FINAL CHARTERED AGREEMENT VOLUME / of J& REDACTED

Charter Schools Institute State University of New York TAPESTRY CHARTER SCHOOL

FINAL CHARTERED AGREEMENT Sec. 2852(5) Submission to the Board of Regents VOLUME / OF j&

REDACTED COP

74 North Pearl Street, 4th Floor, Albany, NY 12207 tel: (518) 433-8277 fax: (518) 427-6510 e-mail: [email protected] www.newyorkcharters.org /^*C¥ Charter Schools Institute X^j^l State University oj New York

TAPESTRY CHARTER SCHOOL

Section 2852(5) Submission to the Board of Regents

74 NORTH PEARL STREET, 4• FLOOR ALBANY, NEW YORK 12207 PHONE: 518-433-8277 FAX: 518-427-6510 www.newyorkcharters.org ^^^B^^ ^^^ ^^D^B^ ^^

SECOND AMENDMENT TO THE CHARTER

This agreement W executed on this tbec^slday of March, 2001 by and between the undersigned to amend the chatter agreement between them entered onto on or about the 1" day of February, 2001 and amended on or about the 16** day of March, 2001.

WITNESSETH:

WHEREAS, the undersigned have previously entered into an agreement, known before its Issuance by the Board of Regents (the "Regents") as a proposed charter, and known thereafter as a provisional charter (either aa a proposed or provisional charter, the "Charter"), pursuant to the provisions of the New York Charter Schools Act of 1998, Article 56 of the Education Law (the "Act"); and

WHEREAS, the Charter incorporates the Application submitted earlier to the Board of Trustees of the Stan University of New York, such that me Application is an integral part of the Charter; and

WHEREAS, pursuant to section 2852, subdivision 5 of the Act, the Charter, with the Application, was submitted to the Regents for its review and approval; and

WHEREAS, pursuant to section 2852, subdivision 5-a, the Board of Regents has returned the Charter to the Board of Trustees of the State University of New York and has recommended certain changes be made to the Charter and\or the Application; and '

WHEREAS, the undersigned are in agreement that some or all of such changes should be adopted; and

WHEREAS, the Charter requires that all amendments to it be in writing and signed by both parties thereto;

NOW, THEREFORE, the undersigned hereby agree to amend the Charter as follows:

1. The Application is amended in the form and manner as set form in the pages attached hereto as Exhibit A

Capitalized terms used in this amendment ere defined as set forth is the Charter unless otherwise indicated, as is the use and validity of facsimile ugnaewes and. the execution of this amendment to the Charter by eonnteipart. .03/23/2801 10:53 9142517923 CHARTER SCHXLS INST PAGE 21 oo/ij/^ooi. n:oo /lb-W«-3259 6RADL P0L0WIT2 63222/2061 14:49 9142517923 PAGE 63 CHARTER SCHOOLS ZK5T PACE 63

BOARD OF TRUSTEES OF THE STATE UNIVERSITY OF NEW YORK

By: Robert J. BeUafiore, acting for the Board of Trustees of the State University

Title: Executive Director, Charter Sohools Institute, Stitt University of New York

PPUCANT^ APPLICANT

JoY,StanhPeij£rPekWf Date Hannah B. Rata-Shulman Date / y

APPLICANT APPLICANT

APPLJ

Steven H.

TOW7P»i»llf—1»«» EXHIBIT A THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK j ALBANY, NY 12234

ASSISTANT COMMISSIONER OFFICE OF REGIONAL SCHOOL AND COMMUNITY SERVICES R00M47SEBA Tel. 518/474-4817 Fax 5181474-7558

March 23, 2001

Mr. Robert J. Bellafiore President Charter Schools Institute 74 North Pearl Street, 4th Floor Albany, New York 12207

Dear Mr. Bellafiore:

We have received and reviewed the responses provided to the Department regarding the Tapestry Charter School regarding my letter of March 20. Please provide the following clarifications:

Item #3 (curriculum): the March 21 response provided states that the Family and Consumer Sciences learning standards will be addressed through the Dance Curriculum described on pages 173-182 of the application. A review of this material shows no evidence of any reference to the Family and Consumer Sciences; there is no integrated curricidum, as previously asserted by the applicant. The response further states that Family and Consumer Sciences will also be addressed via the daily Morning Meeting as described on pages 28-35 of the December 15 amendment. The Morning Meeting is not a curriculum; the December 15 amendment, on page 28, states that "Morning Meeting is a teaching method.. .it is part of an approach to teaching and learning..." The information provided is inadequate. Please provide either the fully integrated curriculum that the applicant asserts will be provided, or provide a curriculum map illustrating how the dance curriculum will help students meet the Family and Consumer Sciences learning standards.

The March 21 response also asserts that the Career Development and Occupational Studies learning standards will be addressed primarily through the Language Arts and Literature program described . on pages 50-71 of the application, and through the mathematics curriculum described on pages 72- 97 of the application. A review of this material shows no evidence of any reference to Career Development and Occupational Studies; there is no integrated curriculum, as previously asserted by the applicant. The information provided is inadequate. Please provide either the fully-integrated curriculum that the applicant asserts will be provided, or provide a curriculum map illustrating how the Language Arts and Literature curriculum and the mathematics curriculum will help students meet the Career Development and Occupational Studies learning standards.

The March 21 response further asserts that the Technology learning standards will be addressed by students receiving direct instruction in basic computer skills, and by using a computer as a research tool. Basic computer skills are but one aspect of technology. There is no evidence of an integrated curriculum, as previously asserted by the applicant. The information provided is inadequate. Please provide either the fully integrated curriculum that the applicant asserts will be provided, or provide a curriculum map illustrating how the Technology learning standards will be addressed in other curricular areas.

Item #5 (after-school program): please provide an assurance that Friends of Tapestry, Inc. will obtain any licensing required by the Department of Social Services, that it has the corporate authority to provide the care described in the application, and that any fees for such care will not be paid by the charter school.

Item #9 (sibling enrollment): it is SED's position that the second (alternative) proposed admission policy concerning siblings better reflects me requirements of Education Law Section 2854(2)(b). Please assure that this will be the policy of the proposed charter school.

Item #11 (special education): #1 :The sentence should include that "...services will be provided directly by the charter school or by the school district of..." #3: The word "alternative" should be changed to "alternate".

Item #13 (special education): #1 The last sentence after the first phrase should be revised to say "...we will request a meeting with the CSE from the school district of residence to discuss possible revisions to the IEP.

Please provide the above information at your convenience. It should be sent directly to the Charter Schools Unit of the New York State Education Department, 365 EBA, Albany, New York 12234, or faxed to 518-474-3209. Please send all information to the attention of Dr. Paul Hayford. If you have any questions, you should contact Dr. Hayford at 518-474-1762.

erworth cc: James A. Kadamus JDarlene M. Mengel Paul D. Hayford ^arch^,^01

^r.Robert^.8ellafiore president charter Schools Institute 7^ôrthIêarlStreet,^Floor ^lbany,êwôrl^l^7

ê^ âpest^y charter School response to ôaôfêê^sômmen^s

f^earl^r.^ellafiore:

^hefollowing is inresponse to ^he State education I^epartment^sre^uestof^larch^, ^^1

Item^l

1. ^^he tapestry charter School will not provide an admission or enrollmentpreference for students who are âtris^ of academic failure, pursuant to section ^^^^bôfthe education Iâw,^he tapestry charter School will provideapreference in enrollment to the following and only to thefollowing students: in the first year of admissions, to students who are residents ofthe school district in which the charter school is to be located, i.e. the ûfâloîty School district, and to siblings of students who arealready enrolled in the ^fapestry^harter School. In the second year and thereafter, the tapestry charter School will provide an enrollment preference to returning students in addition to the above two groups. In the absence ofany indication in the relevant statute regarding priority among the groups receiving preference, the tapestry charter School will provide preference in thefollowing order of priority: students who are returning will have first priority,then siblings of already enrolled students, and lastly students who reside within the school district. See also, Further Response to ItemôfS^^s^larch7,^^l better

^^s per ourresponse above, ^he tapestry charter School does not intend to provide an admission or enrollment preference to students who are ^atris^ of academicfailure. accordingly, we are not providing any definition of this group.

^ See above

Item^

behave consulted with SÎ^ regarding the alignment of ourcurriculum with each ofthe êwôrl^ State learning standards. In the areas ofFamily and consumer Sciences, career fêvelopmentand Occupational Studies, andêchnology, we have been unable to come to agreementwithS^, in the time frame given, thatthe tapestry charter School curriculumâs currently presented in the applicationâddresses all learning standards, however, consistent 8 with theasscrtion contained in^he application, i.e., thatourcurriculum will coverall learning standards, we hereby provideafur^herassurance^hatthe Tapestry charter school will provide instruction in all subêctareasnccessaryto insure thatstudents will be able to meetall of the ^tate learning standards.

^tem^

In reference to the after-school program, space forwhich will be provided by Tapestry charter school and which will be open ^o Tapestry charter school students^

^separate organisation, friends ofTapestry,^nc, will administerthe after-school program, ^t is anticipated that the after-school program will be staffed by college students and that ^he director of the program will beateacherat the Tapestry ^har^er school.^uch director, however, will be paidfor his or her duties as director of the after school program by friends ofTapestry,^nc. and no^by^he Tapestry charter school. The after-school program is intended solely asaconveniencefor families.

1 The after-school program will provide physical activities, snac^, homework time, arts and games.

^.The after-school program, which is being organised bythe friends ofTapestry,^nc^, will not provide academic services that are connected to the school program.

3. The after-school program will not implement any remedial programs, but will providearoom in which children can, if they wish, do their homework assignments.TheTapestry charter school academic program is designed to accommodate students^ academic needs, and remediate their skills, through individual learning plans, ^nye^tra assistance thatachild may need ina particular academic area will be addressed in the child'sindividual learning plan onadaily basis during non-direct instructional time during the school day and not during the after-school program. The presence of assistant teachers in the classroom will providefor one on oneBsmall group instruction to remediate deficit sl^ill areas as identified on the individualized plans.

Tapestry charter school will require that the operator of the after-school program, through friends ofTapestry,^nc, will obtain all required statutory permits or licenses required bythe department of^ocial^ervicesfor operating theater-school program, friends ofTapestry,^nc. has the corporate authority to operate the after-school program, ^nyfeesfor such care or permits will not be paid by the charter school.

Item^

^ccordingto section ^^^b^ofthe education ^aw,apreference in enrollmentfor siblings is limited to siblings of children "already enrolled in the charterschoolB Therefore, the proposed school'spolicy will be asfollows^

"Ifasrudent^snumberis drawn and the data list indicates thatsuchapplicanthasa sibling, the sibling^snumberwill also be put on the appropriate grade board, should the grade be full forthatsibling,thatsiblingwillautomatically be given the lastseatin such gradeand the studei^twho previously held thatspotwillbemoved to the firstplaceon the waitings however, the siblingwhoholdshisorherpositionbyvirtueofthepreferenceforsiblings will only beentitled to ta^ethatpositionafter his orhersibling actually enrolls^

^tem^ll

1^ The Tapestry Charter School is deletingthe reference to servicesforstudents with emotional disabilities^The Tapestry Charter School application is herebyamended to state that ^services will beprovided directly bythecharterschoolorbythe school districts ofresidenceorby contract according to type ofservices required, and notaccordingto types of disabilities^

^ The second sentence underthe Child ^ind requirements is hereby amended to read the following^

^Students enrollingforthe first time inaêwôrl^ public school will be screened bya team of teachers încluding both regular and special education teachers^to identify any possible indication thatthe child may needaspecialiêd or intensive education prOgram^ v^here there is any such indication,areferral will be made to the student^shome district CSEB^

^ Th^ second p^r^^r^ph under assessment ofStudents^ith disabilities h^s hereby been revised to read^

^Ifthe local CSE determines that none of the various assessments administered bythe charter school is appropriateforagiven student with disabilities, the CSE will determine appropriate alternate assessmentsforthatstudentand include those assessments in the child^slE^B ltem^l3

1^ vêintend to hire at least one dually certified special education teacher who will provide services to students whose Ê^sindicate that they are to receive either resource room or consultant teacher services^ lôr those students who receive other services, and other related services, we will requestameeting with the CSE from the school district of residence to discuss possible revisions to the 1E^ If an entering student has an 1E^ that indicates the needfora more restrictive environment than provided by the School, iâself^contained classroom, we will reviewtheÊ^with the CSEfrom8uffalo public Schools and the CSE will malê the determination whetherwe are able to address the student^sneeds^

^ please referto page l^of our December 1^,^0^ budget amendments, ^tems^l^ please note the linefor^sychologistBCounselor should be amended to read, ^sychologist^SpecialEducationTeacher^ ^ Tapestry Charter School will not conductany evaluations of students butwillrefer^achild to thedistrictCSEifwesuspectthatachildmayhaveadisability^ 10

Item #18

1. In the December 15,2000 amendments to the Tapestry Charter School application, page 157, section 2., second sentence, has hereby been amended to read:

"The CSE of the student's district of residence will be notified immediately of any suspension from classes, and the Tapestry Charter School will arrange appropriate alternative instruction."

Please note thai any references made to the application is for clarification purposes only and in no way implies that information was overlooked on the part of the reviewers.

Very truly yours,

Joy Stanli-Pepper 11

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

ASSISTANT COMMISSIONER OFFICE OF REGIONAL SCHOOL AND COMMUNITY SERVICES ROOM 475 EGA Tel. 518/474-4817 Fax 518/474-7558

March 20, 2001

Mr. Robert J. Bellafiore President Charter Schools Institute 74 North Pearl Street, 4th Floor Albany, New York 12207

Dear Mr. Bellafiore:

Pursuant to Education Law §2852(5-a) and (5-b), the New York State Board of Regents, at its meeting of March 20, voted to return the proposed charter for the Tapestry Charter School for reconsideration with the following comments and recommendations.

In my March 7 letter to you, I asked the applicants in Item #1 to clarify if they intended to target "at risk" students and if so, to provide a definition that included measurable academic criteria. The response contained in the March 12 reply was contradictory and confusing. The response referred to determining "at risk" students based on academic criteria solely, which is not what was requested. The applicants then stated that they "decline to use measurable academic criteria". This rationale implies that students with membership in one or more "at risk" categories as defined by the applicants will be considered to be at risk of academic failure, regardless of their actual academic achievement. Conversely, students who are not members of any of these "at risk*' categories will apparently not be considered to be at risk of academic failure, even if they are indeed failing several subjects and/or have not passed any State tests. The applicants later asserted that "Tapestry Charter School will consider any student whose test scores (corroborated by teachers' findings in the classroom) indicate that the student is a year or more below grade level in math or reading skills to be at particular risk." This contradicts their earlier statement that they would not use any such criterion.

Please clarify the following: 1. if the Tapestry Charter School will specifically target students who may be "at risk" of academic failure pursuant to §2854(2) of Education Law, or if the charter school intends to have an open enrollment policy and will target no specific group; and, 2. if the Tapestry Charter School does intend to target students who may be "at risk" of academic failure, please provide a clear and concise definition regarding how these students will be so identified, for the purpose of admission. Since §2854(2) specifically states that the students are to be considered at risk for academic failure, please ensure that the proposed definition includes measurable academic criteria. If tests are to be used to ascertain if a student is (e.g.) one year or more below grade level, please name the test(s) ^

that will to be used to determine this, and the type of score ^e.g., grade equivalent that will be generated to mal^e this determination.

m^temôfmyârch71etter,âslêd^br copies ofthe curricula ^br family and consumer ^ciences,âreer development and Occupational studies, and Technology, rône were provided, înce the applicants assets mat mese learning standardsareas will be addressed, the department is within its rights to request and reviewacopy of the curricula, or other documentation that provides evidence that these learning standards will be addressed.

Please provide the ^bllowing^ 1. a copy ofthe mil curricula ^or these areas, or, ^. otherevidencedemonstratingthattheseleamingstandards are addressed via the core curriculum, ^t is recommended that the applicants review the elementary level learning standards ^br these three areas and ensure that they have been integrated into the larger curriculum Please provideacopy of the daily schedule indicating whei^these areas are beingtaught.

m^temôf my lvârch71etter,^^sêd that the purpose and staffing of the afêr^school program be clarified, ^ specifically aslêd about theprovision of remedial services during this time. The reply stated that ^ it was intended through our last answer to this question thai the application he so revised.^ The applicants^ previous response îtem^, letter dated Pebruary^7 to yoî and fêd to the department on Ivârch^did not address, the provision of remedial ^lansdiiring the afêr^school program.

Please clarifythe^bllowing^ 1. pageôf the second amendment ^dated January 1^,^^1^ states that referencing the provisionofremediation^^fthechildstaysôr thisafêrschoolprogramaplan developed bythe teacher can be implemented during this timeBThere is nothing in any subsequent amendments to contradict this statement. Please describe specifically the types ofprograms and services to beprovided^brstudents in the after^school programs ^ i^ any academic services are to be provided încluding remedial services^pleasedescribe the qualifications of all staff who will provide such services, and how they will interact with thechild^sclassroom teachers and, ^. ^^ deprogram is not mandatory, describe how students not enrolled in the afters school program will have their remedial plans implemented, if such sei^vices are to be provided.

In ^temôf my ârch71etter, it was indicated that the proposed method ôr enrolling s^hngsof students didnotcomportwith the requirementsof^^^ôfthe8d^cationâw as thereisnoprovision^rtheestablishmentofawaitinglistrbrsiblingsor^rtheirenrollment^tothe e^tentthat spotsarestill available^ The responsecontainedintheârchl^replymerelyasserted that an enrollment.preference will be given to siblings. This is not responsive Please clearly desc^bethemethodthatwillbeusedtoenrollallstudents,andthemethodtobeusedtoensurethat

^ ^

siblings are also enrolled andnotplacedonawaitmglist.Trte applicants must also assure that the appropriatepreference will also begiventostudentswhoareresidentsofthedistrictoflocation.

PleasemalêthefollowingchangestoItem#lloftheârchâmen^ment. 1 in the third paragraph, third sentence, delete the reference to services for students with emotional disabilities. The proposed charter should state that services will be provided directly bythe school districts ofresidence or by contract according to type of services required, andnotaccordingto types of disabilities^ ^ under Child Pind requirements, the second sentence is confusing regardinganeedfora ^specialised and intensive educationprogram or referral to trie CSE^. The tem^ ^specialised and intensive education programs sounds too much liê special education programs and ifachild needs it,areferral must be made to the Comnîttee on Special Education. The proposed charter should state ând^notôrâreferral will be made..B^ and, ^ under assessment ofStudentswithfîsabilities, the second paragraphneeds to be revised. The CSE, not thecharter school, determines the appropriateassessmentsôr students with disabilities and these are included on the 1EP.

^tem#l^ of my ârch^letterasêdôr clarification regarding ho^hirin^ dually certified teachers willenabletheproposedcharter school toprovidespecial education instruction. The response contained in the l^larchl^ amendment contradicts information provided in the response to Item #10. The response toltem#l^states that ^designated Special Educationteacher will provide services as required by the student'sIEP",while the responses Item#10statesthat ^Tapestry Charter School will provide consultant teacher services only." It is possible that the lEPs of students enrolled in the charter school may require the provision of resource lôom or Special Class services.

Please clarifythefollo^ving^ 1 indicate the specific special education services including all related services^that will be provided by the proposed charter school, and those special education services încluding all related services^ that vîll be provided by the school districts of residence or by contractwithanindependent provider, per ^^âôfthe Education âw^ ^. show the specific line item^ in the budget relating to the hiring of special education personnel, or contractingfor such services^ and, ^ assure that the charter school ^vill not conduct any evaluations to ascertain ifachild may beachildwithadisability,butîllinsteadreferthechild to the CÊofhisBher district of residence.

Item #1^ of my ^arch7letter requested that the proposed charter be amended to indicate that the charter school,not the Committee on Special Education^CSE^mustarrangefor any alternate instructionfor students with disabilities who have been suspended. This was not addressed in the subsequent Ivlarchl^ amendment. Please amend the proposed charter to include this change so that the proposed discipline policy may comportwith the requirements of the ^dividuals with 14

Disabilities Education Act, and to ensure that the charter school will provide services that will enable the child to appropriately progress in the general curriculum and to achieve the goals of his/her IEP.

On behalf of the Board of Regents, I ask that the Board of Trustees address the above concerns prior to re-submitting the proposed charter for the Tapestry Charter School to the Board of Regents.

Sincerely, A

James R. Butterworth cc: Chancellor Carl T. Hayden Board of Regents Commissioner Richard P. Mills Richard H. Cate James A. Kadamus Darlene M. Mengel 15

FIRST AMENDMENT TO THE CHARTER

This agreement is executed on this the (v> day of March, 2001 by and between the undersigned to amend the charter agreement between them entered onto on or about the Is' day of February, 2001. \V IT N E S S E T H:

WHEREAS, the undersigned have previously entered into an agreement, known before its issuance by the Board of Regents (the "Regents") as a proposed charter, and known thereafter as a provisional charter (either as a proposed or provisional charter, the "Charter"), pursuant to the provisions of the New York Charter Schools Act of 1998, Article 56 of the Education Law (the "Act*'); and

WHEREAS, the Charter incorporates the Application submitted earlier to the Board of Trustees of the State University of New York, such that the Application is an-integral part of the Charter; and

WHEREAS, pursuant to section 2852, subdivision 5 of the Act, the Charter, with the Application, was submitted to the Regents for its review and approval; and

WHEREAS, the State Education Department, in its review of the Charter for the Regents, has recommended certain changes be made to the Charter and\or the Application; and

WHEREAS, the undersigned are in agreement that some or all of such changes should be adopted; and

WHEREAS, the Charter requires that all amendments to it be in a writing signed by both parties thereto;

NOW, THEREFORE, the undersigned hereby agree to amend the Charter as follows:

1. Paragraph 1.4 is amended by adding the italicized sentence set forth below immediately after the last sentence of such paragraph:

The Trustees will provide the Regents with a copy of any New Information it receives and any statement described by this paragraph within 5 days of the receipt of such New Information or the issuance of such statement. ^ ^ The Application is amended in the form and manner as set ^orth in the pagesattached hereto as ^^hihitA^

Capitalized terms used in this amendment are defined as setforth in the Charter unless otherwise indicated, as is the use and validity offacsimile signatures and the execution ofthis amendment to theCharterhy counterparts 17 BOARD OF TRUSTEES OF THE STATE UNIVERSITY OF NEW YORK

IrfrL^- jj m°L Date

By: Robert J. Bellafiore, acting for the Board of Trustees of the State University of New York

Title: President, Charter Schools Institute, State University of New York

TAPESTRY CHARTER SCHOOL

Date

By: Joy Stanli Pepper By: Amy H. Friedman

Title: Applicant Title: Applicant

IQQWJ, ^MIUg^Q/ ate

By: Candace L. Caprow By: Steven H. Polowitz, esq.

Title: Applicant Title: Applicant

S-l 18

Date

By; Hannah Raiken-Schulman

Title; Applicant

S-2 Charter Schools Institute CSI State University of New York - q

m 74 NORTH PEARL STREET, 4 FLOOR ROBERT J. BELLAFIORE ALBANY, NEW YORK 12207 PR-KIDEVT PHONE: 518-433-8277 FAX:518-427-6510 March 12,2001 www.newyorkchariers.org

VIA HAND DELIVERY James R. Butterworth Assistant Commissioner New York State Education Department Office of Regional & Community Services Room 475 EBA Albany, New York 12234

Dear Mr. Butterworth:

Please find attached the responses from the applicants for the proposed Tapestry Charter School to your further request for information, dated March 7, 2001 (the "March 7th Request"). Two items require response directly from the Charter Schools Institute.

As to Item 6 of the March 7th Request, we had previously provided a response in our letter to you of February 27, 2001. Your request called for the applicants to submit all areas of their proposed curriculum in a particular form, namely the format utilized by the applicants in presenting their science curriculum. As we pointed out in our letter of February 27th, the pertinent provisions of the Education Law do not require a school to submit its curriculum in a particular format. Rather they leave wide latitude to the applicants to present their educational program to a charter entity, here, the Board of Trustees of the State University of New York. As we also noted, the Institute's program and curriculum staff have reviewed, and in light of your comment, reviewed again the proposed program with care—and concluded that it meets the performance standards in every respect.

Recognizing the Board of Regents' authority to review and comment on proposed charters, we have urged the applicants to supply all the material and information you have requested. Unfortunately, they have informed us that in the short time period allotted by statute for review by the Regents, it would be impossible to supply the proposed curriculum in the format the Department has requested. Accordingly, the material requested in Item 6 has not been provided.

As to Item 15 of the March 7th Request, please be advised that we concur with the applicants that their projection of revenue from the State Stimulus Fund grant is within the range of potential grant amounts. Of course, applicants have yet to file a grant application, so that no guarantee can be given that they will receive the funds that they intend to seek. On the other hand, our review of their charter school application provides no indication thattheywould be ineligible; moreover, the State University Trustees'State Stimulus Pund grant program is expressly designed to provide all of their operating charterschools with the maîmumavailablegrantamounts^ ^hileitwould obviously be preferable that each dollarofproêcted revenue be completelynon-contingent, the timing ofthe grant review^whichtalês place generally afteracharter school has been issued its charters maês this impossibles ^n the same vein, it is ourunderstar^ding that the Department does not view withfavorreoûestsfor funding underthe United States Department ofEducation'sPublic Charter School Programfrom non-chartered entities or individual

^astly,^wouldlil^e to tharu^ the Departmentfor its efforts in providingathorough review to each ofthe proposed charters that have been submitted by the State University Trustees—and in particulartne opportunities given to the applicants to clarify issues that the Department has raised^

In an effort tofacilitate this process in the future, in particular by lessening the difference in the information that the institute and the Department require of applicants, the Institute is in the process ofcreating more specific guidelinesfor applicants, particularly in the areas of curriculum and the Regents'performance standards(as well as otherareas including special education and English language leamerprograms^ These guidelines are being created with special attention to the concerns ofthe department as ev^êdbymevôusrûes^sîntormô^ v^^weleometheDepar^ment'sinput on these guidelines in the coming wee^

Snould you hav^^y^^^s^ions, please do not hesitate to contact the Instituted

Sincerely,

^lamesD^lvlerrimanl^ Senior îce President B^ndCêneâl Counsel enclosure c^ ^loy Pepper FROM : K. E. PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:23AM P2

March 11,2001

Mr. Robert J. Bellafiore President Charter Schools Institute 74 North Pearl Street, 4th Floor Albany, NY, 12207

Re: Tapestry Charter School

Dear Mr. Bellafiore:

The following is offered in response to the March 7,2001 correspondence to the Charter Schools Institute from James Butterworth of the State Education Department.

1. Determining which students are at-risk of academic failure based on "measurable academic criteria" represents a contradiction since, by definition, the category embodies an attempt to identify students who are statistically more likely to experience academic failure before they do so. Therefore, the term "at-risk" implies the use of non-academic criteria to identify potential academic risk. Potential risk factors are quantifiable, however. Perhaps the most thorough study of at-risk children, the Annie E. Casey Foundation's Kids Count study, lists the following "'indicators" in a given population. They are:

Child Death Rate- (deaths per 100.000 children ages 1-14) Infant Mortality Rate (deaths per 1.000 live births') Juvenile Property Crime Arrest Rate (arrests per 100.000 youths, ages 10-17) Juvenile Violent Crime Arrest Rate (arrests per 100.000 youths ages 10-17) Median Hourly Wages of Child-Care Workers. Preschool Teachers, and All Workers Median Income of Families With Children Percent Low-Birth weight Babies Percent of 2-Year-Olds Who Were Immunized: 1998 Percent of Children in Poverty Percent of Children in Extreme Poverty (income below 50% of poverty level)-1997 Percent of Children Living With Parents Who Do Not Have Full-Time Year- Round Employment Percent of Children Under Age 5 in Poverty. 1996 Percent of Children Under 6 Living With Working Parents: 1997 Percent of Children Ages 6-12 Living With Working Parents: 1997 Percent of Children Under Age 13 Living in Low Income Families With Working Parents: 1997 Percent of Children Who Live in a Household Without a Phone: 1998 Percent of Children Who Live in a Household Without Internet Access: 1997-1998 Percent of Families With Children Headed bv a Single Parent Percent of Female-Headed Families Receiving Child Support or Alimony: 1997 Percent of Low Income Children Without Health Insurance: 1997 Percent of Teens Not Attending School and Not Working. (ages!6-19) Percent of Teens Who Are High School Dropouts (aces 16-19) Rate of Teen Deaths Bv Accident Homicide and Suicide (deaths per 100.000 teens ages 15-19) Teen Birth Rate (births per 1.000 females ages 15-17) FROM : K.E.PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:24AM P3

22 Gathering such exhaustive data on potential school populations would be a task beyond the scope and mandate of any school. However, the National Institute on the Education of At-Risk Students, part of the U.S. Department of Education and created by the Educational Research, Development, Dissemination and Improvement Act of 1994, considers "limited English proficiency, poverty, race, geographic location and economic disadvantage" to be potential indicators of academic failure. In fact, many of the indicators discussed in the Casey Foundation's report also correspond, statistically, to poverty and other factors identified by the U.S- DOE. We therefore plan to continue to follow the guidance of both the Federal Government and of leading researchers in identifying students who are "at-risk" based on demographic and not academic data.

The Tapestry Charter School has proposed assessing these risk factors using the most accurate measures and methods available (and, it should be noted, the same measures and methods used by almost every other public school in the nation), namely by calculating the number of students living in poverty or economic disadvantage and the number of students whose English proficiency is, or is likely to be, limited. At the same time, Tapestry Charter School recognizes that it is likely to serve a higher percentage of at-risk students than even these measures indicate since many of its students may have an undocumented lack of exposure to written English and since the school will be serving students from communities with entrenched and pervasive poverty.

Therefore, while we do not formally "target" at-risk students, we are likely to, eager to, and prepared to enrol a population that will be made up of students who are at risk, according to the formal measure of their socio- economic status and according to other, equally pervasive if less quantifiable measures. However, we remain adamant that all children can succeed given the right schooling environment, and therefore decline to use "measurable academic criteria" to determine membership in the category.. To the contrary, we hope to use "measurable academic criteria" to demonstrate that the indicators of risk can, indeed, be reversed.

Of course, as students grow, and as reliable academic data becomes available on individual students, we will use it to better inform us as to which students in particular are most at risk. Specifically, Tapestry Charter School will consider any student whose test scores (corroborated by teachers' findings in the classroom) indicate that the student is a year or more below grade level in math or reading skills to be at particular risk.

2. The following attachment, Item 15 pages 50 - 207 - CSI to provide - from our application, provides our grade level benchmarks which are cross walked with the New York State Standards in attachment 1 and is followed by our curriculum.

3. And 4. According to the New York Charter Schools Act of 1998, Section 2854 1. (d), "A charter school shall design its educational programs to meet or exceed the student performance standards adopted by the board of regents and the student performance standards contained in the charter." Elsewhere (§ 2851 2. (b)), the Act specifically notes that a charter school's application shall describe an "educational program [that] shall meet or exceed the student performance standards adopted by the board of regents for other schools." As the law specifically indicates and as the italics (our own) emphasize, the Tapestry Charter School is not required to demonstrate a plan to address those learning standards not measured by the board of regents. To the contrary, the Tapestry Charter School intends to better serve its students by emphasizing reading, writing, mathematics, science and history in grades K-6. Therefore we have not provided curriculum in those areas

The Buffalo Public Schools do not have a set Technology Education curriculum for the elementary grades. Technology Education begins in the seventh grade and is assessed in the eighth grade. We will review the technology curriculum and assessment provided by the state and where appropriate for the elementary grades FROM : K.E. PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:25AM P4

we cover we will integrate it as part of our science curriculum for the 2001/2002 school year In the future, if we expand our charter to seventh and eighth grade in the 2004/2005 and 2005/2006 school years, we understand that this is an area that we must pursue and integrate into our academic program prior to that expansion.

5. The Tapestry Charter School will not provide remedial programs in the after school program. It was intended through our last answer to this question that the application be so revised.

6. Please refer to the cover letter from the Charter Schools Institute.

7. Please refer to item 3.

8. Parent and staff involvement in the governance and administration of the Tapestry Charter School will be significant. The philosophy of the school is one that fosters involvement to ensure success and accountability. Parents will have representation on the Board of Trustees. Two positions will be reserved for parents to be elected to the board. There will be open lines of communication to facilitate discussion between parents, staff, and the Board of Trustees. Whole school meetings will be held every 4-6 weeks providing a forum for addressing concerns. These meetings will have an educational component designed to emphasize the mission of the school and highlight various aspects of the curriculum such as: identifying different learning styles, multiple intelligences, the multi-age classroom, conflict resolution, and Homeside Activities. A parent survey will be distributed annually as an assessment tool for the Tapestry Charter School policies and performance.

A Parent Teacher Organization will be an important vehicle for relaying issues to the Board of Trustees and for keeping parents informed. Parents/guardians will meet to determine the governance and design of this organization.

