Plainview-Old Bethpage Central School District

Third Grade Curriculum Overview

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. 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

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) 937-6371 ext.307 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

Languages Other Than English (LOTE)

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 modern language program in the

Plainview-Old Bethpage Central School District are to introduce students to the basics of

modern 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.

As part of the Chinese program, students will: Understand the difference between the Chinese and English writing systems Become familiar with the Chinese characters for numbers and other simple pictographs Gain an appreciation for Chinese culture through exposure to Chinese music, food,

dance, art and holiday celebrations Develop social studies skills with activities such as studying maps and playing

geography games Compare life in America to life in China Reinforce mathematical reasoning skills through number games in the target language

Some favorite projects from past years include:

Grade Project

Grade 1 Panda Bears, Little Books, Chinese Song, Paper Folding

Grade 2 Chinese Lunch, Chinese Dance, Tangram

Grade 3 Great Wall Project, Chinese Jeopardy, Calligraphy

Grade 4 Kite Making, Chinese Dragon, Chinese Painting

CONTACT Mr. Brian O’Sullivan, Languages Other Than English 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

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 Subtractive method

Paper Positive/negative

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

2010-2011

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. . . . ……………………Asst. Superintendent for Administration and Personnel

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…………………………………………. Administrative Assistant for Facilities

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