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WEST BABYLON SCHOOL DISTRICT WEST BABYLON, N.Y.

ELEMENTARY CURRICULUM GUIDE Grades K-2

2007/2008-2009/2010

BOARD OF EDUCATION 2007/2008

Mr. Carmine Galletta—President Mr. James F. Bocca– Vice President

Mr. Raymond J. Cody Mrs. Wendy DeGaetano

Mr. Patrick M. Farrell Mrs. Diane Klein

Mr. Jerry C. Nocera Mr. Joseph Romano Mr. Steven Stoehrer

Mrs. Amy E. Jones — District Clerk

Administrative Staff

Mr. Anthony Cacciola, Superintendent of Schools Dr. Richard J. Walter, Associate Superintendent for Personnel and Administration

Dr. Dominick R. Palma, Assistant Superintendent for Curriculum and Student Services Mr. Mark A. Flower, Assistant Superintendent for Finance

Mrs. Yiendhy Farrelly, Director of Student Services Mrs. Carol Varsalona, Director of Language Arts and Testing

ELEMENTARY SCHOOL PRINCIPALS

Mr. Gregg Cunningham John F. Kennedy School Dr. Joseph G. Hickey Tooker Avenue School Mrs. Eleanor M. Levy Santapogue School Mrs. JoAnn Scott South Bay School Mrs. Christine Tona Forest Avenue School

This guide was compiled and edited by the Curriculum Department:

Dr. Dominick Palma, Assistant Superintendent Toni A. Roller

Victoria Bruckner

MISSION STATEMENT FOR THE WEST BABYLON SCHOOL DISTRICT

We, the West Babylon School Community, declare our commitment to provide educational experiences of quality which enable all students to learn, share, lead and compete in the global community. Our commit-ment is to provide a school system dedicated to the proposition that all students will become lifelong learners who take pride in their work and in their service to others. We, therefore, endeavor to continually improve the quality of our work.

PUBLIC NOTIFICATION

The West Babylon School District hereby advises students, parents, and employees and the general public that it offers employment and educa-tional opportunities including vocational education opportunities, without regard to sex, race, color, national origin or handicap. Inquiries regarding this nondiscrimination policy and grievance pro-cedures may be referred to: Assistant Superintendent for Curriculum and Student Services, 10 Farmingdale Road, West Babylon, N.Y. 11704

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SUPERINTENDENT’S MESSAGE

The New York State Board of Regents approved a set of learning standards for all students that represent the core of what all people should know, understand and be able to do as a result of their formalized learning. These standards are to form the basis of educational values and expectations in New York State. All children should expect an intellectually powerful and stimulating education no matter where they live. All stakeholders involved in a student’s education including teachers, administrators, and especially parents

should share the same high level of expectations of all youngsters. West Babylon’s curriculum guides are designed to serve as the framework to the expectations that we hold for all of our students. Our instructional leaders including central administrators, coordinators, directors, principals and teachers have worked tirelessly so that parents can understand what district’s educational goals are for our students. The success of your student’s education, however, cannot be complete without your cooperation. Please read this guide carefully and review its contents regularly, so that you are better informed and can play an integral part in the education of your child.

EDUCATIONAL PHILOSOPHY The Board subscribes to the belief that our primary educa-tional responsibility is to pursue a course of action that shall be most fulfilling, most meaningful, and most rewarding to all of our young people. We believe, as well, that the term “to be educated” shall encompass those ethical, moral and spiritual values that are indicative of the compassionate, the humane, and the human being. Our schools shall be committed to the development of democratic ideals and ways of living. Each school shall be responsible for providing rich, continuing and integrating experiences through the disciplines inherent in our democ-ratic society, so as to foster such ideas and values as the following: DEVELOP A DESIRE FOR LEARNING NOW AND IN THE FUTURE • Develop intellectual curiosity and eagerness for lifelong learning • Develop a positive attitude toward learning • Develop a positive attitude toward continuing independent education • Develop a positive attitude toward the use of leisure time GAIN A GENERAL EDUCATION • Develop ability to communicate ideas and feelings effectively • Develop skills in reading and in oral and written English • Develop background and skills in the use of numbers,

natural sciences, mathematics and social studies • Develop a fund of information and concepts • Develop special interests and abilities DEVELOP GOOD CHARACTER AND SELF-RESPECT • Develop moral responsibility and a sound ethical and moral behavior • Develop the student’s capacity to discipline himself to work, study and play constructively • Develop moral and ethical sense of values, goals and processes of free society • Develop standards of personal character and ideas DEVELOP PRIDE IN WORK AND A FEELING OF SELF-WORTH • Develop a feeling of student pride in achievements and progress • Develop self-understanding and self-awareness • Develop the student’s feeling of positive self-worth, security and self-assurance • Develop the ability to make a job selection LEARN HOW TO EXAMINE AND USE INFORMATION • Develop the ability to examine constructively and creatively

• Develop the ability to use scientific methods • Develop reasoning abilities • Develop skills to think and proceed logically LEARN TO RESPECT AND GET ALONG WITH PEOPLE WITH WHOM WE WORK AND LIVE • Develop appreciation and respect for the worth and dignity of individuals • Develop respect for individual worth and understanding of minority opinions and acceptance of majority decisions • Develop a cooperative attitude toward living and working with others • Develop an understanding and a practice of the skills of family living LEARN HOW TO BE A GOOD CITIZEN • Develop an awareness of civil rights and responsibilities • Develop attitudes for productive citizenship in a democracy • Develop an attitude of respect for personal and public

property • Develop an understanding of the obligations and responsibilities of citizenship LEARN HOW TO RESPECT AND GET ALONG WITH PEOPLE WHO THINK, DRESS AND ACT DIFFERENTLY • Develop an appreciation for and an understanding of other people and cultures • Develop an understanding of political, economic and social patterns of the rest of the world • Develop awareness of the interdependence of races, creeds, nations and cultures • Develop an awareness of the processes of group relationships LEARN ABOUT AND UNDERSTAND THE CHANGES THAT TAKE PLACE IN THE WORLD • Develop ability to adjust to the changing demands of society • Develop an awareness and the ability to adjust to a changing world and its problems • Develop an understanding of the past, identify with the present, and adapt to the future

APPRECIATE CULTURE AND BEAUTY IN THE WORLD • Develop abilities for effective expression of ideas and cultural appreciation (Fine Arts) • Develop appreciation for beauty in various forms • Develop creative self-expression through various media (art, music, writing, etc.) • Develop special talents in music, art, literature and foreign languages

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UNDERSTAND AND PRACTICE DEMOCRATIC IDEAS AND IDEALS • Develop loyalty to American democratic ideals • Develop patriotism and loyalty to ideas of democracy • Develop knowledge and appreciation of the rights and privileges in our democracy • Develop an understanding of our American heritage DEVELOP SKILLS TO ENTER A SPECIFIC FIELD OF WORK • Develop abilities and skills needed for immediate employment • Develop an awareness of opportunities and requirements related to a specific field of work • Develop an appreciation of good workmanship PRACTICE AND UNDERSTAND THE IDEAS OF HEALTH AND SAFETY • Establish an effective individual physical fitness program • Develop an understanding of good physical health and well-being • Establish sound personal health habits and information • Develop a concern for public health and safety LEARN HOW TO BE A GOOD MANAGER OF MONEY, PROPERTY AND RESOURCES • Develop an understanding of economic principles and responsibilities • Develop ability and understanding in personal buying,

selling and investment • Develop skills in management of natural and human resources and man’s environment

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TABLE OF CONTENTS

The K-2 Arts: Art……………………………….….…………………………………………………………………7-9 Music……………….………………………………….........................................................…10-11 K-2 Physical Education……………………………………………………………………………...12-15K-2 Support and Special Education Services…………………………………………………….....16 Kindergarten: Career Development and Occupational Studies……………….………………………..…17-18 Health……………………………………………………………………………………....................19 Language Arts……………………….………………………….…………...................………. 20-22 Library Media…………………………………………………………….……………………………23 Mathematics, Science, and Technology...…………………………………….……………..24-28 Social Studies……………………………………………………………………………………..29-30 First Grade: Career Development and Occupational Studies……………….……………………………31-32 Health………………………………………………………………………………………................. 33 Language Arts……………………….………………………….……………....................……. 34-37 Library Media…………………………………………………………….………………………...38-39 Mathematics, Science, and Technology...…………………………………….……………...40-44 Social Studies……………………………………………………………………………………...45-46 Second Grade: Career Development and Occupational Studies……………….……………………………47-48 Health………………………………………………………………………………………..................49 Language Arts……………………….………………………….…………………......................50-53 Library Media…………………………………………………………….…………………………54-55 Mathematics, Science, and Technology...…………………………………….………………56-61 Social Studies………………………………………………………………………………………62-64 Computer and Multimedia Technology, K-2...................................................................................65

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ART NEW YORK STATE STANDARD 1 Grade K Students will actively engage in the processes that con-stitute creation and performance in the arts and partici-pate in various roles in the arts. • Experiment and create art works in a variety of me-

diums (drawing, painting, collage, sculpture, ceram-ics, printmaking)

• Develop their own ideas and images through the creation of art works based on themes and events

• Understand and use the elements and principles of art (line, color, texture, shape etc.) in order to com-municate their ideas

• Select and properly use different mediums and tech-niques to best communicate their ideas

• Engage in individual and group projects • Demonstrate safety when using art materials and

tools • Work cooperatively in a group setting (sharing and

showing respect for each other) • Demonstrate competency in following appropriate

procedures when using art materials • Identify the process for exhibiting art work NEW YORK STATE STANDARD 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts various roles. • Understand the variety of careers associated with

the visual arts • Give examples of artists who make their livings in

the arts professions • Understand museums, galleries and community

opportunities (art fairs and shows) for looking at original art

• Recognize the Internet as a vehicle for looking at each work

• Recognize that children’s literature books are a ve-hicle for looking at original art

• Acquire an art vocabulary • Understand the characteristics of various mediums • Explain their reflections about the content, images

and ideas depicted in art work • “Read a painting,” using their art vocabulary, in

terms to visual and other sensory qualities (line, shape, color, texture and balance)

• Analyze similarities and differences in art work in terms of color families, shapes, lines and mood

• Recognize original art work vs. reproductions • Explain the themes that are found in works of visual

art and recognize that many of these themes are related to other forms of art and literature

• Recognize the creativity and uniqueness of others • Develop a sense of pride in accomplishment NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

ELEMENTARY ART PROGRAM

The Elementary Art Program strives to foster an appreciation of the creative process on an individual basis. It is a chief resource for enlarging students’ experience beyond their imme-diate surroundings. Art instruction encourages students to take pleasure in creating regardless of their talent or previous experience; to learn about and use the basic tools and resources and to observe and appreciate art all around them. It encourages each student to see himself as an artist and understand artistic achievement of the past and present. This is a sequential curriculum where each art activity is linked to the next. Students experiment and communicate their thoughts and feelings in a variety of modes, enabling them to develop their own style and take artistic risks. There is a continuing challenge of situations through which students develop an appreciation of multiple artistic solutions and interpreta-tions, acquiring a broad perspective on the meaning of “value”. The art program cultivates the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression. The intellectual demands that the visual arts place on students help them develop prob-lem-solving abilities and such powerful thinking skills as analyzing, synthesizing and evaluat-ing. It engages students in a process that helps them develop the self-esteem, self-discipline, cooperation, and self-motivation necessary for success in life.

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• Look at and discuss a variety of art works from di-verse cultures as a way to discover ideas and events of those cultures

• Create art works that show the influence of a par-ticular culture

• Discuss how artists are regarded in different cul-tures

• Recognize the role of the arts in our own culture and environment

ASSESSMENT • Observation • Discussion • Displays and exhibits • Classroom participation • Feedback from classroom teachers NEW YORK STATE STANDARD 1 Grade 1 Students will actively engage in the processes that con-stitute creation and performance in the arts and partici-pate in various roles in the arts. • Experiment and create art works in a variety of me-

diums (drawing, painting, collage, sculpture, ceram-ics, printmaking, computer graphics)

• Develop their own ideas and images through the creation of art works based on themes and events

• Understand and use the elements and principles of art (line, color, texture, shape etc.) in order to com-municate their ideas

• Select and properly use different mediums and tech-niques to best communicate their ideas

• Engage in individual and group projects • Demonstrate safety when using art materials and

tools • Work cooperatively in a group setting (sharing and

showing respect for each other) • Demonstrate competency in following appropriate

procedures when using art materials • Identify the process for exhibiting art work NEW YORK STATE STANDARD 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Understand the variety of careers associated with


the arts professions • Understand museums, galleries and community

opportunities (art fairs and shows) for looking at original art

• Recognize the Internet as a vehicle for looking at each work

• Recognize that children's literature books are a ve-

hicle for looking at original art • Acquire an art vocabulary • Understand the characteristics of various mediums

(two-dimensional, three-dimensional and electronic images)

• Develop skills with electronic media as a means of expressing visual ideas

NEW YORK STATE STANDARD 3 Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Explain their reflections about the content, image

and ideas depicted in art work • “Read a painting,” using their art vocabulary, in

terms of color families, shapes, lines and mood • Analyze similarities and differences in art work in

terms of color families, shapes, lines and mood • Recognize original art work vs. reproductions • Explain the themes that are found in works of visual

art and recognize that many of these themes are related to other forms of art and literature

• Recognize the creativity and uniqueness of others • Develop a sense of pride in accomplishment NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. • Appreciate art works from diverse cultures as a way

to discover ideas and events of those cultures • Create art works that show the influence of a par-

ticular culture • Discuss how artists are regarded in different cul-

tures • Recognize the role of the arts in our own culture

and environment ASSESSMENT • Observation • Discussion • Displays and exhibits • Classroom participation • Feedback from classroom teachers NEW YORK STATE STANDARD Grade 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Understand the variety of careers associated with


the arts professions

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• Identify what art makers do, such as get ideas, make decisions, work with materials, and decide when their work is finished

• Understand museums, libraries, galleries and com-munity opportunities (art fairs and shows) for look-ing at original art

• Recognize the Internet as a vehicle for looking at art work and doing research in the art field

• Recognize that children’s literature books are a ve-hicle for looking at original art

• Acquire an art vocabulary • Understand the characteristics of various mediums

(two-dimensional, three-dimensional and electronic images) in order to select those that are appropriate for their purposes and intent

• Develop skills with electronic media as a means of expressing visual ideas

NEW YORK STATE STANDARD 3 Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Explain their reflections about the content, images

and ideas depicted in art work • Reflect upon, interpret and evaluate works of art

using the language of art criticism • Recognize the visual characteristics of the design

elements (line, color, value, shape, texture and space) in forms that are natural and of human origin

• Analyze similarities and differences in art work in terms of color families, shapes, lines and mood

• Identify natural, hand-made, machine-made, and other objects, as well as original art works and re-productions

• Explain the themes that are found in works of visual art and recognize that many of these themes are related to other forms of art and expressed in other disciplines (mathematics, science, literature, social studies, etc.)