Upon enrolment, each student's parent/guardian will be asked to sign a "Parent/Guardian Partnership Agreement" describing their commitment to the school community and to their child/children's education. Parents will be encouraged to volunteer up to 30 hours over the course of the year (30 hours per family). Opportunities to fulfil this commitment will be available through a wide range of options. Administrations, teachers, and staff will help parents find meaningful ways to provide volunteer assistance by identifying areas of expertise and interest. Parent orientation will include invitations to participate in activities designed to enrich the school community. Parents can assist in the library media center, the office or in the classroom. They can plan and implement special events, workshops, presentations, or seminars as stated in our community connections. Parents can run Friday afternoon clubs, be homework helpers, organize field trips, community service and fund raising. Help from the home is valued and encouraged for families unable to volunteer in the school.

This kind of complement will provide students at the Tapestry Charter School with a broad and diverse adult population to learn and help to develop a strong sense of community and shared responsibility within the school. A parent/student handbook will be enclosed with the Tapestry Charter School applications. It will provide parents/guardians and students with: the mission, goals, philosophy, code of behaviour, and the Parent/Guardian Partnership Agreement. After acceptance to the school both parents and students will be asked to sign a contract stating they will strive to uphold the mission, goals, philosophy and code of behaviour of the school. FROM : K. E. PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08 = 26AM P5

Staff involvement in the governance and the administration of the Tapestry Charter School will be ongoing. Staff will form a grievance committee and will be trained prior to the school's opening in order to establish a foundation of involvement in the development if programs that reflect the philosophy and mission of the school. Staff will be encouraged to participate in professional enrichment Support for this is built into the school's schedule and budget. Teachers will play a pivotal role in assessing the success of programs and curriculum. Weekly staff meetings will allow for exchange of ideas and suggestions for improvement or change. There will be open lines of communication between the Board of Trustees and the staff. Procedures to implement change will be clearly stated. Parent'teacher conferences will keep parents/guardians informed of their children's work and provide and opportunity for feedback.

Through the sharing of knowledge, a commitment to the mission of the school, and ongoing assessment of cumculum/programs, parents and staff will be an integral part of the governance of the Tapestry Charter School.

9. Please note thai the Tapestry Charter School gives preference to siblings of enrolled students.

10. Items 25 and 28 from our February 27 response are amended in the following respect: Enrolled students will be provided with all special education services as required by the TEP developed by the relevant CSE. Tapestry Charter School will provide consultant teacher services only. Consistent with the law, Tapestry Charter School will ask the Buffalo Public Schools and/or other relevant school districts, as the case may be, to provide other services as required by a student's IEP.

11. IEP and Its Implementation: Initial evaluations, re-evaluations and revisions of IEPs, and the procedures relating thereto, are the responsibility of the local educational agency ("LEA")—the school district of a student's residence {see 34 CFR 300.22, 300.312 and 300.340 et at). The charter school will implement the IEP developed by the local CSE for each student with a disability, and will cooperate with the student's district of residence to ensure that all services as recommended in that IEP are provided to that student.

The charter school will provide substitute coverage for teachers as necessary to ensure that they are able to attend CSE meetings. As required by the IDEA, the student's regular education teacher will be involved in the development and implementation of a student's IEP, provided that the student is, or may be, participating in the regular education environment. The charter school will ensure that the teacher is knowledgeable about the student's needs and will help implement any modifications or accommodation as determined by the local CSE. Every teacher of a student with a disability will be provided a copy of the student's IEP and training will be provided, as needed, to ensure their understanding of the student's needs.

At the time of submission of this application, it is impossible to determine what special education services will be necessary to meet the needs of students attending the charter school, since the student population has not yet been determined. The charter school currently plans to contract with the Buffalo School District for special education services, which will be provided directly to students during school hours. Such services include, but may not be limited to: speech therapy, physical therapy, and occupational therapy, if warranted and approved by the district's CSE, some services (such as those for emotionally disturbed students) may be arranged to be provided by the regional BOCES. It is recognized that BOCES is not able to contract directly with a charter school. Any other needed services for students at the charter school will be provided as required by the student's district of residence. FROM : K.E.PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:26AM P6

Quarterly progress reports regarding each student and his or her IEP, as well as copies of all report cards, will be provided to the student's parents and to the student's district of residence. The school district is welcome at any time to monitor the school's implementation of its special education program.

Staff: The charter school will hire staff as needed to meet the needs of its special education students. In its first year of operation the charter school will hire a Special Education Coordinator/School Psychologist and a classroom teacher who is dually certified in Special Education. The responsibilities of the Coordinator/Psychologist will include, but not limited to: the coordination of service provision to all students with an IEP; oversight of the process of identification of students who may need referral to the district's CSE; meeting all reporting requirements for special education activities of the school; representing the school at district CSE meetings; compliance with all appropriate federal special education requirements, and, training instructional staff on methods for educating special education children. Additionally, the Special Education Coordinator/School Psychologist will be responsible to ensure the appropriate training of classroom aides to follow students with special needs requiring special attention throughout the school day.

Also, professional training and development for staff involved with the education of students with disabilities will include the following: the referral process to the CSE, development of a student's IEP, implementation-of a student's IEP, evaluation of a student's progress toward meeting IEP goals and objectives, reporting requirement to parents and CSE's, and discipline of students with disabilities.

Child Find Requirements: The school will comply with the federal Child Find requirements (34 CFR 300.125), which requires schools to have in place a process for identifying, locating and evaluating students with disabilities. Students enrolling for the first time in a New York public school will be screened by a team of teachers (including both regular and special education teachers) to identify any- possible indication that the child may need a specialized or intensive education program, or referral to the student's home district CSE. Other students will be brought to the attention of the Team if they are demonstrating any problems within the regular classroom environment. Strategies will then be implemented to address any identified special needs of the student. Should the problems persist and a disability is suspected, the student will be referred to the student's home district CSE for an evaluation.

Reporting Requirements: In compliance with 34 CFR 300.750, the charter school will submit a annual report to the State Education Department detailing the number of students with disabilities it serves, the name of each student's disability, and each student's educational placement and setting. Regarding reports that are the responsibility of the district of residence, the charter school will make any necessary data available to the district in a timely fashion. The charter school will also comply with NYCRR 119.3, which details requirements for the "Charter School Report Card" and includes information relating to students with disabilities.

Access to Student Records/FERPA: The charter school will follow all applicable requirements of the IDEA and the Family Educational Rights and Privacy Act ("FERPA") and implementing regulations to the confidentiality of student records (34 CFR 3000.560-577 and 34 CFR Part 99). All appropriate staff will be trained in such requirements, and the charter school's Special Education Coordinator/School Psychologist will be responsible for ensuring the confidentiality of personally identifiable information within student records. FROM : K.E.PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:49AM PI

In accordance with FERPA, parents will be allowed to inspect and review all of their student's educational records maintained by the charter school. Upon receipt of such a request, the charter school will adhere to the requirements of the Freedom of Information Law. In any event, the charter school will comply with such a request for access within a reasonable period of time, but in no case more than 45 days after it has received the request.

Before disclosure of any personally identifiable information relating to a student to someone other that the parent or eligible student, the charter school will (with the exception noted below) obtain a signed and dated written consent of the parent or eligible student Personally identifiable information may be released without the prior consent of the parent or eligible student to school officials and teachers only if the charter school determines that such persons have "legitimate educational interests."

All files that are required by law to be kept confidential shall be kept under lock, in a place and manner that restricts access to where such records are kept to only those individuals who are authorized to view these records.

Assessment of Students with Disabilities: The IEP developed by the local school district's Committee on Special Education (CSE) for students with disabilities may determine that such students cannot participate in regular state assessments. In these instances, the state alternative assessment will be administered as required by law. The charter school also will present to and discuss with members of the district CSE each component of the school's assessment program, and will ask the local CSE to make a determination about which, if any, of these various assessment measures would be appropriate to include in these children's IEPs.

If the local CSE determines that none of the various assessments administered by the charter school are appropriate for a given student with disabilities, the charter school may create individualized assessment instruments based on goals and objectives of a child's IEP and a thorough task analysis, which then will be submitted to the local CSE for approval (or denial) to be included in the child's IEP. [Among the assessment instruments that may be used include those outlined in the following: for social skills, the Social Skills Rating System (Gresham & Elliot, 1990); for adaptive behaviour, the Adaptive Behaviour Scale (Lambert, Nihira & Lcland, 1993); for life skills, Life Skills Instruction for All Students with Special Needs (Cronin & Patton, 1993).]

12. Tapestry Charter will hire a Special Education Coordinator based on individual's ability to address the needs and requirements of the students we enrol. This criterion includes both the extent and nature of the individual's expertise and the extent to which their services are available. If Ms. Caprow is able to commit to the school in a manner that allows her to meet the needs of Tapestry's children, we will encourage her to apply.

13. A designated Special Education teacher will provide services as required by the student's IEP. The school proposes to hire dual certified teachers in order to better integrate aspects of student IEPs into daily classroom practice and to better employ proven strategies that are effective with Special Education students to further support them and their peers in the classroom ._ . .

Post-it* Fax Note 7671 °- 3//i. :#,» f Prom \ T« 4 ^uc. ^ \j Aa.w CnVOept. > /* ' /p^^_ Pncn6# Pnone c v / O

Pax* Fax* FROM : K.E.PETERSON FAX NO. : 716 883 4773 Mar. 12 2001 08:29AM P8

14. We envision that mentors will be resources to the classroom teacher and students in the area of creative writing. These mentors are not seen as teachers and are not providing direct instruction. Buffalo is renowned for the richness of its literary community and we anticipate being able to tap into its resources.

15. We have spoken with the Charter Schools Institute and understand that the budgeted amounts are within the range that we can be expected to operate the Tapestry Charter School under the state stimulus fund Wc will apply for funding from SED and having reviewed the criteria, we believe we will be eligible for some or all of the amounts budgeted

16. The following processes, as recommended by Phi Delta Kappa's Curriculum Management Audit Center (see http./'/www. pdkintl.or^profdev/icmac/whatis.hmi \ will be used for the annual programmatic audit - Curricular Design - School Improvement Planning - Curriculum Planning - Written Curriculum Documents - Procedures for Monitoring Curriculum - Student Assessment Plans - Program Assessment Plans - Student Achievement Data -Use of Data

The annual program audit will be conducted by the board of trustees and will examine critical areas of the school's operations. We will use a variety of tools to answer the following questions: Are we in compliance with our charter contract? How well are our students performing? Are we attracting new students to the charter school and retaining students currently enrolled in the charter school? How well is our staff performing? Are we attracting and retaining skilled, dedicated paid staff and volunteers? What is the level of involvement-of parents? What is our overall financial performance? Is our revenue structure balanced? Are we deploying our funds appropriately and according to the approved budget of the charter school? How well arc we acquiring the resources we need? How well are, we using and managing our resources?

17. The by-laws have been revised to eliminate the section referring to meetings by videoconferencing.

1K. On page 157, section 2 of the amended application. December 15,2000, the second paragraph has been revised to read as follows:

If there is any reason to believe that the infraction is a result of the student's disability, the student must be immediately referred to the CSE. If a connection is found, no penalty may be imposed and the charter schooT will work with the CSE to consider a possible program modification.

On page 157, section 3 of the amended application, December 15.2000, the first sentence has been revised to read as follows: FROM : K.E.PETB50N FAX NO. : 716 883 4773 Mar. 12 2001 08:29AM P9

28 The charter school will work with the district to ensure that the district's CSE meets within seven school days of notification of any of the following, for the purpose of considering a change in placement for the student involved:

Very Truly Yours,

Joy Stanli Pepper e»*^—

W 29 Tapestry Charter School

Attachment 1

Item 2: Grade Level Benchmarks crosswalked with New York State Learning Standards 30 The following Developmental Checklists show the relationship between the grade level benchmarks and the New York State Learning Standards. The Tapestry Charter School will use the grade level checklists from the Work Sampling System to measure how children are progressing toward the New York State Learning Standards. The checklists will be completed three times a year.

2&1 38

^3"/ i 45 1a. Begins to recognize self and others as having shared and different I characteristics (Grades: K) I (NYS Standards: SS1) 1b. Recognizes self and others as having shared and different characteristics (Grades: 1,2, 3) I (NYS Standards: SS1) 1c. Shows understanding of similarities and differences in how people conduct their lives I (Grades: 4, 5, 6) (NYS Standards: SS 1 and PE 3) 2a Identifies similarities and differences in habits, patterns of living, and I culture (Grades: K, 1,2) | (NYS Standards: SS 1,2) 1 2b. I Identifies similarities and differences in habits and patterns of living now and in the past I (Grades: 3) (NYS Standards: SS 1,2) 2c. Shows some understanding of how human differences can result in j conflict (Grades: 4, 5) f (NYS Standards: SS1.PE 3) J 2d. Examines events using divergent perspectives (Grades: 6) . (NYS Standards: SS 1,2. 3; PE 3) j B. Human Interdependence 1 a. Begins to understand family structures and roles , (Grades: K) I (NYS Standards: SS 1,2) 1b Recognizes some ways people rely on each other for goods and j services ! (Grades: 1,2) (Grades: SS 1,2) 1 c Recognizes ways people rely on each other for goods/services now and in the past (Grades: 3) (NYS Standards: SS 1,2) id Shows some understanding of how people rely on each other for economic needs (Grades: 4, 5) (NYS Standards: SS1.2) le. Understands that group success or failure depends on people working together effectively (Grades: 6)

c235 I

(NYS Standards: SS 1,2) 46 I 2a. Describes some people's jobs and what is required to perform them (Grades: K) (NYS Standards: SS 5 and CD 1) I 2b. Shows understanding of what people need to accomplish their jobs (Grades: 1,2) I (NYS Standards: SS 5 and CD 1) 2c. Describes some jobs of the past and how people did them (Grades: 3) I (NYS Standards: SS 5) 3a. Begins to be aware of technology and how it affects their lives (Grades: K) I (NYS Standards: SS 2, 3, and M/S/T 1,4,6) 3b. Identifies some ways technology influences people's lives (Grades: 1,2,3) I (NYS Standards: SS 2, 3, and M/S/T 7) - 3c. Shows some understanding of the historical interaction between people and technology I (Grades: 4, 5) (NYS Standards: SS1.2, 3 and M/S/T 7) C. Rights and Responsibilities I 1 a. Recognizes the reasons for rules (Grades: K) (NYS Standards: SS 5) I 1 b. Shows beginning understanding of why rules exist (Grades: 1,2) (NYS Standards: SS 5) 1c Shows some understanding of how rules and laws protect people and property (Grades: 3) (NYS Standards: SS 5) 1 d Recognizes how individuals participate in society (Grades: 4, 5) (NYS Standards: SS 5) le Recognizes that people's rights and responsibilities depend on the values of that society (Grades: 6) (NYS Standards: SS 5) 2a Recognizes the reasons for leadership (Grades: K) (NYS Standards: SS 4, 5) 2b Recognizes the qualities of good leadership (Grades: 1) (NYS Standards: SS 4, 5) 2c. Recognizes the characteristics of good leadership and fair decision- making

c33% I 49 I 2b. Experiments with new ideas, materials, and activities in the arts (Grades: 1,2, 3) , (NYS Standards: TA 2,4) I 2c. Experiments with new ideas and integrates the arts with other subject areas (Grades: 6) (NYS Standards: TA 2, 3, 4; E/LA 2) B. Artistic Appreciation 1 a Shows interest in the work of others (Grades: K, 1,2,3) (NYS Standards: TA 3, 4) 1 b. Expresses interest in and appreciation of others' work (Grades: 6) (NYS Standards: TA 1,3) 2. Interprets and extracts meaning from artistic products and experiences (Grades: 1,2, 3) (NYS Standards: TA 4) VII. PHYSICAL DEVELOPMENT A. Gross Motor Development 1 a. Uses balance and control to perform large motor tasks (Grades. K) (NYS Standards. PE 1) 1 b. Moves with balance and control (Grades: 1) (NYS Standards: PE 1) 1 c. Moves with agility, balance, and control (Grades: 2) (NYS Standards: PE 1) id. Moves with agility, speed, and coordination while performing complex tasks (Grades: 3) (NYS Standards: PE 1) le Moves whole body with coordination and control while performing complex tasks (Grades: 4) (NYS Standards: PE 1,2) 2a Coordinates movements to perform tasks (Grades: K, 1) (NYS Standards: PE 1) 2b Coordinates movements to perform complex tasks (Grades: 2) (NYS Standards: PE 1) 2c Demonstrates coordinated movements in games, sports, and other activities (Grades: 3) (NYS Standards. PE 1) I 50

In addition to the checklists^ the Workâmpling system also consists of portfolios of children'swork and summary reports.Portfolio assessment is structured aroundcore Items (curriculum domain representations) and Individualized Items (multiple-domain or personalized accomplishments) Assessments based on the Work sampling approach occur three times per year.^hey are designed to reflect classroom goal^ and objectives and asî^t teachers keep track of children^ continuous progress, nummary reports combine information teachers glean from the developmental checklists and portfolios plus their own knowledge of the student to make evaluative decisions about each childs progress nummary reports are conducted three timesa year (fall^winter and spring) and areêsigned to inform parents and students where they sând in relationship to grade-level benchmarks which in turn correlate with the rêwôrk^tandards(see following pages)

^^ 52 Tapestry Charter School

Attachment!

Item 2: Curriculum * 53 I TAPESTRY CHARTER SCHOOL CURRICULUM FOR A MULTI-AGE PROGRAM I LANGUAGE ARTS AND LITERATURE

I The goals of English education are to teach students to read and to prepare students to participate in society as literate citizens, equipped with the ability to I communicate effectively in their communities, in the work place, and in post secondary education. As students progress through their school years, they will become active I and involved listeners and will develop a full command of the English language, evidenced by their use of standard English and their rich speaking and writing I vocabularies. The' Tapestry Charter School's curriculum for Language Arts and Literature I uses The Developmental Studies Center literature-based reading and language arts program (see Attachment #16) The multicultural titles and constructivist approach to I learning is an approach to the language arts that accommodates diversity in experience, ability and achievement and gives all students access to high-quality literature. The I program provides opportunities to engage each other's thinking about important social, cultural and ethical issues that are relevant to their lives, e.g. through reading of books I such as The Land I Lost by Hyunh Quang Nhoung, / Speak English for My Mom by I Muriel Stark, and Chang's Paper Pony by Eleanor Coerr. (See Interdisciplinary Links—Social Studies for further suggestions). Some of the books are read aloud, so that both good and poor readers have the benefit of thinking about and discussing the stories. In addition to building reading fluency and comprehension, the books and ensuing discussions help to enhance students' understanding of themselves and others, and how such values as responsibility, fairness and concern for others apply in complex human situations. Language arts will be taught at the same time throughout the school. This will enable students to be placed in homogeneous groups according to ability. Students will be able to move vertically into new groups regardless of grade. The time schedule will also allow for peer partnering and mentoring between class groups. Proficient use of the English language will enable students to explore and articulate the complex issues and ideas encountered in public and personal life. Students will acquire the ability to make full and effective use of the written language in their future educational, occupational and personal endeavors Performanrp inHira+nrc for each grade level are organised in four delated strands^ oral language, reading^literature,^îng, and research, âch grade level is preceded by an overview ^^ describes the maôr concepts and skills that each student will be expected ô understand and demonstrate ^he performance indicators reflect a balanced instructional program and documentaprogression of expected achievement in each of the four strands performance indicators are organised bv grade level because schools are tvpically organised bv grade levels disorganisation of standards also reflects the gradual progression in the development of skills Orel language includes speaking and listening In the early grades, students will lârn to participate in classroom discussion and class meetings. Over the course of several grade levels, students will learn to prepare and to deliver presentations and to critique them in order to improve delivery Students^ homes and cultural languages are the starting point for all language learning,however,competency in the use of standard English is the goal for all students therefore, daily speaking opportunities, both formal and informal, should beapart of ev^ry^nglisr^ program. Our experience as educators has shown thatavariety of methods,for visual as well as auditory learners,is important A combination of phonics, whole language and literature basedprograms will be utilised Student learning will beenhancedbv computer technology. I I

^^ 55 MFW YORK STATE STANDARDS: English Language Arts (E/LA)

STANDARD 1: Students will read, write, listen, and speak for information and understanding. STANDARD 2: Students will read, write, listen, and speak for literary response and expression. STANDARD 3: Students will read, write, listen, and speak for critical analysis and evaluation. STANDARD 4: Students will read, write, listen, and speak for social interaction.

MULTIPLE INTELLIGENCE: Linguistic

Kindergarten Curriculum: • printing and recognizing letters, numbers and beginning words • vowel sounds • consonants • punctuation • spelling • penmanship • library skills • letter writing • vocabulary • beginning grammar • reading and writing stories (fables, | fairy tales, poems, nursery rhymes, etc.) • multi-cultural literature • contemporary fiction and picture books • journal entries • role playing.

I First Grade Curriculum: I • printing and recognizing letters, numbers and beginning words • vowel sounds • consonants • punctuation • spelling • penmanship • library skills • letter J writing • vocabulary • beginning grammar • reading and writing stories: fables, fairy tales, poems, nursery rhymes, etc. • multi-cultural literature • contemporary J fiction and picture books • journal entries • role playing • reviews • basic story telling • extemporaneous speaking.

Second Grade Curriculum: i * grammar • penmanship • cursive writing • spelling • vocabulary • contractions • prefixes and endings • synonyms • editing • reading i * "dictionary and reference skills • writing, stories, poems, letters, reports and journal entries • story telling • multicultural literature • folk tales.

Third Grade Curriculum: • grammar • penmanship • cursive writing • spelling • vocabulary • contractions • prefixes and endings • synonyms • editing • reading • dictionary and reference skills • library skills • public speaking • storv telling 56 • writing: stories, poems, letters, reports and journal entries. • writing analysis and discussion of readings • history of speaking and language • different forms of communication • distinguishing fact from fiction • multi-cultural literature • folk tales • biographies and autobiographies • visual displays.

Fourth Grade Curriculum . grammar • vocabulary • sentence patterns • spelling • critical reading • classical literature • structure of stories and reports • summarizing • personal ancestral reports • journals • autobiographic sketches • study skills • multicultural literature • fantasy • historical fiction • contemporary fiction • synthesizing ideas • conclusions and generalizing.

Fifth Grade Curriculum: • spelling • vocabulary • grammatical diagramming • etymology • critical reading: biographies, short novels, essays, biographies and autobiographies, short stories, fantasy, poetry, historical fiction and nonfiction, multi-cultural literature • literary elements • research skills • speaking exercises • writing: journal entries, observations and descriptions, letters, newsletters.

Sixth Grade Curriculum • parts of speech • sentence structure • word use • composition • vocabulary " spelling • classical mythology • poetry • historical fiction and nonfiction • biographies and autobiographies • multi-cultural literature • writing: well developed paragraphs, journal entries, poetry, essays, reviews and letters • speaking exercises • research reports.

m I 57 The performance indicators in the English Language Arts are adapted from I Virginia's State Learning Standards, going beyond them in terms of accessibility, clarity, • and ease of implementation. New or beginning teachers, as well experienced I classroom instructors, will benefit from these precise planning outlines.

I English Performance Indicators—Kindergarten

The kindergarten student will be immersed in a literature-rich environment to develop oral language skills and an appreciation for literature. Number words and descriptive vocabulary will be used in math and science activities which require counting, sorting and observing the physical properties of people, places and things. The use of time lines and development of concepts of past and present in history and social science will provide the kindergarten student with opportunities to use words that describe people, places, events and time relationships. The student will recognize and print letters of the alphabet, use basic phonetic principles, identify story elements and communicate ideas through pictures and writing.

Oral Language 1. The student will demonstrate growth in the use of oral language; listen to a variety of literary forms, including stories and poems; participate in choral speaking and recite short poems, rhymes, songs and stories with repeated patterns and participate in creative dramatics The student will begin to discriminate between spoken words and sentences and will substitute words in rhyming patterns. 2 The student will use listening and speaking vocabularies; use number words; use words to describe/name people, places, and things; use words to describe location, size, color and shape; use words to describe actions; ask about words not understood and follow one-step and two-step directions. 3 The student will build oral communication skills; begin to follow implicit rules for conversation (e.g., taking turns and staying on topic); begin to use voice level, phrasing, sentence structure and intonation appropriate for language situation; listen and speak in informal conversations with peers and adults and begin to initiate conversations. The student will participate in discussions about learning. 4. The student will hear, say, and manipulate phonemes (small units of sound) of spoken language; identify orally words which rhyme; sort words orally according 5^ ^c^hared beginnings ^nding^ or m^di^l sounds; blend sounds orally to make words or syll^bl^s and divid^syl^b^sora^^nto sounds

^ The student will understand how print is organised and read^ how to hold print materials in the correct position and identify ^he front cover^back cover and title pageofabook The student will follow words from left to right and top to bottom onaprintedpag^; match voioe with prints associating oral phonemes and m^toh syllables^ words^ and phrases with theirwritten forms ^ The student will demonstrate an understanding that print makes sensed explain that printed materials provide informations identify oommon signs and logos and read and explain their own writing and drawing ^ ^ Thestudent will develop an understanding of basicphonetic principles ^nd understand that letters represent sounds The student will identify beginning ^ consonants in single^syllable words and reco^niê rhyming words^ ^ The student will demonstrate comprehension of stories;use pictures to make ^ predictions about story content;retell familiar stories using beginnings middled and end; talkabout characters' setting andevents; us^story language in discussions and retellings and identify what an author does and what an illustrator does 5 The student will identify both uppercase and lowercase letters of the alphabet ^10 The student will print hisBher name ^ The student will draw pictures andôr use letters and phonetically spelled words to write ^bout experiences^ stories^ peopled obêcts^ or events ^12 The student will explore the uses of available technology for reading and writing

research ^ The student will begin to ask how and why questions

^^ The first^rade student will be immersed ina^iterature^rich environment to develop an awareness of print materialsas sources ofinformation and enjoyment The

student will ^î^^^^^^^^^ The student will useaâriety of strategies to read new words and will read familiar selections aloud with fluency and expression The student will continue to develop an ^^derstandinôfcharacter, setting,theme, and stony sequence ina^Bariety of classic and contemporary storybooks understanding the main idea and sequence of events in artery are important comprehension skills that will be applied in math,science history and social science Students will complete number patterns to follow directions for ^ simple experiments and will study people, cultures, and important traditions of our country and other countries The student will demonstrate comprehension of fiction and ^ nonfiction through classroom discussion and will beîn to communicate ideas in writing.

The student will continue to demonstrate growth in the use of oral lanûaê^ listen and respond toaâriety of media,including boo^s, audiotapes,videos, and other aêâppropriate publications^ tell and retell stories and e^Bentsin logical orders participate ina^Bariety of oral lanûaê activities and be able to express ideas orally in complete sentences The student will continue to expand and use listening and spealîn^ vocabularies, increase oral descriptiêôcabulary,beîn to as^ for clarification and explanation of words and ideas, îê and follow simple two-step oral directions, use singular and plural nouns and beîn to use compound words in oral communication. Thestudent willadaptorchanêoral lanoûaoetofitthesituation, initiate conversation with peers and adults, follow rules for conversation,useappropriate ôiceleêl in small^roup settings and asl^ and respond to questions in sma!4 ^roup settings The student will orally identify and manipulate phonemes ^small units of sounds in syllables and multisyllable words, count phonemes ^sounds^ in syllables or words withaminimum of three syllables and add or delete phonemes ^sounds^ orally to change syllables orwords The student will create rhyming words orally and blend sounds to malê word parts and words with one to three syllables' ^

^ ^r^ student will apply knowledge of how print is org^hi^ed and read^re^d from ^ ^ft to rigr^tand top to oottom,m^tchspo^enwordsw^h print andidentify otters,

words, and sentences ^ ^ The student will apply phonetic principles ^oreading^ The student will use ^ ^ginning and ending consonants in decoding single^syllaole words, use vowel sounds in decoding single^syllaole words, olend beginning, middle, and ending ^ sounds to recognise and read words ^nd will use word pattems^ ^ The student will use meaning clues when reading The student will use pictures ^ ^s well as knowledge of the story and topic to read words The student will reread and selfDcorrect ^ ^ T^he student will use language structure when reading The student will use knowledge of sentence structure to read words The student will reread and self^

^ correct ^ Thestudent will integrate phonetic strategies, meaning clues, and language

^ structure when reading; preview the selection; setapurpose for reading and read with accuracy and self^correct when necessary ^ 10 Thestudent will read familiar stories, poems, or passages withfluency and expression ^ 11 The student will read and comprehend a variety of fiction and nonfiction selections, relate previous experiences to what is read, ma^e predictions aoout content, as^ and answer questions aoout what is read, identify characters and setting and retell stories and events using beginning, middle, and end^ The student will identifythe theme or main ideas and will write aoout what is read

v^ritino 12 The student will write to communicate and generate ideas; use descriptive words when writing aoout people, places, things, and events; use complete sentences infmal copies; oegineachsentence with acapital letter and use ending punctuation in final copies and use correct spelling forfreo,uently used words 8nd phonetically regular words in final copies students will share writing with others and will use available technology 1^3 The student will print legioly,form letters and space words ^nd sentences' ^ ^^ student will alphabetic ^ords according to the first letter, useapicture dictionary to find meanings of ^^^^^^ords and makeapersonal dictionary or word ^t to i^se in writing

^^^^hêôrânce^ndicato^Ôrade^wo

^eadingcontinues to be a priority insecondgrade ^hestudent willhe immersed inaliterature^rioh environment, filled with classical and contemporary fiction and,tothe extent feasible,nonfiction selections which relate to all areas of learning and interest ^he student will be able tospeak and listen effectively in classroom discussions, use a combination of strategies when reading, and read with comprehension comprehension strategies will be applied in all subjects, as students are asked to identify main ideas, to make and confirm predictions, and to formulate questions about learning Inhistory and social science,students will use oral and written communication skills to describe the geography and government of their communities and to explain notable contributions of historic individuals and groups of people throughout the world by retelling stories and myths of heroes ^he student ^vill write stories, letters, and simple explanations, apply simple grammatical principles to writing and locate information in reference materials

^ ^ The student will demonstrate an understanding of oral language structure. Students will oêate oral stories to shaê with others, create and participate in oral dramatic activities, use correct ê^b tenses in oral communication and use increasingly complex sentence structures in oral communication ^ The student will continue to expand listening and speaking vocabularies by using words that reflectagrowing range of interests and knowledge The student will clarify and explain words and ideas orally, giê and follow oral directions with three or four stepsand identify anduse synonyms and antonyms in oral communication ^ The student will use oral communication skills Oral language will be used for different purposes: to inform, to persuade, and to entertain Students will share stories or information orally with an audience, participate asacontributor and leader inagroup and paraphrase information shared orally by others

^ The student will use phonetic strategies when reading and writing, use knowledge of consonants and consonant blends in words and use knowledge of common ôwel patterns ^ The student will usemeaningclue^ when reading including pictures,diagrams and information in the story to read words. Titles and headings will be used ^ ^henreading, the student wilûê language structure, knowledge of prefixes and suffixes, knowledge of contractions and singular possessiês, knowledge of simple abbreviations and knowledge of story structure and sequence ^ The student will read fiction,non^ction,and poetry usingaâriety of strategies independently The student wil^ preview the selection, set purpose for reading and use pictures, phonics, meaning clues, and language structure Students will reread and selfDcorrect when necessary. ^ The student will demonstrate comprehension of fiction and nonfiction selections The student will relate preîousexperiences to the topic, read to confirm predictions and locate information to answer questions Students will paraphrase information found in nonfiction materials, describe characters and^tting in fiction selections and poetry.explain the problem.solution.or central idea and write about what is read ^ The student wi^l write sfôriesêtters, and simp^^planations,generate ideas before writing,organiê writing to includeabeginrîng,middled and end and revisewriting for clarity ^vailabêtechnologywillbe^sed ^10 The student will edit final copies for grammars capitalisation, punctuation, and spellings use declarative, interrogative, and exclamatory sentences^ capitalize all proper nouns and words at the beginning of sentencesand use correct spelling forfreo,uently used words

research ^ The student will locate information in reference materials, useatable of contents, examine pictures and charts and use dictionaries and indices available technology will be used

^nîshêôrrânce^ndica^s—^rade Three

heading continues to beapriority in third grade^ students will readavariety of literature, with an emphasis on classical as well as contemporary works The student will use effective communicationskillsingroup activities and will present brief oral reports comprehension strategies will be applied in all subjects, such as reading and solving word problems in math,investigatingabroad array of scientific concepts, and comparing important people and events from the time of earliest civilisations to settlement of the r^ew^orld The student will plan, draft, revise, and edit stories, simple explanations, and short reports In addition, the student will gather and use information fromprint and non-print sources The student also will write legibly in cursive

^ ^ ^^ student will use effective communication skills in group activities, listen ^ attentively oy making eye contact facing the ^peakerâsking questions and ^ paraphrasing what is said Students will a^k and respond to questions from âachers and othergroupmemoersandexplainwhat has oeen learned. ^ ^he student will present hrief oral reports speaking clearly, using appropriate ^ volumeandpitchand speaking at an understandable rate Ideas willoe ^ organised sequentially or around maôr points of information with the use of clear and specific vocabulary to communicate ideas

^3 The student will apply word-analysis skills when reading and writing, and will use knowledge of less common vowel patterns and homophones. ^ The student will use strategies to readavariety of printed materials ^nonfiction, fiction,poetry) The student will preview and use text formats,setapurpose for reading and apply meaning clues, language structure and phonetic strategies. Students will reread and self^correct when necessary^ ^ The student will demonstrate comprehension ofavariety of printed materials^ set apurpose for reading, make connections oetween previous experiences and reading selections, make, confirm, or revise predictions, ask and answer questions.Students will compare and contrast settings,characters,and events, ^ organise information or events logicallv and use information to learn aoout new topics ^ ^ The student will continue to readavariety of fiction and r^onfiction selections. Students will identify the characteristics of folk tales, identify the characteristics of oiographiesandautooiographies, compare andcontrastthe characters described in two folk tales and compare and contrast the lives of two persons as descried in hiographiesand^or autobiographies

^ ^ ^ ^he student will write descriptive paraoBapr^s. students will developaplan for îtin^,foousonacentral idea,^roup rented ideas and inolude descriptive ^ details that elaborate the central idea. The ^tudentwill revise writing for clarity and edit final copies for ^rammar,capitaliâtion, punctuation and spelling. ^ 5 The student wil^ write stories, letters^simple explanations,and short reports across all content areas The studentwilluseavariety of planning strategies, ^ orâniê information according to the type of writing, revise writing for specific vocabulary andinformation and edit fina^ copies for grammar, capitalisation, ^ punctuation, and spelling ^vailaoletechnolo^ywilloeused ^ The student will write leîoly in cursive.

