2ND - Oceanside School District

Elementary
Parent
Handbook
Grade 2
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
Grade 2
Table of Contents
Page
Introduction
7
Language Arts
8
Mathematics
25
Science
30
Social Studies
34
Spanish
38
Testing
39
Social Emotional Learning
43
Technology
47
Art
48
Music
50
Physical Education
54
Health Education
56
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 SECOND GRADE
What is second grade? The second grade serves as a bridge from dependence to
independence. Second graders arrive bright-eyed and eager to learn. They have questions
galore and need to be actively involved in their learning environment.
Individual differences, as well as similarities, broaden a second grader’s learning
experience. The bridge widens as we go from self-awareness to interaction with peers in
developing a cooperative learning environment. The road that each child takes on the path
to independence is as unique and individual as each child. The teacher is there for each
step the child takes and helps the child cross that bridge to independence. The role of the
teacher is to guide, direct and encourage students to ensure a smooth transition from
dependence to independence.
The delight and enthusiasm shown as a result of the second grade experience can easily
be seen through the children’s stories, writings and discussions.
The second grade year serves as a stepping stone for each student towards a more active,
productive participation in the greater community.
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.
© 2012
8
or
All
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
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.
• planla ltwrYe when 8fllm! lls
.,..."onmenl
inhale te qu.re .tJurn y
tranoport pollen
Foundational
Skills
..._
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.
Copyright
© 2012 Pearson, Inc. or its affiliates. All rights reserved.
2
9
ldomaln-spec:oflc
wort $.
• ooimala """ploola fa< shelter
• plants 'iP"W .men erWnal9 tuy
Common
Core State
Standards
IIUILD ORAL VOCABULARY
ThiS w..k. $\udenls will
acqllte the folo'o\•ino academic
The Oceanside School
District has adopted
Reading Street
Common Core
to strengthen the
reading and writing
skills of all students.
10
Reading Street
will support your child in:
• Receiving appropriate instruction to support
higher levels of reading and writing
• Increasing text complexity in reading
• Providing accessible rigor
• Balancing fiction and informational texts
11
Reading Street
will support your child in:
(continued)
• Building content-area knowledge
• Emphasizing close reading
• Focusing on informative, argumentative,
and narrative writing
• Integrating media and 21st century skills
12
Weekly Instruction
At-a-Glance




13
Oral Language & Vocabulary Development
Word Work/Word Analysis
Reading & Comprehension
Writing, Spelling & Conventions
Reading Street instructional time
includes a balance of whole class, small
group and independent stations for
students to practice what they are
learning on an ongoing basis.
14
Benefits of Small Group Instruction
• Small groups allow for a more effective type of strategic
coaching to take place, and strategic coaching appears
to be one of the key elements that distinguish highachieving classrooms from those with moderate or low
performances.
~Taylor, Pearson, Clark, & Walpole, 1999
• Smaller groups provide a greater opportunity for
teachers to use instruction that scaffolds learning and
engages the learner, two key characteristics of
exemplary teachers in high-achieving primary
classrooms.
~Pressley, 1998
15
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
16
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.
17
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
Phonics
•
•
•
•
•
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
Fluency
•
•
•
•
•
•
•
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
18
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.
19
Parents & Reading
K-2
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Set a good example as a reader. Let your children see you reading every day.
Get a subscription in your child’s name to an age-appropriate magazine for your child.
Make reading fun -- a time you and your children look forward to spending together.
Check out The Read-Aloud Handbook by Jim Trelease (Penguin, 1995). It’s loaded with
fun tips and reading recommendations.
Visit the library often.
Don’t fret if Captain Underpants has captivated your child rather than Robinson
Crusoe. The important thing: he’s reading! Encourage it and he’s likely to move on to
more sophisticated titles as he gets older.
Keep reading to your child even when he can read. Read books to your child which are
too difficult for him to read alone.
Try reading books with chapters and talk about what is happening in the story.
