Dear Parents and Guardians,
This booklet gives you an overview of the curriculum offerings of the Plainview-Old Bethpage Central School District which have been aligned to the New York State Standards. The subject and content listed may be presented through a variety of teaching methods in each classroom with an emphasis on an interdisciplinary approach to learning. We hope, through the curriculum, to stimulate a variety of interests and develop skills and good work habits in all children while accommodating the different styles of learning.
Reading, language arts, mathematics, social studies and science are only part of the student’s day. In addition, the children participate in library, health, Mandarin Chinese, technology, physical education, music and art. These subjects are an important part of your child’s educational experience. In participating in these special area programs, children are introduced to the fundamentals of each specific discipline. In all subjects, active hands-on experience is provided and children are encouraged to express themselves, make connections among subject areas, explore issues and problems, and work cooperatively with peers and adults in the pursuit of understanding to become lifelong learners.
Our immediate goal is to meet the expectations of the New York State Standards and work toward the Common Core Standards which will be implemented in 2012. Partnership between the schools and community is essential to meet this challenge. In creating this overview, we have raised our own expectations for the students and staff and hope to have the support of parents as well. By working collaboratively, we can empower our children to succeed to their fullest potential.
Please take the time to read this information, share it with your child and discuss the expectations for the school year ahead. Connect with your child’s teachers and communicate regularly throughout the year. Together, we have the opportunity to make a difference in your child’s future.
Sincerely, The Plainview-Old Bethpage Staff
Language Arts
PARENT INFORMATION
The major goal of our English Language Arts program continues to be the enjoyment and appreciation of reading and writing. Students are encouraged to read for pleasure and for information in a variety of genres such as fiction, non-fiction, poetry and drama. Reading and writing are mutually supportive of each other and, therefore, are integrated across the curriculum. Skills and strategies will assist the students in becoming independent, confident learners in the areas defined below. However, these skills and strategies are not isolated entities, but rather embedded in our Language Arts program.
We encourage parents to support their child’s development by being involved in the learning process. A strong home-school partnership is essential for ensuring your child’s academic success. For additional support, we’ve provided website links and contact information.
All students will be expected to meet the New York State Standards for English Language Arts. That means that students will:
Read, write, listen and speak for information and understanding
Read, write, listen and speak for literary response and expression
Read, write, listen and speak for critical analysis and evaluation
Read, write, listen and speak for social interaction During the year the children will be exposed to the following skills:
READING
Enriching reading experiences are offered to children at each of the elementary schools. Reading offers an opportunity to focus on effective reading strategies using a variety of genres and authors. Students will strive to develop literacy competencies in the area of reading in: Phonemic Awareness Phonemic awareness involves separating, blending or manipulating individual sound in spoken words.
Count the number of syllables in a word
Recognize sound/symbol relationships
Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words
Phonics Phonics refers to being able to identify familiar letter patterns as one strategy to “sound out” or spell unfamiliar words.
Read common word families by blending the onset (/s/) and the rime (/it/, /at/ ) in grade-level words (s-it, s-at)
Break down grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds
Background Knowledge and Vocabulary Background knowledge and vocabulary development allow for students to use their knowledge of words and concepts to communicate effectively and comprehend meaning.
Study root words, prefixes, suffixes, verb endings, and plural nouns to learn new grade-level vocabulary
Connect words and ideas in books to prior knowledge and to learn new words from reading
Study antonyms, synonyms, and homonyms to learn grade-level vocabulary Fluency Fluency is being able to read text orally with appropriate speed, accuracy, and expression.
Sight-read automatically grade-level common and grade-level irregularly spelled high-frequency words
Begin to use a variety of strategies to identify unknown words: Phonetic cues (sound-symbol relationship) Semantic cues (context/meaning) Syntactic cues (language structure)
Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy and expression
Comprehension Strategies Comprehension is the process of making sense from reading text or constructing meaning while listening.