• Recognize the creativity and uniqueness of others • Understand that the meaning of What is art” has

changed over time and continues to be a personal judgment

• Recognize work produced by individual artists • Develop a sense of pride in accomplishment NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. • Appreciate art works from diverse cultures as a way

to discover ideas and events of those cultures • Create art works that show the influence of a par-

ticular culture • Discuss how artists are regarded in different cul-

tures • Recognize the role of the arts in our own culture

and environment ASSESSMENT • Observation • Discussion • Displays and exhibits • Classroom participation • Feedback from classroom teachers ART VOCABULARY Kindergarten primary colors overlap symmetrical secondary colors print bleeding off the self-portrait sculpture paper line texture kiln shape mural firing First Grade portrait overlap firing radial pattern glaze background pinch pot symmetrical line kiln Second Grade texture horizontal fauvism repetition vertical plaid diagonal

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NEW YORK STATE STANDARD 1 Grade K Students will actively engage in the processes that con-stitute creation and performance in the arts and partici-pate in various roles in the arts. • Demonstrate appropriate audience behavior • Sing in tune individually and with a group in the

classroom and at home • Make movements or “act out” the story or expres-

sion of a song • March, skip, walk, slide in time to appropriate mu-

sic • Clap hands to a basic beat or pulse of music • Participate in simple singing games which involve

following patterns of movement and choosing part-ners

NEW YORK STATE STANDARD 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Sing simple songs of grade level interest • Use simple rhythm instruments in order to play ba-

sic beats • Play simple rhythm instruments, such as drums,

triangles, bells, rhythm sticks, and tambourines • Recognize by sight and sound common rhythm in-

struments and other familiar instruments such as drums, triangles, bells, piano, rhythm sticks, guitar, and violin

NEW YORK STATE STANDARD 3 Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Experience a range of emotions from listening to

music

• Identify the concepts of pitch, tempo and dynamics • Recognize that a song consists of both words and

music NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape diverse cultures of past and present society. • Accumulate a repertoire of songs including patri-

otic, holiday, seasonal, and folk songs in order to understand our multicultural heritage

• Discuss ways that music is used by various mem-bers of the community

NEW YORK STATE STANDARD 1 Grade 1 Students will actively engage in the processes that con-stitute creation and performance in the arts and partici-pate in various roles in the arts. • Move actively to music • Demonstrate an awareness of a rhythmic beat • Create multiple sounds that occur together NEW YORK STATE STANDARD 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Demonstrate pitch, dynamics, and tempo • Demonstrate difference between notes and rests NEW YORK STANDARD 3 Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Identify differences in styles of music • Identify music symbols

MUSIC

The Elementary Music Education Program strives to offer each student the opportunity to experience the excitement which can be derived from a full range of musical endeavors. Through its integrated curriculum, students can expand their individual interests and abilities in the field of music. The objectives of the program are: expand the ability of each student to communicate through music, acquaint the student with his/her musical heritage, and develop a sense of awareness and self-esteem. Students are encouraged to develop a knowledge of rhythm by actively moving to music and demonstrating an awareness of rhythmic beat. Through the study of melody, children will learn to identify the differences in pitch and increase their song repertoire. The benefits of har-mony are learned through the singing of partner songs and rounds. In addition, listening skills are developed through the use of solfege and modern technology. Students are taught to de-velop an appreciation of various types of music and to become lifelong learners of music.

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• Identify like and unlike phrases • Identify various styles of accompaniments NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape diverse cultures of past and present society. • Increase repertoire of culturally diverse songs • Discuss ways that music is used by various mem-

bers of the community NEW YORK STATE STANDARD 1 Grade 2 Students will actively engage in the processes that con-stitute creation and performance in the arts and partici-pate in various roles in the arts. • Move actively to music • Demonstrate an awareness of rhythmic beat • Create multiple sounds that occur together NEW YORK STATE STANDARD 2 Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. • Demonstrate pitch, dynamics, and tempo • Demonstrate difference between notes and rests

NEW YORK STATE STANDARD 3 Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. • Identify differences in styles of music • Identify music symbols • Identify like and unlike phrases • Identify various styles of accompaniments NEW YORK STATE STANDARD 4 Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape diverse cultures of past and present society. • Increase repertoire of culturally diverse songs • Discuss ways that music is used by various mem-

bers of the community

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PHYSICAL EDUCATION K-2

Physical education is based upon the acquisition of knowledge and skills as a foundation for engaging in physical activity. However, the mere acquisition of knowledge and skills is not enough. The mission of physical education is to enable all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive, and fulfilling life. Physical education is a sequential educational program based on physical activities un-dertaken in an active, caring, supportive, and non-threatening atmosphere in which every stu-dent is challenged and successful. Students with disabilities are provided with a learning envi-ronment that is modified, when necessary, to allow for maximum participation. As the result of a quality K-12 physical education experience, students will: • Acquire the knowledge and skill necessary to perform basic motor and manipulative skills

and attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities

• Know the benefits of engaging in regular physical activity • Demonstrate responsible personal and social behavior while engaged in physical activity • Understand that participation in physical activity promotes inclusion of diverse people and

understanding of differences among people • Understand that physical activity provides the opportunity for enjoyment, challenge, self-

expression, and communication • Participate regularly in health-enhancing physical activities (Adapted from the Content Standards of the National Association for Sports and Physical Edu-cation) AREAS OF STUDY IN PHYSICAL EDUCATION • Motor/Movement Skills • Personal Fitness/Wellness • Personal Living Skills (Assessment of students’ performance in skills and competition will be an ongoing process through skills tests and teacher observations) MOTOR/MOVEMENT SKILL DEVELOPMENT Motor/movement skills are basic to the actions of daily life and of games, sports, and recreational activi-ties. Teaching movement skills is grounded in the disciplines of anatomy, motor learning, biomechanics, and kine-siology. Through a developmentally appropriate progression of activities, based on a strong foundation of motor, non-locomotor, and manipulative skills, all students regardless of ability can engage in physical activity with com-petence and confidence. In order to participate in a variety of physical activities throughout life, the student needs to master a number of motor/movement skills at a very young age. In physical education, physical fitness can be taught as a unit of instruction or in the context of physical activities. Students gain an understanding of the importance of developing and maintaining optimum fitness in the areas of cardio-respiratory endurance, flexibility, muscular strength and endurance and body composition. Partici-pating in physical activity is one of the best ways of developing positive self-esteem. It is an opportunity for stu-dents of all abilities to engage in a variety of group activities to increase their levels of physical fitness. PERSONAL LIVING SKILLS These skills serve as the foundation for becoming a productive and concerned citizen. Personal living skills include self-reliance, social interaction, and personal management.

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STANDARD 1: Personal Health and Fitness Students will acquire the necessary knowledge and skills to establish and maintain physical fitness, partici-pate in physical activity, and maintain personal health. Elementary K-2: Elementary level students will know that skill devel-opment is based on a progression that requires practice, effort, and perseverance and understand the physical, emotional, and social benefits of movement and play. Students should demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills, as well as the fundamental concepts and principles of move-ment. This will be evident when students, for example: • Demonstrate basic motor skills (run, climb, hop),

manipulative skills (throw, catch, strike), and non-locomotor skills (balance, weight transfer) using mature motor patterns while engaged in a variety of developmentally appropriate activities.

• Apply the concepts and principles of human move-ment to the development of new skills, e.g., catch-ing objects while moving, throwing objects using opposition

• Adjust performance of skill as a result of monitor-ing or assessing previous performance, e.g., moves closer to target or throws at altered angle of release following toss that falls short

Students of all levels of ability and conditioning should understand the effects of activity on the body, the risks associated with inactivity, and the basic compo-nents of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body com-position). Students will be expected to demonstrate and assess their fitness by performing exercises or activities related to each component, and establish personal goals to improve their fitness. This will be evident when stu-dents: • Demonstrate and assess fitness by performing exer-

cises or activities related to each component, and establishing personal goals to improve fitness

• Engage in physical activity and frequent monitoring of pulse rate to reach and maintain a target heart rate for an appropriate amount of time

• Perform appropriate warm-up and cool-down exer-cises before and after vigorous activity to avoid muscle injury

STANDARD 2: A Safe and Healthy Environment Students will acquire the knowledge and ability nec-essary to create and maintain a safe and healthy environ-ment. Elementary K-2: Physical education helps students to develop skills related to creating a safe and healthy environment by stressing the importance of establishing safe conditions for games, recreation, and outdoor activities. In addi-tion, through participating in games and group activities, students come to know and practice appropriate partici-pant and spectator behaviors to produce a safe and posi-tive environment. Cooperation with others and consid-eration for others are critical lessons at the elementary level. Students should know and demonstrate practices necessary to insure safe conditions for physical activity. Evidence will include: • Safe handling of equipment • Wearing proper attire and protective gear as neces-

sary • Proper use of facilities with attention to safety haz-

ards Students will work constructively with others to ac-complish a variety of goals and tasks. In each case, they will demonstrate consideration for others. Examples include: • Contributing positively to the social climate as par-

ticipant or spectator in group sports, games, and recreational activities

• Working together as a group to solve physical chal-lenges

STANDARD 3: Resource Management Students will understand and be able to manage their personal and community resources. Elementary K-2: Elementary students know that resources available at home and in the community offer opportunities to par-ticipate in and enjoy a variety of physical activities in their leisure time. Knowledge of personal and commu-nity resources will be evident when students: • Identify community facilities for recreational activi-

ties, such as parks, swimming pools, and skating rinks

• Identify community programs such as YMCA/YWCA, Boys/Girls Clubs, Sport Camps, and Youth

NEW YORK STATE STANDARDS FOR PHYSICAL EDUCATION

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Sports Leagues

Basic Motor Skills • Perform the basic motor skills of walk, run, jump,

hop, leap, skip, gallop and slide • Perform a combination of basic motor skills such as

running and jumping • Perform the basic motor skills necessary to partici-

pate in a variety of games and activities

Basic Non-Locomotive Skills • Perform the basic non-locomotive skills of balance,

weight transfer, bending and stretching • Perform a combination of basic non-motor skills

such as balance and bending • Perform the basic non-locomotive motor skills nec-

essary to participate in a variety of games and ac-tivities

• Engage in manipulative activities • Demonstrate the ability to use the appropriate

equipment to perform the following skills: toss, throw, roll, catch, bounce, hit/strike, kick

• Perform the above skills necessary to participate in a variety of games and activities

Physical Fitness Activities

• Explain the effects of activity on the body and risks associated with inactivity

• Distinguish among the following health-related fitness components: cardiovascular, muscle strength, muscle endurance, flexibility

• Participate regularly in health-enhancing physical activities

• Perform stretching exercises for various parts of the body

• Practice warm-up and cool-down exercises • Correlate the relationship between fitness and par-

ticipation in sports • Be able to take resting, exercise and recovery heart

rates

Rhythmic Activities • Develop rhythm through dance, story play and free

expression • Be able to perform age appropriate dances • Perform aerobic routines to music

Movement Awareness • Awareness of self in relationship to others, to ob-

jects, to environment • Basic locomotor movements without collision • Movement to an object without collision • Movement with change of direction • Movement around obstacles

• Movement through space and others

Project Adventure Activities • Examine and become familiar with the language

and concepts surrounding respect and self-esteem • Develop an increased satisfaction in one’s physical

self • Interact positively with others • Explore the components of developing and main-

taining trust within a group • Examine and understand roles in the decision-

making process • Encourage the development of game and practice

strategies • Participate in cooperative game activities

Awareness of Body and Its Capabilities • Demonstrate basic movements at different levels • Demonstrate movement involving change of direc-

tion • Demonstrate the effect of different body positions

with movement ideas • Demonstrate basic tumbling skills

Elements of Movement • Perform basic movements with the varying ele-

ments of: • Time-fast-slow • Space-direct-indirect • Force-heavy-light

Lead-up Games and Activities • Team sports and individual sports • Perform the basic skills necessary to participate in a

team lead-up game or activity • Demonstrate a knowledge of safety rules of various

team sports • Understand the basic rules • Strategies of various team sports • Prepare students for 3-5 curriculum guide activities

