Chapman
Suzanne Dwyer
Tara Mauer
Jeffrey Risener
Dr. David Rose
Dr. Beth Zirogiannis
Social Studies K-12
Fine & Performing Arts K-12
Science K-12
Administrative Technology K-12
Mathematics K-12
PE, Health & Interscholastic Athletics K-12
World Languages and ENL K-12
English Language Arts & Reading K-12
2
Parent Handbook
Grade 1
Table of Contents
Page
Introduction
7
Language Arts
8
Mathematics
22
Science
27
Social Studies
31
Spanish
35
Testing
36
Social Emotional Literacy
40
Technology
44
Art
45
Music
47
Physical Education
51
Health Education
53
3
Oceanside School District
Administration Building
145 Merle Avenue
Oceanside, New York 11572
(516) 678-1215
September
Dear Families,
Each September is an opportunity to welcome children of all ages to share in new experiences as together we tackle
an exciting, challenging and rigorous educational journey. One of the most important indicators of student success
is the strength of the home/school connection. There are multiple ways to make that point but one of my favorites
are the words to this poem:
Unity
I dreamed I stood in a studio and watched two sculptors there.
The clay they used was a young child’s mind, and they fashioned it with care.
One was a teacher, the tools he used were books and music and art;
One a parent with a guiding hand, and a gentle loving heart.
Day after day the teacher toiled, with touch that was deft and sure;
While the parent labored by his side and polished and smoothed it o’er.
And when at last their task was done, they were proud of what they had wrought,
For the things they had molded into the child could neither be sold not bought.
And each agreed he would have failed if he had worked alone,
For behind the parent stood the school, and behind the teacher, the home.
Author Unknown
I know that I could not say it any better. Our hope is that this booklet will serve as a valuable resource as you guide
your child through this school year. Keep in mind that our district calendar, newsletters and of course, our website
also serve as sources of communication. Always remember that we are a phone call away if you ever have any
specific questions or concerns. I am truly looking forward to an amazing and exciting school year.
Sincerely,
Phyllis Harrington, Ed.D.
Superintendent
4
Oceanside School District
Oceanside, New York
OCEANSIDE ON THE WEB:
Making the Home-School Connection!
www.oceansideschools.org
Dear Parents,
This grade level guide was designed to provide you with a comprehensive overview of all the curriculum areas in
which your child will be engaged this year. Also included are activities, parent resources and a scope and
sequence, K-6, for each of the curriculum areas. Our district’s curriculum has been designed to align with New
York State Standards and is spiraled so that each child may continue to expand upon the knowledge base built at
the previous grade level. Oceanside is proud of its work in developing a rigorous curriculum that builds a strong
foundation and maximizes the potential of all of our students.
There is also a wealth of helpful parent information on our district website. Go to www.oceansideschools.org for
up to date information and resources from the district and every school. You can learn about the latest district
news, the goals and objectives for the school year, and a message from our Board of Education, Superintendent
of Schools, and School Report Card.
Then click on your child’s school link to find:
What’s Happening – You can access a monthly list of special school events.
Principal’s Message – You will learn of many exciting activities, special events and curricular information about
your child(ren)’s school.
Parent Handbook – Our parent handbooks are designed to give parents a thorough understanding of their
child(ren)’s elementary years. Hard copies are also available at your child(ren)’s school.
Library Resources – Included in this link are suggestions for parents to help children with research projects.
Extracurricular Activities – Parents can learn about all the clubs that are available to their children.
PTA - PTA brings many special activities to our schools Meeting dates and contact people are listed here for
your information.
SEPTA – SEPTA lists a calendar of events, resources for parents, and other important information about special
education.
Special Activities and Class Projects – See the learning in action as we showcase current class projects and
activities!
Sincerely,
Diane Provvido
Assistant Superintendent for
Curriculum, Instruction and Research
5
OCEANSIDE PUBLIC SCHOOLS
SCHOOL-PARENT COMPACT
The school and parents working co-operatively to provide for the successful education of the
children agree:
The Parent/Guardian agrees:
to provide a positive and healthy environment at
home.
The School agrees:
to hold high expectations for all students.
to become involved in developing, implementing,
evaluating, and revising the school-parent
involvement policy.
to convene an annual meeting for Title I parents
and to inform them of the program and their
right to be involved.
to use or ask for professional assistance that
the local education authority or school may offer
on child rearing practices and teaching and
learning strategies, when needed.
to actively involve parents in planning, reviewing
and improving the Title I programs and the
parental involvement policy.
to read with children in the primary grades (K-3)
at least 20 minutes a day.
to provide parents with timely information about
all
programs.
to provide performance profiles and individual
student assessment results for each child and
other pertinent individual and school district
education information.
to encourage children in the intermediate grades
to read at least 30 minutes a day.
to monitor our child/children’s:
attendance at school,
homework,
television watching.
to provide high quality curriculum and instruction.
to share the responsibility for improved student
achievement.
to deal with communication issues between
teachers and parents through:
-parent /teacher conferences at least annually,
-reports to parents on their children’s progress,
as necessary
-reasonable access to staff.
to communicate with our child/children’s teachers
about their educational needs.
to assure that parents may participate in
professional development activities if the school
determines that it is appropriate, i.e., literacy
classes, workshops on reading strategies.
to ask parents and parent groups to provide
information to the school on what type of
training or assistance they would like and/or
need to help them to be more effective in
assisting your child/children in the educational
process.
6
INTRODUCTION TO FIRST GRADE
A first grade class is a group of boys and girls none of whom look, act, think, behave, talk, or grow in the
same way. These children are of a magical age during which they pass from five year old “babies” to
seven year old children. First graders have stars in their eyes, loose teeth in their mouths, questions on
their minds, Band-Aids on their knees, and forgiveness in their hearts.
First graders are able to steal the teacher’s time with just a little unplanned effort – a skinned knee, a
lost lunch, a broken zipper, an untied shoe, a desire for necessary chit-chat, and needed affection for
one with a new sibling. These needs make each day special.
First graders love to share…love to talk…love to learn…and best of all…love their teachers who love
them back.
7
Program Overview
Introduction
This guide introduces the newest edition of the Reading Street series.
Reading Street 2013 Common Core is designed to help teachers easily
implement the Common Core State Standards.
This guide introduces the program features and instructional resources
that support you and your students each step of the way.
Award-Winning Nurture a love of reading in your students with Reading Street's
Literature
award-winning literature. All of the literature in Reading Street is
authentic.
The literature features an appropriate balance of 50% fiction to
50% nonfiction in the primary grades. As students become more
comfortable with informational text, that ratio becomes 40% fiction to
60% nonfiction.
These texts are from many different genres from folktales and poems
to biographies and technical writing.
Exposure to these texts begins in kindergarten as students interact
with Big Books, Songs and Rhymes Flip Charts, and Phonics Activity
Mats. Kindergarteners will also enjoy a special series called Trucktown.
This series is written by author Jon Scieszka, and he will continue to
inspire students as they move through the grades with daily Street
Rhymes.
eStreet
Interactive
Build Student
Knowledge
Access Reading Street's literature and more with interactive, digital
resources.
Creepy bugs, scary storms, and new technologies are some of the
engaging topics your students will read about on Reading Street. These
topics, along with concept-specific oral vocabulary, build science and
social studies content knowledge that prepares students to meet the
Common Core State Standards.
