Curricula

Overview of Westfield Public Schools’ Commitment to Excellence in Education

BASIC CURRICULUM


SPECIALISTS AVAILABLE


PROGRAMS INCLUDE


Westfield’s implementation of its vision of education has proved successful by any measure. Westfield students demonstrate outstanding achievement in all areas, whether assessed by tests, individual portfolios of work, individual or group projects, or creative productions. Our charge for the future is to continue rigorously researching and upgrading our curriculum and methods and tools of instruction to ensure that we continue to prepare each student for career, citizenship and individual goal attainment.


The Westfield Public School District’s Elementary curriculums are aligned with the most current State Standards. State Standards define what students should know and be able to do in a specific discipline. They place emphasis on the knowledge students should acquire and the understandings they should develop in the course of their K – 12 experiences. The indicators describe age-appropriate results which students are expected to achieve by the end of certain grade clusters.


In each of the nine areas, Westfield’s curriculum and expectations exceed those suggested by the New Jersey Department of Education. The Elementary Gifted Program is based at Edison Intermediate School.

Language Arts


K-5 Language Arts seeks to empower students as life-long learners with an appreciation of and respect for the rich diversity of human voices and experiences. The curriculum stresses writing process skills and the structural conventions of the English language. In addition, students read from a wide range of texts to build an understanding of themselves, of the cultures of this country and/or the world in order to respond to the needs and demands of society.


The content of the language arts curriculum is constructed in a sequential, thematic format where students:

Language Arts Content Elements

The language arts program is a spiraling curriculum, one that purposefully scaffolds instruction to develop the students’ proficiency levels in the content areas identified below. No single instructional method is equally effective for all students. Teachers utilize numerous differentiated instruction methodologies to meet the pupils’ varying learning needs. Since they have the opportunity to select materials such as novels, trade books, magazines, newspapers, web sites, and film, educators create a comprehensive learning experience for each child that best reflects his/her interests, learning profiles and readiness. Throughout your child’s elementary years, he/she receive instruction in the following areas:

Vocabulary

Includes studying and applying knowledge of word structure (bases and affixes) to define unfamiliar words and understand technical or informational content.

Word Analysis

Includes examining word structure and phonetics in isolation.

Reading Strategies

Includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and evaluation levels of understanding. Students identify, discuss, and compare both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, and tone).

Genres

Includes identifying and comparing key characteristics of literary genres.

Language Expressions

Includes comprehending and applying the rules that govern language expressions and usage. Students develop an intuitive sense of language structure, and the ability to make judgments regarding how language expressions relate to the cohesiveness of sentences and passages.

Language Mechanics

Includes comprehending and applying the rules that govern punctuation and capitalization. Students incorporate knowledge of language mechanics into original writing, and successfully edit passages for language mechanics errors.


Writing

Includes utilizing each stage of the writing process to create original pieces. Students explore a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings; clarifying thoughts; and solving problems).

Handwriting

Includes using handwriting as a communicating tool that functions with high efficiency.

Spelling

Includes studying language and word structure to discern the correct spelling of grade-level words. Students edit passages to correct spelling by making connections between spelling, meaning, and structure.

Speaking

Includes practicing techniques and strategies (such as voice modulation, body language, organization and visual aids) to convey meaning and to present information and opinions to groups. Students learn to choose appropriate topics and presentation methods for specific audiences.

Listening

Includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally.


Viewing/Representing

Includes learners responding thoughtfully and critically to the visual images of both print and non-print, and recognizing that what they speak, hear, write, and read contributes to the content and quality of their viewing. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts involving oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, film).

Study and Research Skills

Includes developing the organization and research skills needed to find appropriate resources, judge resources as relevant or not relevant to a given topic, categorize and synthesize information, take notes in class, and study for tests.


Media

Includes developing an understanding of the power and limitations of the media and cultivating awareness of the opportunities the media present by critical comparison, analysis and evaluation.

Technology

Includes using technological tools to enhance learning and to facilitate the production of presentations by students.

Mathematics

The elementary mathematics program recognizes and builds upon children’s capabilities by expanding the range of their mathematical experiences and ideas. It is designed to help children make the transition from intuition to concrete operations to abstractions and skills with symbols, thereby building a foundation for the study of advanced mathematics at the intermediate and high school levels.