Interdisciplinary/Thematic Activities • Perform activities and games related to classroom

or school-wide themes

Social Skills Beginning at kindergarten and continuing through grade 12, we will support the growth of social skills, which will enable more positive relationships and consequently lead to a more meaningful and rewarding school experi-ence. Physical Education teachers will implement a minimum of one category monthly with follow-up and review throughout the child’s school day. • Develop a sense of personal respect

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• Acknowledge the importance of establishing and maintaining friendships

• Accept and be tolerant of individual differences • Develop an awareness of bullying actions and how

to deal with them • Discuss positive and negative peer pressure and

how to respond appropriately • Demonstrate self discipline and how to control an-

ger • Develop the ability to make appropriate decisions • Encourage team work and group cooperation in all

activities

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For students who have difficulty mastering segments of the curriculum, the following support services are avail-able: • Small group instruction under Title I federal funds

for reading, writing and mathematics • English as a Second Language Instruction • Small group tutorials, before and after school STUDENT SERVICES • Social Worker • Psychologists • Attendance Officers • School Nurse/Teachers SPECIAL EDUCATION • Speech Services • Physical Therapy • Occupational Therapy • Hearing and Visually Impaired Services • Resource Room • Inclusion Services • Special Education Classroom • Mainstreaming to support students’ strengths • Summer School

SUPPORT AND SPECIAL EDUCATION SERVICES

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SCANS REPORT The skills and competencies identified by the U.S. Sec-retary of Labor’s Commission on Achieving Necessary Skills (SCANS) are seen as necessary for the success of those entering the workforce in the 21st century. The skills outlined in the “SCANS Report” are: Basic Skills • Can read and write • Can do basic arithmetic and math • Listens effectively • Speaks clearly Thinking • Creative thinking • Decision-making • Problem-solving • Visioning-”Seeing things in the mind’s eye” • Knowing how to learn • Reasoning Personal Qualities • Responsibility • Self-esteem • Social • Self-management

• Integrity/honesty Resources • Allocates time • Allocates money • Allocates material and facility resources • Allocates human resources Information • Acquires and evaluates information • Organizes and maintains information • Interprets and communicates information • Uses computers to process information Interpersonal • Participates as a member of a team • Teaches others • Serves clients/customers • Exercises leadership • Negotiates to arrive at a decision Systems • Understands systems • Monitors and corrects performance • Improves and designs systems

KINDERGARTEN NEW YORK STATE LEARNING STANDARDS FOR

CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES

STANDARD 1: Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. STANDARD 2: Integrated Learning Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. STANDARD 3a: Universal Foundations Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. STANDARD 3b: Career Majors Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

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Technology • Selects technology • Applies technology to task • Maintains and troubleshoots technology Many of these skills are addressed in the learner expec-tations stated in each of the subject areas. Learner Expectations • Describe the kinds of work people do in specific

settings • List the skills and tools needed to perform specific

jobs • Demonstrate an awareness of resources and materi-

als needed to complete a task • Describe jobs in the community (i.e., fire fighter,

postal workers, police officers) • Name different occupations and how they benefit

others

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The Health Education Program on the elementary level is designed to be an integral part of the curriculum and an essential element in the growth of the child. The goals of the program focus on both the traditional and current issues which affect the health and wellbeing of the student. The health program strives to provide the basis of healthful living for each student, to provide each student with meaningful health experiences and to provide an atmosphere which will foster good health practices. ASSESSMENT • Group discussions • Evaluation of materials • Role playing LEARNING EXPECTATIONS DRUGS, ALCOHOL AND TOBACCO • List examples of who should give medicines to children • Recognize that medicines are drugs and could be harmful to one’s body • Understand the basic function of the heart and lungs • Recognize that alcohol and smoking can be harmful

to the body NUTRITION • Recognize that eating enough of the right food

helps keep the body working properly • Recognize different foods are necessary for proper growth and health

DENTAL HEALTH • Explain the correct procedure for brushing teeth • Identify necessary times for brushing • Recognize the importance of a yearly dental check-up • Recognize role of refined carbohydrates in formation of cavities SAFETY • Discuss how the senses keep us safe • Discuss safety rules regarding strangers • Identify dangerous objects that may be harmful to oneself and others • Understanding the importance of sun safety and its relationship to skin health COMMUNICABLE DISEASES/AIDS • Differentiate between communicable and non-communicable disease • Define communicable disease and discuss which of the listed are easy to get and which are hard to get • Discuss ways to prevent disease: annual checkups, safety at home, play, etc., using good judgment • List measures to reduce the risk of spreading communicable disease: covering mouth when coughing or sneezing, washing hands, immunization

NEW YORK STATE LEARNING STANDARDS FOR HEALTH

STANDARD 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain health. STANDARD 2: A Safe and Healthy Environment Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. STANDARD 3: Resource Management Students will understand and be able to manage their personal and community resources.

HEALTH EDUCATION

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ASSESSMENT The ultimate purpose of assessment in the English language arts is to improve learning. All assessment examines the learning that is taking place in the class-room. Assessment of a student’s abilities in the Inte-grated Language Arts begins with the teacher’s daily observations of the student’s progress in the language arts learning expectations. Daily classroom activities stress the importance of learning language as an inte-grated process. Assessment is embedded in the learning process and not layered on as an afterthought. It is an integral

and ongoing part of instruction. A primary result of assessment should be to instill in children knowledge about and confidence in their own learning. Data is generated through the following means: • Teacher observation of learner expectations • Teacher anecdotal records • Daily classroom tasks • Readiness assessment • Participation in class tasks • Degree of student participation in classroom activi-

ties • West Babylon Early Literacy Profile

NEW YORK STATE LEARNING STANDARDS FOR ENGLISH LANGUAGE ARTS

STANDARD 1: Students will read, write, listen, and speak for information and understanding As listeners and readers, students will collect data, facts, and ideas: discover relationships, concepts, and generalizations: and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. STANDARD 2: Students will read, write, listen, and speak for literary response and expression Students will read and listen to oral, written and electronically produced texts and per-

formances, relate texts and performances to their own lives, and develop an under-standing of the diverse social, historical, and cultural dimensions the texts and per-formances represent. As speakers and writers, students will use oral and written lan-guage for self-expression and artistic creation.

STANDARD 3: Students will read, write, listen, and speak for critical analysis and evaluation As listeners and readers, students will analyze experiences, ideas, information, and

issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspec-tives, their opinions and judgments on experiences, ideas, information and issues.

STANDARD 4: Students will read, write, listen, and speak for social interaction Students will use oral and written language for effective social communication with a

wide variety of people. As readers and listeners, they will use the social communica-tions of others to enrich their understanding of people and their views.

INTEGRATED LANGUAGE ARTS The Integrated Language Arts Program in the West Babylon Elementary Schools is based on the premise that students come to school with a wide range of language abilities. To this end, listening, speaking, reading and writing form the basis for the curriculum in the English Lan-guage Arts program. Among its many objectives are the development of the student’s ability to communicate ideas and feelings effectively, and improve the student’s skills in reading, and in oral and written English.

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When homework is assigned it is designed to reinforce understanding and to develop a sense of responsibility. Parents are encouraged to read to their children at home. LISTENING / SPEAKING Listening and speaking are related processes, and both are essential tools for learning across the curriculum. Students need to be taught to listen, as opposed to hear, and to communicate effectively, as opposed to talk. As students become more adept listeners and speakers, they are able to relate new ideas to their own experiences, synthesize and analyze concepts, reflect on and evaluate their own ideas and consider the ideas of others. In the elementary grades students become effective listeners and speakers through expo-sure to a broad range of listening and speaking experi-ences to increase their vocabulary and enhance their understanding and appreciation of the English language. NEW YORK STATE STANDARD 1 Students will listen and speak for information and understanding • Watch, listen to, and enjoy shared reading • Listen to, retain, and follow a series of directions • Listen attentively in order to recall information and specific detail • Listen to and recite poetry • Discriminate differences in sounds and words NEW YORK STATE STANDARD 2 Students will listen and speak for literary response and expression • Develop and expand expressive vocabulary • Tell stories through puppetry, role playing and dramatizations • Discuss literature • Listen to literature to predict outcomes NEW YORK STATE STANDARD 3 Students will listen and speak for critical analysis and evaluation • Participate in group discussion • Understand and use complete sentences to express ideas • Differentiate between statements and questions • Appreciate and make use of rhyme and rhyme patterns NEW YORK STATE STANDARD 4 Students will listen and speak for social interaction • Understand the purposes for listening in various situations • Speak clearly and fluently • Relate ideas and personal experiences to group

discussion • Share, discuss and clarify ideas with peers in play, conferences and informal activities WRITTEN EXPRESSION Children learn to write best by writing. At the kindergarten level writing is a developmental process that begins with drawing and can progress to phonetic awareness. As beginning writers, children are able to most easily produce pieces of writing when they tell about their feelings or reactions to experiences. Students need these opportunities to establish positive self-images and to enhance their self-esteem. NEW YORK STATE STANDARD 1 Students will write for information and understanding • Recognize the link between the spoken word and print • Recognize the link between sounds and letters in printed words NEW YORK STATE STANDARD 2 Students will write for literary response and expression • Understand the purposes of writing and develop a sense of authorship • Participate in different kinds of writing experiences

(for example: charts, lists, messages, letter stories, signs, labels, recording observations) independently and from teacher models

• Experiment with writing by drawing NEW YORK STATE STANDARD 3 Students will write for critical analysis and evaluation • Expand writing by developing the ability to ask

questions and make comments through teacher and peer conferences NEW YORK STATE STANDARD 4 Students will write for social interaction • Share written work through oral reading to individuals and to the class READING / LITERATURE The ultimate goal of reading instruction is to produce individuals who value reading and seek out books. In the classroom, children are immersed in a language-rich environment to develop an awareness of good literature. To be successful strategic readers all students should be able to: • Recognize where print begins and ends on a page • Understand and use left to right, top to bottom progression • Identify capital and lower case letters • Recognize consonant and vowel sounds in isolation

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• Recognize letter sounds in words NEW YORK STATE STANDARD 1 Students will read for information and understanding • Understand that in literature, pictures and words

relate to each other • Recognize that books have an author/illustrator • Examine and classify literature into specific categories (poetry, fiction, non-fiction, etc.) • Cultivate and build a usable sight vocabulary • Match words, phrases and sentences to text • Identify new words in story context and discover their meanings NEW YORK STATE STANDARD 2 Students will read for literary response and expression • Cultivate a desire to read and be read to • Understand the purposes of reading • Expand personal experiences through literature NEW YORK STATE STANDARD 3 Students will read for critical analysis and evaluation • Sequence events logically • Summarize story and describe, in own words, characters, plot and some major details • Distinguish between fact and fiction • Predict story events • Classify objects and pictures into logical categories • Analyze likenesses and differences in colors,

shapes, designs, directionality, size, letters and words NEW YORK STATE STANDARD 4 Students will read for social interaction • Participate in partner reading • Participate in book discussions, choral reading and dramatic readings in addition to inter-age and inter-generational activities • Recognize signs and symbols in home, school and community BALANCED LITERACY Kindergarten classes in West Babylon Schools in-corporate a variety of materials and approaches to build a reading foundation for the balanced literacy program. Our balanced literacy program provides several kinds of reading and writing learning ex-periences, such as: • Read Aloud • Shared reading/writing • Guided reading/writing • Independent reading/writing • Interactive writing (modeled writing)

• Word study A wide variety of quality children’s literature, con-tent area materials, guided reading books, and word study resources are available to all West Babylon kindergarten students. CORE TEXTS AND MATERIALS The core text list of instructional materials below is common to all West Babylon kindergarten students. The students will read the following core text books. Brown Bear, Brown Bear—Bill Martin, Jr Corduroy—Don Freeman Chicka Chicka Boom Boom—Bill Martin, Jr. Each Peach Pear Plum—Janet and Allen Ahlberg Rosie’s Walk—Pat Hutchins Ten Black Dots– Donald Crews Note: Repetition of favorite literature is a learning tool. Therefore, children may encounter these works of litera-ture throughout their primary school experience. Stu-dents will have the opportunity to read additional books from different genres as per New York State ELA guidelines. HANDWRITING Developing handwriting skills is an important component of the early elementary school curriculum. Beginning in kindergarten, students are instructed in the proper use of writing instruments and letter forma-tion. Opportunities are provided for students to continue to develop their printing skills in first and second grade. Accuracy and efficiency are encouraged. ASSESSMENT Evaluation of writing samples. LEARNING EXPECTATIONS • Demonstrates proper grip on writing utensils • Displays proper alignment and position when writing • Demonstrates use of top to bottom directionality

while writing • Uses left to right progression when writing • Forms letters and numbers correctly in isolation

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THE NINE INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING INFORMATION LITERACY STANDARD 1: The student who is information literate accesses information efficiently and effectively. STANDARD 2: The student who is information literate evaluates information critically and competently. STANDARD 3: The student who is information literate uses information accurately and creatively. INDEPENDENT LEARNING STANDARD 4: The student who is an independent learner is information literate and pursues information related to personal interests. STANDARD 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. STANDARD 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. SCHOOL RESPONSIBILITY STANDARD 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance to a democratic society. STANDARD 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. STANDARD 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.* *(from “Information Power” published by the American Library Association—1998)

ASSESSMENT • Satisfactory completion of teacher assigned tasks • Maintain, respect and return library books and materials • Understand that materials in the library media center have a specific order • Demonstrate pride in their library and school environment • Participate in class discussions and special events • Participate in school wide reading programs LIBRARY ORIENTATION • Demonstrate rules and practice behavior appropriate to grade level • Demonstrate competency in following appropriate circulation procedures • Use library time appropriately and effectively • Demonstrate good interpersonal skills • Demonstrate responsible behavior in the use of technology • Demonstrate responsible behavior in the care of books and library materials INFORMATION SKILLS • Choose and locate appropriate materials • Understand the different types of library materials • Experience basic computer skills and proper use of technology APPRECIATION OF LITERATURE • Experience various examples of children’s literature i.e., picture books and biographies • Identify works of outstanding authors and illustrators • Select books appropriate to one’s interests and abilities • Utilize technology to enhance enjoyment of literature

LIBRARY MEDIA

Our Library Media Program supports and enhances individual student needs and inter-ests. It is an integral part of the entire educational program—the keystone for quality education. Its goals and objectives are consistent with school wide programs which strive to implement and enrich the learning standards of the entire educational program, including providing appro-priate technological support. Through its wide variety of resources, our library media program encourages each student to achieve the optimum of his/her potential as a learner, as a citizen and as a human being. With each student as the center of focus, the library media program strives to develop a curiosity and eagerness for life-long learning as well as to develop the abil-ity to examine ideas constructively and creatively. The library media program will remain flexible in order to accommodate the ever-changing role of technology in education.