Build Content Knowledge
lr.P.tr.'l'K NOWLirDOir GOALS
Students will understand
that:
• tllllm3la 10.\ plants
• ooimala """ploola fa< shelter
• plants 'iP"W .men erWnal9 tuy
• planla ltwrYe when 8fllm! lls
tranoport pollen
Common
Core State
Standards
Foundational
Skills
THS
I WlrlrK'S CONCirPT MAP
Develop a coroc:>epC-raa
l ted graphic
Otganizer like lha one below over the
cOYrce o1 this -....ek.
IIUILD ORAL VOCABULARY
ThiS w..k. $\udenls will
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Reading Street's lesson plans are fully aligned to the Common Core
State Standards for English Language Arts Grades K-6. The Common
Core State Standards are identified at point of use within each lesson
so you know where to focus your instruction. In the margins of the
lesson plans are Bridge to the Common Core professional development
notes that explain how the instruction is preparing your students to
meet the Common Core State Standards.
Build early literacy skills with instruction that moves from listening to
blending, to decoding, and then using letter sounds to write and spell
words. Phonemic Awareness is tied to phonics using manipulatives and
routines. Then, the phonics skill is applied to text.
Accessing Reading Street
at Home
To support your child at home, log in with your
child’s user name and password
(same login info. as enVisionMATH) at:
http://PearsonRealize.com
K-6 Writing Curriculum
The Oceanside School District’s writing curriculum provides a balance of prompt writing, where
students make a claim or respond to a question, and process writing, where students use the writing
process to write and refine their work over a more extended period and for an audience. Both types of
writing balance the three text types of narrative, informational/expository, and opinion/argumentative
writing.
The Stages of the Writing Process
Immersion: The time to provide background information about the genre/text type. Teachers read mentor
texts in their entirety and explore and investigate the authors, texts, and genre, which will be studied.
Generating Ideas: The time to “brainstorm” lots of possible ideas for topics. Various strategies are used to
gather seeds, which might have the potential to turn into a published piece.
Selecting an Idea: The time to encourage students to find subjects that matter and are relevant to their
purpose and intention; Writers think about what more they have to say, the impact on a potential reader and
if the topic is important to them.
Collecting: The time to provide students with strategies for developing and researching their ideas. This
stage is where students will collect more information to add to their draft.
Drafting: Help students envision, plan, and organize finished text. This is the time for organization and
making meaning for the reader.
Revision: Guide students to effectively craft their writing to fit genre, purpose, and meet the needs of their
intended audience. Students will be ‘re-seeing” their work, thinking about a potential reader, and making the
writing interesting and engaging for them.
Editing: Provide “skill” (spelling, punctuation, grammar) instruction directly related to student texts.
Publishing: Celebrate and authenticate students’ writing by preparing writing for an audience of readers.
11
LANGUAGE
ARTS K-2
Strategies for Home Support of Reading
Acquisition
Children benefit when teachers and parents reinforce the same concepts and
ideas. For
this to happen, teachers and parents must have some knowledge of what happens
in the
classroom and what happens at home that support reading acquisition
(International
Reading Association, 2005).
Below you will find some suggestions of how to support your child in reading
instruction.
Phonemic
Awareness
•
•
•
•
•
•
Sing alphabet songs with your child
Read stories that your child chooses
Help your child clap the beats of syllables in words
Point out letters, especially letters in their own name
Play with language and rhymes
Sing songs that manipulate phonemes, such as The Name Game
Ph
on
ics
• Encourage children to point to words and say them out loud when writing.
• Listen to your child read
• Help your child sort words by long and short vowels
• Help your child define larger words by breaking them into smaller chunks
• Play spelling and word games like Scrabble and Hang Man
Fl
ue
nc
y
12
• Read aloud often, encouraging your child to read aloud
• Let your child choose books to read and reread favorite books
• Model reading for fun and pleasure
• Act out a book or story
• Read aloud a sentence and then invite your child to read the same
sentence (i.e., echo reading)
• Help your child read new words and talk about the meaning
• Talk with your child when you go to the library about how to pick out
books of interest at an appropriate reading level
13
Vocabulary
•
•
•
•
•
Read aloud a variety of genres
Talk with your child about daily events and about books you read with them
Talk about how the illustrations and text in a book support each other
Search for new words in texts with your child
Help your child learn new vocabulary based on hobbies or interests
Text Comprehension
•
•
•
•
•
Ask your child to predict what might happen next in a story
Ask who, what, when, where, and why questions about a book
Ask your child questions about the topic of a book before reading it
Ask your child about books being read at school and be familiar with them in order
to extend conversations
Ask your child what the main idea or message of a book might be
Print Concepts
•
•
•
•
•
•
Point out the title and author’s name to your child when reading together
Talk about where reading begins on the page and show how the words flow left to
right
Play games to match lowercase and uppercase letters
Talk about how types of texts have similarities and differences
Expose your child to many types of print
Make a book with your child, using large print and illustrations
Writing
•
•
•
•
•
•
•
Provide multiple writing materials and tools
Encourage your child to write his or her name and the names of family members
Let your child see you writing for various purposes
Ask you child to say words out loud as he/she writes
Respond to the ideas your child has written
Encourage your child to write the way he or she talks, and then ask your child to
read the writing aloud
Plan a time and place for your child to write every day.
14
Guided Reading Program in Grade 1
What is Guided Reading?
• Guided reading is an approach where the teacher works with a small group
of students who can all read similar levels of texts and demonstrate similar
reading behaviors.
• The text (developmentally appropriate books called leveled readers) should be
easy enough for students to read with a teacher’s support.
• The approach recognizes that a wide range of reading abilities exists
within any grade level or age group, and that reading at the appropriate
levels ensures success.
• The teacher monitors and guides the reading of each child as needed.
• The text should offer challenges and opportunities for problem solving, but
also should be easy enough for students to read with some fluency.
• Each session, about 30 minutes, begins with the teacher introducing a
book, eliciting prior knowledge, and building background.
• Discussion of the book follows, and the child keeps the book to read
repeatedly.
• Subsequent lessons at the lower levels usually use an entirely new book.
The goal of Guided Reading is for students to become fluent readers who
can problem solve strategically and read independently and silently.
15
Suggested First Grade Book List
Picture Book Read Alouds
Baghead by Jarrett Krosoczka (Knopf)
Bark, George by Jules Feiffer (HarperCollins)
Beware of Boys by Tony Blundell (Greenwillow)
Bunny Cakes and other Bunny books by Rosemary Wells (Dial)
Chrysanthemum by Kevin Henkes (Greenwillow)
Click, Clack, Moo: Cows That Type by Dorren Cronin, illus. by Betsy Lewin (Simon
& Schuster)
Cowboy Baby by Sue Heap (Candlewick)
Daisy and the Beastie and other Daisy books by Jane Simmons (Little, Brown)
The Day the Babies Crawled Away by Peggy Rathmann (Putnam)
Doctor Desoto by William Steig (FSG)
Don’t Let the Pigeon Drive the Bus! by Mo Willems (Hyperion)
Duck on a Bike by David Shannon (Scholastic)
Dumpy La Rue by Elizabeth Winthrop, illus. by Betsy Lewin (Henry Holt)
Elizabeti’s Doll and other Elizabeti books by Stephanie Stuve-Bodeen, illus.
by Christy Hale (Lee & Low)
Heckedy Peg by Audrey and Don Wood (Harcourt)
Hooway for Wodney Wat! by Helen Lester, illus. by Lynn Munsinger (HMCo.)
