2016-2017 Programs Of Study - Passaic Schools
Passaic Public SchoolsPrograms of Study 2016-20172016-2017Programs of Study1
Passaic Public SchoolsPrograms of Study 2016- - 2017IntroductionThe vision of the Passaic Public Schools is to be the best urban school system in NewJersey. In order to fulfill our vision, the mission of the Passaic Public Schools is toprovide an excellent education that prepares our students for college and to earn highpaying jobs. The 2016 – 2016 school year marked the formal presentation of a systemwide focus. The Passaic Public Schools will provide every student the opportunity tograduate high school with a minimum of 15 college credits and/or a career certification.Our 2016-2017 coherent and aligned curriculum addresses every subject, for every gradelevel, pre-kindergarten through twelfth grade. Such curriculum includes contentstandards, or expected student learning objectives, and a scope and sequence by gradingperiod. It is inclusive of model lesson plans, teaching materials, and assessments, all ofwhich are to be available for easy and timely access.The Programs of Study serves as a foundational piece of our school system. Byevaluating courses offered, selecting instructional materials for classrooms that offer bothsupport and challenge to our students, and enhancing curricula on a continuous cycle, welook forward to updating the Programs of Study document each year, as we build a pathfor all Passaic Public School students to not just fulfill the requirements of obtaining 15college credits and/or a career certification, but being equipped to utilize their skills andknowledge in such a way that they will be truly prepared for college and high payingjobs.Page 2 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017TABLE OF CONTENTSElementary Schools Programs of Study6Prekindergarten7Performing Arts7Visual Arts8English as a Second Language andBilingual Education8English/Language Arts8Library Media11Mathematics11Physical Education and Health15Science15Social Studies17Technology18World Language18Abraham Lincoln Middle School Programs of Study19Advancement ViaIndividual Determination (AVID)20Performing Arts20Visual Arts21Computers21English as a Second Language andBilingual Education21Page 3 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017TABLE OF CONTENTS cont’dEnglish/Language Arts23Mathematics22Physical Education and Health24Science24Social Studies25World Language25Passaic Gifted and Talented Academy Programs of Study 26Academics27Performing Arts28Technology/Engineering29Visual Arts31Physical Education32Passaic High School Programs of Study34Advanced Placement,Advanced Placement DEDual Enrollment & Honors35Advancement ViaIndividual Determination (AVID)35Performing Arts36Visual Arts40Business42Career and Technical Education47Page 4 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017TABLE OF CONTENTS cont’dEnglish as a Second Language andBilingual Education50Family and Consumer Science53English/Language Arts57Mathematics61Naval Science65Physical Education and Health67Science69Social Studies75World Languages81Special EducationResource Programs/Supplementary Instruction85Special Class Programs85Page 5 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017Elementary SchoolPrograms of StudyPage 6 of 86
Passaic Public SchoolsPrekindergartenPrograms of Study 2016- - 2017PreschoolThe Passaic Early Childhood Education Program ensures implementation of acomprehensive curriculum supported by research, aligned with the Preschool Standards,and linked to the New Jersey Core Curriculum Content Standards (6A:13A-5.1a). ThePassaic Early Childhood Program has a mixed delivery system of district and contractedprovider sites. The district sites are located in School #3, #6, #7, #8, #15, #15A, #16, and#17. The Provider sites are Children’s Day, Collegiate New Beginnings, Head Start I,Head Start II, and Urban Crisis. The Passaic Public Schools Preschool Program services1,995 preschool children in 133 inclusive classrooms, as well as preschool disabledclassrooms. The classrooms are mixed-age grouping of three year olds and four yearolds. The teachers use the High/Scope Curriculum in the classrooms, which are alignedto the New Jersey Preschool Standards. Additionally, teachers use High/Scope’sGrowing Readers for Language Literacy and Numbers Plus for Mathematics. Childrenare assessed throughout the school year using the Child Observation Record (COR), aperformance based assessment. Through rich early childhood experiences, the studentwill be prepared when entering Kindergarten.Elementary SchoolsPerforming ArtsElementary Band 4-12Students move across the spectrum of learning instrumental techniques while exploringchallenging musical pieces. Learning to play in sync with other musicians while readingmusic is stressed at appropriate developmental levels.Elementary String Ensemble 4-6Students move across the spectrum of learning instrumental techniques while exploringchallenging musical pieces. Learning to play in sync with other musicians while readingmusic is stressed at appropriate developmental levels.General Music K-6The curriculum comprises singing, playing of classroom instruments, criticallistening/responding to music, and moving to music. Students are asked to analyze anddescribe music, and begin to identify and be able to explain the elements of music andother components, such as rhythm, melody, and harmony. Students are also guided toexpand their vocal skills and consider taking up an instrument.Page 7 of 86