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NEW YORK STATE STANDARDS FOR MATHEMATICS, SCIENCE AND TECHNOLOGY

STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. STANDARD 2: Students will access, generate, process, and transfer information using appropriate technologies. STANDARD 3: Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability. STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. STANDARD 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. STANDARD 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. STANDARD 7: Students will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions. MATHEMATICS Kindergarten The Mathematics Program at the elementary level begins with those areas of study which reflect the immediate experiences, needs, and abilities of its students. From this base, student learning is widened through a carefully articulated, sequentially developed program of study. The Mathematics Program is designed to develop basic skills and understandings for dealing with number and form. It provides each student with the tools necessary to improve individual analytical thinking skills. Our curriculum includes a broad range of content and makes appropriate use of technology. When homework is assigned, it is designed to support and extend classroom activities.

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ASSESSMENTS

Data generated through the following means:

• Teacher observation of learner expectations • Early Numeracy Assessment • Teacher anecdotal records • Teacher-student conferences • Daily classroom tasks • Participation in class discussions • Degree of student participation in classroom activities The Five Content Strands Number Sense and Operations Strand • Count the items in a collection and know the last counting

word tells how many items are in the collection (1 to 10) • Count out (produce) a collection of a specified size 1 to 10 • Numerically label a data set of 1 to 5 • Verbally count by 1’s to 20 • Verbally count backwards from 10 • Represent collections with a finger pattern up to 10 • Draw pictures or other informal symbols to represent a spoken number up to 10 • Draw pictures or other informal symbols to represent how many in a collection up to 10 • Write numbers 1-10 to represent a collection • Visually determine how many more or less, and then using the verbal counting sequence, match and count 1-10 • Use and understand verbal ordinal terms, first to tenth • Solve and create addition and subtraction verbal word

problems (use counting-based strategies, such as counting on and to ten) • Determine sums and differences by various means • Recognize number as a way of naming objects • Compare sets with more, less, and the same amounts • Order sets of objects from smallest to largest and from largest to smallest • Identify the set with the most and the least • Relate counting to grouping and place value • Understand and use directions such as left and right • Use whole numbers to quantify groups of objects • Integrate the comparison of sets and counting with real life activities • Use terms: first, last, middle, before, after and between • Use ordinal numbers for first through tenth • Recognize and identify numerals in the environment • Read numerals 0-20 • Write numerals 0-20 • Count a variety of objects using cardinal numbers to 20, using one-to-one correspondence • Participate in “100th Day” activities • Use a variety of materials for counting forward and backward • Discuss ideas such as a whole is more than half • Use halves to explore concept of fraction • Recognize that fractions are a way of naming less than a whole • Recognize that fewer objects are represented by “a smaller number”

• Skip counting by 5’s, and 10’s to 100 • Combine sets totaling less than ten objects to identify “how many in all” • Separate sets totaling ten objects • Explore the idea of “one more” and “one less” using manipulatives • Compare groups to identify which one has “one less” or “one more” • Apply skills to real life problems • Identify colors • Use manipulatives to explain thinking Algebra Strand • Use a variety of manipulatives to create patterns using color, size, or shape • Recognize, describe, extend, and create patterns that repeat (e.g., ABABAB or ABAABAAAB) • Form patterns with manipulative objects • Recognize and identify patterns in real life • Reproduce, create and extend patterns using manipulatives and body movements Geometry Strand • Sort groups of objects by size and size order (increasing and Relationships decreasing) • Explore vertical and horizontal orientation of objects • Manipulate two- and three-dimensional shapes to explore symmetry • Understand and use ideas such as over, under, above, below, on, Geometry beside, next to, middle and between • Sort, classify and compare objects according to properties and attributes • Identify objects and designs that are symmetrical and

recognize that if divided in half, both halves look the same • Fold geometric shapes into halves • Recognize and name geometric shapes in the environment

(circles, squares, triangles, rectangles, cubes, cylinders) Measurement Strand • Name, discuss, and compare attributes of length (longer than, shorter than) • Compare the length of two objects by representing each length with string or a paper strip • Relate specific times such as morning, noon, afternoon, and

evening to activities and absence or presence of daylight • Recognize penny, nickel, dime, quarter, and dollar bill • Compare sizes of objects in terms of length and height • Compare distances using terms such as farther and nearer • Use whole numbers to measure distance • Use concrete objects, such as string, to estimate lengths

(shortest, longest) • Perform weighing activities using comparisons, i.e., heavier or lighter • Use a balance scale to make weight comparisons • Compare capacity of various containers using terms such as “less than” or “more than” • Identify the proper use for rulers, tape measures, scales and thermometers • Compare temperatures in terms of warmer or cooler

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• Use non-standard units of measure (blocks or toys) rather than inches in measurement activities • Participate in calendar activities • Read dates on calendar • Recognize time to the hour on analog and digital clocks • Identify sequences of events using the concept of time Statistics and Probability Strand • Gather data in response to questions posed by the teacher and students • Help to make simple pictographs for quantities up to 10, where one Display of Data picture represents 1 • Sort and organize objects by two attributes (e.g., color, size, or shape) • Represent data using manipulatives • Identify more, less, and same amounts from pictographs or concrete models • Make graphs using blocks and other concrete objects • Create and interpret a variety of graphs • Record information using a tally chart • Recognize the likelihood of different events from certain to impossible • Anticipate likely outcomes of events Problem Solving act out compare draw examine explore generate solutions identify the problem interpret make observations model using manipulatives solution strategy Reasoning and Proof guess listen share true/false Communication ask questions draw explain organize share ideas use the language of mathematics Connections apply see mathematics in their daily lives use strategies Representation act it out draw

model a situation Number Sense and Operations add after all together before collection count count backwards fewer fewer than less more next number numeral ordinal numbers (first-tenth) sum take away Algebra attribute length pattern Geometry above below beside between next to on over rectangle shape size sort symmetry under Measurement afternoon as long as daylight evening longer longer than morning noon shorter shorter than Statistics and Probability data less more pictograph same tally mark

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SCIENCE The Science Program at the elementary level strives to provide the student with a sense of discovery and excitement for the study of science. It is dedicated to the idea that science has a place in every child’s life and extends into adulthood. The students are afforded opportunities to have direct, hands-on experience with common objects, materials, and living things in their environment to promote the student’s ability to use the scientific method and to develop critical thinking and reasoning skills in order to solve problems. The following portion of the curriculum guide is a col-lection of statements of what students will achieve to provide evidence that they understand the Key ideas from the New York State Core Curriculum. NEW YORK STATE STANDARD 1: ANALYSIS, INQUIRY, DESIGN Inquiry and Process Skills The goal of the science curriculum and instructor is to foster the development of science process skills. These process skills are applied in the three Key Ideas in Standard 1 and are as follows: classifying, communication, creating models, gathering and organizing data, making decisions, manipulating materials, measuring, observing and predicting. KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. KEY IDEA 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. ASSESSMENT Data generated through the following means: • Teacher observation of learner expectations • Teacher anecdotal records • Teacher-student conferences • Daily classroom tasks

• Participation in class discussions • Degree of student participation during classroom activities • Uses of the scientific method NEW YORK STATE STANDARD 4: LIVING ENVIRONMENT KEY IDEA 1: Living things are both similar and different from each other and from nonliving things. KEY IDEA 2: Organisms inherit genetic information in a variety of ways that results in continuity of structure and function between parents and offspring. KEY IDEA 3: Individual organisms and species change over time. KEY IDEA 4: The continuity of life is sustained through reproduction and development. KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life. KEY IDEA 6: Plants and animals depend on each other and their physical environment. KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environments. Animal Life • Identify living from non-living • Distinguish between plants and animals • Contrast various animal habitats • Determine the interdependence of plants and animals • Recognize what is necessary to maintain life • Recognize what is necessary to maintain life • Demonstrate a respect for all living things • Observe animal life via multimedia technology Plant Life • Discover the variety of seeds from which plants

grow differentiating color, size and shape • Identify the conditions needed for seeds and plants to grow • Describe and classify the different types of plants and their environment • Distinguish between edible and non-edible seeds and plants

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NEW YORK STATE STANDARD 4: PHYSICAL SETTING KEY IDEA 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. KEY IDEA 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved. KEY IDEA 5: Energy and matter interact through forces that result in changes in motion. Seasons and Weather • Identify the seasons of the year and the respective

weather • Discuss how changes of season affect our lives as

well as the lives of other animals and plants • Observe that air and water are components of our

environment

Earth and Beyond • Discuss the composition of the Earth, water and

land masses • Distinguish among the various bodies of water • Identify the sun, Earth and moon in relationship to the solar system HEALTH EDUCATION Nutrition • Discuss why fruits and vegetables make good snacks Growth, Fitness and Care of the Body • Relate the importance of an adequate diet, outdoor play, sleep and rest to proper growth • Recognize the importance of healthy eating and regular exercise for a healthy body • Explain that doctors and nurses help keep us well and take care of us when we are sick • Relate adequate sleep to feeling rested and energetic the next day Safety • Identify fire rules • Describe dangers of crossing streets except at corners or crosswalks • Demonstrate correct behavior on a school bus See K-2 Science vocabulary list on page 61

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SOCIAL STUDIES The Social Studies Program at the kindergarten level focuses on helping the student develop awareness of self as a growing individual. The child’s unique qualities as well as similarities to others are stressed. In addition, the child’s rela-tionships with others in the classroom and the school become sources for social studies learning. Social interaction skills are integral to the kinder-garten program. Emphasis is placed on beginning with the child using content that is relevant and personally meaningful to the child. Kindergarten classes build citizenship skills and begin cultural awareness by including activities, information and experiences about racial, ethnic, geographic and socio-economic diversity.

ASSESSMENT Data generated through the following means: • Teacher observation of learner expectations • Teacher anecdotal records • Teacher-student conferences • Daily classroom tasks • Participation in class discussions • Degree of student participation in classroom activities MYSELF AND OTHERS • Identify gender, ethnicity, and language • Recognize peoples’ needs, wants, talents and abilities • Describe that every person has likes and dislikes • Describe the uniqueness and similarities among

NEW YORK STATE LEARNING STANDARDS FOR SOCIAL STUDIES

STANDARD 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of

major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

STANDARD 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of

major ideas, eras, themes, developments, and turning points in world history and ex-amine the broad sweep of history from a variety of perspectives.

STANDARD 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of

the geography of the interdependent worlds in which we live—local, national, and global—including the spatial distribution of people, places, and environments over the Earth’s surface.

STANDARD 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of

how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity prob-lem through market and non-market mechanisms.

STANDARD 5: Civics, Citizenship and Government Students will use a variety of intellectual skills to demonstrate their understanding of

the necessity for establishing governments, the governmental system of the United States Constitution, the basic civic values of American constitutional democracy, and the roles, rights and responsibilities of citizenship, including avenues of participation.

