Elementary
Parent
Handbook
Grade 3
Oceanside
School District
2015-2016
1
OCEANSIDE SCHOOL DISTRICT
BOARD OF EDUCATION
2015-2016
Robert Transom – President
Donald Maresca – Vice President
Seth Blau
Michael D’Ambrosio
Kimberly Garrity
Mary Jane McGrath-Mulhern
Sandie Schoell
DISTRICT ADMINISTRATION
Dr. Phyllis S. Harrington
Robert Fenter
Superintendent of Schools
Assistant Superintendent
Curriculum, Instruction & Research
Assistant Superintendent
Human Resources, Student Services and
Community Activities
Assistant Superintendent
Business
Executive Director of Special Education
Dr. Jill DeRosa
Christopher Van Cott
Debra Kienke
PRINCIPALS
Tom Capone
Beth Ann Castiello
Joanna Kletter
Diane Provvido
Julie McGahan
Brendon Mitchell
School #2
School #3
School #4
School #5
School #6
Oceanside High School
Castleton
Geraldine DeCarlo
School #7
Oceanside High School
Laurie Storch
School #8
Josh McPherson
School #9E
Dr. Allison Glickman-Rogers
School #9M
Oceanside Middle School
DIRECTORS
Mitch Bickman
Robert Brase
Kathy Chapman
Suzanne Dwyer
Tara Mauer
Jeffrey Risener
Dr. David Rose
Dr. Beth Zirogiannis
Social Studies K-12
Fine & Performing Arts K-12
Science K-12
Technology K-12
Mathematics K-12
PE, Health & Interscholastic Athletics K-12
World Languages and ESL K-12
English Language Arts & Reading K-12
2
Parent Handbook
Grade 3
Table of Contents
Page
Introduction
7
Language Arts
8
Mathematics
25
Science
32
Social Studies
35
Spanish
39
Testing
40
Homework
46
Social Emotional Literacy
47
Technology
51
Art
52
Music
54
Physical Education
58
Health Education
60
3
Oceanside School District
Administration Building
145 Merle Avenue
Oceanside, New York 11572
(516) 678-1215
September
Dear Families,
Each September is an opportunity to welcome children of all ages to share in new experiences as together we tackle
an exciting, challenging and rigorous educational journey. One of the most important indicators of student success
is the strength of the home/school connection. There are multiple ways to make that point but one of my favorites
are the words to this poem:
Unity
I dreamed I stood in a studio and watched two sculptors there.
The clay they used was a young child’s mind, and they fashioned it with care.
One was a teacher, the tools he used were books and music and art;
One a parent with a guiding hand, and a gentle loving heart.
Day after day the teacher toiled, with touch that was deft and sure;
While the parent labored by his side and polished and smoothed it o’er.
And when at last their task was done, they were proud of what they had wrought,
For the things they had molded into the child could neither be sold not bought.
And each agreed he would have failed if he had worked alone,
For behind the parent stood the school, and behind the teacher, the home.
Author Unknown
I know that I could not say it any better. Our hope is that this booklet will serve as a valuable resource as you guide
your child through this school year. Keep in mind that our district calendar, newsletters and of course, our website
also serve as sources of communication. Always remember that we are a phone call away if you ever have any
specific questions or concerns. I am truly looking forward to an amazing and exciting school year.
Sincerely,
4
Phyllis Harrington, Ed.D.
Superintendent
Oceanside School District
Oceanside, New York
OCEANSIDE ON THE WEB:
Making the Home-School Connection!
www.oceansideschools.org
Dear Parents,
This grade level guide was designed to provide you with a comprehensive overview of all the curriculum areas in
which your child will be engaged this year. Also included are activities, parent resources and a scope and
sequence, K-6, for each of the curriculum areas. Our district’s curriculum has been designed to align with New
York State Standards and is spiraled so that each child may continue to expand upon the knowledge base built at
the previous grade level. Oceanside is proud of its work in developing a rigorous curriculum that builds a strong
foundation and maximizes the potential of all of our students.
There is also a wealth of helpful parent information on our district website. Go to www.oceansideschools.org for
up to date information and resources from the district and every school. You can learn about the latest district
news, the goals and objectives for the school year, and a message from our Board of Education, Superintendent
of Schools, and School Report Card.
Then click on your child’s school link to find:
What’s Happening – You can access a monthly list of special school events.
Principal’s Message – You will learn of many exciting activities, special events and curricular information about
your child(ren)’s school.
Parent Handbook – Our parent handbooks are designed to give parents a thorough understanding of their
child(ren)’s elementary years. Hard copies are also available at your child(ren)’s school.
Library Resources – Included in this link are suggestions for parents to help children with research projects.
Extracurricular Activities – Parents can learn about all the clubs that are available to their children.
PTA - PTA brings many special activities to our schools Meeting dates and contact people are listed here for
your information.
SEPTA – SEPTA lists a calendar of events, resources for parents, and other important information about special
education.
Special Activities and Class Projects – See the learning in action as we showcase current class projects and
activities!
Sincerely,
Robert Fenter
Assistant Superintendent for
Curriculum, Instruction and Research
5
OCEANSIDE PUBLIC SCHOOLS
SCHOOL-PARENT COMPACT
The school and parents working co-operatively to provide for the successful education of the
children agree:
The Parent/Guardian agrees:
to provide a positive and healthy environment at
home.
The School agrees:
to hold high expectations for all students.
to become involved in developing, implementing,
evaluating, and revising the school-parent
involvement policy.
to convene an annual meeting for Title I parents
and to inform them of the program and their
right to be involved.
to use or ask for professional assistance that
the local education authority or school may offer
on child rearing practices and teaching and
learning strategies, when needed.
to actively involve parents in planning, reviewing
and improving the Title I programs and the
parental involvement policy.
to read with children in the primary grades (K-3)
at least 20 minutes a day.
to provide parents with timely information about
all
programs.
to provide performance profiles and individual
student assessment results for each child and
other pertinent individual and school district
education information.
to encourage children in the intermediate grades
to read at least 30 minutes a day.
to monitor our child/children’s:
attendance at school,
homework,
television watching.
to provide high quality curriculum and instruction.
to share the responsibility for improved student
achievement.
to deal with communication issues between
teachers and parents through:
-parent /teacher conferences at least annually,
-reports to parents on their children’s progress,
as necessary
-reasonable access to staff.
to communicate with our child/children’s teachers
about their educational needs.
to assure that parents may participate in
professional development activities if the school
determines that it is appropriate, i.e., literacy
classes, workshops on reading strategies.
to ask parents and parent groups to provide
information to the school on what type of
training or assistance they would like and/or
need to help them to be more effective in
assisting your child/children in the educational
process.
6
INTRODUCTION TO THIRD GRADE
Third grade is a year of transition. The children enter as primary level students, but leave our
classrooms prepared for the intermediate grade levels. There are many changes you ay notice in your
child throughout the year. Third graders become progressively more responsible for themselves and their
work from September through June. This independence will help them become more secure in their own
abilities and enable them to take a more active role in their own learning. You’ll notice many of the
content areas have a spiraling curriculum, which builds upon itself. This gives children the opportunity to
master that which they have previously learned while continuing to grow.
7
Program Overview
Introduction
This guide introduces the newest edition of the Reading Street series.
Reading Street 2013 Common Core is designed to help teachers easily
implement the Common Core State Standards.
This guide introduces the program features and instructional resources
that support you and your students each step of the way.
Award-Winning Nurture a love of reading in your students with Reading Street's
Literature
award-winning literature. All of the literature in Reading Street is
authentic.
The literature features an appropriate balance of 50% fiction to
50% nonfiction in the primary grades. As students become more
comfortable with informational text, that ratio becomes 40% fiction to
60% nonfiction.
These texts are from many different genres from folktales and poems
to biographies and technical writing.
Exposure to these texts begins in kindergarten as students interact
with Big Books, Songs and Rhymes Flip Charts, and Phonics Activity
Mats. Kindergarteners will also enjoy a special series called Trucktown.
This series is written by author Jon Scieszka, and he will continue to
inspire students as they move through the grades with daily Street
Rhymes.
8
eStreet
Interactive
Build Student
Knowledge
Access Reading Street's literature and more with interactive, digital
resources.
Creepy bugs, scary storms, and new technologies are some of the
engaging topics your students will read about on Reading Street. These
topics, along with concept-specific oral vocabulary, build science and
social studies content knowledge that prepares students to meet the
Common Core State Standards.
Build Content Knowledge
lr.P.tr.'l'KNOWLirDOir GOALS
Students will understand
that:
• tllllm3la 10.\ plants
THS
I WlrlrK'S CONCirPT MAP
Develop a coroc:>epC-raa
l ted graphic
Otganizer like lha one below over the
cOYrce o1 this -....ek.
• planla ltwrYe when 8fllm!lls
.,..."onmenl
inhale tequ.re .tJurn y
tranoport pollen
Foundational
Skills
ldomaln-spec:oflc
wort $.
• ooimala """ploola fa< shelter
• plants 'iP"W .men erWnal9 tuy
Common
Core State
Standards
IIUILD ORAL VOCABULARY
ThiS w..k. $\udenls will
acqllte the folo'o\•ino academic
..._
Reading Street's lesson plans are fully aligned to the Common Core
State Standards for English Language Arts Grades K-6. The Common
Core State Standards are identified at point of use within each lesson
so you know where to focus your instruction. In the margins of the
lesson plans are Bridge to the Common Core professional development
notes that explain how the instruction is preparing your students to
meet the Common Core State Standards.
Build early literacy skills with instruction that moves from listening to
blending, to decoding, and then using letter sounds to write and spell
words. Phonemic Awareness is tied to phonics using manipulatives and
routines. Then, the phonics skill is applied to text.
9
The Oceanside School
District has adopted
Reading Street
Common Core
to strengthen the
reading and writing
skills of all students.
Reading Street
will support your child in:
• Receiving appropriate instruction to support
higher levels of reading and writing
• Increasing text complexity in reading
• Providing accessible rigor
• Balancing fiction and informational texts
Reading Street
will support your child in:
(continued)
• Building content-area knowledge
• Emphasizing close reading
• Focusing on informative, argumentative,
and narrative writing
• Integrating media and 21st century skills
12
Weekly Instruction
At-a-Glance