Passaic Public SchoolsVisual ArtsPrograms of Study 2016- - 2017General Art 4-6Students are guided and supported in creating and exploring a variety of art forms,materials, and techniques. Students look at, talk, and write about art from differentcultures and times, as well as their own art and art of peers. The elements of art andprinciples of design are the anchor for Students to use creative, critical and designthinking processes in solving design challenges.English as a Second Language and Bilingual EducationEnglish as a Second Language and Bilingual Education 4-6In grades Kindergarten – 6, a self-contained bilingual/ESL classroom exists at each gradefor all level 1, 2, and 3 students. The Spanish bilingual program is designed to facilitatethe acquisition of reading and writing skills in the student’s native language in order toestablish a firm foundation for the transfer of literacy skills to English. Level 4 studentsare placed in advanced bilingual settings and receive instruction in English from an ESLcertified teacher. The self-contained Spanish bilingual program parallels the appropriategrade level general education program curriculum and follows CCCS and/or NJCCCSand WIDA Standards in the areas of Reading, Language Arts, Mathematics, Science,Social Studies, and Health. Students also receive instruction in ESL, Art, Music, andPhysical Education. Students' language proficiency will be continually monitored andassessed. Students will exit the Bilingual/ESL program when they meet the criteriadesigned to ensure their success in main stream classes.English / Language ArtsKindergarten English / Language ArtsThe Kindergarten Language Arts and Literacy block follows both the CCCS and NJCCS.The curriculum is aligned to these standards and the teachers identify the standards intheir daily lesson plans. Reading Street is the major resource that is used to teach thecurriculum. The text that is used is the Reading Street student edition. The teachers useleveled content area readers and Scholastic non-fiction books to teach small group guidedreading. Writer’s Workshop is the format for writing instruction. Students write abaseline and a published product for four genres per school year. Mentor texts are used tomodel author’s craft for the students. Students will identify connections between picturesand text.Page 8 of 86
Passaic Public SchoolsGrade 1 English Language ArtsPrograms of Study 2016- - 2017The Grade 1 Language Arts and Literacy block follows both the CCCS and NJCCS. Thecurriculum is aligned to these standards and the teachers identify the standards in theirdaily lesson plans. The Reading Workshop model is used during the ELA block. ReadingStreet is the major resource that is used to teach the curriculum. The text that is used isthe Reading Street student edition. The teachers use leveled content area readers andScholastic non-fiction books to teach small group guided reading. Writer’s Workshop isthe format for writing instruction. Students write a baseline and a published product forfour genres per school year. Mentor texts are used to model author’s craft for thestudents. Students will compare and contrast point of view.Grade 2 English Language ArtsThe Grade 2 Language Arts and Literacy block follows both the CCCS and NJCCCS.The curriculum is aligned to these standards and the teachers identify the standards intheir daily lesson plans. The Reading Workshop model is used during the ELA block.Reading Street is the major resource that is used to teach the curriculum. The text that isused is the Reading Street student edition. The teachers use leveled content area readersand Scholastic non-fiction books to teach small group guided reading. Writer’s Workshopis the format for writing instruction. Students write a baseline and a published product forfour genres per school year. Mentor texts are used to model author’s craft for thestudents. Students will ask and answer questions dealing with who, what, when, where,and why. Students are introduced to chapter books during second grade.Grade 3 English Language ArtsThe Grade 3 Language Arts and Literacy block follows both the CCCS and NJCCS. Thecurriculum is aligned to these standards and the teachers identify the standards in theirdaily lesson plans. Reading Street is the major resource that is used to teach thecurriculum. The text that is used is the Reading Street student edition. The teachers useleveled content area readers and Scholastic non-fiction books to teach small group guidedreading. Writer’s Workshop is the format for writing instruction. Students write abaseline and a published product for