Plainview-Old Bethpage Central School District

Sixth Grade Curriculum Overview

Dear Parents and Guardians of sixth grade students

This booklet gives you an overview of the curriculum offerings of the Plainview-Old Bethpage Central School

District which have been aligned to the Common Core 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 studentrsquos day In addition

the children participate in library health world languages technology physical education music and art

Students are encouraged to develop their understanding of the subject through inquiry and experimentation

These subjects are an important part of your childrsquos educational experience Students are also encouraged to

explore world languages and eventually select a world language for study 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 becoming lifelong learners

Our immediate goal is to meet the expectations of the Common Core Standards across all disciplines

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 childrsquos teachers and communicate regularly throughout the year

Together we have the opportunity to make a difference in your childrsquos future

Sincerely

Jill M Gierasch

Jill M Gierasch Assistant Superintendent for Curriculum and Instruction

106 Washington Avenue Plainview NY 11803 (516)434-3010 JGieraschpobschoolsorg

Dear Parents and Guardians of sixth grade students

This booklet gives you an overview of the curriculum offerings of the Plainview-Old Bethpage Central School

District which have been aligned to the Common Core 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 studentrsquos day In addition

the children participate in library health world languages technology physical education music and art

Students are encouraged to develop their understanding of the subject through inquiry and experimentation

These subjects are an important part of your childrsquos educational experience Students are also encouraged to

explore world languages and eventually select a world language for study 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 becoming lifelong learners

Our immediate goal is to meet the expectations of the Common Core Standards across all disciplines

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 childrsquos teachers and communicate regularly throughout the year

Together we have the opportunity to make a difference in your childrsquos future

Sincerely

Jill M Gierasch

Jill M Gierasch Assistant Superintendent for Curriculum and Instruction

106 Washington Avenue Plainview NY 11803 (516)434-3010 JGieraschpobschoolsorg

Language Arts-Grade 6

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 childrsquos development by being involved in the learning process A strong home-school partnership is essential for ensuring your childrsquos academic success For additional support wersquove 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 middle 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 Word Recognition Word recognition incorporates the use of phonics syntactic (grammar cues) and semantic (meaning cues) to read unfamiliar words

Recognize at sight a large body of high-frequency words and specialized content vocabulary

Use knowledge of a variety of decoding strategies to quickly accurately and automatically read unfamiliar words

Background Knowledge and Vocabulary Development Background knowledge and vocabulary development allow for students to use their knowledge of words and concepts to communicate effectively and comprehend meaning

Acquire new vocabulary by connecting to prior knowledge reading books and other print sources

Use word structure such as roots prefixes and suffixes to determine meaning

Use self-monitoring strategies to identify specific words causing comprehension difficulties

Determine the meaning of unfamiliar words by using context clues dictionaries and other print resources (including electronic resources)

Use a thesaurus to identify synonyms and antonyms

Recognize the types of language (eg jargon colloquialisms informal vocabulary and email conventions) that are appropriate to social communication

Acquire new vocabulary by engaging with a variety of texts written by a range of different authors

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 from a variety of genres and by different authors for different purposes

Use thinking skills and self-monitoring strategies such as rereading adjusting rate of reading attending to vocabulary to interpret meaning of text

Use a variety of strategies (eg summarizing forming questions visualizing and making connections making inferences and drawing conclusions) to support understanding of texts read

Use the RAFT strategy (restate answer for example tie it up) to respond to writing prompts

Decipher the language used often in multiple choice questions (eg best most likely and except)

Note and describe aspects of the writerrsquos craft (crafting a strong lead incorporating voice or crafting sentences of various lengths and different beginnings)

Demonstrate comprehension of grade-level texts through a range of personal responses such as writing drama and oral presentations

Evaluate the validity and accuracy of information ideas themes opinions and experiences in text to identify conflicting information consider the background and qualifications of the writer evaluate examples details or reasons used to support ideas identify differing points of view in texts and presentations identify cultural and ethnic values and their impact on content identify multiple levels of meaning

Use text features such as table of contents indexes headings captions and titles to understand and interpret informational texts

Evaluate information ideas opinions and themes by identifying a central idea and supporting details precise and vague language statements of fact opinion and exaggeration missing or unclear information information that is implied rather than stated

Determine how the use and meaning of literary devices such as point of view symbolism figurative language flashback and foreshadowing convey the authorrsquos message or intent

Identify poetic elements such as repetition rhythm and rhyming patterns in order to interpret poetry 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 and be familiar with a wide range of tests topics genres and authors

Read to collect and interpret data facts and ideas from multiple sources

Engage in voluntary independent silent reading for extended periods of time

Locate and use school and public library resources with some direction to acquire information

WRITING Overview

Our comprehensive writing curriculum includes four units of study for each grade that align to the Common Core

Standards Each writing unit of study includes 10 mentor texts In every unit teachers model for students how to read

like writers use a variety of writing strategies and interact with mentor texts Modeling with sample language is a

foundational part of the mini-lessons Teachers are strategically reading aloud prompting personal connections and

encouraging students to discuss listen and ask questions Mentor texts are used as an inspiration for writing

Every writing unit of study methodically and routinely guides students through each stage of the writing process

Immersion ndash reading and analyzing mentor texts learning the features of the genre

Generating Ideas ndash writing short entries in the writers notebook some of these ideas will be published into stories

Selecting ndash choosing a central idea for a fiction story or choosing a central topic for a nonfiction piece

Collecting ndash researching an idea or topic and writing more information in the writers notebook

Drafting ndash organizing ideas and writing out the whole piece on separate paper

Revising ndash reworking the draft by adding literary features working on sentence variety andor sensory details

Editing ndash correcting spelling punctuation capitalization grammar andor paragraphing