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individuals and groups • Describe the need for people to learn • Appreciate that people need others • Describe how people change over time • Recognize that people use folktales, legends, music and oral histories to teach values, ideas and traditions MY FAMILY AND OTHER FAMILIES • Compare and contrast similarities and differences among families MY SCHOOL AND SCHOOL COMMUNITY • Identify and describe the nature and purpose of school MY NEIGHBORHOOD • Locate West Babylon and other communities on a map • Recognize that different people live in a neighborhood LOCATION OF HOME, SCHOOL, NEIGHBORHOOD, AND COMMUNITY ON MAPS AND GLOBES • Identify land and water masses on maps and globes • Identify the United States on maps and globes BASIC NEEDS AND WANTS • Explain that individuals and families have needs and wants

• Describe how people can help and rely on one another to meet their needs and wants • Identify how people make economic decisions and choices SYMBOLS, RIGHTS, AND ROLES OF CITIZENSHIP • Describe that citizenship includes an awareness of

our nation’s symbols, holidays and celebrations • Explain that citizenship includes a knowledge about and respect for the flag of the United States of America • Explain that people have responsibilities at home, in school, in the classroom and in the community • Explain that people have responsibilities as members of different groups at different times in their lives • Recite the Pledge of Allegiance PEOPLE MAKE AND CHANGE RULES AND LAWS • Explain that rules affect children and adults • Recognize that people make and change rules for many reasons • Describe how families make rules to protect and govern family members • Describe how people in school groups develop rules to protect and govern themselves

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SCANS REPORT The skills and competencies identified by the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS) are seen as necessary for the success of those entering the workforce in the 21st century. The skills outlined in the “SCANS Report” are: Basic Skills • Can read and write • Can do basic arithmetic and math • Listens effectively • Speaks clearly Thinking • Creative thinking • Decision-making • Problem-solving • Visioning-”Seeing things in the mind’s eye” • Knowing how to learn • Reasoning Personal Qualities • Responsibility • Self-esteem • Social • Self-management


GRADE 1 NEW YORK STATE LEARNING STANDARDS FOR



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Technology • Selects technology • Applies technology to task • Maintains and troubleshoots technology Many of these skills are addressed in the learner expectations stated in each of the subject areas. Learner Expectations • Describe the kinds of work people do in specific settings • List the skills and tools needed to perform specific jobs • Describe various occupations and how they benefit

others (i.e., astronaut, veterinarian, librarian) • Demonstrate an awareness of resources and materials needed to complete a task • Interact as a team to develop interpersonal skills • Discuss the value of work to the individual and society

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The Health Education Program on the elementary level is designed to be an integral part of the curriculum and an essential element in the growth of the child. The goals of the program focus on both the traditional and current issues which affect the health and wellbeing of the student. The health program strives to provide the basis of healthful living for each student, to provide each student with meaningful health experiences and to provide an atmosphere which will foster good health practices. ASSESSMENT • Group discussions • Evaluation of materials • Role playing LEARNING EXPECTATIONS DRUGS, ALCOHOL AND TOBACCO • Give examples of when a drug may be helpful • Give examples of when a drug may be harmful • Explain who should give drugs to children • Recognize that alcohol and tobacco are drugs • Understand basic functions of the heart and lungs NUTRITION • Relate good nutrition to health, growth and cardiovascular fitness • Make positive decisions and good choices DENTAL HEALTH • Distinguish between primary and permanent teeth • Explain the function of teeth

• Illustrate proper brushing techniques SAFETY • Explain the components of personal safety • List some possible responses to dangerous situations • Understanding the importance of sun safety and its relationship to skin health COMMUNICABLE DISEASES/AIDS • Discuss communicable diseases he/she has heard about • Identify AIDS as a communicable disease • Decide which of the identified diseases are easy to get and which are hard to get • Define AIDS as a communicable disease that is hard to get • List and discuss communicable diseases: cold, flu, chicken pox, AIDS, measles, strep throat • Discuss modes of transmission of communicable

disease: germs, and virus, coughing, sneezing, dirty hands, contaminated needles • Demonstrate knowledge of proper hand washing



HEALTH EDUCATION

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ASSESSMENT The ultimate purpose of assessment in the English lan-guage arts is to improve learning. All assessment exam-ines the learning that is taking place in the classroom. Assessment of a student’s abilities in the Integrated Lan-guage Arts begins with the teacher’s daily observations of the student’s progress in the language arts learning expectations. Daily classroom activities stress the im-portance of learning language as an integrated process. Assessment is embedded in the learning process and not layered on as an afterthought. It is an integral and ongo-ing part of instruction. A primary result of assessment

should be to instill in children knowledge about and confidence in their own learning. Homework is an important element in a teacher’s assessment of a student’s abilities. Exercises completed at home as guided practice, independent reading and research are typical assessments, often assigned as homework. Typical modes of assessment in the English language arts are: • Teacher observation • Student-to-teacher conferences • Responses to literature



formances, relate texts and performances to their own lives, and develop an under-standing of the diverse social, historical, and cultural dimensions the texts and per-formances represent. As speakers and writers, students will use oral and written lan-guage for self-expression and artistic creation.






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• Daily classroom tasks • Participation in class discussions • West Babylon Early Literacy Profile When homework is assigned it is designed to reinforce understanding and to develop a sense of responsibility. Parents are encouraged to read to their children at home. LISTENING / SPEAKING Listening and speaking are related processes, and both are essential tools for learning across the curriculum. Students need to be taught to listen, as opposed to hear, and to communicate effectively, as opposed to talk. As students become more adept listeners and speakers, they are able to relate new ideas to their own experiences, synthesize and analyze con-cepts, reflect on and evaluate their own ideas and con-sider the ideas of others. In the elementary grades stu-dents become effective listeners and speakers through exposure to a broad range of listening and speaking ex-periences to increase their vocabulary and enhance their understanding and appreciation of the English language. NEW YORK STATE STANDARD 1 Students will listen and speak for information and understanding Both listeners and speakers need to be able to identify and sequence essential information. Also, learning to listen actively requires the listener to understand the purpose for listening and to assign meaning to the message. • Follow and give oral directions • Listen to and relate essential information • Listen for and identify essential details • Identify and support main ideas • Identify and describe the main problem • Identify unclear information and clarify • Predict possible outcomes • Suggest possible solutions • Identify and use critical thinking and problem-solving skills NEW YORK STATE STANDARD 2 Students will listen and speak for literary response and expression Students should have a variety of experiences in which they share personal narratives, tell or retell stories, or give dramatic presentations. A sensitivity to language is important, not only for effective oral communication, but also to provide a social foundation for writing. Enjoy listening to and sharing personal experience, stories, and drama. Appreciate and orally interpret patterns in language. • Identify structure, sequence or patterns in language

• Identify examples that are appealing or interesting • Identify and use sounds and words which create

images • Identify and use repetition • Identify and use rhyming patterns • Interpret and use figurative language • Identify and use rhythm patterns NEW YORK STATE STANDARD 3 Students will listen and speak for critical analysis and evaluation Students need opportunities to discuss issues of importance to them. They also need opportunities to formulate and express judgments about the content, organization and delivery of oral communication. • Evaluate and generate statements of opinion, personal preference and value • Provide sufficient support to expressed ideas • Evaluate ideas presented NEW YORK STATE STANDARD 4 Students will listen and speak for social interaction Demonstrate good listening and speaking in conversation, group discussions, and in giving and taking messages • Listen to and recall specifics and details • Offer ideas related to topic, based on child’s own personal experiences • Contribute ideas in brainstorming • Appreciate and make use of the patterns of language • Explain and clarify meaning in students’ own words • Develop strategies to monitor unclear statements WRITTEN EXPRESSION Children learn to write best by writing. At the kindergarten level writing is a developmental process that begins with drawing and can progress to phonetic awareness. As beginning writers, children are able to most easily produce pieces of writing when they tell about their feelings or reactions to experiences. Stu-dents need these opportunities to establish positive self-images and to enhance their self-esteem. NEW YORK STATE STANDARD 1 Students will write for information and understanding • Arrange information in chronological order • Brainstorm sensory words to describe a person, animal, or object • Design labels • Generate complete sentences orally • Use selected sensory words in complete sentences • Record a dictated complete sentence

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• Generate complete sentences in writing NEW YORK STATE STANDARD 2 Students will write for literary response and expression • Formulate a sequence of sentences recounting personal feelings or reactions to an experience or an event • Express personal feelings, reactions, values, interests or attitudes • Use words that appeal to the senses to convey an image • Record journal entries • Tell a fictional story • Experiment with fictional writing NEW YORK STATE STANDARD 3 Students will write for critical analysis and evaluation • Summarize stories • Create personal responses to literature through character analysis, plot summary and drawing conclusions NEW YORK STATE STANDARD 4 Students will write for social interaction • Compose a purposeful note READING / LITERATURE The ultimate goal of reading instruction is to produce individuals who value reading and seek out books because they expand their understanding, transport them to another time or place, allow them to see and feel with fresh insight. Reading should encourage questions and discussions that lead to the application of new ideas or information and to opportunities which extend thinking to higher levels. Good readers demon-strate the abilities to use a variety of strategies, such as: • Picture clues • Phonetic clues • Context clues NEW YORK STATE STANDARD 1 Students will read for information and understanding • Identify main idea and supporting details • Relate stories to personal experience • Predict story events • Retell a story • Sequence story events • Illustrate story to demonstrate comprehension NEW YORK STATE STANDARD 2 Students will read for literary response and expression • Enjoy, appreciate and develop a sensitivity to good literature

• Experience, understand and appreciate the situations and events in a piece of literature • Extend personal responses to literature through discussion and creative interpretation, including artwork, drama and journal writing • Appreciate ways the author uses language NEW YORK STATE STANDARD 3 Students will read for critical analysis and evaluation • Distinguish between fact and fiction • Verify information by relating prior knowledge to a new topic and comparing two books on the same topic • Evaluate a selection by both individual and group response NEW YORK STATE STANDARD 4 Students will read for social interaction • Participate in partner readings, dramatic readings,

choral readings, and book talks BALANCED LITERACY Grade 1 classes in West Babylon Schools incorpo-rate a variety of materials and approaches to build a reading foundation for the balanced literacy pro-gram. Our balanced literacy program provides sev-eral kinds of reading and writing learning experi-ences, such as: • Read aloud • Shared reading/writing • Guided reading/writing • Independent reading/writing • Interactive writing (modeled writing) • Word study A wide variety of quality children’s literature, con-tent area materials, guided reading books, and word study resources are available to all West Babylon 1st grade students. CORE TEXTS AND MATERIALS The core text list of instructional materials below is common to all West Babylon 1st grade students. The students will read the following core text books. The Snowy Day—Ezra Jack Keats Chicken Soup with Rice—Maurice Sendak Mouse Count—E. Stall Walsh Mrs. Wishy Washy—Joy Cowley Note: Repetition of favorite literature is a learning tool. Therefore, children may encounter these works of literature throughout their primary school experience.

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Students will have the opportunity to read additional books from different genres as per New York State ELA guidelines. HANDWRITING Developing handwriting skills is an important component of the early elementary school curriculum. Beginning in kindergarten, students are instructed in the proper use of writing instruments and letter forma-tion. Opportunities are provided for students to continue to develop their printing skills in first and second grade. Accuracy and efficiency is encouraged. ASSESSMENT Evaluation of writing samples LEARNING EXPECTATIONS • Utilizes appropriate spacing between letters and words • Accurately produces upper case (capital) and lower case letters • Uses consistent letter size and letter position on lines

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THE NINE INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING INFORMATION LITERACY STANDARD 1: The student who is information literate accesses information efficiently and effectively. STANDARD 2: The student who is information literate evaluates information critically and competently. STANDARD 3: The student who is information literate uses information accurately and creatively. INDEPENDENT LEARNING STANDARD 4: The student who is an independent learner is information literate and pursues information related to personal interests. STANDARD 5: The student who is an independent learner is information literate and appreciatesliterature and other creative expressions of information. STANDARD 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. SCHOOL RESPONSIBILITY STANDARD 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance to a democratic society. STANDARD 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. STANDARD 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.* *(from “Information Power” published by the American Library Association—1998)

ASSESSMENT • Actively locating library materials • Satisfactory completion of teacher assigned tasks • Maintain and respect library property and materials • Demonstrate pride in their library and school environment • Participate in class discussions and special events • Participate in school wide reading programs • Return library books and materials in the same condition as borrowed • Listen attentively and follow directions LIBRARY ORIENTATION • Demonstrate rules and practice behavior appropriate to grade level • Demonstrate competency in following appropriate circulation procedures • Demonstrate the importance of proper care of borrowed library materials • Use library time appropriately and effectively • Demonstrate good interpersonal skills • Demonstrate responsible behavior in the use of technology • Recognize that the library media center has materials other than books INFORMATION SKILLS • Choose and locate appropriate materials • Find meaning in an audiovisual presentation • Understand the alphabetical arrangement of the picture book section • Identify the differences between books and periodicals • Identify and locate fiction and non-fiction sections of the Library Media Center • Identify author and illustrator from the title page • Demonstrate basic computer skills and proper use

of technology

LIBRARY MEDIA


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APPRECIATION OF LITERATURE • Share various examples of children’s literature • Identify works of outstanding authors and illustrators • Select books appropriate to one’s interests and abilities • Analyze stories, i.e., recognize theme and discuss characters and vocabulary • Utilize technology to enhance enjoyment of literature • Participate in discussion following a story

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STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

STANDARD 2: Students will access, generate, process, and transfer information using appropriate technologies. STANDARD 3: Students will understand the concepts of and become proficient with the skills of mathematics;

communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry,

measurement, and statistics and probability. STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. STANDARD 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. STANDARD 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. STANDARD 7: Students will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions.