Encourage your child to make predictions about what will happen next, and connect
characters or events to those in other books and stories.
Talk with your child about reading preferences as they are beginning to develop.
Talk with your child about favorite authors and help him find additional books by those
authors.
Take turns reading a story with your child. Don’t interrupt to correct mistakes that do
not change the meaning.
Talk about the meaning of new words and ideas introduced in books.
Ask your child to explain why a character might have taken a specific action. Ask for
information from the story to support his answer.
Enjoy yourself and have fun. The most important thing you can do to help your child
become a successful reader is communicate that reading is valuable and enjoyable.
Visit the websitewww.nea.org/readacross.
20
Suggested Second Grade Book List
Picture Book Read Alouds
A New Coat for Anna by Harriet Ziefert, illus. By Anita Lobel (knopf)
Armadillo Tattletale by Helen Ketteman, Illus. By Keith Graves (Scholastic)
Baghead by Jerrett Krosoczka (Knopf)
Beware of Boys by Tony Blundell (Greenwillow)
Bruh Rabbit and the Tar Baby Girl by Virginia Hamilton, illus. By James Ransome (Scholastic)
Bubba and Beau: Best Friends and others in this series by Kathi Appelt, illus. By Arthur Howard (Harcourt)
Chrysanthemum by Kevin Henkes (Greenwillow)
Click, Clack, Moo: Cows That Type by Doreen Cronin, illus. By Betsy Lewin (Simon & Schuster)
Daisy and the Beastie and other Daisy books by Jane Simmons (Little, Brown)
The Day the Babies Crawled Away by Peggy Rathmann (Putnam)
Dear Bear by Joanna Harrison (Lerner Publishing)
Doctor Desoto by William Steig (FSG)
Dogbreath: The Horrible Trouble with Hally Tosis by Dav Pilkey (Blue Sky Press)
Dogzilla and Kat King by Dav Pilkey (Harcourt)
Don’t Let the Pigeon Drive the Bus! By Mo Willems (Hyperion)
Duck on a Bike by David Shannon (Scholastici)
Dumpy LaRue by Elizabeth Winthrop, illus. By Betsy Lewin (Henry Holt)
Elizabeti’s Doll and othe Elizabeti books by Stephanie Stuve-Bodeen, illus. By Christy Hale (Lee & Low)
Flossie and the Fox by Patricia McKissack, illus. By Lynn Munsinger )HMCo.)
Hallowiener by Dav Pilkey (Scholastic)
Heckedy Peg by Audrey and Don Wood (Harcourt)
Hooway for Wodney Wat! By Helen Lester, illus. By Lynn Munsinger (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 (Harper-Collins)
Julius Baby of the World by Hevin Henkes (Greenwillow)
Lilly’s Purple Plastic Purse by Kevin Henkes (Greenwillow)
Martin’s Big Words by Doreen Rappaport, illus. By Bryan Collier (Hyperion)
Miss Rumphius by Barbara Cooney (Viking)
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 Rathman (Putnam)
Olivia and other Olivia books by Ian Falconer (Simon & Schuster)
Owen by Kevin Henkes (Greenwillow)
Patches Lost and Found by Steven Kroll, illus. By Barry Gott (Winslow Press)
Pete’s a Pizza by William Steig (Harper Collins)
Popps’a New Pants by Angela Shelt Medearis, illus. By John Ward (Holiday House)
Prince William by Gloria Rand, illus. Ted Rand (Henry Holt)
21
Raising Sweetness by Diane Stanley, illus. By G. Brian Karas (Putnam)
The Recess Queen by Alexis O’Neill (Scholastic)
Saving Sweetness by Diane Stanley, illus. By G. Brian Karas (Putnam)
Somebody and the Three Blairs by Marilyn Tolhurst, illus, by Simone Abel (Orchard)
Something From Nothing by Pheobe Gilman (Scholastic)
The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Sciesxka, illus. By Lane Smith
(Viking)
Straight to the Pole by Kevin O’Malley (Walker)
The Stray Dog by Marc Simont (HarperCollins)
Suddenly! by Colin McNaughton (Harcourt)
TheThree Little Wolves and the Big Bad Pig by Eugene Trivizas, illus. By Helen Oxenbury
(McElderry Books)
Thunder Cake by Patricia Polacco (Philomel)
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)
We had a Picnic This Sunday Past by Jacqueline Woodson, illus. By Diane Greenseid
(Hyperion)
Wemberly Worried by Kevin Henkes (Greenwillow)
Where the Wild Things Are by Maurice Sendak (HarperCollins)
Zinnia and Dot by Lisa Campbell Ernst (Viking)