^ êêarch ^ 10 The student will recordinformationfromprint and nonprint resources. The student will use dictionaries, encyclopedias, and other reference ooo^s as well as ^ videos, interviews, and cassette recordings ^vaiâole technology will oe used.

^ ^nc^lish performance ^ndica^or^—^rade^our

Students will read classics and contemporary literature oyavariety of authors. ^ ^ si^nificantpercentaêof reading material will relate to the study of math, science, history and social science The student will use text orâniêrs, summarise information, and draw conclusions to demonstrate reading comprehension êadin^, writing, and ^ reports skills support an increased emphasis on contentârea learning and on utiliîn^ the resources of the media center,especially to locate and read primary sources of information ^speeches and other historical documents^ related to the study o^^.S. history Students will plan, write, revise, and edit narratives and explanations. The student will routinely use information resources and word references while writing

^^ ^ ^ ^h^ student will use aff^ctiv^ oral communication s^il^inavariety of settings

^ ^t^d^nts will presentacc^rate directions toindiîdâls and smallgroups^ contribute to group disc^îons. seethe ideas and opinions of others and begin ^ to use evidence to support opinions^ ^ ^he student will maê and listen to oral presentations and reports ^he student ^ will use subêctDrelated information and vocabulary^ listen to and record information andorganize information for clarity ^ êadin^^terat^re ^ ^ ^he student will read and learn the meanings of unfamiliar words through use and knowledge of word origins;synonymsD antonyms^ andhomonyms;and multiple meanings of words ^he student will usaword^reference materials including the glossary.dictionary.andthesaurus^ ^ ^he student will read fiction and nonfiction^ including biographies and historical fiction, explain the authors purpose; describe how the choice of language, setting, and information contributes to the authors purpose and compare th^ use of fact and fantasy in historical fiction with other forms of literature ^he student I will explain how knowledge of the lives and experiences of individuals in history can relate to individuals who have similar goals orface similar challenges ^ ^he student willdemonstrate comprehension of a variety of literary forms students will use te^torganizerssuch as type, headings.and graphics to predict and categorize information; formulate questions that might be answered in the selection; maê inferences using informationfrom te^ts ^he student will paraphrase content of selection, identifying important ideas and providing details for each important idea and will describe the relationship between content and previously learned concepts or skills

^ ^ ^7 ^^âbo^^vha^^êad ^ ^ The student will read a variety of poe^ry^ describe ^he rhyme scheme âppôximate^ end, and internals identify^hes^hsory^words used and ^heireffeot ^ on the reader and write rhymed, ^hrhymed^ and patterned poetry.

^ The student will write effective narratives and explanations focusing on one ^ aspect ofatopic The student will developaplanforwriting, organise writings conveyacentral idea,write several related paragraphs on the same topic and ^ utilise elements of style including word choicer ône^ voice and sentence variation students will edit final copies for grammarôapitaliâtion,punctuafion^ ^ and spelling using available technology ^ The student will edit final copies of writings paying particular attention ô use of ^ subêot^verb agreement, avoiding double negatives, use of pronoun ^l^corre^ly in compound subjects, along with use of commas in series, dates and addressesD I research ^ ^ The student will use information resources to researchaôpic. The student will construct questions aboutatopic,oollect information using the resources of ^he media center and evaluate and synthesize information for use in writing available technology will be used

^nplish performance ^ndlca^ors—^rade^ive

The fifthgrade student will continue to increase communication skills in learning activities and will useavariety of resources to prepare presentations The student will plan, write, revise and edit writings to describe, to entertain, and to explain. The student will continue to develop an appreciation for literature and buildastorehouse of literary experiences and images through careful reading of selections from fiction, nonfiction^ andpoetry students will be introduced to documents and speeches that are important in the study of ^rrêrican history. The student will read êxfs in all subjects and will derive information to answer questions, generate hypotheses^ malê inferences^ support opinions, confirm predications and formulate conclusions ^ ^ Th^ ^^ht will listen, drawconclusions,8hd share responses in subject^related gôup l^^hing activities The student will participatein and contribute to ^ discussions across content areas, organize information to present reports of group activities and summarize information gathered in group activities ^ ^ The student will use effective nonverbal communication skills. The student will maintain eye contact with listenersûse gestures to support,accentuateôr ^ dramatize verbal messaged use facial expressions to support or dramatize verbal message and use posture appropriate for communication setting ^ ^ students will malê planned oral presentations. The student will determine appropriate content for audience, organize content sequentially or around major ^ ideas, summarize main points before or after presentation and incorporate visual aids to support the presentation

êadino^êraûre ^ ^ The student will read and learn the meanings of unfamiliar words using knowledge of both root words, prefixes,and suffixes as well asadictionary, ^ glossary,thesaurus, and other wordDreference materials 5 Thestudentwillreadavanetyofliteraryforms,includingfiction,nonîctionând ^ poetry students willdescribe character development in fiction and poetry selections, describe redevelopment of plot and explain how conflicts are resolved, describe the characteristics of free verse, rhymed and patterned poetry and describe how the authors choice of vocabulary and style contribute to the quality and enjoyment of selections ^ ^The student will demonstrate comprehension ofavariety of literary forms. The student will use text organizers such as type, headings and graphics to predict and categorize information in informational texts^locateinformation to support opinions, predictions, and conclusions^ identify causeândêffect relationships^ prioritize information according to purpose of reading and write about what is read

7 The student will write foravariety of purposes to described to inform,to ^nten^ain, and to explain The student will choose planning strategies for various writing I 69 purposes, organize information, use vocabulary effectively, vary sentence I . structure, revise writing for clarity. The student will edit final copies for grammar, capitalization, spelling, and punctuation, and especially for the use of I possessives and quotation marks.

Research I 8. The student will synthesize information from a variety of resources. Students will skim materials to develop a general overview of content or to locate specific I information; develop notes that include important concepts, paraphrases, summaries, and identification of information sources and organize and record I information on charts, maps, and graphs. The student will use available I electronic databases to access information and will credit secondary reference sources.

I English Performance Indicators—Grade Six

I The sixth-grade student will be a reflective participant rn classroom discussions. The student will present personal opinions and understand differing points of view, I distinguish between fact and opinion and analyze the effectiveness of group communication skills. The student will read a variety of fiction and nonfiction I independently for appreciation and comprehension, including a significant number of classic works. Analysis of scientific explanations and comparison of math data sets will I require application of critical reading and reasoning skills. Students will read and review primary and secondary source informational texts in the study of American' history. The student also will plan, draft, revise and edit narratives, descriptions, and explanations with attention to composition and style, as well as sentence formation, usage, and mechanics. In addition, writing will be used as a tool for learning academic concepts and available technology will be used as appropriate.

Oral Language 1. The student will analyze oral participation in small-group activities, communicate as leader and contributor, evaluate his/her own contributions to discussions, summarize and evaluate group activities and analyze the effectiveness of participant interactions. 2 The student will listen critically and express opinions in oral presentations. The ^

studentwill distinguish oetweenfacts and opinions^ compare and contrast points of view and presentaconvincin^ argument.

The student will read andlearnthemeanin^s of unfamiliar words usin^ ôwledê ofword origins andderivations and word^reference materials. Thestudent will reada varietyoffiction^realistic. fantasy, historical^ and hio^raphical^ and nonfictionêxpository and argumentative^. Thestudentwilluse his/her l^nowledê of literary forms to aid comprehension and predict outcomes students will descrioe how authors'styles elicit emotional responses from the êader^distinûishoetween firsthand third^person point of view, compare and contrast authors'styles and explain how character and plot development are used inaselection to supportacentral conflict or story line. The student will demonstrate comprehension ofavariety of selections.The student will identify questions to oe answered, ma^ confirm or revise predictions as needed, use contextcluestoreadunfamiliar words and draw conclusionsand maêinferencesoasedonexplicitandimpliedinformation students will orâniê information for use in written and oral presentations and compare and contrast information aoout one topic contained in different selections The studentwill read and writeaâriety of poetry. The student will descrioe the visual images created oylanûaê.descrioehow word choice, speaker and imagery elicitaresponse from the reader and compare and contrast plot and character development in narrative poems, short stories and longer fiction selections

vvr^n^ The student will write narratês.descriptions.and explanations usinâvariety of planning strategies to generate and orâniê ideas. The student will establish I central idea, organisation, elaboration, and unity^ select vocaoulary and information to enhance the central idea.tone.and voiceêxpand and emoed ideas hyusin^ modifiers, standard coordination, and subordination in complete sentences The student will revise writing or clarityêdit final copies for correct use of lanûaê î.e. suoêct^vero and pronounDantecedent agreement. ^ consistent tense inflections, and adverb and adjective usages and edit final ^ copiesforwritingmechanics (i.e.format, capitalization, punctuation, and spellings ^ ^ The student will use writing asatool for learning in all subjects Students will maê lists, paraphrase what is heard or read, summarize what is heard or read^ ^ hypothesize, connect knowledge within and across disciplines and synthesize information toconstruct new concepts.

^ 5 The student will select the best sources foragiven purpose including atlases, dictionaries, globes, interviews, telephone directories, encyclopedias, electronic ^ databases, and the ^eader^s^uide.

I I

^ 72

interdisciplinary Links—English Language Arts

in nther classes. Language Arts an be used in the following wavs:

Science and Technology. . students use multi media sources such a CD-ROM to report on animals, minerals, the environment and other science topics. They should also use reference books from the library.

Mathematics and Social Studies: In early grades, number-related picture books can be read aloud to students. • Read books about other mathematical systems, for example Egyptian or Roman numerals. • Students should read an write extensively about historical figures and events, creating original theses and supporting arguments.

1 Health & Home Economics: • Students can write about their feelings on issues such as conflict resolution, anger 1 and adolescence.

• Physical Education: • Learn and play games from other cultures. • Students will create work-out plans 1 and explain what their nutritional needs are in relation to the plans, they will also outlie their reasoning behind the plans they create. I The Arts: 1 • Students write and illustrate their own books. • Read biographies of famous artists • Study of poetry, plays and theater in language Arts class to delineate the use of j literary mechanisms in the writing and reading styles of the works. Students should understand the power of words and their artistic applications in both formal and informal settings. • Keep journals on a daily basis. • Take field trips to local theatre performances.

6,9 1 73 Community Connection—English Language Arts

The Tapestry Charter School will encourage the parents/guardians and families of our M . students to contribute their knowledge, talents and cultural heritage through workshops and informal presentations. This is an important part of creating Community # Connections within our own school community.

Students will receive instruction from local writers and poets through the Just Buffalo I Literary Society, which offers workshops to public school students.

| Writers from the Buffalo News will provide classroom instruction to students on the elements of a newspaper, including creating a classroom/school newspaper.

I Students will visit the Buffalo and Erie County Library and will each have his or her I own library card. The Developmental Studies Center offers Homeside Activities for families as a way of I enhancing classroom instruction.

] Through the Chamber of Commerce students will have the opportunity to be pen pals with children in Buffalo's sister cities Kanazawa, Japan and Dortmund, Germany. I Students will attend performances at a variety of locally run theatre companies in the 1 heart of Buffalo and learn about the art of theatre: African-American Cultural Center/Paul Robeson Theatre, Alleyway Theatre, Irish Classical Theatre, Kavinoky | Theatre, Pfeifer Theatre, Studio Arena Theatre, Theatre of Youth(TOY), Ujima Company. Study guides relating to various productions will be shared with teachers and students when available.

Tapestry Charter School will develop artists in residence programs and workshops through Young Audiences of Western New York, Inc. The mission of this organization is to make the arts a part of young people's education, (see attached catalog for comprehensive, description of available programs). Young Audiences of Western New York artists have incorporated many of the New York State Standards' goals into their performances and workshops.

Sample Programs include: I 74 Folklore Workshop—Celes Tisdale fe Mr. Tisdale uses stories and poems from many lands to help children accept and feel comfortable with others whose ethnic backgrounds are different from their own @ . (Pre-K -12)

Susan Dix-Hannen I Writer and visual artist Susan Dix-Hannen has been teaching creative writing and • journal making in Western New York for nearly twenty years. Her workshops encourage students to express themselves with both words and images. Using • photographs, drawings, found objects, family stories, poems and personal memorabilia, students create a portrait of themselves and their place in the world. • Using a variety of bookmaking techniques, students can make scrapbooks, nature journals, storybooks and albums from simple materials and found objects.(K-12)

I Please see attached catalogs for complete listings. I I I

11 ^ôughoutastudent^s mathematics schooling from kindergarten through si^th ^ grade, specific content strands or topics are included These content strands are dumber and dumber ênse^ Oompuôn and ^^nâ^n^ ^leasêmen^ ^ ôme^^ôbab^ândâ^sficsândâêr^^ûnc^n^ând^gebâ The performance indicators for each strand progress in complexity at each grade leêl The ^ performance indicators are not intended to encompass the entire curriculum foramen grade êêl or course or to prescribe how the content should be caught ^ Teachers are encouraged to go beyond the standards and to selectinstructional strategies and assessment methods appropriate for their students^goals students ^ today require stronger mathematical knowledge and skills to pursue higher education, to compete inatechnologically oriented workforce, and to be informed citizens students ^ must gain an understanding of fundamental ideas in arithmetic, measurement, geometry, probability, dataanalysis and statistics, and algebraand functions,and ^ develop proficiency in mathematical skills In addition, students must learn touse a variety of methods and tools to

^ comoute. including paper and pencil.mental arithmetic.estimation. and calculators graphing utilities, spreadsheets calculators, computers, and other forms of electronic ^ informationtechnologyarenowstandard tools for mathematicalproblemsolvingin science^engineering.business and industry.government. and practical affairs, ^ence. ^ theuseof technology must bean integral partof teaching and learning however. facility in the use of technology shall not be regarded asasubstituteforastudent^s ^ understandmgof quantitative concepts andrelationshipsor for proficiency in basic computations please note the computer^technology performance indicators following the grade five standards The teaching of these skills should be the shared responsibility of teachers of all disciplines The content of the mathematics performance indicators is intended to support the following four goals for students^ ^^becoming mathematical problem solvers, ^communicating mathematically, ^reasoning mathematically.and ^making mathematical connections I 76 Problem solving students will apply mathematical concepts and skills and the | relationships among them to solve problem situations of varying complexities. Students " also will recognize and create problems from real-life data and situations within and I outside mathematics and then apply appropriate strategies to find an acceptable solution. To accomplish this goal, students will need to develop a repertoire of skills I and strategies for solving a variety of problem types. A major goal of the mathematics program is to help students become competent mathematical problem solvers. I The Tapestry Charter School's mathematics curriculum will also utilizes a cooperative approach to mathematics and social development, incorporating the • Developmental Studies Center's Number Power Program. The curriculum will employ hands-on materials and teaching techniques and develop appropriate cooperative skills I through paired and group activities. Mathematics shall be scheduled for all grades concurrently to allow students to be grouped according to ability and interest. I NEW YORK STATE STANDARDS: Mathematics. Sciences, and Technology (M/S/T) I STANDARD 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and design 1 solutions.

] STANDARD 2: Students will use a full range of information systems, including computers to process information and to network with different school and community I resources, such as libraries, people, museums, business, industry, and government agencies . I STANDARD 3: Students will demonstrate understanding of scientific concepts, • principles, and theories pertaining to the physical setting and living environment and recognize the historical development of these ideas.

STANDARD 4: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems compatible with human and environmental needs.

STANDARD 5: Students will understand and use basic mathematical ideas, including logic, number sense and numeration concepts, operations on numbers, geometry, measurement, probability and statistics, algebra, and trigonometry; and be familiar with 1? 77 their uses and application in the real world through problem solving, experimentation, validation, and other activities.

' STANDARD 6: Students will understand the relationships among mathematics, science, and technology, recognize the recurring themes that connect them, and apply those themes to other areas of learning and performance.

STANDARD 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

MULTIPLE INTELLIGENCE: Logical-Mathematical & Spatial

Kindergarten Curriculum:

• Counting • sorting • ordinals • comparisons • puzzles • following recipes • halving. • size and classifications • sets • beginning addition and subtraction . geometric shapes • geometric solids • measurements • symmetry • money • patterns • time • dates • story problems • beginning fractions • introduction to computers.

First Grade Curriculum: • Counting • sorting • ordinals • comparisons • puzzles • following recipes • halving • size and classifications • sets • beginning addition and subtraction • beginning multiplication and division • geometric shapes • sides and angles.. i • geometric solids • • measurements • symmetry • creating graphs and charts • data collection • money • patterns • time • dates • story problems 1 • estimating • beginning fractions • introduction to computers.

Second Grade Curriculum: • Time • data and charts • rates • fractions • addition • subtraction ' multiplication • division • decimals • percent • measurement • negative numbers • parallels and perpendiculars • rounding • story problems • word problems • brain teasers • geometry • scales • metric system

• weights and liquids • estimates • 3D shapes • planes • angles • polygons • circles • spreadsheets • relationships • computer. 78 Third Grade Curriculum: Time • data and charts • rates • fractions • addition • subtraction multiplication • division • decimals • percent • measurement • worth . predictions • writing checks and making change • negative numbers parallels and perpendiculars • rounding • story problems • word problems brain teasers • geometry • scales • metric system • weights and liquids estimates • 3D shapes • planes • angles • polygons • circles spreadsheets • relationships • computer.

Fourth Grade Curriculum: • Algorithms • story problems • angles • area • polygons • fraction and decimal arithmetic • common factors • division • rounding • finding information to solve a problem • estimating • graphs and charts • basic statistics • lines and angles • probability • computer theory • basic technology • keyboard skills.

Fifth Grade Curriculum: I • Scales and graphs • perimeters • multiplication • division • volume • ratio I • square roots • geometric formulae • primes • factors • infinity • probability experimentation • angles • 3D shapes • computer graphics • simple databases I and spreadsheets. Sixth Grade Curriculum: I • Statistical terms • circumference and pi • probability • formulas • series • exponents • story problems • variables • geometry formulae and theories I • exploring basic operation and their properties • developing problem solving techniques • strengthen basic skills • fractions • decimals • ratios • proportions I • data analysis • number theory • graph and charting projects.

75 I 79 The performance indicators in Math/Science/Technology are adapted from | Virginia's State Learning Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom I instructors, will benefit from these precise planning outlines. I Mathematics Performance Indicators—Kindergarten The kindergarten performance indicators place emphasis on counting, I combining, sorting, and comparing sets of objects; recognizing and describing simple patterns; and recognizing shapes and sizes of figures and objects. While learning 1 mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers. However, facility in the I use of technology shall not be regarded as a substitute for a student's understanding of quantitative concepts and relationships or for proficiency in basic computations. I Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student's understanding and appreciation of the subject. Instruction in the process of problem solving will be integrated early and continuously into each student's mathematics education. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem types.

Number and Concept Operation 1. The student, given two sets containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of 1 to 1 correspondence. 2 The student, given a set containing nine or fewer concrete items, will tell how many are in the set by counting the number of items orally; select the corresponding numeral from a given set; and trace over the numeral using tactile materials (e.g., sand, sandpaper, carpeting, or finger paint). The student will investigate and recognize patterns from counting by fives and tens, using concrete objects. 3. The student will count forward to 20 and backward from 10. 4. The student will determine the value of a collection of pennies, using pennies or models.

Approach to Mathematical Thinking I 80 5 The student will add and subtract whole numbers using up to 10 concrete items. I 6 The student, given a familiar problem situation involving magnitude, will select a reasonable magnitude from three given quantities: a one-digit numeral, a two- | digit numeral, and a three-digit numeral (e.g.. 5, 50, and 500); and explain the reasonableness of his/her choice.

Measurement • 7. The student will recognize a penny, nickel, dime, and quarter. The student will identify the instruments used to measure length (ruler), weight (scale), time • (clock: digital and analog, calendar: day, month, and season), and temperature (thermometer). • 8. The student will tell time by the hour using an analog or digital clock. 9. The student will compare two objects or events, using direct comparisons or I nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, | lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, block, etc.

Geometry and Spatial Relations 1 10. The student will identify, describe, and make plane geometric figures (circle, triangle, square and rectangle). I 11. The student will identify representations of plane geometric figures (circle, triangle, square and rectangle), regardless of their position and orientation in ] space. 12 The student will compare the size (larger/smaller) and shape of plane geometric j figures (circle, triangle, square, and rectangle). i Probability and Statistics 13. The student will gather data relating to familiar experiences by counting and I tallying. 14. The student will display objects and information, using object and pictorial graphs and tables. 15. The student will investigate and describe the results of dropping a two-colored counter or using a multicolored spinner. 77 ^ ^he student will sort and classify objects according to similar attributes ^si^e, shape, andcolor^. ^ ^he student will identify,describe, and e^tendarepeating relationship ^pattern^ found in common objects, sounds, and movements.

â^hemaîc^ performance ^ndicaôrs^-^rade^ne

^he first-grade performance indicators introduce the idea of fractions and continue the development of sorting and patterning skills In first grade, students will learn the basic addition facts through the fives table and ^he corresponding subtraction facts Students also will draw and describe certain two-dimensional figures and use nonstandard units to measure length and weight ^hile learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers. Mathematics has its own language, and the acquisition of specialised vocabulary and language patterns is crucial toastudent^s understanding a^dappreciationof thesub^ect. Studentswillbeencouragedtouse correctly the concepts, skills, symbols, and vocabulary identified in the following set of performance indicators

Ponced and Oêraîon ^ ^hestudent will countobêctsinagiven set containing between^lOand^lOO objects and write the corresponding numeral ^ ^he student will group concrete objects by ones and tens todevelop an understanding of place value ^ ^he student will count by twos,fives,and tens to^lOO. ^ ^he student will recognise and write numeralsOthrough^lOO. ^ ^he student will identify ^he ordinal positions first through tenth, using anordered se^ of objects. ^ ^he student will identify and represent the concepts of one-half and one-fourth, using appropriate materials oradrawing ^ ^he student will countacollection of pennies,acollection of nickels, anda collection of dimes whose total value is^lOO cents or less

^ I 82 Appmach to Mathematical Thinking | .8. The student will recall basic addition facts, sums to 10 or less, and the corresponding subtraction facts. I g ^e student will solve story and picture problems involving one-step solutions, using basic addition and subtraction facts.

Measurement | 10. The student will identify the number of pennies equivalent to a nickel, a dime, and a quarter. | 11. The student will tell time to the half-hour, using an analog or digital clock. 12. The student will use nonstandard units to measure length and weight. I 13. The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, and rice). I 14. The student will compare the weight of two objects using a balance scale

I Geometry and Spatial Relations 15. The student will describe the proximity of objects in space (near, far, close by, below, up, down, beside, and next to). 16. The student will draw and describe triangles, squares, rectangles, and circles according to number of sides, comers, and square corners. 17. The student will identify and describe objects in his/her environment that depict geometric figures: triangle, rectangle, square and circle.

Probability and Statistics .18. The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream). 19 The student will interpret information displayed in a picture or object graph using the vocabulary: more, less, fewer, greater than, and less than.

>? 83 * Patterns and Relationships B 20. The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. g 21. The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numeric. Patterns will include j| both growing and repeating patterns. Students will use concrete materials and calculators.

I Mathematics Performance Indicators—Grade Two

I The second-grade performance indicators extend the study of number and spatial sense to include three-digit numbers and three-dimensional figures. Students I will continue to learn and use the basic addition facts through the nines table and the corresponding subtraction facts. Students will also begin to estimate and make I measurements. While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers. I Students should be encouraged to use correctly the concepts, skills, symbols, and I vocabulary identified in the following set of performance indicators. Concept and Operation I 1. The student will identify the place value of each digit in a three-digit numeral, using numeration models. 2 The student will compare two whole numbers between 0 and 999, using symbols and words (>, < or =, "greater than", "less than" or "equal to"). 3 The student will identify the positions first through twentieth, using an ordered set of objects. 4 The student will identify the part of a set and/or region that represents one-half, one- third, one-fourth, one-eighth, and one-tenth and write the corresponding fraction. 5 The student will count by twos and fives to 100 and by threes and fours to 96 using mental mathematics, paper and pencil, hundred chart, calculators, and/or concrete objects.

3o ^ ^hestudentwillrecall basic additionfacts, sums to ôrless, and the corresponding subtraction facts B The student, given two whole numbers wbose sum isôr less,will estimate the sum,and find the sum using various methods of calculation ^mental computation, concrete materials, and paper and pencils ^ The student, given two whole numberseach ôr less, will estimatethe differences and find the difference using various methods of calculation ^mental computation, concrete materials, and paper and pencil ^ The student will solve addition and subtraction problems using data from simple charts and picture graphs, problems will requireaone^step solution. 10. The student, givenasimple addition or subtraction fact, will recognize and describe the related facts which represent and describe the inverse relationship between addition and subtractions.g,^3^ ^^, ^^ ^B, ^^^3^ ,and^^

I 11 The^ student will count,compare,and mal^e change, usingacollection of coins and one^dollarbills^ and identify the correct usage of the cent svmbol^ ^dollar I svmbol^^,and decimal points.^.

1^ The student will estimate and then usearuler to maê linear measurements to the nearest centimeter and inch, including the distance around a polvgon ^determine perimeters 13 The student, given grid paper, will estimate and then count the number of square units needed to coveragivensurface^determinearea^ 14 The student will estimate and then count the number of cubes inarectangular bo^^determine volumes 1^ The student will estimate and then determine weight^mass of familiar objects in pounds andôr kilograms,usingascale. 1^ The student will tell and write time to the quarter hour, using analog and digital clocks IB The student willuse actual measuring devicesto compare metric and^l^. Oustomarv units ^cups, pints, quarts, gallons, and liters^ for measuring liquid volume, using the concepts of more, less, and equivalent ^ ^bestudentwill identify and describeacube.rectangularsolid. sphere, cylinder, ^dône. according to the number and shape of faces, edges, bases and

comers. ^ Thestudentwillidentifyandcreatefigures. symmetric alongaline.using various concrete materials. 20 Thestudent will compareandcontrastplaneandsolidgeometric shapes ^circle^sphere.sguare^cube.triangle^pyramid. and rectangle^rectangular solids

2^1. The student will read, construct, and interpretasimple picture and bar graph^ 22 Thestudent. givenacalendar.will determine past and future days of the week and identify specific dates 23 The student will record datafrom experimentsusingspinnersandcolored tiles^cubes and use the data to predict which of two events is more likely to occur if the experiment is repeated

âêrnsandêâônsh^s 2^ The student will completeaseo.uenceof^lOor fewer consecutive whole numbers 0through^55 2^ The student will identify, create, and extendawide variety of patterns using symbols and objects 25 The student will solve problems by completinganumerical sentence involving the basic facts for addition and subtraction examples include^3^ ^Bor^D ^2 students will create story problems using the numerical sentences

^^th^maticsêrô^nance indicators—^radeTnêe

The third^grade performance indicators place emphasis on usingavariety of methods tosolve problems involving addition and subtraction of whole numbers students also will learn the multiplication and division facts through the nines table concrete materials will be used to introduce addition and subtraction with fractions and decimals and the concept of probability as chance v^hile learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers ^ The student will read and write si^ig^humerals and identifythe place of value

foreach digit ^ The student will roundawhole number, ^5 or less,to the nearest ten and hundred. ^ Thestudent will compare two whole numbersbetweenuand^,^^, using symbols^,^,orândwords^greaterthanBêssthanBorêo,ualto^. ^ The student will recognise and use the inverse relationships between ^ddition^subtraction and multiplication^division to complete basic fact sentences. students will use these relationships to solve problems such as^^^^ând

5 The student willnameandwritethe fractions representedby drawingsor concrete materials and representagivenfraction, using concrete materials and symbols ^ The student will compare the numerical value of two fractions having lilê and unlike denominators, using concrete materials ^ The student will read and write decimals expressed as tenths and hundr^dths, using concrete materials I 8 The student will solve problems involving the sum or difference of two whole I numbers, each ^,^^.or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation ^ The student will recall the multiplication and division facts through the nines table 10 Thestudent will create and solve problems that involve multiplication of two whole numbers,one factorôr less and the second factorôr less. 11 The student will add and subtract with properfractions having liê denominators of lOor less, using concrete materials. 12 thestudent will add and subtract with decimals expressed as tenths, using concrete materials and paper and pencil. 13 The student will determine by counting the value ofacollection of bills andcoins up to ^5.00,compare the value of the coins orbills,and maê change. ^ ^7

^ ^ ^^ student will estimate and then use actual measuring devices with metricand ^^. Customary units to measure length finches, feet, yards, centimeters and ^ meters^ liquid volume^cups. pints, oûarfs. gallons, and liters^.andweight^mass bounces, pounds, grams, and îlograms^. ^ ^ ^^ ^^ântwill tell time to the nearest five^minute interval and to the nearest minute, using analog and digital clocks ^ ^ The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours ^ 17 The student will read temperature, to the nearest degree, from a Celsius thermometer andaâhrenheit thermometer, êal thermometers and physical l models of thermometers will be used.

^ geometry and âtialêîons 1^ The student will analyze plane and solid geometric figures ^scûare. rectangle. triangle, cube, rectangular solid^ and cylinders and identify relevant properties. including the number of corners, square comers, the shape of faces, and edges 1^ The student will identify and draw representations of line segments and angles. usingaruler or straight edge 20 The student, given appropriate drawings or models, willidentify and describe congruent and symmetrical two-dimensional figures, using tracing procedures

probability and statistics 21 The student.given grid paper.will collect data onagiven topic of his/her choice and constructabar graph showing the results. ^ title andl^ey will be included. 22 The student will read and interpret data represented in bar and picture graphs 2^3 The student will investigate and describe the concept of probability as chance, and list possible results ofagiven situation

patterns and relationships 2^ The student will recognize and describe patterns formed using concrete objects, tables, and pictures and extend the pattern 25 The student will analyzeagiven pattern formed using concrete objects and pictures and then createapatternwith the same attributes. ^^fourth^grade performance indicators place emphasis on division with whole numbers and solving problems involving addition and subtraction of fractions and ^ decimals students will continue to learn and use the basic multiplication facts as they becomeproficient in multiplyinglarger numbers Studentâlsowill refine their ^ estimation sîll^ for computations and measurements and investigate the relationships between and among points^ lines^ segments^ and rays^ concrete materials will be used ^ to solve problems involving perimeter patterns^ and probability ^hile learning mathematics^ students will be actively engaged^ using concrete ^ materials and appropriate technologies such as calculators and computers ôwever^ ^ facility in the use of technology shall not be regarded asasubstituteforastudent^s understanding of quantitative concepts and relationships or for proficiency in basic ^ computations Students also willidentifyrea4life applications of the mathematical principles they are learning that can be applied to science and other disciplines they are ^ studying mathematics has its o^vn lan^âge^ and the acquisition of specialised vocabulary and language patterns is crucial to a students understanding and ^ appreciation of the subject Students should be encouraged to usecorrectly the concepts^sîlls^symbols^ and vocabulary identified in the following set of performance ^ indicators problem solving has been integrated throughout thesis content strands ^he development of problem^solvingsîllsshouldbeamajorgoalofthemathematics program at every grade level Instruction in the process of problem solving will need to be integrated early andcontinuously intoeach students mathematicseducation Students must be helped to developawide range of skills and strategies for solvinga variety of problem types

^ ^he student will identifyôrally and in writings the place value for each digit ina wnole number expressed through millions^ compare two whole numbers^ expressed through millions^ using symbols^ôrând round whole numbers expressed through millions to the nearest thousands ten thousands and hundred thousand 89 I 2 The student will identify and represent equivalent fractions and relate fractions to I decimals, using concrete objects. 3 The student will compare the numerical value of fractions having denominators of | . 12 or less. 4. The student will read, write, represent, and identify decimals expressed through | thousandths, and round to the nearest tenth and hundredth, using concrete materials, drawings, calculators, and symbols.

