Specialists

FLITE School

Art

First Grade

Grade 1

  • Look at and reproduce work similar to Mondrian, Klee, and Eric Carle
  • Collaborate with the music teacher to create artwork that illustrates songs learned
  • Introduction to self portraiture
  • Identify shapes in art work; create work using shapes and patterns
  • Distinguish between Realism and Abstraction
  • Identify two-dimensional and three-dimensional artwork
  • Discuss color theory; become familiar with primary colors
  • Explore mixed media and create artwork using various techniques
  • Introduce observational drawing

Second Grade

Grade 2

  • Look at and reproduce work similar to Henri Matisse, Claes Oldenburg, and Vincent Van Gogh
  • Introduce weaving with paper
  • Review the solar system to produce art that pertains to Space
  • Continue to distinguish between Realism and Abstraction
  • Discover the differences of line to create texture
  • Identify and incorporate shapes in artwork
  • Continue to distinguish between two-dimensional and three-dimensional artwork
  • Learn how to draw a self- portrait
  • Mix the primary colors to make secondary colors
  • Experiment with the primary and secondary colors to create intermediate colors
  • Continue the practice of drawing what one "sees"
  • Discuss and explore color theory

Third Grade

Grade 3

  • Look at Cubism and reproduce work similar to Picasso
  • Introduce self portraiture
  • Introduce Keith Haring and his work to create a drawing in his style
  • Continue to distinguish between two- and three-dimensional artwork
  • Continue to distinguish between Realism and Abstraction
  • Introduce wire, wood, fabric, and tiles
  • Introduce printmaking techniques
  • Discuss and explore color theory
  • Observational drawing; still life and on-sight

Fourth Grade

Grade 4

  • Look at and reproduce work from the Colonial American Period
  • Look at and reproduce work from the Native Americans of the Northeastern regions
  • Introduce Grant Wood's American Gothic with a project relating contemporary times to the famous painting
  • Continue to distinguish between two- and three-dimensional artwork
  • Introduce additional printmaking techniques
  • Combine familiar materials in unusual and new ways
  • Introduce textile art through weaving
  • Continue to explore the difference between realistic and abstract art
  • Continue the practice of drawing what one "sees" through still life set ups and on-location landscape drawing
  • Discuss and explore color theory
  • Revisit self-portraiture

Fifth Grade

Grade 5

  • Explore one-point perspective
  • Continue to distinguish between two- and three-dimensional artwork
  • Introduce additional printmaking techniques
  • Combine familiar materials in unusual and new ways
  • Introduce textile art through weaving and tie dye
  • Identify and capture tonal values in drawing
  • Continue the practice of drawing what one "sees" through still life set ups and on-location drawing
  • Revisit self-portraiture
  • Discuss and explore color theory
  • Continue to explore the difference between realistic and abstract art

Band and Chorus

Chorus

Choral Music

La La La La La!

Students experience the joy of music through singing! Basic breathing, posture, vocal techniques and movement are explored in this beginning chorus. In addition, a wide variety of music literature is introduced and performed!

Band

Instrumental Music

Boom! Squeak! Toot! Blat!

Students take music into their own hands – literally! Students are given the opportunity to play a band or stringed instrument. Beginning instrumental students learn note reading and rhythm skills, care of instruments, basic playing techniques, self-discipline and how to follow a conductor!

E.S.L.

Overview

E.S.L.

E.S.L., or “English as a Second Language,” is an exciting part of our school environment. The goal of the E.S.L. Program is to identify Limited English Proficient (L.E.P.) students and provide appropriate language instructional programs for them. Upper Perkiomen offers a part time E.S.L. teacher in each of our four schools to work with L.E.P. students to help them gain English proficiency. The E.S.L. teacher works with identified students both in and out of the classroom on a daily basis.

Students are identified for the ESL program using a two tiered process:

First, upon initial registration with the school, a Home Language Survey is completed, which asks three questions:

What is the first language the student learned?

Does the student speak a language other than English?

What language(s) are spoken in the home?

If the Home Language Survey indicates any language other than English, the parents are notified that their child will be assessed using the W-APT (the WIDA Access Placement Test). Those results, as well as the use of other multiple criteria, will determine whether or not a student is eligible for E.S.L. services.

ESL Narrative

Learning Support

Overview

Learning Support

The Learning Support program is comprised of part-time, resource, and itinerant levels of support for students who have an Individualized Education Plan (IEP). The part-time learning support classroom services students for the majority of the school day. The resource rooms assist the students who require additional support in reading, language arts, and/or math. The itinerant learning support provides assistance within the regular education classroom.

In addition to classroom support, students may qualify for additional therapies such as Speech & Language, Occupational Therapy, Physical Therapy, Vision Support, Adapted Physical Education, Hearing Support, and Positive Behavioral Support. These services are provided by specialists during the school day.

Students within these programs receive specially-designed instruction to meet their individual needs. They also receive more direct instruction and more adult support than in the general education environment.

Music

Overview

Musical Notes

Students are always busy in our music room. Here are some topics the children will be learning about throughout the year.

