Curriculum Snapshots - Wethersfield Public Schools

2013-2014

Curriculum Snapshots

Wethersfield Public Schools

Learning with Enthusiasm Grade What Your Child Will Learn In

K

Dear Families, This Curriculum Snapshot is designed to share with you the units and/or the major concepts and skills for Sincerely, each content area. Wethersfield Public Schools mission includes the belief that education is a shared responsibility of schools, students, families and other community agencies working together so that Wethersfield students may realize their full potential. I hope that you will be able to utilize this Curriculum Snapshot to help support the learning and intellectual growth of your child that occurs in the classroom and outside of the classroom. Further information about your child’s curriculum will also be provided to you by your child’s teacher at open house and parent conferences. I am confident that your child will be engaged in challenging and rigorous lessons this year. Teachers in Wethersfield are committed to supporting active and engaged learners as they attain 21st century academic and social competencies. If you have any questions, please feel free to contact your child’s teacher, principal or myself. Sincerely,

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Sally Dastoli Director of Curriculum and Instruction

BOARD OF EDUCATION John F. Cascio, Chairperson Janis K. Malec, Vice-Chairperson-Secretary Charles T. Carey Gina P. DeAngelo Tracey E. McDougall Polly Moon Tristan J. Stanziale Elaine Steinmiller-Paradise Martin H. Walsh

ADMINISTRATION Michael Emmett, Superintendent Timothy Howes, Assistant Superintendent Sally Dastoli, Director of Curriculum and Instruction Keith Rafaniello, Director of Technology Emily Daigle, Director of Special Education Darla Miner, Instructional Supervisor for Literacy


Grade


K

Language Arts The language arts curriculum builds upon the national academic standards, knows as the Common Core State Standards (CCSS). This curriculum provides the necessary foundation for life-long readers and writers. Instruction in word study, spelling, vocabulary, and grammar are integrated throughout rich units of study, designed to promote higher-level thinking skills. To prepare for full participation in a globally competitive society, children are engaging in the work of:   

listening deeply constructing meaning while reading and viewing a variety of texts from printed books to digital media articulating ideas orally and in writing

Above all, the curriculum is centered around cultivating a love of reading and writing among our students. This ensures that our students develop critical thinking processes, enabling them to meet present and future literacy challenges.

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Units of Study We Are Readers and Launching Writing Workshop: Students learn the routines, good habits, and expectations of their reading and writing community. They learn beginning strategies to help them “read” texts and to represent ideas through drawing and words. Emergent Story Books: Students read and re-read emergent story books and familiar shared texts to help them grow a strong sense of how to make meaning from books and develop storybook language. Students use the pictures and the story as they story-tell books across pages individually and with partners. Readers Use Super Powers and Writing for Readers: Students continue the work in emergent story book reading and now learn how to uses all sources of information in books to start to read. They also reread their stories to make them easy to read. How-To Books: Writing to Teach Others: Students explore the features of how-to texts to help them develop strategies for writing nonfiction. Informational Writing In Science: Students learn to look closely, observe, label, and teach about topics to others like scientists. Persuasive Writing of All Kinds: Using Words to Make a Change: Students explore opinion writing and learn that words are like magic wands and can make things happen. They draft, rehearse, and present persuasive writing projects to make the world a better place. Getting to Know Characters and Writing Stories: Students learn how following a character in a story helps us understand stories and ourselves. They learn how to write stories using all they know about narrative writing.

Grade



K Mathematics Kindergarten mathematics includes the following: Counting and Cardinality  Know number names and the count sequence.  Count to tell the number of objects.  Compare numbers. Operations and Algebraic Thinking  Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. Number and Operations in Base Ten  Work with numbers 11–19 to gain foundations for place value. Measurement and Data  Describe and compare measurable attributes.  Classify objects and count the number of objects in categories Geometry  Identify and describe shapes.  Analyze, compare, create, and compose shapes. Instruction focuses on two areas: (1) Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students develop cardinality, the ability to recognize the numerical value of objects in a set, to count the number of objects in combined sets, or to count the number of objects that remain in a set after some are taken away and use these skills to choose, combine, and apply effective strategies for answering quantitative questions. (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes or orientations), as well as three-dimensional shapes such as cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

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*Adapted from The Common Core State Standards Document