Good Morning, Sam and other Sam books by Marie-Louise Gay (Groundwood)
Gossie & Gertie and other Gossie books by Olivier Dunrea (HMCo.)
The Great Gracie Chase by Cynthia Rylant, illus. by Mark Teague (Scholastic)
The Great White Man-Eating Shark by Margaret Mahy (Dial)
Harvey Potter’s Balloon Farm by Jerdine Nolen, illus. by Mark Buehner
(HarperCollins)
How Do Dinosaurs Say Goodnight by Jane Yolen, illus. by Mark Teague (Scholastic)
Julius Baby of the World by Kevin Henkes (Greenwillow)
Julius’s Candy Corn by Kevin Henkes (Greenwillow)
Lilly’s Chocolate Heart by Kevin Henkes (Greenwillow)
Lilly’s Purple Plastic Purse by Kevin Henkes (Greenwillow)
Miss Spider’s Wedding by David Kirk (Scholastic)
Mr. Wolf’s Pancakes by Jan Fearnley (Tiger Tales)
No David! and other David books by David Shannon (Scholastic)
Officer Buckle and Gloria by Peggy Rathmann (Putnam)
Olivia and other Olivia books by Ian Falconer (Simon & Schuster)
Owen by Kevin Henkes (Greenwillow)
Owen’s Marshmallow Chick by Kevin Henkes (Greenwillow)
Patches Lost and Found by Steven Kroll, illus. by Barry Gott (Winslow Press)
Pete’s a Pizza by William Steig (HarperCollins)
The Recess Queen by Alexis O’Neill (Scholastic)
Sheila Rae’s Peppermint Stick by Kevin Henkes (Greenwillow)
Somebody and the Three Blairs by Marilyn Tolhurst, illus, by Simone Abel
(Orchard)
The Stray Dog by Marc Simont (HarperCollins)
Suddenly! by Colin McNaughton (Harcourt)
Thunder Cake by Patricia Polacco (Philomel)
16
Tippy-Toe Chick, Go! by George Shannon, illus. by Laura Dronzek (HarperCollins)
Tops and Bottoms by Janet Stevens (Harcourt)
The True Story of the Three Little Pigs by Jon Scieszka, illus. by Lane Smith
(Viking)
Wemberly Worried by Kevin Henkes (Greenwillow)
Wemberly’s Ice-Cream Star by Kevin Henkes (Greenwillow)
Where the Wild Things Are by Maurice Sendak (HarperCollins)
Zinnia and Dot by Lisa Campbell Ernst (Viking)
Novels for Reading
Babe the Gallant Pig by Dick King-Smith (Crown)
Charlotte’s Web by E. B. White (HarperCollins)
Clever Lollipop by Dick King-Smith (Candlewick)
Hedgehogs in the Hall and other Animal Ark titles by Ben Baglio (Scholastic)
Hugh Pine by Janwillen Vandewetering, illus. by Lynn Munsinger (HMCo.)
Lady Lollipop by Dick King-Smith (Candlewick)
The Magic Tree House series by Mary Pope Osborne (Random House)
The Mouse and the Motorcycle by Beverly Cleary (William Morrow)
The School Mouse by Dick King-Smith (Candlewick)
Stuart Little by E. B. White (HarperCollins)
Non-Fiction
All About Sharks and other titles by Jim Arnosky (Scholastic)
Animals Asleep by Sneed B. Collard III, illus. by Anik McGrory (HMCo.)
Beaks! by Sneed B. Collard III, illus. by Robin Brickman (Charlesbridge)
Chickens Aren’t the Only Ones and other titles by Ruth Heller (Grosset & Dunlap)
From Wax to Crayon by Robin Nelson (Lerner)
I Took A Walk by Henry Cole (Greenwillow)
On the Way to the Beach by Henry Cole (HarperCollins)
One Small Place by the Sea by Barbara Brenner, illus. by Tom Leonard
(HarperCollins)
Polar Bears and other titles by Gail Gibbons (Holiday House)
Puffins Climb, Penguins Rhyme by Bruce McMillan (Harcourt)
Red-Eyed Tree Frog by Joy Cowley, photos by Nic Bishop (Scholastic)
The Salamander Room by Anne Mazer, illustrated by Steve Johnson (Knopf)
Spinning Spiders by Melvin Berger, illus. by S.D. Schindler (HarperCollins)
Pattern Books
The House that Jack Built by Jeanette Winter (Dial)
I Know An Old Lady Who Swallowed A Fly by Simms Taback (Putnam)
I Went Walking by Sue Williams, illus. by Julie Vivas (Gulliver/HBJ)
Is Your Mama a Llama? by Deborah Guarino, illus. by Steven Kellogg (Scholastic)
Old MacDonald Had A Woodshop by Lisa M. Shulman, illus. by Ashley Wolff
(Putnam)
To Market, To Market by Anne Miranda, illus. by Janet Stevens (Harcourt)
The Seals on the Bus by Lenny Hort, illus. by G. Brian Karas (Henry Holt)
This is the House that Jack Built by Simms Taback (Putnam)
Who Took the Cookies from the Cookie Jar? by Bonnie Lass & Philomen Sturges,
illus. by Ashley Wolff (Little, Brown)
17
Cumulative Tales
My Little Sister Ate One Hare by Bill Grossman, illus. by Kevin Hawkes (Crown)
The Napping House by Audrey and Don Wood (Harcourt)
One Hungry Monster by Susan Heyboer O’Keefe, illus. by Lynn Munsinger (Little,
Brown)
One Monday Morning by Uri Shulevitz (Farrar, Straus, & Giroux)
I Know An Old Lady Who Swallowed A Fly by Simms Taback (Putnam)
The House that Jack Built by Jeanette Winter (Dial)
The Pot That Juan Built by Nancy Andrews-Goebel, illus. by David Diaz (Lee & Low)
This is the House that Jack Built by Simms Taback (Putnam)
Circle Stories
If You Give a Mouse a Cookie by Laura Numeroff, illus. by Felicia Bond
(HarperCollins)
The Great Gracie Chase by Cynthia Rylant, illus. by Mark Teague (Scholastic)
A House for a Hermit Crab by Eric Carle (Simon & Schuster)
Make Way for Ducklings by Robert McCloskey (Viking)
The Napping House by Audrey and Don Wood (Harcourt)
One Monday Morning by Uri Shulevitz (Farrar, Straus, & Giroux)
Rooster’s Off to See the World by Eric Carle (Simon & Schuster)
Rosie’s Walk by Pat Hutchins (Simon & Schuster)
Where the Wild Things Are by Maurice Sendak (HarperCollins)
ABC Books
Alphabeep: A Zipping, Zooming ABC by Debora Pearson, illus. by Edward Miller
(Holiday House)
Avalanche by Michael Rosen, illus. by David Butler (Candlewick)
The Beetle Alphabet Book and other alphabet books by Jerry Palotta, illus. by
David Biedrzycki (Charlesbridge)
Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault (Simon and
Schuster)
Firefighters from A to Z by Chris Demarest (McElderry Books)
The Handmade Alphabet by Laura Rankin (Scholastic)
Into the A, B, Sea: An Ocean Alphabet by Deborah Lee Rose, illus. by Steve Jenkins
(Scholastic)
Old Black Fly by Jim Aylesworth, illus. by Stephen Gammell (Henry Holt)
The Racecar Alphabet by Brian Floca (Atheneum)
Mother Goose Books
The Arnold Lobel Book of Mother Goose compiled and illus. by Arnold Lobel (Knopf)
Baby Goose by Kate McMullan, illus. by Pascal Lamaitre (Hyperion)
Hey, Diddle, Diddle compiled and illus. by Linda Bronson (Henry Holt)
Monster Goose by Judy Sierra, illus. by Jack E. Davis (Harcourt)
My Very First Mother Goose collected by Iona Opie, illus. by Rosemary Wells
(Candlewick)
The Neighborhood Mother Goose by Nina Crews (Greenwillow)
Will Moses Mother Goose by Will Moses (Philomel)
18
Phonemic Awareness Books
Ook the Book: And Other Silly Rhymes by Lissa Rovetch, illus. by Shannon McNeill
Rhyme
Dr. Seuss – everything!
