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Standards:
The emphasis in the elementary
school is on the process of art making. Students
will become familiar and comfortable with a wide variety of art materials, art
processes, elements of design, disciplines of art and art applications.
In addition, students will have informal and formal exposure to art
history, criticism and aesthetics. All
learnings are developmentally appropriate, layered and sequential from year to
year. The approach is one of
problem solving and application of divergent thinking skills. There are four ways to introduce
lessons: through elements of design (line, shape, color, form, and texture);
through an art discipline (painting, drawing, sculpture, printmaking, ceramics,
mixed media); through a material of art (pencil, crayon, clay, paper, papier
mache, watercolor, etc.); or through art or cultural idea (maskmaking, the human
form, landscape, etc.) Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Recognize basic geometric forms, forms from nature and
amorphous shapes. They will be able
to cut out at least four geometric shapes and two others and can arrange them
according to color and size. ·
Create and name a variety of lines: straight, zigzag,
wiggly, thick, thin, curvy, etc. ·
Name and identify colors in the natural environment. ·
Identify and describe different objects and surfaces
through tactile experiences. ·
Demonstrate an understanding that artists have a special
vocabulary to talk about their works of art. Major Units of Study: Incorporating the elements of
design into their own work Mixing primary colors to create
secondary colors Identifying various properties
in construction paper Clay work – creating pinch
pots and learning how to glaze and use the kiln Self and family - drawing Introduction of printmaking and
sculpture Standards: Students will read, write,
listen, and speak for information and understanding, for literary response and
expression, for critical analysis and evaluation, and for social interaction. Anticipated
Student Outcomes:
By June of this year, students should be able to: ·
Read first grade texts with fluency ·
Use strategies to construct meaning from print such as
prior knowledge, structural, contextual, and picture clues and an understanding
of letter-sound relationships to decode unfamiliar words ·
Demonstrate literal and inferential comprehension skills ·
Use conventional spelling for high frequency words ·
Write a minimum of three sentences on a specific topic Materials
Used: Tradebooks Anthologies Computers Journals Assessment: Writing portfolios Reading checklists Teacher observation DRA Standards:
Students will use mathematical
analysis as well as computation as appropriate to become mathematically
confident. They will communicate
and apply mathematical reasoning to solve real world problems.
Students will understand the relationship between math, science, and
technology. Anticipated
Student Outcomes: By June of this year, students should be able to: ·
Recognize, name, print, and read base ten digits 0-9. ·
Express and use the word “digit” when referring to
0-9. ·
Count, write, read numerals through 99. ·
Recite appropriate expression for whole numbers through
99. ·
Write numerals through 99 from dictation. ·
Identify the place value of any digit through 99. ·
Identify the value of any digit through 99. ·
Analyze and solve simple equations using the addition and
subtraction algorithms. ·
Identify polygons (triangle, square, rectangle). ·
Construct polygons with geoboards. ·
Name days of the week, months of year, and seasons
including sequencing. ·
Determine where to begin to measure an object. ·
Measure and compare lengths to the nearest whole in
non-standard units. ·
Record the lengths of various objects relative to that of
another ·
Construct pictographs and real object graphs. ·
Identify penny, nickel, dime, and quarter and state the
value of each. Materials
Used: SRA/McGraw Hill Math Explorations and Applications Program Assessment: Teacher observation Class participation SRA/McGraw Hill Assessment Tools
Standards: In the elementary general music
program we stress active hands-on learning.
We aim to motivate and stimulate the children through stories, games,
dances, songs, playing of classroom instruments, creative movement, and dramas.