Publishing ndash planning and writing a final copy (could be typed hand written a book a poster an essay a speech etc)

Evaluation ndash using a standards based rubric to assess different qualities of writing including purposemeaning structureorganization craftstyle and conventions

Reflection ndash students reflect on the skills learned during the unit and the stages of the writing process

Collecting is not used in most kindergarten units

The predictable routine consistent throughout each unit and reflective of the true nature of the act of writing raises

the quality of student writing and develops confidence amongst teachers and students that publication will be

achieved with each unit The writing curriculum embraces the traits assessment model Traits instruction is woven

throughout the mini-lessons and the units are specifically designed to raise the quality of students writing Traits

include Ideas voice sentence fluency organization word choice conventions and text structure Every writing unit

includes a formal teacher rubric and student self-assessment The teacher rubrics directly align to the mini-lesson

objectives and the skills and strategies taught in each unit The student self-assessment measures students attitudes

reflective abilities and feelings about writing

Sixth Grade

How Writers

Work

Literature Essay Persuasive Essay Personal Narrative Grammar

Learn the rituals routines and resources of writing workshop

Establish a community of writers who listen share and respond to each other

Discover ways to help themselves when they experience writerrsquos block and other problems

Allows students to readlisten to powerful texts and connect deeply to those texts

Learn about themselves as readers and writers by listening to discussing and writing literary essays

Empathize with characters and identify characterrsquos motivation

Understand writers can influence a readerrsquos thoughts and views through persuasive writing

Realize opinions are important and should be communicated to an audience

Identify elements of persuasive writing

Identify current world issues and current events

Define understand and appreciate personal narratives as a genre

Collectremember personal stories from various experiences

Recognize different features of personal narratives including flashbacks inner thoughts and attention to brief periods of time

Understand the connection between

Immerse students in good literature while inviting them to experience self-discovery as they begin to see the possibilities of writing by looking closely at mentor texts

Encourage students to notice the decisions the mentor authors made and why

Students will learn some of

Keep writersrsquo notebooks and understand its importance as a tool

Help students understand the reasons why writers write

Learn more about themselves as writers by further developing their writing identities

Use mentor texts as inspiration for writing

Recognize how writing is a process that takes hard work and time to create pieces that are meaningful

Continue to

expand

studentsrsquo

repertoire

of

academic

and content

are writing

Compare characters across texts (character traits familial situations relationships settings experiences)

Develop a thesis based on a theme

Include a background paragraph (intro character time period)

Use textual support voice and craft to support thesis

Citing sources

Create a title to grab the readersrsquo attention

Recognize the authorrsquos opinion in a piece of writing

Identify local and school issues

Select a topic that has an angle and is debatable

Research central topic and identify pros and cons

Use a clear thesis as an introduction body uses evidence to support thesis and the conclusion has a call to action

Use counterargument

Vocabulary choices connect to intended audience

cite sources (in text)

storytelling and writing

Learn about themselves through listening to discussing and writing personal narratives

drawing maps and photos are visual prompts

Examining relationships and make connections to memories events and themes

Select a central idea that has meaning to the writer and reveals some insight

Interviewing can help clarify memories

Look at an event from another personrsquos perspective

the uses of the comma Em dash and colon

Pronouns Antecedents

Infinitive demonstrative and interrogative pronouns

Compound sentences including connecting independent clauses and coordinating conjunctions

Correcting run-on sentences

Using language conventions and word choice to show voice

Precise language to make an argument

Sentence patterns and variety

Subjectverb agreement

Studentsrsquo

published

piece is a

ESSAY and

EXTENDED

RESPONSE

NARRATIVE

Studentsrsquo

published piece

is a NARRATIVE

Studentsrsquo

published piece is

OPINION

ARGUMENT

Studentsrsquo published

piece is a NARRATIVE

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 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 information read aloud

Form an opinion about the validity and accuracy of information ideas opinions issues themes and experiences

Recognize persuasive presentations and identify the techniques used to accomplish that purpose

Recognize and use the perspectives of others including teachers and peers to analyze and evaluate presentations

Recall and identify significant ideas and essential details

Identify missing or unclear information and information that is implicit rather than stated

Distinguish between fact and opinion

Connect new information to prior knowledge or experience

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 a variety of texts and performances

Use grade-level vocabulary and conventional grammar to communicate for different purposes

Include details that are relevant to the audience

Communicate ideas in an organized and coherent manner

Vary formality of language according to the audience and purpose for communication

Speak with expression volume pace and gestures appropriate for the audience and purpose of communication

Respectfully participate in and contribute to group discussions

Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments

Make presentations featuring appropriate notes outlines and visual aids

Discuss the content of friendly notes cards and letters with a teacher or classmate in order to get to know the writer and each other

Share book reviews that summarize the plot describe the motivation of characters and explain the importance of setting

Articulate a thesis statement and support it with details examples and reasons

Immersion ndash reading and analyzing mentor texts learning the features of the genre

Generating Ideas ndash writing short entries in the writers notebook some of these ideas will be published into stories

Selecting ndash choosing a central idea for a fiction story or choosing a central topic for a nonfiction piece

Collecting ndash researching an idea or topic and writing more information in the writers notebook

Drafting ndash organizing ideas and writing out the whole piece on separate paper

Revising ndash reworking the draft by adding literary features working on sentence variety andor sensory details

Editing ndash correcting spelling punctuation capitalization grammar andor paragraphing

Publishing ndash planning and writing a final copy (could be typed hand written a book a poster an essay a speech etc)

Evaluation ndash using a standards based rubric to assess different qualities of writing including purposemeaning structureorganization craftstyle and conventions

Reflection ndash students reflect on the skills learned during the unit and the stages of the writing process