MATHEMATICS

Grade 1

The Mathematics Program in the West Babylon Elementary Schools recognizes the diversity of our students who come with a wide range of abilities and who may pursue multiple pathways in order to learn effectively. A variety of instructional strategies and materials is employed to enhance their learning. In line with National Council of Mathematics Standards, our curriculum is conceptually oriented, enabling children to acquire clear and stable concepts by constructing meanings in the context of physical situations. Children are actively engaged in doing mathematics. Our curriculum includes a broad range of content and makes appropriate use of technology. Communication with and about mathematics and mathematical reasoning permeates the curriculum. When homework is assigned, it is designed to support and extend classroom activities.

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ASSESSMENTS • Students will demonstrate their knowledge skills and understanding through periodic practice exercises, written and oral projects, and structured observations by teachers • To assess performance over time, the assessment strategies will include student self-assessment, student exhibitions and/or demonstrations, student interviews, and written explanations • 1st Grade Early Numeracy Assessment

The Five Content Strands Number Sense and Operations Strand • Count the items in a collection and know the last counting

word tells how many items are in the collection (1 to 100) • Count out (produce) a collection of a specified size (10 to 100 items), using groups of ten • Quickly see and label with a number, collections of 1 to 10 • Count by 1’s to 100 • Skip count by 10’s to 100 • Skip count by 5’s to 50 • Skip count by 2’s to 20 • Verbally count from a number other than one by 1’s • Count backwards from 20 by 1’s • Draw pictures or other informal symbols to represent a spoken number up to 20 • Identify that spacing of the same number of objects does not affect the quantity (conservation) • Arrange objects in size order (increasing and decreasing) • Write numbers to 100 • Read the number words one, two, three…ten • Explore and use place value • Compare and order whole numbers up to 100 • Develop an initial understanding of the base ten system:

10 ones = 1 ten 10 tens = 1 hundred • Use a variety of strategies to compose and decompose one-digit numbers • Understand the commutative property of addition • Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart) • Use before, after, or between to order numbers to 100 (with or without the use of a number line) • Use the words higher, lower, greater, and less to compare two numbers • Use and understand verbal ordinal terms, first to twentieth • Develop and use strategies to solve addition and subtraction word problems • Represent addition and subtraction word problems and their solutions as number sentences • Create problem situations that represent a given number

sentence • Use a variety of strategies to solve addition and subtraction

problems with one- and two-digit numbers without regrouping

• Demonstrate fluency and apply addition and subtraction facts to and including 10 • Understand that different parts can be added to get the same whole • Estimate the number in a collection to 50 and then compare by counting the actual items in the collection Algebra Strand • Determine and discuss patterns in arithmetic (what comes next in a and Functions repeating pattern, using numbers or objects) Geometry Strand • Match shapes and parts of shapes to justify congruency • Recognize, name, describe, create, sort, and compare two-dimensional and three-dimensional shapes • Experiment with slides, flips, and turns of two-dimensional

shapes • Identify symmetry in two-dimensional shapes • Recognize geometric shapes and structures in the environment Measurement Strand • Recognize length as an attribute that can be measured • Use non-standard units (including finger lengths, paper clips, students’ feet and paces) to measure both vertical and horizontal lengths • Informally explore the standard unit of measure, inch • Know vocabulary and recognize coins (penny, nickel, dime, quarter) • Recognize the cent notation as ¢ • Use different combinations of coins to make money amounts up to 25 cents • Recognize specific times (morning, noon, afternoon, evening) • Tell time to the hour, using both digital and analog clocks • Know the days of the week and months of the year in

sequence • Classify months and connect to seasons and other events • Select and use non-standard units to estimate measurement Statistical and Probability • Pose questions about themselves and their surroundings • Collect and record data related to a question • Display data in simple pictographs for quantities up to 20 with Display of Data units of one • Display data in bar graphs using concrete objects with

intervals of one • Use Venn diagrams to sort and describe data • Interpret data in terms of the words: most, least, greater than, less than, or equal to • Answer simple questions related to data displayed in

pictographs (e.g., category with most, how many more in a category compared to another, how many all together in two categories) • Discuss conclusions and make predictions in terms of the words Data likely and unlikely • Construct a question that can be answered by using

information from a graph

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Problem Solving compare examine explain explore formulate identify the problem interpret justify make observations model using manipulatives Reasoning and Proof develop an argument explore guesses investigate justify claims use trial and error Communication formulate questions organize share ideas use the language of mathematics Connections apply mathematics compare similarities and differences recognize patterns understand meaning of operations understand relationships Representation multiple representations nonstandard representations standard representations Number Sense and Operations addend addition addition fact addition sentence addition sign after arrange base ten number system before cardinal numbers (1-10) commutative property of addition compose count count back count backwards count on decrease difference eight equal to estimate five four

greater greatest higher hundred chart increase least less than lower minus minus sign more than nine number in words (one to ten) number line number sentence one one-digit number ones place order ordinal numbers (first-twentieth) part place value plus plus sign seven six skip count subtract subtraction subtraction fact subtraction sentence subtraction sign sum ten tens place two-digit number whole zero Algebra next patterns Geometry between circle cone corner cube cylinder flip (reflection) horizontal rectangle same side similar slide (translation) square symmetry triangle turn (rotation)

vertical Measurement afternoon amount analog clock autumn (fall) between calendar cent (¢) coin digital clock dime estimation evening hour hour hand inch length long measure minute hand money months of the year morning nickel night nonstandard units penny quarter ruler seasons in relation to the months spring standard units summer time week width winter year Statistics and Probability bar graph chart data equal to greater than least less than likely most pictograph unlikely Venn diagram

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SCIENCE The Science Program at the elementary level strives to provide the students with a sense of discovery and excitement for the study of science. It is dedicated to the idea that science has a place in every child’s life and extends into adulthood. The students are afforded opportunities to have direct, hands-on experi-ence with common objects, materials, and living things in their environment to promote the student’s ability to use the scientific method and to develop critical thinking and reasoning skills in order to solve problems. The following portion of the curriculum guide is a collection of statements of what students will achieve to provide evidence that they understand the Key Ideas from the New York State Core Curriculum. NEW YORK STATE STANDARD 1: ANALYSIS, INQUIRY, DESIGN Inquiry and Process Skills The goal of the science curriculum and instructor is to foster the development of science process skills. These process skills are applied in the three Key Ideas in Standard 1 and are as follows: classifying, communi-cation, creating modules, gathering and organizing data, making decisions, manipulating materials, measuring, observing and predicting. KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. KEY IDEA 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conven-tional techniques and procedures and usually requiring considerable ingenuity. KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. ASSESSMENT Data generated through the following means: • Teacher observation of learner expectations • Teacher anecdotal records • Teacher-student conferences • Daily classroom tasks • Participation in class discussions

• Degree of student participation during classroom activities • Uses of the scientific method • Effective use of multimedia technology NEW YORK STATE STANDARD 4: LIVING ENVIRONMENT KEY IDEA 1: Living things are both similar and different from each other and from nonliving things. KEY IDEA 2: Organisms inherit genetic information in a variety of ways that results in continuity of structure and function between parents and offspring. KEY IDEA 3: Individual organisms and species change over time. KEY IDEA 4: The continuity of life is sustained through reproduction and development. KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life. KEY IDEA 6: Plants and animals depend on each other and their physical environment. KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environments. Animal Life • Identify and differentiate the characteristics among groups of animals • Observe and describe variations among individuals of the same kind • Determine how living things have adapted to the physical environment • Examine animals’ life cycles • Determine that living things are interdependent • Develop a respect for and a need to preserve animal life • Observe animal life via multimedia technology Plant Life • Observe the structure and function of seed plants • Critically examine the life cycles of seed plants • Determine that living things are interdependent • Develop a respect for the need to preserve plant life NEW YORK STATE STANDARD 4: PHYSICAL SETTING KEY IDEA 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. KEY IDEA 2: Many of the phenomena that we observe on Earth involve interactions among

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components of air, water, and land. KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved. KEY IDEA 5: Energy and matter interact through forces that result in changes in motion. Solar System • Discuss the planets of the solar system • Explore the Earth’s position within the solar system • Discover the importance of the sun to our environment • Recognize the need to protect the Earth’s resources and environment • Describe objects in terms of color, shape and size • Identify other objects in space Seasons and Weather • Compare and contrast the four seasons • Identify how temperature is measured • Explain how clouds have an affect on weather HEALTH EDUCATION Nutrition • Recognize that eating enough of the right foods help keep the body working properly • Demonstrate understanding of the food pyramid • Identify foods that are basic to growth and health

Safety • Discuss how the senses keep us safe • Identify fire rules • Describe dangers of crossing streets except at corners or crosswalks • Recognize safety rules regarding strangers • Demonstrate correct behavior on a school bus • Recognize safety keepers such as fire fighters, police officers, crossing guards and bus drivers Growth, Fitness and Care of the Body • Identify the five senses and how they affect our daily lives • Name and describe the function of basic body parts • State the importance of following good grooming

and personal hygiene • Recognize the importance of healthy eating and regular exercise for a healthy body • Discuss the value of a health checkup See K-2 Science vocabulary list on page 61

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SOCIAL STUDIES The Grade One Social Studies Program focuses on helping students realize their roles as members of a family and of a school community. The development of identity and social interaction skills is stressed. Building on the kindergarten understandings, the grade one program encourages interdisciplinary learning to assist in developing the content, concepts and skills of the program. First grade classes build citizenship skills and begin cultural awareness by including activities, information and experiences about racial, ethnic, geographic and socio-economic groups that reflect similarities and differences.

ASSESSMENT • Observation of pupils’ responses during discussion,

their ability to work in small groups, and their tenacity in locating additional information • Demonstrates knowledge of concepts and ability to use maps, tables and graphs • Projects and reports related to various areas of study MY FAMILY AND OTHER FAMILIES • Explain that different kinds of families exist in all communities • Explain that families have beliefs, customs, traditions, roles and responsibilities • Describe how families are interdependent HISTORY OF MY FAMILY • Explain that families have a past and change over time












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• Describe how some family beliefs, customs and traditions are based on family histories • Identify folktales, biographies, oral histories and legends that relate to family histories MY COMMUNITY AND LOCAL REGION • Describe how different events, people, problems

and ideas make a community history • Describe how folklore, myths and legends have shaped local regions • Identify important monuments and places in our neighborhood • Explain how communities are connected economically and geographically • Explain how people exchange elements of their cultures PLACES IN MY COMMUNITY AND LOCAL REGION • Name the four major directions • Locate water and land on maps and globes • Know that maps and diagrams serve as representations of places and physical features • Understand that symbols represent places and can be used to locate geographic areas • Develop an awareness that people depend on and modify their physical environments to meet their basic needs CHALLENGE OF MEETING NEEDS AND WANTS • Identify basic needs and wants • Explain how communities provide facilities and services to help satisfy needs and wants • Describe how people use technology and other resources to meet their needs and wants

• Describe how people must make choices due to limited resources • Explain how, through work, people in communities

earn income to help meet their needs and wants ECONOMIC DECISION MAKING • Explain how people make decisions about how to spend the money they earn • Describe how people work to earn money to purchase goods and services SYMBOLS, RIGHTS, AND ROLES OF CITIZENSHIP • Appreciate that citizenship includes knowledge

about and respect for the flag of the United States of America • Appreciate that citizenship includes the Pledge of

Allegiance and loyalty to the United States of America • Explain that students, teachers and staff are citizens of the school community and have rights and responsibilities • Explain patriotic celebrations and holidays PEOPLE MAKE AND CHANGE RULES AND LAWS • Explain that people form governments in order to develop rules and laws • Recognize that people plan, organize and make decisions for the common good • Describe how students can participate in problem

solving, decision-making and conflict resolution

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SCANS REPORT The skills and competencies identified by the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS) are seen as necessary for the success of those entering the workforce in the 21st cen-tury. The skills outlined in the “SCANS Report” are: Basic Skills • Can read and write • Can do basic arithmetic and math • Listens effectively • Speaks clearly Thinking • Creative thinking • Decision-making • Problem-solving • Visioning-”Seeing things in the mind’s eye” • Knowing how to learn • Reasoning Personal Qualities • Responsibility • Self-esteem • Social • Self-management


GRADE 2 NEW YORK STATE LEARNING STANDARDS FOR



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Technology • Selects technology • Applies technology to task • Maintains and troubleshoots technology Many of these skills are addressed in the learner expectations stated in each of the subject areas. Learner Expectations • Describe the kinds of work people do in specific settings • List the skills and tools needed to perform specific jobs • List a variety of occupations and how they benefit

others (i.e., doctors, nurses, teachers, lawyers) • Demonstrate an awareness of resources and materials needed to complete a task • Interact as a team to develop workplace skills • Describe the changing roles of men and women at home and in the workplace • Interview a person from an occupation in the community • Demonstrate skills needed to solve conflicts with others • Listen to and repeat simple directions • Demonstrate positive behaviors (i.e., punctuality,

patience, honesty and cooperation)

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The Health Education Program on the elementary level is designed to be an integral part of the cur-riculum and an essential element in the growth of the child. The goals of the program focus on both the traditional and current issues which affect the health and wellbeing of the student. The health program strives to provide the basis of healthful living for each student, to provide each student with meaningful health experiences and to provide an atmosphere which will foster good health practices. ASSESSMENT • Group discussions • Evaluation of materials • Role playing LEARNING EXPECTATIONS DRUGS, ALCOHOL AND TOBACCO • List ways in which prescription medications may be helpful when used properly • Discuss when a drug may be termed harmful • Identify safe places to keep medicines • Recognize that alcohol and smoking can be harmful to health • Understand the function of the heart and lungs NUTRITION • Describe the food pyramid • Discuss the role of nutrition in cardiovascular health DENTAL HEALTH • Describe basic anatomy of a tooth

• Recognize the relationship of a proper diet for growth of strong teeth • Tell how the dentist takes care of teeth • Understand the need for the proper method of flossing SAFETY • Discuss personal safety • Say NO to strangers • Understanding the importance of sun safety and its relationship to skin health GROWTH, FITNESS AND CARE OF THE BODY • Understand “heart-healthy” fitness COMMUNICABLE DISEASES/AIDS • Review communicable and non-communicable diseases: cold, flu, chicken pox, AIDS, measles, strep throat • Identify AIDS as a communicable disease that is hard to get • Identify and discuss good health practices: washing hands, brushing and flossing of teeth, exercise, visits to the doctor, rest, sleep, recreation, wise food choices • List good daily health practices that will protect us from communicable diseases/AIDS



HEALTH EDUCATION

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ASSESSMENT The ultimate purpose of assessment in the English language arts is to improve learning. All assessment examines the learning that is taking place in the class-room. Assessment of a student’s abilities in the Inte-grated Language Arts begins with the teacher’s daily observations of the student’s progress in the language arts learning expectations. Daily classroom activities stress the importance of learning language as an inte-grated process. Assessment is embedded in the learning process and not layered on as an afterthought. It is an integral

and ongoing part of instruction. A primary result of assessment should be to instill in children knowledge about and confidence in their own learning. Homework is an important element in a teacher’s assessment of a student’s abilities. Exercises completed at home as guided practice, independent reading and research are typical assessments, often assigned as homework. Typical modes of assessment in the English language arts are: • Teacher observation • Student-to-teacher conferences



formances, relate texts and performances to their own lives, and develop an under-standing of the diverse social, historical, and cultural dimensions the texts and per-formances represent. As speakers and writers, students will use oral and written lan-guage for self–expression and artistic creation.