Oral Language & Vocabulary Development
Word Work/Word Analysis

Reading & Comprehension

 Writing, Spelling & Conventions
13
Reading Street instructional time
includes a balance of whole class, small
group and independent stations for
students to practice what they are
learning on an ongoing basis.
14
Benefits of Small Group Instruction
• Small groups allow for a more effective type of strategic
coaching to take place, and strategic coaching appears
to be one of the key elements that distinguish highachieving classrooms from those with moderate or low
performances.
~Taylor, Pearson, Clark, & Walpole, 1999
• Smaller groups provide a greater opportunity for
teachers to use instruction that scaffolds learning and
engages the learner, two key characteristics of
exemplary teachers in high-achieving primary
classrooms.
~Pressley, 1998
15
Accessing Reading Street
at Home
To support your child at home, log in with your
child’s user name and password
(same login info. as enVisionMATH) at:
http://PearsonRealize.com
16
LANGUAGE ARTS
READING
From Kindergarten to Grade 5, the research-based Houghton Mifflin “Legacy of Literacy” program
serves as the foundation for providing students with the skills and competencies necessary to become
proficient readers and writers. In each classroom, teachers have a variety of texts that they can elect to
use for different instructional purposes. Guided and independent reading sessions provide students with
opportunities to apply and refine their reading strategies by sharing and responding to literature
appropriate to their individual needs. These experiences, with the teacher acting as a facilitator, help
the children derive meaning from what they read as they integrate new information with their
expectations and prior knowledge of the world. Listening skills are sharpened as teachers, on a regular
basis, read stories aloud to their students. The components of the program, coupled with the skills and
talent of the teacher, create an environment that supports learning and helps children develop a life-long
love of reading.
The following are some of the reading strategies taught to enable children to become more
proficient readers.
What do good readers do?
Use Pre-reading strategies
1.
2.
3.
4.
Notice things on the cover.
Read the title and author.
Take a picture walk (look at pictures without reading text).
Make predictions.
Use Reading Strategies (Help in figuring out words)
1.
2.
3.
4.
5.
Look at the picture clues.
Recognize sight words.
Use phonics and decoding skills to sound out words.
Look for little words inside bigger words.
Skip the word and read to the end of the sentence, then go back and fill in a word that makes
sense.
6. Pay attention to the beginning and end sound. Look at the middle sound as well.
7. Ask someone only after you have used all the above strategies.
Encourage your child to utilize the above strategies.
17
Use Comprehension Strategies (understanding the story)
1.
2.
3.
4.
5.
Make predictions.
Ask questions.
Note details.
Summarize the previous chapter before beginning the new one (BRIEFLY).
Clarify what was read.
Respond After Reading – Third Graders Answer Questions Like These:
1.
2.
3.
4.
5.
6.
What is your favorite/least favorite part? Why?
Who is your favorite/least favorite character? Why?
What part reminds you of your life?
Does this book remind you of any other books you have read?
What was the problem and the solution?
If you enjoyed the book, can we find more books by this author?
18
LANGUAGE ARTS
GRADE 3
Students in grade 3 continue to refine their decoding skills. This year, they focus on longer words and on
structural analysis as well as phonics. They look at prefixes, suffixes, root words, and verb consonant
patterns. They use this information to help to enhance their skills in spelling as well.
The study of grammar usage and mechanics is continued as students focus on verbs, subject object and
possessive pronouns, adjectives, adverbs in their writing and in picture books for reinforcement.
Vocabulary skills are enhanced through continued dictionary work as well as through the introduction of
specific categories of words.
Information and study skills are also emphasized in third grade. Students review parts of a book, notetaking skills, learn how to skim and scan, follow directions, and read a diagram. They are also
introduced to SQRR (Survey, Question, Read, Review, an important reading strategy) and to the use of
graphic organizers.
Comprehension skills and strategies continue to be a major component of the English Language Arts
program. Third graders continue to refine their skills in predicting and inferring and summarizing. The
focus is on understanding the difference between fact and opinion, and developing their skills in
comparing and contrasting, drawing conclusions, noting details and drawing conclusions.
Listening and speaking skills are an important part of the third grader’s English/Language Arts
experience. Students develop and refine their skills through a whole variety of activities including
literature discussions, oral presentations and giving directions to others.
19
WRITING
K-6
Writing is the expression of thoughts and ideas for a wide variety of purposes across the curriculum
including math, science, and social studies. The teaching of writing is a process over time which needs
consistent and regular instruction, insuring that writers have time, ownership, and response.
Learning to write well is developmental. Young writers learn from direct teaching, from wide reading
with authors as mentors, and from experimenting with a variety of styles. Writing should be produced for
authentic purposes and real audiences, and, in order to be effective, should exhibit the conventions of
written language (spelling, grammar, punctuation).
Children move through the steps of the writing process at different rates. When the child and teacher
are content that the story has the writer’s intended meaning, the editing process begins. Writers need to
be taught to re-read their work. Children are taught that all writers edit their stories for spelling, grammar
and punctuation.
The writing classroom, through a process approach, offers a variety of supportive experiences which will
give the children the tools necessary to use in order to become literate, lifelong learners.
20
WRITING
GRADE 3
Third graders continue to refine their writing skills throughout the year. They are expected to use