Collecting is not used in most kindergarten units

The predictable routine consistent throughout each unit and reflective of the true nature of the act of writing raises

the quality of student writing and develops confidence amongst teachers and students that publication will be

achieved with each unit The writing curriculum embraces the traits assessment model Traits instruction is woven

throughout the mini-lessons and the units are specifically designed to raise the quality of students writing Traits

include Ideas voice sentence fluency organization word choice conventions and text structure Every writing unit

includes a formal teacher rubric and student self-assessment The teacher rubrics directly align to the mini-lesson

objectives and the skills and strategies taught in each unit The student self-assessment measures students attitudes

reflective abilities and feelings about writing

Sixth Grade

How Writers

Work

Literature Essay Persuasive Essay Personal Narrative Grammar

Learn the rituals routines and resources of writing workshop

Establish a community of writers who listen share and respond to each other

Discover ways to help themselves when they experience writerrsquos block and other problems

Allows students to readlisten to powerful texts and connect deeply to those texts

Learn about themselves as readers and writers by listening to discussing and writing literary essays

Empathize with characters and identify characterrsquos motivation

Understand writers can influence a readerrsquos thoughts and views through persuasive writing

Realize opinions are important and should be communicated to an audience

Identify elements of persuasive writing

Identify current world issues and current events

Define understand and appreciate personal narratives as a genre

Collectremember personal stories from various experiences

Recognize different features of personal narratives including flashbacks inner thoughts and attention to brief periods of time

Understand the connection between

Immerse students in good literature while inviting them to experience self-discovery as they begin to see the possibilities of writing by looking closely at mentor texts

Encourage students to notice the decisions the mentor authors made and why

Students will learn some of

Keep writersrsquo notebooks and understand its importance as a tool

Help students understand the reasons why writers write

Learn more about themselves as writers by further developing their writing identities

Use mentor texts as inspiration for writing

Recognize how writing is a process that takes hard work and time to create pieces that are meaningful

Continue to

expand

studentsrsquo

repertoire

of

academic

and content

are writing

Compare characters across texts (character traits familial situations relationships settings experiences)

Develop a thesis based on a theme

Include a background paragraph (intro character time period)

Use textual support voice and craft to support thesis

Citing sources

Create a title to grab the readersrsquo attention

Recognize the authorrsquos opinion in a piece of writing

Identify local and school issues

Select a topic that has an angle and is debatable

Research central topic and identify pros and cons

Use a clear thesis as an introduction body uses evidence to support thesis and the conclusion has a call to action

Use counterargument

Vocabulary choices connect to intended audience

cite sources (in text)

storytelling and writing

Learn about themselves through listening to discussing and writing personal narratives

drawing maps and photos are visual prompts

Examining relationships and make connections to memories events and themes

Select a central idea that has meaning to the writer and reveals some insight

Interviewing can help clarify memories

Look at an event from another personrsquos perspective

the uses of the comma Em dash and colon

Pronouns Antecedents

Infinitive demonstrative and interrogative pronouns

Compound sentences including connecting independent clauses and coordinating conjunctions

Correcting run-on sentences

Using language conventions and word choice to show voice

Precise language to make an argument

Sentence patterns and variety

Subjectverb agreement

Studentsrsquo

published

piece is a

ESSAY and

EXTENDED

RESPONSE

NARRATIVE

Studentsrsquo

published piece

is a NARRATIVE

Studentsrsquo

published piece is

OPINION

ARGUMENT

Studentsrsquo published

piece is a NARRATIVE

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 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 information read aloud

Form an opinion about the validity and accuracy of information ideas opinions issues themes and experiences

Recognize persuasive presentations and identify the techniques used to accomplish that purpose

Recognize and use the perspectives of others including teachers and peers to analyze and evaluate presentations

Recall and identify significant ideas and essential details

Identify missing or unclear information and information that is implicit rather than stated

Distinguish between fact and opinion

Connect new information to prior knowledge or experience

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 a variety of texts and performances

Use grade-level vocabulary and conventional grammar to communicate for different purposes

Include details that are relevant to the audience

Communicate ideas in an organized and coherent manner

Vary formality of language according to the audience and purpose for communication

Speak with expression volume pace and gestures appropriate for the audience and purpose of communication

Respectfully participate in and contribute to group discussions

Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments

Make presentations featuring appropriate notes outlines and visual aids

Discuss the content of friendly notes cards and letters with a teacher or classmate in order to get to know the writer and each other

Share book reviews that summarize the plot describe the motivation of characters and explain the importance of setting

Articulate a thesis statement and support it with details examples and reasons

Keep writersrsquo notebooks and understand its importance as a tool

Help students understand the reasons why writers write

Learn more about themselves as writers by further developing their writing identities

Use mentor texts as inspiration for writing

Recognize how writing is a process that takes hard work and time to create pieces that are meaningful

Continue to

expand

studentsrsquo

repertoire

of

academic

and content

are writing

Compare characters across texts (character traits familial situations relationships settings experiences)

Develop a thesis based on a theme

Include a background paragraph (intro character time period)

Use textual support voice and craft to support thesis

Citing sources

Create a title to grab the readersrsquo attention

Recognize the authorrsquos opinion in a piece of writing

Identify local and school issues

Select a topic that has an angle and is debatable

Research central topic and identify pros and cons

Use a clear thesis as an introduction body uses evidence to support thesis and the conclusion has a call to action

Use counterargument

Vocabulary choices connect to intended audience

cite sources (in text)

storytelling and writing

Learn about themselves through listening to discussing and writing personal narratives

drawing maps and photos are visual prompts

Examining relationships and make connections to memories events and themes

Select a central idea that has meaning to the writer and reveals some insight

Interviewing can help clarify memories

Look at an event from another personrsquos perspective

the uses of the comma Em dash and colon

Pronouns Antecedents

Infinitive demonstrative and interrogative pronouns

Compound sentences including connecting independent clauses and coordinating conjunctions