I Approach to Mathematical Thinking 5. The student will create and solve problems involving addition and subtraction of I money amounts using various computational methods, including calculators, I paper and pencil, mental computation, and estimation. 6. The student will estimate whole-number sums and differences and describe the I method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than. j 7. The student will add and subtract whole numbers written in vertical and horizontal forms, choosing appropriately between paper and pencil methods and j calculators. 8 The student will find the product of two whole numbers when one factor has two i •; digits or less and the other factor has three digits or less, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used. 9 The student will estimate and find the quotient of two whole numbers given a one- digit divisor. 10. Tire student will add and subtract with fractions having like and unlike denominators of 12 or less and with decimals through thousandths, using concrete materials and paper and pencil; and solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and decimals expressed through thousandths.

Measurement 11 The student will estimate and measure weight/mass using actual measuring devices and express the results in both metric and U.S. Customary units, including ounces, pounds, grams, and kilograms; and estimate the conversion of ^0 o^ces and grams and pounds and lîlograms^ using approximate comparisons bounce is about^gramsôrlgram is about the weight ofapaperclip^l kilogram isalittle more ^han^pounds^ The intent of this standardise students to maê^ballpar^ comparisons and not to memorise conversion factors between 1^^ and metric units. 1^ The student will estimate and measure length using actual measuring devices 8nd describe the results in both metric andOÔustomaryunits^ including part^ of an inch^l^ and 1^ inched feet^yards^ millimeters^ centimeters^ and meters^ and estimate the conversion of inches and centimeters^ yardsand metersând miles and lîlometersûsing approximate comparisons^ inch is about ^.^ centimeters^ 1 meter isalittle longer thanlyard^l mile is slightly farther thanl^îlometersôrllîlometer is slightlyâr^her than halfamile^ The intent of this standard is for students to maê^ballpar^ comparisons and not to ^ memorise conversion factors between 0^. and metric units. 13 The student will estimateand measure liquid volume using actual measuring ^ devices and using metric andO.^.Oustomaryunits^ including cups^pints^ quarts^ gallons^millilitersând liters^ and estimate the conversion of quarts and iiters^ ^ using approximate comparisons^lquart isalittle less thanlliter^lliterisalittle morethanlquart^ The intent of this standard is for students to malê^ballpar^ ^ comparisons and not to memorise conversion factors between t^l.^. and metric units 14 The student will identify and describe situations representing the use of perimeter and will use measuring devices to find perimeter in both standard and nonstandard units of measure

15 The student will investigate and describe the relationships between and among points^ lines^ line segments^ and rays 1^ The student will identify and draw representations of points^ lines^ line segments^ rays^ and angles^ usingastraight edge or ruler. 1^ The student will identify lines that illustrate intersections parallelisms and perpendicularity

^ ^ The^tudentwilldeterminetheprobabilityofagiven^impleevent. using concrete materials ^15 The student will collect, organise, and display data inline and bar graphs with scale increments of one or greater than one

âtêrnsûncôns and^êbra 20 The student will identify and locate missing whole numbers onagiven number ^ line 2^1 Thestudentwille^tendagivenpattern.using concrete materials and tables ^ 22 The student will solve problems involving pattern identification and completion of ^ patterns

^ mathematics performance indicators—^rade^e

The fifth^grade performance indicators place emphasis on developing proficiency ^ in using whole numbers.fractions, and decimals to solveproblems Students will collect.display.and analyse data inavariety of ways and solve probability problems. ^ using^sample space or tree diagram. Students also will solve problems involving area and perimeter.classify triangles.and plot points in the coordinate plane variables. ^ expressions, and open sentences will be introduced v^hile learning mathematics^ students will be actively engaged, using concrete materials and appropriate ^ technologies such as calculators and computers

^ Students will also identify real^life applications of the mathematical principles they are learning that can be applied to science and other disciplines they are studying. ^ Students shouldbe encouraged touse correctly the concepts, skills, symbols.and vocabulary identified in the following set of performance indicators problem solving I hos been integrated throughout thesis content strands The development of problems solving skills should beama^or goal of the mathematics program at every grade level^ Instruction intheprocessof problem solving will need to be integrated early and continuously into each student^smathematics education students must be helped to developawide range of skills and strategies for solvingavariety of problem types^

^ ^ B^^ce^tando^eBa^n The student will read, write, and identify replace values of decimals through ^ ^ tan^ thousandths' ^ ^ ^r^ student will compare the value of two decimals through ten^thousandths using the symbols^^or^

approach ôâ^herâ^ca^Thm^n^ ^ ^ The student willcreate and solveproblems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, ^ mental computation, and calculators ^ The student will find the product of two numbersexpressed as decimals through ^ thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators' ^ ^ The student, givenadividend of four digits or less andadivisor of two digits or less, will find the quotient and remainder ^ ^ The student, givenadividend expressed asadecimal through ten^thousandths andasingle^digitdiîsor,will find the quotient. I ^ The student will add and subtract with fractions and mixed numerals, with and without regroupings and express answers in simplest form problems will include liê and unlike denominators,limited toôr less.

measurement ^ The student will describe and determine the perimeter ofapolygon and the area ofasoûare,rectangle,and triangle,given the^ appropriate measures. 5 The student will identify and describe the diameter, radius, chord, and circumference ofacircle. ^0 The student will differentiate between area and perimeter and identify whether theapplicationof the conceptof perimeter or areaisappropriateforagiven situation ^ The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement oflengthpart of an inch ^,^,and ^, inches, feet, yards, miles, millimeters,centimeters, meters and îlometers^ weight^mass ounces, pounds,tons, grams,and îlograms^lio,uid volumes cups, pints, quarts, gallons, milliliters, and liters^ area^ square înits^ and temperatures ^9 ^ Celsius and âhrenheit^hits ôblems also wi^l delude estimating the ^nversioh of Oelsiusand Fahrenheit ^hits relative tp familiar situations ^water ^ ^êsatu^ând^2^^^ôoilsat^0u^0and^2^^normalbodv temperatureisabout^^ând5^^^^ ^ ^12 ^he student will determine an amount pf elapsed time in hours and minutes withina^^hburperiod.

^ômet^v and spatial delations ^ 1^ The studentwill classify angles and triangles as rights acute^ or obtuse. 1^ The student will measure and drawrightâcute^ and obtuse angles and triangles^ ^ using appropriate tools. 1^ The student will identify the ordered pair forapoint and locate the point for an ^ ordered pair in the first quadrant ofaôordinate plane

^robabîtvand^tatist^cs ^ 15 The student will solve problems involving the probability ofasingle event by using tree diagrams or by constructingasample space representing all possible results; and create a problem statement involving probability based on information fromagiven problem situation students vîll not be required to solve the problem created 17 The student will collects organise and displayaset of numerical data inavarietv o^forms^givenaproblem situations using bar graphs^ stemând^leafplotsând l^ne graphs 1^ The student will find the mean and mode oâset of data.

âêrnsandêtationsh^ps 15^ Thestudentwillinvestigate^describe^ ande^tendnumericaland geometric patterns^ includingtriangular numbers^ perfect soûares^ patternsformedby powers ofluând arithmetic sequences, concrete materials and calculators will be used 20 The student will investigate and describe the concept of variable; useavariable to representagiven verbal quantitative expressions involving one operation and write an open sentenceûsingavariable to representagiven mathematical relationship 21 The student will createaproblemsituationbasedonagiven open sentence usingasingle variable rômouterêchnology skills are essential comoonents of every students ^ ^^^tionôrdertomaîmêoooortunitiesforstudentstoacquirenecessaryskillsfor academic success, the teaching of these skills should be the shared responsibility of ^ teachers of all disciplines minimum skills that students should acquire by the end of ^ Oradeîncludethefollowing^

^ ^^ student will demonstrateabasic understanding of comouter theory including

^ bits, bytes, and binary logic ^ ^he student will develoo basic technology skills and develooabasic technology ^ vocabulary that includes cursor, software, memory, disk drive, hard drive, and ÔÔlv^ ^he student will select and use technology aoorooriate to tasks, ^ develoo basic keyboards skills, ooerate oerioheral devices, and aooly technologies to strategies for oroblem solving and critical thinking ^ ^ ^he student will orocess, store, retrieve, and transmit electronic informations will use search strategies to retrieve electronic information using databasesÔO- ^ Ô^^^ôdiscs, and telecommunications^ will use electronic encyclopedias, almanacs, indexes, and catalogs^ will use local and wide-area networks and ^ modem-delivered services to access information from electronic databases and ^ willbeable to describeadvantagesand disadvantages of various computer processing, storage, retrieval, and transmission techniques ^ ^ ^he student will communicatethroughaoolicationsoftware^createa^l-ôage document using wordorocessing skills, writing orocesssteos,and publishing ^ orograms^ use simole computer graphics and integrate graohics intowordD processed documents^createsimole databases and spreadsheets to manage ^ information and create reoorts and use local and worldwide network communication systems

mathematics performance ^ndica^ors—^3rade^

^hesi^th-grade performance indicators olace continued emohasis on the study of whole numbers, decimals, and fractions students will use ratios to comoare data sets, make conversions within a given measurement system, make geometric constructions and classify three-dimensional figures, and solve linear equations in one variable While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologiessuch as calculators end computers Students should be encouraged to use correctlythe concepts, skills, symbols, and vocabulary identified in the following set of performance indicators redevelopment of problems solving skills isama^or goal of the mathematics program at every grade level Instruction in the process of problem solving will need to be integrated early and continuously intoeach students mathematics education

concept and Operation ^ ^he student will identify representations ofagiven percent and describe orally ^r^d in writing the equivalence relationship between fractions, decimals, and percents ^ ^he student will describe and compare two sets of data using ratios and will use appropriate notations such as a^b.atob. and a^b ^ ^he student will explain orally and in writing the concepts of prime and composite numbers ^ ^he student will compare and order whole numbers, fractions, and decimals. ^ using concrete materials, drawings orpictures. and mathematical symbol

^ ^he student will identify and represent integers onanumber line

^^proachô mathematical ^hinkino^ ^ ^he student will solve problems that involve addition, subtraction, andôr multiplication with fractions and mi^d numbers, with and without regrouping, that include like and unlike denominators ofôr less and express their answers in simplest formând find the o.uoti^nt.givenedividend expressed asadecimal through thousandths ahdadivisor expressed asadecimal to thousandths with exactly onenonêro digit ôrdivisorswithmorethanone nonzero digit, estimation and calculators will bûs^d ^ ^he student will use estimation strategies to solve multi-step practical problems involving v^hole numbers. decim^l5. and fractions 8 ^he student willsolve multi^st^pconsum^r application problems involving fractions and decimals and preset data and conclusions in paragraphs, tables, or graphs

measurement

^ ^he student will compare and convert units of measures for length, weight^mass. and volume within the OS. Customary system andwithin the metric system and ^timate conversions between units in each system^length^ part of an inch^ 1^^ and 1^. inches, feet. ^^^ miles, millimeters, centimeters, meter, and îlometers^weight^mass^ ounces, pounds, tohs. grams, and îlograms^lio.uid^ yolume^ cups, pints, quarts, gallons, milliliters.ahd liters^ and area^ square units. The intent ofthis standard is for students to malê^ballpar^ comparisons and not to memorize conversion factors between O.S. and metric units. 10 ^he student will estimate and then determine length, weight^mass, area, and liquid volume^capacity.using standard and nonstandard units o^ measure. 11 ^he student will determine ifaproblem situation involving polygons of four sides or less represents the application ot perimeter or area and apply the appropriate formula 12 ^he student will create and solve problems by finding the circumference andôr area ofacircle when given the diameter or radius Osing concrete materials or computer models, the student will derive approximations for pi from measurements for circumference and diameter 1^ ^he student will estimate ^nglerrêas^res using ^^ degrees, ^0 degrees, and 180 degrees as referents and use the appropriate tools to measure the given angles

geometry and Spatial delations 1^ The student will identify,classify,and describe the characteristics of plane figures including similarities and differences 1^ The student will determine congruence o^ segments, angles, and polygons by diêc^ comparison, given thei^ attributes samples o^ noncongrênt and congr^^nt figures will be included 1^ The student will construct the perpendicular bisector ofaline segment and an angle bisector, usingacompass and straight edge 1^ Th^ student willslêtch, constr^ctmodels, andclassify rectangular prisms, cones, cylinders, and pyramids

probability and Statistics 18 The student, givenaproblem situation, will collect, analyze, display.and interpret data inavari^ty of graphical methods, including line, bar.and circle graphs and stemand^leafandbo^and^whis^erplots Circle graphs will be limited to halves. ^ fourths, and eighths 19 The student will describe the mean, median, and mode as measures of central ^ tendency and determine theirmeaningforaset of data^ 20. The studentwilldetermine and interpret the probability ofan event occurring from ^ agiven sample space

I âêrns and relationships 21 Thestudentwillrecognize,describe, and extendavariety of numerical and ^ geometric patterns ^ The student will investigate and describe concepts of exponents, perfect square, and square roots, using calculators to develop the exponential patterns patterns ^ will include êro and negative exponents,which lead to the idea of scientific ^ notation Investigators will include the binary number system as an application of exponents and patterns ^ ^ The student will model and solve algebraic equations, using concrete materials^ and solve one^step linear equations in one variable, involving whole number ^ coefficients and positive rational solutions

^ 98 • Interdisciplinary Links—Mathematics In Math class, students can incorporate the following other subject areas:

I English Language Arts—Reading: • • Solving extended word problems in the form of full paragraphs or stories requires I students to read carefully and.for meaning. • Look for math problems or real world 1 applications of math in newspapers, magazines. English Language Arts—Writing: I . Formulate clearly written answers to math problems, describe in complete sentences thought processes in generating solutions. • Keep a math journal to record and I describe daily difficulties, successes.

Science: I Use interesting (and curriculum-related) scientific data to explain mathematical concepts. - Example: age of a tree as it relates to circumference, speed of an animal in feet per second and miles per hour, etc.

Social Studies: . Graphs, chart data can be related to social studies content being studied instead of random or meaningless data. Example: Problems involving line graphs could incorporate U.S. population data through 19th century. • Leam how time was used as measurement by the Greeks, Egyptians, and Mayans.

Health and Home Economics: Students will use real-world health and home economics data to construct mathematical problems. Example: Given the calorie and fat data of various foods, create three different daily menus that would meet a minimum calorie level without exceeding a maximum fat level.

Physical Education: Evaluate sports-related data as a study of patterns, fractions, or percentages. Examples: compare scoring of two point versus three point scoring strategies in basketball; compare division of different games into halves, periods (thirds), quarters, laps (eighths), innings (ninths); study formulas used for batting average, earned run average.

i5 Languages other than English: • Counting in other languages "^

Dance/Music: . Students study rhythm, patterns in sound.

Art: . students learn about and recognize mathematical (especially geometric) patterns as art. • Students understand the basic characteristics of angles and shapes as they do and do not relate to real-world representations, including an understanding of perspective.

In other classes. Math can be used in the following wavs:

English Language Arts—Reading: • Students read biographies of famous mathematicians • Enjoy books about math such as The Math Curse • Read books about other mathematical systems, e.g. Egyptian or Roman numerals • In early grades, number-related picture books can be read aloud to students

Science. • Use mathematical functions and equations to support scientific inquiry. • Use graphs and charts to help record data from experiments and formulate hypotheses • Use measurement skills to record and analyze data • Use knowledge of numbers to discover patterns.

Social Studies: • Students can create graphs, charts, reflecting social studies content. • Students use knowledge of math to analyze, manipulate data. Example: What percent of total electoral college votes do Texas, California, and New York have?

Health and Home Economics: Students will use knowledge of fractions, percentages, and measurement to understand nutritional information, serving sizes, etc. • Students will use knowledge of graphs, charts, and data analysis to understand health-related data.

%> I Physical Education: 100 . Use data from Physical Education events (scores, race times, etc.) to create and I analyze graphs and charts. • Use Pythagorean Theorem, gravity, laws of motion and . thermodynamics, and other mathematical concepts to explain real world physical I education phenomena.

| Art. • Study of artists and art forms that incorporate mathematical patterns and functions, I including M. C. Escher, computer imaging, Islamic architecture, etc. I I I I I

v I SCIENCE & TECHNOLOGY JQ<

I The Science and Technology curriculum will be designed to nurture the excitement which comes with a growing understanding of the world around us. 1 ' Emphasis will be placed on hands-on experiences, experimentation and field trips. This will help students develop critical thinking, problem solving and teamwork skills. Texts, I publications, internet resources, and videos will augment lab work. The Tapestry Charter School will utilize the many scientific, technological and medical resources I available in our community to spotlight specific areas of study. Students will be encouraged to participate in the various science fairs available.

(See New York State Standards for Mathematics, Science and Technology, above.)

I MULTIPLE INTELLIGENCE: Naturalist

| Kindergarten Curriculum: • Color • shape • size • texture • odor • sound comparisons • plant life and 1 growth • animal life • water life* population • endangered species • dinosaurs • stages of life • habitats • observation • sense organs • topography • solar | system • air • energy • heat and cold • light and shadow • day and night • color groupings • flotation: metal, rock, wood, and plastic • magnetism • electricity • experimentation and data collection • recycling and conservation • natural resources • field studies.

First Grade Curriculum: • Plant life and growth • animal life • water life • population • endangered species • dinosaurs • stages of life • habitats • observation • sense organs • topography • solar system • air • energy • heat and cold • light and shadow • day and night • color groupings • flotation: metal, rock, wood, and plastic • comparing and mixing substances • magnetism • electricity • experimentation and data collection • recycling and conservation • natural resources • field studies

Second Grade Curriculum: • Materials • interactions • gears • levers and pulleys • solar system • organisms • space exploration • life cycles • water cycles • animal birth and growth • animal food chain • plant responses to factors • growth stages • rocks and minerals • weather changes • vertebrates and invertebrates • | habitats • magnetism • motion • machines and motors • famous scientists 102 . data collection • resource renewal and conservation • field studies. I 1 Third Grade Curriculum: I • Materials • interactions • gears • levers and pulleys • solar system . organisms • space exploration • life cycles • water cycles • animal birth and j growth • animal food chain • plant responses to factors \ growth stages • rocks and minerals • basic properties of matter • seasons and orbits • tides • weather I changes • vertebrates and invertebrates • habitats • magnetism • motion; machines and motors • solutions • separations • electrical circuits • power i . famous scientists • data collection • resource renewal and conservation • field studies.

Fourth Grade Curriculum: . Weather -• sound • human body systems • dinosaurs • habitats • ornithology • chemical interactions • glaciers and erosion • fossil fuel • heat • data collection • scientific investigation, reasoning and logic • force, motion and energy • life processes • interrelationships in Earth/space systems • weather • field studies.

Fifth Grade Curriculum: • Energy sources and receivers • color and pigments • sight • lenses and mirrors • erosion • reproduction • evaporation and condensation • stars • ecosystems • machines and work • explain phenomena • investigations • evolutionary history of earth • spheres • data collection • field studies.

Sixth Grade Curriculum: • Energy transfer • radiation • circuits • magnetics • make and energy source • ecosystem • chemicals and health • gases • pollution • atomic theory • states of matter • physical relationships • optics • apply science elsewhere • critique non-fact based conclusions • data collection • field studies.

9f 103 B The performance indicators in Math/Science/Technology are adapted from • Virginia's State Learning Standards, going beyond them in terms of accessibility, clarity, | and ease of implementation New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

* Science Performance Indicators—Kindergarten

I The kindergarten performance indicators stress the use of basic science skills to explore common materials, objects, and living things. Emphasis is placed on using the I senses to gather information. Students are expected to develop skills in posing simple questions, measuring, sorting, classifying, and communicating information about the I natural world. The science skills are an important focus as students learn about life processes and properties of familiar materials such as magnets and water. Through I phenomena including shadows, patterns of weather, and plant growth, students are introduced, to the concept of change. The significance of natural resources and I conservation is introduced in the kindergarten performance indicators.

Science Investigation. Reasoning, and Logic 1. The student will conduct investigations in which basic properties of objects are identified by direct observation; observations are made from multiple positions to achieve different perspectives; a set of objects is sequenced according to size; a set of objects is separated into two groups based on a single physical attribute; picture graphs are constructed using 10 or fewer units; nonstandard units are used to measure common objects; an unseen member in a sequence of objects is predicted; a question is developed from one or more observations; objects are described both pictorially and verbally; and unusual or unexpected results in an activity are recognized. 2 The student will investigate and understand that humans have senses including sight, smell, hearing, touch, and taste. Senses allow one to seek, find, take in, and react or respond to information in order to learn about one's surroundings. Key concepts include five senses (taste, touch, smell, hearing, and sight); and sensory descriptors (sweet, sour, bitter, salty, rough, smooth, hard, soft, cold, warm, hot, loud, soft, high, low, bright, dull).

lOO ^ The studentwill investigate and understandthat magnets have an effect on some ^ materials, rrâê some things ôve without touching them, and have useful applications êv concepts include attractionBnonDattraction, push-pull,

^ ^ttract^repel, and metal^nonmetal; and useful applications refrigerator magnet, can opener,magnetiêd screwdrivers ^ ^ The student will investigate and understand that objects can be described in terms of their phvsical properties lêv concepts include the eight basic colors; shapes ^circles, triangle,so,uare^ and forms ^fleîble,sti^straight,curved^; textures and feel trough, smooth, hard, soft^; relatives^ and weight ^big,little, large, small, heavv,light,wide,thin, long, shorts and position and speed ôver, under,in,out, above, below, left, right, fast, slow^ ^ The student will investigate and understand that water has properties thatcan be observed and tested êv concepts include water occurs in different forms ^solid, I liquid, gas^; the natural flow of water is down hill; and some materials float in ^^ter while others sin^^

tîfeôcesês 8 The student will investigate and understand basic needs and life processes of plants and animals êv concepts include living things change as thev grow and need food,water,and air to survive; plants and animals live and die ^go through alifecvcle^; dinosaurs and extinction,offspring of plants and animalsare similar bu^ not identical to their parents and one another

Interrelationships ^nâ^hô^ce^vst^ms ^ The^ student will investigate and understand thatshadows occur when light is blocêdbvan object lêvconceptsincludeshadowsoccur in nature when sunlight is blocked bvanobject;and shadows can be produced bv blocking artificial light sources

^rth,âê^s,^ycês,andOh^noe ^ The student will investigate and understand simple patterns in his/her dailvîfe^ lêv concepts include weather observations; the shapes and forrr^s of rrânv common natural objects including seeds, cones, and leaves; animal and plant growth 105 • n«m(» and School Routines 9 The student will investigate and understand that change occurs over time, and | rates may be fast or slow. Key concepts include natural and human-made things may change over time; and changes can be noted and measured. | 10. The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include identifying materials and objects I that can be used over and over again; describing everyday materials that can e recycled; and explaining how to conserve water and energy at home and in I school.

I Science Performance Indicators—Grade One

The first-grade performance indicators continue to stress basic science skills in I understanding familiar objects and events. Students are expected to begin conducting simple experiments and be responsible for some of the planning. Students are I introduced to the concept of classifying plants and animals based on simple I characteristics. Emphasis is placed on the relationships among objects and their interactions with one another. Students are expected to know the basic relationships between the sun and Earth and between seasonal changes and plant and animal activities. Students also will begin to develop an understanding of moving objects, simple solutions and important natural resources.

Scientific Investigation, Reasoning, and Logic 1. The student will plan and conduct investigations in which differences in physical properties are observed using the senses and simple instruments to enhance observations (magnifying glass); objects or events are classified and arranged according to attributes or properties; observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers; length, mass, and volume are measured using standard and nonstandard units; inferences are made and conclusions are drawn about familiar objects and events; predictions are based on patterns of observations rather than random guesses; and simple experiments are conducted to answer questions.

Force, Motion, and Energy 2. The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include objects may have straight, circular, and Pacând forth motions^ objects vibrate;pushes or pulls can changethe movement of anobêct; and the motionofobêctsmaybe observed in toysand in playground activities'

^ The student will investigate and understand how different common materials interact with water Key concepts include some common liquids ^vinegar^mi^ withwater, others ^oil^will not; someeverydaysolids^ba^ing soda,powdered drinl^mi^, sugar, salt^ will dissolve, others ^sand, soil, roc^ will not; and that some substances will dissolve more easily in hot water than cold water

^feôcesses ^ The student willinvestigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics' Key concepts include needs^food, air,water,light, anda placetogrow^parts ^seeds, roots,stems, leaves blossom,fruits andcharacteristicsêdibie^non^ edible, flowering^non^floêringêver^reen^deciduous^ 5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics Key concepts include life needs âir, food,waters anda suitableplacetolive^; physical characteristics^bodycoverings, body shape, appendages, and methods of movements and characteristics ^wild^tame,wate^ homes^landhomes^

Interrelationships ^nâ^hôac^vsêms ^ The student will investigate and understand the basic relationships between the sun and ârth Key concepts include the sun is the source ofheat and light that warms the land,air,and water; and night and day are caused by the rotation of the earth

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I g^h Patterns. Cycles, and Change 7. The student will .investigate and understand the relationship of seasonal change I and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in I plants (growth, budding, falling leaves, wilting); animals (behaviors, hibernation, I migration, body covering, habitat); and people (dress, recreation, work).

Resources I 8. The student will investigate and understand that natural resources are limited. Key concepts include identification of natural resources (plants and animals, I water, air, land, minerals, forests, and soil); factors that affect air and water quality; recycling, reusing, and reducing consumption of natural resources; and I use of land as parks and recreational facilities.

Science Performance Indicators—Grade Two

1 The second-grade focuses on using a broad range of science skills in understanding the natural world. Making detailed observations, drawing conclusions, I and recognizing the unusual or unexpected are skills needed to be able to use and validate information. Measurement in both English and metric units is stressed. The idea of living systems is introduced through habitats and the interdependence of living and nonliving things. The concept of change is explored in states of matter, life cycles, weather patterns, and seasonal effects on olants and animals.

Scientific Investigation, Reasoning, and Logic •1 Student will plan and conduct investigations in which observations are repeated to improve accuracy; two or more attributes are used to classify items; pictures and bar graphs are constructed using numbered axes; linear, volume, mass, and temperature measurements are made in metric (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, pints, o- .rts, gallons, degrees Fahrenheit, ounces, pounds); observation is differentiated from personal interpretation, and conclusions are drawn based on observations; simple physical models and are constructed; conditions that influence a change are defined; and unexpected or unusual quantitative data are recognized. 2 ^he student will investigate and understand that natural and artificial magnets have certain characteristics and attract specific types of metals Key concepts include magnetismîro^magneticônmagneticôpposites^polesâttrac^repe^ and important applications including the magnetic compass

l^la^er

^ ^he student will investigate and understand oasic properties of solids^ liquids and gases Key concepts include mass and volumeând processes involved with changes in matterfrom one statetoanother^condensation^ evaporations meltings freeîngê^panding^ and contracting^

îfe^roceês ^ ^he student will investigate and understand that plants and animals go througha series of orderly changes in their life cycles Key concepts include some animals ^fôgsa^doutten^lies^ go thô^gh distinct states during their lives while others generally resemole their parents^ and flowering plants undergo many changes fômth^fonmatio^ of the flowed to the development of the fruit

^ The student will investigateand understandthat living things are partof a system Key concepts iocludelivingo^ga^iisms are interdependent with theii^ living and nonliving surroundings^ and haoitats change over time due to many i^fl^e^ces

Inteêlaô^^hi^smâ^thô^ce systems ^ The student will investigate and understand Pasic types andpattems of weather. Key concepts include temperature^wi^condensation^precipitation^drought^ floodândstormsând the uses an^l importance of measuring and recording êath^data

^^ ^

^ ^ ^hestudehtwi^l investigate ^nd understand ^hat^^th^r^nd seasonal changes affect plants, ^nimals^nd their surroundings, ^y incepts include effects on ^ growth andbehavior of living things^migr^tion. hibernation, camouflage, adaptation, dormancy^ and weathering ^nd erosion of tnel^nd surface.

^ resources ^ ^ ^he student will investigate and understand that plants produce oxygen andfood. areasourceofusefulproducts, and provide benefits in nature ^ey concepts ^ includeimportantpl^nt products ^fiber. cotton, oii. spices, lumber.rubber^ medicines, and papers the availability of plant products affects the development ofageographicarea^ and plants provide homes and food for many animals and prevent soil from washing away

Science performance ^ndica^ors—^rade^nree

^he third^grade level wil^ stress increasing emphasis on conducting investigations Students are expected to be able to develop questions, formulate simple hypotheses, make predictions, gather data, and usethe metric system with greater precision losing information to make inferences and draw conclusions becomes more important In the area of physical science, the performance indicators focus on simple machines, energy, andabasic understanding of matter ^ehavioralandphysical adap^ationsare examined in relation to the life needs of animals, ^he notion of living systems is furtherexplored inaquatic and terrestrialfood chains and diversity in environments Patterns in the natural world are demonstrated in terms of the phases of the moon, tides, seasonal changes, the water cycle, and animal life oycles. geological concepts are introduced through the investigation of the components of soil

Scientific ^nves^âîonêasonin^. and ôoic ^. ^he student will plan and conduct investigations in wnich questions ^re developed to formulate hypotheses^ predictions and observations are made^ data 8re gathered, charted,andgraphedôbêcts with similar oharacteristics are classified into at least two subsets^ inferences are made ^nd conclusions are drawn^ natural events are sequenced chronologically^ length is measured to ^he nearest centimeters mass is measured ô the nearest grîm^ volume is measured to the nearest milliliter and liters temperature is measured ô^hen^^^^^^^^^ Celsius; and time is measured to the nearest minute ^^

The student will investigate and understand simple maobines and their uses. Key concepts include types of simple maobines^lever^screw^pulley^wbeel and ^^l^^ inclined planed and wedged how simple macbines function; and examples of simple macbines found in the schools horned and wor^ environment

âêr The stênt will investigate and understand that objects can be described in ^rms of the materials they are made of and their physical properties. Key concepts include objects are made of smaller parts; materials are composed of parts that are too small to be seen without magnification; and physical properties remain the same as the material is reduced in siê^

ê^roces^ses The student will investigate and understand that behavioral and physical adaptations allow animals torespond tolifeneeds. Key concepts include methods of gathering andstoringfoodîndingshelter^defending themselves^ and rearing young; and hibernations migrations camouflaged mimicryînstinct^ and leaned behavior

^iv^no^v^en^s The student willinvestigateand understand relationships among organisms in aquatic and terrestrial food chains Kev concepts include producer^consumer^ decomposer; herbivores carnivore omnivor^ and predator^prey The studentwill investigate and understand that environments supportadiversity of plants and animals that share limbed resources Kev concepts include waters related environments ^pond^ marshlands swamps streams rivers and ocean environments^; dryland environments ^desert^ grasslands rainforests and forest environments^; and population and community.

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The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts • include soil provides the support and nutrients necessary for plant growth; topsoil is a natural product of subsoil and bedrock; rock, clay, silt, sand, and humus are components of soils; and soil is a natural resource and should be conserved.

Earth Patterns. Cycles, and Change 8. The student will investigate and understand basic sequences and cycles occurring in nature. Key concepts include sequences of natu,_ events (day and night, seasonal changes, phases of the moon, and tides); and animal and plant life cycles. 1 9. the student will investigate and understand the water cycle of its relationship to • life on Earth. Key concepts include the origin of energy that drives the water cycle; processes involved in the water cycle (evaporation, condensation, V precipitation); and water supply and water conservation.

Resources I 10. The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include the \ interdependency of plants and animals; human effects on the quality of-air, water, and habitat; the effects of fire, flood, disease, erosion, earthquake, and volcanic eruption on organisms.

Conservation, resource renewal, habitat management, and species 'monitoring 11 The student will investigate and understand different sources of energy. Key concepts include the sun's ability to produce light and heat energy; natural forms of energy (sunlight, water, wind); fossil fuels (coal, oil, natural gas) and wood; electricity, nuclear power; and renewable and nonrenewable resources.

Science Performance Indicators—Grade Four

The fourth-grade stresses the importance of using information, analyzing data. and validating experimental results. Defining variables in experimentation is ^ ^phasiêd.and making simple predictions fôm pictured bar. and line graphs Is ^ underscored questioning and hypothesising become more detailed at this level Students are Introduced to basic principles of electricity andtotheconcept of energy as it relates to vBork and machines relationships are Investigated in the interactions ^ among the ârth. moon, and sun and among plants and animals and their environments In examining weather phenomena and conditions, students Identify ^ various factors, make predictions based on data.andevaluate the results. The ^ importance of natural resources in rêwôrk is emphasised.