These activities, while inherently valuable and appealing, also serve to
reinforce musical skills and concepts, and to develop the child’s creativity,
self-expression, and curiosity about music of various styles and cultural
origins. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Demonstrate appreciation of, recognition of, and ability
to employ musical elements: tempo,
dynamics, timbre, pitch/register, phrase, melody, harmony, form ·
Keep a steady beat -- with body percussion, simple
movements, and on classroom instruments ·
Sing simple melodies (diatonic, limited range) in tune ·
Participate in simple dramas, dances and movement
activities ·
Echo simple quarter- and two-eighth rhythms using body
percussion and instruments ·
Sing melodies of increasing complexity and more expanded
range ·
Sing melodies or parts of melodies in solfege, using
curwen hand signs ·
Perform dances, movements and dramas of increasing
complexity ·
Improvise using body percussion, instruments, and words ·
Read and perform more complex rhythm patterns using
half-notes and sixteenth notes as well as quarters and eighths Major Units of Study·
Steady Beat/Tempo (fast,
slow, medium) ·
Rhythm (combinations
of long and short notes) ·
The “Musical Staircase”
Scale/Melodic Direction ·
Timbre (quality of sound)/ Instrument Families ·
Measuring Musical Time (duration) in Beats ·
Improvisation in Music Materials Used: Piano, guitar, audio equipment,
CD’s, tapes, LP’s, classroom instruments (i.e., recorders, xylophones, hand
drums, cymbals, triangles, etc.), various collections of multi-cultural games,
songs, dances, and stories, computer CDs (in particular, Microsoft’s Musical
Instruments ), hand puppets, various visual aides Assessment: Authentic, performance-based Standards:
Students will follow the
scientific method. They will use
scientific inquiry to seek answers and develop solutions, using appropriate
technologies. They will understand
and apply scientific concepts, principles and theories pertaining to the
physical setting and living environment, and they will apply knowledge and
skills to address real-life problems. Anticipated
Student Outcomes: By June of this year, students should be able to: ·
List and identify the three states of matter (gas, liquid,
solid). ·
Identify the parts of a seed and plant. ·
Explain and demonstrate water surface tension. ·
Sort and classify materials and identify properties using
appropriate scientific vocabulary. ·
Record and interpret data. ·
Identify and name life forms in the pond. ·
Identify magnetic materials. ·
Explain magnetic attraction and locate positive and
negative poles. ·
Identify healthy living habits. ·
Distinguish between healthy and unhealthy foods Major
Units of Study: Matter and properties Seed dissection Identification of plant parts Pond study Magnets Materials
Used: trade books, sorting materials, first grade science
instruments, videos Assessment: Anecdotal observation recorded by teacher Class participation Lab sheets/journals Standards: Students will be able to use a
variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live, how the United States
and other societies develop economic systems and associated institutions to
allocate resources, and of the necessity for establishing governments, including
roles, rights, and responsibilities of citizenship. Anticipated
Student Outcomes: By June of this year, students should be able to: ·
Record observations in “passport” journals of their
visits to community locations. ·
Identify why community resources are important to
Hastings. ·
Identify and name community resources and workers Major
Units of Study: Hastings-on-Hudson
Materials
Used: Maps Journals Photos Assessment: Anecdotal observations Class participation Journal entries SUBJECT: Standards: All students in Hillside School
participate in physical education weekly. Students
in Grade 1 meet three times per week for a total of 120 minutes. The Physical Education
Department gives students the opportunity to work together to improve emerging
social and cooperative skills necessary for building positive attitudes and good
sportsmanship. Students will have
the opportunity to develop a positive self concept and experience success in
physical education. The Physical Education Program
teaches the importance of daily and ongoing physical activity and general
fitness. All students, grades 1-4,
participate in the Presidential Fitness testing program which involves specific
fitness components of cardiovascular endurance, muscular endurance, strength,
and flexibility. Through physical education,
students will acquire knowledge of safety skills and habits, and develop an
awareness of safety with respect to themselves and others.
The Physical Education Program will provide frequent and meaningful
opportunities that enable students to have a functional understanding of
movement concepts, and build competence and confidence in their ability to
perform a variety of motor skills. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Further refine basic locomotor, ball, and balance skills,
i.e., throw and catch with partner ·
Continue to participate in games of low organization
utilizing balls and beginning more refined motor skills ·
Demonstrate a higher skill level in performing both
individual and dual stunts in tumbling and apparatus ·
Perform in response to more complicated musical patterns Assessment: Teacher Observations Class Participation Skill Testing, where appropriate Physical Fitness Testing -
Presidential Test of Physical Fitness, all parts, Grades 1 - 4 Standards:
The emphasis in the elementary
school is on the process of art making. Students
will become familiar and comfortable with a wide variety of art materials, art
processes, elements of design, disciplines of art and art applications.
