Post on 11-May-2018
transcript
Dear Parents and Guardians,
This booklet gives you an overview of the curriculum offerings of the Plainview-Old Bethpage Central School District which have been aligned to the New York State Standards. The subject and content listed may be presented through a variety of teaching methods in each classroom with an emphasis on an interdisciplinary approach to learning. We hope, through the curriculum, to stimulate a variety of interests and develop skills and good work habits in all children while accommodating the different styles of learning.
Reading, language arts, mathematics, social studies and science are only part of the student’s day. In addition, the children participate in library, health, Mandarin Chinese, technology, physical education, music and art. These subjects are an important part of your child’s educational experience. In participating in these special area programs, children are introduced to the fundamentals of each specific discipline. In all subjects, active hands-on experience is provided and children are encouraged to express themselves, make connections among subject areas, explore issues and problems, and work cooperatively with peers and adults in the pursuit of understanding to become lifelong learners.
Our immediate goal is to meet the expectations of the New York State Standards and work toward the Common Core Standards which will be implemented in 2012. Partnership between the schools and community is essential to meet this challenge. In creating this overview, we have raised our own expectations for the students and staff and hope to have the support of parents as well. By working collaboratively, we can empower our children to succeed to their fullest potential.
Please take the time to read this information, share it with your child and discuss the expectations for the school year ahead. Connect with your child’s teachers and communicate regularly throughout the year. Together, we have the opportunity to make a difference in your child’s future.
Sincerely, The Plainview-Old Bethpage Staff
Language Arts
PARENT INFORMATION
The major goal of our English Language Arts program continues to be the enjoyment and appreciation of reading and writing. Students are encouraged to read for pleasure and for information in a variety of genres such as fiction, non-fiction, poetry and drama. Reading and writing are mutually supportive of each other and, therefore, are integrated across the curriculum. Skills and strategies will assist the students in becoming independent, confident learners in the areas defined below. However, these skills and strategies are not isolated entities, but rather embedded in our Language Arts program.
We encourage parents to support their child’s development by being involved in the learning process. A strong home-school partnership is essential for ensuring your child’s academic success. For additional support, we’ve provided website links and contact information.
All students will be expected to meet the New York State Standards for English Language Arts. That means that students will:
Read, write, listen and speak for information and understanding
Read, write, listen and speak for literary response and expression
Read, write, listen and speak for critical analysis and evaluation
Read, write, listen and speak for social interaction During the year the children will be exposed to the following skills:
READING Enriching reading experiences are offered to children at each of the elementary schools. Reading offers an opportunity to focus on effective reading strategies using a variety of genres and authors. Students will strive to develop literacy competencies in the area of reading in: Decoding Including Phonics and Structural Analysis Phonics refers to being able to identify familiar letter patterns as one strategy to “sound out” or spell unfamiliar words. Structural Analysis is using information about word parts (root words, prefixes, and suffixes) to figure out the meaning of words in text.
Find parts of words embedded in longer, unknown words
Determine meaning of unfamiliar words using context clues
Decode grade-level words using knowledge of word structure (e.g., roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)
Background Knowledge and Vocabulary Development Background knowledge and vocabulary development allows for students to use their knowledge of words and concepts to communicate effectively and comprehend meaning.
Study categories of words to learn new grade-level vocabulary, understand concepts from reading, and to make connections to prior knowledge
Identify specific words causing comprehension difficulties in oral or written language
Use a dictionary to learn the meanings of words and a thesaurus to identify synonyms and antonyms
Connect new ideas and information to own experiences and prior knowledge
Identify story elements Fluency Fluency is being able to read text orally with appropriate speed, accuracy, and expression.
Sight-read automatically grade-level common, high-frequency words
Sight-read grade-level texts with decodable and irregularly spelled words Use a variety of strategies to identify unknown words:
Phonetic cues (sound-symbol relationship) Semantic cues (context/meaning) Syntactic cues (language structure)
Comprehension Strategies Comprehension is the process of making sense from reading text or constructing meaning while listening. Comprehension is assessed both orally and in writing.