Use comprehension strategies (predict/confirm, reread, self-correct) to clarify meaning when reading a wide range of genres
Ask questions in response to texts
Answer simple questions (such as how? why? what if?) in response to texts
Retell a story
Sequence events in retelling stories
Understand story elements (characters, setting, problem, main idea, and solution)
Draw conclusions
Understand cause and effect relationships
Summarize main ideas from informational texts
Use own perspectives and opinions to comprehend text
Use graphic organizers to organize and categorize information Motivation to Read Motivation to read for a wide range of purposes, including academic, work or pleasure, is crucial to lifelong literacy.
Show interest in reading a wide range of grade-level children’s text from a variety of genres such as stories, folktales, fairy tales, poems, and informational texts
Read familiar grade-level text voluntarily
Show familiarity with titles and authors of grade-level books
WRITING Through writing experiences, children gain an appreciation of their ability to communicate a message and engage in meaningful tasks. Students are instructed in the writing process across various genres: prewriting, drafting, revising, editing, and publishing. Students who are making adequate progress in writing are able to develop literacy competencies in:
Spelling
Use developing knowledge of letter-sound correspondence to spell: Independently grade-level decodable words Word families words Common grade-level irregularly spelled content words High-frequency words Three and four-letter short vowel words
Handwriting
Write legibly uppercase and lowercase manuscript letters
Write legibly when dictated Composition
Write stories and informational text that establish a topic and use age-appropriate vocabulary that can be understood by others
Use conventional punctuation and capitalization to begin and end sentences
Write compositions for different purposes and include text, illustrations, and other graphics
Write compositions using a variety of sentences and begin to use the steps of the writing process (e.g., prewriting, drafting, revising, proofreading, editing)
Produce written work with a beginning, middle and an end
Student writing will take place in all subject areas using a variety of forms (e.g., journals, friendly letters, poems, class books, fictional pieces, simple directions, and personal narratives)
Motivation to Write
Write voluntarily to communicate using paragraphs
Write voluntarily for different purposes (e.g., tell stories, share information, give directions, write to a friend)
Share writing with others
LISTENING
Through listening, students will be exposed to a range of grade-level materials for pleasure and information. The development of listening skills enables students to develop language, expand vocabulary, and increase attention span. Students who are making adequate progress in speaking are able to:
Listen attentively to spoken language, including grade-level books read aloud
Listen attentively for different purposes (information and details) and for specified periods of time
Listen respectfully without interrupting when others speak
Attend to a listening activity
SPEAKING
Through speaking activities, students will be exposed to a range of grade level materials for pleasure and information. Development of speaking skills enables students to develop language, expand vocabulary, and increase attention span. Students who are making adequate progress in speaking are able to:
Speak for different purposes using sentences (e.g., share ideas or information, retell a story, dramatize an experience or event) by using grade-level vocabulary and conventional grammar
Speak clearly with speed and expression
Able to relate an event in sequence
Take turns in and contribute to discussion
Stay on topic
Respond appropriately when speaking in a group
WEBSITES Plainview – Old Bethpage School District: http://www.pob.k12.ny.us/ New York State Department of Education Parental Resources: http://usny.nysed.gov/parents/ New York State Department of Education Student Resources: http://usny.nysed.gov/students/ Plainview – Old Bethpage Public Library: http://www.nassaulibrary.org/plainv/ Helpful Websites for Parents of Elementary School Students:
http://schools.nyc.gov/Academics/EnglishLanguageArts ParentResources/Helpful+Websites+for+Parents+of +Elementary +School+Students.htm
CONTACT
Mr. Jeffrey Yagaloff, English Language Arts Chair K–12, can be reached by phone at (516) 937-6369 ext.261 or via e-mail at [email protected]
Library
Library Procedures
- Understand library rules and manners
- Follow circulation procedures
- Select books related to personal interests
- Reinforce book care
Literary Understanding and Appreciation
- Differentiate between fiction and nonfiction
- Review parts of a book (title, author, illustrator)
- Continue author and illustrator studies
- Continue introducing various genres
Information Literacy Skills
- Reinforce classification: fiction books are separate from nonfiction books
- Review organization: how materials in the library are organized
- Reinforce following directions and listening skills
Technology
- Expand computer-related vocabulary
- Review computer log-on procedures
- Use of computer hardware and software appropriate to grade level
- Use of appropriate databases
- Introduce internet safety
Mathematics
PARENT INFORMATION
All students will be involved in classroom activities designed to help them develop strategies for understanding math concepts and retaining basic math facts and skills. All students need practice, over extended periods of time, to commit facts and skills to memory. We encourage parents to support their children’s learning via the use of flash cards, card games, and web-based math games. This brochure contains suggested websites and links to the NYS Education Department to learn more about benchmark assessments, and the new Common Core curriculum in mathematics. A strong home-school partnership is essential for ensuring our students’ academic success. Thank you for your continued support.