Course objectives are aligned to the NJ Student Learning Standards for Mathematics.


The elementary mathematics program:

Grade One

Operations and algebraic thinking

Number and operations – base 10


Measurement and data


Geometry


Grade Two

Operations and algebraic thinking

Number and operations – base 10


Measurement and data

Geometry


Grade Three

Operations and algebraic thinking

Number and operations – base 10


Number and operations – fractions


Measurement and data


Grade Four

Operations and algebraic thinking

Number and operations – base 10


Number and operations – fractions

Measurement and data

Geometry



Grade Five

Operations and algebraic thinking

Number and operations – base 10

Number and operations – fractions

Measurement and data


Geometry

Social Studies

The purpose of the social studies curriculum in the Westfield Public Schools, in accord with the goals of the Board of Education, is to assist in the maximum development of each student according to individual needs. The Westfield Social Studies curriculum, as aligned with the New Jersey Student Learning Standards for Social Studies, provides that at all levels (K-5), building on and reinforcing prior concepts and activities, each student will:


         

Students will achieve these goals through the exploration of thematic units at each grade level.


Grade One


Grade Two


Grade Three

Grade Four

In the fourth grade, students study the history of North America, including exploration, the settlement of the thirteen colonies, the American Revolution and the creation of the U.S. Constitution. Students also study the democratic principles of the U.S. government and the role that citizens play in a democratic society. During the year, students explore thematic units through the following essential questions:



Grade Five

The fifth grade curriculum invites students to recognize the growing importance of their role in the global community. As tomorrow’s leaders, students will work across geographic borders with people from different backgrounds, beliefs, and experiences. In the fifth grades, students practice global thinking as they investigate regional case studies to understand the changing relationships between people, places and resources. Student inquiry, collaboration, and problem solving activities guide student learning as they evaluate globally significant issues such as overpopulation, food shortage, and globalization.


This exploration is grounded by a course essential question and unit essential questions. The unifying theme, spatial thinking, is emphasized during the year to develop globally aware students who are active responsible citizens.

Regional Case Studies Include:

The Course Essential Question – How do physical geography and human geography interact to influence and determine the development of cultures and societies throughout the world?

Unit Essential Questions –

Science

Science involves students with the interactive processes of reading, thinking critically and creatively, and “doing” science. The science program includes core activities with a hands-on approach, which enables students to learn the skills of the science process and apply these skills to new situations. The program encourages students to understand how science, technology, and society influence one another.


The Elementary Science Program


Grade One


The Physical Science unit provides experiences that help students develop an understanding of how to observe and manipulate the phenomena of sound and light. They explore these dimensions of the natural world using simple tools and musical instruments. The driving question for the unit is “How do sound and light interact with objects?”


The Earth Science unit explores the anchor phenomena of air that surrounds us and the natural objects that we see in the sky. Students explore the phenomenon that objects in the sky change position in predictable ways. They explore the natural world by using simple instruments and calendars to observe and monitor change. They use new tools and methods to build on their understanding of the weather and to find out about properties of air by exploring how objects interact with air. The driving question for the unit is “What is all around us and what do we observe in the sky above us?”


The Life Science unit provides students with close and personal interaction with some common land and water animals. The animals and their survival needs are the engaging anchor phenomena. Students study the phenomena by observing and describing the structures of fish, birds, snails, earthworms, and isopods. The guiding questions for the module are “How are animal structures similar and different?” and “What do animals need to live and grow?”


Grade One Goals

Physical Science –Investigating Sound and Light

Earth Science – Investigating Air and Weather


Life Science – Investigating Plants and Animals


Grade Two

The Physical Science unit is designed to provide students with physical sciences core ideas dealing with matter and its interactions and engineering design. The anchor phenomenon for this module is matter in two of its phases— solid and liquid. The guiding questions for the module are “How are solid and liquid materials similar and different?” and “How do the properties of solid and liquid materials relate to how they can be used and how they can change?”


The Earth Science unit is designed to engage students with the anchor phenomenon of earth materials that cover the planet’s surface. They observe the properties of rocks of various sizes and study the components of soil, study the results of weathering and erosion, locate natural sources of water, and determine how to represent the shapes and kinds of land and bodies of water on Earth. The guiding questions are “What are the properties of earth materials?” and “How do they interact and change?”