Zomo the Rabbit: A Trickster Tale from West Africa by Gerald McDermott (Harcourt)
Novels for Reading Aloud
Babe the Gallant Pig by Dick King-Smith (Crown)
Charlotte’s Web by E. B. White (HarperCollins)
The Chocolate Touch by Patrick Catling (Bantam Doubleday Dell)
Clever Lollipop by Dick King-Smith (Candlewick)
The Enormous Egg by Oliver Butterworth (Little, Brown)
Freckle Juice by Judy Blume (Simon & Schuster)
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)
Ralph S. Mouse by Beverly Cleary (William Morrow)
The Sands of Time by Michael Hoeye (Putnam)
The School Mouse by Dick King-Smith (Candlewick)
Stuart Little by E. B. White (HarperCollins)
Superfudge and others in the Fudge series by Judy Blume (Dutton)
Time Stops for No Mouse by Michael Hoeye (Putnam)
22
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 & Dunlop)
Flight: The Journey of Charles Lindbergh by Robert Burleigh, illus. by Mike Wimmer
(Philomel)
From Was to Crayon by Robin Nelson (Lerner)
I Took A Walk by Henry Cole (Greenwillow)
Lemonade For Sale (Bar Graphs) and other mathematical concepts books by Stuart Murphy
(HarperCollins)
The Magic School Bus series by Joanna Cole, illus. by Bruce Degen (Scholastic)
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)
Spiders and other by Seymour Simon (HarperCollins)
Spinning spiders by Melvin Berger, illus. by S.D. Schindler (HarperCollins)
Surprising Sharks by Nicola Davies, illus. by James Croft (Candlewick)
The Dinosaurs of Waterhouse Hawkins by Barbara Kerley, illus. by Brian Selznick
(Scholastic)
The Tarantula Scientist by Sy Montgomery, photos by Nic Bishop (Houghton Mifflin)
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 (HarperCollin)
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 Floran (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)
Rolling Harvey Down the Hill by Jack Prelutsky, illus. by Victoria Chess (Greenwillow)
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 an Duncan by Kristine O’Connell George (Clarion)
23
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 Cynthis Rylant, illus. by Sucie Stevenson
(Simon & Schuster)
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
Marvin One Too Many by Katherine Paterson, illus. by Jane Clark Brown (Harper Collins)
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 Cynthis Ryant, illus. by Arthur Howard
(Harcourt)
Pearl and Wagner: Two Good Friends and others this series by Kate McMullan, illus.by R.W. Alley (Dial)
Poppleton Has Fun and others in this series by Cynthis Rylant, illus. by Mark Teague (Scholastic)
Ribbit Riddles by Katy Hall and Lisa Eisenberg, illus. by Robert Bender (Dial)
Tiny Goes to the Library and othrs in this series by Cari Meister, illus. by Rich Davis (Viking)
The Viper by Lisa Thiesing (Dutton)
Transitional Novels
7X9 = Trouble! By Claudia Milla, illus. by G. Brian Karas (Farrar, Straus & Giroux)
Amber Brown Is Not a Crayon and others in this series by Paula Danziger, illus. by Tony Ross (Putnam)
Fat Camp Commandos by Daniel Pinkwater, illus. by Andy Rash (Scholastic)
Judy Moody Gets Famous and other titles in this series by Megan McDonald (Candlewick)
The Junie B. Jones series by Mary Pope Osborne (Random House)
Summer Reading Is Killing Me and others in the Time Warp series by Jon Scieszka (Viking)
Surviving Brick Johnson by Laurie Myers, illus. by Dan Yaccarino (Houghton Mifflin)
Virtual Cody by Betsey Duffy, illus. by Ellen Thompson (Viking)
Winnie Dancing On Her Own by Jennifer Richards Jacobson, illus. by Alissa Imre Geis (Houghton Mifflin)
Reading Poems/Plays for Fluency
Poems in Two Voices by Paul Fleischman (Harper Collins)
Readers Theatre for Beginning Readers by Suzanne I. Barchers (Teacher Ideas Press)
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)
24
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
Login Information:
Username: _______________
Password: _______________
25
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
Process
• Make sense of problems and persevere
• Operations and Algebraic Thinking
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
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.