VOCABULARY
Add, sum, addend, plus (+)
Subtract, difference, minus (-)
Equal (=), less than (<), greater than (>)
Number sentence, equation (has an equal sign), inequality (has < or >), expression (no =, <, or >)
More, less, greatest, least
Before, after, between
Hour, minute, o’clock
Penny (1¢), nickel (5¢), dime (10¢), quarter (25¢)
Ones place, tens place
Rectangle, circle, square, triangle, hexagon, rhombus Grade 1: Introduction In Grade 1, instructional time will focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
1. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers.
2. Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10.
3. Students develop an understanding of the meaning and processes of measurement. 4. Students compose and decompose plane or solid figures (e.g., put two triangles together
to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes.
GRADE 1 FOCUS TOPICS
OPERATIONS AND ALGEBRAIC THINNKING
Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
NUMBER AND OPERATIONS IN BASE TEN
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of operations to add and subtract.
MEASUREMENT AND DATA
Measure lengths indirectly and by iterating length units.
Tell and write time.
Represent and interpret data.
GEOMETRY
Reason with shapes and their characteristics.
WEBSITES NYS Standards-http://www.emsc.nysed.gov/3-8/MathCore.doc NYS Mathematics Glossary-http://www.emsc.nysed.gov/3-8/glossary.htm
MATH GAMES FOR FAMILIES http://www.pbs.org/parents/earlymath/grades_games.html
CONTACT Mr. Ronald Labrocca, Mathematics Chair K–12, can be reached by phone at (516) 937-6379 or via e-mail at [email protected]
Science The elementary science program at Plainview-Old Bethpage offers students a hands-on science experience. Lessons are designed from a math, science and technology perspective that reinforces the integration of the disciplines. Students are encouraged to develop their understanding of the subject through inquiry and hands-on experimentation. The curriculum is designed to address the New York State core curriculum. As a result, students are well prepared for the Grade 4 Elementary Science Assessment. Inquiry
Identify problem
Predict outcomes
Make hypothesis
Test/Experiment
Observe
Record and analyze data
Draw conclusions Earth Science
Our Earth o Land o Water o Changes
Natural Resources o Observations o Protection
Physical Science
Investigating Matter o Solids o Liquids o Gases
Life Science
Plants and Animals all Around
Eggs to Toads
All about Animals o Living vs. Nonliving o Animals o Grouping
All about Plants o Needs o Parts o Growth
Science Websites
Harcourt Science Program: www.hspscience.com ESP Science Kits: www.espsciencetime.org Science with Me: www.sciencewithme.com HHMI Cool Science for Curious Kids: www.hhmi.org/coolscience/forkids American Museum of Natural History – Ology: www.amnh.org/ology Endangered Animal Channel: www.endangeredtv.com Enchanted Learning: www.enchantedlearning.com BBC – KS2 Bite-size Science: www.bbc.co.uk/schools/ks2bitesize/science
Contact
Mrs. Joyce Thornton Barry, Science, Research and Technology Chair K–12, can be reached by phone at (516) 937-6369 ext. 331 or via e-mail at [email protected]
Technology
At the elementary level, grades K-4, technology is integrated into the curriculum through
projects facilitated by classroom teachers, library media specialists, Project Challenge and
Enrichment For All teachers, and are supported by building-based computer technology
teacher aides. Technology activities and projects are led by the goals of the classroom
curriculum at each grade level. In alignment with National Education Technology Standards, a
computer technology curriculum guide provides teachers with a guide to integrate grade level
appropriate technology skills into daily instructional activities.