Correcting run-on sentences

Using language conventions and word choice to show voice

Precise language to make an argument

Sentence patterns and variety

Subjectverb agreement

Studentsrsquo

published

piece is a

ESSAY and

EXTENDED

RESPONSE

NARRATIVE

Studentsrsquo

published piece

is a NARRATIVE

Studentsrsquo

published piece is

OPINION

ARGUMENT

Studentsrsquo published

piece is a NARRATIVE

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 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 information read aloud

Form an opinion about the validity and accuracy of information ideas opinions issues themes and experiences

Recognize persuasive presentations and identify the techniques used to accomplish that purpose

Recognize and use the perspectives of others including teachers and peers to analyze and evaluate presentations

Recall and identify significant ideas and essential details

Identify missing or unclear information and information that is implicit rather than stated

Distinguish between fact and opinion

Connect new information to prior knowledge or experience

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 a variety of texts and performances

Use grade-level vocabulary and conventional grammar to communicate for different purposes

Include details that are relevant to the audience

Communicate ideas in an organized and coherent manner

Vary formality of language according to the audience and purpose for communication

Speak with expression volume pace and gestures appropriate for the audience and purpose of communication

Respectfully participate in and contribute to group discussions

Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments

Make presentations featuring appropriate notes outlines and visual aids

Discuss the content of friendly notes cards and letters with a teacher or classmate in order to get to know the writer and each other

Share book reviews that summarize the plot describe the motivation of characters and explain the importance of setting

Articulate a thesis statement and support it with details examples and reasons

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 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 information read aloud

Form an opinion about the validity and accuracy of information ideas opinions issues themes and experiences

Recognize persuasive presentations and identify the techniques used to accomplish that purpose

Recognize and use the perspectives of others including teachers and peers to analyze and evaluate presentations

Recall and identify significant ideas and essential details

Identify missing or unclear information and information that is implicit rather than stated

Distinguish between fact and opinion

Connect new information to prior knowledge or experience

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 a variety of texts and performances

Use grade-level vocabulary and conventional grammar to communicate for different purposes

Include details that are relevant to the audience

Communicate ideas in an organized and coherent manner

Vary formality of language according to the audience and purpose for communication

Speak with expression volume pace and gestures appropriate for the audience and purpose of communication

Respectfully participate in and contribute to group discussions

Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments

Make presentations featuring appropriate notes outlines and visual aids

Discuss the content of friendly notes cards and letters with a teacher or classmate in order to get to know the writer and each other

Share book reviews that summarize the plot describe the motivation of characters and explain the importance of setting

Articulate a thesis statement and support it with details examples and reasons

PROGRESS MONITORING

Approximately 3 times per year students participate in literacy benchmarking to determine reading

levelslexiles areas of growth andor areas in need of attention The Scholastic Reading Inventory (SRI) is a

research‐based adaptive assessment that measures reading skills and longitudinal progress and provides a

lexile score for students This progress monitoring tool is given to students on the computer approximately 3X

per year to determine levels of growth

Additionally informal and performance assessments are embedded in daily instruction Summative assessments are given at the end of each reading unit of study

NYS 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 studentsrsquo 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 childrsquos abilities or potential

WEBSITES

Plainview-Old Bethpage School District httpwwwpobk12nyus New York State Department of Education Parental Resources httpusnynysedgovparents New York State Department of Education Student Resources httpusnynysedgovstudents Plainview-Old Bethpage Public Library httpwwwnassaulibraryorgplainv Helpful Websites for Parents of Elementary School Students

httpschoolsnycgovAcademicsEnglishLanguageArts ParentResourcesHelpful+Websites+for+Parents+of+Elementary +School+Studentshtm

CONTACT Mr Jeffrey Yagaloff English Language Arts Chair Kndash12 can be reached by phone at (516) 434-3185 or via e-mail at jyagaloffpobschoolsorg Ms Eileen Annino Literacy Coordinator K-12 can be reached at (516)434-3254 or via e-mail at eanninopobschoolsorg

Mathematics ndash Grade 6

PARENT INFORMATION

Below are the specific math content topics based on the Common Core State 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 childrenrsquos learning via the use of flash cards card games and web-based math games This brochure contains suggested websites and links to the New York State Education Department to learn more about the math curriculum and benchmark assessments A strong home-school partnership is essential for ensuring our studentsrsquo academic success Thank you for your continued support

VOCABULARY

Common denominator equivalent fractions mixed numbers reciprocals unit fractions

Equation (has an equal sign) inequality (has lt or gt) expression (no = lt or gt)

Variable exponent substitution inverse operation evaluate

Ratio proportion

Area circumference

Mean median mode range

Quadrant axes ordered pairs coordinates x-coordinate y-coordinate

Sample space outcomes

Grade 6 Introduction In Grade 6 instructional time will focus on four critical areas (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers which includes negative numbers (3) writing interpreting and using expressions and equations and (4) developing understanding of statistical thinking

1 Students use reasoning about multiplication and division to solve ratio and rate problems about quantities

2 Students use the meaning of fractions the meanings of multiplication and division and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense

3 Students understand the use of variables in mathematical expressions They write expressions and

equations that correspond to given situations evaluate expressions and use expressions and formulas to solve problems

4 Building on and reinforcing their understanding of numbers students begin to develop their ability to think statistically

GRADE 6 FOCUS TOPICS

RATIOS AND PROPORTIONAL RELATIONSHIPS

Understand ratio concepts and use ratio reasoning to solve problems

THE NUMBER SYSTEM

Apply and extend previous understandings of multiplication and division to divide fractions by fractions