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• Responses to literature • Daily classroom tasks • Spelling and vocabulary tests • Participation in class discussions • West Babylon Early Literacy Profile When homework is assigned it is designed to reinforce understanding and to develop a sense of responsibility. Parents are encouraged to read to their children at home. LISTENING / SPEAKING Listening and speaking are related processes, and both are essential tools for learning across the curricu-lum. Students need to be taught to listen, as opposed to hear, and to communicate effectively, as opposed to talk. As students become more adept listeners and speakers, they are able to relate new ideas to their own experiences, synthesize and analyze concepts, reflect on and evaluate their own ideas and consider the ideas of others. In the elementary grades students become effective listeners and speakers through exposure to a broad range of listening and speaking experiences to increase their vocabulary and enhance their understanding and appreciation of the English language. NEW YORK STATE STANDARD 1 Students will listen and speak for information and understanding • Identify the speaker’s purpose • Identify stated and implied main ideas and supporting details • Use signal words to provide clues to structure • Describe a problem accurately and provide possible outcomes and solutions • Recognize, interpret, and use facial gestures, inflection and figurative language NEW YORK STATE STANDARD 2 Students will listen and speak for literary response and expression • Identify actions, events or story elements which evoke an emotional response • Interpret figurative language • Create an emotional response by relating personal experience • Use repetition to create an emotional effect NEW YORK STATE STANDARD 3 Students will listen and speak for critical analysis and evaluation • Develop strategies to recognize incomplete/unclear

information • Organize presentations • Use information to support a position

• Make modifications based on perception of audience response NEW YORK STATE STANDARD 4 Students will listen and speak for social interaction • Avoid interrupting • Respond courteously to ideas offered by others • Develop and expand expressive vocabulary • Seek clarification by asking questions • Recognize incomplete and unclear messages in order to seek clarification • Take turns contributing in a group discussion • Respond to directions and cues WRITTEN EXPRESSION Children learn to write in order to express their thoughts and communicate their ideas in all content areas. Good writing is organized, sequential and logical. It observes conventions to enable its readers to easily understand the author’s ideas. Students in the primary grades develop as writers through instruc-tion in skills, thorough exposure to modes and through application of higher level thinking to their writing. Good writing demonstrates the following qualities: • A defined sense of purpose • An appropriate plan of organization: use of webs and graphic organizers • A consistent point of view • Specific, vivid language • Conventions of standard written English • An awareness of audience • Appropriate tone Students will display their acquisition of these qualities through a variety of writing experiences. Students will thoroughly engage in all aspects of the writing process: • Pre-writing • Drafting • Revisiting • Conferencing • Editing • Publishing Acquisition of Grammar and Usage Skills through Written Expression • Recognize complete sentences • Identify common/proper nouns • Identify possessive forms of nouns • Identify past and present tenses of verbs • Begin sentences with capital letters • Use correct punctuation • Use capitalized “I” as a subject and “me” as

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an object in simple sentence construction • Use possessive pronouns in simple constructions • Use contractions and compound words • Edit written work for correct spelling and correct

grammar • Use standard spelling for high frequency and content-area words NEW YORK STATE STANDARD 1 Students will write for information and understanding • Select and report information for research purposes • Write procedures for specific tasks • Use words, phrases or captions to describe a person, animal or object utilizing sensory words • Arrange information in chronological or sequential order • Use descriptive language in written materials • Use details to support writing NEW YORK STATE STANDARD 2 Students will write for literary response and expression • Write a sequence of sentences recounting an event • Write a sequence of sentences recounting personal

feelings or reactions to an experience, event or book • Use rhyming words • Maintain a first-person point of view • Maintain a dated journal including experience, observations, feelings and opinions NEW YORK STATE STANDARD 3 Students will write for critical analysis and evaluation • Utilize a story pattern in a fictional story • Summarize stories and other forms of literature • Create personal responses to literature through character analysis, plot summary, and by drawing conclusions NEW YORK STATE STANDARD 4 Students will write for social interaction • Write a variety of correspondences • Participate in partner reading, dramatic readings, choral readings and books talks • Use friendly letter format in a thank-you letter READING / LITERATURE The ultimate goal of reading instruction is to produce individuals who value reading, who interact with quality literature in a meaningful way and seek out books because they expand their understanding, transport them to another time or place, or allow them to see and feel with fresh insight. Strategic readers demonstrate their ability to: • Set a purpose

• Interact with literature, recognizing common themes and elements • Monitor and self-correct • Read aloud with fluency • Master vocabulary through the use of contextual and structural clues • Use higher level thinking skills to infer meaning • Participate in sustained silent reading in school and at home • Establish personal goals for reading • Relate stories to personal experiences, express appropriate emotional reactions to selections • Read a variety of genre areas, such as poetry, plays and fables, and recognize the literary form • Develop a familiarity with and an appreciation for different authors and illustrators • Participate in the oral interpretation of a selection NEW YORK STATE STANDARD 1 Students will read for information and understanding • Identify, select and collect information about a given topic • Identify main idea and supporting details • Recognize the importance of sequencing and cause and effect relationships • Use context clues to help identify and interpret new vocabulary • Use phonetic analysis to determine pronunciation of unknown words • Use the glossary and dictionary effectively in locat-

ing the meaning and spelling of unknown words • Retell a story in a sequentially correct form • Read non-fiction for understanding of content-area material • Locate specific information in a reading selection NEW YORK STATE STANDARD 2 Students will read for literary response and expression • Establish personal goals for reading • Relate stories to personal experience, and express

appropriate emotional reactions to selections • Read a variety of genre, such as poetry, plays, fables, and recognize the literary form • Develop familiarity with and appreciation for different authors and illustrators • Participate in the oral interpretation of a selection • Respond to literature creatively through personal

writing, oral discussion and illustrations • Write journal responses to literature NEW YORK STATE STANDARD 3 Students will read for critical analysis and evaluation • Consider ways the author uses language to bring

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characters to life and create a model to enhance plot development • Develop appropriate predictions of story events • Participate effectively in the oral interpretation of a selection • Distinguish between fact and fiction • Solve problems or make decisions based on what has been read • Read literature to predict outcomes, make inferences, compare, contrast and sequence events NEW YORK STATE STANDARD 4 Students will read for social interaction • Respond to literature creatively through oral discussion • Participate in partner reading, dramatic readings, choral reading and book talks BALANCED LITERACY Grade 2 classes in West Babylon Schools incorpo-rate a variety of materials and approaches to build a reading foundation for the balanced literacy pro-gram. Our balanced literacy program provides sev-eral kinds of reading and writing learning experi-ences, such as: • Read aloud • Shared reading/writing • Guided reading/writing • Independent reading/writing • Interactive writing (modeled writing) • Word Study A wide variety of quality children’s literature, con-tent area materials, guided reading books, and word study resources are available to all West Babylon second grade students. CORE TEXTS AND MATERIALS The core text list of instructional material is common to all West Babylon second grade students. The students will read the following core text books. Anansi the Spider—Gerald McDermott Amelia Bedelia—Peggy Parish Dinosaurs—Gail Gibbons Frog and Toad Series—Arnold Lobel Purple Climbing Days—Patricia Reilly Giff Note: Repetition of favorite literature is a learning tool. Therefore, children may encounter these works of literature throughout their primary school experience. Students will have the opportunity to read additional books from different genres as per New York State ELA

guidelines HANDWRITING Developing handwriting skills is an important component of the early elementary school curriculum. Beginning in kindergarten, students are instructed in the proper use of writing instruments and letter forma-tion. Opportunities are provided for students to continue to develop their printing skills in first and second grade. Accuracy and efficiency are encouraged. ASSESSMENT Evaluation of writing samples LEARNING EXPECTATIONS • Prints neatly and efficiently • Writes accurately on standard loose-leaf paper • Utilizes appropriate spacing between sentences and paragraphs • Writing contains proper use of letter forms within words

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THE NINE INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING INFORMATION LITERACY STANDARD 1: The student who is information literate accesses information efficiently and effectively. STANDARD 2: The student who is information literate evaluates information critically and competently. STANDARD 3: The student who is information literate uses information accurately and creatively. INDEPENDENT LEARNING STANDARD 4: The student who is an independent learner is information literate and pursues information related to personal interests. STANDARD 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. STANDARD 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. SCHOOL RESPONSIBILITY STANDARD 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance to a democratic society. STANDARD 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. STANDARD 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.* *(from “Information Power” published by the American Library Association—1998)

ASSESSMENT • Satisfactory completion of teacher assigned tasks • Maintain and respect library property and materials • Demonstrate pride in their library and school environment • Independently choose, locate and utilize appropriate materials • Success in applying learned information skills to other academic disciplines • Participate in class discussions and cooperative

learning • Participate in school wide reading programs • Participate in surveys and peer sharing of independent reading LIBRARY ORIENTATION • Demonstrate rules and practice behavior appropriate to grade level • Demonstrate competency in following appropriate circulation procedures • Demonstrate the importance of proper care of borrowed library materials • Use library time appropriately and effectively • Demonstrate good interpersonal skills • Demonstrate responsible behavior in the use of technology • Demonstrate the importance of proper care of borrowed library materials • Locate and find information in reference resources, i.e., basic encyclopedias and picture dictionaries INFORMATION SKILLS • Recall and summarize what is listened to and viewed • Choose and locate appropriate materials • Identify the difference between fiction and non-fiction books • Respond to text on e-boards and other Internet sites

LIBRARY MEDIA


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• Identify the location of different groups of materials in the library, i.e., fiction, non-fiction, reference, and magazines • Identify and locate information from various parts of a book, i.e., table of contents and indexes • Identify and utilize various age-appropriate forms

of technology • Understand how to navigate computer programs,

and specific keys and menu functions APPRECIATION OF LITERATURE • Compare various examples of children’s literature • Identify works of outstanding authors and illustrators • Describe award winning books • Select books appropriate to one’s interest and abilities • Analyze stories, i.e., recognize theme, and discuss characters and vocabulary • Make a comparison to one’s own experience • Utilize technology to enhance enjoyment of literature, i.e., authors’ websites

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STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions. STANDARD 2: Students will access, generate, process, and transfer information using appropriate technologies. STANDARD 3: Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability. STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. STANDARD 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. STANDARD 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. STANDARD 7: Students will apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions. MATHEMATICS Grade 2 The Mathematics Program in the West Babylon Elementary Schools recognizes the diversity of our students who come with a wide range of abilities and who may pursue multiple pathways in order to learn effectively. A variety of instructional strategies and materials is employed to enhance their learning. In line with National Council of Mathematics Standards, our curriculum is conceptually oriented, enabling children to acquire clear and stable concepts by constructing meanings in the context of physical situations. Children are actively engaged in doing mathematics. Our curriculum includes a broad range of content and makes appropriate use of technology. Communication with and about mathematics and mathematical reasoning permeates the curriculum.