Little Bunny Foo Foo retold and sung by The Good Fairy, illus. by Paul Brett
Johnson (Scholastic)
The Eensy-Weensy Spider and others by Mary Ann Hoberman, illus. by
Nadine Bernard Westcott (Little, Brown)
I Knew Two Who Said Moo: A Counting and Rhyming Book by Judi Barrett,
illus. by Daniel Moreton (Simon & Schuster)
Jesse Bear, What Will You Wear? and others in the series by Nancy White
Carlstrom, illus. by Bruce Degen (Simon & Schuster)
Little Bunny Foo Foo retold and sung by The Good Fairy, illus. by Paul Brett
Johnson (Scholastic)
The Monster Bed by Jeanne Willis, illus. by Susan Varley (HarperCollins)
Oh My Gosh, Mrs. McNosh and others in the series by Sarah Weeks, illus. by
Nadine Bernard Westcott (HarperCollins)
Puffins Climb, Penguins Rhyme by Bruce McMillan (Harcourt)
Repetition
Dr. Seuss – everything!
Don’t Fidget a Feather by Erica Silverman, illus. by S.D. Schindler (Simon &
Schuster)
Five Little Monkeys Jumping On The Bed by Eileen Christelow (Houghton
Mifflin)
Is This A House for Hermit Crab? by Megan McDonald, illus. by S.D.
Schindler (Orchard)
The Little Old Lady Who Was Not Afraid of Anything by Linda Williams,
illus. by Megan Lloyd (HarperCollins)
Nathaniel Willy, Scared Silly by Judith Mathews, illus. by Alexi Natchev
(Simon & Schuster)
Silly Sally by Audrey Wood (Harcourt)
Alliteration
Dr. Seuss – everything!
Clara the Caterpillar by Pamela Duncan Edwards, illus. by Henry Cole
(HarperCollins)
Dinorella by Pamela Duncan Edwards, illus. by Henry Cole (Hyperion)
Four Famished Foxes and Fosdyke by Pamela Duncan Edwards, illus. by
Henry Cole (HarperCollins)
The Long, Long Letter by Elizabeth Spurr, illus. by David Catrow (Hyperion)
Rosie’s Roses by Pamela Duncan Edwards, illus. by Henry Cole
(HarperCollins)
Some Smug Slug by Pamela Duncan Edwards, illus. by Henry Cole
(HarperCollins)
Wacky Wedding: A Book of Alphabet Antics by Pamela Duncan Edwards,
illus. by Henry Cole (Hyperion)
19
Poetry
Big, Bad and a Little Bit Scary: Poems that Bite Back illus. by Wade Zahares
(Viking)
The Bugs in Teacher’s Coffee and Other School Poems by Kalli Dakos, illus. by Mike
Reed (HarperTrophy)
The Frogs Wore Red Suspenders and other collections by Jack Prelutsky, illus. by
Petra Mathers (HarperCollins)
Good for You! Toddler Rhymes for Toddler Times by Stephanie Calmenson, illus. by
Melissa Sweet (HarperCollins)
I’m Still Here in the Bathtub: Brand New Silly Dilly Songs by Alan Katz, illus. by
David Catrow (McElderry Books)
In the Swim and other collections by Douglas Florian (Harcourt)
Insectlopedia and other collections by Douglas florian (Harcourt)
Monster Goose by Judy Sierra, illus. by Jack E. Davis (Harcourt)
A Pet for Me selected by Lee Bennett Hopkins, illus. by Jane Manning
(HarperCollins)
Take Me Out of the Bathtub and other silly dilly songs by Alan Katz, illus. by David
Catrow (McElderry Books)
Little Dog Poems by Kristine O’Connell George (Clarion)
Little Dog and Duncan by Kristine O’Connell George (Clarion)
Early Beginning Readers
Monkey Trouble and others in this extensive series (Brand New Readers) put out by Candlewick Press and
found in local bookstores.
Beginning Readers
Breakout at the Bug Lab by Ruth Horowitz, illus. by Joan Holub (Dial)
Days With Frog and Toad and others in this series by Arnold Lobel (HarperCollins)
Elvis the Rooster Almost Goes to Heaven and others in this series by Denys Cazet
(HarperCollins)
Emma’s Yucky Brother and others in this series by Jean Little, illus. by Jennifer
Plecas (HarperCollins)
Good Night, Good Knight and others in this series by Shelley Moore Thomas, illus.
by Jennifer Plecas (Dutton)
Henry and Mudge and the Bedtime Thumps and others in this series by Cynthia
Rylant, illus. by Sucie Stevenson (Simon & Shuster)
Iris and Walter: The Sleepover and others in this series by Elissa Haden Guest, illus.
by Christine Davenier (Harcourt)
Little Rat Sets Sail and others in this series by Monika Bang-Campbell, illus. by
Molly Bang (Harcourt)
Minnie and Moo Go to the Moon and others in this series by Denys Cazet
(DK Publishing & HarperCollins)
Mr. Putter and Tabby Bake the Cake and others in this series by Cynthia Rylant,
illus. by Arthur Howard (Harcourt)
Pearl and Wagner: Two Good Friends and others in this series by Kate McMullan,
illus. by R.W. Alley (Dial)
Poppleton Has Fun and others in this series by Cynthia Rylant, illustrated by Mark
Teague (Scholastic)
Ribbit Riddles by Katy Hall and Lisa Eisenberg, illus. by Robert Bender (Dial)
20
Tiny Goes to the Library and others in this series by Cari Meister, illus. by Rich
Davis (Viking)
The Viper by Lisa Thiesing (Dutton)
Reading Poems/Plays for Fluency
Poems in Two Voices by Paul Fleischman (HarperCollins)
You Read to Me, I’ll Read to You: Very Short Stories to Read Together by Mary
Ann Hoberman, illus. by Michael Emberly (Little, Brown)
You Read to Me, I’ll Read to You: Very Short Fairy Tales to Read Together by Mary
Ann Hoberman, illus. by Michael Emberly (Little, Brown)
READERS THEATRE
Readers Theatre for Beginning Readers by Suzanne I. Barchers (Teacher Ideas Press)
21
MATHEMATICS
The Oceanside School District utilizes the EnVision Math
Common Core Program for student instruction in grades K-5.
This program helps students develop conceptual
understanding of important math concepts through Problem
Based Interactive Learning, Visual Learning Bridges and
Visual Learning Animations. The program offers students
and parents an online version of all their print materials
anytime, anywhere. By logging on to
http://PearsonRealize.com and entering the student’s
username and password, the following digital resources can
be accessed:
•
•
•
•
•
•
•
•
•
The Online Student Edition
Independent practice and problem solving
Animated Glossary
eTools (digital manipulatives)
Daily Lessons with activities, printables, games, and topic videos
Online student assignments
Online assessments, lesson quizzes, review, and enrichment activities
complete with instant feedback
Topic Opener Videos with real-world connections to math
Visual Learning Animations
For Additional Program Information…
Please visit www.envisionmath.com
A video overview of EnVision Math http://vidego.multicastmedia.com/player.php?p=d28i3v01
This image cannot currently be displayed.