different kinds of sentences, be familiar with common, proper and possessive nouns, and use verbs and
adjectives correctly. They are also expected to use punctuation marks appropriately, identify and correct
run-on sentences, and increase their use of compound sentences.
They are also expected to be able to write and edit friendly letters, paragraphs that explain, paragraphs
that express opinions, journal entries, and news articles.
During their writing workshop, students focus on refining their personal narratives, stories, research
reports and personal essays.
21
LANGUAGE ARTS
FAMILY SUPPORT
GRADE 3
Why read aloud to your child? According to Jim Trelease, (TheReadAloudHandbook) “The reasons are
the same reasons you talk to a child; to reassure, to entertain, to inform or explain, to arouse curiosity,
and to inspire – and to do it all personally, not impersonally with a machine. All those experiences create
or strengthen a positive attitude about reading, and attitude is the foundation stone upon which you build
appetites. A secondary reason, and of great importance in an age of rising literacy, is the established fact
that regular reading alund strengthens children’s reading, writing, and speaking skills – and thus the
entire civilizing process.”
 Read aloud daily to your child.
 Make a cozy place to read at home.
 Go to the library regularly and visit bookstores. The people who work there can often help you find
just the right books for your child.
 Check out books on tape from the library. Listen and hear them at bedtime or in the car.
 Talk about the books and materials you read with your child.
 Take books everywhere you go. Keep books in the car and in every room.
 Point out words around you (like signs, logos, commercials and billboards).
 Write notes to your child (in their lunchbox, notes on their bed) using words they can understand.
 Re-read favorite stories and poems.
 Ask your child to guess what will happen next as you read aloud.
 Tape record your child telling a story and send it to a relative or friend and ask them to respond.
 Ask children questions about what you read together to help them connect books with their own lives
and experiences.
 Tell stories and ask family members and friends to tell stories.
 Tell “add-on” stories as you hike or on a car trip.
 Encourage your child to read magazines and newspapers.
 Read a variety of literature including picture books, folktales, fables and non-fiction.
 Model positive reading habits with your own reading.
 Help your child use the various reading strategies discussed in class.
22
SUGGESTED READING LIST
GRADE 3
Our school librarians have compiled a general list of books that are suggested as read-alouds
and for reading together. Your child’s teacher and school librarian may have specific
recommendations for your child.
PICTURE BOOKS:
The Ballot Box Battle, by Emily Arnold McCully
Lon Po Po: A Red-Riding Hood Story from China, by Ed Yound
Lou Gehrig: The Luckiest Man, by David Adler
Mirette on the High Wire, by Emily Arnold McCully
Mrs. Katz and Tush, by Patricia Polacco (others by this author)
One Grain of Rice: A Mathematical Folktale, by Demi
Silver Packages, by Cynthia Rylant
Swamp Angel, by Anne Issacs
Wilma Unlimited: How Wilma Randolph Became the World’s Fastest Woman, by Kathleen Krull
FICTION:
Babe – The Gallant Pig, by Dick-King-Smith
Be a Perfect Person in Just Three Days, by Stephen Manes
A Case for Jenny Archer, by Ellen Conford
Fantastic Mr. Fox, by Roald Dahl
Flatfoot Fox and the Case of the Nosy Otter, by Eth Clifford
The Iron Giant, by Ted Hughes
The Mouse and the Motorcycle, by Beverly Cleary
Yang the Youngest and His Terrible Ear, by Linsey Namioka
MAGAZINES:
Ranger Rick
Click
23
LANGUAGE ARTS GRADES 3-6
COMMON CORE LEARNING STANDARDS
The Language Arts program addresses the Common Core Learning Standards. The Common Core is
a set of high-quality academic standards. These learning goals outline what a student should know and
be able to do at the end of each grade. The standards were created to ensure that all students
graduate from high school with the skills and knowledge necessary to succeed in college, career, and
life, regardless of where they live.
The standards are:
1.
Research- and evidence-based
2.
Clear, understandable, and consistent
3.
Aligned with college and career expectations
4.
Based on rigorous content and application of knowledge through higher-order
thinking skills
5.
Built upon the strengths and lessons of state standards
Students are assessed throughout the year in a variety of ways that address these standards and
assist teachers in evaluating a student’s achievement in several aspects of Language Arts and
planning instruction to meet individual needs.
24
MATHEMATICS
The Oceanside School District utilizes the EnVision Math
Common Core Program for student instruction in grades K-5.
This program helps students develop conceptual
understanding of important math concepts through Problem
Based Interactive Learning, Visual Learning Bridges and
Visual Learning Animations. The program offers students
and parents an online version of all their print materials
anytime, anywhere. By logging on to
http://PearsonRealize.com and entering the student’s
username and password, the following digital resources can
be accessed:









The Online Student Edition
Independent practice and problem solving
Animated Glossary
eTools (digital manipulatives)
Daily Lessons with activities, printables, games, and topic videos
Online student assignments
Online assessments, lesson quizzes, review, and enrichment activities
complete with instant feedback
Topic Opener Videos with real-world connections to math
Visual Learning Animations
For Additional Program Information…
Please visit www.envisionmath.com
A video overview of EnVision Math http://vidego.multicastmedia.com/player.php?p=d28i3v01
Login Information:
Username: _______________
Password: _______________
25
MATHEMATICS - GRADES K-5
The Oceanside Mathematics Curriculum is based upon both the National and Statewide Common Core
Standards. In accordance with these standards, a balance of both process skills and content areas has
been incorporated.
The Mathematics Curriculum focuses on the following content and process strands:
Content

Operations and Algebraic Thinking

Process
Make sense of problems and persevere
in solving them.