Compute fluently with multi-digit numbers and find common factors and multiples

Apply and extend previous understandings of numbers to the system of rational numbers

EXPRESSIONS AND EQUATIONS

Apply and extend previous understandings of arithmetic to algebraic expressions

Reason about and solve one-variable equations and inequalities

Represent and analyze quantitative relationships between dependent and independent variables

GEOMETRY

Solve real-world and mathematical problems involving area surface area and volume

STATISTICS AND PROBABILITY

Develop understanding of statistical variability

Summarize and describe distributions

MATHEMATICAL PRACTICES

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

Grade REQUIRED KEY FLUENCIES 5 Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7 Solve px + q = r p(x + q) = r

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 content strands and the process strands in the Common Core State Standards Questions will be developed in accordance with increasing problem solving and higher cognitive demands The NYS assessment will be given in April More information will be provided by your childrsquos teacher

FORMAL ASSESSMENT Grade 6 students will be given quarterly exams to assess their understanding related to the Common Core Standards to diagnose the childrsquos strengths andor weaknesses as well as inform instruction

WEBSITES Common Core Standards in Mathematics- httpwwwcorestandardsorgassetsCCSSI_Math20Standardspdf NYS Mathematics Glossary - httpwwwemscnysedgov3-8glossaryhtm HMH Go Math - httpwwwmyhrwcom Parent link httpcgcsorgPage244

MATH GAMES FOR FAMILIES

httppbskidsorgcyberchase httpmathforumorgdrmathdr-mathhtml httpwwwfigurethisorgindexhtml wwwcut-the-knotorgindexshtml

CONTACT Mr Christian Bowen Mathematics Chairperson Kndash12 can be reached by phone at (516) 434-3197 or via e-mail at cbowenpobschoolsorg

Science ndash Grade 6

The Middle School Science Program at Plainview-Old Bethpage offers students a hands-on

science experience Lessons are designed from a STEM (science technology engineering and

mathematics) perspective offering students insight into real life applications of the content

being covered are encouraged to develop their understanding of the subject through inquiry

and experimentation In 6th grade all students have daily science instruction Throughout the

year students are assessed on their content knowledge and lab performance upon the

completion of each science unit

This year the 6th grade will experience the McGraw-Hill Science A Closer Look curriculum

They will participate in science inquiry lessons and labs that often correlate to math and ELA

All students will be given a text for home use as well as on-line access to all resources Students

will chose a topic of interest and develop an independent research project They will work in

school and at home on the project for the final submission into the 6th Grade Science Expo

The New York State Core Curriculum is covered and students are well prepared for the Grade

8 Intermediate Level Science Assessment Students that demonstrate the academic ability and

readiness to accelerate are encouraged to enroll in the Accelerated Earth Science Regents class

offered in the 8th grade

The following topics are covered in the 6th grade Science Research Project

Identify problem

Predict outcomes

Make hypothesis

TestExperiment

Observe

Record and analyze data

Draw conclusions Earth Science

Astronomy o The Earth-Sun-Moon System o The Solar System o Stars Galaxies and Beyond

Physical Science

Matter o Classifying Matter o Physical Properties o Elements and Compounds o Solids Liquids and Gases

o Water and Mixtures

Basic Chemistry o Chemical Changes o Chemical Properties ndash

Periodic Table o Carbon and Its Compounds o Atoms and Energy

Forces and Energy o Exploring Forces o Forces and Motion o Changes in Motion o Work and Energy o How Machines Work o Exploring Energy

Electromagnetism o Electricity and magnetism o Construction o Problem solving

Science Websites

McGraw-Hill Science httpconnectedmcgraw-hillcomconnectedlogindo ESP Science Kits wwwespsciencetimeorg Science with Me wwwsciencewithmecom HHMI Cool Science for Curious Kids wwwhhmiorgcoolscienceforkids American Museum of Natural History ndash Ology wwwamnhorgology Endangered Animal Channel wwwendangeredtvcom Enchanted Learning wwwenchantedlearningcom BBC ndash KS2 Bite-size Science wwwbbccoukschoolsks2bitesizescience

Contact

Mrs Joyce Thornton Barry Science Research and Technology Chair Kndash12 can be reached by phone at (516) 434-3191 or via e-mail at jbarrypobschoolsorg

STEAM - Science Technology Engineering the Arts and Mathematics

STEAM at POB

STEAM education is an interdisciplinary approach to learning where rigorous academic

concepts are coupled with real-world lessons as students apply science technology

engineering the arts and mathematics in contexts that make connections between school

community work and the global enterprise enabling the development of STEAM literacy and

with it the ability to compete in the new economy (Tsupros 2009)

As part of the Plainview-Old Bethpage district goals all students grades K-6 have been exposed

to and will continue to experience STEAM related learning experience

STEAM is an integrated approach to learning Science and technology are interpreted through

engineering and the arts all based in mathematical elements

Each building and or grade level selects themesunits of study topics which are relevant to

their grade level and building goal

This year both Middle Schools will be opening our new zSpace labs where students will

experience a wide variety of content in an interactive virtual reality learning space For further

information zSpace and POBrsquos experience as a ldquoCenter of Excellence for zSpacerdquo please visithellip

wwweduzspacecom

Expect to hear more from your children about STEAM in their classrooms

STEAM

Social Studies ndash Grade 6 The grade 6 social studies program emphasizes the interdependence of all people keying on the Eastern Hemisphere A focus on a social science perspective emphasizes the interaction of geography and economics The core disciplines of geography and economics are used to develop and draw relationships and understanding about socio-cultural political and historic aspects of life in the Eastern Hemisphere History of Eastern Hemisphere Nations