Read grade-level texts with comprehension and for different purposes
Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, attend to vocabulary, self-correct, draw conclusions) to clarify meaning of text
Organize and categorize text information by using knowledge of a variety of text structures (e.g., cause and effect, compare and contrast, fact and opinion, directions, time sequence)
Use graphic organizers
Identify author’s purpose
Use knowledge of the structure of imaginative text to identify and interpret plot, character, and events
Listen to or read grade-level texts and ask questions to clarify understanding
Listen to or read grade-level texts and answer literal, inferential, and critical/application questions
Summarize main idea or theme from informational texts and details from imaginative text orally and in writing
Support point of view with details from the text Lead and participate in discussion about grade-level texts by integrating multiple
strategies (e.g., ask questions, clarify misunderstandings, support point of view, summarize information)
Demonstrate comprehension of grade-level text through creative responses such as writing, drama, and oral presentation
Recognize and use organizational features (e.g., table of contents, glossary, index, headings, charts, tables, graphs, maps) to understand informational text
Read and understand written directions
Motivation to Read Motivation to read for a wide range of purposes, including academic, work, or pleasure, is crucial to lifelong literacy.
Show interest in reading a wide range of grade-level children’s text, including historical and science fiction, folktales and fairy tales, poetry, and other imaginative and informational tests
Read independently and silently, including longer fiction and chapter books
Show familiarity with titles and authors of well-known literature
Share reading experiences to build relationships with peers or adults (e.g., read together silently or aloud)
Additionally, through teacher “read alouds”, a component of the Reader’s Workshop approach, students will:
Build good reading habits
Differentiate between the various elements of a story
Focus on how characterization is expressed
Understand and differentiate the components of various genres: o Informational texts o Biographies and autobiographies o Historical fiction o Traditional literature o Poetry
Use strategies to build fluency and develop comprehension
Make connections between texts and their own lives
Use various sources of information as they read
WRITING
Through writing experiences, children gain an appreciation of their ability to communicate a message and engage in meaningful tasks. Students are instructed in the writing process across various genres: prewriting, drafting, revising, editing, and publishing. Students who are making adequate progress in writing are able to develop literacy competences in: Spelling
Spell correctly previously studied decodable and irregularly spelled words and spelling patterns in own writing
Spell high-frequency words correctly and use strategies to learn to spell new words
Write Handwriting
Legibly uppercase and lowercase manuscript letters
Write legibly uppercase and lowercase cursive letters Composition
Develop and demonstrate an understanding of written language (e.g., complete sentences, capitalization, and punctuation)
Write in response to the readings of imaginative and informational texts using grade-level vocabulary and sentence patterns
Write a variety of compositions, such as literary responses and informational reports, using different organizational patterns (e.g., cause and effect, compare/contrast) and effective language
Write personal narratives, descriptions, letters, invitations, thank you notes, memoirs, and poems using the writing process
Write stories and reports using the writing process (e.g., prewriting, drafting, revising,
proofreading, editing)
Write sentences in logical order, using paragraphs to organize topics
Use age-appropriate vocabulary when writing
Review work independently for spelling and conventional capitalization and punctuation
Vary the formality of language, conveying personal voice, depending on audience and purpose of writing (e.g., friendly letter, report)
Combine information from multiple sources when writing reports
Use graphic organizers to develop and organize ideas
Motivation to Write
Write voluntarily to communicate ideas and emotions to a variety of audiences and for different purposes (e.g., tell stories, share information, give directions, write to a friend) and share writing with others
Use writer’s notebooks to express personal responses
LISTENING
Through listening, students will be exposed to a range of grade-level materials for pleasure and information. The development of listening skills enables students to develop language, expand vocabulary, and increase attention span. Students who are making adequate progress in speaking are able to:
Listen attentively to books read aloud and for different purposes for a specified period of time
Listen respectfully without interrupting when others speak
Listen courteously to discussions, each other, and to guest speakers
Listen to and follow multi-step oral directions
Use note taking and graphic organizers to organize information and ideas recalled from stories read aloud
SPEAKING
Through speaking activities, students will be exposed to a range of grade-level materials for pleasure and information. Development of speaking skills enables students to develop language, expand vocabulary, and increase attention span. Students who are making adequate progress in speaking are able to:
Speak in response to the reading of imaginative and informational text
Use grade-level vocabulary and conventional grammar to communicate orally ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing)
Recognize what is relevant and irrelevant for a particular audience
Communicate ideas in an organized and cohesive manner
Vary formality of language according to purpose (e.g., conversations with peers, presentation to adults)
Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience
Participate in and contribute to group discussions
TESTING
The New York State Department of Education requires all students in grades three through eight to take a test in English Language Arts (ELA). These tests are designed to measure students’ understanding of written, oral, and literal text in keeping with the New York State Standards. As of the summer of 2010, the New York State Board of Regents has vastly raised their proficiency standards in a greater attempt to predict future college readiness. Obtained scores assist in planning student instruction and help identify the need for remediation. They are not, and should not be, viewed as an absolute measure of a child’s abilities or potential.
