In the Classroom

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.

Themes:

• Me!
• Home and School
• Holidays
• 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
• Neighborhoods
• Jobs
• Rules
• 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.

The following concepts are introduced:

• The Five Senses
• The Rainforest
• Weather

• Guided Reading Groups
• Read-Alouds
• Shared Reading
• Independent Practice
• Phonics - consonant/short vowels/blends/digraphs
• Compound Words
• Contractions
• Word Endings (s, ing, ed)
• Alphabetizing
• Handwriting
• Dolch Sight Words
• Narrative Story Writing
• Journals

• Shapes
• Numbers
• Problem Solving
• Measurement
• Addition & Subtraction fact fluency (1-10)
• Addition (1 - 100)
• Subtraction (1 - 100)
• Place Value
• Fractions
• Geometry
• Calendar

• Sun
• Magnets
• Life Cycle of the Butterfly
• Social Studies:
• All About Me
• Family
• Communities of East Lyme
• Community Workers
• Holidays

• Native American Celebration
• 100th Day Celebration
• Parent Job Share
• Fun Day
• Creative Movement with L'ana Burton
• Holiday Parties
• "Slip Into Reading" Day
• Author's Tea
• Grown-Up Day
• Field Trips:
• Scott's Orchard
• The Garde Arts Theatre
• Downtown Niantic Walk
• Nature Walk

Reading:

• Develop rich reading vocabulary
• Develop a variety of comprehension strategies
• Foster habit of reading for pleasure as well as for information

Written Expression:

• Narrative story writing
• Story parts
• Elaboration
• Writing process
• Writing to a prompt
• Writing for a variety of purposes

Handwriting:

• Emphasis is on correct letter formation, spacing, legibility, and neatness

Mathematics:

• Patterns
• Number facts
• Place value
• Classification
• Graphing
• Measurement
• Geometry
• Money
• Problem solving
• Estimation

Social Studies:

• Immigration
• Citizenship
• Communities

Science:

• States of matter
• Sand or soil
• Life cycle of a plant

Reading Workshop

• 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

Read Aloud

• 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

Writing:

• Narrative writing
• Research/notetaking
• Expository writing
• Persuasive writing
• Opinion writing
• Editing and revising
• Poetry
• Keyboarding/word processing
• Wordwork
• Cursive
• 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.

Geometry:

• Draw, identify, and classify lines and angles.

Math Facts:

• Addition/Subtraction
• Multiplication/Division

• Ecosystems - Biomes 
• Push and Pull
• Electricity/Magnetism
• Land and Water

Basic Geography

• 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.

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

Star Dollars...

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 receive 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.

• Distinguish between high and low pitch.
• Distinguish between soft and loud.
• Sing in Rhythm with accuracy.
• Sing music representing a variety of different cultures and genres.
• Identify a variety of musical instruments by sound.
• Be able to follow simple musical directions from the teacher.

• 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.

• Sing accurately following the directions of the leader.
• Sing a variety of multi-cultural songs alone and with others.
• Clap and perform rhythms
• Identify the sounds of a variety of instruments.
• Discuss mood and characteristics of music
• Echo short rhythms and melodic patterns.

• Sing songs from a variety of ethnic cultures.
• Follow the directions of a musical director
• Read and notate musical patterns/notes on the staff.
• Perform on a variety of pitched and non-pitched instruments alone and with others.

• Sing accurately in rhythm and correct tempo.
• Sing music in parts (rounds, simple 2 part)
• Understand standard simple musical symbols.
• Identify how music relates to other areas.
• Perform written rhythmic patterns alone and with others.

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

Grades K-2

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.

Grades 3-4

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.

Fun Day is an all day school wide event usually held in early June. Children participate in a variety of activities and games which culminates with an assembly celebration program at the end of the day.