Number and Operations in Base Ten

Reason abstractly and quantitatively.

Construct viable arguments and critique
the reasoning of others.



Number and Operations- Fractions*
Measurement and Data
Geometry

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in
repeated reasoning.
*Fractions are introduced in Grade 3.
Problem solving is seen as the connecting thread throughout all the strands. Students are encouraged
to become active participants in their understanding of mathematical concepts and procedures as they
apply them in a problem solving environment.
The Oceanside Mathematics Curriculum is designed to help all students learn to:
 think logically and creatively while exploring mathematical ideas
 apply a variety of strategies to solve problems
 determine what information is necessary in a particular situation
 organize and use information to solve problems
 perform mathematical calculations
 master computational skills as they pertain to conceptual constructions in problem solving
explorations
 investigate the world of mathematics through hands-on experiences
 communicate mathematical thinking by using words, pictures, and numbers
 integrate mathematics with the rest of the curriculum, particularly with science and
technology
The most effective way for elementary students to construct a foundation in mathematics is through
hands-on experiences. Student motivation and curiosity increases when engaged in hands-on activities.
Students make discoveries helping them draw conclusions which reflect a myriad of ways to reach a
solution; therefore, empowering them to become independent thinkers.
26
Standard for Mathematical
Practice
Student Friendly Language
1. Make sense of problems and
persevere in solving them.

I can try many times to understand and
solve a math problem.
2. Reason abstractly
and quantitatively.

I can think about the math problem in my
head, first.

I can make a plan, called a strategy, to
solve the problem and discuss other
students’ strategies too.

I can use math symbols and numbers to
solve the problem.

I can use math tools, pictures, drawings,
and objects to solve the problem.
3. Construct viable arguments
and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools
strategically.
I can check to see if my strategy and
calculations are correct.
6. Attend to precision.
7. Look for and make use
of structure

I can use what I already know about
math to solve the problem.
8. Look for and express regularity
in repeated reasoning.

I can use a strategy that I used to solve
another math problem.
27
MATHEMATICS
GRADE 3
CURRICULUM OUTLINE
OPERATIONS AND ALGEBRAIC THINKING




Represent and solve problems involving multiplication and division.
Understand properties of multiplication and the relationship between multiplication and
division.
Multiply and divide within 100.
Solve problems involving the four operations, and identify and explain patterns in
arithmetic.
NUMBER AND OPERATIONS IN BASE TEN

Use place value understanding and properties of operations to perform multi-digit
arithmetic.
NUMBER AND OPERATIONS – FRACTIONS

Develop understanding of fractions as numbers.
MEASUREMENT AND DATA

Solve problems involving measurement and estimation of intervals of time, liquid
volumes, and masses of objects.


Represent and interpret data.
Geometric measurement: understand concepts of area and relate area to multiplication
and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and
distinguish between linear and area measures.
GEOMETRY

Reason with shapes and their attributes
28
CURRICULUM OUTLINE
continued
MATHEMATICAL PRACTICES
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
29
Oceanside Mathematics Program Scope and Sequence Grades K-3
Geometry
and Data
Measurement
Numbers and
Operations
in
Base 10/
Fractions*
Operations and
Algebraic Thinking
Counting
and
Cardinality
KINDERGARTEN
Know the number
names and count the
sequence.
Count to tell the
number of objects.
Compare numbers.
Understand addition
as putting together
and adding to, and
understand
subtraction as taking
apart and taking from.
Work with numbers
11-19 to gain
foundations for place
value.
Describe and
compare measureable
attributes. Classify
and count the number
of objects in each
category
Identify and describe
shapes.
Analyze compare
create and compose
shapes.
GRADE 1
Grade 2
Grade 3*
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
Extend the counting
sequence. Understand place
value. Use place value
understanding and properties
of operations to add and
subtract.
Measure lengths indirectly
and by iterating length units.
Tell and write time.
Represent and interpret data.
Represent and solve
problems involving addition
and subtraction. Add and
subtract within 20. Work with
equal groups of objects to
gain foundations for
multiplication.
Represent and solve problems involving
multiplication and division. Understand properties
of multiplication and the relationship between
multiplication and division. Multiply and divide
within 100. Solve problems involving the four
operations, and identify and explain patterns in
arithmetic.
Understand place value. Use
place value understanding
and properties of operations
to add and subtract.
Use place value understanding and properties of
operations to perform multi-digit arithmetic.
Develop understanding of fractions as numbers.
Measure and estimate
lengths in standard units.
Relate addition and
subtraction to length. Work
with time and money.
Represent and interpret data.
Reason with shapes and with
attributes.
Reason with shapes and their
attributes.
Solve problems involving measurement and
estimation of intervals of time, liquid volumes, and
masses of objects. Represent and interpret data.
Geometric measurement: understand concepts of
area and relate area to multiplication and to
addition. Recognize perimeter as an attribute of
plane figures and distinguish between
linear and area measures.
Reason with shapes and their attributes.
30
MATHEMATICS ESSENTIAL
QUESTIONS & BIG IDEAS
GRADES 3 & 4
In order for students to meet the Common Core State Standards in Mathematics,
objectives, Essential Questions and Big Ideas are not an integral part of student
learning in mathematics. Students must debate and justify their thinking as the use
specific examples from their everyday math experiences. They are then asked to
reflect upon these essential questions and big ideas.
In grades three and four, the following Essential Questions/Big Ideas have been
inserted into the mathematics units:
 Is math more about using numbers of making
decisions? Defend your thinking.
 Gave a mathematician a strategy, and he/she will
solve a problem. Defend this statement.
31
GRADE THREE SCIENCE CURRICULUM
The science curriculum is organized under three topic headings: Life, Physical and Earth Science.
The curriculum is designed to:

Develop students’ understanding of key science concepts and science process skills