Scientific investigation, êasonlno. and ôoBc ^ ^1 Students will plan and conduct investigationsln which distinctions are made among observations, conclusions înferences' and predictions^ data are ^ classified to create frequency distributionsâpproximate metric measures are used to collect, record and report data^ appropriate Instruments are selected to ^ measure linear distance, volume, mass, and temperatures predictions are made based on data from picture graphs, bar graphs, and basic line graphs^ ^ hypotheses are formulated based on cause and effect relationships^ variables that must be held constant in an experimental situation are defined^ and ^ numericaldata that arecontradictory or unusualin experimental results are ^ recognised

ôrce. motion, and ^ne^v The student will investigate and understand that energy is needed to do work and that machines make work easier êy concepts include energy formsêlectrical. mechanical, andchemicalenergy^ potential and kinetic energy^ simple and complex machines

^^ficiency. action, and Inertia The student will investigate and understand the characteristics of electricity, ^ey concepts include the nature of electricity ^voltage, ampere, resistance, conductors, and insulators^circuits^open^closed.parallel^series^ magnetism and magnetic fields^ static electricity^ and historical contributions In understanding electricity

BO^ ^ The student willinvestigate and und^ând basic plant anatomyandîfe processes Key concepts include the structures oftypical plants ^leaves^ sterns^ roots^ and flowers^; processes and structuresinvolved with reproduction ^pollinations stamens pistils sepals embryos spores and seed^; photosynthesis ^chlorophylls oarbondioîde^; and dormancy.

^ The studentwill investigate and understand how plantsandanimals in an ecosystem interact withone another and thenonliving environment. Key concepts include behavioral and structural adaptations; organization of communities; flow of energy through food webs; habitats and niches; life cycles; and influence of human activity on ecosystems

êêîon^hip^n5^h^pace 8 The student will investigate and understand how weather conditions and phenomena occur and can be predicted Key concepts include weather factors temperatures air pressures fronts^ formation and type of clouds^ and storms^; and meteorological tools^barometer^ hygrometers anemometer raingauge^ and thermometers

âr^hâê^ns.^vc^sand^hanoe 7^ The student will investigate and understand the relationships among the ârth^ moon^ and sun ^revolution and rotations the causes for the ârth^s seasons and phases of the moon; the relative size^ positions and makeup of the ârth^moon^ and sun; unique properties of the ârthasaplanet and as part of the solar system; and historical contributions in understanding the ârthDmoonDsun system

resources 8 ^ The student will investigateand understand important natural resources. Key conceptsinclude watershed and water resources; animals and plants^ both domesticated and wild; minerals^ rocôres^ and energy sources; and ôrests^ soil^ and land ^hefirth^grade stresses the importance of selecting appropriate instruments for measuring ^nd recording observations reorganisation, analysis,and application of data continue to be unimportant focus pf classroom inquiry. Science skills from preceding grades, including questioning, using and validating evidence, and systematic experimentation, are reinforced at this levels Studentsare introduced to more detailed concepts of sound and light and the tools used for studying them Key concepts of matter include atoms, molecules, elements,and compounds, andthepropertiesof matter are definedin greaterdetail. ^hecellular makeup oforganisms and the distinguishing characteristics of organisms are stressed Students will learn about the characteristics of the oceans and the ârth^schanging surface.

Scênt^c ^nê^âtônêasoninoa^dô^c Bl ^he student will plan and conduct investigations in which appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time^roc^s.minerals,and organisms are identified usinga classification êy^ data are collected, recorded and reported using the I appropriate graphical representation ^graphs, charts, diagrams^ accurate measurements are made using basic tools ^thermometer,meterstic^, balance, graduated cylinders predictions are made using patterns, and simple graphical dataaree^trapolated,and estimations of length,mass,volume are made.

ôrce,ôtionând^n^r^^ ^ ^he student will investigate and understand how sound is transmitted and is used as a means of communication Key concepts include frequency, waês, wavelength, resonance, îbration^ the ability of different media ^solids, liquids, gases^ to transmit sounds and communication tools ôice,fôrse code, sonar, animal sounds, musical instruments^. ^ ^he student will investigate and understand basic characteristics of whit^ light. Key concepts include the visible spectrum,lightwaves, refraction, detractions, opaoû^,transparent, translucentôptical tools êyeglasses, lenses, flashlight, camera, kaleidoscope, binoculars, microscope, light boês, telescope, prism, spectroscope, mirrors^ and historical contributions in understanding light. 115 I Matter The student will investigate and understand that matter is anything that has A. I mass, takes up space and occurs as a solid, liquid or gas. Key concepts include atoms, molecules, elements, and compounds; mixtures and solutions; and effect I of temperature on the states of matter.

1 Living Systems

5 -rne student will investigate and understand that organisms are made of cells and # have distinguishing characteristics. Key concepts include parts of a cell; five kingdoms of living things; vascular and nonvascular plants; and vertebrates and I invertebrates.

1 Interrelationships in Earth/Space Systems 6. The student will investigate and understand characteristics of the ocean I environment. Key concepts include geological characteristics (continental shelf, slope, rise); physical characteristics (depth, salinity, major currents); biological I characteristics (ecosystems); and public policy decisions related to the ocean environment (assessment of marine organism populations, pollution prevention).

Earth Patterns, Cycles, and Change 7. The student will investigate and understand how the Earth's surface is constantly changing. Key concepts include the rock cycle including the identification of rock types; Earth history and fossil evidence; the basic structure of the Earth's interior; plate tectonics (earthquakes and volcanoes); weathering and erosion; and human impact.

Computer/Technology Performance indicators by the End of Grade Five Computer/Technology skills are essential components of every student's education In order to maximize opportunities for students to acquire necessary skills for academic success, the teaching of these skills should be the shared responsibility of teachers of all disciplines. Minimum skills that students should acquire by the end of Grade 5 include the following:

1 The student will demonstrate a basic understanding of computer theory including bits, bytes, and binary logic. 2. The student will develop basic technology skills and develop a basic technology ^ ôcabul^^^^^^ cursor, sof^ware^ memory, dis^ drive, hard drive, and 00^0^ The student will select and use technology appropriate to âs^s, develop basic êyboardingsîlls, operate peripheral devices, and apply ^chnologiesô strategies ôrproblem solving and critical thinîng^ ^ ^^ student will process, store, retrieve, and transmit electronic information will ^ research strategiesôretrieve electronic information using databases,00^ Ôlv^s, videodiscs, ar^d telecommunications^ will use electronic encyclopedias, ^ almanacs, indexes, and catalogs^ will use local and wideârea networks and modem^delivered services to access information ^rom electronic databases and ^ îll be able to oêscribeadvantages and disadvantages of various computer processing, storage, retrieval, and transmission techniques' ^ ^ The student will communicate through application softwares createa^l^ page document using word processing skills, wîng process steps, and publishing programs^ usesimple computergraphics and^ integrategraphics intoword^ processed documents^create simple databases and spreadsheets to manage information and create reports and use local and worldwide network communication systems

^cier^ce performance ^îcaô^s^^3radeî^

The sixth^grade performance indicators continue to emphasise data analysis and experimentation methods are studiedfor testing and validity of predictionand conclusions scientific methodology, focusing on precision in stating hypotheses and defining dependent and independent variables, is strongly reinforced The concept of change is explored through the study of transformations of energy and matter, both in living things and in the physical sciences A more detailed understanding of the solar system becomesafocus of instruction natural resource management and its relation to public policy and cos^benefit tradeoffs are introduced

îen^^nvesâtio^,êasonino,an^^^c ^ The student will plan and conduct investigations in which observations are made involving fine discrimination between similar objects ar^d organisms^ a classification system is developed based on multiple attributes'differences in descriptions and wording definitions are made^ precise and approximate measures are recorded^ scale models are used ô estimate distance,volume, ^^ ^ and ^^ntity; hypotheses restated in ^y^^^^htify the independent ^îpulated^nddependeht^respondin^v8r^bl^;amethod^^vêdto^t ^ the validity of predictions and inferences; one variable is manipulated overtime îthm^y repeated trials; dat^^re collected, recorded, analyzed and reposed ^ usih^ appropriate metric measurement; data ^re organized ^ndcommunic^^d ^ through graphical representation graphs, charts, and dia^rams^; and models are designed to explainaseo,uence. ^ ^ ^he student vîll demonstrate scientific reasoning and loîc Keyconcepts include ideas are investigated by aslîn^ for and actively seelîn^ information; ^ multiple tests of ideas are performed before accepting or reêctin^ them; alternative scientific explanations are analyzed; and conclusions are based on ^ scientific evidence obtained fromavariety of sources

ôrceôônând^nerov ^ ^he student vBill investigate and understand sources of energy and ^heir I transformations Key conceptsinclude potentialandîneticener^y; energy sources ^fossil fuels,vôod,înd^vâter,solar, and nuclear po^ver^; and energy transformations ^mechanical to electrical, electrical to heat^li^ht, chemical to li^ht, and chemical to electrical^ht^ ^ ^he student vîll investigate and understand basic characteristics of electricity. Key concepts include electrical energy can be produced fromavariety of energy sources and can be transformed into almost any other form of energy; electricity ^related to magnetism; currents are either alternating or direct;circuits can be parallelor series; electrical energy can be describedin volts andamps; and electrical energy consumption is measured usin^ common units îlovâttsîlovâtt bourse

^ ^he student vîll investigate and understand that all matter is made up of atoms. Key concepts include atoms are made up of electrons, protons, and neutrons; atoms of any element are alilê but are different from atoms of other element; 8nd historical development and significance of discoveries related to the atom. ^ ^he student vîll investigate andunderstand ho^to classify materials as elements, compounds, or mixtures Key concepts include mixtures can be separated by physical processes; compounds can only be separated by chemical 1^ oôcesses^ and elements cannot be separated byphysical or chemical means. ^ Thestudent will investigate andunderstand that matter hasphysical and chemi^ properties and can undergo change êy concepts include physical changes and changes in chemical composition including oxidation reactions busting ^nd burnings photosynthesis and acid^b^s^d neutralization reactions.

reprocesses ^ The student will investigate and understand that organisms perform life^ processes that are essential for the survival ar^d perpetuation of the species, l^ey concepts include energy transformation ^from^ood or photosynthesis^ and respirations movements waste removals growths irritability ^response^ and reproduction

^vino systems ^ The student will investigate and understand tha^t organisms depend on other organisms and the nonlivingcomponents of the^ environment lêy concepts include producers^ consumers^ and decomposersôod webs and food pyramids^ and cycles ^water^ carbon dioîdeô^ygen^ nitrogen

âr^hôace systems 10 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it lêy concepts include the sun^moonârthôther plants and tlîeirmoons^ meteors^ asteroids and oomets^ relative size of and distance between planets^the role of gravity^ revolution and rotations the mechanics of day and night and phases of the moon^ the relationship of the ârthstilt and seasons^ the cause of tides^ and the history and technology of spaoe exploration

resources 11 The student will investigate and understand public policy decisions relating to the environments êy concepts include management of renewable resources ^water^ ai4 plant life^ animal life^ management of nonr^newableresources^coalôil^ natural gas^nuclearpower^ and cost^benefittrade^ôffs in conservation policies.

^ ^ Interdisciplinary Links—Science U9

In other classes. Science an be used in the following ways:

English Language Arts: Students write and research science topics. • Students study the science of language and linguistics.

Mathematics: Students understand science to be applied math and recognize mathematical language and functions in their scientific work in areas such as the solar system and constellations.

Social Studies and Technology. • Students study the affects of scientific discovery and advances in human history from prehistoric times to modernity.

Health and Home Economics: • Students study biological functions and systems. They see how physical health is affected by nutrition and exercise.

Physical Education: Students calculate height and weight. They measure distance and temperature. Students understand physical movement and calories as energy.

The Arts ' Students study frequency and wavelengths as used in music. • Students study the color spectrum, space and dimensions used in art. • Students understand physical movement and energy in terms of dance.

Illf I 120

I Community Connections—Math, Science, and Technology

The Tapestry Charter School will encourage the parents/guardians and families of our students to contribute their knowledge, talents and cultural heritage through workshops and informal presentations. This is an important part of creating Community I Connections within our own school community.

I Students will visit the Buffalo Museum of Science and its temporary and permanent exhibits which include and are not limited to planets, animals, insect, birds, reptiles and I dinosaurs.

Students will visit Tifft Nature Preserve, a nature park within the city limits of Buffalo, to learn about wildlife and plant life, including bird watching. Educators from the nature preserve will visit classrooms with various forms of wildlife for students to view and handle.

Students will visit the Penn-Dixie Fossil Site to participate in a fossil dig.

Students will visit the Schoelkopf Geological Museum in Niagara Falls to study about the formation of Niagara Falls and its geology. The museum also offers nature programs.

Students will visit Rock City Park, known as the world's largest "city of rocks" to study rocks and especially quartz.

Students will visit Beaver Meadow Audubon Center to participate in nature hikes and discovery of insects, birds, mammals, ponds and aquatic life.

Each classroom will contain state of the art science kits to enhance learning of mammals and insects.

Students will visit the Ontario Science Center in Toronto, Ontario to experience the hands-on discovery and investigation of all aspects of science.

Students will visit the Niagara Falls Aquarium to discover and study underwater life.

Students will visit the Buffalo Zoological Gardens to view and study animals from around the world. 121 Students wi« visit the KeHkenberg and Wilcox Farms to (earn about farm animals and farm life.

Students wi.l experience visits from SPCA staff to learn about the humane treatment of animals, responsible pel ownership and careers with animals.

Students wil, visit the Buffalo and Erie Country Botanical Gardens to learn about plant Me. gardening, and the historical importance of this park. :=: ::::;*"— ~- "*•—»~ *—•«

//. SOCIAL STUDIES 122

In the Social Studies at the Tapestry Charter School we strive to develop an understanding as to how humanity has functioned in social groupings, in the past as well as how it continues to function in the present. The school will find texts that speak to these issues, as well as oral and written histories, publications, internet resources and other interactive learning tools. Field trips and local historians will reinforce the students' learning. Weekly class meetings will help our students develop interpersonal and social skills. Friendship, respect, honesty and problem solving will be key issues. The literature program from the Developmental Studies Center addresses many social concerns in its use of multi-cultural themes in literature that will directly relate to an interdisciplinary approach to the teaching of language arts and social studies (see Language Arts curriculum.)

NEW YORK STATE STANDARDS: Social Studies (SS)

STANDARD 1: Understanding the history of the United States and New York.

STANDARD 2: Understanding World History.

STANDARD 3: Understanding the Geography of the World.

STANDARD 4: Understanding Economic Systems.

STANDARD 5: Understanding Government, Citizenship, and Civics

MULTIPLE INTELLIGENCES: Interpersonal & Intrapersonal

Kindergarten Curriculum: • Prehistoric New York • dinosaurs • ice age • Early Native Americans • explorers • Columbus • state symbols • land forms • oceans and continents • President and White House • Washington • Lincoln • U.S. holidays • globe and maps • climate • regions of the U.S. • colonies and colonial life • current events.

First Grade Curriculum: • Prehistoric New York • Early Native Americans • explorers • European settlers. in New York • statehood • New York role in independence • state symbols • famous New Yorkers • famous Americans • New York and local industry • New York geography • cities • capitals • land forms • oceans and continents • President and White House • New York Presidents • Washington • Lincoln . U.S. holidays • distance and direction • globe and maps • topography 123

. C|imate • regions of the U.S. • colonies and colonial life • life in America's past • American customs • culture and religion • Native American tribes •, current events.

Second Grade Curriculum: . Beginning of civilization • ancient Greece and Rome • timelines • mapping exercises • hemispheres • continents • oceans • earth regions • countries . latitude and longitude • boundaries and borders • poles • world explorers • trade routes • ancient beliefs vs. proof • American customs, culture and religion • Native American tribes • US history: colonization • current events.

Third Grade Curriculum: . US history: colonization • Revolution to the Civil War • Native Americans Declaration of Independence • Constitutional Convention • presidents • countries in the new • current events.

Fourth Grade Curriculum: • Geography • mapping exercises • timelines • ancient civilizations and their cultural achievements: Greece: democracy, Rome: Olympics, Egypt: calendar • NY statehistory • ancestors and homelands • current events and community service.

Fifth Grade Curriculum: • Geography • explorers • US history: 13 ccionies, American Revolution • famous Americans • Constitution • Civil War • Great Depression • reconstruction • urbanization • social changes • land forms • bodies of water • geology of New York • seasons and time zones • mapping: symbols and scales • taxes • unemployment • current events and community service.

Sixth Grade Curriculum: • US history: WWl to present • cold war • civil rights movement • famous • Americans • Korea, Vietnam • time lines • growth and influence of various religions • achievements of presidents • famous Americans • historical speeches and poems • economy: supply and demand • industrialization and urbanization • global affairs • historical analysis • changing role of the US between 1898- 1930 • politics: two party system, local government • charity • current events and community service. J3LO 124 The performance indicators in the Social Studies are adapted from Virginia's State Learning Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

Social Studies Performance Indicators

Kindergarten: Introduction to History

The performance indicators for kindergarten students include an introduction to the lives of interesting people in history. During the course of their first year in school, students should learn basic concepts involving historical time sequence, geographic direction, and economic choices. They should use maps and globes to identify and locate some of the places and geographic features that are discussed in rich stories of history. Initial citizenship education should include the importance of following rules and respecting the rights of other people. Students should also have opportunities to learn . about national symbols. They should learn how individuals acquire the economic goods and services they need and want. They should learn the concepts of self-control, justice, courage, heroism, and leadership.

History 1. The student will understand that history relates to events and people of other times and places by identifying examples of past events in legends and historical accounts, including Paul Revere's ride and the stories of Johnny Appleseed, Booker T. Washington, and Betsy Ross, identifying examples of interesting Americans through exposure to biographies of important people of the past, including George Washington, Harriet Tubman, Abraham Lincoln, and Davy Crockett, and describing the people and events honored in commemorative holidays, including Columbus Day, Thanksgiving, Independence Day, President's Day, and Martin Luther King Day.

Ill * fteoaraphv 125 2 The student will compare and contrast the relative location of people, places, and n things by placing objects using near/far, up/down, left/right, behind/in front, and ^ locating land and water on a map using north, east, south, and west. 3 The student will use simple maps, globes, and other three-dimensional models to become aware of the physical shape of our state and nation; and locate areas referenced in historically based legends and stories, 4. The student will identify symbols such as community symbols (traffic signs, traffic i lights, street and highway markers, etc.); and map symbols (legend references of i land, water, roads, and cities). Economics 1 5 The student will match simple descriptions of work that people do and the names of .those jobs with examples from the local community and historical accounts. i 6. The student will identify basic economic concepts, including the difference between basic needs (food, clothing and shelter) and wants (luxuries); the i practice of exchanging money for goods and examples of people saving for the i future. Civics i 7. The student will demonstrate an understanding that being a good citizen involves important actions by taking turns and sharing; taking responsibility for certain classroom chores; taking care of his/her own things (pencils, clothing, papers, books) and respecting what belongs to others; identifying examples of honesty, courage, patriotism, and other admirable character traits seen in American history; and identifying examples of rules and the consequences of breaking them. 8 The student will identify traditionally patriotic symbols such as those associated with America including the flag, the bald eagle, monuments, etc. 9. The student will learn traditionally patriotic activities, including the Pledge of Allegiance and the Star-Spangled Banner. 10. Class meetings will address civics including the American flag; Pledge of Allegiance; fundamentals of democracy; respect; fable morals; heroes; rules; manners; honesty; fair play; moral problems and solutions; individual responsibility; self-discipline , physical fitness and health including safety; body

I SO ^cntrol^por^s skills^ sportsmanships hygienes dietandnutrition^ and multicultural

games

^^Ône^^rod^cô^ô^ôrândôcia^^die^

The performance indicators for first grade students include comparisons of everyday life and traditions in different places and times First grade students should construct simple maps and globes to identify continents and locate places in New York and around the world related to their comparative studies of life and culture First graders should also constructtime lines^ study economic concepts of scarcity^ productive resources^ and consumption learn the value of rights and responsibilities^ andhelptomakeand enforce class rules. The student shouldbe encouraged to develop good character through stories that teach such virtues as honesty^truthfulness^ kindness^ self^discipline^ and responsibility.

^1. The student will compare everyday life in different places and times and recognise that people^places and things change over time and through s^ch comparisons as current school and community with past school and community^ and contemporary American life with American life in previous time periods ^ The student will understand through biographies and stories the deeds for which our nation honors leaders from the pastîncludingavariety of politicals scientific^ socând military leaders^ including 8enâmin Franklins George Washington carverâne^damsândôhnFaulônes. ^ The student willstudy the lifeof peopleahdeventsassociated with maôr holidays such asThanksgiving and the Filgrims^lndependenceOay^Flagday^ veterans Oayêmorialâyêtc ^ Thestudent will construct timelines to show secûenceand change and will identify examples of possible cause and effect

5 The student will locate the local community^lbany^ewYork^The united ^tates^ the seven continents^ and the four oceans onamapar^daglobe ^ The student will constructasimple map ofafamiliarareaincorporating cardinal directions scaled and map symbols ^ The student will describe how climate^.location^ and physical surroundings affect ^7 ^ the wa^p^pl^^^ including their food^ clothe shelter transportation and

recreation ^ ^ êstudentwill use maps^pictures^nd stories to cor^paiê the geographvofthe local com^^hitv with that of other communities ^nêwôrk^ the united states ^ and the world

^ ^ The student will describe the difference between hurhan resources ^people at ^ work^natural resources ^water^soil^wood^coalêtc^ and capital resou^c^s ^machines^toolêtc^ used to produce different goods or services ^ 10 The student will explain the difference between goods and services and will describe how people are both buvers^consi^mers^ and sellers ^producers^ of goods and services 11 The student will explain that limits on resources require people to make choices about producing and consuming goods and se^vices^ 1^ The student will simulate the exchange of iîonev^goods and services and will identify wavs to save monev^

Oivics 1^3 The student will describe and compare the making of some class rules bv direct democracy êg^ the entire classvotes on therules^ andbv representative d^mocracvêg^ the class electsasmallergro^p to make the rules^ 1^ Thestudent will identify the bodies ofelectedrepresentativesresponsiblefor making localêwôrk^ and Onited states laws 1^ The student will name the President of the united states and recognise national symbols and traditions of new ôrkand the united states such asflags^ holiday and the Pledge of Allegiance 16 Class meetingswill address civics including the Americanflag^ Pledge of Allegiances fundamentals of democracy respects fable morals^ heroes^rules^ manners^ honesty fair plav^ moral problems and solutions^ individual responsibility and self^disciplineand phvsicalf^tnessand health including safety bodv controls sportsskills^ sportsmanships hvgiene^ diet and nutrition and multicultural games ^he performance indicators for second grade introduce students to the heritage and contributions of historic groups of people throughout the world Second graders should also continue development of map skills and demonstrate enhanced understanding of basic economic concepts Civics performance indicators include distinguishing the basic functions of governmentand the officials responsible for each.

^ ê student will studv the contributions of ancient ^gvpt and China that have had on impact of world historv^ with emphasis on written languages laws^ calendars^ and architectural monuments such as the ^vramids and the ^reatvâll of China ^ ^he student will compare rural^ urbane and suburban communities and describe now the local communitv has changed phvsicallv and demographicallv overtime. ^ ^hestudentwillcomparethetribes of American Indians in newôrkwith nomadicê.g.^ Siou^^ and settled agricultural tribes ê.g.ûeblo^ in other regions in America

^ ^he student will describe ournationas composedof states and locate the folioîng onamap of the united States vâshingtonÔ.C.^ the states of ^lew ôrÔ^ênnsvlvaniaêwôrkâssachusetts^Connecticutêwêrsev^ êrmont^ and the provinces of Ontario and Ouebec^ ^ ^he student will demonstrate map skills bvconstructingasimple map of the f^lorth American continent^whichîll include the essential map elements of titled scaled ke^ directional indicator and date

^ ^he student îll explain the interdependence of produces and consumers ina market economvbv describing factors that have influenced consumer demand and describing how producers have used natural resources^ human resources^ and capital resources to produce goods and services in tha past and present. ^ ^hestudent will identify examples of making economic choices and will ^plain what is given up when makingachoice^ distinguish between monev and barter economics^ and explain the differences between using cash^ checks^ and credit ^purchase goods andsenBices^ ^^^ ^ 8 The studant will compare diffênt ways that money oan increase in âlue throughsaîngsandêstmentêgoan^sa^ngs accounts, investments^ ^ ^toc^sandoonds, and investments inêal estateandotheâluaolegoods^

^ ^ Thestudentwill identify examples of the e^tensionof the privileges and responsihilities of citizenship in American histony and identify the contrioutions of indi^Bidualsandgroups, including^hrahamîncoln^ Susans ^nthony,andOr^ martin Luther îng^r ^0 The student will explain the difference hetween making laws, carrying out laws, ^nd determining if laws haêoeen violated and identify the government oodies that perform these functions at the locals stated and national levels ^ Olass meetings will address civics including citizenshipôting and elections^ community serîce^ religious tolerances declaration of Independences constitutional ôn^Bention^ personal well oeing^ first aid^dûg and alcohol aoê^ ^nd multicultural games îeld trips will include museums, art galleries, concerts, theatre, and local businesses

^radeThêe^ntôd^ctôn to îstor^^nd the Social Sciences Theperformance indicators for third gradedeêlopan understanding of the elements of civilizations and their interrelationship oy studying several early civilizations' Students also learn aoout the discovery, exploration, and colonization of America Third graders should apply concepts of latitude and longitude as they study the geography of New York and the United States The study of economics continues within the context ofthe historical studyofexploration and colonization, and students are expected to learn aoout economics specialization, taxation, and the influence of transportation and communication on the distribution of goods and services

îstonB ^ The student will explain the term ^ciîlization^ and êscrioe the ancient civilizations of Greece and ôme, in terms of geographic features, goên^ment, agriculture,architecture, music, art, religion, spores, and roles of men^women and children ^ The student will deschoe the discovery of the Americans oyôlumous and other European explorers and also the first permanent Spanish, French, and English ^0 ^ ^^lem^^^ôrth^merican,withemphasisonthepeoplaêxplorers and their ôonsors^heirmotiâtions,theobstaclestheyencountered,andtheûccesses

^ theyachie^Bed ^ The student willidentify historical cause^and^effect relationships such as ^ colonists establishing governments similar to those governed by colonists in Europe.

^ The student will distinguish between meridians of longitude and parallels of latitude and use theeguatorandprime meridian to identify the r^or^hern, southern, faster and western hemispheres and the locations of the ancient civilizations, European nations, and American colonies that the student is studying ^ The student will use map, tables, graphs, and charts to classify regions with common characteristics, such as deserts

^ The student willdescribethe economic specialization andinterdependence in^Bolêd in the production of goods and services in various types of communities in the past 7^ The student will explain in simple terms how opportunity, cost, scarcity,and price influence economic decisionDmaîng ^ The student willexplain the relati^nshipbetweentaxationandgoêrnment services ^ The student will describe the impact of changing modes of transportation and communication on the distribution of good and services

10 The student will explain the fundamental ideals and principles that formthe foundation of ourrepublican form of government including inalienable rights ê, liberty,and the pursuit of happiness^, the rule of law,ûstice, and eguality^nder the law ^ The student will explain the interaction between the rights and responsibilities, why we haê rules laws and constitutional mandates to protect rights and maê sure responsibilities are carried out^ consequences for violating them^ and the role of citizenship in promoting them ^ ^^studentwill identify examples from history of confliots over rights,howthose conflicts were resolved^ andthe important peoplewho helped resolve them^ ^ Olass meetings will address civics including citiênshipôting and elections^ community serviced religious toleranoe^ Oecâration of ^dependenceând constitutional convention and physioal fitness and health team and individual sports^ personal well beings first aid^ drug and alcohol abuses and multicultural games îeld trips will include museums, art galleries^ concerts, theatres and local businesses

^deôur^ncienîsândêîsôr^

^he performance indicators for grade four include developingamore in-depth understanding of ancient civilizations and their interrelationships by studying early civilizations, their cultural achievements, and their contributions to the development of modern societies family ancestors and homelands, state history and geography, mapping, and timelines will be used to allow the student to make relevant connections tohisorherownlife rising the computer will becomea more integralpartofthe students repertoire of skills

^eooraohv ^ ^ ^he student will name his^he^ continent, country,state, and community ^ ^he student will create simple models of his/her state that contain ma^or physical ^ and political features ^ ^hestudentwillbeintroduced to basic geographical terms^ earth,geography, ^ place,globe,eo,uator,poles,parallels,meridians,the cardinal directions ^north, south,east,west^,the intermediate directions northeast, northwest, southeast, ^ southwest, hemisphere, scale ^ ^he student will be introduced toarange of map features, including common symbols for towns, railroads, rivers, lakes, mountains, road, hills, islands^ bays, capital cities,etc and measure straight^line distances ^singaruleandabar ^ scale

^ ^he student will be introduced to mapping skills using ^rids,gridlines,^atitude, longitude, coordinates, and degrees^ and the concepts of location, pro^imi^yand routes

8 ^he student will locate specific mountains and mountain ohains on the ear^h and plot their coordinates in degrees 1^

^ ^he student will be introd^cedtpeople^ places^ and events of ancient Egypt through narratives^ biographies, technology încluding the rrâlîng of timeliness

and other sources ^ ^he student will become familiarwith the geography of ancient Egypt, including what it is called todayând the maôr physical and political features of the area, including the mediterranean êaB^lileîverêdêa, and the^rabianOesert ^ ^he student will understand the phrase^îft of the rîle^ in learning about the rise of ancient Egyptian civilisations the significance of the îleîverinthe development of ancient Egyptian civilizations including the annual flooding that leftarich layer of soil that was good for growing crops 10 ^he student will recognize and understand the significance of ancient Egyptian cultural achievementsîncluding the ^reat^yramids^The^phin^, hieroglyphics^ papyrus, and the calendar 11 The student will recognize the name and achievements of thefollowing individuals associated with anênt ^gypt^ the role of the pharaoh, ênes, Ramses II, Tutankhamen^ and lâtshepsut 1^ The student will understand the basic cause of the decline of ûmerian civilization

ancient India 1^3 The student will be introduced to people, places and events of ancient India through narratives, biographies, technology încluding the making of timeliness and other sources 14 The student will be familiar with the geography of ancient India, including what places are called todayând the maôr physical and political features of the area, including the Himalayan fountains, the Indian Oceans the Arabian êa, the Bay of Bengal, and the Indus îver galley. 15 The student will understand the basic precepts in the development of Hinduism, including the îndu believe inasupreme being l^nown as Brahma^the idea of reincarnations andthe establishment ofacaste system composed of priests^ warriors, merchants^ peasants, and untouchables 18 The student will understand the basic precepts in the development of Buddhisms the life of Buddha and his belief that suffering is brought on by peoplesdesires^ and that all people should be respected, including Buddhisms rî^^^ of the caste system emoted by îhdîsr^. ^7 The student will recognise tha basic accomplishments of the ancient Indians, ^cl^ding advances in medicine deluding the ability to set broken bones), the development of textiles s^chaôashmere^ oalico^ and chintz, and the development of literature, including the îgêda.