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ASSESSMENTS • Students will demonstrate their knowledge skills and understanding through periodic practice exercises, written and oral projects, and structured observations by teachers • To assess performance over time, the assessment strategies will include student self-assessment, student exhibitions and/or demonstrations, student interviews, and written explanations • Harcourt Year-end Assessment The Five Content Strands Number Sense and Operations Strand • Skip count to 100 by 2’s, 5’s, 10’s • Count back from 100 by 1’s, 5’s, 10’s using a number chart • Skip count by 3’s to 36 for multiplication readiness • Skip count by 4’s to 48 for multiplication readiness • Compare and order numbers to 100 • Develop an understanding of the base ten system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand • Use a variety of strategies to compose and decompose two-digit numbers • Understand and use the commutative property of addition • Name the number before and the number after a given

number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart) • Use and understand verbal ordinal terms • Read written ordinal terms (first through ninth) and use them to represent ordinal relations • Use zero as the identity element for addition • Recognize the meaning of zero in the place value system (0-100) • Use concrete materials to justify a number as odd or even • Determine sums and differences of number sentences by

various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one) • Use a variety of strategies to solve addition and subtraction problems using one- and two-digit numbers with and without regrouping • Demonstrate fluency and apply addition and subtraction facts up to and including 18 • Use doubling to add 2-digit numbers • Use compensation to add 2-digit numbers • Develop readiness for multiplication by using repeated addition • Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share)

• Estimate the number in a collection to 100 and then compare by counting the actual items in the collection Algebra Strand • Use the symbols <, >, = (with and without the use of a number

Inequalities line) to compare whole numbers up to 100 • Describe and extend increasing or decreasing (+,-) sequences

and and patterns (numbers or objects up to 100) Geometry Strand • Experiment with slides, flips, and turns to compare two-dimensional shapes • Identify and appropriately name two-dimensional shapes:

circle, square, rectangle, and triangle (both regular and irregular)

• Compose (put together) and decompose (break apart) two-dimensional shapes • Group objects by like properties • Explore and predict the outcome of slides, flips, and turns of two-dimensional shapes • Explore line symmetry Measurement Strand • Use non-standard and standard units to measure both vertical and horizontal lengths • Use a ruler to measure standard units (including whole inches and whole feet) • Compare and order objects according to the attribute of length • Recognize mass as a qualitative measure (e.g., Which is heavier? Which is lighter?) • Compare and order objects, using lighter than and heavier than • Know and recognize coins (penny, nickel, dime, quarter) and bills ($1, $5, $10, and $20) • Recognize the whole dollar notation as $1, etc. • Identify equivalent combinations to make one dollar • Tell time to the half hour and five minutes using both digital and analog clocks • Select and use standard (customary) and non-standard units to estimate measurements Statistics and Probability Strand • Formulate questions about themselves and their surroundings • Collect and record data (using tallies) related to the question • Display data in pictographs and bar graphs using concrete objects or a representation of the object • Compare and interpret data in terms of describing quantity (similarity or differences) • Discuss conclusions and make predictions from graphs

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Problem Solving compare examine explain explore formulate identify the problem interpret justify make observations model using manipulatives Reasoning and Proof develop an argument explore guesses investigate justify claims true/false use trial and error Communication formulate questions organize share ideas use the language of mathematics Connections apply mathematics compare similarities and differences recognize patterns understand meaning of operations understand relationships Representation multiple representations nonstandard representation standard representation Number Sense and Operation collection commutative property of addition compensation compose decompose division doubles doubles minus one doubles plus one estimate even number fact family (related facts) fair share hundred chart identify element for addition label multiplication odd number place value regroup repeated addition repeated subtraction

two-digit number zero as the identify element in addition Algebra decreasing sequences equal to greater than (>) increasing sequences less than (<) whole numbers Geometry compose shapes decompose shapes flip (reflection) irregular shape line symmetry properties rectangle regular shapes slide (translation) square triangle turn (rotation) Measurement dollar ($) equivalent estimate feet half hour heavier lighter nonstandard units standard units Statistics and Probability compare data predict similarities/differences tallies tally mark

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SCIENCE The Science Program at the elementary level strives to provide the students with a sense of discovery and excitement for the study of science. It is dedicated to the idea that science has a place in every child’s life and extends into adulthood. The students are afforded opportunities to have direct, hands-on experi-ence with common objects, materials, and living things in their environment to promote the student’s ability to use the scientific method and to develop critical thinking and reasoning skills in order to solve problems. The following portion of the curriculum guide is a collection of statements of what students will achieve to provide evidence that they understand the Key Ideas from the New York State Core Curriculum. NEW YORK STATE STANDARD 1: ANALYSIS, INQUIRY, DESIGN Inquiry and Process Skills The goal of the science curriculum and instructor is to foster the development of science process skills. These process skills are applied in the three Key Ideas in Standard 1 and are as follows: classifying, communication, creating modules, gathering and organizing data, making decisions, manipulating materials, measuring, observing and predicting. KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. KEY IDEA 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. KEY IDEA 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. ASSESSMENT Data generated through the following means: • Teacher observation of learner expectations • Teacher anecdotal records • Teacher-student conferences • Daily classroom tasks • Participation in class discussions

• Degree of student participation during classroom activities • Oral presentations • Interpreting data through the use of tables, graphs and charts • Constructing and explaining models • Effective use of multimedia technology to gather information and solve problems • Demonstrations that use the scientific method

(question, hypothesis, observations, organizing data, analysis and conclusion)

NEW YORK STATE STANDARD 4: LIVING ENVIRONMENT KEY IDEA 1: Living things are both similar and different from each other and from nonliving things. KEY IDEA 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. KEY IDEA 3: Individual organisms and species change over time. KEY IDEA 4: The continuity of life is sustained through reproduction and development. KEY IDEA 5: Organisms maintain a dynamic equilibrium that sustains life. KEY IDEA 6: Plants and animals depend on each other and their physical environment. KEY IDEA 7: Human decisions and activities have had a profound impact on the physical and living environments. Animal Life • Develop the concept that animals have characteristics that enable them to meet their needs • Discuss that animal systems have functions that

help them live and thrive • Recognize that some animals are extinct or endangered • Develop respect for all living things • Compare and contrast various life cycles • Determine that living things are interdependent Plant Life • Develop the concept that plants have properties that enable them to meet their needs • Following observations, demonstrate that plants go

through stages of development during their life spans

• Explain how properties of plants vary • Demonstrate the effect of seasonal changes on plants • Observe plant growth via multimedia technology

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NEW YORK STATE STANDARD 4: PHYSICAL SETTING KEY IDEA 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. KEY IDEA 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. KEY IDEA 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. KEY IDEA 4: Energy exists in many forms, and when these forms change energy is conserved. KEY IDEA 5: Energy and matter interact through forces that result in changes in motion. Earth and Its Composition: Air and Water • Recognize that most of the Earth is covered by water and completely blanketed by air • Demonstrate that plants, animals and people need air and water to live • Compare and contrast the differences between fresh and salt water • Explain the process of evaporation • Discuss the ways in which water and air can become polluted • Identify Earth’s natural resources and conservation methods The Earth’s Weather • Explain that weather is the condition of the atmosphere at a given place and time • Explain the relationship between the temperature of the air and weather • Recognize that all places do not have the same temperature or type of weather • Observe that clouds may indicate changes that occur in the weather • Discuss or predict how weather can be harmful to both plants and animals • Illustrate how animals and people adjust to seasonal weather changes Magnets • Demonstrate the special properties and uses of magnets • Predict and observe whether a magnet will attract various objects • Identify different kinds of magnets • Demonstrate that a magnet can attract through non-magnetic materials

HEALTH EDUCATION Nutrition • List foods in the basic food groups • Create a food pyramid • Recognize the body’s need for a variety of foods found in the daily diet • Determine that food gives us energy for work and play • Discuss the role of nutrition in cardiovascular health Safety • Distinguish between safe and unsafe procedures for bike riders • Relate safety to personal responsibility at home and in school • Role play safety rules for riding the school bus and using safety belts in cars Growth, Fitness and Care of the Body • Describe in simple terms how the five senses work • Discuss individual differences in growth • Relate food, sleep, rest, exercise and personal

cleanliness to healthful living Throughout kindergarten, first, and second grades, students are exposed to a variety of scientific terms. While some of these words are introduced in kindergar-ten, others may not be introduced until first or second grade. In addition, there are scientific terms which are used throughout all three of these grades. Ultimately, upon completion of the second grade, our students will have been exposed to the following terms:

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cool float inherited month reptile survive

day floods insect moon revolution swim

death flower jaw moose root taste

decomposes fly kidney mountains rotation teeth

deserts foggy land mouth rulers temperature

die food large intestine movement seasons texture

digestive food pyramid leaf nest second thermometers

dinosaur fossil leaves night seeds thunder

discuss friction length non-living senses tongue

dry fruits levers nose shadows tree

eagle fur life nurse shape vegetables

ears gears life cycle nutrients shed vine

earth germinate light object shelter warm

earthquakes graduated lightning observe size waste

egg gravity liquid ocean skin water

electric groundwater liver odor sleet water vapor

elephant grow living parents small intestine weather

eliminate gust lungs planet snow weight

endangered habitats magnetism plants soil wet

energy hand lenses magnets pollution solar whole

engine hardness mammal ponds space width

environments healthy mass precipitation spider wind

exercise heart mates predator spine wing

extinct heat matter producer spring winter

eyes hibernating meat pumpkin stem wood

fall hot melting rain stomach

fat hour metal rainy summer

findings hunting metric recycle sun

fires ice migrating reflection sunlight

fish identify moisture reproduce sunny

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SOCIAL STUDIES In the grade two Social Studies Program, the student explores rural, urban, and suburban com-munities focusing on communities in the United States. The student’s own community can serve as an example for studying and understanding other communities. The concepts, content under-standings and activities stress the child’s roles as a social being and self-directed learner. The stu-dent’s experience base includes content examples from cultures other than the student’s own, from a variety of geographic, socio-economic, ethnic and racial groups. Students are expected to select, read and respond to books related to each area of study.

ASSESSMENT • Observation of pupils’ responses during discussion, their ability to work in small groups, and their tenacity in locating additional information • Demonstrates knowledge of concepts and ability to use maps, tables and graphs • Projects and reports related to various areas of study MY COMMUNITY AND REGION TODAY • Locate local communities on a map • Compare and contrast urban, suburban and rural communities • Appreciate that communities in the future may be different in many different ways • Describe how our local communities have changed over time • Recognize that roles and responsibilities of families in communities change over time












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• Describe change in communities • Explain ethnic backgrounds of community members • Describe how rural, urban and suburban communities are influenced by geographic and environmental factors • Explain how lifestyles in rural, urban and suburban

communities are influenced by geographic factors • Describe the family as a basic unit of society • Locate important places within local community,

the State and the Nation • Use a map, scale, legend and compass rose PEOPLE DEPENDING ON AND MODIFY-ING THE PHYSICAL ENVIRONMENT • Describe how rural, urban and suburban communities are influenced by geographic and environmental factors • Explain how lifestyles in rural, urban and suburban communities are influenced by geographic factors • Identify some geographical factors and seasonal

changes that can influence communities • Analyze how the environment influences the way basic needs are met • Explain how communities adapt to and change their environment • Study how people live, work and utilize natural

resources CHALLENGE OF MEETING NEEDS AND WANTS • Describe how rural, urban and suburban communi-

ties provide services to help meet needs and wants • Explain how people in rural, urban and suburban

communities are producers and consumers of goods and services • Explain how people in rural, urban and suburban

communities must make choices due to unlimited needs and wants and limited resources

ECONOMIC DECISION MAKING • Describe how rural, urban and suburban communities collect taxes to provide services for the public benefit • Describe how rural, urban and suburban communities make decisions about how to spend taxes they collect SYMBOLS, RIGHTS, AND ROLES OF CITIZENSHIP • Appreciate that citizenship includes knowledge

about and respect for the flag of the United States

of America • Describe how people in rural, urban and suburban communities celebrate holidays • Explain how people in rural, urban and suburban communities may have conflicts over rules, rights and responsibilities PEOPLE MAKE AND CHANGE RULES AND LAWS • Define citizenship • Recognize leaders of the United States government • Explain that people form governments in order to

develop rules and laws • Recognize that our local communities have elected and appointed leaders who make, enforce and interpret rules and laws • Describe how students can participate in problem

solving, decision-making and conflict resolution VOCABULARY Throughout kindergarten, first, and second grades, students are exposed to a variety of social studies terms. While some of these words are introduced in kindergarten, others may not be introduced until first or second grade. In addition, there are some terms that are used throughout all three grades. Ultimately, upon completion of the second grade, our students will have been exposed to the following terms: address events Long Island alike factory map ancestor family money apartment farm month artifact feelings mountain bar graph forest needs border friend neighborhood calendar friendship New York celebrate globe nurse change goods ocean choice group order citizen hill pictograph city history post office coast holiday President colony home principal community income recycle consumer job relative continent lake respect cooperation land form responsible country landmark river custodian language rules development law rural diagram leader school different learn sea direction legend season Earth librarian services

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state today valley stream tomorrow wants Suffolk County United States Washington, D.C. symbol of America West Babylon teacher urban yesterday

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COMPUTER AND MULTIMEDIA TECHNOLOGY

Computers and their ability to provide an infinite amount of diverse, up-to-the-minute informa-tion, are revolutionizing education. We have the ability to access information and use the knowledge gleaned from it as never before. West Babylon provides our learners with state of the art multimedia computers in every classroom, to be used as tools to enhance all disciplines and areas of curriculum. Students use technology as an integral part of the learning process as set forth by the Learning Standards of the State of New York. Students in grades K-2 in West Babylon are introduced to multimedia technology and software as learning tools. They retrieve, enter, process, display and communicate age-appropriate infor-mation in various forms, using text, tables, pictures, and other sources as they become available. They understand how technology have changed and is changing their society and their environ-ment. West Babylon students will utilize technology to help them make informed decisions and solve real-life problems.

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