A computer lab, with Internet access, is housed adjacent to library media centers located at
each school. Typically, initial instruction is provided in the computer lab/library media center
and supported by computers located inside each classroom.
Enrichment For All
Elementary students in grades K-4 participate in an interdisciplinary inquiry-based
enrichment program that enhances discovery through hands-on experiences.
Focus: Problem Solving in the Modern World – Looking at the gulf coast region/the Alaskan coast – where is that? Students explore the effects of an oil spill on the environment, what effect it may have on communities and the role of government and industry in guiding those communities in cleaning up. First grade students participate in four sessions of Enrichment For All throughout the school year. Lessons are designed to meet the needs of all learners.
Social Studies
The grade 1 social studies program focuses on helping students to learn about their roles as members of a family and school community. The development of identity and social interaction is stressed. The students explore self, family, and school. Students learn about families now and long ago, as they study different kinds of families that have existed in different societies and communities. Students also begin to locate places on maps and globes and learn how maps serve as representations of physical features and objects. Building on the Kindergarten program, the grade 1 program assists in developing the content, concepts and skills outlined in the K-12 social studies program. Identity, Culture and Interdependence:
Families and different kinds of families exist in all communities and societies though they may differ
Families have beliefs, customs, traditions, roles and responsibilities
Families are interdependent
Families have a past and they change over time
Folktales, biographies, oral histories and legends relate family histories
People exchange elements of their culture Places and Regions:
Places can be located on maps and on a globe
Maps and diagrams serve as representations of places, physical features and objects
Cardinal directions can be used to locate places and physical features
Symbols represent places and can be used to locate geographic features Needs and Wants:
Scarcity means that people’s wants exceed their limited resources
People use technologies, tools and other resources to meet their needs and wants
People make decisions about how to spend the money they earn
People work to earn money to purchase the goods and services they need and/or want Citizenship:
Citizenship includes knowledge about and respect for the flag of the United States of America
Citizenship includes a pledge of allegiance or loyalty to the United State of America
Students, teachers and staff are all citizens of the school community and have rights and responsibilities
People form governments in order to develop rules and laws to govern and protect themselves
Key terms related to the study of government include: democracy, citizenship and justice
WEBSITES
National Archives – Introduction to Documents:
http://www.archives.gov/digital_classroom/introductory_activity.html
National Archives – Document Analysis Worksheets:
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html
Geography Olympics: http:www.geographyolympics.com/challenge.php Ellis Island: http://www/ellisisland.org/ Popular Songs in American History: http://www.contemplator.com/america/ PBS Growing Up Global – Kid Cards: http://www/pbs.org/wnet/wideangle/shows/global/cards.html
CONTACT
Ms. Maria Carnesi, Social Studies Chair K–12, can be reached by phone at (516) 937-6369 ext. 264 or via e-mail at [email protected]
World Languages
Mandarin Chinese
The mission of the American Council on the Teaching of Foreign Languages (ACTFL) is to
promote and foster the study of languages and cultures as an integral component of American
education and society.
In keeping with this mission, the goals of the elementary world language program in the
Plainview-Old Bethpage Central School District are to introduce students to the basics of world
language learning, develop limited communicative competence and promote cultural
awareness and understanding.
In grades one through four, our students are introduced to Mandarin Chinese. Each week,
students participate in a 45-minute class within a 6-day cycle in Chinese language and
culture.
The Chinese program is a content-related program consisting of thematic, linguistic and
cultural units. The emphasis is on the development of listening and speaking skills as well as
vocabulary building using a variety of techniques. These techniques include, but are not
limited to, total physical response, story telling, dialog and role play, folktales, games, songs
and special projects. Some of the vocabulary topics include greetings, numbers, colors, family,
food, weather and action words.