WEBSITES
Plainview-Old Bethpage School District: http://www.pob.k12.ny.us/ New York State Department of Education Parental Resources: http://usny.nysed.gov/parents/ New York State Department of Education Student Resources: http://usny.nysed.gov/students/ Plainview-Old Bethpage Public Library: http://www.nassaulibrary.org/plainv/ Helpful Websites for Parents of Elementary School Students:
http://schools.nyc.gov/Academics/EnglishLanguageArts ParentResources/Helpful+Websites+for+Parents+of+Elementary +School+Students.htm
CONTACT Mr. Jeffrey Yagaloff, English Language Arts Chair K–12, can be reached by phone at (516) 937-6369 ext.261 or via e-mail at jyagaloff@pob.k12.ny.us
Library
Library Procedures
- Reinforce library rules and manners
- Review circulation procedures
- Locate material on shelf using call number
- Review electronic catalog
Literary Understanding and Appreciation
- Exposure to different cultures through literature
- Expand parts of a book (Title page, index, glossary, table of contents)
- Increase appreciation of poetry
- Expand book selection to a wider variety of genres
- Direct students to books appropriate to their independent reading abilities
Information Literacy Skills
- Use of electronic and print reference sources
- Locate and use biographies
- Summarizing
- Note taking
- Organizing
- Paraphrasing
- Location
- Evaluation
- Use of information
Technology
- Expand computer-related vocabulary
- Reinforce computer log-on procedures
- Use of computer hardware and software appropriate to grade level
- Increase exposure to appropriate electronic databases
- Reinforce internet safety
Mathematics
PARENT INFORMATION Below are the specific math content topics based on the NYS Learning Standards that your children will be studying in class during this school year. We have listed vocabulary terms that we will be teaching your children. You are encouraged to review these terms with your children at home. All students will be involved in classroom activities designed to help them develop strategies for understanding math concepts and retaining basic math facts and skills. All students need practice, over extended periods of time, to commit facts and skills to memory. We encourage parents to support their children’s learning via the use of flash cards, card games, and web-based math games. This brochure contains suggested websites and links to the NYS Education Department to learn more about the math curriculum and benchmark assessments. Student assessments will be administered at the end of each unit of study and results will be reported to parents. A strong home-school partnership is essential for ensuring our students’ academic success. Thank you for your continued support.
VOCABULARY
Addend, sum, difference, divide, dividend, divisor, quotient, remainder, product, factor, multiple, squaring a number
Associative property, Commutative property
Greater than (>), less than (<), equivalent, congruent, similar, symmetrical, not equal (≠)
Equation or number sentence (has an equal sign), inequality (has < or >), expression (no =, >, or <)
Base ten number system, place value, digits, expanded form, tenths, hundredths
Area, arrays, length, width, non-standard units, perimeter
Bar graph, data, graph scale, pictograph
Circle, hexagon, rhombus, square, trapezoid, parallelogram, pentagon, quadrilateral
Cone, cube, cylinder, sphere, prism, edge, face
Estimate (friendly numbers), round (to specific place, ex. tens place)
Numerator, denominator, fraction
Even number, odd number, skip count
Fact family
GRADE 3 FOCUS TOPICS
NUMERACY
Read, write, and order whole numbers to 1,000 Understand the place value structure of the base ten number system
Round numbers to the nearest ten and hundred (friendly numbers)
Estimate numbers to 500
Skip count by 25’s, 50’s, and 100’s (coin values)
Name and represent fractions as equal parts of a whole or a set of objects
Identify and explain the properties and patterns of odd and even numbers
OPERATIONS
Use a variety of strategies, including the traditional algorithm, to add and subtract three-digit numbers
Understand the commutative and associative properties of addition and multiplication
Develop fluency of multiplication facts to 12 x 12
Multiply 2 and 3 digit numbers by a one digit number
Demonstrate fluency and apply single digit division facts with/without remainders
ALGEBRA
Use of the symbols <, >, =, ≠, with and without the use of a number line, to compare whole numbers and fractions (1/2, 1/3, ¼, 1/6, 1/10)
Describe and extend numerical and geometric patterns
GEOMETRY
Identify, describe and compare two and three dimensional shapes & their attributes
Identify and construct lines of symmetry
Identify congruent and similar figures
MEASUREMENT
Add and subtract money/make change
Tell time to the minute using analog and digital clocks and relate unit fractions to the face of a clock
Calculate and solve problems involving elapsed time
Select and use standard and non-standard (metric) units to estimate measurements
Measure and compare capacity using cups, pints, quarts and gallons
Find the area and perimeter of shapes
STATISTICS AND PROBABILITY
Display data in pictographs and bar graphs
Read and interpret data in bar graphs and pictographs
Develop and make predictions that are based on data
TESTING The New York State Department of Education requires all students in grades three through eight to take a test in mathematics. These tests will assess the five content strands and five process strands in the New York State 3–8 Mathematics Core Curriculum. Questions will be developed in accordance with increasing problem solving and higher cognitive demands. The NYS assessment will be given in May. More information will be provided by your child’s teacher.