The Life Science unit provides young students with in-depth opportunities to experience the biodiversity on Earth; they will become naturalists and study insects and plants in and out of their classroom. The anchor phenomenon for this module is the natural history of common insects and their interactions with plants. The guiding question

for this module is “What is the natural history of some plants and animals in different habitats?”


Grade Two Goals

Physical Science – Investigating Solids and Liquids


Earth Science – Investigating Pebbles, Sand, and Silt


Life Science – Investigating Insects and Plants


Grade Three

The Physical Science unit provides students with experiences around physical sciences core ideas dealing with forces and interactions, matter and its interactions, and with engineering design. The anchor phenomenon for the first three investigations is motion. Magnetism and gravity are the phenomena investigated as students look for patterns of motion to predict future motion. The guiding question is “What causes objects to move?” Students work with magnets and paper clips, wheel-and-axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process refine their science understanding.


The Earth Science unit engages students with the anchor phenomenon of weather in diverse climates. The guiding questions for the module are “How is water involved in weather?”, and “Are weather conditions the same around the world and throughout the year?” Students explore the properties of water, the water cycle, and interactions between water and other earth materials. Students learn how humans use water as a natural resource. Students engage in science and engineering practices while investigating water, weather, and climate.


The Life Science unit consists of investigations dealing with big ideas in life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may provide an advantage in surviving in the environment.


Grade Three Goals

Physical Science – Investigating Motion and Matter

Earth Science – Investigating Water and Climate


Life Science – Investigating Structures of Life


Grade Four

The Physical Science unit provides students firsthand experiences in physical science dealing with the anchor phenomenon of energy. The five investigations focus on the concepts that energy is present whenever there is motion, electric current, sound, light, or heat, and that energy can transfer from one place to other. The guiding question for the module is “How does energy transfer between systems?”


The Earth Science unit provides students with firsthand experiences with soils and rocks and modeling experiences using tools such as topographic maps and stream tables to engage with the anchor phenomenon of the surface of Earth’s landscape—the shape and the composition of landforms. The driving questions for the module are “What are Earth’s land surface made of?” and “Why are landforms not the same everywhere?”


The Life Science unit has students design investigations that focus on the anchor phenomenon that animals and plants interact with their environment and with each other. The driving question for the module deals with structure and function—"How do the structures of an organism allow it to survive in its environment?”


Grade Four Goals

Physical Science –Investigating Energy


Earth Science – Investigating Soils, Rocks, and Landforms

Life Science –    Investigating Environments



Grade Five

The Physical Science unit engages students with the phenomena of matter and its interactions in our everyday life— mixtures, solutions, solubility, concentration, and chemical reactions. The driving question is “What is matter and what happens when samples of matter interact?” Students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state—from solid to liquid to gas—when it dissolves in another substance, and when it is part of a chemical reaction.


The Earth Science unit investigates the Earth-Moon-Sun system and has students investigate the patterns observed in the sky over a day, a month, a year, and more, and their effect on Earth. Students explore the Earth’s changing system by examining properties of the atmosphere, energy transfer from the Sun to Earth, and the dynamics of weather and water cycling in Earth’s atmosphere. The driving question for the module is “How do Earth’s geosphere, hydrosphere, atmosphere, and biosphere interact to create a sustainable environment for life?”


The Life Science unit prompts students to examine the Earth as the interaction of four Earth systems or subsystems—the geosphere, the atmosphere, the hydrosphere, and the biosphere. The focus of the unit then turns to the biosphere as students explore the phenomenon of ecosystems and organisms in terms of their interacting parts. The driving question for the module is “How can we describe Earth’s biosphere as a system of interacting parts?”

Grade Five Goals

Physical Science –Investigating Mixtures and Solutions

Earth Science – Investigating Earth and Sun


Life Science –    Investigating Living Systems

World Languages: Spanish


In third and fourth grades, elementary students receive thirty minutes per week of instruction in Spanish. The fifth grade elementary students receive one hour per week of instruction in Spanish. The program emphasizes active student participation in order to develop listening and speaking skills in Spanish. The primary goal is to expose students to the Spanish language and culture. Students learn and develop practical communicative skills as well as a sense of cultural awareness and appreciation for the many cultures the Spanish language represents.


