| OUR CURRICULUM
At PS 110, we follow the Common Core Learning Standards. The Common Core standards provide an opportunity to develop students’ critical thinking skills and challenge them to become life-long learners.
Learning standards describe what students should know and be able to do in each grade. Over the next few years, New York State and over 40 other states will be transitioning to a new set of standards called the Common Core. The Common Core standards describe the skills and knowledge our students need to succeed in a rapidly changing world, including the ability to think creatively, solve real-world problems, make effective arguments and engage in debates. As PS 110 aligns its curriculum to meet the expectations of the new standards, students will be asked to do significantly more writing and read increasingly complex texts, with an emphasis on non-fiction. In mathematics, students will take more time to understand concepts deeply, make connections between topics, and master complex ideas through hands-on learning.
To learn more about the Common Core standards visit http://schools.nyc.gov/Academics/CommonCoreLibrary/ForFamilies/default.htm
| GRADES K-2 LITERACY CURRICULUM
Written by K–2 teachers, PS 110’s literacy curriculum re ects a progression of learning aligned to the Common Core Standards. In order to strengthen key routines and big ideas in literacy, each grade’s curriculum builds on the previous year. Similarly, each lesson within a module builds on a previous lesson. Each module in both reading and writing opens with a rationale – what teachers will be teaching and why. Each module includes learning outcomes, scripted anchor lessons, explicit teaching targets, recommendations for mentor (teaching) texts and other resources (charts, paper choices, etc.) as well as embedding references to a Responsive Classroom (to build a respectful community) and developmentally appropriate practices such as Move to Improve (to provide movement breaks in classrooms).
There is an emphasis on social and emotional literacy (i.e., Second Step) that connects to student learning goals and enables teachers to establish ef cient routines. These routines promote independence and help build a positive community with a shared purpose that not only sets the stage for learning, it elevates learning opportunities.
In addition to aligning with reading and writing standards, there is an emphasis in the K – 2 curriculum on speaking and listening standards - important skills for young learners to develop since much of their reading and writing is focused on oral language. To leverage transition time in Kindergarten, parents dropping off their children will be invited to engage in purposeful activities (i.e. literacy centers, math games) to enable support transition as well as supporting classroom learning.
| GRADES 3-5 LITERACY CURRICULUM
PS 110 uses Expeditionary Learning (EL) as its 3–5 literacy curriculum. EL’s curriculum, created in collaboration with the New York State Education Department, combines high quality, rigorous, standards- aligned content with effective instructional practice, bringing together the “what” and the “how” of the Common Core standards. The curriculum is built on rich and compelling topics that are supported by great books and worthy informational texts. Detailed daily lessons help teachers envision and implement key instructional routines, such as scaffolding students toward high quality writing, or conferring with students to push them to cite evidence from text.
To view the curriculum calendar, click on this link:
PS 110 uses EngageNY (Eureka) for its mathematics curriculum Pre-K–5.
Curriculum modules are highlighted by an in-depth focus on fewer topics. They integrate the CCLS, rigorous classroom reasoning, extended classroom time devoted to practice and re ection through extensive problem sets, and high expectations for mastery.
The structure of the curriculum is very deliberate and includes routines on each grade level such as: uency practice (previously taught material reviewed for mastery), application problems (problems designed to bridge two lessons), concept development (learning
new content is taught), problem sets (independent application of learning), student debrief (whole class re ection on lesson and teaching) and exit tickets (students work independently to demonstrate mastery to the teacher).
Pre-Kindergarten is about (1) developing an understanding of whole numbers using concrete materials, including concepts of correspondence, counting, cardinality, and comparison; and (2) describing shapes in their environment.
Kindergarten is about (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space.
First Grade is about (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
Second Grade is about (1) extending understanding of base-ten notation; (2) building uency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Third Grade is about (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two- dimensional shapes
Fourth grade is about (1) developing understanding and uency with multi- digit multiplication, and developing understanding
of dividing to nd quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric gures can be analyzed and classi ed based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Fifth grade is about (1) developing uency with addition and subtraction of fractions,and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing uency with whole number and decimal operations; and (3) developing understanding of volume.
PS 110’s science program is a hands-on, inquiry-based approach to science. Students are actively engaged in the discovery process and are given the opportunity to explore their own predictions and ideas on a wide variety of topics. Through this program, students not only gain knowledge about scienti c concepts but build their skills as scientists and researchers as well. In addition, students are given the chance to work independently, and in cooperative groups, and to express their ideas in written, oral, and pictorial forms giving students a well-rounded science experience.
Science Scope and Sequence is available at: http://schools.nyc.gov/Academics/CIPL/overview.htm
Our state-of-the-art computer lab is equipped with the latest computers, equipment and technology software. We believe that computer technology is a valuable tool to enhance teaching and learning. Our students use a variety of technologies to access, analyze, interpret, synthesize, apply, communicate and present information. The children learn and practice various skills such as keyboarding, desktop publishing, creating multimedia projects, digital photography and videography, painting and illustrating, web authoring, creating spreadsheets and databases, graphing and charting, graphic designing, internet researching, and basic programming.
| NEW YORK CITY'S SPECIAL EDUCATION REFORM
Students entering kindergarten, 6th grade and 9th grade will be able to attend the same schools they would attend if they were not recommended for special education. This can mean that students with disabilities will have access to their zoned school or to a school of their choice just like students without disabilities. All schools are expected to meet the needs of a majority of their students with disabilities.
School teams will work to develop services and supports that minimize the impact of a student’s disability and maximize the opportunities that each student has to participate in general education. This means that a student might have different special education services during different parts of the day. For example, if a student needs more support in reading, she might work directly with a special education teacher to develop her reading skills but might be in a general education class for math. This type of programming of services and supports would be accurately reflected in the student’s individualized education program (IEP).
If you have questions about the way students with disabilities are being taught at PS 110, please contact our parent coordinator or principal. To learn more visit http://schools.nyc.gov/Academics/SpecialEducation/default.htm
| PHYSICAL EDUCATION (P.E.) (Grades PK–5)
At least once a week, children in grades Pre-K- 5 learn different age-appropriate skills, movements, and sports games. They also explore different types of physical activities that they can take beyond the P.E. class. A non- competitive philosophy ensures that all children have fun while learning lifelong fitness skills. We want children to feel good about themselves and to try new things.
Our goal is for the children to develop an appreciation for physical tness and to continue this active trend throughout their lives. Students should wear (or bring) sneakers on P.E. days or they may not be allowed to participate.
| VISUAL ARTS (Grades PK–5)
At 110, the visual arts program is an exploratory and creative process. The early grades use materials and processes such as cutting, drawing, painting and molding to develop ne motor skills and to provide a basic foundation of art knowledge on which to build in later grades. In the upper grades, lessons are designed and sequenced to continually expand on the students’ previous art knowledge and experiences/skills. By the fth grade, students will have an extensive understanding of the materials and their appropriate uses.