Improve students’ abilities to think creatively and critically

Encourage problem solving through experiences in the natural environment

Foster the development of positive attitudes about science

Bridge science concepts to current social and environmental events

Integrate science with the rest of the curriculum, particularly with math and technology.
The hands-on approach to science that is at the core of this curriculum is recognized as the most
effective way to help elementary students construct a solid foundation of scientific knowledge.
Hands-on activities are motivating and they stimulate curiosity. Through these learning
experiences, including a visit to the Marine Nature Study Center in Oceanside, students will
investigate, experiment, gather data, organize results, and draw conclusions based on their own
actions. Activities often start with exploration, followed by a discussion of discoveries in which
vocabulary is developed and ideas are clarified for students, followed by additional experiences
with materials to reinforce concepts. Vocabulary is always introduced in context after students
have had firsthand experience.
Each unit has distinct process skills that are emphasized as an integral part of the learning
experience. It is recognized that these skills are the tools that students use to solve problems.
There is an equal balance between development of science process skills and content.
32
HABITATS AND ANIMAL STUDIES
Students in grade 3 are introduced to the plight of the Whooping Crane and ‘adopt’ baby cranes
that are being raised in captivity so that they can be added to the existing flock. Students follow
their story from the day they are hatched in the spring, to the day they complete their first fall
migration at 6 - 7 months of age. They learn about the important things that chicks need in order to
survive (how to find food and shelter, avoid predators, and learn how to fly) in order to be
successfully reintroduced to Eastern N. America.
Journey North is an Internet-based program. Children follow the adventures and migration of the
Whooping Crane in real-time. Engaging non-fiction stories support students’ reading and listening
skills; photos, videos, and slide shows build their observation skills, foster scientific thinking, and
create opportunities for discussions and questions.
This unit integrates ELA, Social Studies and Science. Rather than teach subjects in isolation,
Journey North’s “Bring Back the Cranes” enables the teacher to effectively bring together learning
in the following areas:

Science—Animal Studies and Weather
o
o
o
o
o
Organisms survive in environment in which their needs are met.
All organisms cause changes in the environment where they live.
In order to survive, plants and animals must be adapted to their environment.
Adaptations may be in the form of a behavior or physical structure.
Each plant or animal has different structures that serve different functions in growth,
survival, and reproduction.
o Plants and animals require air, water, nutrients, and light in order to live and thrive.
o All plants and animals have life cycles.

ELA—teachers will begin the year with non-fiction genre using readings from “Bring Back the
Cranes”. Students will also learn to research another animal and write a non-fiction article,
modeled after the non-fiction booklets about the cranes.
33

Social Studies—this unit creates a ‘need to know’ and application of map skills as students
follow the migration of the cranes along the eastern coast of the U.S.
WEATHER
Weather plays a key role in migration. Analyzing this data helps them predict when the cranes will
fly.

Concepts: temperature (heat energy), wind, precipitation and the water cycle, and sunlight.

Skills: Students learn how to use instruments to measure these elements. They also make
predictions and collect, record, display and interpret data.
PLANT GROWTH AND DEVELOPMENT:
Concepts:
 Many plants follow a life cycle that begins with growth from a seed and proceeds through the
production of seeds.
 Plants have distinct stages in their life cycle.
 To live and grow, plants need light, water, and nutrients from the soil.
 Interaction between plants and animals--flowering plants must be pollinated in order to produce
seeds.
 Many plants are pollinated by bees.
 One seed produces one plant; one plant can produce many seeds.
Skills:
 Planting and tending plants, observing, describing and recording changes in plants, comparing,
measuring and recording the growth of plants, using graphs to display and compare growth
patterns, predicting future growth and communicating results through writing, drawing and
discussion
FORCES AND MOTION:
Students explore patterns and the cause and effect relationships as energy and matter interact in
our physical world. Driven by the NYS Core Standards, students will begin to develop enduring
understandings as follows:




Energy exists in many forms, and can be transferred from one form to another.
Humans utilize interactions between matter and energy.
Weather involves interactions among the components of air, water, and land.
Weather can be measured and described by temperature, wind speed and direction, and the
form and amount of precipitation.
34
SOCIAL STUDIES
GRADES K – 6
Essential Questions are open-ended questions which are challenging, interesting and worthy of
the students’ efforts to answer them. They promote the use of a variety of information sources to
provide answers to the questions. They provide students with their assessment for the course and
unit of study on Day 1 of study, not the last day. In sum, they help students focus on the Big
Picture, and encourage the marshaling of documentary evidence to support their judgments about
significant issues facing society.
Kindergarten: Self and Others
Are people more alike or different?
Can people who are different learn to live together as friends?
Grade1: My Family and Other Families, Now and Long Ago
Are families today more alike or different from each other?
Are families today more alike or different from families in the past?
Grade 2: My Community and Other United States Communities
Are communities more alike or different from each other?
Does a diverse community make for a stronger community?
Grade 3: Communities Around the World – Learning About People and Places
Are cultures more similar or different from each other?
Can we combat stereotypes that exist about people?
How do other regions’ geographies and climates and their effects compare to ours?
Grade 4: Connecting Local, New York and United States History and Government
Have the histories of New York State and Long Island been ones of progress for all?
To what extent have the geography and climate affected the state and region: economically,
politically, socially and technologically?
How do other regions’ geographies and climates and their effects compare to ours?
Grade 5: The United States, Canada and Latin America
Has the history of the Western Hemisphere been one of progress for all?
Will the peoples of the Western Hemisphere be able to live in justice and peace?
Grade 6: The Eastern Hemisphere
Has the history of the Eastern Hemisphere been one of progress for all?
Will the peoples of the Eastern Hemisphere be able to live in justice and peace?
35
GRADE 3: COMMUNITIES AROUND THE
WORLDLEARNING ABOUT PEOPLE AND PLACES
ESSENTIAL QUESTIONS:
Are cultures more similar or different from each other?
Can we combat stereotypes that exist about people?
To what extent do geography and climate affect areas: economically, politically, socially and
technologically?
UNITS OF STUDY:
Communities Around the World*
*Communities: should represent a diversity of world’s cultures and include Western and nonWestern examples from a variety of geographic areas. In addition, the focus should be on a
particular city or area within a particular culture to avoid stereotyping. (Some past areas of study
have included: Lagos, Nigeria; London, England; Guangzhou, China; Jerusalem, Israel and
Amazon Basin, Brazil.)
Social:
-types and organizations of different types of families
-factors which comprise culture
-factors which determine social/cultural similarities and differences
in different communities
Political:
-rights and responsibilities; rules and laws in diverse communities
to protect and govern citizens
-how people in communities make decisions and solve problems
-symbols of nations and patriotism
Economic: -factors influencing needs and wants
-interdependence of families and communities
-use of natural, capital and human resources
-economic choices based on available resources
-how people in communities are consumers and producers of
goods and services
Geographic: -identification of communities on maps and globes
-how environmental and geographic factors influence culture
-how people adapt to or change their environment
Historic:
-timelines, including the concepts of B.C. and A.D. (or B.C.E. and C.C.)
-how communities change over time
-how communities balance tradition and change
36
CONCEPTS:
History: Change, Culture, Diversity, Empathy, Identity, Interdependence
Geography: Environment and Society, Human Systems, Physical Systems
Places and Regions
Economics: Economic Systems, Factors of Production, Needs and Wants, Scarcity, Technology
Civics: Citizenship, Civic Values, Decision-Making, Government, Nation State
SKILLS:
Getting Information:*
Identify a variety of sources of information
Identify
types of information needed
Locate information in sources
Recognize
advantages and limitations of sources
Locate sources of print and non-print information
Organize
collect information
*Sources of information include: reference works, newspapers, magazines, speeches, letters,
diaries, tables, charts, graphs, diagrams, maps, globes, atlases, political cartoons, editorials,
opinion pieces, poems, artifacts, timelines, photographs, videos, paintings, drawings, oral histories,
songs, dances, plays, stories, folktales, legends, audiotapes, interviews
Using Information:
Classify/categorize data
Evaluate data (fact vs. opinion, identify viewpoint)
Draw inferences from data
Check on completeness of data
Generalize from data
Assess possible consequences of options
Revise generalizations based on new data
Presenting Information:
Speak effectively
Write in an expository way
Use media and visuals
37
37
Participating in Interpersonal and Group Relations:
Participate in group planning and discussion
Define basic issues (terms, values)
Recognize problems
Assume responsibility for carrying out tasks
Problem-Finding and Solving:
Find problems: raise questions, recognize a problem exists, analyze and
evaluate the problem
Solve problems: state the problem, develop a plan, obtain information from a variety of
sources, Evaluate the sources of information, organize and use the data, redefine the
problem or identify New problems (if necessary), develop a conclusion and share it.
New York State’s Social Studies assessments at the elementary , middle and secondary levels
appropriately require students to read, analyze and write essays using a variety of documents;
accordingly, Oceanside’s social studies curriculum’s emphasis in on document-based activities.
38
SPANISH
GRADE 3
¡Hola! ¡Bienvenidos a nuestro programa de español en el tercer grado! (Hello, and welcome
to our third grade Spanish program!)
The goal of the grade three Spanish program is to continue to introduce students to the
Spanish language by offering numerous opportunities for students to communicate using various
and practical everyday vocabulary. By linking the study of Spanish to the grade 3 Social Studies
curriculum, students will engage in a year-long study of Mexico to further their cultural
understanding of the similarities and differences of the way people live around the world.
Listening and speaking skills will be emphasized. Students will be able to comprehend
simple statements, follow directions, and grasp the main idea of conversations. They will initiate
and respond to simple statements and engage in simple conversations. Reading and writing will be
introduced using a whole language approach. Students will learn new vocabulary related to topics
such as seasons, numbers, colors, verbs. animals, holidays and food.
Classes will meet once every three days for thirty minutes. During each lesson, previously
learned materials are reviewed, new vocabulary is learned and/or reinforced, and a summary
activity in included. Homework is given on occasion. Students receive an effort grade on their
report card..
Every other month a Spanish newsletter (¿Qué Pasa?) is sent home to parents to update
them on the content of what has been learned in class. Through songs, children’s literature, and a
variety of total physical response (TPR) activities, students will continue to gain proficiency in the
Spanish language. Parents are encouraged to ask the children to sing the songs learned and to
practice vocabulary. Your interest in the language and in other cultures will show your child that
you value the ability to speak a second language.
.
39
NEW YORK STATE TESTING PROGRAM
The New York State Board of Regents has set higher learning standards for all students. To reach
these standards, elementary and middle school tests will challenge students to demonstrate their
ability to read, write, listen, and use mathematics.
All New York Grades 3 to 8 students will take an English Language Arts and Mathematics
assessment in the spring. The Science assessments will be given to Grades 4 and 8 students in
the spring. Grade 8 students will take a Social Studies assessment in the fall.
English Language Arts
The Grade 3-8 English Language Arts tests contain separate reading comprehension sections with
multiple choice questions, including a variety of both literary and informational passages. The
English Language Arts tests will require students to demonstrate their ability to read a range of
material and respond through multiple-choice questioning and writing. These skills are fundamental