Login Information:
Username: _______________
Password: _______________
22
23
MATHEMATICS - GRADES K-5
The Oceanside Mathematics Curriculum is based upon both the National and Statewide Common
Core Standards. In accordance with these standards, a balance of both process skills and content
areas has been incorporated.
The Mathematics Curriculum focuses on the following content and process strands:
Content
•
Operations and Algebraic Thinking
•
Process
Make sense of problems and persevere
in solving them.
•
Number and Operations in Base Ten
•
Reason abstractly and quantitatively.
•
Construct viable arguments and critique
the reasoning of others.
•
•
•
Number and Operations- Fractions*
Measurement and Data
Geometry
•
Model with mathematics.
•
Use appropriate tools strategically.
•
Attend to precision.
•
Look for and make use of structure.
•
Look for and express regularity in
repeated reasoning.
*Fractions are introduced in Grade 3.
Problem solving is seen as the connecting thread throughout all the strands. Students are
encouraged to become active participants in their understanding of mathematical concepts and
procedures as they apply them in a problem solving environment.
The Oceanside Mathematics Curriculum is designed to help all students learn to:
• think logically and creatively while exploring mathematical ideas
• apply a variety of strategies to solve problems
• determine what information is necessary in a particular situation
• organize and use information to solve problems
• perform mathematical calculations
• master computational skills as they pertain to conceptual constructions in problem solving
explorations
• investigate the world of mathematics through hands-on experiences
• communicate mathematical thinking by using words, pictures, and numbers
• integrate mathematics with the rest of the curriculum, particularly with science and
technology
The most effective way for elementary students to construct a foundation in mathematics is through
hands-on experiences. Student motivation and curiosity increases when engaged in hands-on
24
activities. Students make discoveries helping them draw conclusions which reflect a myriad of ways to
reach a solution; therefore, empowering them to become independent thinkers.
..Standard for Mathematical
Practice
Student Friendly Language
1. Make sense of problems and
persevere in solving them.
•
I can try many times to understand and
solve a math problem.
2. Reason abstractly
and quantitatively.
•
I can think about the math problem in my
head, first.
•
I can make a plan, called a strategy, to
solve the problem and discuss other
students’ strategies too.
•
I can use math symbols and numbers to
solve the problem.
3. Construct viable arguments
and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools
strategically.
I can use math tools, pictures, drawings,
and objects to solve the problem.
I can check to see if my strategy and
calculations are correct.
6. Attend to precision.
7. Look for and make use
of structure
•
8. Look for and express regularity
in repeated reasoning.
I can use what I already know about
math to solve the problem.
I can use a strategy that I used to solve
another math problem.
25
Oceanside Mathematics Program Scope and Sequence Grades K-3
Geometry
Numbers and
Operations
in
Base 10/
Fractions*
Operations and
Algebraic Thinking
Counting
and
Cardinality
KINDERGARTEN
Know the number
names and count the
sequence.
Count to tell the
number of objects.
Compare numbers.
Understand addition
as putting together
and adding to, and
understand
subtraction as taking
apart and taking from.
Work with numbers
11-19 to gain
foundations for place
value.
Identify and describe
shapes.
Analyze compare
create and compose
shapes.
*Fractions are introduced in Grade 3.
26
GRADE 1
Represent and solve
problems involving addition
and subtraction.
Understand and apply
properties of operations and
the relationship between
addition and subtraction.
Add and subtract within 20.
Work with addition and
subtraction equations
Extend the counting
sequence. Understand place
value. Use place value
understanding and properties
of operations to add and
subtract.
Reason with shapes and with
attributes.
Grade 2
Grade 3*
Represent and solve
problems involving addition
and subtraction. Add and
subtract within 20. Work with
equal groups of objects to
gain foundations for
multiplication.
Represent and solve problems involving
multiplication and division. Understand properties
of multiplication and the relationship between
multiplication and division. Multiply and divide
within 100. Solve problems involving the four
operations, and identify and explain patterns in
arithmetic.
Understand place value. Use
place value understanding
and properties of operations
to add and subtract.
Use place value understanding and properties of
operations to perform multi-digit arithmetic.
Develop understanding of fractions as numbers.
Reason with shapes and their
attributes.
Reason with shapes and their attributes.
FIRST GRADE SCIENCE CURRICULUM
Essential Question:
How do the properties of matter help us to understand our world?
Curriculum Overview
The first grade science curriculum is aligned with the New York State Elementary Science Core
Curriculum Grades K-4. Modeled on Standard 4, the units will be organized into two categories:
the physical setting and the living environment. Particular emphasis will focus on a h ands-on,
minds-on approach to learning, using inquiry process skills and the scientific method. The
curriculum s designed to:
•
develop students’ understanding of key science concepts and science process skills
•
engage students in active construction of knowledge through experiences
•
allow students to learn new science content, and increase their scientific literacy
•
encourage problem solving through experiences in the natural environment
•
foster the development of positive attitudes about science
•
bridge science concepts to current social and environmental events
•
integrate science with the rest of the curricula, particularly with math, technology,
language arts, and social studies
This curriculum will prepare our students to explore the most important ideas about our physical
setting and our living environments. Scientifically literate students understand basic concepts
and processes, and can apply them to real life situations. Each unit targets one or more key
ideas within the core standards. Through a series of planned learning experiences, students will
explore specified major understandings. Students will learn to question, hypothesize,
experiment, gather data, organize results, and draw conclusions based on their own actions.
Moreover, each unit will emphasize an evolving ‘talk’ curriculum that establishes vocabulary,
content literacy, and idea development. Finally, each unit will have distinct process skills that
are emphasized as an integral part of the learning experience. Writing to learn assessments will
be incorporated throughout each unit, and as a culmination for each unit.
The curriculum builds on the NYS Elementary Science Core Curriculum Grades K-4, previous
district curricular guides, and the experiences of curriculum writers.
27
Properties:
Students explore properties of objects. They use their hands and eyes to classify
and sort by color, size, shape, and texture. They work with balances and other
equipment to compare and contrast objects by weight, buoyancy, magnetic
attraction, and material composition. As they practice distinguishing and grouping
objects, they also build two vital vocabulary skills: describing and explaining.






Different senses give different information.
Matter makes up all things.
Properties of color, size, texture and shape describe objects.
Matter can exist as solid, liquid and gas.
Specific objects are attracted to magnets while others are not.
Science process skill emphasis on observe, question, classify and communicate.
Observing an Aquarium:
Students build and maintain aquariums that become, over several weeks, diverse
underwater ecosystems. Students observe food chains, how populations change,
and how life cycles unfold.
 Water covers a majority of earth’s surface. Some bodies of water are salty and
some are fresh water.
 Each habitat has organisms specifically suited to survive in that environment.
 Fish and snails have different structures that function to help them survive in
their environment.
 Plants and animals are part of food chains. Each food chain starts with the sun.
 Science process skills emphasize making observations, asking questions,
hypothesizing, comparing and communicating.
Insect Life:
Students carefully observe three kinds of insects: mealworms, crickets and lady
bugs. They learn the basic attributes, behaviors and cycles of insect life.