WEBSITES
NYS Standards-http://www.emsc.nysed.gov/3-8/MathCore.doc
NYS Mathematics Glossary-http://www.emsc.nysed.gov/3-8/glossary.htm
Sample Tests-http://www.nysedregents.org/testing/mathei/06exams/home.htm
MATH GAMES FOR FAMILIES
http://www.mathforum.org/dr.math/dr-math.html
CONTACT
Mr. Ronald Labrocca, Mathematics Chair K–12, can be reached by phone at (516) 937-6379 or via e-mail at rlabrocca@pob.k12.ny.us
Science
The elementary science program at Plainview-Old Bethpage offers students a hands-on science experience. Lessons are designed from a math, science and technology perspective that reinforces the integration of the disciplines. Students are encouraged to develop their understanding of the subject through inquiry and hands-on experimentation. The curriculum is designed to address the New York State core curriculum. As a result, students are well prepared for the Grade 4 Elementary Science Assessment. Inquiry
Identify problem
Predict outcomes
Make hypothesis
Test/Experiment
Observe
Record and analyze data
Draw conclusions
Physical Science
Matter and Energy
Properties of Matter (States, Changes)
Energy (Uses, Why important)
Heat, Light and Sound (Color)
Earth Science
Weather and Space
The Water Cycle
Earth’s Place in the Solar System o Seasons, Moon and Planets
Life Science
Living Things o Growth and Change o Butterfly Unit
Plants o Types o Needs o Photosynthesis
Animals o Needs o Invertebrates o Vertebrates Science Websites
Harcourt Science Program: www.hspscience.com ESP Science Kits: www.espsciencetime.org Science with Me: www.sciencewithme.com HHMI Cool Science for Curious Kids: www.hhmi.org/coolscience/forkids American Museum of Natural History – Ology: www.amnh.org/ology Endangered Animal Channel: www.endangeredtv.com Enchanted Learning: www.enchantedlearning.com BBC – KS2 Bite-size Science: www.bbc.co.uk/schools/ks2bitesize/science
Contact
Mrs. Joyce Thornton Barry, Science, Research and Technology Chair K–12, can be reached by phone at (516) 937-6369 ext. 331 or via e-mail at jbarry@pob.k12.ny.us
Technology
At the elementary level, grades K-4, technology is integrated into the curriculum through
projects facilitated by classroom teachers, library media specialists, Project Challenge and
Enrichment For All teachers, and are supported by building-based computer technology
teacher aides. Technology activities and projects are led by the goals of the classroom
curriculum at each grade level. In alignment with National Education Technology Standards, a
computer technology curriculum guide provides teachers with a guide to integrate grade level
appropriate technology skills into daily instructional activities.
A computer lab, with Internet access, is housed adjacent to library media centers located at
each school. Typically, initial instruction is provided in the computer lab/library media center
and supported by computers located inside each classroom.
Enrichment For All
Elementary students in grades K-4 participate in an interdisciplinary inquiry-based
enrichment program that enhances discovery through hands-on experiences.
Focus: CSI: Plainview – Students learn how new discoveries in science keep us safer and how
it’s used in the real world. Use of microscopes, math concepts such as measurement and ratios
are covered throughout the learning experience. Discovery of the relationship between the
evolution of technology and cultural perspectives.
