Methodologies for teaching include -  Interactive games, Song/Music, Teacher directed lessons, Share and respond, Partner share, Collaborative share/work, Pocket charts, Stories on tape, Problems of the day at calendar time, Manipulatives, Learning with technology, Cumulative reviews, Test Preps, Video/Cd’s, Art connection, Graphic organizers, Teacher read aloud, Guest speakers

Students will practice the following skills – Listening, speaking, and viewing, Being a good listener, Being a good speaker, Having a conversation, Having a discussion, Being a good viewer

• Differentiate between things that happened a long time ago and things that happened yesterday
• Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments
• Students explain governmental institutions and practices in the United States and other countries
• Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills
• Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives.
  Historical and Social Sciences Analysis Skills
  A. Chronological and Spatial Thinking
  Students place key events and people of the historical era they are studying in a chronological sequence and with in a spatial context; they interpret time lines.
  B. Students correctly apply terms related to time, including past, present, future, decade, century, and generation.
  C.  Students explain how the present is connected to the past, identifying both the similarities and differences between the two, and how some things change over time and some things stay the same.
  D. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map’s or globe’s legend, scale, and symbolic representations.
  Research, Evidence, and Point of View
• Students differentiate between primary and secondary sources.
• Students pose relevant questions about events that they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.
• Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.
  Historical Interpretation

1. Students summarize the key events of the era they are studying and explain the historical context of those events.
2. Students identify the human and physical characteristics of the places they are studying and explain how these features form the unique character of those places.
3. Students identify and interpret the multiple causes and effects of historical events.
4. Students conduct cost-benefit analyses of historical and current events.

Incorporated in Social Studies:  California English-Language Arts Standards

1. Word Analysis, Fluency, and Systematic Vocabulary Development.
2. Reading Comprehension
3. Writing Strategies
4. Writing Application
5. Listening and Speaking Strategies
6. Speaking Applications

• Develop an ear for the language through
• Games
• Songs
• Practice of vocabulary

• Introductions to greetings, family members, colors, animals, days of the week,
• Parts of the body, numbers and different songs like “The itsy bitsy spider”,
• “The wheels on the bus” and “If you’re happy and you know it”
• We’ll be playing different games and activities to get them ready for first grade.

• Students will begin to identify and apply basic rules with Spanish grammar that will help when communicating.
• Recognize and learn the sound the alphabet.
• Learn how to use a calendar.
• Learn about places and people at school with lots activities and games that will keep them motivated to continue learning.

Textbook Santillana- Bravo Bravo levels 1&2

• Students will begin to identify and apply basic rules with Spanish grammar that will help when communicating.
• Recognize and learn the sound the alphabet.
• Learn how to use a calendar.
• Learn about places and people at school with lots activities and games that will keep them motivated to continue learning.

Textbook Santillana- Bravo Bravo levels 1&2

• Students read, notate, listen to, analyze and describe music and other aural information, using the terminology of music.S
• Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments.
• Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians and composers.
• Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
• Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.  They also learn about careers in and related to music.

Teaching Time:

30 minute class twice a week per grade level

• · Identify and describe basic elements in music (e.g., high/low, fast/sow, loud/soft, beat).
• · Use the singing voice to echo short melodic patterns.
• · Sing age-appropriate songs from memory.
• · Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and melodic direction.
• · Create melodies and accompaniments, using the voice or a variety of classroom instruments.
• · Identify the various uses of music in daily experiences.
• · Sing and play simple singing games from various cultures.
• · Use a personal vocabulary to describe voices and instruments from diverse cultures.
• · Use developmentally appropriate movements in responding to music from various genres and styles.
• · Create movements that correspond to specific music.
• · Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby).
• · Use music, together with dance, theater and the visual arts for storytelling.
• · Identify and talk about the reasons artists have for creating dances, music, theater pieces and works of visual art.

• · Read, write and perform simple patterns of rhythm and pitch, using beat, rest, and divided beat.
• · Identify simple musical forms (e.g. phrase, AB, echo)
• · Identify common instruments visually and aurally in a variety of music.
• · Sing with accuracy in a developmentally appropriate range.
• · Sing age-appropriate songs from memory.
• · Play simple accompaniments on classroom instruments.
• · Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.  Create melodies and lyrics using the voice.
• · Recognize and talk about music and celebrations of the cultures represented in the school population.
• · Sing and play simple singing games from various cultures.
• · Use a personal vocabulary to describe voices, instruments, and music from diverse cultures.
• · Use developmentally appropriate movements in responding to music from various genres, periods and styles.
• · Create movements to music that reflect focused listening.
• · Describe how ideas or moods are communicated through music.
• · Recognize and explain how people respond to their world through music.
• · Describe how the performance of songs and dances improves after practice and rehearsal.

• · Read, write and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes and rests.
• · Read, write and perform simple patterns of pitch, using solfege.
• · Identify ascending/descending melody and even/uneven rhythm patterns in selected pieces of music.
• · Identify simple musical forms, emphasizing verse/refrain, AB, ABA
• · Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.
• · Sing with accuracy in a developmentally appropriate range.
• · Sing age appropriate songs from memory.
• · Play rhythmic ostinatos on classroom instruments.
• · Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments.
• · Identify the uses of specific music in daily or special events.
• · Sing simple songs and play singing games from various cultures.
• · Describe music from various cultures.
• · Use the terminology of music in discussing individual preferences for specific music.
• · Create developmentally appropriate movements to express pitch, tempo, form and dynamics in music.
• · Identify how musical elements communicate ideas or moods.
• · Respond to a live performance with appropriate audience behavior.
• · Identify and discuss who composes and performs music.