28
Insects have specific structures and functions that identify them.
There are different metamorphic cycles:
o Egg, larvae, pupae to adult
o Egg, nymph to adult
Science process skills emphasize making observations, asking questions,
hypothesizing, comparing and communicating.
Classroom Plants:
As they cultivate seeds and care for their plants, students investigate the functions
of plant parts and plants' responses to environmental factors:
 Many of our everyday items are made from plant parts.
 Plant parts have different structures and functions.
 Leaves make food for the plant.
 Fruits contain the seeds from which new plants grow.
 Plants need sunlight and water to grow and stay healthy.
 Chlorophyll is the pigment that gives plants their green color.
 Science process skills emphasize making observations, asking questions,
hypothesizing, comparing and communicating.
29
Process Skills
Across Elementary Grades : K-6
The science process skills are emphasized as an integral part of the
learning experiences. The skills are taught using a scaffolding approach.
It is recognized that these skills are the tools that students use to
solve problems. There is an equal balance between development of
science process skills and content.
Kindergarten
•
•
•
•
•
Observe
Question
Classify
Communicate
Hypothesize
First Grade
•
•
•
•
•
•
Observe
Question
Classify
Communicate
Hypothesize
Compare
Second Grade
•
•
•
•
•
•
•
•
Observe
Question
Classify
Communicate
Hypothesize
Compare
Variables
Make & Use
Models
Third-Sixth Grades
•
•
•
•
•
•
•
•
•
•
•
•
30
Observe
Compare
Classify
Use Numbers
Measure
Communicate
Collect, record,
display or
interpret data
Predict
Infer
Hypothesize
Make and use
models
Use variables
SOCIAL STUDIES
GRADES K – 6
Essential Questions are open-ended questions which are challenging, interesting and worthy
of the students’ efforts to answer them. They promote the use of a variety of information sources
to provide answers to the questions. They provide students with their assessment for the course
and unit of study on Day 1 of study, not the last day. In sum, they help students focus on the Big
Picture, and encourage the marshaling of documentary evidence to support their judgments
about significant issues facing society.
Kindergarten: Self and Others
Are people more alike or different?
Can people who are different learn to live together as friends?
Grade1: My Family and Other Families, Now and Long Ago
Are families today more alike or different from each other?
Are families today more alike or different from families in the past?
Grade 2: My Community and Other United States Communities
Are communities more alike or different from each other?
Does a diverse community make for a stronger community?
Grade 3: Communities Around the World – Learning About People and Places
Are cultures more similar or different from each other?
Can we combat stereotypes that exist about people?
How do other regions’ geographies and climates and their effects compare to ours?
Grade 4: Connecting Local, New York and United States History and Government
Have the histories of New York State and Long Island been ones of progress for all?
To what extent have the geography and climate affected the state and region: economically,
politically, socially and technologically?
How do other regions’ geographies and climates and their effects compare to ours?
Grade 5: The United States, Canada and Latin America
Has the history of the Western Hemisphere been one of progress for all?
Will the peoples of the Western Hemisphere be able to live in justice and peace?
Grade 6: The Eastern Hemisphere
Has the history of the Eastern Hemisphere been one of progress for all?
Will the peoples of the Eastern Hemisphere be able to live in justice and peace?
31
SOCIAL STUDIES
GRADE 1: MY FAMILY AND OTHER FAMILIES
NOW AND LONG AGO
ESSENTIAL QUESTIONS:
Are families today more alike or different from each other?
Are families today more alike or different from families in the past?
UNITS OF STUDY: Self, Rules, Family: Now and Long Ago, Needs and Wants
The social studies program at the first grade level focuses on helping students learn about their
roles as members of family and school communities. The development of identity and social
interaction are stressed. Children learn about their roles as citizens of family and school
communities by accepting rights and responsibilities in the classroom and within their families,
and by learning about rules and laws. Children also examine similarities and differences among
families of the past. Finally, children begin to recognize that the challenge of meeting needs and
wants involves making economic choices due to unlimited needs and wants and scarce
resources.
Social:
-how individuals are unique
-how people are alike and different
-roles of family members, and family structure
-different ways people need each other
-family celebrations
Political:
-rules and responsibilities for protection and order
-decision making in families
-problems and solutions in families
-holidays, celebrations and symbols of nations
Economic:
-connections between needs and wants, and earning money
-economic decision making involves choices due to unlimited needs and
wants and scarce resources
-identification of consumers and producers of goods and services
-identification of community services
-interdependence in families, schools and communities
Geographic: -maps and globes; location of areas
-directions
32
Historic:
-families change over time
-family customs and traditions
-past leaders honored by our nation
CONCEPTS:
History: Change, Culture, Diversity, Empathy, Identity, Interdependence
Geography: Human systems, Places and Regions
Economics: Needs and Wants, Scarcity, Technology
Civics: Citizenship, Civic Values, Decision-Making, Government
SKILLS:
Getting Information:*
Identify a variety of sources of information
Identify types of information needed
Locate information in sources
Recognize advantages and limitations of Sources
Locate sources of print and non-print information
Organize, collect information
*Sources of information include: reference works, newspapers, magazines, speeches,
letters, diaries, tables, charts, graphs, diagrams, maps, globes, atlases, political cartoons
editorials, opinion pieces, poems, artifacts, timelines, photographs, videos, painting, drawings,
oral histories, songs, dances, plays, stories, folk tales, legends, audiotapes, interviews
Using Information:
Classify/categorize data
Evaluate data (fact vs. opinion, identify viewpoint)
Draw inferences from data
Check on completeness of data
Generalize from data
Assess possible consequences of options
Revise generalizations based on new data
Presenting Information:
Speak effectively
Write in an expository way
Use media and visuals
Participating in Interpersonal and Group Relations:
Participate in group planning and discussion
Define basic issues (terms, values)
Recognize problems
Assume responsibility for carrying out tasks
33
Problem-Finding and Solving
Find problems: raise questions, recognize a problem exists, analyze and evaluate the
problem
Solve problems: state the problem, develop a plan, obtain information from a variety of
sources, evaluate the sources of information, organize and use the data, redefine the problem
or identify new problems (if necessary), develop a conclusion and share it.
34
Elementary Spanish Instruction
Grades K-6 (FLES)
Estimates place the number of Spanish
speakers in our world at approximately 570
million, making it one of the top five most
spoken languages on our planet.
Our elementary Spanish program begins in
Kindergarten, and continues through grade 6.
FLES (Foreign Language in the Elementary
Schools) lessons are lively, communicative, and
interactive, filled with music, visuals, videos,
projects, conversation, and more! Students receive
40 minutes of instruction over each 6-day cycle in
grades grades K-3, and 60 minutes in grades 4-6.
FLES teachers reinforce vocabulary through various teaching modalities that encourage
students to utilize Spanish for communication. We follow the ACTFL (American Council on
the Teaching of Foreign Languages) Standards and the 5 C’s of language teaching:
Communication, Culture, Connections, Comparisons, Communities.
We consider these 6 questions as language instruction progresses over the course of
each student’s elementary experience:
How well is the student understood?
How well does the student understand?
How accurate is the student's language?
How well does the student use vocabulary?
How well does the student use cultural knowledge
when using the second language?
How well does the student maintain communication?
Students are assessed and graded in FLES,
and it is included on their report card in grades 1-6.
