Specialists
FLITE School
Art
Kindergarten
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
Band and Chorus
Chorus
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!
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
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
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
*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
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/
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 additional diagnostic assessments and supports both students and teachers in the classroom through pull out and push it supports. 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.