At the end of Grade 1 students will be able to:
Greet people by saying
Hello, thank you , good-bye
Count numbers
1-10
Identify core family members:
Father, mother, older brother, younger brother, older sister, younger sister
Name and indicate body parts:
Head, eyes, ears, nose, mouth, hands, feet
Name basic colors:
Red, blue, green, black, white and yellow
Sing "Happy Birthday" in Chinese
Understand that Chinese New Year is the most important holiday for Chinese people.
CONTACT Mr. Brian O’Sullivan, World Languages Chair K–12, can be reached by phone at (516) 937-6369 ext. 277 or via e-mail at [email protected]
Health
The health education curriculum is designed to motivate and assist students to maintain and improve their health and prevent disease. Students learn to develop and demonstrate the knowledge, attitudes, skills, and practices that are essential in making responsible health related decisions.
Elementary Health Education - follows many themes throughout the primary years in order to
reinforce the health message, gradually increasing the depth of each curriculum issue.
Grade 1 Topics:
o Illness Prevention – Don’t Spread Those Germs
o Personal Safety and Injury Prevention – Making Safe Decisions
o Substance Abuse Prevention – Good Drugs vs. Bad Drugs
o Nutrition – Healthy Eating and Healthy Meals
o Fitness – Your Muscles
o Emotional Health – When We Feel Emotions
o Communication and Friendship – Friends Are Special
o Family – Your Family, My Family
o Summer Safety – Summer Safety Rules
Physical Education
The Plainview Old Bethpage physical education curriculum will foster the development of the
whole child in conjunction with the three New York State Standards. Physical education in first
grade will continue to expand the foundation for development and exploration within a wide
range of activities. Students will be introduced to the necessary knowledge and skills to
establish and maintain physical fitness, participate in physical activity, and maintain personal
health.
Motor/Movement Skill Development
Continued development of locomotor skills and non locomotor skills
Introduction of movement concepts as they relate to games and sports
Introduction and development of manipulation skills as they relate to games and sports
Daily exercise related to muscular development
Fitness /Wellness
Introduction of the five fitness components – cardiovascular, muscle strength, muscle endurance, flexibility, and body composition
Introduction of how the body responds to exercise
Introduction to how fitness is measured
Daily aerobic exercise
Living Skills
Learn acceptance of rules and consequences
Encourage students to try new activities with a sense of confidence
Encourage family activities within the community
Exploratory movement activities, manipulation of various equipment, basic gymnastic skills,
dance and rhythm, sport themes, fitness stations and challenges, and educational games are the
tools used for goal achievement at this level.
CONTACT Mr. Kevin McDermott, Director of Physical Education, Health, Recreation & Athletics K–12,
can be reached by phone at (516) 349-4789 or via e-mail at [email protected]
Music
Through recommended activities such as singing, moving, playing instruments, reading music, creating and listening, students will study the following concepts: Rhythm:
Continue steady beat
Begin to read and notate half, quarter eighth notes and rests
Long/short patterns
Fast/slow tempos Melody/Harmony:
High/low
Melodic singing – do-mi-sol
Melodic direction (upward-downward)
Major/minor
Simple instrumental/vocal improvisation
Sing a vocal melody while hearing a contrasting accompaniment Form:
Melodic pattern/contrast
Contrasting sections, introduction and coda
Perform simple accompaniment on barred instruments Timbre:
Unique sounds of different instruments
Using percussion instruments, voices and body percussion to create different effects
How different instruments make sound
Explore “found sounds” Dynamics:
Piano, forte, crescendo, decrescendo
Dynamic contrast
WEBSITES Plainview-Old Bethpage Music Department: http://www.pob.k12.ny.us/MUSIC/musicdepartment.htm Music Association of Plainview-Old Bethpage (MAPOB): http://www.pob.k12.ny.us/MAPOB.HTM New York State School Music Association: http://nyssma.org/ Nassau Music Educators Association: http://www.nmea.us/ Long Island String Festival Association: http://www.lisfa.org/ National Association for Music Education: http://www.pob.k12.ny.us/MUSIC/musicdepartment.htm
