ART
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
learning isdevelopmentally 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, paper, watercolor, etc.); or through
art or cultural idea (maskmaking, the human form, landscape, etc.)
By June of this year, students should be able to:
Take risks in order to grow artistically.
Draw from
observation, from memory, or from the imagination. Draw in the forms of contour or gesture and use a pencil in
many ways to create form and volume in the drawing.
Use art to tell a story, create a mood, make a personal
statement.
Describe special properties of each material and explain
how they can be used in combination
with other materials.
Create believable drawings from observation.
Understand and apply the elements of design
Major Units of Study:
Introduction to and
experimentation with new materials such as: payons, acrylic paints, fadeless and metallic papers, latex blocks (for
print making), cray-pas, ink and mix media materials.
Sequential unit on developing
skills in drawing.
Sketch books for a variety of
art and design projects..
Ceramic work with slab and tile
work, underglazing, and overglazing.
Self-portrait and figurative studies.
Two projects that are integrated with
classroom studies.
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LANGUAGE
ARTS
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.
By June of this year, students should be able to:
·
Improve comprehension skills, including understanding of
cause and effect, fact and opinion, main idea and title,
setting/plot/them/characteristics.
·
Apply knowledge and skills by decoding new words, reading
facts, drawing inferences and conclusions and location answers in context.
·
Recognize and use literary techniques, including
figurative language.
·
Write paragraphs that demonstrate the ability to use
persuasion, explanation, description, sequencing, perspective, and paraphrasing.
·
Write a report on a topic and include use of reference
materials, summarizing, paraphrasing and bibliography.
·
Continue to develop appropriate writing skills including
spelling, grammar, punctuation, parts of speech, and sentence structure.
·
Practice penmanship skills.
·
Make appropriate use of dictionaries.
·
Read chapter books.
Materials Used:
Fiction, non-fiction, historical
novels, biographies, short stories, basal readers, supplemental materials
Assessment:
Various types of written
expression:
·
Journals
·
Poetry
·
Fiction
·
Non-fiction
·
Spelling tests
·
Student Assessment
·
DRA
New
York State ELA
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MATHEMATICS
Standards:
Students will understand
mathematics and become mathematically confident by communicating and reasoning
mathematically, by applying mathematics in real-world settings, and by solving
problems through integrated study of number systems, geometry, algebra, data
analysis, probability, and trigonometry.They will understand the relationships
and common themes that connect mathematics and science and apply the themes to
these and other areas of learning. Students will also apply the knowledge and
thinking skills of mathematics to address real-life problems and make informed
decisions
By June of this year, students should be able to:
·
Read, write, and count integers through billions and
identify appropriate place value of digits
·
Calculate using all whole number operations.
·
Identify, read, and write decimals.
·
Add and subtract proper fractions.
·
Solve for equivalent fractions.
·
Identify, measure and construct various plane geometric
figures.
·
Identify and calculate perimeter.
·
Plot ordered pairs on a four quadrant coordinate grid.
·
Determine linear distances, temperature, and weight
measurements in the metric system.
·
Solve basic algebraic equations.
·
Recognize negative numbers.
Major Units of Study:
Integers
Decimals
Fractions
Geometry
Measurement
Materials Used:
SRA McGraw Hill/Open Court Real
Math
Teacher created materials
Mathematics manipulatives and
instruments
Assessment:
Tests
Classwork
Homework
New York State Math Assessment
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MUSIC
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:
·
More complexity in:
¨
sung and played melodies
¨
solfege with hand-signs
¨
dances, movements, dramas
¨
rhythmic melodic and verbal/dramatic improvisation
¨
rhythm pattern -- dotted quarters and eighths,
syncopations
¨
recorder melodies -- learn low E-D-C, high (1/2 hole)
E-F#-G (4th grade)
¨
melodic and harmonic patterns on xylophones
¨
mallet techniques on xylophones
¨
musical terms: meter,
melody, scale, major, minor, chord, “allegro”, “adagio”, “crescendo”
·
Demonstrate knowledge and understanding of:
meter/accent/time signatures
·
Create composition/dances/dramas in small groups
·
Sing in two parts: rounds
and partner songs
·
Listen to examples of increasing length and complexity --
comment on relevant aspects
Major Units of Study:
w
Steady Beat/Tempo (fast,
slow, medium)
w
Rhythm (combinations
of long and short notes)
w
The “Musical Staircase”
Scale/Melodic Direction
w
Timbre (quality of sound)/ Instrument Families
w
Instrument Building
w
Meter (grouping of beats)
w
Improvisation in Music
w
Musical Phrases (complete musical “thoughts”)
w
Form (How the
sections of a piece are organized)
w
Study and Creation of Variation and Rondo Forms
w
Putting Melodies Together (harmony)
w
Study of Well Known Composers and Performers
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
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SCIENCE/HEALTH
Standards:
Students will use scientific
inquiry to pose questions , seek
answers, and develop solutions. They will understand and apply scientific
concepts to the world and recognize the historical development of ideas in science.