26
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.
•
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.an check to see if
my strategy and calculations are correct.
7. Look for and make use
of structure
•
I can use what I already know about
math to solve the problem.
8. Look for and express regularity
in repeated reasoning.
•
I can use a strategy that I used to solve
another math problem.
3. Construct viable arguments
and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools
strategically.
6. Attend to precision.
27
MATHEMATICS
GRADE 2
CURRICULUM OUTLINE
NUMBER SENSE AND OPERATIONS, ALGEBRA
•
•
•
•
•
•
•
•
•
•
•
•
•
•
develop strategies for selecting the appropriate operational and
computational
method in problem solving
relate counting to group and place value
practice single digit addition and subtraction facts and develop readiness
for
multiplication and division facts
add and subtract up to three digit numbers with no regrouping
add up to two digit numbers requiring regrouping
recognize the order of whole numbers and commonly used fractions
relate many-to-one in preparation for the concept of ratio
recognize dollars and cents notation up to ten dollars
use various strategies in solving word problems
find missing addends in a number sentence
understand the properties of commutative and associative addition
develop a wide variety of estimation skills and strategies
recognize situations which only an estimate is required
make estimates to compare to the actual results of computation
GEOMETRY AND MEASUREMENT






explore relationships among two and three dimensional shapes
understanding
similarities and differences
explore symmetry
understand the attributes of area, length, capacity, volume, weight and
temperature using customary and metric measurements
explore time, continue using calendar for days of week and months of
year
make change for money up to one dollar
experiment and make predictions with transformations such as flips,
turns and slides
28
PROBABILITY AND STATISTICS
•
•
•
•
•
•
predict experimental probabilities – more likely, fairness of a
game
determine probabilities of simply events
construct charts and graphs to display and analyze real- world
data
use variables such as height and weight to predict changes over
time
record information with tallies, blocks, and pictographs
collect, organize, display and analyze data
The following Process Strands are interwoven throughout the curriculum:
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representation
29
Oceanside Mathematics Program Scope and Sequence Grades K-3
Geometry
and Data
Measurement
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.
Describe and
compare measureable
attributes. Classify
and count the number
of objects in each
category
Identify and describe
shapes.
Analyze compare
create and compose
shapes.
GRADE 1
Grade 2
Grade 3*
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.
Measure lengths indirectly
and by iterating length units.
Tell and write time.
Represent and interpret data.
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.
Measure and estimate
lengths in standard units.
Relate addition and
subtraction to length. Work
with time and money.
Represent and interpret data.
Reason with shapes and with
attributes.
Reason with shapes and their
attributes.
Solve problems involving measurement and
estimation of intervals of time, liquid volumes, and
masses of objects. Represent and interpret data.
Geometric measurement: understand concepts of
area and relate area to multiplication and to
addition. Recognize perimeter as an attribute of
plane figures and distinguish between
linear and area measures.
Reason with shapes and their attributes.