^^îent China ^ The student will be introduced to people, places^ andevents of ancient China through narratives, biographies, technology încluding the making of timelines), and other sources ^ The student will be familiar with the geography of ancient China, including what places are called today,and the maôr physical and political features of the area^ including the Himalayan fountains, the Indian Goean^theêllowûangîe) îverând the Great vâll of China. 20 The student will understand the basic teaching of Confucius ^^79 B.C.) including the importance of the relationship between ruler and subject, father and son,husband and wife,older brother and younger brothers and friend andfriend^ to be sincere, polite, and unselfish^ to obey and resoect laws and traditions^ to wor^ hard and respect learning 2^1 Thestudent will be familiar with the ancient Chinese cultural achievements, including the Great vâll of china,the invention of sil^, the crossbow,gunpowder^ and the significance of the Chinese f^lewêar.

ancient Greece 22 The student will be introduced to people, places, and events of ancient Greece through narratives, biographies, technology încluding the making of timelines), and other sources 2^ The student will be familiar with the geography of ancient Greece, including what places are called today,and the maôr physical and oolitical features of the area^ including the mediterranean êa, the Aegean êa,Crete^parta, and Athens. 24 The student will understand the following topics as related to the legacy of ideas from ancient Greece^ the Persian vârs^ including the Battles of marathon and Thermoplaye^ the idea of a city-states Athens and the developmentof democracy^ the significant differences between Athens and ^parta^ the êloponnesianvâr^ the GlympicGames^ the worship of gods and goddesses^ great thinkers such as ôcrates^lato and ^ristotle^ great political leaders such ^ as^^hidas^Rericlesând^lexanderthe^râ^ 2^ The student will understand the basic cause of the decline of ^reek civilisation as ^ a political ^htityând the basic American ideas that naye their origins in ancient Greece

^nc^ntRorê 2^ The student will be introduced to peopled places^ and events of ancient Rom^ through narratiês^ biographies^ technology (including the making of timeliness and other sources^ 2^ The student will be familiar with the geography of ancient Rome^ including what places are called todayând the maôr physical and political features of the area^ including the mediterranean êaîcily^Rome^ the kalian Reninsula (including ^ the Italian Îpsârthage (including North ^frica^pain (the Iberian êninsula^ ^gypt^yria^Ralestine^ continental ûrope^ and England. I 28 The student will be familiar with the legend of the founding of Rome (Romulus andRemus^. 29 The student will be introduced to the following topics in the history of ancient Rome the early republic (including the role of the patricians^ plebeiansând slaêsûlius Caesar and his assassinations^ and the destruction of Pompeii 30 The student will be familiar with facts related to daily life in Rome^ including the Ooliseum^ building of roads^ aqueducts and lâdrian^s Tallin England (the idea that railroads lead to Rome^^ gladiator combat and the circuses^ Roman baths^ and the Roman arch 3^1. Th^ student will understand the basic cûse of the decline of the Roman empire asapolitical entity^ and the basic American ideas that ha^Betheir origins in ancient Rome

32 The student will be introduced to the following topics concerning NewYork state and his or her community the first known inhabitants^ explorations settlements colonial or territorial period and early statehood 33 ^he student will examine the geography of New York and his or her community according to the following topics^ ma^or regions and names^ the highest and the lowest points^ the area of (in square miles^the rank inside among the fifty ^5

^ ^^s, the population, the three largest cities eluding ^he capital city^maôr ^^s,hvers, mountains or mountain ranges, ^ônalp^ks, and geographic ^ points of merest ^ The student will know how to acquire information about rêwôrk, using ûch ^ ^ôurces as the Ohamber of commerce, state government agencies, the school ^ library, the local library, historical buildings and monuments, members of ^he community, 00^01^1 encyclopaedias, the Internet, and e-mail correspondehce

^ with local schools or institutions. ^5 The student will report on the following factual information about new ôrk^ date ^ of statehood^ state flag,seal, bird, flower,songorpoem,animal, tree,and motto,^ local customsêthnic composition of the population^maps, graphs, orchards about specific areas such as geography,climate, or points of interests religions^ weathers natural resources^ famous peopled notable indigenous plantsand animals^ names and locations of bordering states^ names of the governor 8nd t^.S. Senators and êpresentativesândadescriptionof local government notable universities andcolleges ^. Olass meetings will address civics including branches of government and ^^S^ constitution and amendments' character including behavior evaluation, conflict resolution, and individual morality and physical fitness and health including team and individual sports, and disease prevention îeld trips will include museums, ah galleries, concerts, theatre, and local businesses

^rad^îv^^Sîsôryandôvernm^nt Theperformanceindicatorsfor grade îverelateto the history of the united States îftn graders will continue to learn fundamental concepts in civics, economics, and geography This course continues in grade six In these two years, students study united States history in chronological sequence and learn about change and continuity in our history, study documents and speecnes that lay the foundation of American Ideals and institutions, and examine the everyday life of people at different times in our history through the use of primary and secondary sources Teachers are encouraged ô use simulations, class debates, projects, or other innovativetechnioûes to make^he students' learning experiences lively and memorable Students should have ample instruction devoted to reviewing and strengthening map and globe skills, skills of using and interpreting information, and historical thinking skills ^

Thestud^htwillnameîs^hercontinent,oountry^state,andoommunity. ^ 1 The stud^t will create simple models ofnis^^tate that contain maôr physical ^2 and politic features ^ The student will be introduced to basic geographical terms^ earth, geography, ^ pl^ce, globe, equator, poles, parallels, meridians, tbe cardinal directions ^north, ^ south, east, west^, the intermediate directions ^northeast, northwest, southeast, southwest^ hemisphere, scale ^ ^ The student will be introduced toarange of map features,including common symbols for towns, railroads, risers, laês^ mountains, road, hills, islands, bays, ^ capitalcities,etc and measure straight-line distances usingaruleandabar 1 scale 5 The student will be introduced to mapping skills using grids, gridlines, latitude, longitude, ooordinates, and degrees^ and tneconoepts of location, proximity and routes ^ The student will locate specific mountains and mountain chains on the earth and plot their coordinates in degrees

The ^ra of exploration ^ The student will recognise that all Americans share a history based on democracy ^ The students will l^now the significance of the following concepts glaciers, the Ice ^ge^ the land bridge connecting ^sia and North ^merica^ basic geographical feathers of North America and western Europe ^ Thestudent willunderstandthemotiâtionsbehind why peoplefrom Europe would sail westward across the Atlantic Ocean 10 The student will identify the following people related to the exploration of the New ôrldîngs,^hristopherOolumbus,îng Ferdinand,Oueen Isabella,Native Americans, Tainos, Francisco Balboa, Ferdinand Magellan, Amerigo êspucoi, Fernando Oortes, ônteûma II European spellings Francisco îâro, ^tahualpa,8artolomedeâs0asasûanînesde Oepulêda,îr Walter Raleigh, and Virginia Oare 11 The student will be able to answer the following questions about early explorers^ ^Bhere did they come from7 ^hat were their goals^ ^here did they ô^ ^hat challenges did theyface^ Oid they reach their goals^ 137 * 12 The student will create a list of products that were exchanged from the Old World to the new, and be responsible for knowing two of each. 13 The student will understand the basic political consequences for Spain of the • conquest of the Aztec and Inca Empires. 14 The student will learn two reasons why the English became interested in the new I World. The Original 13 Colonies 15. Using a blank map of the northeastern United States, the student will locate and label the colonies of Massachusetts, new Hampshire, Connecticut, and Rhode I Island, individually and in groups. I 16. The student will become familiar with computers as a way of making timelines. 17. The student will be able to identify the difference between Royal, Charter, and I Proprietary colonies. 18. The student will be able to identify and explain the significance of the journey of 1 the pilgrims to North America and the signing of the Mayflower Compact. 19. The student will be able to identify the following concepts: Anglican Church, I Puritans, and Separatists, pilgrimage. 20. The student will recognize the significance of the following phrase. "To enact, I constitute and frame such just and equal laws, ordinances, acts, constitutions, offices ... for the general good of the Colony, unto which, we promise all due submission and obedience. 21. The student will be able to identify the basic motivations behind the Puritans' decision to establish a society in the New World, and focus on the following facets: the Charter of the company of the Massachusetts Bay in New England, their desire to establish a "city upon a hill", and antipathy towards the Quakers. 22 The student will be able to identify the following concepts: Puritans, toleration, charter, and theocracy. 23 The student will recognize the significance of the following quote by John Winthrop: "We must consider that we shall be as a city upon a hill. The eyes of all people are upon us." 24. Upon an examination of the basic facts surrounding the Salem Witchcraft Trials, the student will be able to identify common characteristics of late 17th century Puritan society, including good vs. evil, and the common belief in the existence of witches. / - 138 25. Using a blank map of the northeastern United Stades. the student will locate and label the colonies of Pennsylvania, Delaware, new Jersey and new York r individually and in groups. 26. Using large wall maps of the Middle Colonies, the student will locate and label the following places: New York, Philadelphia, Appalachian Mountains, Atlantic Ocean, Wilmington, Baltimore, and the Delaware River. 27. The student will be able to identify the following contributions of William Penn to the development of the Middle Colonies: his establishment of a safe haven for Quakers in Pennsylvania and Delaware, the construction of Philadelphia, the concept of upward mobility, and the concept of conscientious objection. 28. The student will be able to identify the following contributions of Benjamin Franklin to the development of the Middle Colonies: his varied inventions, including the almanac, bifocal glasses, and printing press; his early civil service i contributions, including the establishment of the first public library, city hospital, and University of Pennsylvania; and his virtuousness as characterized by the i following quotes: "Early to bed and early to rise, makes a man healthy, wealthy i and wise" and "God helps those who help themselves." The American Revolution

29. The student will be able to locate: Boston, Lexington, Concord, Bunker Hill, Saratoga, Valley Forge, Philadelphia, New York, Lake Champlain, Yorktown, and Canada. 30. The student will understand political causes and provocations of the American Revolution, including the issue over taxation, the concept of mercantilism, 1 Committees of Correspondence, the Boston Massacre, the Boston Ta party, the Intolerable (Coercive), the First Continental Congress, Thomas Paine's Common 1 Sense, and the Battle of Lexington and Concord. 31. The student will recognize the significance of the following events related to the | American Revolution: The Battle of Bunker Hill, the signing of the Declaration of Independence, the Battle of Saratoga, George Washington's crossing of the Delaware, Benjamin Franklin's negotiation of an alliance with the French, the Battle of Yorktown, and the Treaty of Paris, 1783. 32. The student will recognize and understand the contributions of the following individuals: Thomas Paine, Paul Revere, George Washington, Thomas

I-a cr Jefferson, Nathan ^laleôhnâulônes, George III, 8enedict^rnold,Oenerals

8urgoyne,^ornwallis,andl^afay^tte.

33 The student will examine some of the oasic values and principles of American democracy,inooth theory and through the examination of excerpts of primary documents, as defined in the Declaration of Independence, the articles of confederation,and theO^ constitution The student will such questions as^ ^hy do societies need governments v^hydoesasocietyneedlaws7v^ho maês the laws in the united ^tates7 v^hat were the main ideas oehind the Declaration of lndependence,and where did they come from7 ^hat might happen in the aosence of government and Iaws7 34 The student will examine the Declaration Independence, including the reading of primary excerpts from this document, in order to understand the following main ideas^ the proposition that mailmen are created eoûal^,the responsibility of the government to protect the înalienahle rights^ of the people, the natural rights of ^life,liherty,and the pursuit of happiness^, the bright of the people.^to institute new governments 35 The student will recognize and understand the viewpoints of the following early thinkers whom Thomas Jefferson considered in writing the Declaration of lndependenceôooes,IDocê, and Montesquieu. 3^ The student will oeaole to recognize and state at least three shohcomings of the ^n^cles of confederations 3^. The student will understand the oasicdifferences oetween confederateand repuol^canforms of government. 35 The student will examine the constitution of the united states, including reading o^ primary excerpts from this document, in orderto understand the following main ideas the preamble to the constitution, the separation and sharing of powers in American government as demonstrated hy the three branches of government, the concept of checks and balances,limits on governmental power,veto power, the 8ill of eights, and the judiciary B^ct of ^^ 3^ Thestudent will examine several early landmark supreme ôurt cases and understand their impact on constitutional government 40 The student will recognize and understand the levels and functions of nationals state and local government ^ 1^ ^ ^^ student will be able to identify the current president and îce president of ^ the OhitedStatesand the state Covemor. 4^ ^^studentwillunderstandthefollowingfeaturesofêwôr^stategovemment: ^ branches^ how government services arepaidfor^ how voung people can participate in government

The ârlv republic ^ 43 through narratives^ textboo^s^primarv sources^ and information gained from the useof technology thestudentwilllearn about the causes^conflicts^ and ^ consequences of the American Civil vâr. 44 The student will be able to define the terms ^cabinet^ and âdministrations ^ 45 The student will leam the following topics: the president and vice president during the first and second presidencies^ the establishment of the national capitol in ^ vâshingtonÔ.C. 46 The student will be able to articulate the growth of political parties according to the following: arguments between Thomas Jefferson and Alexander l^lamilton^ on their view of ^mericaâs an agricultural of industrial ôcietv^. 4B The student will examine the presidency of Thomas Jefferson and understand the impact of the Louisiana purchase 4^ The student will examine the main causes and outcomes of the âr of ^^^ including the notion of ^freedom of the seas^. 45 The student will understand the meaning and implications of the Monroe Ooctrine^ including its short and long-term effects. 50 Thestudent will examinethepresidencvof^ndrewâc^sonandbe able to define the ^spoils svstem^ and the kitchen cabinet 5^1 The student will examine the policv of Indian removal and be able to define ^trail of tears^ as it relates to the resettlement ofthe Cherokee Indians

Th^^mer^canClv^lvâr 5^ Through narratives^ textbook phmarv sources^ and information gained from the use of technology thestudent will learn about ^he causes^ conflicts^ and consequences of the American Civil vâr. 53 The student will examine the politics of the O.S. Congress during the period of crisis and compromise in the vears leading up to the Civil vâr^bv focusing on these topics: abolitionists încluding William l^lovdârrison^redericOouglass^ ^ ^1 ^^ôhnOrown^ the political views ofthe agrarian ôuth versus the industrial ^ ^p^h,tha controversy overwheth^rtoallowslavery in territories and n^w^tat^s îllustrated by ^he^lisso^ri Compromise, th^ânsas^^bra^â^ct, and the ^ Oêdôott supreme Court O^cision, the lîncolnÔouglas debates, and încoln^s âtementB^nousedivided against itself cannot standB ^ ^ Th^ student will understand th^ following causes of the American Civil âr^ slavery, differing ways of life between l^lorth and ôuth, free labor versus slave I labor,and the issue of statesrights. 55 The student will examine and understand the maôr political developments of the Civil âr, including the îrst battle of ûll^n and the battles of ^ntietam and êttysburg^ the roles of Olysses^.^rant, Robert ^.êe, and Jefferson Oavis^ the emancipation proclamations the Gettysburg ^ddress^ the appointment of an ^frican^merican regiment under Robert ôuld^haw^herman^s march ôê seaêxcerpts from lîncolns second inaugural address ^^th malice toward none, with charity for all^^ the surrender at ^ppomattoxCour^^louse^ and the assassination of Lincoln by ôhnvîlê^ôoth.

5^ Through narratives, textbooks, primary sources, and information gained frp, the useof technology, the student willlearn about the eraof reconstruction in America 5^ The student will understand the basic points of lîncoln^s^lan of amnesty and reconstruction 56 The student will be ableto define the following terms withinthe context of reconstructions radical republicans, carpetbaggers and scalawags, ^reedmen^sûreau,and ^0 acres andamule^ 55 Class meetings will address civics including roots of democracy and democracy and adversaries^ character including sexual development and responsibility^ and physical fitness and health including team and individual spores îeld trips will include museums, art galleries, concerts, theatre, and local businesses

CradeîxÔ^ h^^rân^^vemrê^ The performance indicators for grade six relate to the history of the united states îxth graders will continue to learn^fundamental concepts in civics, economy and geography This course continues from grade five. In these two years, students 142 study United States history in chronological sequence and learn about change and continuity in our history, study documents and speeches that lay the foundation of • American ideals and institutions, and examine the everyday life of people at different times in our history through the use of primary and secondary sources. Teachers are encouraged to use simulations, class debates, projects, or other innovative techniques to make the students' learning experiences lively and memorable. Students should have ample instruction devoted to reviewing and strengthening map and glob skills, skills of using and interpreting information, and historical thinking skills.

The Civil Rights Movement 1. The student will be introduced to the idea that while America is founded upon the proposition that "all men are created equal," equality had not always been granted to all Americans. 2. The student will examine the notable events and individuals associated with the Civil Rights Movement through the landmark political and legal events that began with Amendment 13 (abolition of slavery, 18640 through the Civil Rights Act (1964). 3. The student will use a combination of primary documents, and the Internet to create a timeline of the critical political and legal events associated with the Civil Rights Movement: The Emancipation Proclamation (1863); the 13th Amendment (1853, the abolition of slavery); Lincoln's Plan of Amnesty and Reconstruction (1865), including the establishment and purpose of the Freedmen's Bureau (1865) and the institution of "black codes" by southern states (1865); the 14th Amendment (1868, forbade states to deprive citizens of the rights of life, liberty, and property without due process of law or to deny any citizen the equal protection of the laws); the 15th Amendment (1870, "the right of citizens of the United States to vote shall not be denied or abridge by the United States or any state on account of race, color or previous condition of servitude."); the establishment of poll taxes and literacy test in the late 19th century to prevent African-Americans from voting; the Civil Rights Act of 1875. "All persons...shall be entitled to... equal...accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theatres, ...subject only to the conditions and limitations established by law and applicable to citizens of every race and color; the establishment and consequences of "Jim Crow" laws(1881- late 1890s) by the southern states that required African-Americans and whites to 143 ride in separate railway cars, schools, parks, playgrounds, and other public facilities; the 1883 Supreme Court decision that the 1875 Civil Rights Act forbade only state, not individuals or corporations (such as railroads) from discrimination against African-American citizens; the 1896 Piessy v. Ferguson Supreme Court decision which permitted "separate but equal" facilities for African-Americans; the African-American response to Piessy v. Ferguson in the late 19th century and early 20th century: the establishment of the Urban League and the NAACP; the 1954 Brown v. Board of Education Supreme Court decision which reversed the 1896 Piessy v. Ferguson decision, in stating "separate but equal" is "inherently unequal" and violates the 14th Amendment; the dispatch of federal troops by President Eisenhower to Little Rock, Arkansas, to facilitate integration of an all- white high school; the 1957 Civil Rights Act designed to secure voting rights for African-American citizens; the development of various forms of peaceful demonstration designed to elicit support for Civil Rights: sit-ins, "freedom rides", "freedom marches", and boycotts; the 1964 Civil Rights act which outlawed racial discrimination in employment and in public accommodations; and the 1965 Voting Rights Act which authorized federal supervision of registration in districts with lower voter enrollment. The student will be familiar with the role of the following individuals associated with the history of Civil Rights for African-Americans: Abraham Lincoln, Hiram Revels, W. E. G. DuBois, Rosa parks, George Washington Carver, Dr. Martin Luther King, Jr., Malcolm X, Medgar Evers, Ruby Bridges, Owight D. Eisenhower, and John F. Kennedy.

Industrialization and Urbanization The student will analyze and explain Americans' responses to industrialization and urbanization, with emphasis on muckraking literature and the rise of the Progressive Movement; women's suffrage and temperance movements, and their impact on society; child labor, working conditions, and the rise of organized labor; political changes at the local, state, and national levels; and improvements in standards of living, life expectancy, and living conditions. The student will describe the ideas and events of the 1920s and 1930's, with the emphasis on literature, music dance, and entertainment; the Harlem Renaissance; impact of the automobile; prohibition, speakeasies, and bootlegging; the impact of women's suffrage; racial tensions and labor strife; and ^ban and rural electrification. ^ ^ The student will explain the ^reat depression ^nd its eôts. with emphasis on ^âêssesih the economy.the collapse of financial markets in the late ^^s. ^ ^nd other events that triggered the ^reatCrash^ the extent and depth of busihess failures, unemployment, and poverty the r^lewOeal and its impact on ^ the Oepression ^nd the future role of government in the economy^ and personalities and leaders of the period, including Will Rogers. Eleanor ^nd ^ran^lin Roosevelt, and Charles Lindbergh. ^ The student will describe the economic, social, and political transformation of the United states since World War II. with emphasis on segregation, desegregation, and the Civil eights ôvement^ the changing role of women in ^merican^ the technology revolution and its impact on communication, transportation, and new industries^ the consumer economy and increasing glooalmarlêts^ increases in violent crime and illegal drugs^ ejects of increased immigrations the impaot of governmental social and economic programs and the Cold War on the growth of federal income ta^ revenues ^nd ^vernment spending and the role of the federal reserve Systemêffects of organized religious activism^ and political leaders of the period, trends in national elections, and differences between the two major political parties

Olob^l affairs 5 The student will describe and analyse the changing role of the United States in world affairs between 1^^8 and IÔ.with emphasis on the Spanish^merican War^ the Manama Canals Theodore ôosevelt^sîgSticÔiplomacy^. the United States role in World Warl^the league of r^lationsând tariff barriers to world trade 10 The student will analyze and explain the major causes, events personalities and effectsof World Warll. with emphasisonthe rise of racism, t^lazismând Communisminthe IÔs and IÔs and theresponse of Europe and the United Statesâggression in Europe and the ^cific^ failure of the policy of appeasements the ôlocaust^ major battles ofWorld War II and the reasons for allied victory^ and major changes in eastern Europe. China Southeast ^si^ and Africa following the war 11 The student will describe United States foreign policy since World War ll.with emphasis on the Cold W^ ^nd t^^ ^^^^ ^ ^^^^ ^^ ^5 confrontations with the soviet Onion in 8erlin and ûba^ nuclear weapons and ê arms race^cCarthyism and the fear of communist influence within the ^îtedâtes^^T^ and other alliances, an our ôles in the united âtions^ military conflicts in ôrea,îetnam,and the middle âst^ and the collapse of communism in Europe and the rise of new challenges^

historical analysis 12 ^he student will interpret patriotic slogans and excerpts from notable speeches in îted states history since 1^^ including ^sk not what your country can do for you, B ^ Oecember^, ig^l, adate which willliveininfamyB^lhavea dream..,and ^rôrbachev,tear down this walll^ 13 ^he student will develop skills for historical analysis, including the ability to identify^ analyse, and interpret primary sources ârtifacts, diaries, letters, photographs, art, documents, and newspapers^ and contemporary media ^computer information systemsând to make generalisation about events and îfe in Onited^tate history since 1^^ recognise and explain how different points of îe^ h^ê têe^ i^lue^ced by nationalise, race, religion, and ethnicity^ distinguish fact from fiction by examining documentary sources^ construct various tê lines of united âtes history since 1^^ including landmark dates, technological and economic changes, social movements, military conflict, and presidential elections and locate ona^nited states map all 50 states,the original instates,the states that formed the Confederacy,and the states which entered the t^nion since 18BB. 1^ The student will develop skills in discussion, debate, and persuasive writing by evaluating different assessments of the causes, costs, and benefits or maôr events in recent American history such as vôrldvâr I, the rêwOeal,vôrldâr II. the Korean vâr, the Conservative movement, the Civil eights Ivtovement, the vâr on poverty,and the Vietnam vâr. 15 Class meetings will address civics including two-part system, politics, and local government character including charity and community serviced and physical fitness and health including team and individual sports îeld trips will include museums, art galleries, concerts, theatre, and local businesses

^ I 146 Interdisciplinary Links—Social Studies I Linking Social Studies to Related Studies in Literature, Math, Science and the Arts

I Two factors encourage linking history to related studies in the social studies, literature, math, science and the arts in grades K-6

I 1 History itself is a highly integrate field, engaging children in studies not only of the people and events in the history of their community, state, nation, and world, but I opening as well the study of the geographic places in which these events occurred; the ideas, beliefs, and values that influenced how people acted in their daily lives; I the rules, laws, and institutions they established and lived by; the oral traditions and literature, music, art. architecture, and dance they created; and the I technological and scientific developments they invented, or adopted, in their quest to improve daily life. In short, studies in history necessarily include geographic, I economic, political, social, and scientific studies, as well as studies in the arts.

I 2. Teachers of grades K-6 normally are responsible for the entire curriculum and therefore are uniquely able to schedule activities that cut across subject lines and develop performance indicators from two or more fields in a single lesson. Thus, lessons in literature can include literary selections from historical fiction, biography,, and other readings important to the history curriculum as well as to the language arts. In turn, activities in creating group stories in history (K-2) and individual historical narratives, letters, journals, and so on (grades 3-6) in children's studies of history are important in furthering performance indicators in English as well as in history. So, too can lessons simultaneously develop certain performance indicators in history and in civics, in geography, in economics, in the arts, and—to some degree—in mathematics and science.

Social Studies Unks with English Language Arts.

History is a narrative discipline that, especially in the early grades, has much in common with the folktales, fairy tales, and stories of individuals' lives that are part of the English Language Arts curriculum. In many cases literature can offer introductions and insights to other cultures that enrich social studies. In the high grades, period writings—memoirs, fiction, essays, plays, poems, and speeches—open a window into the thoughts, values, and daily lives of earlier eras and I 147 foreign cultures that cannot be attained through history books alone. The following are | examples of literature that could accompany the social studies curriculum:

I GRADES K-2: . Books such as The Keeping Quilt by Patricia Polacco, Chang's Paper Pony by I Eleanor Coerr, From Me to You by Paul Rogers, The Patchwork Quilt by Valeria Flournoy, and How My parents Learned to Eat by Ina R. Friedman compare the cultural I similarities and differences in clothes, homes, food, communication, technology, cultural traditions, and other aspects of family life between families now and in the past. I . Draw upon stories about the experiences of immigrants in the recent past in order to retell the stories and discuss the good and bad experiences of the people who have | moved to New York. Possible sources are Angel Child, Dragon Child, by Michele Maria Surat, The Land I Lost by Hyunh Quang Nhoung, Making a New Home in America by | Maxine Rosenberg. How Many Days to America? by Eve Bunting, / Speak English for My Mom by Muriel Stark, and Grandfather's Journal by Allen Say. I GRADES 3-4 • Draw upon books such as Dogsong by G. Paulson, The Goat in the Rug by Charles 1. Blood and Martin Link, and The First Strawberries by Joseph Bruchac to compare the life and culture of Native Americans long ago and today • Draw upon various sources of folklore to understand various cultures such as: Dr. Coyote: A Native American, Aesop's Fables by John Bierhorst, The Jack Tales by Richard Chase, The Pennsylvania Dutch: Craftsmen and Farmers by Eva Deutsch Costable, The Tales of Uncle Remus: The Adventures of Brer Rabbit by Julius Lester, Where Indians Live: American Indian Houses by Nashone, American Tall Tales by Phyllis Fecrotte, I'm Going to Sing: Black America—Spirituals, Volume II by Ashley Bryan, and From Sea to Shining Sea: A Treasury of Americn Folklore and Folk Songs compiled by Amy L Cohn

GRADES 5-6 • . The stories of Mansa Musa and his great pilgrimage to Mecca in 1324 are a source to analyze the great wealth of Mali, its trade in gold and salt, and the importance of its learning center at Timbuktu. • West African proverbs, folk tales, and artifacts help illustrate and explain traditional family living and gender roles. • Historical fiction and biographies such as The Double Life of Pocahontas by Jean Fritz; The Serpent Never 148 # Sleeps: A Novel of Jamestown and Pocahontas by Scott O'Dell and John Billington. Friend of Squanto by Clyde Robert Bulla; and Sign of the Beaver by E lizabeth Speare;

# ancj Squanto by Fennie Ziner examine the interaction of American Indians and early European settlers. • Stories such as If You Lived in Colonial Times by Ann McGover. # How the Colonists Lived by David McKay, and Colonial Living by Edwin Tunis help build I an understanding and appreciation of life in colonial America. Social Studies Links to Mathematics:

9 Economics and geography offer a wide range of links to mathematical principles and • practices including statistics, geometry, and algebra. Students will be able to apply their math skills in these fields as well as link the development of mathematical principles to I the cultures and historical eras they were developed.

Social Studies Links to the Sciences I Technological developments, scientific discovers, and natural phenomena are an I integral part of our history and often provide key turning points in the development of civilizations. Within the context of U.S. and world history, students can expand their I understanding of physics, engineering, medicine, and the environmental sciences by combining science experiments with the study of related events in the past. The I environmental sciences are also key to understanding geography and vice versa. The following are some examples of science projects that could like to the social studies curriculum:

GRADE 3-* • Environmental studies of the local area are linked to the economic and social development of Buffalo and the Erie Canal. • The study of earth sciences, water resources, and weather patterns are factors in urban development and continue to play a roles in local government services.

GRADES 5-6 The engineering and technology used in ancient civilizations to construct structures such as the pyramids, the Great Wall of China, and Mayan cities.

Social Studies Links with the Arts: 1 /Lj - ^the early grades the arts^music, danced and visual ar^s ^including puppets, mas^ ^ndorafts^canoeused to introducestudentsto Asian, Africans IDatin Americans Native Americanand Early American cultures and to help place historywithin a cultural conte^L ^he materials used for crafts^ musical instruments, and costumes can also oe used to explore geographic characteristics ^eople,events,and actions from songs and dance are often tied to historical pasts or legend and can offer another source of historical information for students to analyse and compare with other sources^

^he following are some examples of art projects that could lin^ to the social studies curriculum^

OÂOE^^ ^ students learn and discuss music and songs that tell legends and historical events ^ students learn aooutan^l play musical instruments fromother cultures including Native American, African, Asian,Middle Eastern,andlâtin American ^ students study art forms from other cultures,including potteryûilting,masl^ and puppetmalîng

OI^AOE^^^ D ^t^dents create and comoaremasl^s,puppets and costumes fromawide variety of cultures and time periods ^ ^t^dents learn mosic and dance forms from Asia, Africa, LatinAmerica,Middle East, andearlyAmerica,including Native American music and dance forms

^ ^t^dents study early Egyptian, Asian and Latin American arts including sculpture, pa^^ architecture, and potters ^ students study early American art and craft styles, ^a^eri^ls, and methods of production, including fol^^rts, such as o,uilts^

^^ Community Connections—Social Studies 150

Students will visit the Buffalo and Erie County Historical Society to learn about Buffalo and Western New York's past. The historical society offers special programs correlating with curriculum—early Buffalo, Iroquois, Erie Canal, Pan American Exposition, etc. The Historical Society has permanent and traveling exhibitions showcasing WNY's rich history, has a research library, and is a National Historic Landmark.

Students will also visit the Theodore Roosevelt Inaugural Site to learn about Buffalo's rich presidential history and the 1903 Pan American Exposition.

Students will visit the African American Culture Center to learn about African American culture, history, arts, education and music.

Students will visit the Genesee Country Village and Museum in Genesee County, a 19th century village, to learn about American life in the 1800's.

Students will visit Fort Erie to learn about the War of 1812 -1814.

Students will visit Old Fort Niagara, the 1726 fortress held by France, Britain and the U.S., featuring 18th century buildings, exhibits, and special events.

Students will visit the Buffalo and Erie County Public Library on a regular basis and will each have his or her own library card. A branch of the Buffalo and Erie County Public Library houses remains of the underground railroad.

Students will study the architecture and history of Frank Lloyd Wright will be studied which will include visits to his many Buffalo homes.

Students will visit the Holocaust Resource Center of Western New York in conjunction with classroom instruction about the Holocaust. Local survivors of the Holocaust trained to speak to students are available to visit schools and share personal, I'il 151 historical accounts of the Holocaust.

Library Media Center at the Tapestry Charter School will have access to the Holocaust and Human Rights Learning Center at the Buffalo Academy for Visual and Performing Arts (B.A.V.P.A.), to provide students and teachers with additional resources about the Holocaust and Human Rights issues. B.A.V.P.A. is one of Buffalo's Magnet Schools. The Holocaust and Human Rights Learning Center is a traveling learning center

Students will visit the Erie Canal in Lockport, NY and travel by boat on the canal and learn about its importance in early American and Western New York commerce.

Students will visit the Kazoo Museum to learn about the original American Kazoo Company and Factory.

Students will visit the Amherst Museum to experience and learn about 19th century life on the Niagara Frontier.

Students will learn about the rich architectural and historic heritage of Niagara and Erie County by participating in architectural tours and activities provided by: Buffalo Olmsted Parks Conservancy, Friends of the School of Architecture, Industrial Heritage Committee, Landmark Society of the Niagara Frontier, Preservation Coalition of Erie County, and the Theodore Roosevelt Inaugural National Historic Site.

Students will visit the Buffalo & Erie County Naval and Military Park to learn about the largest inland naval park in the U.S.

Students will visit the Buffalo Fire Historical Museum to learn about the history of fire fighting from pre-1850 to the present

Students will visit the Buffalo Transportation/Pierce Arrow Museum and the Pedaling History Bicycle Museum to learn about the history of transportation.

l*it Students will visit the ^erscnell Carousel Factory Museum to see demonstrations of animal carving, historiccarousels, and havefun^

Students will visit the Mlcnlgan Street baptist Cnurch^ when studying the underground r^ailroad^ This isa^lational historic l^andmar^

FederalCourt^ ^rle County Court^Cltyr^all and elected Officials willprovide students with opportunities to learn aoout the judicial systems the functions of local governments municipal and social services^ and the electoral process^

Students will participate in KIDS VOTING Western newYork to develop awareness and an understanding of the electoral process

Students will participate in cultural and historical programs in the city, particularly in connection to celeorations related to ^lac^ history lônth,vômen^s history Ivônth^ etc

^ LANGUAGES OTHER THAN ENGLISH 153

The Tapestry Charter School believes that the study and acquisition of language is essential to the understanding and growth of all people in a global community. Studies have shown that young children exposed to a foreign language on a regular basis have the most successful retention rates. All Tapestry Charter School students in grades K-6 will have foreign language instruction in their schedule twice each week. The Tapestry Charter School's commitment to Spanish reflects the need of society to be bilingual. The curriculum will be enriched through the collaboration of foreign language teachers with the arts teachers and with parent volunteers. Opportunities for dramatic presentations, school newspapers and poetry readings will be typical. The teachers will be able to expand the standard curriculum through these collaborations.

NEW YORK STATE STANDARDS: Language Other than English (LOTE)

STANDARD 1: Communicating in a Language Other than English. Students will be able to use a language other than English for communication. . STANDARD 2: Attaining Cross-Cultural Understanding. I Students will develop cross-cultural skills and understanding.

MULTIPLE INTELLIGENCE: Linguistic I Kindergarten Curriculum • counting • recognizing primary nouns and simple words • verbs • adjectives • stories • songs • cultural similarities and differences.

First Grade Curriculum: • counting • recognizing primary nouns and simple words • verbs • adjectives • stories • songs • cultural similarities and differences.

Second Grade Curriculum: ' vocabulary for basic topics, such as family, sports, weather and household objects ' . basic conversation • interaction and questions • music and other cultural connections.

/5b 154 Third Grade Curriculum: • vocabulary for basic topics, such as family, sports, weather and household objects , basic conversation • interaction and questions • music and other cultural connections.

Fourth Grade Curriculum: I . reading and writing exercises and simple stories • vocabulary development . language structure • conversation • provide and obtain information • express • feelings and emotions • exchange opinions • study of culture.

