Thank you for your interest in Grade levels at Flanders Elementary. Please use the menu below to select the grade level you are interested in.
For District Curriculum information please visit our Curriculum Page
Welcome to Kindergarten at Flanders Elementary. We're so glad you're joining us! We want to share some of the wonderful learning experiences with which we're involved in each day. Here you will find a brief overview of the Kindergarten curriculum.
The following concepts are introduced:
- Understanding that print and images represent meaning
- Connecting own experiences to shared reading experiences
- Understanding progression of print (left to right, top to bottom, front to back, beginning to end, letter/word concept)
- Identifying initial consonant sounds in spoken language and written words
- Capital and lower case letters
- Telling and retelling a story
- Following a three step oral direction
- Nursery rhymes, stories, songs and phonemic awareness (listening games) are integrated into this curriculum.
- Home and School
- The following concepts are introduced:
- Everyone was once a baby
- We all live in the same town
- What it costs to live
- Rules are important
- We all have personal attitudes and behaviors
- Everyone has a birthday
- Change occurs through growth
- Family traditions
- Traditions and attitudes
- Family awareness
- Origin of holidays
- Locations of countries celebrating the holiday
- Traditions and customs
- Individual family celebrations.
- Materials used to explore this curriculum include books, drawings of self/family, class discussions, sharing, music, block building, map drawing and home/school communication.
The following concepts are introduced:
- Graphing with real objects
- Sorting by attributes (shape, size, color)
- Identifying colors
- Copying and extending AB patterns (red, blue, red, blue)
- Rote counting 1-20, rote counting backwards from 10
- Writing, reading and ordering numbers 0-10
- Identifying shapes
- Using the calendar
- Identifying pennies
- Measuring with non-standard units
- The use of manipulatives, puzzles, pattern blocks, common objects, calendar and opportunistic moments are used in this curriculum.
Welcome to Grade 1 at Flanders Elementary. We're so glad you're joining us! We want to share some of the wonderful learning experiences with which we're involved in each day.
Welcome to Grade 2 at Flanders Elementary. We're so glad you're joining us! We want to share some of the wonderful learning experiences with which we're involved in each day.
Meet our Grade 2 Teachers:
- Develop rich reading vocabulary
- Develop a variety of comprehension strategies
- Foster habit of reading for pleasure as well as for information
- Narrative story writing
- Story parts
- Writing process
- Writing to a prompt
- Writing for a variety of purposes
- Emphasis is on correct letter formation, spacing, legibility, and neatness
Welcome to the Flanders Music Program.
- Sing in rhythm with a greater degree of accuracy.
- Sing a variety of music of different genres and cultures.
- Sing accurately in rhythm with correct tempo.
- Perform on non-pitched percussion instruments with rhythmic accuracy.
- Demonstrate appropriate audience behavior.
- Perform music in mood intended by composer.
Physical Education Philosophy
Physical Education is unique in that it reaches a variety of educational objectives through physical and interdisciplinary activities. It develops fitness of the body, mind and spirit and is designed to be developmentally appropriate and sequentially organized for students in grades K-12. The program fosters an appreciation for the value of movement as students develop physical, cognitive and social skill necessary for an active, healthy lifestyle.
Meet our Physical Education teacher:
- Physical Education Goals
- PE Needs and Goals
- PE Overview and Assessments
- PE Activities Schedule
- Fun Day
The learner will develop competency in a variety of movement activities, dance forms and sport specific skills.
- The learner will understand the benefits of regular physical activity and will enhance personal fitness.
- The learner participates regularly in a planned, sequential program of physical activity.
- The learner will understand, appreciate and apply rule, regulations, strategies and etiquette for movement, dance, games and sport.
- The learner will develop self-confidence and interpersonal skills.
- Physical Education should, whenever possible, be integrated with other subject areas which have similar interests
The primary child, who usually has a "me" attitude, is individualistic, creative, uninhibited, and often rhythmic. Although these skills lack preciseness, they are developing at a steady rate. Along with general skill development, hand-eye coordination is developing, allowing most second grade students to handle objects effectively.
At this age, the child needs a wide variety of large muscle experiences involving both locomotor and non locomotor movements. Manipulative experiences with small apparatus - beanbags, balls, hoops,etc. - contribute to hand-eye coordination and the acquisition of sports related skills and physical fitness.