four genres per school year. Mentor texts are used tomodel author’s craft for the students. Students are using chapter books for independentreading and small group activities.Page 9 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017Grade 4 English / Language ArtsThe Grade 4 Language Arts and Literacy block follows both the CCCS and NJCCS. Thecurriculum is aligned to these standards and the teachers identify the standards in theirdaily lesson plans. Reading Street (Calle de la lectura for native Spanish languageinstruction) is the major resource that is used to teach the curriculum. The text that isused is the Reading Street (Calle de la lectura) student edition. Teachers have the optionto use the following novels for their read alouds: Nicky Fifth's Garden State Adventure,Tales of a Fourth Grade Nothing, Superfudge (available in Spanish), Sign of the Beaver(available in Spanish), and The Color of My Words (available in Spanish). An additionalSpanish title is Doble Fudge. Leveled content area readers and Scholastic non-fictionbooks are used to teach small group guided reading. Writer’s Workshop is the format forwriting instruction. Students write a baseline and a published product for five genres perschool year. Mentor texts are used to model author’s craft for the students. Students willdetermine a theme. Students are using chapter books for independent reading and smallgroup activities.Grade 5 English / Language ArtsThe Grade 5 Language Arts and Literacy block follows both the CCCS and NJCCS. Thecurriculum is aligned to these standards and the teachers identify the standards in theirdaily lesson plans. Reading Street (Calle de la lectura) is the major resource that is usedto teach the curriculum. The text that is used is the Reading Street (Calle de la lectura)student edition. Teachers have the option to use the following novels for their readalouds: Pedro's Journal (available in Spanish), George Washington's Socks, By the GreatHorn Spoon and Freedom Train. Additional novels available in Spanish are: No me llamoAngelica, La casa de la pradera, El rojo emblema del valor, El rio que nos divide, andHuida a Canada. Leveled content area readers and Scholastic non-fiction books are usedto teach small group guided reading. Writer’s Workshop is the format for writinginstruction. Students write a baseline and a published product for five genres per schoolyear. Mentor texts are used to model author’s craft for the students. Students are usingchapter books for independent reading and small group activities.Grade 6 English / Language ArtsThe Grade 5 Language Arts and Literacy block follows both the CCCS and NJCCS. Thecurriculum is aligned to these standards and the teachers identify the standards in theirdaily lesson plans. Reading Street (Calle de la lectura) is the major resource that is usedto teach the curriculum. The text that is used is the Reading Street (Calle de la lectura)student edition. Teachers have the option to use the following novels for their readalouds: Pedro's Journal (available in Spanish), George Washington's Socks, By the GreatHorn Spoon and Freedom Train. Additional novels available in Spanish are: No me llamoPage 10 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017Angelica, La casa de la pradera, El rojo emblema del valor, El rio que nos divide, andHuida a Canada. Leveled content area readers and Scholastic non-fiction books are usedto teach small group guided reading. Writer’s Workshop is the format for writinginstruction. Students write a baseline and a published product for five genres per schoolyear. Mentor texts are used to model author’s craft for the students. Students are usingchapter books for independent reading and small group activities.Library MediaLibrary Media K-2This course consists of keyboarding, library skills, Internet Safety and technologyliteracy. Students are encouraged to utilize the library in conjunction with the topics andthemes they are exploring in their grade level classrooms. Lessons are designed tosupport grade level skills while allowing students to explore books that interest them.MathematicsKindergarten MathematicsThe Kindergarten Math block follows both the CCCS. Students use numbers, includingwritten numerals, to represent quantities and to solve quantitative problems, such ascounting objects in a set; counting out a given number of objects; comparing sets ornumerals; and modeling simple joining and separating situations with sets of object.Students choose, combine, and apply effective strategies for answering quantitativequestions, including quickly recognizing the cardinalities of small sets of objects,counting and producing sets of given sizes, counting the number of objects in combinedsets, or counting the number of objects that remain in a set after some are taken away.Students also describe their physical world using geometric ideas (e.g., shape, orientation,spatial relations) and vocabulary. They identify, name, and describe basic twodimensional shapes, such as squares, triangles, circles, rectangles, and hexagons,presented