Time can be measured in years decades centuries and millennia

Key turning points and events in the histories of Eastern Hemisphere nations can be organized into different historical time periods

Different people may view the same event or issue from different perspectives

The Neolithic Revolution was a technological development that radically changed the nature of human society

Technological innovations have had both positive and negative effects on people places and regions

Civilizations and cultures of the Eastern Hemisphere (China India Greece and Rome) are explored through the arts and sciences key documents and other important artifacts

Religions and other belief systems have both united and divided the people of the Eastern Hemisphere

The civilizations and cultures of the Eastern Hemisphere have contributed important ideas beliefs and traditions to the history of humankind

Geography

The nations and regions of the Eastern Hemisphere can be studied using maps globes aerial and other photographs satellite-produced images and models

Civilizations developed where geographic conditions are most favorable

Geographic features and climatic conditions in the Eastern Hemisphere influence land use

The geographic diversity of the Eastern Hemisphere has significantly influenced physical mobility and the course of human development

Over population and widespread poverty threaten the political stability of some nations in the Eastern Hemisphere

Economics

The ways resources are used impact the economic political and historic aspects of life throughout the world

Concepts such as scarcity supply and demand markets opportunity costs resources productivity economic growth and systems can be used to study the economies of various nations of the Eastern Hemisphere

The economic systems of the world have become an interdependent network

Nations have joined with one another in organizations which provide economic development and growth

Social Studies ndash Grade 6 The grade 6 social studies program emphasizes the interdependence of all people keying on the Eastern Hemisphere A focus on a social science perspective emphasizes the interaction of geography and economics The core disciplines of geography and economics are used to develop and draw relationships and understanding about socio-cultural political and historic aspects of life in the Eastern Hemisphere History of Eastern Hemisphere Nations

Time can be measured in years decades centuries and millennia

Key turning points and events in the histories of Eastern Hemisphere nations can be organized into different historical time periods

Different people may view the same event or issue from different perspectives

The Neolithic Revolution was a technological development that radically changed the nature of human society

Technological innovations have had both positive and negative effects on people places and regions

Civilizations and cultures of the Eastern Hemisphere (China India Greece and Rome) are explored through the arts and sciences key documents and other important artifacts

Religions and other belief systems have both united and divided the people of the Eastern Hemisphere

The civilizations and cultures of the Eastern Hemisphere have contributed important ideas beliefs and traditions to the history of humankind

Geography

The nations and regions of the Eastern Hemisphere can be studied using maps globes aerial and other photographs satellite-produced images and models

Civilizations developed where geographic conditions are most favorable

Geographic features and climatic conditions in the Eastern Hemisphere influence land use

The geographic diversity of the Eastern Hemisphere has significantly influenced physical mobility and the course of human development

Over population and widespread poverty threaten the political stability of some nations in the Eastern Hemisphere

Economics

The ways resources are used impact the economic political and historic aspects of life throughout the world

Concepts such as scarcity supply and demand markets opportunity costs resources productivity economic growth and systems can be used to study the economies of various nations of the Eastern Hemisphere

The economic systems of the world have become an interdependent network

Nations have joined with one another in organizations which provide economic development and growth

Governments

Family clan and tribal groups act to maintain law and order

As settlement patterns changed new forms of political order developed to meet the more complex needs of societies

Present systems of government have their origins in the past

Formalized governmental structures play a major role in maintaining social order and control

Political boundaries change over time

The extent to which human rights are protected becomes a key issue in totalitarian societies

International organizations such as the United Nations were created to prevent war and to fight hunger disease and ignorance

Citizens of the nations of the Eastern Hemisphere have rights and responsibilities as defined by their constitutions and by other laws of their nations

WEBSITES

National Archives ndash Introduction to Documents

httpwwwarchivesgovdigital_classroomintroductory_activityhtml

National Archives ndash Document Analysis Worksheets

httpwwwarchivesgovdigital_classroomlessonsanalysis_worksheetsworksheetshtml

Geography Olympics httpwwwgeographyolympicscomchallengephp Ellis Island httpwwwellisislandorg Popular Songs in American History httpwwwcontemplatorcomamerica PBS Growing Up Global ndash Kid Cards httpwwwpbsorgwnetwideangleshowsglobalcardshtml

CONTACT Ms Maria Carnesi Social Studies Chair Kndash12 can be reached by phone at (516) 434-3203 or via e-mail at mcarnesipobschoolsorg

World Languages ndash Grade 6 New York State Standards for Languages Other Than English Students will be able to use a language other than English for communication Students will develop cross-cultural skills and understandings American Council on the Teaching of Foreign Languages ndash Standards

Standard 11 Students engage in conversations provide and obtain information express

feelings and emotions and exchange opinions

Standard 21 Students demonstrate an understanding of the relationship between the practices

and perspectives of the culture studied

Standard 42 Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own

Students in our middle schools are given the opportunity to explore and eventually select a world language for study The two languages offered are French and Spanish Our world language classes are active participation classes designed to provide our students with opportunities to communicate in their new language and gain an understanding of other cultures

Grade 6

The students begin their formal study of Chinese French or Spanish meeting every other day

for a quarter of the year Topics of study include personal introductions personal

identification calendar and weather and classroom vocabulary

CONTACT The World Language Department can be reached by phone at (516) 434-3179 (Chairperson TBD)

Home and Careers ndash Grade 6

Home and career skills is a class designed to help adolescents live in a society of constant change and help them prepare for their present and future responsibilities as family members consumers home managers and wage earners

Topics included in the 6th grade curriculum

Introduction to Careers

Personal Awareness Unit o Values o Money Management o Problem SolvingDecision Making

Nutrition Education which includes o My Plate o Food preparation for daily living o Food-borne illness o Consumerism