Grade 1
> A variety of songs will be sung
> Add a variety of instruments to music
> Distinguish between the melody and the rhythm in music
> Write and perform simple melodic and rhythmic patterns
> Identify tempo, dynamics, and tone color in music

Grade 2
> Continue to sing a variety of songs and play instruments
> Distinguish between the melody and the rhythm in music
> Write patterns using quarter, eighth, half and whole notes
> Perform patterns using quarter, eighth, half and whole notes
> Identify tempo, dynamics, tone color and form in music
> Begin to identify musical symbols

Grade 3
> Continue to sing a variety of songs with emphasis on tone quality
> Play rhythmic instruments
> Distinguish melodic direction
> Begin to identify treble clef letter names and notes
> Write patterns using quarter, eighth, half and whole notes
> Perform patterns using quarter, eighth, half and whole notes
> Write and perform quarter rests in multiple measure patterns
> Listen to a variety of styles of music
> Introduce instrumental families
> Discover the relationship between vibration and pitch in sound

Grade 4
> Sing with emphasis on tone quality and melodic direction
> Write rhythms in multiple measure patterns and various meters
> Perform rhythms in multiple measure patterns varying meters
> Distinguish melodic direction and major and minor modes
> Identify treble clef letter names of notes and use correct stemming
> Identify and classify instrumental families
> Distinguish relationship between production of low and high sounds
> Listen to a variety of styles of music
Grade 5
  • Sing with continued emphasis on tone quality, melodic direction, and correct phrasing
  • Compose rhythms in multiple measure patterns, using a variety of notes and rests
  • Perform rhythms in multiple measure patterns, using a variety of notes and rests in varying meters
  • Identify treble clef letter names of notes, use correct stemming, and extend beyond the staff lines
  • Identify and classify composers by style period
  • Listen to a variety of styles of music

Physical Education

Overview

Physical Education

*The P.E. Department wants all students to have "fun" in gym class, while developing good health habits that will promote physical fitness and sports activities as a lifetime goal.

*Throughout the school year our physical education curriculum is broken down from four activity groups.

1. Physical Fitness
*5 minute morning video exercise program and weekly pre-class exercise warm-ups
*Jump rope activities each year culminating in the fifth grade jump rope contest
*President's Challenge Fitness Test twice per year

2. Gymnastics and Movement
*Pre-class movement activities
*Basic throwing, catching, kicking, and carrying
*Problem Solving--Team Building Obstacle Course

3. Game Play
*Practice basic skills and lead-up games for sports
*Cooperative and individual game activities
*Participate in game activities each year culminating in the Third Grade All-Sports Day

4. Dance
*Participate in various folk, modern, and singing activities
*Practice basic skills and moves of square dance
*Participate in square dance activities each year culminating in the Fourth Grade Square
Dance

*The P.E. Department is proud of our school, always looking forward to another exciting and healthy school year. Marlborough Elementary, "What a School!"

P.E.G.

Overview

P.E.G.

Program for the Enrichment of the Gifted

Mission Statement
The mission of the PEG Program is to create an
environment in which students are encouraged to accept
their own gifts and uniqueness as they discover the power
of ideas, the limitlessness of creativity, the value of logic
and the interdependence of all people.

Marlborough Elementary/Hereford Elementary PEG Program

The Gifted Program at the elementary schools is a pull out and push in program. The students attend the Gifted Class for a total of two hours per week. Dependent upon the enrollment, the third, fourth, and fifth grade students may be divided into two groups per week for smaller class size.

Pull Out Component
*Students come to the Gifted Room for two one hour periods during the week.
*Care is taken so major subjects, such as math, will not be missed.
*The students are expected to make up work that they miss while attending PEG.

Assessment
* The students are evaluated in a variety of ways. They consist of:
* Student self-evaluation
* Peer evaluation
* Project specific rubrics
* A PEG report card will be sent home in January and June. Grades in PEG are not included on the regular report card.
* A GEIP review is scheduled once a year and provides parents the opportunity to meet with the PEG teachers to discuss their child's GIEP.

Skills/Curriculum
* Team Building/Cooperative learning activities
* Simulations/real world connections
* Creative writing
* Independent Study
* Critical Thinking/problem solving activities
* Research utilizing the internet as well as a variety of other resources
* Reading critically

Elementary PEG Curriculum-Plan of Study

Math Simulations
*Applying math to real world situations
*Budgeting

Poetry
*Styles and Components
*Writing poetry on various topics
*Entering the library spring poetry contest

Science and Social Studies
*Character and Citizenship Education
*Build your own town/Create your city
*Medieval Times
*Build a Medieval castle and produce a medieval feast for Parents' Night

Independent Study
*Student chooses topic
*Research the topic using technology, library, and various other resources
*Creates project based on the topic
*Presents the project to the class to be evaluated by peers, teacher and student

Reading and Language Arts
*Choose a library book each month and report and present it to the class
*Creative writing activities
*Creating a quarterly newsletter for each school

Problem Solving Activities
*Open ended questions and discussions (Debating on teams and in small groups)
*Mind Benders
*Challenging questions to be answered each week

Reading Specialists

Overview

The Language Arts program at Marlborough includes Reading, Writing, Spelling, Handwriting, Speaking and Listening and builds essential skills progressively from grade to grade. The building reading specialist helps coordinates classroom instruction in these areas. For children who may need an extra boost, the reading specialist administers Read Naturally, early Kindergarten Intervention, and one-to-one instruction and supervises the many Teaching Assistants who work in these programs. The reading specialist is also a member of the Core Team.

Children are assessed to determine eligibility for an intervention program. All the intervention programs are fluent, allowing students to enter and exit intervention programs based on progression in skills. Continuous progress monitoring provides current information on student progress allowing teachers and teaching assistants to target specific student needs.

Click here for more information.

Speech and Language

Overview

Speech

The Speech and Language Clinicians provide assessment and diagnostic services for children of school age in the Upper Perkiomen School District. The Speech and Language Clinicians also offers treatment for student communication disorders of articulation, voice, fluency and language. They provide pupil services, collaborative programs with teachers and other school staff and consultation with parents.
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