30
SECOND GRADE SCIENCE CURRICULUM
Essential Question:
What causes change?
How does change affect us?
Curriculum Overview
The second 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 hands-on,
minds-on approach to learning, using inquiry process skills and the scientific method.
The curriculum is 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 inquiry 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.
30
States of Matter:
Students use hands-on experiences to identify the distinctive properties of the
three common states of matter. They observe, explore, and measure solids,
liquids, and gases, and investigate the processes by which one changes into
another.



Matter makes up all things.





Solids have a definite shape and size when moved from one place to another.
Matter can exist as solid, liquid and gas.
Liquids can change shape but not volume when moved from one container to
another.
Gas does not have a definite shape or size.
Evaporation is the process by which liquids change to gas.
Condensation is the process by which gas changes to a liquid.
Science process skills emphasize observing, questioning, comparing,
identifying variables and communicating.
Human Body:
Students learn about the form and function of a most remarkable machine, their
own body. They observe and investigate the human skeletal and muscle
systems. They explore the nutritional needs to keep the human body healthy.




The food pyramid provides an outline for the basic food groups and helps us
incorporate them into a balanced diet.
Our skeletal system is comprised of bones that serve a particular function.
The articulated skeleton allows us to move in specific ways.
Science process skills emphasize observing, questioning, hypothesizing,
making comparisons, classifying, and using models to understand how things
work and communicating.
Length and Capacity:
Students explore linear measures of length, width, and height. They compare
and measure the capacities of different-shaped containers in liters and
milliliters. Not only do they find out how far and how much, they learn the
importance of uniform standard units of measure.

31
Science process skills emphasize observing, asking questions, hypothesizing,
making comparisons, and communicating.
Butterflies and Moths:
Students explore how moths and butterflies grow and develop. They observe
butterfly and moth metamorphosis from tiny larvae to fluttering adults.
32




All living things have basic needs: air, water and food.

Science process skills emphasize observing, asking questions, hypothesizing,
making comparisons, and communicating.
Some traits of living things are inherited (ex. the color of wings).
The life cycle of a butterfly: Egg, Larvae, Pupa, Adult
Animals have adaptive features such as camouflage and mimicry that help
them survive.
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
•
•
•
•
•
•
•
•
•
•
•
•
33
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?
34
SOCIAL STUDIES
Grade 2: MY COMMUNITY
AND OTHER UNITED STATES COMMUNITIES
ESSENTIAL QUESTIONS:
Are communities more alike or different from each other?
Does a diverse community make for a stronger community?
UNITS OF STUDY:
My Community and Region
Other Communities – Rural, Suburban, Urban*
*Other Communities: Areas of study to be determined following curriculum work, but will include
rural, urban and suburban communities.
Social:
-people form diverse ethnic backgrounds contribute to communities
-similarities and differences in rural, urban and suburban communities
-interdependence in communities
Political:
-rights and responsibilities in school and communities
-rules and laws to protect and govern members of communities
-characteristics of good citizens
-how people in schools and communities make decisions and solve
problems
-symbols of nation and patriotism
-identification of how our nation makes and carries out laws
Economic:
-factors influencing needs and wants
-interdependence in schools and communities
-identification of procedures and consumers in rural, urban, and
suburban areas
-how taxes pay for community services
-economic choices based on available resources in rural, urban, and
suburban communities
Geographic:
-identification of communities on maps and globes
-environmental and geographic features which influence rural, urban,
and suburban communities
-how ways of life may be influenced by seasonal changes in some
communities
-how people adapt to or change their communities
35
Historic:
-cultural and ethnic backgrounds in different communities
-how schools and communities change over time
-how communities celebrate their history
-how communities of the future may be different from present-day
communities
CONCEPTS:
History: Change, Culture, Diversity, Empathy, Identity, Interdependence
Geography: Environment and Society, Human Systems, Places and Regions
Economics: Economic Systems, Factors of Production, Needs and Wants, Scarcity
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, charts, graphs, diagrams, maps, globes, atlases, political cartoons, editorials, opinion
pieces, poems, artifacts, timelines, photographs, videos, paintings, 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:
o Speak effectively
o Write in an expository way
o Use media and visuals
36
Participation in Interpersonal and Group Relations:
• Participate in group planning and discussion
• Define basic issues (terms, values)
• Recognize problems
• Assume responsibility for carrying out tasks
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.