36
NEW YORK STATE TESTING PROGRAM
The New York State Board of Regents has set higher learning standards for all students. To
reach these standards, elementary and middle school tests will challenge students to
demonstrate their ability to read, write, listen, and use mathematics.
All New York Grades 3 to 8 students will take an English Language Arts and Mathematics
assessment in the spring. The Science assessments will be given to Grades 4 and 8 students
in the spring. Grade 8 students will take a Social Studies assessment in the fall.
English Language Arts
The Grade 3-8 English Language Arts tests contain separate reading comprehension sections
with multiple choice questions, including a variety of both literary and informational passages.
The English Language Arts tests will require students to demonstrate their ability to read a
range of material, listen attentively, and respond in writing to a variety of passages. These skills
are fundamental to the development of clear thinking and problem-solving abilities. The tests
also provide evidence of student progress toward the levels of language ability required for
success in high school and beyond.
On the Grade 3-8 ELA Assessment, students must:
Read and understand information and literary passages;
Write clear, complete responses to a passage they have heard or read;
Interpret or draw conclusions from a passage or graphic;
Analyze and explain relationships between two or more passages;
Use correct English, including grammar, usage, spelling, and punctuation.
Mathematics
The Mathematics tests make use of a variety of question formats. The multiple choice questions
measure basic skills concept, and procedures. The short response and extended response
questions require students to do such things as solve problems; make comparisons;
interpretations and predictions; discuss concepts; and demonstrate problem-solving strategies.
Questions that ask students to show their solutions, or to explain the mathematics they used,
give indications of students’ understanding of mathematical procedures and problem-solving
strategies.
On the Grade 3-8 Mathematics tests, students must Know an apply facts and definitions;
Select and apply appropriate procedures;
Identify what question a problem is asking;
Use reasoning in new settings;
Select, use, and modify procedures;
Read and interpret graphs and tables;
Recognize, interpret, and apply the signs, symbols, and terms used to represent concepts.
36
Science
The Elementary Level Science Test (ELST) is a pupil assessment and K-4 evaluation in
science. Questions in Part 1 are content and skill-based and consist of a multiple choice
component of 45 questions. This portion of the test requires students to demonstrate their
knowledge and understanding of the core material in Standard 4: physical science (17
questions), life science (17 questions), and to use the skills of inquiry as they pose questions,
and develop solutions to problems (8 questions).
The laboratory performance examination in Part 2 is a hands-on component to assess students’
science inquiry skills. They are asked to observe, question, formulate hypotheses, measure,
record, analyze and interpret data, make predictions, classify, identify variables, make
conclusions, and form generalizations. Each student completes three of the five stations: two of
the stations require students to work individually on topics that include Measuring Liquids,
Magnetic and Electrical Testing, Observing and Describing an Unknown Object, and Classifying.
The third station is completed as a collaborative effort between two students.
Students in grade 8 also take a State assessment in Science which reflects the curriculum in
grades 5-8. The assessment contains a performance section (much like that of the 4th grade
counterpart) as well as an objective section in which students are asked to complete
constructed responses and short essays as well as multiple choice questions.
37
OCEANSIDE SCHOOL DISTRICT TESTING PROGRAM
Our standardized testing program reflects the new learning standards and is a prototype for the
New York State testing program. Paralleling the state test, the language arts assessments
combine listening skills, reading comprehension, vocabulary, and skills using both multiple
choice items and extended responses.
For example, at primary grade levels, students are asked to listen to poems and stories and
circle correct items using both pictures and words. They also read stories and write responses.
At the upper primary and intermediate grade levels, students are asked to compare and contrast
stories, draw conclusions after reading both fiction and non fiction stories and interpret factual
information.
Items in our standardized tests reflect good instructional practices and the goals of our language
arts curriculum. They also model the types of questions on the state tests in grades 3-8, and the
11th grade Regents examination.
The mathematics assessments use a combination of real world topics, charts, graphs,
estimation and computations based on the learning standards.
In the primary grades, students are asked to interpret graphs and solve problems, write their
hypotheses and share their work. When they reach the Middle School, all students are expected
to be working with probability and statistics and using algebra to solve word problems.
In addition, we recognize that it is not only the 3rd-8th grade programs that must be monitored in
the analysis of results, but the total K-4 and 5-8 programs. We also provide benchmarks to
determine which of our students need support at every grade level, not just at the grades
required in the State Report Card.
38
ELEMENTARY ASSESSMENT SCHEDULE BY GRADE
Grade
39
Mathematics/Language Arts
Other
1
Early Literacy Profile
Oceanside 1st Grade Math
Assessment
2
Program/Assessments in ELA/Math
3
NYS Assessments in ELA/Math
Test of Cognitive Skills
4
NYS Assessments in ELA/Math
NYS Assessment in Science
5
NYS Assessments in ELA/Math
6
NYS Assessments in ELA/Math
Social Emotional Literacy
What is Social and Emotional Literacy (SEL)?
SEL is a process for helping children and adults develop the fundamental skills for life
effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and
our work, effectively and ethically.
These skills include recognizing and managing our emotions, developing caring and concern for
others, establishing positive relationships, making responsible decisions, and handling
challenging situations constructively and ethically. They are the skills that allow children to calm
themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe
choices.
A group of teachers and administrators made the decision to utilize the SEL program offered by
marc Brackett, Yale professor and advocate of a RULER model for teaching students these
important skills in a way that is accessible for all. The tools that Dr. Brackett has developed are
easy to use and have been shown to be effective as assisting students to understand and deal
with their emotions in a manner that actually increases student achievement.
We look forward to the positive impact of this program on our staff, students, and parents.
40
Emotional Literacy (EL) is the:
− Recognition
− Understanding
− Labeling
− Expression
− Regulation of emotions
41
My Mood Meter
High +
+
+
ENERGY
+
+
0
-1
-2
-3
-4
Low
-5
-5
-4
-3
-2
-1
0
+
Unpleasant
+
+
+
Pleasant
FEELING
42
+
My Emotional Blueprint
Describe
What was the situation, circumstance, or problem?
EL Skill
Recognize
& Label
43
How did I feel?
How did
feel?
Understand What caused my feelings?
What caused
’s feelings?
Express
& Regulate
How did I express and regulate my
feelings?
How did
express and regulate
his/her feelings?
Reflect
& Act
What could I have done to handle the situation better?
What can I do now?
TECHNOLOGY OUTCOMES &
ASSESSMENT
FOR STUDENTS COMPLETING GRADE 1
GRADE 1
Students will begin to develop skills in use of the computer for word processing.
A. There is an Internet-ready PC in each classroom; in addition, a 15 station lab in the
building.
B. There is Internet access on all stations in the computer lab.
C. Microsoft Word is the word processing program for students.
D. A variety of technology resources are used to enhance curricula.
E. Use of online sources is available through the district website.
44
ELEMENTARY ART
PRIMARY GRADES 1-3
SCOPE & SEQUENCE
Elementary students are given instruction by a certified art teacher twice per six-day cycle. From
grades 1-6, students are exposed to, and work with many different materials in many styles.
Lessons are designed to have students create art, understand the elements of art, and some of
the ways famous artists have worked. Students learn to appreciate and value art.
“I believe the role of all elementary art specialists is to awaken the curiosity
of students to their personal creative potential by providing for them a variety
of art activities which will spark their imagination and enable them to
understand art, create art and value art.”