In this age group, coordination, reaction time, and strength are improved to the extent that children can absorb more complex skills and sequences. More time is spent on sport skills but with stress on the development of these skills more so than the competitive aspects. Games and other group activities provide for enhancement of cooperative skills.
Students in this age group have developed a greater attention span, allowing for longer and more concentrated periods of efforts. Children can work towards the goal of quality movement as they can intellectualize the instructional process in their quest of a skill. They are also able to develop an expanded attitude towards the importance of physical fitness and have a need to be provided with numerous opportunities to enhance their fitness and skill levels.
While the application of movement education principles and approaches are still important, the methodologies move towards drawing more specific responses.
The K-4 Physical Education curriculum includes a balance of skills, concepts and co-operative game activities, movement, rhythms and dance experiences designed to enhance the cognitive, motor, affective and physical fitness development of every child.
We provide experiences that encourage children to question, integrate, analyze, communicate, apply cognitive concepts and gain a wide multicultural view of the world.
We provide activities that allow children the opportunity to work together to improve their emerging social and cooperation skills. These activities also help children develop a positive self concept.
Regular fitness assessment is used as part of the ongoing process of helping children understand, enjoy, improve and/or maintain their physical health and well being.
Children are taught exercises that keep the body in proper alignment, thereby allowing the muscles to lengthen without placing stress and strain on surrounding joints, ligaments and tendons.
Grade decisions are based primarily on ongoing individual assessments of children as they participate and perform in physical education class activities and not on the basis of a single test score.
Classes are designed so that all children are involved in activities that allow them to remain continuously active.
Kindergarten classes meet once per week for 30 minutes.
Grades 1 - 2 meet twice a week for 25 minutes.
Grades 3 - 4 meet once per week for 50 minutes.
(Yoga practiced throughout the year)
|Chicken Dance; Movement and Balance Skills|
Icebreakers; Cooperation Activities ; Physical Fitness
|Dance; Locomotor Skills; Movement Concepts||Fitness Activities & Testing|
Dance; Manipulative Skills; Throwing & Catching Skills
|Flag Activities; Flag Football|
|Dance; Beanbag Activities; Striking||Cooperative Games; Circus Skills|
|Dance; Rhythms; Ball Handling Activities||Basketball & Cooperative Activities|
|Rhythms; Scooters; Whittle Equipment||Floor Hockey; Whittle Equipment|
|Whittle Equipment; Jump Ropes||Whittle Equipment; Scooters|
|Dance; Rhythms; Striking Skills||Scooters; Striking Skills|
|Dance; Rhythmns; Parachute; Hula Hoops||Volleyball|
|Dance; Rhythmns; Games||Frisbee; Cooperative Activities|
Welcome to the fourth grade. Our students are the "senior" students and assume a leadership role in our school. They model kindness, respect, and responsibility to the younger students.
Meet our Grade 4 teachers:
- Word Work (spelling, editing/revising, grammar)
- Daily directed reading lesson
- Small group work: guided reading
- Student choice: "just right" books
- Nightly at-home reading
- Book presentations every 4-6 weeks
- Teacher-selected book
Scholastic New/National Geographic
- Non-fiction whole class reading
- Current events
- Responding to reading in writing
Junior Great Books
- Listening, critical thinking, discussion
- Comprehension activities
- Narrative writing
- Expository writing
- Persuasive writing
- Opinion writing
- Editing and revising
- Keyboarding/word processing
- Haynes published book
Operations and Algebraic Thinking:
- Solve problems using the four operations.
- Understand factors and multiples.
- Generalize and analyze patterns
Number and Operations in Base Ten:
- Understand place value in multi digit whole numbers.
- Use place value to perform multi digit arithmetic.
Number and Operations-Fractions:
- Understand fractions equivalence and ordering.
- Use addition, subtraction, and multiply fractions.
- Understand and compares decimals with fractions.
Measurement and Data:
- Solve problems using measurement.
- Represent and interpret data.
- Geometric measurement of angles.
- Draw, identify, and classify lines and angles.
- Map/globe skills
- geographic terminology
- "Travel log" around the USA
The First Americans
- Compare and contrast Northeast culture area with other cultural areas of Native Americans.