Sewing Skills o Hand-sewing skills o Working with patterns

Research ndash Grade 6

All middle school students will learn the fundamentals of conducting research We have

developed a plan that will introduce and develop the skills of writing a research paper in any

discipline It is imperative that students enter the high school with the skills set of conducting

literature research physical research and especially in writing a research document

6th grade ndash During the spring semester students will work on problem solving writing

solutions presentation skills as well as using evidence for solving problems in their math class

Health ndash Grade 6

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

Middle School Health Education ndash The health curriculum is divided into three components Mental Health Social Health and Physical Health

Grade 6 Topics

o Mental Health Being Healthy Self Esteem Goal Setting Values Decision Making Anger Management ldquoIrdquo Statements Stress Team WorkAcceptance and Tolerance

o Social Health Friendship Peer Pressure Refusal Skills Bullying ndash Cyber Physical Verbal Emotional and Internet Safety

o Physical Health Disabilities Diseases (communicable non-communicable and infectious) HIVAIDS DrugsMedicine Gateway Drugs Puberty Growth and Development

CONTACT

Mr Joseph Braico Director of Physical Education Health Recreation amp Athletics Kndash12 can be reached

by phone at (516) 434-3100 or via e-mail at jbraicopobschoolsorg

Home and Careers ndash Grade 6

Home and career skills is a class designed to help adolescents live in a society of constant change and help them prepare for their present and future responsibilities as family members consumers home managers and wage earners

Topics included in the 6th grade curriculum

Introduction to Careers

Personal Awareness Unit o Values o Money Management o Problem SolvingDecision Making

Nutrition Education which includes o My Plate o Food preparation for daily living o Food-borne illness o Consumerism

Sewing Skills o Hand-sewing skills o Working with patterns

Research ndash Grade 6

All middle school students will learn the fundamentals of conducting research We have

developed a plan that will introduce and develop the skills of writing a research paper in any

discipline It is imperative that students enter the high school with the skills set of conducting

literature research physical research and especially in writing a research document

6th grade ndash During the spring semester students will work on problem solving writing

solutions presentation skills as well as using evidence for solving problems in their math class

Health ndash Grade 6

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

Middle School Health Education ndash The health curriculum is divided into three components Mental Health Social Health and Physical Health

Grade 6 Topics

o Mental Health Being Healthy Self Esteem Goal Setting Values Decision Making Anger Management ldquoIrdquo Statements Stress Team WorkAcceptance and Tolerance

o Social Health Friendship Peer Pressure Refusal Skills Bullying ndash Cyber Physical Verbal Emotional and Internet Safety

o Physical Health Disabilities Diseases (communicable non-communicable and infectious) HIVAIDS DrugsMedicine Gateway Drugs Puberty Growth and Development

CONTACT

Mr Joseph Braico Director of Physical Education Health Recreation amp Athletics Kndash12 can be reached

by phone at (516) 434-3100 or via e-mail at jbraicopobschoolsorg

Health ndash Grade 6

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

Middle School Health Education ndash The health curriculum is divided into three components Mental Health Social Health and Physical Health

Grade 6 Topics

o Mental Health Being Healthy Self Esteem Goal Setting Values Decision Making Anger Management ldquoIrdquo Statements Stress Team WorkAcceptance and Tolerance

o Social Health Friendship Peer Pressure Refusal Skills Bullying ndash Cyber Physical Verbal Emotional and Internet Safety

o Physical Health Disabilities Diseases (communicable non-communicable and infectious) HIVAIDS DrugsMedicine Gateway Drugs Puberty Growth and Development

CONTACT

Mr Joseph Braico Director of Physical Education Health Recreation amp Athletics Kndash12 can be reached

by phone at (516) 434-3100 or via e-mail at jbraicopobschoolsorg

Physical Education ndash Grade 6

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 at the 6th grade level will provide a foundation for future development and exploration within a wide range of activities including exposure to team sports and life time activities which promote children becoming exercisers for life To that end students will be introduced to the necessary knowledge and skills to build a foundation to establish and maintain physical fitness participate in physical activity and maintain personal health Students will have by the end of the school year the necessary knowledge and skills to establish and maintain physical fitness participate in physical activity and maintain personal health The purpose of the Plainview-Old Bethpage physical education program is to provide students with a comprehensive curriculum to foster the achievement of these standards MotorMovement Skill Development

- Combine movement and manipulative skills within the context of a variety of activities

- Improve performance through regular participation in physical activity

- Understand and use warm-up conditioning and cool-down activities when participating in physical activity

FitnessWellness

- Participate in personal fitness training

- Participate in a variety of exercises cardio free weights yoga pilates kickboxing circuit training step aerobics cross training and boot camp

Living Skills

- Develop interaction skills as both a leader and follower

- Acquire problem solving skills as a collaborative group member

- Develop skills of cooperation and collaboration as well as fairness sportsmanship and respect for others

Health related fitness individual sports team sports dance activities and adventure activities are the tools for goal achievement at this grade level In addition the variety of activities can include depending on which school a child attends because of logistical availability at each location and activities can be rotated in either 5th or 6th grade is as follows

Swimming Basketball Volleyball Badminton Team Handball Softball Lacrosse Flag Football Soccer Wrestling

Strength and Cardio Conditioning Gymnastics Outdoor Adventure Activities Track and Field Events Frisbee Games Weight Training Tennis Floor Hockey Square Dance Aerobic and Fitness Training

CONTACT

Mr Joseph Braico Director of Physical Education Health Recreation amp Athletics Kndash12 can be reached by phone at (516) 434-3100 or via e-mail at jbraicopobschoolsorg

Music ndash Grade 6

Classroom Music Through recommended activities such as singing playing the recorder moving playing classroom instruments reading music creating and listening students will study the following concepts Rhythm

