|
Subject |
Topic
|
Activities |
| Reading
and Language Arts |
Assessment
|
 Alphabet Writing/spelling Running
record of appropriate level book |
Reading Units (focused on comprehension and
using decoding strategies)
|
Readers
Build Good Habits Readers
Recognize When Books Have Patterns and Use Patterns Readers
Read “Just Right” Books and Use Print Strategies to Support
Conventional Reading Readers
Talk about Books to Grow Ideas Readers
Listen to the Song of a Text (fluency and phrasing) Readers
Care about Characters Readers
Think across Books—Whole class Topic
of Friendship |
Decoding Strategies
|
Phonemic
awareness Letter-sound
correspondence Consonant
digraphs (sh, ch, th, etc.) Blends
(bl, st, etc.) Phonic
study (spelling patterns) Semantic
strategies Syntactic
strategies Structural
cues Sight
words (Word Wall) Visual
cues |
Reading Structure
|
Individual
reading with a teacher and by self Partnership
Reading Reading
in groups |
Encoding Skills/Spelling
|
Using
phonic knowledge (approximate spelling) and sight words |
Beginning writing
|
Simple
stories building on knowledge of beginning, middle, and end |
Writing Workshop
|
Methodology
of the Reading and Writing Institute at Teachers College Writing
Life Small
moment stories Can
You Read This? Author
study Work
on revision Poetry Non-fiction “research” piece |
Handwriting
|
Review
of upper case letters Consolidation
of lower case letters |
| Math |
Number Systems and Number Sense
|
Addition
and subtraction facts (0-20) Comparing
and combining numbers Activities
with 100 chart Various
manipulatives (unifix cubes, rods, snap cubes) |
Patterns
|
Patterns
in the environment Patterns
in numbers Pattern
blocks |
Problem Solving
|
Throughout
the year |
Data and Graphing
|
2
item graphs 3
item graphs Bar
graphs Circle
graphs Graph
Club (computer program) |
Measurement
|
Non-standard
measurement Standard
measurement |
Geometry
|
Pattern
blocks Geoboards |
Money
|
Concepts
of money Using
play money, including counting strategies |
| Community
Building |
- Developing respect and empathy
- Distinguishing between tattling and getting help
|
Circle
time and class meetings when problems arise, throughout the day,
and embedded in all the curriculum |
| Social
Studies and Science |
Study of Central Park
|
How
was the park made? How
do we use the park today? Why
is the park an important part of our life in the city? Exploring
the park Recording
what is seen Observing
what happens and who lives in the park (including interviewing
workers and people enjoying the park) |
| World Language |
Spanish (half the year)
|
Colors Shapes Alphabet Numbers
(1-100) Months Seasons Commands Hispanic
Festivals Cooking
(Quesadillas) Children’s
literature |
French (half the year)
|
Numbers
(1-20) Single
digit +/- Class
objects Alphabet Days
of the week Places
in the neighborhood Professions French “go°ter” Children’s
literature |
| Homework |
Reading
|
Reading
with parents 20 minutes per night |
| Music |
Orff process
|
Exploration
of space, dynamics, and form Step
vocabulary Elemental
dance forms Experience
beat and rhythm Drama
games Rhythmic
notation Songs,
chants, singing games Form:
same/different, beginning/ending, echo, call/response |
| Art |
Emphasis on learning techniques and being independent
|
Drawing
with a variety of materials Painting
with tempera and watercolors Rubbings
with crayons Collage
and image making with paper Monoprinting
and printing with stamps Learn
to paint with acrylic paints |
| Physical
Education |
- Gymnastics
- Rhythmics
- Games
|
Students
engage in activities and instruction in basic movement designed
to build sequential foundations for more advanced physical activity. Locomotor,
non-locomotor, and manipulative skills focusing on the elements
of movement: Force, Time, Space, and Flow Students
receive guidance in the development of social skills and
emotional expressions and control through participation in
Large and Small Group Games |