1. To develop an appreciation of the value of Science and its importance in our daily life
2. To encourage students to use their prior knowledge to learn new scientific information
3. To offer  students an opportunity to practice scientific tasks using a variety of labs and activities

Primary Text: California Science  ( Scott-Foresman )

• · Physical Science: classifying objects, water and forms of water, the water cycle, magnets and magnetism

• · Life Science: plants and animals, life cycles, how plants grow and change

• · Earth Science: the Earth’s physical makeup and landforms, weather, the seasons, natural resources, caring for the Earth

• · 60 minutes per week

• · Physical Science: grouping objects, solids and liquids, sound, heat, and light, shadows

• · Life Science: plants and parts of plants, animals, classifying animals, food chains, environments and habitats

• · Earth Science: weather, the seasons, the sky and atmosphere, the Earth’s layers

• · Science Inquiry: abilities to do scientific inquiry, understanding scientific theory

• · 50 minutes per week

• ·Physical Science: matter, friction and motion, sound and pitch, gravity, simple machines, magnets and magnetism

• · Life Science: plants and plant growth, parts of plants and their functions, animals and life cycles, environments

• · Earth Science: soil and erosion, rocks and minerals, weathering, natural resources, fossils and dinosaurs

• · Science Inquiry: abilities to do scientific inquiry, understanding scientific theory

• · 50 minutes per week

1. To learn the proper use of technology as a tool to enhance learning both now and for the future.
2. To learn keyboarding techniques that will promote speed and accuracy, a valuable skill for lifelong use.
3. To provide instruction and practice for:  safe use of reputable Internet sites as a research tool; how to use and document information found at websites; copyright and internet ethics; cyber bullying; safeguarding privacy
4. To teach use of major software programs for practicum and topical projects.
5. To augment religious studies with appropriate project(s).
6. To support the Social Studies and Language Arts curricula through topical projects, starting in Grade 3.
7. To enhance study of Language Arts, Math, Science, and logical thinking through educational software, all grades.

Text: students have access to a teacher-developed computer lab information and content guide located in their programs file folder.

• · Basic use of mouse, headphones and keyboard
• · Ergonomic use of mouse and keyboard
• · Basic computer terminology such as, desktop, keyboard, mouse, CD-ROM, programs, and file folder.
• · Navigation of educational software that supports primarily Language Arts and Math curricula
• · Initially, programs are open and ready to use when students arrive. After December, students learn:
  - How to locate CDs and insert them
  - How to locate the program on their
  desktop file listing
  - How to open and close programs
  - How to remove and replace CDs
• · Keyboarding:  software programs for this skill require some reading ability.  In April, students are introduced to letter recognition on the keyboard.
• · 30 minutes once a week

• · Students assist with lab operation via several “assistant” assignments.
• · Continuation of educational software of increasing difficulty
• · Achievement goals established for the various software in use
• · Ergonomic use of mouse and keyboard
• · Basic computer terminology such as, memory, storage, , input, output,  Central Processing Unit and peripherals
• · Introduction to Word processing through the KidPix software program
• · Brief introduction to the Internet in May
• · Keyboarding:  every other class begins with use of one of two keyboarding programs designed for primary grades.  Goal is for 5 Words per minute with 85% accuracy by year-end.
• · 50 minutes once a week

• · Lab “assistant” assignments
• · Continuation of educational software of increasing difficulty
• · Achievement goals established for the various software in use
• · Ergonomic use of mouse and keyboard
• · Computer terminology such as, file management, graphics, operating systems, bits and bytes, and file names
• · Introduction of Microsoft Word for Word processing: entry, formatting, saving, printing
• · Introductory Internet project: URLs, search engines, search strings
• · Keyboarding:every other class, continue working with two primary keyboarding programs.  Introduce “Mavis Beacon Teaches Typing” in January. Goal is for 10 Words per minute with 90% accuracy by year-end.
• · 50 minutes once a week.

• · The school library contains over 13,000 books and subscribes to 25 magazines.
• · Each class, kindergarten through eighth grade, has one 30 minute scheduled library class per week. In addition, the library is open after school several days a week. After school, students may use the library resources in order to complete their homework or for pleasure reading.
• · Through their time in the library the students are encouraged to enjoy the written word and to develop a lifelong reading habit.

• · The students are introduced to the wide variety of resources available in the library.
• The students interact with fellow students and the librarian in participatory stories, word games, and read aloud stories.
• · During some class periods the students read self-selected books.
• · Students learn proper library etiquette.

• Students select appropriate picture and reading books to check-out for use in their classroom.
• Approximately half of the class period is used for reading aloud. The librarian introduces different genre and authors to the students through books, magazine articles and interactive activities.
• The students develop good listening skills and good library behavior.

• Students learn to select books and magazines that match their reading level and interests.
• The students select a book or magazine to check-out for use during the week. The books may be taken home and must be returned the following class period for check-in or renewal.
• The students continue to hone their listening skill as the librarian reads longer and more complex stories to the class.