Grade


K

Science Science education fosters students’ natural curiosity about the world in which they live. Hands-on experiences in science will focus simultaneously on developing an understanding of core concepts and learning how scientists work collaboratively to test ideas, analyze evidence, and solve problems. To accomplish these goals, the curriculum supports an inquiry-based approach to science education, which includes hands-on experiences for all students. To engage in scientific inquiry, students will:  demonstrate a thoughtful and coordinated attempt to search out, describe, explain, and predict natural phenomena  participate in speaking, listening, presenting, interpreting, reading, and writing about science  understand that mathematics provides useful tools for the description and presentation of scientific data and ideas  ask questions, make predictions, and share data Units of Study Properties of Matter: This unit encourages the use of the senses and simple measuring tools to observe common objects and sort them into groups based on size, weight, shape or color. This unit is integrated into Writer’s Workshop to provide students additional practice with labeling and writing simple sentences. Connections to mathematics are reinforced with the counting of objects in a group and the use of mathematical terms to describe quantitative relationships such as: same as, more than, less than, equal, etc. Children are asked to sort objects made of materials such as wood, paper and metal into groups based on properties such as flexibility, attraction to magnets, and whether they float or sink in water. The children also study their homes and how they are constructed. Children begin to experiment with materials to see that some are more useful than others, depending on their function. Living versus Nonliving : This unit focuses on the study of plants and animals. The similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans), are studied, centering on the similarities and differences in the appearance and behaviors of adults and their offspring. Additionally, children explore characteristics that distinguish living from nonliving things. This unit is integrated within Writer’s Workshop to extend students’ skills in labeling and writing simple sentences. Weather: This unit encourages children to look outside and learn about the weather. More specifically, it encourages the students to make connections to the temperature and weather conditions to make appropriate choices in clothing.

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Building Materials: Students conduct tests to determine the usefulness of materials to build walls, windows, floors, and roofs. Students explore a variety of materials to identify the different materials people around the world use to build shelters. Students compare and contrast human and animal shelters.

Grade

K



Physical Education Physical Education focuses on skill development in body and spatial awareness; fundamental, creative, and rhythmic movement; basic manipulative skills; and educational gymnastics. Kindergarten students will:  learn to move creatively using a variety of levels, directions, force, and speeds  learn locomotor movements  cooperate with others by taking turns and sharing equipment  participate willingly in all activities  understand basic safety rules

Social Studies Social Studies instruction promotes the understanding of our world starting with the students’ immediate environment and expanding to the larger state, national, and world environments. The application of historical thinking skills and historical knowledge has relevance and impact on the lives of individuals and the world in which they live. Through curriculum and instruction K-12, students come to understand that global society is diverse and made up of various cultures which bring to interrelationships varied perspectives, contributions, and, at times, challenges.

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Kindergarten students will:  begin to explore who they are and what makes each person special  develop the concept of friendship and apply what they have learned to solve everyday problems  compare their families and think about what it means to be a good neighbor  learn that good citizens help each other, follow rules, and solve problems  learn about everyone’s basic needs; discussing what we eat, where we live, and the tools needed to live our lives and make things work  begin to become aware of the environment by learning about their immediate environment and the larger environment, our country and our earth, and about natural resources that must be protected  learn that we have leaders, and that on national holidays we celebrate important people and events  explore time in terms of long ago, yesterday, today, and tomorrow



Grade

K Health

Kindergarten students will understand that:  Health includes your mental, physical and social well-being.  Our behaviors can impact our health.  Healthy foods provide us with energy to work and play hard. It is important to eat a variety of healthy foods every day. Some foods and beverages should be limited.  Some people have food allergies and must be careful about what they eat.  Rules are an important part of our daily lives to keep us safe and healthy. Safety rules and procedures help to prevent accidents. There is a correct way to respond to an emergency or unsafe situation.  People can experience a wide variety of feelings and emotions. There are healthy and unhealthy ways to deal with feelings and emotions.  There are positive strategies that can be used to resolve conflicts.  It is okay to ask a trusted adult for help.  A drug is any substance other than food that affects the way the mind or body functions. Art Art instruction in grades K-6 promotes the development of creativity, artistic literacy, critical thinking skills, and lifelong learning. Curriculum and instruction spiral from grade to grade, building and expanding upon learning from the previous year. In kindergarten, importance is place on fostering student confidence by involving them in art activities, especially those related to their own experiences. Emphasis is placed on developing students’ observation skills, exploring and becoming aware of their imagination, and increasing eye and hand coordination using art and media tools. Students will be introduced to basic art elements such as line, shape, color, texture, and principles of design such as pattern. Students begin to view, discuss, create, and share art and may participate in multicultural and art history activities. Responding, creating, and refining are integral to the visual art experience.

Music Music instruction in Grades K-6 promotes the development of creativity, music literacy, critical thinking skills, and lifelong learning. Curriculum and instruction spiral from grade to grade, building and expanding upon learning from the previous year.

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In Kindergarten, students will develop an appreciation for music through listening, singing, moving, and playing classroom instruments.

Curriculum Development All curriculum is written to align to state and national standards and is built upon the principles of Understanding by Design. In order to prepare students for future success as digital citizens, we incorporate 21st century learning and technology skills into the curriculum at every grade.

Neela Thakur Margaret Zacchei Maresa Harvey Glenn Horter Michael Verderame

PRINCIPALS Emerson-Williams School Alfred W. Hanmer School Highcrest School Charles Wright School Webb School

461 Wells Road 50 Francis Street 95 Highcrest Road 186 Nott Street 51 Willow Street

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Wethersfield Public Schools 127 Hartford Avenue, Wethersfield, CT 06109 www.wethersfield.k12.ct.us

860 563-9638 860 563-3408 860 563-1362 860 563-9726 860 257-1720