Fifth Grade Curriculum: I • reading and writing • vocabulary • demonstrate understanding of language through comparisons of Spanish and English • demonstrate understanding of the concept of I culture through comparisons of Spanish cultures and their own • oral presentations I and comprehension • introduction to Latin combined with studies in Medieval History.

Sixth Grade Curriculum: I • conversational speaking • group presentations • "daily life" exercises • reading and writing for communication and vocabulary development • reinforce and further I knowledge of other disciplines through language • acquire information and recognize distinctive viewpoints only available through Spanish and its cultures • utilize I information from a variety of sources: technology, print and audiovisual materials, media I and data services, and human resources.

1st 155

Non-English Modern Language Performance Indicators

1 The study of a second language affords students many unique opportunities. In M • addition to learning to communicate with others in a previously unfamiliar language, students broaden their horizons through the study of foreign cultures and customs. | Likewise, such a curriculum not only provides students opportunities to study another language and culture, but it assists them considerably in learning about their native I language and culture. These valuable skills are important for the student on both the personal professional levels and include, more specifically:

I the ability to communicate well for varied purposes. In other languages, as well as in English, effective communication requires an understanding I of both the language and culture being studied as well as one's own . Such communication implies the ability to interact confidently within many I arenas, including the workplace and communities where the language is I spoken. a solid foundation in basic subject matter and skills, including the development of verbal, reasoning, and listening skills, as well as broad- based knowledge of the artistic, literary, political and scientific achievements of human cultures. The study of a second language has been shown to enhance student performance in other academic fields. Likewise, learning from other fields can also be reinforced in the foreign language classroom.

an understanding and appreciation of the diversity of languages and cultures, including one's own. These tools aid students to function as responsible and informed citizens and enhance their personal development.

152. I 156 * Introduction to the Foreign Language Performance Indicators

The foreign performance indicators state what students need to know about languages and cultures, including their own; what they need to be able to do; and how this knowledge and these abilities relate to the subject matter of other core areas. They state clearly and in measurable terms:

what students need to know in order to function successfully in their I society and in relationship to other languages and cultures,

• . What students need to be able to do. Knowing about a language and its culture(s), while essential, is not sufficient; students will develop skills for \ functioning effectively in varied contexts; and

the integration of foreign languages into the rest of the curriculum so that I the connections are clear and so that learning in all areas is facilitated, I including the development of a deeper understanding of one's own language and culture. The five strands under which the standards are I organized—Communication, Culture, Connections, Comparisons and Communities—are meant to be interwoven among themselves as well, | rather than taught as separate entities. Meeting the standards for each one will contribute to reaching the stands of the others.

These .standards for foreign language study are challenging for all students. They assume an extended sequence of learning throughout the students' school career. Meeting these standards will require the study of grammar- the forms and structures of the language- as well as effective learning strategies. Students will also need to use technologies that will bring the language and the culture to them in new ways and enhance their opportunities to learn. It is expected that a student who completes this curriculum will have an in-depth knowledge of the language and culture studied and will be able to communicate on a basic but effective level with native speakers of the language studied.

'53 157 Descriptions of Language Abilities for Each Level

READINESS

Students use basic vocabulary related to people, places, things and actions close to their own lives. They express themselves in phrases, short sentences and memorized material. Their language is characterized by an emerging control of the most common basic grammatical forms and structures. Because comprehension of oral and written language normally exceed production, students are able to comprehend simple descriptions, narratives, and authentic materials such as advertisements, on topics studied in class. Pronunciation and fluency are such that students often might 1 not be understood by native speakers. They are able to write accurately what they can say by 2nd grade.

I FOUND AWONS

I Students speak and write extemporaneously using short sentences and sentence strings in present tense on topics within their experience with the language. They can I describe, ask and answer questions; engage in simple conversations; and carry out simple realistic functions such as ordering a meal, buying something, or introducing I themselves or others to a group. Since their knowledge of the forms and structures of the language has grown rapidly but their practice has been limited, their speech is likely I to contain numerous linguistic errors. Students are comprehensible to sympathetic listeners who have experience with non-native speakers of their language. Their written I language still mirrors their oral language, although they may be able to express more ideas more accurately in writing, given time to reflect, review and revise.

ESSENTIALS

Students speak with somewhat longer utterances and begin to display an ability to connect phrases and sentences to show relations between ideas expressed. Although patterns of errors are still common, students now speak and write extemporaneously in past, present and future time, using vocabulary related to their own lives and interests. Accent and intonation are generally accurate, although pauses and false starts my be common, as students give simple instructions and directions. make comparisons, solve problems together, and engage in conversations on a range of topics including leisure activities, professions and current events. In written work. I 158 students' spelling and punctuation are mostly accurate; and they organize their ideas I well.

• /. Communication CUnderstanding) Students understand and interpret written and spoken communication on a variety of | topics in the target language.

//. Communication (Interactions) I Students engage in oral and written exchanges which include providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions in the target language.

I ///. Communication (Presentations) Students present information and ideas in the target language on a variety of topics to

! listenersand readers.

IV. Culture I Students know "what to do when" and 'what to say while doing it" in the culture and use this knowledge to interact appropriately. They also understand the relationships between cultural perspectives, products and practices within cultures.

V. Connections Students use the target language and authentic sources to reinforce and/or learn other content from the other subject areas.

VI. Comparisons Students develop insights into their own language and their own culture through the study of the target language.

VII. Communities Students use the target language within and beyond the school setting.

ISS ^ respond topple commands Read an^urt^erstand simple vBordsand expressions Comprehend short conversations^stories onfamiliartopics Identify people and ejects oased on oral and^ritten descriptions Interpret gestures, intonation and othervisual or auditory cues Comprehend the main ideas and identify the principal characters of short stories orchildren^sliterature

^reet people, make small talk and close conversation ^ive and follow simple instructions and ask and answer questions express likes anddislikes Oescrihe people, places and things in their daily lives Identify occupations in the target language

^ Co^^^ca^êseâô^ Recite short and simple materials (i.e., stories, songs, poems, advertisements and popular sayingsîth appropriate expression v^nte or orallypresent short messages present descriptions of familiar people, places and things toagroup Read and short poems or stories îth appropriate expression

Use appropriate gestures and oral expressions for greetings, leave-takings and courtesy phrases participate in age-appropriate cultural activities such as games, songs, celebrations and short dialogues Identify and o^escrioeavariety of ejects from the cultures, e.g.,toys,dress, codings,foods Identifying parts ofthe^vorldv^here the target language is spoken

^^ V. Connections ICO Explore topics related to other school subjects in the target language including weather terms, math facts, measurements, animals or geographical concepts . ' Read or listen to and talk about age-appropriate folk tales, short stories, poems and songs that are written for native speakers

VI. Comparisons Recognize that words are borrowed from one language by another Make basic comparisons between the celebrations of the target culture and their own culture (e.g., Halloween and Dia de los Muertos; Bastille Day and Independence Day) * Recognize that cultures have artifacts, such as symbols, advertisements and songs, that serve similar purposes

VII. Communities Participate in a school or community celebration Perform a song or skit in the target language for an audience Understand and listen to presentations about occupations and careers

3,4: FOUNDATIONS

I. Communication (Understanding) Comprehend and interpret a brief narrative or poem Comprehend brief written messages and short personal notes Comprehend simple recorded material Follow simple written instructions Comprehend the main ideas or themes and identify and describe the main characters in selected literary texts Call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English

//. Communication (Interactions) Express feelings ^ Give and follow directions to carry out a specific task and ask questions for clarification Exchange information about personal events and memorable experiences 161 ^ ^^teopinions about objects, people andevents present in their everyday lives

^ ^co^uire goods or information through interaction select vocabulary appropriate toarange of topics, employ simple and complex

^ sentences in presents past, and future time frames, and ^press details and nuances by using appropriate modifiers

perform short plays, poems and songs ^ v^rite or orally present brief messages which provide information present basic biographical) information about self or others in front ofagroup ^ ^hare interpretations, reactions and feelings aboutapiece of literature Use repetition and circumlocution as well as gestures and nonverbal cues to ^ sustain conversation

Identify and discuss (in English, if necessary) typical behaviors from the target ^ culture inavariety of specific sett^ng^ ^ D Identify onamap the countries where the target languageis spoken and the ma^or cities and geographical features ^ ^ Use culturally appropriate language and behaviors in basic school and social situations ^ ^ Interpret cultural messages expressed in signs, symbols, advertisements, etc in the target language

Oiscuss topics in other school subjects in the target language including geographical terms, historicalfacts, mathematical terms and problems, and scientific information comprehend articles or short videosin the target language on topics being studied in other classes

Identify and compare (in English, if necessary) cultural perspectives of people in both their own culture and the culture being studied relating to family^school, worl^ and play Recognize (in English,if necessary) the process ofword^idea borrowing from one language byanother ^ ^ Oisting^ish between the sound system and the writing system of the target language and the same elements in their own language Compare appropriate gesture in the target language and culture studied to their

own

Ose the library to select books^magaînesÔOsêtc^ in the target language share their content with others Identify people in the communitywho use the target language in theirwork; invite them to share information with the class and ask them questions Create original materials êg^ short storiesôems^rafts^toe^changewitn classes in other communities or countries Ose some key cultural traits of the societies In which the target language is spoken

Co^^^^caô^^êrsra^^^ Comprehend the main idea in authentic oral and written materials onafamiliar topic Identify emotions and feelings from selected reading material ^ B Co^^^caô^^reracô^

^ ^^press and react toavariety of feelings Develop and propose solutions to issues and problems cooperatively with other students support opinions with factual information ^ Ose idiomatic expressions in oral and written communication

^ Co^^^âô^^rese^raô^ present understandable written reports and summaries perform shorts student^created skits and scenes ^resentabriefspeech^monologue^ prepare tape^âudioôrvideo^recorded materials êtellastory ^ ^^derstand the main idea ^^ôme details of simple informative materials written informative speakers ^ Oompos^ short, informal notes and messages to exchange information with ^ members of the target culture understand the main idea and some discrete information in television, radio or ^ representations Ose cognates and contextual visual cues to derive meaning fromtexts that ^ contain unfamiliarwords,expressions,and structures

^ Investigate and participate inage-appropriatecultural practices related to ^ business, sports and entertainment Ose and respond appropriatelytoidiomaticverbal and nonverbal expressions Identify, experience or produce expressive products of the culture, eg, advertisements,stories,poems recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior Identify the areas in the 0^ where the target language is most commonly spoken, noting the impacts lêcogniê how the target language and its culture add to the richness of our own cultural diversity lêcogniê when to switch between formal and informal language ^lodel how spoken language, body language, and social interaction influence communication ^xhibil spontaneity in their interactions,particularly when the topic is familiar,but oîen rely on familiar utterances

present reports in the target language orally andôr in writing on topics being studied in other classes generate reports for other content areas using information accûiredthrough sources in the target language Write multi-paragraphed essays, journals, personal and business letters, and creative text in which their thoughts are unified and presented in an organized fashion: errors may occur, particularly when students are writing about complex ^^mes or issues requiring the expression of opinionsôr when the topic is outside theirrealm of experience

understand how idiomatic expressions impact communication and reflect culture Oemonstrate an awareness that there is more than one way to express ideas across languages Recogniêthattherearelinguisticandculturalconceptsthat eîst inone language and not in another compare and contrastavariety of art forms ê^g^ musics danced visual arts^ drama) with their own culture through oral andôr written descriptions andôr performance

^ Oo^m^^es ^ Research and presentatopic related to the target language or culture,using resources available outside the classroom ^ ^ite letters or electronic messages to native speakers Interviewcommunity members who speak the target language on topics of personal or professional interest report the results orally or in writing v^rite letters toO^ communities and other countries where the target language is used to reguest information on topics of interests reportorally or in writing aoout the information received Identify and select written or oralmaterials of individual interests report on them toothers understand how words^ body languages rituals and social interactions influence communication Ose appropriate registers v^rite in thetarget languageina manner that articulates similarities and differences in cultural behaviors

^ 165 Interdisciplinary Links—Languages Other than English

in other classes. Languages Other than English can be used in the following ways:

Language Arts and Theater. . students will participate in songs and dance that are indigenous to the cultures that speak their language being studied.

I Mathematics and Music: • Students will study codification and symbolism through interdisciplinary comparisons. n Social Studies, Health and Technology. Students will study the cultures that speak the language that they are learning including their history, economics, geography, governments and ways of life. • Students will use the internet, CD-ROMs, and other technological reference sources. • Students will have e-mail buddies in other countries. i Physical Education: • Students will learn games that are specific to the target language's cultures.

Art and Dance: • Students will participate in songs and dance that are indigenous to the cultures that i speak the language being learned.

I0.3L Community Links—Languages Other than English * ^ "

Our proximity to Canada, especially to Toronto, Ontario, allows for many opportunities for cross-cultural language and food experiences.

The study of Languages Other than English will utilize many of the same organizations as the Arts curriculum. Students will attend museums that showcase the heritage and history of countries that speak their languages.

I I I I I I I I I

I PHYSICAL EDUCATION and HEALTH 167

The students at the Tapestry Charter School will recognize that being ' physically fit is important for everyone and that it is important to establish the habits of a healthy life style early in life. Students will engage in activities designed to perfect their coordination while encouraging them to become good team players. Students at the Tapestry Charter School will have organized physical education classes twice weekly and recreational outdoor play daily, weather permitting.

NEW YORK STATE STANDARDS: Physical Education (PE)

Standard 1—Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical-fitness, participate in physical activity, and maintain personal health.

Standard 2—A Safe and Healthy Environment Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3—Resource Management Students will understand and be able to manage their personal and community resources. I MULTIPLE INTELLIGENCE: Body Kinesthetic & Interpersonal and Intrapersonal Kindergarten and First Grade Curriculum: I • safety • body control • personal space • sports skills • sportsmanship • hygiene • diet and nutrition • multi-cultural games.

Second through Sixth Grade Curriculum: • team and individual sports: bowling, soccer, swimming, tennis, etc. • multi-cultural games • personal well-being • first aid • drug and alcohol abuse • behavior evaluation • conflict resolution • individual morality • disease prevention • sexual development and responsibility.

All Grades: Field trips, such as trips to baseball and other professional and amateur sporting events will complement the curriculum. 168 Standard 1—Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Health Education—Elementary Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate the practice positive health behaviors.

Students. • know how basic body systems work and interrelate in normal patterns of growth and development . possess basic knowledge and skills which support positive health choices and behaviors • understand how behaviors such as food selection, exercise and rest affect growth and development -I • recognize influences which affect health choices and behaviors • know about some diseases and disorders and how they are prevented and treated' 1 • practice and support others in making healthy choices

Physical Education—Elementary I Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex I motor and sports activities. Students will design personal fitness programs to I improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition.

Students. • participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area • develop physical fitness skills through regular practice, effort, and perseverance • demonstrate mastery of fundamental motor, non-locomotor, and-manipulative skills, and understand fundamental principles of movement. " understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength. ^ 1^ muscleendurance^fle^bility^andbodycompositio^ ^ ^ demonstrate and assess theirfitness by performing exercises oractivities related to eachhealth-relatedfitnesscomponent, and establish personal goals to improvetheir

fitness understand the relationship between physical activity and individualwell-being

^ Students willuse an understanding of theelementsofgood nutrition toplan appropriate diets forthemselves and others They will know and use the appropriate ^ tools and technologiesfor safe and healthyfood preparation.

Students^ ^ ^ understand the importance of nutritious food and how it contributes to good healths make simple nutritious food choices, and assist with basic food preparation ^ ^ use simple household tools safely to performavariety of everyday tasks ^ ^ recognise howafamily contributes to personal nealth

D Standard ^^afe and wealthy ^nv^onmen^ ^ Students will acquire the knowledge and ability necessary to create and maintainasafe D and healthy environment

health ^ducat^on^^ementary I Students will demonstrate personally and socially responsible behaviors They will care for and respect themselves and others They will recognise threats to the I environment and offer appropriate strategies to minimise them.

Students ^ understand basic safety rules D recognise potentially dangerous situations and know how to avoid or reducetheir risk ^ know some personal and social skills which contribute to individual safety D recogni^echaracteristicsofthe environment that contribute to health

^^ students will ^ônstrate responsible personal and social behaviorwhile engaged ^n physical ac^^ ^hey will ôerstand^hat physical activity provides the opportunityforôyment, challenge, self-expression, and communications Students îll be able to identify safety hazards and react effectively to ensureasafe and positive experience for all participants

Students D contribute toa safeandhealthyenvironmentbyobservingsafeconditionsfor games, recreation, and outdoor activities D come to know and practice appropriate participant and spectator behaviors to produceasafe and positive environment D work constructively with others to accomplishavariety of goals and tasks^ ^ —know how injuries from physical activity can be prevented ortreated ^demonstrate care, consideration, and respect of self and others during physical ^ activity

Students will know the basic principles of home and community safety ^heycan demonstrate the skills necessary to maintain their homes and workplaces inasafe and comfortable condition ^hey can provideasafe and nurturing environment for I themselves and others Students ^ understand some basicreo,uirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them D know some conditions necessary for a safe and healthy home and school environment and recognise the various ways individuals contribute to that environment

Standard ^êôuBceânagenrênt Students will understand and be abletomanagetheirpersonaland community resources

^ ^udents will understand the ^nfli^ence of cult^re^ mediae and technology in making decisions ^bout personal and community health issues They will ^now about and use valid health information prod^cts^ and services Students will advocate for healthy families and communities

Students^ ^ identify characteristics of valid health information and health promoting products and services and l^now where to locate them ^ understand how culture contributes to individual family and community beliefs and practices affecting health D ^now how to access help when illness^ inûryôr emergency situations occur ^ recognise how the media influences health choices physical ^ducafion^êmentar^ Students will be aware of and able to access opportunities available to them within their community to engage in physical activity They will be informed consumers and be able to evaluate facilities and programs Students will also be aware of some career options in the field of physical fitness and sports

Students^ D l^now that resources available at home and in the community offer opportunities to participate in and en^oyavariety of physical activities in their leisure time D become discriminating consumers of fitness informations healthrelatedfitness activities in their communities^ and fitness and sports equipment ^ demonstrate the ability to apply the decision making process to physical activity.

I^ome economics—elementary Students will understand and be able to manage personal resources of talent time^ energy^ and money and ma^e effective decisions in order to balance their obligations to wor^ family^ and self They will nurture and support positive relationships in their homes^wor^places^ and communities. They will develop and use their abilities to contribute to society through pursuit ofacareer and commitment to long-range planning for their personals professionals and academic futures. They will l^now and access community resources. ^tudents^ ^7^ ^ ^ understand the kinds of resources available in their community and make informed decisions related to their own use ^ ^ understand how people acquire, use.and protect money and recognize some factors that influence spending ^ ^ know the different jobs in theircommunities and the contributions made by individuals performing those jobs

I I

B^ Interdisciplinary Links—Physical Education 1/3

in Physical Education class, students can incorporate the following other subject areas:

^1 English Language Arts—Reading: . Read books relating to rules and strategies of various games. • Read books, f articles about effects of exercise on the body. English Language Arts—Writing: ( • Write reports about physical phenomena that affect the body (e.g. smoking).

• Mathematics: • Use data from physical education events (scores, race times, etc.) to create and I analyze graphs and charts.

Science: . I • Use Pythagorean Theorem, gravity, laws of motion and thermodynamics, and other I mathematical concepts to explain real world physical education phenomena. Social Studies: 1 • Compare physical fitness activities to other regions of the world.

I Health and Home Economics: • Explore how nutrition affects the body.

' Art: 1 • Use photography to study motion. Use paintings to study the body and its parts.

In other classes. Physical Education can be used in the following ways: I English Language Arts—Reading: I • Read books about athletes, physical education issues. • Follow one physical fitnes issue or game in the news.

I Science: ; • Conduct experiments involving movement, strength, speed, etc. Social Studies: • Explore history of physical fitness in various societies (e.g. ancient Olympics). no Community Connections—Health 1*4

Students will participate in class meetings that will deal with peer group issues.

The Buffalo Police Department, Police Community Services Unit, will visit the school and talk to students about safety issues at school and at home. They will also provide resources about drug and alcohol free schools. The Buffalo Fire Department, Fire Prevention Bureau will visit the school and talk to the students about fire safety and prevention.

Local health care providers will be asked to volunteer their time to speak to students about their professions and the importance of good health habits.

in DANCE, MUSIC, and VISUAL ARTS 175

NEW YORK STATE STANDARDS: The Arts (TA)

1M STANDARD 1: Creating, Performing, and Participating in the Arts. Students will actively engage in the processes that constitute creation and performance | in the arts (dance, music, theater, and visual arts) and participate in famous roles in the arts.

I STANDARD 2: Knowing and Using Arts Materials and Resources. Students will be knowledgeable about and make use of the materials and resources I available for participation in the arts in various roles.

1 STANDARD 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual I work to other works and to other aspects of human endeavor and thought.

| STANDARD 4: Understanding the Cultural Dimensions and Contributions of the Arts. | Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts' in turn shape the diverse cultures of past and I present society. 1 I

n x ^

^ children in grades ^^ love to move and leam through engagement ofthewhole self They need to become literate in the language of dance in orderto use this natural ^ facility asameans of communication and self-expressions and asaway of responding to the expression of others Oancingand creatingdanceseoûip them with skills and ^ knowledge necessary for all future learning in dance and give themaway to celebrate their humanity ^ Oance education begins with an awareness of the movement of the body and its creative potential. The nature of dance allows students to experience and understand ^ their bodies in unique and thoughtful ways ^t the earliest levels students become ^ engaged in movement exploration that promotesarecognition and appreciation of self and others students learn basic movement and choreographic skills in ^ musical^rhythmic contexts. The skills and knowledge acquired allow them to begin wording independently and with others in creating and performing dances vîththe body as their instrument children learn to translate their life experiences and express their thoughts and feelings via movement symbols and dance language experience in perceiving and responding to dance expands students^ vocabularies'enhances their listening and viewing sîlls^ and strengthens their critical anc^ creative thinking abilities, ^ven the youngest children can investigate questions sucha^ ^vhat is danced ôwdoesitwor^^ ^vny is it important^ ^ract^cing attentive audience behavior for their peers leads to describing rô^Bement elements and identifyingexpressive movement choices, students learn to compare wor^s in terms of the elements of spaced time and forceênergyând to experience the similarities and differences between dance and other disciplines Through dance education students can also come to an understanding of their own culture and begin to respect dance asapart of the heritage of many cultures.They no^ only leam about human diversity^but also leam to embrace it with understanding and compassion ^nce students worl^togetherto experience their own and other cultures they can collaborate in creating an everêvolving contemporary culture.

^ ^ ^77

^ ^ creative m^^^^t^danceofdive^secultures^folkdanc^^^troductiontodahce

^ ^l^technicûe^dancehistory^dancecomposition^dance criticism and analysis ^^natomy,^trition and healthy bodyimag^^performanceî^terdisciplinary arts ^ unit^ interdisciplinary academic unitê.g^, dance in theenvironment^ dance ^^terials and resourcesê.g,books, localdanc^companies, videos,news articles, ^ etc^

^ ^ll^rade^ ^ fields trips and visiting arts will complement the curriculum ^ specialised curriculum will be offered for at^risk students. ^ advanced curriculum will be offered for students showing an aptitude in dance.

grades ^^ ^students begin to developasense of themselves in relation to the world, they are ready to respondmore thoughtfully to dance Young people in gradesândâre able to master and analyse material of growing complexity and respond well to the challenges of problem^solving through movement, ^hey can perceive details of style and choreographic structure, reflect upon what is communicated, and explore relationships between dance and other disciplines ^he study of different forms of dance is valuable for the insight it provides into corresponding cultures, value systems, and historical periods In the middle school years,when adolescent bodies are changing rapidly,it is vital for students to engage in activities that help shape positive, healthy attitudes toward the self Oance isaphysical activity in whicharespectforthe instrument,the human body, is imperative ^n adolescents self^concept and self^worth are improved in relation to awareness and mastery of his or heroin body ^he immediacy of dance offers opportunities for middle school students to develop and enôy their many positive and natural skills through creating, performing, and responding to dance, students increase skills and knowledge that enhance not onlytheir developing sense of personal identity,but also their understanding of cooperation and collaboration students learn to value the achievements and creations of others^rom 178

peer to role models. p As students meet increasing physical and conceptual challenges of dancing and • dance making, they learn by experience that self-discipline is a pre-requisite for achievement. Students are encouraged by this experience to take responsibility for the I care, conditioning, and health of their bodies both within and outside the dance class. Dance education offers a healthy alternative to the choices available to adolescents I at this precarious time in their lives. Dance experiences provide a real-life laboratory for adolescents to develop respect for their own bodies; to learn and test habits of I purposeful thinking, effective communication, responsible self-direction; and to practice the skills of productive group participation. Dance gives a safe and healthy vehicle I through which the chaotic forces of adolescence can be channeled.

I 5th and 6th grade Curriculum: g • Improvisation • creative movement • dance composition/choreography • dance of * diverse cultures • folk dance • introduction to dance styles/technique • dance history • dance criticism and analysis • anatomy/injury prevention • nutrition and healthy I body image work • performance • interdisciplinary arts unit • interdisciplinary academic/other unit (e.g., dance and sports, dance and poetry, etc.) • dance material I and resources.

I All Grades • Field trips and visiting artists will complement the curriculum I • Specialized curriculum will be offered for at-risk students • Advanced curriculum will be offered for students showing and aptitude for dance.

MULTIPLE INTELLIGENCES: Musical, body kinesthetic, intrapersonal, spatial

/!£ 179

The Dance performance indicators are adapted from Minnesota's Arts Standards for Dance. Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, I will benefit from these precise planning outlines.

Dance Performance Indicators for K-4

• 1. Students identify and demonstrate dance movement elements and skills. 1 Demonstrate the ability to define and maintain personal space (also referred to as the "kinesphere"). I 2. Create many types of body shapes at low, middle and high levels. I 3. Demonstrate movements in straight and curved pathways. 4. Use movement to explore varied spatial relationships (e.g., near, far, over, I under, around, through, etc.) And varied timing relationships (such as unison, before, after, slower than, faster than). I 5. Demonstrate accuracy in moving to a musical beat and responding to changes in tempo. I 6 Demonstrate kinesthetic awareness, concentration and focus in performing movement skills (e.g., student produces shapes and actions consistently and { clearly, without becoming distracted). 7. Demonstrate kinesthetic awareness, concentration and focus in performing I movement skills (e.g., student produces shapes and actions consistently and clearly, without becoming distracted). 8 Demonstrate clearly and confidently non-locomotor/axial movements (e.g., bend, twist, stretch, swing, etc.). 9. Demonstrate accurately a variety of locomotor movements (e.g., walk, run, hop, jump, roll leap, gallop, slide, skip, etc.) traveling forward, backward, sideward, diagonally and turning. 10. Define and use words and symbols that describe movement and elements of dance.

hu ISO

2. Students understand and apply choreographic principles, processes, and structures. 1 Decide on, remember, and repeat shapes and movement patterns for dance studies and dances. Use changes in the elements of space, time and energy to explore possible ideas for a dance study or composition. Use improvisation to discover and invent movement and to solve movement problems. 2. Demonstrate the ability to create dance effectively both with and without a rhythmic accompaniment. 3. Create a sequence with a beginning, middle and end, and identify each of these parts of the sequence. . 4. .Create a dance phrase, accurately repeat it and then vary it (making changes in the time, space and/or force/energy). 5. Demonstrate various partner skills, including simultaneous mirroring, delayed • copying, leading and following. 6 Demonstrate the ability to create dance effectively alone and with a partner. 8 7. Revise a dance using comments, advice and response of others. 8. Improvise, create and perform dance phrases and studies based on their own j ideas and concepts and ideas from other sources. 9 Demonstrate ability to include both improvisation and set choreography in | dance compositions (i.e., an improvisationa! dance and a set dance, or a dance in which both are present). | 10 Invent and use symbols to represent particular movements of a dance. Draw the pathways traveled in a dance study. i 11 Discuss plans for showing a dance to someone else and implement these plans.

J 3. Students understand and participate in dance as a way to perceive , create and communicate meaning. j 1. Use movement phrases and dances to communicate personal feelings, emotions or memories. j 2. Create and present a dance of their choice to peers and discuss its meaning with competence and confidence. 3. Participate in dancing with a group with concentration, fullness and careful hi 181

attention to design and expressive intent (e.g., in dances of grieving, dancers

m ' will not be laughing; in partner dances, dancers will stay with their partner). ^ 4 improvise for classmates on a variety of themes or ideas. 5. Observe and discuss how dance is different from and similar to other forms of 1 human movement (e.g., sports, everyday gestures, jobs, etc.). 6. Learn dances from two or more cultures and compare the meaning communicated by each. 7. Reflect and discuss why you think people dance. 8. Take an active role in a class discussion about interpretations of and reactions to a dance. I 9. . Invite others to see you dance as a way of sharing ideas. 10. Reflect on how it felt to perform dances for others (e.g., in journal writing, class I discussion, one-on-one conversation with teacher or another student). • 11. Discuss similarities and differences in the experience of a dance as reported by the dancers and by the observers.

I 4. Students apply and demonstrate critical thinking skills in dance. 1. Create two dance phrases which use the design elements of space, time and I energy in different ways. 2. Explore, discover, and realize multiple solutions to a given movement problem; I they then choose a favorite solution from among the several discovered, perform it for others, and discuss the reasons for that choice. I 3. Select body actions, rhythms and pathways from a dance seen on video and use these to create an original dance. 1 4. Share perceptions of a dance by describing and analyzing the dancers' use of I body, energy, space and time. 5. Respond to a dancing partner by deciding when to be the same and when to be I different from them. 6. Observe two dances (live and/or on video) and discuss how they are similar and different (e.g., in terms of body shapes, actions, levels, pathways, rhythm, timing, energy qualities, etc.). 7. Give feedback to others that reports' on the movement content and forms b* noticed ih their danceD ^ Discuss the various lînds of decisionsapersonmaês while dancing alone and ^vith others ^g^ how shall the body be used^ what actions will be best for my danceî^my dance interesting to others^ what if the dances disagree on howto do somethings ^ Compare the observations and responses of two or more viewers to seeinga dance êgD responses could compare imaged ideas^ feelings^ themes^ design elements^ etc^ 10 Discuss howhearing responses of others can expand aperson'swayof thinking about dance 11 ^laêalist of questions that theywouldliê to aslâdancer

^^den^sêrôns^rateand^nde^â^^â^ce^â^^^^ ^^êâr^d hô^calêôds^nc^îng^he^^wn^ 1 Create dances thatexpress characteristics of personal or group identîty^ including such cultures of communities asfamily^ churchy neighborhoods schools classrooms age groups^ etc ^ Create questions that express curiosity about other people and their dancing in awaythat honors their traditions^ behaviors and characteristics ^ explain personal reasons for dancing ôr not dancings ^ Interview family^communitymembersôr visiting dancers as to their reasons for dancing and report on the variety of answers found 5 Compare their own reasons for dancing with the reasons expressed by other students and by teachers ^ Demonstrate and describeadance movement or dance learned fromafamily member brother relative or adult friends and compare it to one of their own favorite dance movements B lêarn and effectively shareadancefromaresource in their own community^ describe the cultural andôr historical context ^ perform fol^dances from various cultures with competence êg^rhythmic ^ccuracy^ correct expressive intents correct sequence of patterns and ^p^ and confidence êg^total body involvement while dancingêye contact with 1^

fellow dancers) ^ ^s^ and answer questions about the dances ofaparticular culture and time period ^e^ln colonial America, why and in what settings did people danced ^hat did the dances ioo^li^e7)

8^ ^ûdentsnâê connections between da^ce and hea^hûiîvin^^ r^l Discuss and practice ways of dancing toêtherwhich respect their own bodies and personal space as well as that of others ^ 2 Demonstrate anddiscuss ways in which dance helpsadancer to discover aspects of their personal identity ^ 3 Respectfully describe different body types, and discuss the valuable contributions made by dancers of many body types ^ ^ identify at least three personal ôals to improve themselves as dancers^ ^ Explain how healthy practices(e.g,nutrition, safety,fitness)enhance the ability ^ to dance, citing multiple examples 8 lêarn and practice dances whicn encourage harmonious social interactions between peopleê^,circle dances,square dances,partner dances) ^ Research, learn and practice dances that celebrate special occasions in the life ofacommunity,school,family,etc. 8 Design and present dances tna^ celebrate special occasions in the life of a community,school,family,etc ^ Discuss the effect that dancing has had on their own feelings at various times

^ students maê connections between dance and o^her disciplines' ^ ^ t^sin^ movement improvisation, generate many movement possibilities suoêstedbyatheme founding ^ ^ t^lse dance to respond to another art form, and explain the connection between the two art forms ^ 3 ^se another art form to respond to dance and explain the connection. ^ ^reateadance that usesaconceptfound in another art. ^ ^ ^^teadance project that shows understanding ofaconcept or idea that dance shares with another disciplineê^^pattem^ in dance and science) Identifymovementcontentinherentinavarietyofsubjectareasê^^ pathways andforceofweather;shapesandactionsofanimals; pathways intersections and interruptions of transportation; shapes and spatial relationships of êometry^

Oescribehowadanceexperiencehasbeensimilartoanon^danceexperience they have had^

B^ ^5

^he tapestry CnarterScnool will encourage the p^rents^guardians and families of our ^dents to contribute their talents and cultural heritage through workshops, informal performances and presentations ^his is an important part of creating Community Connections within our own school community students will work with drummers and dancers from the African^AmericanCultural Centerto learn about musicand dances of Africa

Students will learn about ballet and modern dance through attending performances and working with visiting artists from local dance companies such as: Buffalo Inner City Balled greater Buffalo Youth Balled ^icl^ Of ^ne Crop Oance^ ^he ^le^lia Conservatory of Ballets and Buffalo Contemporary Oar^ce^

Students will learn about and experience instruction inavariety of multicultural dance forms through local community centers and cultural organisations such as ^ne International Institute and ^ne polish Community Center tapestry Charter School will develop artists in residence programs and workshops through Youn^ Audiences of western êw Yor^ Inc^ ^he mission of this organiâtionisto make the artsa part of young peopled education ^see attached catalog forcomprehensive,description of available programs). Young Audiences of western rêwYor^ artists have incorporated manvoftheêw York State Standards^ goals into their performances and workshops

Students will learn about African dancethrough Musicians OnitedFor Superior ^d^cation^US^Inc^

^^4 ^ grades ^^, creating, performing, listening, responding, ^nd evaluating are basic things that people do with music ôung children particularly learn by doings by singing, playing instruments, moving and creating with music beaming to read, notate, listen, analyse, evaluate, and discuss music provides skills and knowledge with which ô explore music, the uses of music,andthe making of music independently and with others especially inadiverse, global society, youngstudents need tobeginô understand their own heritage as well as that of ^heir peers, and music,asabasic expression of culture, can serve them exceptionally well in this endeavor ^hus young children need access toabalanced,comprehensive,and sequential program of study in music ^he music that children in grades^^^study and perform often becomes an integral part of their personal repertoire composing and improvising give insight ^nto the foi^ând^tiî^cture of muîcvBhichi^tu^n enhances creativity, experience witha variety of music allows for more informed judgement as well as greater understanding of the relationships between music and the other curricular areas Understanding historical and cultural influences that shape attitudes and behaviors provides students vBithpreparation to live and work in settings that areincreasingly multicultural ^he effectiveness with which middle level students employ music in their daily lives depends largely on the level of skills they are attaining in creating, performing, listening to, and analysing music ûch study and analysis should include attention to the ways in which music influences feelings, attitudes and behaviors ^hese fundamental, general music learning activitiesneedtobea parôfeach course offered inmiddlelevelmusic, regardless of specific focus and format of the course

kindergarten ^hruôBadeûnr^culurm ^ general lûsic vocals instrumental ^ grades^^ applied music lessons ^keyboard, strings,recorders music of diverse cultures^ theory and compositions history ^ listeningand critical analysis^ interdisciplinary art unitînterdisciplinary academic

^ ^ ^7 unitD Pen^orming Ensembles: (grades ^2) chorus and rhythm band; (grades 3-4) recorder ensemble and string ensemble

Orades5and^^ur^cu^um^ ^General Music: vocal; instrumental; applied music lessons (keyboard, strings, winds) ^ theory and composition ^ history D listening and critical analysis ^ interdisciplinary art unit D interdisciplinary academic unit ^Performing Ensembles: chorus, orchestra; band; various chamber ensembles; percussion ensemble^

^IIG^des D ^ield trips and visiting artists will complement the curriculum ^ specialised curriculum will be offered for at-risk students ^^dvanced curriculum will be offered for students showing an aptitude in music^

^ 188

The Music performance indicators are adapted from Minnesota's Arts Standards for • Dance, Visual Arts, and Music. They encompass and elaborate upon New York's Standards, going beyond them in terms of accessibility, clarity, and ease of implementation. New or beginning teachers, as well experienced classroom instructors, will benefit from these precise planning outlines.

