Thank you for your interest in our classrooms at Lillie B. Haynes Elementary. Please use the menu below to select the grade level you are interested in.
For District Curriculum information please visit our Curriculum Page
- First Grade
- Second Grade
- Third Grade
- General Music
- Physical Education
- Fourth Grade
Welcome to Kindergarten at Lillie B. Haynes 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.
Meet our Kindergarten Teachers:
Welcome to Grade 1 at Lillie B. Haynes 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 1 Teachers:
Welcome to Grade 2 at Lillie B. Haynes 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:
Welcome to the Computer Lab!
Students visit the lab once a week for an hour. Using the classroom curriculum from Language Arts, Math, Science and Social studies we explore the use of different technologies for learning, innovating and creating. In addition, we focus on mouse skills in Kindergarten and keyboarding in grades 1-4 and reinforce Digital Citizenship concepts with lessons from Common Sense Media.
Visit our weblinks page to see some of the software and websites we use for learning.
Instagram from the lab...Follow us here
Link and Learn Friday Newsletters
Inspiring teachers with resources for
Welcome to our Music Program.
Mr. John McShane
- 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|
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. The Lillie B. Haynes PTA sponsors Fun Day by funding the entertainment and by providing parent volunteers to help run the events.
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.
Ms. DeGrooth lives in Old Lyme with her husband and two daughters. She graduated from Emerson College with a Bachelor of Science Degree in Public Relations and Television Production. For ten years she worked as a Public Affairs Representative at General Dynamics. She then earned her Masters in Education from Sacred Heart University. She is certified in elementary education K- 6. In 1997, she came to Lillie B. Haynes as the computer consultant and was later hired as a Grade 4 Teacher.
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.