In addition, students will have informal and formal exposure to art
history, criticism and aesthetics. All
learnings are developmentally appropriate, layered and sequential from year to
year. The approach is one of
problem solving and application of divergent thinking skills. There are four ways to introduce
lessons: through elements of design (line, shape, color, form, and texture);
through an art discipline (painting, drawing, sculpture, printmaking, ceramics,
mixed media); through a material of art (pencil, crayon, clay, paper, papier
mache, watercolor, etc.); or through art or cultural idea (maskmaking, the human
form, landscape, etc.) Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Recognize basic geometric forms, forms from nature and
amorphous shapes. They will be able
to cut out at least four geometric shapes and two others and can arrange them
according to color and size. ·
Create and name a variety of lines: straight, zigzag,
wiggly, thick, thin, curvy, etc. ·
Name and identify colors in the natural environment. ·
Identify and describe different objects and surfaces
through tactile experiences. ·
Demonstrate an understanding that artists have a special
vocabulary to talk about their works of art. Major Units of Study: Incorporating the elements of
design into their own work Mixing primary colors to create
secondary colors Identifying various properties
in construction paper Clay work – creating pinch
pots and learning how to glaze and use the kiln Self and family - drawing Introduction of printmaking and
sculpture Standards:
First grade students are
selected for Reading Recovery, an early intervention program, on the basis of
teacher observation of need followed by a formal assessment.
Only a small number of first graders (approximately 15%) qualify fo rthis
service. Students in the Reading Recovery
Program receive 1:1 instruction each day for thirty minutes to develop the
knowledge and strategies necessary to become independent readers and writers
with a self-extending system by which they can continue to grow in literacy
skills without further supplemental instruction.
An active partnership between each student’s Reading Recovery teacher,
classroom teacher, and parents is a cornerstone of the program.
They participate in the program an average of 16 - 20 weeks, until these
goals are met. Anticipated Student Outcomes: By the time a student discontinues from the program, he/she should be
able to: ·
Demonstrate control of a wide variety of strategies for
problem-solving new texts at an appropriate level ·
Use cues from the syntactic, meaning, and visual aspects
of print to monitor and self-correct errors in text-reading ·
Be able to generate and construct a story of at least two
sentences, recording all consonant and most vowel sounds appropriately and using
some aspects of conventional spelling (e.g., ‘-ing’, final ‘e’) ·
Be able to write between 25 and 50 high-frequency words
accurately and fluently ·
Read continuous text at a level commensurate with that of
children in the average range of his/her class Sample Activities: Reading and writing of
continuous text form the core of each Reading Recovery lesson.
Practice of specific items and strategies reinforces emerging awareness
and understanding. On a daily basis, students take home a number of books for
practice, as well as a cut-up sentence to be reconstructed. Materials Used: Texts are carefully chosen to
meet each student’s current skill and strategy usage and needs, from a
collection of over 350 approved Reading Recovery books.
Manipulatives are used to
enhance phonemic awareness. Unlined journals are used for
daily writing. Assessment: Initial and final assessment
consists of a six-part Observational Survey, as well as input from the classroom
teacher. Daily detailed
observations include a running record of a child’s text reading and a record
of the day’s writing. Periodic
writing samples are obtained from the classroom teacher for purposes of
comparison. SUBJECT: LIBRARY
Standards: By the end of Grade Four, students are expected to have
become accustomed to using the library for recreational reading as well as for
personal and assigned research projects. They
will learn what resources are available in the library and how to use the
resources: library books, reference books, computer materials, the Internet, all
of which will enable them to use any library in their lifetime quest for
learning. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Demonstrate appropriate library behavior ·
Listen to other students ·
Know where picture books, other fiction and non-fiction
books are located ·
Find books by following directions ·
Begin selecting books appropriate to their reading levels ·
Know how to borrow and return materials ·
Know how to spend the library period after a book has been
borrowed Major Units of Study: Self Community Materials Used: Books and videos Assessment: Teacher observations in a library setting |
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