With increasing degrees of complexity year by year, students will:

Technological Literacy

Technologically literate students understand and utilize technology to communicate, collaborate, connect, and create. Ensuring that our students acquire technological literacy skills necessitates a critical focus on word processing, keyboarding, databases and spreadsheets, multimedia presentations, telecommunications, visual diagramming, graphics/desktop publishing, Internet literacy, and network utilization. The acquisition and application of these skills is essential to learning in all content-based subject areas.

To assure technological literacy for our students, the district’s Curriculum for Technological Literacy focuses on rigorous, in-depth learning and skill acquisition in the following areas:



The projects and activities through which this curriculum is delivered are rooted in the curriculum content areas. As students move from grade to grade through this curriculum, they apply the conceptual learning and skills acquired in the previous grade(s) and continue to gain proficiency with more sophisticated sets of tech literacy skills.

The curriculum objectives are broad-based and enable students in grades 3 - 5 to:



Art


All learning takes place through the senses. Our memories are stored and accessed in the mind through our perceptions of sounds, smells, images, tastes, and kinesthetic. Thought processes in creative arts are continuously practiced: observation, divergent thinking, analysis, synthesis and reflection. Art making requires keen awareness, total immersion and the thoughtful habit of framing problems and finding solutions, using appropriate media and technology.

The art staff are attuned to the individual differences in students and assessments; therefore, assessments are diversified and must meet the needs of students’ developmental characteristics, learning styles and knowledge/skill levels.

The ultimate aim of the Westfield Public Schools is to develop each child to the maximum of his/her ability. An understanding and appreciation of art is an essential ingredient in the development of a well -rounded individual.

The overall goal of the art curriculum is to provide students with the basic knowledge and skills of art. They will learn to make informal and aesthetic judgments, create art, and understand the historical and cultural influences of art.

The Art Education Program of the Westfield Public Schools:


Music

The making of music is a thoughtful practice involving formal and informal knowledge. It requires the development and practice of sensory skills, the manipulation and translation of complex symbol systems, and the understanding of the component parts and the “whole” within the composition. The continuum and practice of thoughtful synthesis, expressiveness, dynamics, movement, flow and timing are essential to success in music and virtually all aspects of a person’s life.


The music staff is attuned to the individual differences of students and assessments; therefore, assessments are diversified and meet the needs of students’ developmental characteristics, learning styles and knowledge/skill levels.

Within the K-5 general music courses, the emphasis on cultural diversity changes as the students develop through the grades. Thinking skills go from imagination to creating and differentiating.

Fifth Grade Chorus is an additional experience in music instruction. The purpose of the ensemble is to help children further develop their fullest singing potential. Chorus assists in the refinement of vocal skills, which are introduced; in general music classes, and allows for additional practice of the rudiments of using the singing voice.

The experience of using one’s voice in a choral ensemble is a valuable one. Participants in chorus learn discipline, how to work with others, and elements of good singing while studying quality choral literature. A positive learning experience in a choral ensemble helps to build proper singing habits as well as self- confidence and esteem.

Fourth and Fifth Grade Instrumental Music is designed to give every child an opportunity to learn to play a traditional orchestra or band instrument through the venue of pull-out lessons. Since individual pullout lessons are not offered for students to “begin” an instrument in the intermediate schools, it is suggested that anyone wishing to play an instrument, begin at the 4th or 5th grade level. Objectives for the lessons include public performances to be scheduled during intervals of the school year. Students are expected to have reached a proficiency level on their instruments conducive to playing Level I music, i.e. have a limited knowledge of the technical skills applicable to their respective instrument. Therefore, lessons are divided between learning basic technical and musical skills. The teacher encourages the students to develop aural perception of their own performance and that of their peers. Students are introduced to historically different genres and musical forms through lesson and performance repertoire. Students are encouraged to appreciate the beauty in their musical pursuit.

Through this Performing Art form, the students’ musical progress is consistently monitored during the lesson and, at the performances.

Physical Education, Health and Safety

Physical education creates opportunities to develop neuro-muscular skills and body vitality. It also stimulates socialization, self-reliance, cooperation, and the development of good sportsmanship. The program on each grade level is organized to provide total participation of every student to the best of his/her potential. Through the study of health, drugs, and family living units, students learn to take proper care of their bodies. Safety units include a study of first aid and an awareness of potentially dangerous situations.