in a variety of ways (e.g., with different sizes and orientations), as well asthree-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basicshapes and spatial reasoning to model objects in their environment and to construct morecomplex shapes.Grade 1 MathematicsThe Grade 1 Mathematics Program follows both the CCCS and NJCCS. In this course,Grade 1 students develop strategies for adding and subtracting whole numbers based ontheir prior work with small numbers. Students use a variety of models, including discreteobjects and length-based models, to model add-to, take-from, put-together, take-apart,Page 11 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017and compare situations to develop meaning for the operations of addition and subtraction,and to develop strategies to solve arithmetic problems with these operations. Studentsunderstand connections between counting and addition and subtraction. They useproperties of addition to add whole numbers and to create and use increasinglysophisticated strategies based on these properties to solve addition and subtractionproblems within 20. By comparing a variety of solution strategies, children build theirunderstanding of the relationship between addition and subtraction. Students develop,discuss, and use efficient, accurate, and generalizable methods to add within 100 andsubtract multiples of 10. They compare whole numbers (at least to 100) to developunderstanding of and solve problems involving their relative sizes. They think of wholenumbers between 10 and 100 in terms of tens and ones (especially recognizing thenumbers 11 to 19 as composed of a ten and some ones). Students compose anddecompose plane or solid figures and build understanding of part-whole relationships aswell as the properties of the original and composite shapes. The curriculum will berealigned to the newly adopted New Jersey Student Learning Standards in Mathematicsby September 2017. compose and decompose plane or solid figures and buildunderstanding of part-whole relationships as well as the properties of the original andcomposite shapes.Grade 2 MathematicsThe Grade 2 Mathematics program follows both the CCCS and NJCCS. In this coursestudents will extend their understanding of the base-ten system. This includes ideas ofcounting in fives, tens, and multiples of hundreds, tens, and ones, as well as numberrelationships involving these units, including comparing. Students understand multi-digitnumbers (up to 1000) written in base-ten notation, recognizing that the digits in eachplace represent amounts of thousands, hundreds, tens, or ones. Students will use theirunderstanding of addition to develop fluency with addition and subtraction within 100.They solve problems within 1000 by applying their understanding of models for additionand subtraction, and they develop, discuss, and use efficient, accurate, and generalizablemethods to compute sums and differences of whole numbers in base-ten notation, usingtheir understanding of place value and the properties of operations. They select andaccurately apply methods that are appropriate for the context and the numbers involved tomentally calculate sums and differences for numbers with only tens or only hundreds.Students recognize the need for standard units of measure (centimeter and inch) and theyuse rulers and other measurement tools with the understanding that linear measureinvolves an iteration of units. Students describe and analyze shapes by examining theirsides and angles. Students investigate, describe, and reason about decomposing andcombining shapes to make other shapes. Through building, drawing, and analyzing twoand three-dimensional shapes, students develop a foundation for understanding area,volume, congruence, similarity, and symmetry in later gradesPage 12 of 86
Passaic Public SchoolsPrograms of Study 2016- - 2017Grade 3 MathematicsThe Grade 3 Mathematics program follows both the CCCS and NJCCS. In this course,students develop an understanding of the meanings of multiplication and division ofwhole numbers through activities and problems involving equal-sized groups, arrays, andarea models. Students use properties of operations to calculate products of wholenumbers, using increasingly sophisticated strategies based on these properties to solvemultiplication and division problems involving single-digitfactors. By comparing a variety of solution strategies, students learn the relationshipbetween multiplication and division. Students develop an understanding of fractions,beginning with unit fractions. They solve problems that involve comparing fractions byusing visual fraction models and strategies based on noticing equalnumerators or den
period. It is inclusive of model lesson plans, teaching materials, and assessments, all of . George Washington's Socks, By the Great Horn Spoon and Freedom Train. Additional novels available in Spanish are: No me llamo . Passaic Public Schools Programs of Study 2016- - 2017 . Passaic Public Schools Programs of Study 2016- - 2017 .
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