to the development of clear thinking and problem-solving abilities. The tests also provide evidence
of student progress toward the levels of language ability required for success in high school and
beyond.
On the Grade 3-8 ELA assessments, students must:
Read and understand information and literary passages;
Write clear, complete responses to a passage they have heard or read;
Interpret or draw conclusions from a passage or graphic;
Analyze and explain relationships between two or more passages;
Use correct English, including grammar, usage, spelling, and punctuation.
Mathematics
The Mathematics tests make use of a variety of question formats. The multiple choice questions
measure basic skills concept, and procedures. The short response and extended response
questions require students to do such things as solve problems; make comparisons;
interpretations and predictions; discuss concepts; and demonstrate problem-solving strategies.
Questions that ask students to show their solutions, or to explain the mathematics they used, give
indications of students’ understanding of mathematical procedures and problem-solving strategies.
On the Grade 4-8 Mathematics tests, students must :
Know and apply facts and definitions;
Select and apply appropriate procedures;
Identify what question a problem is asking;
Use reasoning in new settings;
Select, use, and modify procedures;
Read and interpret graphs and tables;
Recognize, interpret, and apply the signs, symbols, and terms used to represent concepts.
40
Science
The Elementary Level Science Test (ELST) is a pupil assessment and K-4 evaluation in science.
Questions in Part 1 are content and skill-based and consist of a multiple choice component of 45
questions. This portion of the test requires students to demonstrate their knowledge and
understanding of the core material in Standard 4: physical science (17 questions), life science (17
questions), and to use the skills of inquiry as they pose questions, and develop solutions to
problems (8 questions).
The laboratory performance examination in Part 2 is a hands-on component to assess students’
science inquiry skills. They are asked to observe, question, formulate hypotheses, measure,
record, analyze and interpret data, make predictions, classify, identify variables, make conclusions,
and form generalizations. Each student completes three of the five stations: two of the stations
require students to work individually on topics that include Measuring Liquids, Magnetic and
Electrical Testing, Observing and Describing an Unknown Object, and Classifying. The third station
is completed as a collaborative effort between two students.
Students in grade 8 also take a State assessment in Science which reflects the curriculum in
grades 5-8. The assessment contains a performance section (much like that of the 4th grade
counterpart) as well as an objective section in which students are asked to complete constructed
responses and short essays as well as multiple choice questions.
41
OCEANSIDE SCHOOL DISTRICT TESTING PROGRAM
Our standardized testing program reflects the new learning standards and is a prototype for the
New York State testing program. Paralleling the state test, the language arts assessments
combine listening skills, reading comprehension, vocabulary, and skills using both multiple choice
items and extended responses.
For example, at primary grade levels, students are asked to listen to poems and stories and circle
correct items using both pictures and words. They also read stories and write responses. At the
upper primary and intermediate grade levels, students are asked to compare and contrast stories,
draw conclusions after reading both fiction and non fiction stories and interpret factual information.
Items in our standardized tests reflect good instructional practices and the goals of our language
arts curriculum. They also model the types of questions on the state tests in grades 3-8, and the
11th grade Regents examination.
The mathematics assessments use a combination of real world topics, charts, graphs, estimation
and computations based on the learning standards.
In the primary grades, students are asked to interpret graphs and solve problems, write their
hypotheses and share their work. When they reach the Middle School, all students are expected to
be working with probability and statistics and using algebra to solve word problems.
We also provide benchmarks to determine which of our students need support at every grade level,
not just at the grades required in the State Report Card.
42
ELEMENTARY ASSESSMENT SCHEDULE BY GRADE
Grade
Mathematics/Language Arts
Other
1
Early Literacy Profile
Oceanside 1st Grade Math
Assessment
2
Program/Assessments ine ELA/Math
3
NYS Assessments in ELA/Math
Test of Cognitive Skills
4
NYS Assessments in ELA/Math
NYS Assessment in Science
5
NYS Assessments in ELA/Math
6
NYS Assessments in ELA/Math
43
HOMEWORK
Parents can be an enormous help in creating a learning environment at home. Make sure that your
child has a fairly quiet study area in which to complete homework assignments. This area should
be free of distractions: television, telephone, radio, etc. For many students, a set homework time is
also beneficial. It is best to make sure that this area is also well stocked with supplies and
resources before homework time begins. Help your child to gather the needed supplies: pencils,
paper dictionary, ruler, etc., before sitting down. This will help to eliminate the need to wander from
assignments.
Each child is required to use his/her Agenda Book every day. Class time is given to write in
assignments and they are checked on a daily basis. Please check to see that all assignments are
completed, and then sign the assignment book each night. Do not sign the book if all of the
assignments are not complete.
Homework assignments are meant to be a preview, reinforcement, or extension of classwork. Look
over the homework, but do not do the homework for your child. Students should be able to
complete these assignments with little or no parental involvement, however, parents may help in
obtaining materials or offering practical suggestions towards the completion of a quality
assignment. Parents are also encouraged to help their child plan for long-term projects. Set up a
schedule for studying, projects, and other long-term assignments. Well planned work, regularly
scheduled, is a more effective way to complete these types of assignments and will eliminate the
night before cramming sessions.
Please sign and return all tests which are sent home, and review teacher comments on work that
has been returned. In this way, parents will be aware of their child’s progress in school prior to a
quarterly report card. Contact the teacher if there is a homework problem or concern immediately.
If you find that your child’s homework is consistently taking longer than the Board of Education
guidelines:
3rd Grade
30-40 minutes
4th Grade
40-50 minutes
th
5 Grade
50-60 minutes
6th Grade
A total of 1 hour
Notify the teacher, or teachers, so that the situation can be discussed and rectified.
Together, parents and teachers can make sure that homework isn’t a nightly nightmare, rather a
positive and helpful learning experience.
46
Social Emotional Literacy
What is Social and Emotional Literacy (SEL)?
SEL is a process for helping children and adults develop the fundamental skills for life
effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our
work, effectively and ethically.
These skills include recognizing and managing our emotions, developing caring and concern for
others, establishing positive relationships, making responsible decisions, and handling challenging
situations constructively and ethically. They are the skills that allow children to calm themselves
when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices.
A group of teachers and administrators made the decision to utilize the SEL program offered by
Marc Brackett, Yale professor and advocate of a RULER model for teaching students these
important skills in a way that is accessible for all. The tools that Dr. Brackett has developed are
easy to use and have been shown to be effective as assisting students to understand and deal
with their emotions in a manner that actually increases student achievement.
We look forward to the positive impact of this program on our staff, students, and parents.
47
Emotional Literacy (EL) is the:
 Recognition
 Understanding
 Labeling
 Expression
 Regulation of emotions
48
My Mood Meter
High +
+
+
ENERGY
+
+
0
-1
-2
-3
-4
Low
-5
-5
-4
-3
-2
+
-1 0
Unpleasant
+
+
+
+
Pleasant
FEELING
49
My Emotional Blueprint
Describe
What was the situation, circumstance, or problem?
EL Skill
Recognize
& Label
How did I feel?
How did
feel?
’s feelings?
Understand What caused my feelings?
What caused
Express
& Regulate
How did I express and regulate my
feelings?
How did
express and regulate
his/her feelings?
Reflect
& Act
What could I have done to handle the situation better?
What can I do now?
50
TECHNOLOGY OUTCOMES &
ASSESSMENT
Grade 3