Third grade students participate in five sessions of Enrichment For All throughout the school
year. Lessons are designed to meet the needs of all learners.
Social Studies Students in grade 3 study about communities around the world. Students learn about communities that reflect the diversity of the world’s peoples and cultures. They study Western and non-Western examples from a variety of geographic areas. Students also begin to learn about historic chronology by placing important events on timelines. Students locate world communities and how different communities meet their basic needs and wants. Students begin to compare the roles of citizenship and the kinds of governments found in various world communities. Four representative countries will be explored in depth: China, Nigeria, Italy and Brazil. Culture:
What is culture?
What is civilization?
How and why do cultures change?
People in world communities exchange elements of their cultures Communities:
World communities have social, political, economic and cultural similarities and differences
World communities change over time
Important events can be displayed on timelines
Calendar time can be measured in terms of years, decades, centuries and millennia using BC and AD as reference points
Beliefs, customs and traditions differ from place to place
World communities can be located on maps and globes using latitude and longitude
Spatial relationships of world communities can be described by direction, location, distance and scale
Lifestyles in world communities are influenced by environment and geographic factors Economic Systems:
Societies organize their economies to answer three fundamental economic questions: What goods and services should be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
People in world communities must depend on each other to meet their wants and needs
People in world communities use human, capital and natural resources Citizenship:
People in world communities celebrate various holidays
People in world communities use monuments and memorials to represent symbols of their nation
Government in World Communities:
People in world communities form governments to develop rules and laws to govern community members
The processes of selecting leaders, solving problems and making decision differ in world communities
Governments in world communities have the authority to make, carry out and enforce laws and manage disputes among them
WEBSITES
National Archives – Introduction to Documents:
http://www.archives.gov/digital_classroom/introductory_activity.html
National Archives – Document Analysis Worksheets:
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html
Geography Olympics: http:www.geographyolympics.com/challenge.php Ellis Island: http://www/ellisisland.org/ Popular Songs in American History: http://www.contemplator.com/america/ PBS Growing Up Global – Kid Cards: http://www/pbs.org/wnet/wideangle/shows/global/cards.html
CONTACT
Ms. Maria Carnesi, Social Studies Chair K–12, can be reached by phone at (516) 937-6369 ext. 264 or via e-mail at mcarnesi@pob.k12.ny.us
World Languages
Mandarin Chinese
The mission of the American Council on the Teaching of Foreign Languages (ACTFL) is to
promote and foster the study of languages and cultures as an integral component of American
education and society.
In keeping with this mission, the goals of the elementary world language program in the
Plainview-Old Bethpage Central School District are to introduce students to the basics of world
language learning, develop limited communicative competence and promote cultural
awareness and understanding.
In grades one through four, our students are introduced to Mandarin Chinese. Each week,
students participate in a 45-minute class within a 6-day cycle in Chinese language and
culture.
The Chinese program is a content-related program consisting of thematic, linguistic and
cultural units. The emphasis is on the development of listening and speaking skills as well as
vocabulary building using a variety of techniques. These techniques include, but are not
limited to, total physical response, story telling, dialog and role play, folktales, games, songs
and special projects. Some of the vocabulary topics include greetings, numbers, colors, family,
food, weather and action words.
At the end of Grade 3 students will be able to:
Participate in class activities using the words in the classroom such as:
o Classroom, teacher, schoolmates, desk, chair, backpack, pencil, book, notebook, crayon
Translate dates from Chinese to English and from English to Chinese
o Students say their birthday in Chinese
o Months and dates
Compare birthday celebrations in China and in America
o Peach, noodles, cake, balloon, candle
o Happy Birthday
Use body parts vocabulary in the context of expressing hurt:
o Head, eye, ear, shoulder, knee, leg, hand, stomach, back pain (hurt), what’s wrong?
Use adjectives to describe themselves, family members and friends:
o Smart, brave, pretty, honest, humorous, friendly, cute, quiet, active,
hardworking, obedient, polite
o I am…/ He/she is… My (family member) is …
Identify 10 country names, locate countries in the world map:
o USA, China, England, Japan, Mexico, Italy, France, Korea, Germany, Russia
o I want to go to…/ I don’t want to go to…
Retell the legend about the Moon Lady, Chang E
Name 2 traditions related to the Moon Festival
CONTACT Mr. Brian O’Sullivan, World Languages Chair K–12, can be reached by phone at (516) 937-6369 ext. 277 or via e-mail at bosullivan@pob.k12.ny.us
Health
The health education curriculum is designed to motivate and assist students to maintain and improve their health and prevent disease. Students learn to develop and demonstrate the knowledge, attitudes, skills, and practices that are essential in making responsible health related decisions. Elementary Health Education - follows many themes throughout the primary years in order to reinforce
the health message, gradually increasing the depth of each curriculum issue.