37
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.
38
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
Grade 4 test includes a larger percentage of literary selections, while the Grade 8 test contains
more 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 tests, 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 both the Grade 4 and Grade 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.
39
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.
40
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 4, 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 4th and 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.
41
ASSESSMENT SCHEDULE BY GRADE
Grade
42
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.
43
Emotional Literacy (EL) is the:
− Recognition
− Understanding
− Labeling
− Expression
− Regulation of emotions
44
My Mood Meter
High +
+
+
ENERGY
+
+
0
-1
-2
-3
-4
Low
-5
-5
-4
-3
-2
-1 0
+
Unpleasant
+
+
+
Pleasant
FEELING
45
+
My Emotional Blueprint
Describe
What was the situation, circumstance, or problem?
EL Skill
Recognize
& Label
46
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 2
•
•
•
Students will use Internet for research.
Students will use the Internet to communicate with pen pals
Students will be introduced to use of the digital camera
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.
47
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.
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ART
GRADE 2
CONCEPTS:
-to further understand and use the elements and principles of art in order to
communicate students’ ideas through line, shape, color, texture/pattern in 2 and 3
dimensions
-to develop students’ own ideas and images through the exploration and creation of
art works based on themes, symbols, and events
-to create an awareness of the sensory qualities found in a variety of visual images
SKILLS:
-to build on all skills introduced in 1st grade
-to increase students’ observation skills
-to encourage creativity through personal experiences
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Media
Activity
crayon, oil pastels, chalk
crayon resist, mixed media, observation
drawings, transfer drawings
paint
ink blots, portraits, landscapes,
imaginary animals
construction paper, tissue paper,
crepe paper
paper sculpture, collages, weaving,
flowers, stained glass
clay, paris, paris craft, plastercine
animals, people, pendants
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
GRADE 2
MELODY
1. Vocal exploration in singing
2. Melodic echoes for four to eight beats
3. Introduce La with echo singing and hand signals
4. Read Sol, Mi and La
5. Use appropriate dynamics in singing
HARMONY
1. One part singing with speech ostinato
RHYTHM
1. Use of terms tah and ti-ti when clapping rhythms
2. Recognize half notes and half rests
3. Aural recognition of known songs from melodic rhythms
4. Visual identification of known songs from notation
5. Rhythmic dictation – read and write rhythmic patterns
FORM
1. Introduce and experience repeat signs (11:, :11)
2. Recognize and follow a piece of music using verses and a refrain or (chorus) – use printed
music to exemplify
3. Experience call and response songs
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*LISTENING:
Listening exercises will be paralleling melody and rhythm
1. Introduce all of the instrument families using general concepts and form, using
western and non-western examples
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 2
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:
1) Student will understand the benefits of regular physical activity and enhancing
personal fitness.
2) The student will perform the Fitness Gram Fitness Test using the age
appropriate guidelines.
3) The student will develop loco-motor, manipulative and non loco-motor skills.
Includes: review of walking, running, jogging, jumping, hopping;
demonstrating skipping, leaping, turning, kicking with either foot, throwing
with either arm; review catching, striking with either hand, and cooperative
games, etc.
4) The student will demonstrate loco-motor and manipulative skills in
combination.
Beginning of activities and games that lead up to sports skills and
participation in games of low organization.
5) The student will demonstrate cardiovascular endurance.
6) The student will develop listening skills, safety awareness.
7) The student will understand, appreciate, and apply rules, regulations and
strategies.
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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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