Robert Reals, Administrator
Visual Arts Education
New York State
The art program at the Primary level, Grades 1, 2, 3, deals with a broad range of activities. It
covers specific content areas, art forms, media, concepts, techniques and processes as a basic
introduction and exposure to a variety of art experiences that will encourage creativity and selfexpression, while at the same time develop perceptual and observational skills. The use of short
term projects and a variety of materials and experiences suit the interest, need and attention
span of this age group.
Based on a range of individual and collective experience, students will explore and develop
skills with various electronic media as a means of expressing visual ideas.
45
ART
GRADE 1
CONCEPTS:
-to understand and use the elements and principles of art in order to
communicate their ideas through line, shape, color, texture/pattern in
2 and 3 dimensions.
-to develop their own ideas and images through the exploration and creation
of art works based on themes, symbols, and events
SKILLS:
-to listen and follow directions
-to learn the appropriate use and care of materials
-to develop fine and gross motor coordination
-to allow self-expression and discovery through use of new materials
-to be able to cut, paste, layout and organize
-to explore different techniques
MEDIA
ACTIVITY
Crayon/oil pastels
rubbing, thick/thin, hard/soft, texture, patterns
Paint
crayon resist, sponge painting, color mixing
Markers
drawing techniques, line, patterns, coloring
Techniques
Construction paper/tissue paper
Crepe paper, etc.
cut/torn paper collage, paper sculpture, flower
Clay
animals, people, pinch pots
46
ELEMENTARY MUSIC
GRADES 1-6
SCOPE AND SEQUENCE
Elementary students are given instruction by a certified music teacher twice per six-day cycle. In
grades 1-6, students are exposed to a variety of experiences designed to foster the
development of musical concepts. Students engage in singing, listening, and playing activities
that encourage music reading, appreciation, and creativity. In addition, students are given the
opportunity to perform with a large group if they elect to sing in the chorus (starting in the forth
grade) or play an instrument in the band (starting in the forth grade) or orchestra (starting in the
third grade).
By the completion of Elementary School, the following student objectives will be accomplished.
Students will:
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1.
Create short pieces consisting of sounds from a variety of traditional, electronic, and
non-traditional sound sources.
2.
Construct instruments out of material not commonly used for musical
Instruments.
3.
Use current technology to manipulate sound.
4.
Identify the various settings in which students hear music and the various
resources that are used to produce music during a typical week; explain why the
particular type of music was used.
5.
Demonstrate appropriate behaviors, including attentive listening, in a variety of
musical settings in and out of school.
6.
Discuss ways that music is used by various members of the community.
7.
Through listening, identify the strengths and weaknesses of specific musical works
and performances, including their own and others’.
8.
Describe the music’s context in terms related to its social and psychological functions
and settings.
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9.
Describe the students’ understanding of particular pieces of music and how they
relate to their surroundings.
10.
Identify when listening, and perform from memory, a basic repertoire of folk
songs/dances and composed songs from the basic culture that represent the people
of the world.
11.
Identify the titles and composers of well-known examples of classical concert music
and blues/jazz selections.
12.
Identify the primary cultural, geographical and historical settings for the music the
students listen to and perform.
ELEMENTARY
MUSIC
GRADE1
MELODY
1. Vocal Exploration in Singing
2. Singing from hand signals for melodic contour
3. Introduce Sol & Mi with echo singing and hand signals
4. Melodic echoes for four beat lengths
5. Tone quality – use of head voice
6. High/low
7. Ascending and Descending
8. Loud/Soft
9. Introduce five line staff
10. Read Sol/Mi from a two or five line staff
HARMONY
1. One part singing with speech ostinato
RHYTHM
1.Use of terms tah and ti-ti when clapping rhythms and experiencing steady beats
2. Discriminate between fast/slow, long/short, and strong/weak
3. Rhythm of words/syllables through simple nursery rhymes and poems
4. Rhythm echoes – using body percussion
5. Experience Ostinati by rote
6. Visual and aural recognition through diagrams, ex. Quarter note, two eighth notes
7. Experiences with performing different meter
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FORM
1.
Recognize same and different sections in songs
LISTENING: Listening exercises will be paralleling melody and rhythm
1. Differentiate non-pitched rhythm instruments by tone color
MOVEMENT
1.
Movement will be incorporated into all of the above to facilitate learning
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PHYSICAL EDUCATION
GRADES 1-6
The Elementary Physical Education program provides for developmental progression within the
curriculum outline areas of: gross motor skills, perceptual motor skills, rhythm and dance, low
organization games, gymnastics, physical fitness lifetime activities. This progression allows for
the incorporation of team games and sports during the fourth-fifth-sixth grade intermediate
years. In this manner we address the NYS Learning Standards regarding Personal Health and
Fitness, a Safe and Healthy Environment, and Resource Management.
Physical Education contributes to the broad goals of education through the development of
personal living skills developed by fostering: physical fitness, cooperation, risk taking, initiative,
leadership, trust, respect and safety.
SAFETY
Safe appropriate attire is to be worn for physical education class. Sneakers must be laced or
Velcro strapped and must provide foot support. No heel, platform or slip-on footwear is
permitted for physical education class. Any jewelry item deemed unsafe by the teacher for the
activity will not be permitted.
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PHYSICAL EDUCATION
GRADE 1
Physical Education promotes the development of basic and creative
movement/perceptual skills through emphasis on rhythm, games of low organization,
and gymnastics related activities. The appreciation of lifetime physical fitness is a
primary objective.
AREAS OF EMPHASIS INCLUDE:
Students will understand the benefits of regular physical activity and enhancing personal fitness.
The student will perform the Fitness Gram Fitness Test using the age appropriate guidelines.
The student will develop body and spatial awareness. The student will develop basic motor
skills (run, climb, hop), manipulative skills (throwing, catching, kicking, striking), and non locomotor skills (balancing, weight transfer, bending, stretching, holding) and co-operative games.
The student will combine loco-motor and manipulative skills (running, catching, throwing, jump
rope activities).
The student will develop listening skills, safety awareness, self confidence and interpersonal
skills.
The student will demonstrate cooperative skills and a sense of fair play.
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HEALTH EDUCATION
GRADE 1-6
Our Health Education curriculum at the elementary level is a skill-based
curriculum with data-informed instruction. It is closely linked to the SEL curriculum
our elementary teachers have in place. We have used the 4 anchors embedded
in the SEL curriculum, providing our students with a forum to use the skills they
learned in our SEL curriculum.
1. Grades K-2 teachers do the DUSO program, emphasizing self-esteem,
decision making, friendship, body rights, stranger danger, and diversity.
2. Grade 3 teachers cover stress management, personal safety, stranger
danger, assertiveness skills, and decision making.
3. Grade 4 is taught by the P.E. teachers and they cover hygiene, fitness, and
nutrition in their Physical Education classes. The school nurses cover
allergies.
4. Grade 5 teachers implement the bully-proofing curriculum. The students
complete a survey developed by our staff. The teachers, using the data
from the survey, proceed to address issues associated with bullying, and
follow with lessons that are part of the new curriculum. In addition, the HS
health teachers conduct puberty lessons to male and female 5th grade
students.
5. In the 6th grade, elementary school social workers conduct the Too Good For
Drugs curriculum. These skill-based lessons are successful in educating our
6th graders about the risks associated with drug and alcohol abuse. In
addition, our HS health teacher and the HIV-AIDS Awareness Club students
conduct the HIV-AIDS lessons to each of our 6th grade elementary students.
They provide the knowledge needed for HIV-AIDS prevention, and also
provide the knowledge necessary to avoid the risky behaviors associated
with it.
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