Grade 3 Topics:
o Illness Prevention and HIV/AIDS Prevention – How Not to Get AIDS and Other Illnesses You
Can Catch
o Personal Safety and Injury Prevention – Home Safety and Personal Safety
o Substance Abuse Prevention – Saying No to Drinking, Smoking, and Drugs
o Nutrition – Sweets, 5 Food Groups Create a Meal
o Fitness – Finding Out About Bones
o Emotional Health – Dealing with Anger and Developing a Positive Attitude
o Communication and Friendship – Community
o Family – Who Is In a Family, Birth Order
o Summer Safety – Summer Safety Rules and Activity Review
Physical Education
The Plainview-Old Bethpage physical education curriculum will foster the development of the whole child in conjunction with the three New York State Standards. Physical education in 3rd grade will continue to expand the foundation for development and exploration within a wide range of activities. Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Physical fitness testing will be introduced to make students aware of their individual levels of fitness. Motor/Movement Skill Development
Transition from sport themed activities to traditional sport activities
Recognize similar movements in various skills/sports
Continue development of more complex movement concepts as they relate to games and sports
Continue development of more complex manipulation skills as they relate to games and sports
Daily exercise related to muscular development Fitness /Wellness
Begin to demonstrate an understanding the five fitness components
Introduce the concept of designing a personal fitness program
Identify changes in the body during physical activity
Daily aerobic exercise
Fitness Testing
Living Skills
Demonstrate care, consideration and respect of self and others during physical activity
Acquire social interaction skills while engaged in competitive activities
Come to know and practice appropriate participant and spectator behaviors
Encourage family activities within the community
Team sports, manipulation of various equipment, gymnastic skills, dance and rhythm, fitness stations and challenges, fitness testing and health, and educational games are the tools used for goal achievement at this level.
CONTACT Mr. Kevin McDermott, Director of Physical Education, Health, Recreation & Athletics K–12, can be reached by phone at (516) 349-4789 or via e-mail at kmcdermott@pob.k12.ny.us
MUSIC
The soprano recorder is introduced at this time. The recorder is an ideal first instrument, and it allows students to perform, compose, read music, and explore all other aspects of the general music curriculum. Through recommended activities such as singing, moving, playing instruments, playing the recorder, reading music, creating and listening, students will study the following concepts: Rhythm:
Read and notate whole, half, quarter, eighth, sixteenth notes and rests, syncopated rhythms
Duple, triple meter – strong and weak beats
Long/short patterns, more advanced rhythm reading
Tempo: adagio, largo, allegro, presto, etc.
Conducting patterns in 2, 3, 4 Melody:
5 line staff, lines/spaces
Melodic steps, leaps - melodic direction (upward-downward)
Melodies on recorder, voice, other classroom instruments
Harmony:
Melody/accompaniment, perform accompaniment on barred instruments
Perform songs in major/minor/other modalities
Begin to discern music textures: unison, polyphony, homophony Form:
Simple forms, e.g. AB, canon, rondo
Musical phrases, questions and answer, melodic pattern/contrast
Contrasting sections, introduction and coda
Timbre:
Families of instruments, voice types
Pitched/non-pitched instruments
Instruments from different cultures Dynamics:
Piano, mezzo-piano, mezzo-forte, forte, crescendo, decrescendo
Dynamic contrast/shading, conducting dynamics
WEBSITES Plainview-Old Bethpage Music Department: http://www.pob.k12.ny.us/MUSIC/musicdepartment.htm Music Association of Plainview-Old Bethpage (MAPOB): http://www.pob.k12.ny.us/MAPOB.HTM New York State School Music Association: http://nyssma.org/ Nassau Music Educators Association: http://www.nmea.us/
Long Island String Festival Association: http://www.lisfa.org/ National Association for Music Education: http://www.pob.k12.ny.us/MUSIC/musicdepartment.htm
CONTACT Mr. Joshua Golbert, Director of Music K–12, can be reached by phone at (516) 937-6406 or via e-mail at jgolbert@pob.k12.ny.us
Visual Arts
The Plainview-Old Bethpage elementary art program is designed to reach all students and offer them a broad range of experiences and activities. While supporting the New York State Standards for the Arts, art instruction is based on the Basic Elements of Art and Principles of Design. Children are exposed to creative opportunities in various mediums and areas of self-expression, which are enriched further with art history and the works of accomplished artists. The art program is an integral part of the elementary interdisciplinary curriculum and plays a significant role in community activities. There is an annual celebration of the visual arts at the Elementary Art Expo at POBJFK High School Tim Sanchez Visions Gallery.