Grade One

Physical education in the first grade will focus on movement exploration experiences. Movement challenges are success-oriented and encourage students to think, reason, perform, discover, and create. The program includes body management, manipulative skills, dance, fitness, gymnastics, and games of low organization.

The health and safety topics first grade students learn about are dental care; posture; a balance of work and play; nutritional qualities of milk and milk products; harmful plants, berries and vegetables; proper care of the eyes, ears, nose and mouth; how to report an accident; courteous manners; and how to treat strangers. These topics are usually discussed as a group; projects and special programs also enhance the program.


Grade Two

Physical education in second grade will focus on movement exploration experiences. Emphasis is placed on mature execution of basic movement patterns and more complex movement challenges. The program includes body management, manipulative skills, dance, fitness, gymnastics, and games of low organization.

Some health and safety topics discussed in second grade are caution as a pedestrian, the need for annual medical exams, the need for relaxation, foods for heat and energy, immunizations, X-rays, and individual differences (physical, emotional, and ability).


Grade Three

Physical education in third grade will focus on movement exploration experiences. Advanced patterns and small group cooperative learning will be emphasized. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, and games.

In the health and safety units, students investigate how the body functions as a machine; the four food groups; skin and hair care; the need for positive attitudes; internet safety; how and why milk is pasteurized; how to store poisons; general safety as a pedestrian, a passenger, a swimmer, or a bicyclist; and the physical, intellectual, emotional, and social ways human beings grow.

Grade Four

Physical education in fourth grade will focus on manipulative skills, concentrating on fundamental sport skills incorporated through structured activities and fitness. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, games, and individual activities.

In grade four, health and safety topics are tooth, cell, and spinal structures. Students also develop an understanding of the nutritional value of various beverages, investigate ways bacteria are spread, learn to accept responsibility for consequences of their conduct, become aware of the dangers of electrical equipment, internet safety, and study first aid for minor problems.

Grade Five

Physical education in fifth grade will focus on manipulative skills, concentrating on fundamental sport skills incorporated through structured activities and fitness. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, games, and individual activities.

Fifth grade health and safety study includes bones and muscles, the need for careful food handling, the importance of second teeth, how disease spreads, safety in sports and at home, internet safety, public health laws, drug abuse, and human reproduction. How to express emotions and accept compromise are also discussed.

Family Living, Health and Safety, & Drug Education

The Family Living, Health and Safety, and Drug Education curriculum is a program intended to be a joint initiative between the parents and the schools. Parents and teachers must work together and complement each other to provide a successful program. Classroom teachers teach the approved curriculum in grades K- 2 and school nurses/health educators teach the approved Family Living and Drug Education curriculum in grades 3-12.

Curriculum revision, textbook and supplemental material approvals follow regular Board of Education procedures. Curriculum outlines and courses of study may be reviewed in the Office of Instruction, 302 Elm Street.

Parents who, for reasons of conscience, object to certain portions of the program may have their children excused from those program portions, upon written request to the school principal.

A summary of the principle curriculum topics:


Kindergarten and Grade One

Wellness focus: signs and symptoms of common illness, basic needs of all human beings, self-care, healthy food choices; safety: injury prevention, how to get help in emergencies, stranger danger, bullying decision making, refusal skills, medicines.

Grade Two

Wellness focus: Hygiene, food groups, disease prevention, safety, first aid, Standard Precautions, healthy expression of emotions, respect for diversity, healthy relationships and decision-making.


Grade Three

Wellness focus: Cells, tissues, organs, systems; Nutrition: planning and food labels; Diseases: causes, signs and symptoms; Emergency situations; feelings, group dynamics, personal health goals, safe use of medicines, effects of tobacco, alcohol and drugs, family units and changes affecting families, internet safety..

Grade Four

Wellness focus: Body systems; Nutrition: food labels, safe handling; Standard Precautions; basic first aid; diseases; understanding myths and facts about mental illness, bullying, conflict, decision making models, internet safety, communication skills, medicines, effects of substances, drug abuse resources, families, friendships, healthy relationships.


Grade Five

Wellness focus: Pre-adolescent hygiene, hormonal effects and changes of puberty, human growth stages, heredity, nutrition, Standard Precautions, Hepatitis B, Basic First Aid, stress, effects of prejudice and strategies for prevention, decision making, and health goals.