Continue building on rhythm reading writing tempi meter and conducting patterns Melody

Continue singingplayingwriting melodies in different modes and styles

Continue sight singing and solfege work

Harmony

Perform accompaniments on barred instruments

Continue two and three part singing canons and singingplaying in harmony simple chord progressions

Form

Continue to explore different forms contrasting sections form symbols

Timbre

Continue to experience singing and speaking voice families of instruments and instruments from different cultures

Dynamics

Continue to explore dynamics in playing singing creating and listening to music

Performing Ensembles ndash Band Orchestra and Chorus

Instrumental students are encouraged to continue the band or orchestra instrument they played in 5th grade

Students who elect to participate in chorus can also participate in an instrumental ensemble (band or

orchestra) The students in all ensembles continue to develop their individual musicianship and ensemble

skills The performing ensembles in the middle school are graded classes Ensemble rehearsals take place

either ldquo0rdquo period or period 9 In addition to the full ensemble rehearsals there are group lessons scheduled

on a rotating basis through the day Parents play an important role in encouraging students to practice at

home each day

Performance ensemble concepts include

Proper technique position posture grip breathing diction etc

Rhythm articulation and phrasing

Sight reading

Tone production

Dynamics

Practice techniques

Rehearsal proceduresensemble playing

Instrument maintenance Some holiday music may be included in concerts For more information regarding concert selections please contact your childrsquos music teacher

WEBSITES Plainview-Old Bethpage Music Department httpwwwpobk12nyusMUSICmusicdepartmenthtm Music Association of Plainview-Old Bethpage (MAPOB) httpwwwpobk12nyusMAPOBHTM New York State School Music Association httpnyssmaorg Nassau Music Educators Association httpwwwnmeaus Long Island String Festival Association httpwwwlisfaorg National Association for Music Education httpwwwpobk12nyusMUSICmusicdepartmenthtm

CONTACT

Mr Joshua Golbert Director of Music Kndash12 can be reached by phone at (516) 434-3283 or via e-mail at jgolbertpobschoolsorg

Visual Arts ndash Grade 6

The middle school art program builds on the strengths of the foundation established by the elementary art concepts and practices and bridges to the high expectations of the competitive high school art program The following outline presents a general overview of each grade level experience and identifies some of the mediums and areas of emphasis Projects interpretations and outcomes vary from year to year and from class to class

Students will be introduced to design elements and basic art vocabulary for

Line

Shape

Color

Texture

Space

Patterns

MovementRhythm

Balance

Contrast

Emphasis

Examples may include

Drawing Observational Figure movement

Painting Secondary color mixing

3-Dimensional work Puppets and literature Bottle people

Art History Multicultural influences Integration with social studies science

and English Possible mediums

Paint Tempera

o Brush techniques ndash stippling wet dry

Watercolor Horizon line ForegroundBackground

Pastels Blending Overlapping objects

Clay Slab method with texture and additions

Paper Masks

WEBSITES

Metropolitan Museum httpwwwmetmuseumorg Just for Kids httpwwwprincetonolcomgroupsiadlessonsmiddlefor-kidshtml J Paul Getty Museum httpwwwgettyedu Art Institute of Chicago httpwwwarticedu Cleveland Museum of Art httpwwwclemusartcom National Gallery of Art httpwwwngagov Kids Zone httpwwwngagovkidszonezonehtm Tessellations httptessellationsorganimation-aquariumhtm Optical Illusions httpwwwmichaelbachdeotmot_sigmaindexhtml

CONTACT

Ben Wiley Director of Art Kndash12 can be reached by phone at (516) 434-3173 or via e-mail at BWileypobschoolsorg

CHILD CARE PROGRAM

Plainview-Old Bethpage Central School District offers child care for children in the middle schools in grades 5 - 8 The Child Care Program is located in both Plainview-Old Bethpage Middle School and Mattlin Middle School Before-school care begins at 700 AM The afterschool program begins at the close of the day

(8th period) coordinating with 9th period activities until 600 pm The programs are

contingent upon sufficient registration Registration forms can be found on the district

website under Parents and Community

Registration for all programs is accepted throughout the year For more information contact Cheryl Dender

at the Child Care office 434-3124 between the hours of 400 pm and 630 pm during the school year

BOARD OF EDUCATION 2015-2016

Mr Gary Bettan President

Mrs Debbie Bernstein Vice President Jodi Campagna Seth Greenberg

Ginger Lieberman Lauren Sackstein Emily Schulman

Central Administration

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 studentrsquos 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

Administration

Dr Lorna R Lewis Superintendent of Schools 434-3001

Ms Jill M Gierasch Asst Superintendent for Curriculum and Instruction 434-3010

Dr Vincent K Mulieri Asst Superintendent for Human Resources 434-3040

Mr Richard Cunningham Asst Superintendent for Business 434-3050

Pupil Personnel Services

Ms Ellie Becker Director of Pupil Personnel Services 434-3020

Ms Meredythe Alliegro Asst Director of Special Education Grades Preschool-4 434-3020

Ms Brooke Schnittman Asst Director of Special Education Grades 5-8 434-3032

Ms Dolores Binstock Asst Director of Special Education Grades 9-12 434-3025

Other Important Contacts

Mr Joseph Braico Director of Physical Education Recreation and Athletics 434-3109

Mr Ben Wiley Director of ArtInstructional Technology 434-3173

Mr Joshua Golbert Director of Music 434-3283

Dr Guy Lodico Director of Technology 434-3099

Mr Andrew Ward Director of School Facilities and Operations II 434-3110

Ms Chris Malone District Transportation Specialist amp Safety Officer 434-3074

Mr Mark Donovan Transportation Supervisor 434-3075