The following examples provide an overview of the art focus at each grade level: projects and
materials may vary depending on each school’s equipment, supplies, and designated
themes/celebrations.
Students will be introduced to various cultures and the art they contribute using:
Line
Shape
Color
Texture
Space
Patterns
Movement/ Rhythm
Balance
Examples may include:
Drawing Machines Expressions
Painting Landscape
Printing Repetition
3-Dimensional work Wood sculpture
Slab relief (clay) Additive method
Art History Art specific to a culture Visit to Heckscher Museum
connects artistic style to hands-on classroom projects
Possible mediums:
Paint Tempera - compositions Watercolor - wet paper
Crayon Batik
Pastels Wet paper
Clay White kiln clay
Paper Positive/negative Introduction to origami
WEBSITES
Metropolitan Museum: http://www.metmuseum.org Just for Kids: http://www.princetonol.com/groups/iad/lessons/middle/for-kids.html J. Paul Getty Museum: http://www.getty.edu Art Institute of Chicago: http://www.artic.edu Cleveland Museum of Art: http://www.clemusart.com National Gallery of Art: http://www.nga.gov Kids Zone: http://www.nga.gov/kids/zone/zone.htm Tessellations: http://tessellations.org/animation-aquarium.htm Optical Illusions: http://www.michaelbach.de/ot/mot_sigma/index.html
CONTACT
Dr. Judith Chen, Director of Art K–12, can be reached by phone at (516) 937-6369 ext. 240 or via e-mail at jchen@pob.k12.ny.us
BOARD OF EDUCATION
2011-2012
Mr. Gary Bettan, President
Mrs. Amy Pierno, Vice President
Mrs. Debbie Bernstein
Mr. Angel Cepeda
Mrs. Ginger Lieberman
Mrs. Evy Rothman
Mrs. Emily Schulman
Central Administration
Mr. Gerard W. Dempsey, Jr…………………………………………… Superintendent of Schools
Ms. Jill M. Gierasch.………………………..Asst. Superintendent for Curriculum and Instruction
Mr. Arthur Jonas. . . . ……………………………………………………...Deputy Superintendent
Mr. Ryan Ruf……..…………………………………………….Asst. Superintendent for Business
Ms. Ellie Becker ……………...….………………………… Director of Pupil Personnel Services
Ms. Catherine Maiman……...........................Asst. Dir. of Special Education, Grades Preschool-4
Ms. Dolores Binstock.…..….………………………...Asst. Dir. of Special Education, Grades 5-8
Ms. Sandy Steinberg..……………………………… Asst. Dir. of Special Education, Grades 9-12
Mr. Kevin McDermott…………………Director of Physical Education, Recreation and Athletics
Dr. Judith Chen..…………………………………………………………………....Director of Art
Mr. Joshua Golbert.………………………………………………………….......Director of Music
Mr. Guy Lodico……………………………………………………………Director of Technology
Ms. Kim Parahus………………………………….Director of School Facilities and Operations II
Ms. Nadine Eiring……………………….……District Transportation Specialist & Safety Officer
Mr. Mark Donovan…………………….……………………………….Transportation Supervisor
Mission Statement
The mission of the Plainview-Old Bethpage Central School District is to provide an
academically challenging and stimulating environment for all students, and to enable them
to realize their full potential to be happy, ethical and analytical citizens of the world.
We do this by:
making tolerance, acceptance, respect, honesty and kindness expectations for
all students, and for members of the Plainview-Old Bethpage school
community;
identifying each student’s academic, social-emotional, aesthetic and physical
needs, and striving to meet those needs; and
encouraging communication between and among students, teachers, parents,
administrators, and community members