Students will use a word processing program to edit their writing, including making minor
revisions.
 Students will develop the following skills:
A. Use of basic OPAC searchers in order to sort bibliographic data by the
B. Title, author, subject, publication date, etc.
 Begin to form Boolean queries.
 Students will use predetermined Websites for research.
 Students will be introduced to the uses of the spreadsheet as a means of collecting data.
 Students will use information accessed from the Internet to support non-fiction writing.
There are 2 PCs in each classroom; in addition, a 15 station lab in the building.
There is Internet access on all PCs.
Microsoft word is the word processing program for students.
A variety of technology resources are used to enhance curricula.
Use of online sources is available through the district website.
51
ELEMENTARY ART
PRIMARY GRADES 1-3
SCOPE & SEQUENCE
Elementary students are given instruction by a certified art teacher twice per six-day cycle. From
grades 1-6, students are exposed to, and work with many different materials in many styles.
Lessons are designed to have students create art, understand the elements of art, and some of the
ways famous artists have worked. Students learn to appreciate and value art.
“I believe the role of all elementary art specialists is to awaken the curiosity
of students to their personal creative potential by providing for them a variety
of art activities which will spark their imagination and enable them to
understand art, create art and value art.”
Robert Reals, Administrator
Visual Arts Education
New York State
The art program at the Primary level, Grades 1, 2, 3, deals with a broad range of activities. It
covers specific content areas, art forms, media, concepts, techniques and processes as a basic
introduction and exposure to a variety of art experiences that will encourage creativity and selfexpression, while at the same time develop perceptual and observational skills. The use of short
term projects and a variety of materials and experiences suit the interest, need and attention span
of this age group.
Based on a range of individual and collective experience, students will explore and develop skills
with various electronic media as a means of expressing visual ideas.
52
ART
GRADE 3
CONCEPTS:
-to continue to understand and use elements and principles of art in order to communicate
their ideas through line, shape, color, texture/pattern in 2 and 3 dimensions
-to further integrate concepts learned in grades 1 and 2
SKILLS:
-to begin to develop an understanding of the visual impact of composition
-to further explore different techniques of art
-utilization of 2D elements of composition and design in various problem solving techniques
MEDIA
ACTIVITIES
crayon/oil pastels
crayon resist, landscape, collage, scratch board
paint
warm/cool, wet on wet techniques, dry brush techniques, gadet
printing, string printing, color mixing
markers
posters, mixed media, tessellations
construction paper
collage, dioramas, paper sculpture, stabiles
clay
animals, masks, puppets, pinch pots
paris craft
model magic
53
ELEMENTARY MUSIC
GRADES 1-6
SCOPE AND SEQUENCE
Elementary students are given instruction by a certified music teacher twice per six-day cycle. In
grades 1-6, students are exposed to a variety of experiences designed to foster the development
of musical concepts. Students engage in singing, listening, and playing activities that encourage
music reading, appreciation, and creativity. In addition, students are given the opportunity to
perform with a large group if they elect to sing in the chorus (starting in the forth grade) or play an
instrument in the band (starting in the forth grade) or orchestra (starting in the third grade).
By the completion of Elementary School, the following student objectives will be accomplished.
Students will:
1.
Create short pieces consisting of sounds from a variety of traditional, electronic, and
non-traditional sound sources.
2.
Construct instruments out of material not commonly used for musical
Instruments.
3.
Use current technology to manipulate sound.
4.
Identify the various settings in which students hear music and the various
resources that are used to produce music during a typical week; explain why the
particular type of music was used.
5.
Demonstrate appropriate behaviors, including attentive listening, in a variety of musical
settings in and out of school.
6.
Discuss ways that music is used by various members of the community.
7.
Through listening, identify the strengths and weaknesses of specific musical works and
performances, including their own and others’.
8.
Describe the music’s context in terms related to its social and psychological functions
and settings.
9.
Describe the students’ understanding of particular pieces of music and how they relate to
their surroundings.
54
10.
Identify when listening, and perform from memory, a basic repertoire of folk
songs/dances and composed songs from the basic culture that represent the people of
the world.
11.
Identify the titles and composers of well-known examples of classical concert music and
blues/jazz selections.
12.
Identify the primary cultural, geographical and historical settings for the music the
students listen to and perform.
55
ELEMENTARY MUSIC
GRADE 3
MELODY
1. Vocal exploration in singing
2. Inner singing from hand signals and notations
3. Introduce Re and Do through echo singing and hand signals
4. Introduce treble clef
5. Introduce the recorder and the concept of good playing with special attention to posture,
fingering and tonguing.
6. Students will be able to recognize on the staff and play the notes B, A, and G
HARMONY
1. Sing easy two part songs
2. Sing easy rounds
RHYTHM
1. Read, write and perform: quarter note, quarter rest, half note, half rest,
whole note, whole rest
2. Use traditional terminology for notes and rests
3. Introduce “C” – knowing that C = 4 time
4. Understanding and use of a fermata, hold or birdseye
FORM
1. Introduce and experience 1st and 2nd endings
2. Introduce and experience a round
3. Identify forms: AB, ABA and extensions of these, where appropriate
4. Introduce and experience the difference between an introduction and an
interlude
56
LISTENING
1. Listening exercises will be paralleling melody and rhythm
2. Explore individual string instruments
MOVEMENT
1. Movement will be incorporated into all of the above to facilitate
learning
57
PHYSICAL EDUCATION
GRADES 1-6
The Elementary Physical Education program provides for developmental progression within the
curriculum outline areas of: gross motor skills, perceptual motor skills, rhythm and dance, low
organization games, gymnastics, physical fitness lifetime activities. This progression allows for the
incorporation of team games and sports during the fourth-fifth-sixth grade intermediate years. In
this manner we address the NYS Learning Standards regarding Personal Health and Fitness, a
Safe and Healthy Environment, and Resource Management.
Physical Education contributes to the broad goals of education through the development of
personal living skills developed by fostering: physical fitness, cooperation, risk taking, initiative,
leadership, trust, respect and safety.
SAFETY
Safe appropriate attire is to be worn for physical education class. Sneakers must be laced or
Velcro strapped and must provide foot support. No heel, platform or slip-on footwear is permitted
for physical education class. Any jewelry item deemed unsafe by the teacher for the activity will not
be permitted.
58
PHYSICAL EDUCATION
GRADE 3
Physical education promotes the development of basic and creative
movement/perceptual skills through emphasis on rhythm, games of low organization
and gymnastics related activities. The appreciation of lifetime physical fitness is a
primary objective.
AREAS OF EMPHASIS INCLUDE:
1) Students will understand the benefits of regular physical activity and enhancing
personal fitness.
2) The student will perform the Fitness Gram Fitness Test using age appropriate
guidelines.
3) The student will continue the progressive development of loco-motor, manipulative
and non loco-motor skills. Includes: review of previous skills; development of
dribbling skills with both hands and feet, climbing, supportive and balancing skills,
and scooter activities.
4) The learner will demonstrate loco-motor and manipulative skills in
combination. Includes beginning of modified leadup activities for Basketball, Flag
Football, Hockey, Soccer, Fitness activities, Lacrosse, Project Adventure,
Gymnastics, Volleyball, and games of low organization.
5) The student will demonstrate cardiovascular endurance and muscular strength
endurance. Examples include participation in aerobic activities, climbing skills and
fitness circuits.
6) The students will develop listening skills and safety awareness.
7) The student will understand, appreciate and apply rules, regulations and
strategies.
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HEALTH EDUCATION
GRADE 1-6
Our Health Education curriculum at the elementary level is a skill-based curriculum
with data-informed instruction. It is closely linked to the SEL curriculum our
elementary teachers have in place. We have used the 4 anchors embedded in the
SEL curriculum, providing our students with a forum to use the skills they learned in
our SEL curriculum.
1. Grades K-2 teachers do the DUSO program, emphasizing self-esteem,
decision making, friendship, body rights, stranger danger, and diversity.
2. Grade 3 teachers cover stress management, personal safety, stranger danger,
assertiveness skills, and decision making.
3. Grade 4 is taught by the P.E. teachers and they cover hygiene, fitness, and
nutrition in their Physical Education classes. The school nurses cover
allergies.
4. Grade 5 teachers implement the bully-proofing curriculum. The students
complete a survey developed by our staff. The teachers, using the data from
the survey, proceed to address issues associated with bullying, and follow with
lessons that are part of the new curriculum. In addition, the HS health
teachers conduct puberty lessons to male and female 5th grade students.
5. In the 6th grade, elementary school social workers conduct the Too Good For
Drugs curriculum. These skill-based lessons are successful in educating our
6th graders about the risks associated with drug and alcohol abuse. In
addition, our HS health teacher and the HIV-AIDS Awareness Club students
conduct the HIV-AIDS lessons to each of our 6th grade elementary students.
They provide the knowledge needed for HIV-AIDS prevention, and also
provide the knowledge necessary to avoid the risky behaviors associated with
it.
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