CONTACT Mr. Joshua Golbert, Director of Music K–12, can be reached by phone at (516) 937-6406 or via e-mail at [email protected]
Visual Arts
The Plainview-Old Bethpage elementary art program is designed to reach all students and offer them a broad range of experiences and activities. While supporting the New York State Standards for the Arts, art instruction is based on the Basic Elements of Art and Principles of Design. Children are exposed to creative opportunities in various mediums and areas of self-expression, which are enriched further with art history and the works of accomplished artists. The art program is an integral part of the elementary interdisciplinary curriculum and plays a significant role in community activities. There is an annual celebration of the visual arts at the Elementary Art Expo at POBJFK High School Tim Sanchez Visions Gallery. The following examples provide an overview of the art focus at each grade level: projects and materials may vary depending on each school’s equipment, supplies, and designated themes/celebrations. Students will be introduced to design elements and basic art vocabulary for:
Line
Shape
Color
Texture
Space
Patterns
Movement/Rhythm
Balance
Examples may include:
Drawing Family Shape
Painting Abstract Primary Colors
3-Dimensional work Animals Found object
Pinch Project (clay) Subtractive method
Art History Replicating artistic style Reproduction
Possible mediums:
Paint Tempera Watercolor
Crayon Resist technique
Pastels Finger blending
Clay Modeling clay White kiln clay
Paper Construction Paper folding
Chalk As mixed media
WEBSITES Metropolitan Museum: http://www.metmuseum.org Just for Kids: http://www.princetonol.com/groups/iad/lessons/middle/for-kids.html J. Paul Getty Museum: http://www.getty.edu Art Institute of Chicago: http://www.artic.edu Cleveland Museum of Art: http://www.clemusart.com National Gallery of Art: http://www.nga.gov Kids Zone: http://www.nga.gov/kids/zone/zone.htm Tessellations: http://tessellations.org/animation-aquarium.htm Optical Illusions: http://www.michaelbach.de/ot/mot_sigma/index.html
CONTACT Dr. Judith Chen, Director of Art K–12, can be reached by phone at (516) 937-6369 ext. 240 or via e-mail at [email protected]
BOARD OF EDUCATION
2011-2012
Mr. Gary Bettan, President
Mrs. Amy Pierno, Vice President
Mrs. Debbie Bernstein
Mr. Angel Cepeda
Mrs. Ginger Lieberman
Mrs. Evy Rothman
Mrs. Emily Schulman
Central Administration
Mr. Gerard W. Dempsey, Jr…………………………………………… Superintendent of Schools
Ms. Jill M. Gierasch.………………………..Asst. Superintendent for Curriculum and Instruction
Mr. Arthur Jonas. . . . ……………………………………………………...Deputy Superintendent
Mr. Ryan Ruf……..…………………………………………….Asst. Superintendent for Business
Ms. Ellie Becker ……………...….………………………… Director of Pupil Personnel Services
Ms. Catherine Maiman……...........................Asst. Dir. of Special Education, Grades Preschool-4
Ms. Dolores Binstock.…..….………………………...Asst. Dir. of Special Education, Grades 5-8
Ms. Sandy Steinberg..……………………………… Asst. Dir. of Special Education, Grades 9-12
Mr. Kevin McDermott…………………Director of Physical Education, Recreation and Athletics
Dr. Judith Chen..…………………………………………………………………....Director of Art
Mr. Joshua Golbert.………………………………………………………….......Director of Music
Mr. Guy Lodico……………………………………………………………Director of Technology
Ms. Kim Parahus………………………………….Director of School Facilities and Operations II
Ms. Nadine Eiring……………………….……District Transportation Specialist & Safety Officer
Mr. Mark Donovan…………………….……………………………….Transportation Supervisor
Mission Statement
The mission of the Plainview-Old Bethpage Central School District is to provide an
academically challenging and stimulating environment for all students, and to enable them
to realize their full potential to be happy, ethical and analytical citizens of the world.
We do this by:
making tolerance, acceptance, respect, honesty and kindness expectations for
all students, and for members of the Plainview-Old Bethpage school
community;
identifying each student’s academic, social-emotional, aesthetic and physical
needs, and striving to meet those needs; and
encouraging communication between and among students, teachers, parents,
administrators, and community members