- Field trip to Mashantucket-Pequot Museum
Connecticut and New England
- History, government, culture, famous people, economy of New England states
- Geography and places
- Field trip to Hartford: Old State House, Capitol Building and Bushnell Park
Fourth graders are rewarded for demonstrating positive school behavior with a "Star Program". When students show kindness, respect, and responsibility, star dollars/points are awarded. At the end of the marking period, the children are invited to redeem their star points at our Star Auction with Mrs. DeLoreto as our auctioneer.
How to Earn Star Points
* Read independently at home
* Bring Friday folder back on Monday
* Keep desk and lockers clean and organized (spot checks)
* When the whole class has handed in homework
* The whole class models expected behavior at assemblies, in the hall and at specials
* Get parents signature on Friday letter home.
* Going above and beyond in demonstrating Kindness, Respect and Responsibility
In addition to star points, students are given 21 star dollars at the beginning of each month. They are converted into points at the end of each month. Students only lose star dollars when they are not demonstrating good behavior or are not being kind, respectful, responsible or are not ready.
As part of the program, when students have completed all weekly homework requirements, they will receive an extra "Star Recess" on Fridays. Students who have not met their responsibilities for the week will go to study hall.
Why homework is assigned:
We believe homework is a very important time to reinforce skills taught in school each day. Homework is the practice that is needed in order to “master” fourth grade skills. Homework should be done independently, with some assistance now and then. Please write a note if you find that your child is having trouble understanding an assignment.
What types of assignments will students be expected to complete?
1) Word work will be assigned each week. Word work will alternate between grammar and spelling. On the spelling week your child will recieve a packet on Monday with homework each evening and a test of the words on Friday.
2) Practice of the teacher's choice from a lesson that day. This could be from one or more of the following subject areas: mathematics, social Studies/science, writing or reading.
3) Twenty minutes of independent reading in a book of choice is required nightly.
* Periodically, there are long range projects assigned. Students will bring a letter home, which requires parent signature, introducing the project with detailed directions, a rubric that explains grading criteria, as well as a due date. As part of the project, students may be expected to complete their work at home, and become more independent with time management skills.
Student’s homework responsibilities:
Students are directed how and when to record assignments in their daily planner. A model of this planner is kept in front of the room all week. Students then place all needed worksheets in their homework folders. Students are expected to complete up to 45 minutes of homework nightly in the fourth grade. We expect the quality of the work to always be their best. . We expect all assignments to be turned in on time, or a good reason given for an extension.
Teacher’s homework responsibilities:
For the month of September, We will “stamp” the student’s planner at the end of the day indicating that all assignments have been recorded. After the first month of school, this will happen only on an “as needed” basis. We will collect homework at the beginning of each subject’s class time. We keep a record of all completed work. Homework is checked and/or graded and put into Friday folders to go home. Students who have completed all the weekly homework are rewarded on Friday with an extra recess. Students who have not completed all homework will do so during this time. Parents are contacted when their child misses an unacceptable number of assignments (usually over 2 in any subject area).
Parent’s homework responsibilities:
We ask that parents make homework completion a top priority and consistently provide the structure needed for this. Parents are requested to check their child’s assignment planner daily and initial for the month of September (or longer if needed) Should an extenuating circumstance arise, We ask that parents write a note excusing their child from homework that evening. Parents are asked to check their child’s work for neatness and provide their child with the appropriate feedback. Parents are also asked to help their child schedule and manage the time needed to complete long-range projects.
Please read and discuss this homework policy with your child.
Just a note to make you aware of how we have decided to “grade” papers this year. * This does differ from the report card, where they recieve a 1, 2, 3, or 4.
- Whenever possible a fraction or a percentage will be used on all student papers (8/10 or 80%.)
- All projects will be accompanied by a rubric allowing the students to see how his/her project will be graded.
- Homework will be checked by the teacher and may be graded at the teacher's discretion.
- You will find that some homework/classwork papers are returned to students via their Friday Folders. However, when we feel students can benefit by reviewing their work with the teacher, we hand it back to them directly and have them place it in their homework folder to go home.
Written responses to reading comprehension are also scored 0 – 2 using the following rubric:
0 = response does not reflect comprehension of the text
1 = response reflects some comprehension of the text, but lacks specific supporting detail
2 = response reflects excellent comprehension of the text and includes specific supporting detailWe hope this helps in understanding how your child will be graded this year.