They will understand the relationship connects
mathematics and science. Students will apply the knowledge and skills of science to
address real-life problems and make informed decisions.
Anticipated Student Outcomes:
By June of this year, students should be able to:
·
Utilize the scientific method
·
Identify parts of the human body related to circulatory
and respiratory systems
·
Construct simple electrical circuits
·
Identify the components of the solar system, space
exploration and gravity.
·
List and identify the causes of respiratory and
circulatory viruses as related to illness including drug and alcohol abuse.
·
Explain how emotions may interact with physical health
·
Develop observational skills in relation to weather
Major Units of Study:
Solar System
Human Body
Electricity
Materials Used:
Science lab equipment
Batteries, bulbs, wires
Measurement tools
Multimedia technology
Teacher created materials
Weather Instruments
Assessment:
Science journals
Class participation
Tests
Classwork
New York State ESPET
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SOCIAL STUDIES
Standards:
Students will use a variety of
intellectual skills to demonstrate their understanding of:
·
Major ideas, eras, themes, developments, and turning
points in the history of the U.S. and New York
·
Geography of the interdependent world in which we live -
local, national, and global.
·
How societies develop economic systems to allocate
scarce resources.
·
Formation of American governmental systems
By June of this year, students should be able to:
·
Identify states and major geographic features of the U.S.
·
Describe and explain the context, impact and contributions
of major explorers of North America (Columbus, Magellan, Vespucci, Verrazzano,
Hudson and LaSalle).
·
Give the reasons for the settlement and the development of
the thirteen colonies, with special emphasis on New York.
·
Describe and explain the reasons for the American
Revolution, with special emphasis on New York.
·
Identify the economic factors involved in the exploration
and settlement of North America, with emphasis on eastern seaboard.
Major Units of Study:
Geography
Age of Exploration
Colonial America
American Revolution
Materials Used:
Books
Reference materials
Multimedia technology
Teacher created materials
Maps and globes
Assessment:
Classwork
Tests
Class participation
Projects
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PHYSICAL
EDUCATION
Standards:
All students in Hillside School
participate in physical education weekly. Students
in Grade 4 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 that 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:
·
Develop a better understanding of the components and
benefits of fitness and be able to jog/walk a continuous mile
·
Further develop specific skills necessary in performing in
team sports, i.e., dribbling, kicking, bumping, and setting
·
Perform these skills in modified team sports such as
soccer, volleyball
·
Demonstrate previously learned skills in gymnastics
through individually created routines
·
Perform intricate patterns of dance,. i.e., Electric
Slide, Jazz Dance
Assessment:
Teacher Observations
Class Participation
Skill Testing, where appropriate
Physical Fitness Testing -
Presidential Test of Physical Fitness, all parts
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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 these 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:
·
Use the card catalog and locate books on the shelves
·
Use the CD-Roms in the library
·
Use the computer software on the Local Area Network
·
Access the data on the Internet
·
Become more proficient in using encyclopedias
·
Locate information in magazines and other publications
Major Units of Study:
Explorers
Colonies
States
Encyclopedias
Atlases
Almanacs
Materials Used:
Books, videos, computers
Assessment:
Library assignments are
evaluated as to how well the students have understood the lesson and carried out
the assignment
Opportunities for Enrichment:
Super Sleuth:
A library research game in which one clue is given each day to enable the
students to search for the answer to the weekly question.
Students work on this activity without librarian assistance; however they
may have assistance from friends, siblings, parents, or teachers.
Storytelling Festival:
Third and fourth grade students
may enter the Hillside Storytelling Festival contest. They tell their stories to kindergarten, first, and second
grade classes for practice. Storytellers
then compete for class winners, and finally for grade level winners.
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HOMEWORK
Standards:
Students are expected to have 45
minutes to one hour of homework each night.
Project work may be assigned in addition to daily assignments.
Parents’ help should not be necessary; however they should encourage
children to set aside a time and place for homework without distractions of TV,
etc.
Homework is assigned to:
·
Reinforce, follow-up, or review material introduced in
class
·
Apply outside of class something that was learned at
school
·
Promote independent thinking and effective study habits
·
Develop responsibility for completing tasks efficiently
and/or
·
Practice interpreting directions
Homework issues can be
challenging. It is usually the
“practice” or reinforcement part of learning, and through homework you can
act as an advocate for your child and the teacher at the same time by:
¨
Establishing
a structure that works for your family about when and where homework will be
completed,
¨
Instilling
in your child the importance of giving one’s best effort and completing tasks
in a timely manner
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