Music Performance Indicators for K-4:

1. Students sing a varied repertoire of music, alone and with others. • Sing in a group with accurate pitch and rhythm (e.g., singing in full voice, student is not heard to vary from the group in terms of pitch and rhythm). • Sing in a group matching dynamic levels and other expressive qualities (e.g., student's voice contributes to ensemble but does not stand out in terms of dynamic and other expressive nuances). • Sing partner songs and rounds in a group. • Sing independently with accurate pitch, rhythm, and steady tempo. • Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures (e.g. folk songs from the Americas, children's songs from the Ukraine, game songs from central Africa). • Understand and demonstrate how to use the expressive voice with care (e.g., in song, speech or shouting, practice and demonstrate vocal health care in terms of loudness and endurance limits, breath support and relaxation). 2 Students perform a varied repertoire of instrumental music, alone and with others. • Perform simple rhythmic, melodic, and harmonic patterns accurately on classroom instruments, with others and alone (e.g., on classroom instruments such as a recorder, autoharp or omnichord, ukelele or guitar, electronic keyboard). • Perform easy exercises and pieces of music with steady tempo, correct tones, and accurate rhythms on classroom instruments (e.g., difficulty level of 1-2 on a scale of 1-6). • Perform in a group matching dynamic levels and other expressive qualities (e.g., playing and getting louder and softer, or slowing down and speeding up, at the Us ^ same Bate as the Best ofthe group). ^^^ ^ ^ êrformavaried repertoire of short pieces repre^^îng genres and styles from several culture^(e.g.folk literature from the^meric^s. Africa, ^ndthe^râst). ^ ^ ^cho.bye^r, short rhythmic^ndbriefmelodicp^tter^s on classroom instruments (e.g..^note call and response patterns). ^ ^3 students improvise melodies, variations, and accompaniments. ^ Improvise ânswers^ in the same style to given Bhythmic and melodic phrases (eg. given a brief tension rousing ântecedents phrase, improvise a ^consequents phrase that will bring the period to rest). ^ Improvisesimple rhythmic and melodic ostinatoaccompaniments (e.g..use instruments.voices.body percussion.synthesiêr^sequencer.etc). D Improvise simple rhythmic variationsonfamiliarmelodies (eg. keep harmonic progressions and melodic pitches constant, butâry durations.rhythms and tempos) D Improvise simple melodic embellishments and variations on familiar melodies (eg..keep the harmonic changes constant but add tones to the melody and vary the melodic pitch durations) ^ students compose and arrange music ^ create and arrange music to accompany readings or dramatisations onagiven instrument ^ create and arrange short songs and instrumental pieces within specific guideînes(e.g..agivenstyle.form.instrumentation.compositional technique). D Useavariety of sounds sources and timbres when composing, ^ûdentsread and notate music ^ Useasystem (e.g..syllables.numbers. letters)to read simple pitch notation in thetreble clef in maôr keys. ^ Useasystem (eg.syllables, numbers) to read whole, half, dotted half, quarter and eighth notes and rests in ^^.^^ and ^^ time signatures. D Use standard symbols to notate rhythm and pitoh in simple patterns dictated by the teacher(eg^note patterns dictated with^^repetitions) ^ Identify and interpret basic symbols and traditionalterms referring to dynamics. tempo. and articulations.g.. piano.forte. acoent. andante, allegroêgato. staccato.slur) ^ students ^ten to, analvê, and describe music. ^ respond through purposeful movement (e.g., swaving, shipping, dramatic plav) to selected prominent music characteristics while listening to music(e.g,tempo ^nd tempo changes, dotted rhvthms. high and low pitch ranges, etc.). ^ demonstrate perceptual skills bv moving and describing or answering questions about aural examples of various stvles including those of different cultures. D Identify the sounds of common western wind, percussion, and string instruments, children^, adult male and female voices, and several representative non^westem instruments(e.g.,sitar,shaûhachi,Oongadrum,didêridoo). ^ Identify simple music forms when presented aurallv (e.g., ^,^8^. ^^8^, etc.). ^ Explain music, music notation, music instruments, voices, and music ^ performances (e.g., entry of oboe, change of meter, return of the refrain) ^sing appropriate technical terminologv) ^ D develop and useafeelingsvocabulary.so the expressive, affective aspects, and experiences of music can be described and discussed (e.g., terminology êvond ^ ^happvând^sad^).

B Students evaluate music, music use, and music performance. ^ D Explain, using oasic terminology, personal preferences for musical wor^s, styles orperformances(e.g..insimpletermsofrhythm.tempo.loudness.instruments ^ and^or voices, expression, and feelings). ^ Oeviseanduse criteria for evaluating music wor^s, styles, and performances ^ (eg,in basic terms.as above) ^ ^ Explain whv you thin^ certain examples of background music or soundtrack music are good and effective for the occasion(e.g.in terms of tempo, loudness. ^ rhvfhm. style, and common associations the piece mav carry).

8 Students understand relationships between music.the other arts, and disciplines outside the arts D Oefine basic terms associated with the various arts (e.g., perspective, harmony, rhvme. facade, sculpt, ballet, stage, compose). ^ Identify similarities and differences in the meanings of common terms used in the ^riousartsêg. line. color^hythmBte^ture. form, contr^st^ D êntifyvBays in which the principles and suoêct matter ofotherdisciplines taught in the school are interrelated with those of m^sicêg.foreign languages^ singing songs in various languages^ language artsûsing the expressive elements of music in interpretive readings^ mathematics^ mathematical oasis of values of notes, rests, time signatures^ sciences vioration of strings.drum heads.or air columns generating sounds used in music^geography^music associated with various countries or regions^

^ students understand music in relation to history and culture^ D Identify various uses of music in daily experiences ê^g.to help one wake up. to accompany homework, to entertain on the drive to school, to accompany television productions and commercials, to help pass time while waiting fora ride, forfocusedlistenings ^ Identify and describe roles of musicians in various musical settings and cultures êg.conductor.folksinger.shaman.composer.therapist. recording engineer. lead guitarist, concert master^mistress. instrument makers ^ Oescrioein simple terms how elements of music are used in given examples from various world cultures êg.the melody moves in little steps.the rhythm repeatsalot^ the voices all sing the same part^ ^ Identify oy genre or style clear aural examples of music from various historical I periods and cultures D Oiscuss and demonstrate audience oehavior that is considered appropriate for the content and style of various types of music performances êg. when and how to respond to the performance.what to wear.whether or not to talk during the performances

^ ^1 Students singavariedêperfoireofmusic, alone andwith others. ^ Sing inaârgeensemole accurately and with good oreath control throughout one^s singing range (e.g., maintain pitch and rhythmic accuracy, as well as proper phrasing^ ^ Sing expressively(e.g,with appropriate dynamics, phrasing and interpretations Students who sinoinaschool choral ensemole or classy ^ Singavaried repertoire of songs from memory(e.g.^fol^ ethnic. popular,etc.^. ^ Sing inagroup and independently (eg,with appropriate tone duality, diction, and postured ^ Sing music representing diverse genres and cultures, with expression appropriate to the worôeing performed. D understand and demonstrate how to use the expressive voice with care ^ Sing with expression and technical accuracyavaried repertoire of vocal literature including two^pan^songs(e.g,difficulty level of ^ônascaleof^l^^.

2 Students performavaried repertoire of instrumental music, alone and with others ^ D In ensemoles and alone, perform accurately on at least one instrument. ^ perform with proper posture,position,and technio,ue,onaoand or orchestral ^ instrument, lêyooard,fretted or electronic instrument,withaliterature difficulty level ofônascaleof^l^ ^ ^ perform inagroup matching dynamic levels and other expressive dualities ^ perform instrumental music representingavariety of styles and cultures,with expression appropriate to the worôeing performed. D l^lay simple melodies oy ear on a melodic instrument ^lay simple accompaniments oy ear onaharmonic instrument.

Students who perform inaschool instrumental ensemhle or classy ^ perform, with technical accuracy and expression on at least one string, wind, or percussion instrument,avariedreperfoire of literature(e.g,middle level difficulty of^ônascaleof^^. ^ ^ êrformasolo piece from memoryê.g.ôw to middle êveldiffioultyofôna scaleof^

^ students improvise melodies, variations, and accompaniments. ^ Improvise ânswers^ in the same styla to giên rhythmic and melodic phrases. D Improvise simple harmonic accompaniments êg^^^^ in bloc^ chord style, Alberti bass style, etc, employing a synthesizerBsequencer andôr other instruments D Improvise short melodies, either unaccompanied or over a given rhythm accompaniment,inconsistent style, metewand tonality. ^ Improvise short songs and instrumental pieces,usingavariety of sound source ê.g, traditional as well as non^traditional sounds available in the class-room, body percussion sounds, and electronic sounds^.

^ students compose and arrange music ^ Arrange simple pieces for voices or instruments other than those for which the pieces werecreatedê.g., arrangeafol^songforolarinetandomniohord, arrangeapopular song forflute and synthesizer,arrangeasolo song foraduet^. ^ compose short pieces with specific guidelines ê.g,based on the pattern do^m4 lasol,using ostinato,or using contrasting tone qualities,incorporating principles ^ of unity and variety,tension and relaxation,and balance,etc.^ ^ Arrange simple pieces usingavariety of traditional and non^traditional sound ^ sources and electronic medâ

^ ^ students read and notate music ^ êad simple melodies in both the treble and bass clefs ^ ^ êad whole, half, quarter, si^teentn, and dotted notes and rests in ^^,^,^, 8^, ^3^ and alia breve meters ^ ^ Ose standard symbols to notate meter, rhythm, pitch, and dynamics ^n simple patterns dictated by the teacher. ^ D Identify and interpret standard notation symbols êg, for pitchy rhythm, dynamics, tempo, articulation, and expressions I I 194 students who participate in a choral or instrumental ensemble or class: . sight read music accurately and expressively (e.g., difficulty level of 2 on a scale of 1-6).

6. Students listen to, analyze, and describe music. I • Identify and describe specific (macro) music events in a given aural example (e.g., changes in meter, form, timbre). I • Demonstrate perceptual skills by moving and describing or answering questions about aural examples of various styles including those of different cultures. 1 • Identify the sounds of common western wind, percussion, and string instruments, children's, adult male and female voices, and several representative non-western I instruments (e.g., sitar, shakuhachi, Conga drum, didjeridoo). • identify simple music forms when presented aurally (e.g., AA, ABA, AABA. etc.). 1 • Explain music, music notation, music instruments, voices, and music performances (e.g., entry of oboe, change of meter, return of the refrain) using I appropriate technical terminology. • Continue to develop and employ a feelings vocabulary and use it in analyzing, I describing, and discussing personal reactions to the technical effects mentioned I above (e.g., terms such as unsettled, calm, tense, confused, joyous, tentative, disturbing, surprising, violent, serene, spacious). I • Describe how rhythm and meter are used in a given aural example, using appropriate terminology (e.g., dotted rhythms, simple and compound meters, I mixed meters, as well as their "feelingful effects"). • Describe the harmonic progressions used in a given aural example (e.g., 12 bar I blues progression, l-IV-V-l progression, half cadence, deceptive cadence; include discussion of their tension-relaxation qualities). I 7. Students evaluate music, music use, and music performance. | • Develop criteria for making evaluations of the quality and effectiveness of music performances and compositions, and apply the criteria in personal listening and performing (e.g., in terms of intonation, tone, rhythmic accuracy, ensemble/togetherness, programming/selection, expression, originality). M) ^ ^5

^ ^^luate the o,ualitv and effectiveness of their own ^nd others performances, ^ ^rangements, compositions, and improvisations b^^pplving specific criteria ^propriateforthestvleofmusic^ offerconstructive suggestions for change(e.g., ^ intermsasabove^ ^ D ^^uate specific pieces of music in terms of appropriateness and effectiveness ^^g^ven social^cultural setting or content (e.g^wedding music, dance music, ^ ^usic for grandparents golden wedding anniversary reception, funeral music, etc^

8 Students understand relationships between music, the other arts,anddisciplines ^ outside the arts D Oefine basic terms (such as perspective, harmonv^rhvme,facade, sculpt, ballet, ^ staê, and composeâssociated with the various arts. D Compare in two or more arts forms how the characteristic materials of each form ^ can be used to transform events,emotions, or ideas into works of art(e.g.,sound ir^ musics visual stimuli in paintings sculpture and architectures movement in danced human interrelationships in theater D describe wavs in which the principles and subject matter ofother disciplines taught in schoolareinterrelatedwiththose of music (eg, language's and setting te^t to musics mathematics and freo,uencv ratios of intervals^ sciences and the human hearing process^ social studies and historical or social events^movements involving and influenced bv music, or chronicled and commemorated in musics D Compare characteristics of music and another art form from the same cultural era and describe common nonârts influences which mav have affected them s^milarlv (eg, wars, discoveries, technologies, migrations, politics, or philosophical values influencing formal aesthetic values or subject matter of the

5 Students understand music in relation to historv and culture. D 5^plain the uses (specific instances^ and functions (general purposes^ of music at times of mourning (eg,death ofapresident or familv memberscelebration ^

(eg. removal of the Berlin wall.awedding.avictory by an athletic team), and other socioûltural or historic events identify and describe roles of musicians in various music settings and cultures^ Oescribe distinguishing characteristics of representative music genres and style fromavariety of cultures (eg. describe â^.mariachi. and gamelon styles in terms of how the elements of music are used in each) Olassifybygenre^style(and if applicable by historical period, composer and title) avaried body of exemplary (characteristic and high quality) musical works.and explain the characteristics that warrant eachwork to be considered exemplar Identify and compare the functions cenâintypes^styles of music serve and the conditions under which they are^were typically performed, in several culture anchor historical periods

B^ 197

Interdisciplinary Links—Music

English Language Arts: • Study of lyrics and librettos in a variety of musical forms • Students create their own songs and librettos with words and music

Mathematics:

• Pattern recognition, repetition and creation, intervals • Fractions/proportions and symmetry; counterpoint = reflection, repetition = transition

Science: • The study of sound waves • recording processes • tension/vibration • wavelength as seen in reed, string, and air in tube

I Social Studies: • the role of music (historical and contemporary) in cultures of the world I

students will attend special programs for school audiences presented by the Ouffa^o philharmonic Orchestra

students will work with visiting musicians in workshops sponsored through ûsicâns Onitedôrûpenor education ^t^^^^nc^

Tapestry Chapter ^choo^ will develop artists in residence programs and workshops through Young Audiences of Western New York^ Ino. The mission of this organisation is to make the artsapartof young peopled education ^see attached catalog for comprehensive, description of available programs) Young Audiences of v^^sternN^wYork artists have incorporated many ofthe^ew York ^tate^tandards^ goals into their performances and workshops

^ampleYoung Audiences ^usic^rogram^

Across NewYork^tate^The^l^ro^hers

^his interactive program focuses on the music and folklore of New ^ork^tate with special emphasis on the Erie Canal and Western NewYork. The Hill Brothers play an assortment of traditional and stringed instruments

^^ Ouring the primarygradesstudentsare initiated intothehabit of exploring^ ^^^gaswell as of deciphering themessagesofartworksconêyedbyaârietyof oulturesfrom many places ^heênthusiasticallyengageinapersonal investigation of materials, processes and meanings thematic explorations of artwork help children 5ee the interconnectedness of cultures Oeêlopingaîsual vocabulary helps them share their perceptions and insights with peers. Concepts about art making are formed as students gain facility in creative problem sowing and as they learn to gi^Be reasons that support their visual decisions Ouring grades fi^Be and six students are increasingly able to analyse their actions, to form generalisations, and to track the historical development of ideas In their study of art they should be expected to explain their visual choices and to develop and refine their ideas by maintaining sketchbooks, journal, and pon^folios ^heir knowledge of the art world should expand to include works of contemporary artists as well as examples of art from many cultures ^hey should examine these art works and see relationships between cultural contexts and specific artistic styles, such as might be found in the mas^s of the râtiê American of the northwest Coast, or in the political statements of the great Mexican muralists. îth proper instruction students at this leêl develop greater facility in manipulating materials to accomplish their artistic intent, thematic explorations of art work continue to help students share their perceptions and insights with peers Concepts about making art are refined as students venture into more demanding art media, and as they tackle more complex visual problems

^paâtôdykines^heticînterpersonal^n^^perôna^ kindergarten ^h^^^hûr^h^radeCunîculum^ D Introduction to line,shape, color and patterns while exploringawide variety of media întroduction to authors and illustrators^famous art and artists ^ color^formand texture D painting,drawing and sculpture experimentation^cultural art ^ introduction to art history D experimental with different media^functions of an^.decoratiê, 200 expressive, practical, etc. • different art themes and ideas • different subject matter: animals, people, landscapes, still lives, etc. • purpose of art • characteristics of visual art as opposed to other art disciplines.

Fifth and Sixth Grade Curriculum: . purpose of art • artistic styles • great artists and their styles of expression . individual art interpretation • painting, drawing and sculpture experimentation in a variety of media • analyze art • artistically interpret a literary work • media use • communication through art • introduce new themes and ideas for artistic expression . aesthetic issues • introduction of architecture • comparisons of art through different time periods • historical and cultural art • elements of time and place in art.

All Grades • Field trips and visiting artists will complement the curriculum • Specialized curriculum will be offered for at-risk students • Advanced curriculum will be offered for students showing an aptitude in visual art.

Ml I 201 The Visual Arts performance indicators are adapted from Minnesota's Arts Standards I for Dance, Visual Arts, and Music. They encompass and elaborate upon New York's • Standards, going beyond them in terms of accessibility, clarity, and ease of I implementation. New or beginning teachers, as well experienced classroom instructors, I will benefit from these precise planning outlines.

m Visual Arts Performance Indicators for K-4:

1. Students understand how media, techniques, and processes are used in | creating works of visual art. . Experience a wide variety of visual art media (e.g., explore marking with drawing | instruments such as pencils, crayons, brushes, chalks, pastels; experiment with handling modeling and construction media such as clay, paper boards, etc.).

! . Explain the differences between different visual art materials, techniques, and processes (e.g., while exploring with a variety of media describe the different I visual effects elicited by the materials, artistic techniques, and processes; explain how an animal painted with tempera paint will look different than an animal drawn I with a colored pencil). • Describe how different techniques, materials, and processes elicit different I responses (e.g., while looking at artwork made from different materials and by different techniques such as painting, photographing, and bronze sculpting, students explain their reactions to the variety of different effects produced by the variety of materials and processes). Use different media, techniques, and processes to communicate ideas, experiences, and stories (e.g., select particular media, such as colored crayons, colored pencils or pastels, to convey particular messages). • Use art materials, tools, and art work in a safe and responsible manner (e.g., carefully observe the rules for proper handling and care of art materials, such as brushes, paints, clay, scissors; show respect for art works displayed in the classroom; observe proper procedures when visiting art galleries and art museums).

in ^

^ ^^de^s^nde^tandnow^suaâ^wo^saê^ûc^êdândhowar^âs

avarê^yoûncôns^ ^ Oifferentiate among visual characteristics and functions of art as used to convey ideas (e.g.,identify the subject matter and elements of design,such as^line, 5hape, texture, color,value, and form,perceived in artworks^ distinguish among common functions of art, such as^ decorative, expressive, practical, and persuasives ^ describe how different expressive features and organisational principles elicit different responses (e.g., examine artworks to discuss how expressive images, such as^ bodies and faces, dwellings, plants, and animals, etc., convey ideas and ^ mdpdsând how these images,organised in terms of the principles of design, such as^ contrast, repetition, emphasis, movement, rbythm, etc., can elicit strong ^ personal responses from viewers^ ^ ^se visual structures and functions of art to communicate ideas (e.g.,employe variety of visual structures,such as line, shape,texture,color,value, and form, contrast, repetition, emphasis, movement, rhythm, etc, and a variety of functions, such as decorative, expressive, practical, and persuasive, to communicate personal ideas through the making of art^ compare and contrast I the effects of these variations^.

^. students ^dent^ânalyê^ and select ûbêctnâêr^ymbols^ and ^deas for personal and cultural expression in ^he visual ar^s^ D ^^plore and understand prospective content ofworks of visual art,identifyinga variety of themes and ideas incorporated inaselection of art works(eg,identify themes and ideas, such as^ common people, common work, celebrations, memorials,natural wonders,happiness,playfulness,excitement,fear,etc,which are often featured in works of art^ D select and useavariety of subject matter, symbols,and ideas to communicate meaning (e.g., create murals employing subject matter, symbols, and ideas such as people, animals, landscapes, common people, common work, celebrations,

^ ^ ^^morials, natural wonders, favorite logos, holiday symbols,find comparable themes and symbolsin the artworkof other cultures^

^ Students understand how historical and cuiturai contents provide meaning ^ ôrwor^s of visual art^ D ^ôgniê that the visual arts have bothahistory and specific relationships to ^ ^hous cultures (e^g,listen to descriptions of artists and the societies in which they lived,in order to formacontext for comprehending the cultural significance ^ of works of art^. ^ Identify specific works of art as belonging to particular cultures, times and places ^ (eg, identifya limited number of art works from western andnon-western cultures and explain the cultures they represent, accurately placing them ona ^ time line andaworldmap^.

^ Students reflect upon the characteristics of visuai art works and assess ^he ^ merits of^ their own art works and the artworks of others^ D differentiate various purposesforcreating works of visual art (eg, discuss ^ reasons that people in their community have for making art, such as to share an ^ idea^toexpressafeelingorbelief,tohonorahero,ortorememberaspecial events explain and compare their own reasons for making works of art^. ^ ^ describe howpeoples experiences influence the development of specific artworks (eg,find instances of universal,recurrent themes in the history of art ^ that chronicle human interests and concerns^ find patterns of expression that hold true foravariety of times and cultures^ trace the artistic expression of such common themes as ^childhood^, ^peace^ or ^celebrations in art works representing different cultures^. ^ ^ecogni^e similarities and differences between characteristics of the visual arts and other art disciplines(e.g,study seascapes while listening to ^water^ music, searching for common ground and contrasts in the way the theme is presented^

visual ^r^ performance indicators ^or^rades^^^

^ Students understand how media, techniques, and processes are usêd in ^ ^xperienceawide variety of art media. ^ ^ êlectavariety of media, techniques,and processes for particular projects, ^^lyê what maizes the effective or not effective in communicating ideas^ and ^ ^flect upon the effectiveness of their choices (e.g.,having chosen artwork of their own or of others, students explain how the media, technique, and processes ^ ^^ployed contribute to the overall character of the finished projects,i.e.,howth^ Pig orush strokes and hrightly colored paint convey movement and energy in the wor^ ^ ^l^n an approach that taês advantage of the qualitiesand characteristics of visual art media, techniques, andprocessesto enhance communication of experiencesandideas(e.g,selectaparticular medium such as photography or pnntmaîng that will presentastrong graphic image to the oonsumer^ or examine aseries of sculptures made with different media and processes, selecting the ^^dium and proce^^ that would effectively communicate an intended idea^ ^ l^se art materials,tools^ and art worînasafe and responsible manner (e.g., carefully oPserve the rules for proper handling and care of art materials such as knives,pointed instruments,paints and in^s of various înds^show respect for artworks displayed in the classrooms OPserve proper procedures when visiting art I galleries and art museums^. ^ students understand how viû^l artwork are ^ructuêd^ and how ar^ha^ I a variety of funcônsD ^ êrêraliêaoout visual structures and functions in artworks (e.g.,ohserve and d^scussavariety of visual structures, such as^contrast, repetition, emphasis, movement,rhythm,illusionsofdepth,harmony,halance,etc.,.andavariety of functions of art, such as^ decorative, expressive, persuasive, political, economic, religious, etc., and derive some generalisations aoout the nature of art from these oPservations^ ^ employ organisational structures and analyse what maês them effective or not effective in the communication of ideas (e.g^critiqueone^s own artwork in terms of how effectively they communicate the intendedideas^ relatetheir relative ^ ^5

^ ^ff^tivehess to the organisational structures, such as^ contrast, repetition, emphasise movement, rhythm, illusions of depth,harmony,balance, etc., ^ domihahtineachwork^. D ^^^ visual structures and functions of art to communicate ideas (eg,employa ^ variety of visual structures, such as^ine, shape, texture, color, value and form, contrast, repetition, emphasis, movement, rhythm, etc, and a variety of ^ functions, such as^ decorative, expressive, persuasive, practical, etcD, to communicate personal ideas through the making of art^compare and contrast ^ the effects of these variations^

^ ^ ^tude^^s^dentifyâna^êândseêc^^êc^âê^^y^bo^sâ^dêas forpeôând^ûêxpêssôn^^he^âr^s^ ^ ^ Integrate visual,spatial,and temporal concepts with content to communicate intended meaning in their visual art works(e.g,incorporate elements of time and ^ place in the visual design of an art work, so that the integrated work has greater impact aspects of time can extend fromthe ancient past to he distant futures aspectsof place can rangefrom the immediatesurroundings to the global community^. ^ îse subjects, themes, and symbols that demonstrate knowledgeof contexts, values,and aesthetics which communicate intended meaning in art works (eg, indealmg with imagesbasedonthe^merican flag, address such aesthetic issues as ^ls this art^^.v^hat makes this artwork worthwhile in our society7^ or ôuld people in another culture value this artworks v^hy or why not7^. ^ Analyze how specific subjects, themes, or symbols are particularly effective in communicating different values and beliefs in art works (eg,examine artistic renditions of working people from various cultures and periods in order to compare the various beliefs and values related to workthat are portrayed or i suggested in the art^. ^ Identify meanings that are communicated throughavariety of subjects,themes, and symbols used in visual art works, and discuss the values and beliefs that are communicated (eg, ininterpretingartworksidentify the extent to which membership in groups impacts personal artistic expression and the response to I 206

I that expression; art produced within a particular counter-cultural group affirms the values of the group and may be regarded as significant art; "outsides". however, I may question the validity of the art and consider it offensive). • Identify and analyze a variety of interesting, timely, or provocative themes and I ideas that would be suitable for works of art (e.g., draw from such sources as personal experience, trends in the news media, flights of fancy, or concepts I encountered in other subject areas for themes that will engage the imagination I and provide rich details for artistic elaboration). 4. Students understand how historical and cultural contexts provide meaning I for works of visual art. • Identify and compare the characteristics of artworks in various eras and cultures I (e.g., contrast the architectural style of public buildings from the 20th century with those of the 15th and 16th centuries, including European and East Asian I cultures). • Describe and place a variety of art objects in historical and cultural contexts (e.g., I explore such historical questions as "What would the old court house look like if it were restored to its original condition?" or "What kinds of art were Pop artists I reacting to?"). | • Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas and technology) influence visual characteristics that | give meaning and value to a work of art (e.g., show that art works produced by the Dada movement characteristically express rebellion against complacency in ! traditional values).

5. Students reflect upon the characteristics of visual art works and assess the merits of their own art works and the art works of others. • Compare multiple purposes for creating works of art (e.g., compare the many reasons people have for making art today, such as to promote a value or a cause, to express a feeling or belief, to commemorate events and celebrities, or to gain satisfaction through accomplishment). • Analyze contemporary and historic meanings in specific artworks through cultural ^7

and aesthetic inquiry êg,identify through critical review of works of art hoBB groups a^prass their regard for human dignity and the rights of the individual in ôrks of artêxplain how particular works of art are honored in their culture because they symbolize ideas of dignity andworth^ describe and compareavariety of individual responses to their own art works and to artworks from various eras and cultures êg,describe in an organised and clear manner,apersonal stance regarding one's own art work or one or more works of other artists, using appropriate vocabulary and giving reasons to support the personal preference Areas of focus may include such aspects of art criticism as how the art works effectively reflectacultural context, howthe works reflect an artist's intention and beliefs, or how the artist's skills in using design and composition are demonstrated in the artworks^ êcogniê similarities and differences oetween characteristics of the visual arts and other disciplines êg study seascapaswhilelistaningto^water^music^ searching for common ground and contrasts in the wayatheme is presented^

^^ ^ ^ Study of individual artists through biographies. D creating stories ^orm visual works of art ^ critical writing about visual works of art D Sign language and symbols related to the origins of the alphabet and ideograms.

^Ba^e^a^cs ^ pattern recognitions repetition and creation studies through work of individual artists Students compose and analyze works of art using geometic shapes They identify proportion and symmetry

D Study of media materials. ^ Study of early astronomical observatories as works of art D Study of individual artists who were also scientists ^daînciêtc.^ ^ ^Vlapmaking D perceptional analysis through frame of reference of observerârtist^subêct.

Soc^Sr^es^ ^ Study of the role of the visual arts in the history of various cultures Study of the role of visual arts in contemporary cultures Students learn to distinguish cultures by the styles content and media oftheir visual arts traditions.

^^ I 209 I Community Connections—Visual Arts

I The Tapestry Charter School will encourage the parents/guardians and families of our students to contribute their talents and cultural heritage through workshops, informal I performances and presentations. This is an important part of creating Community Connections within our own school community. I Tapestry Charter School will develop artists in residence programs and workshops through Young Audiences of Western New York, Inc. The mission of this organization is to make the arts a part of young people's education, (see attached catalog for comprehensive, description of available programs). Young Audiences of Western New York artists have incorporated many of the New York State Standards' goals into their performances and workshops.

Visiting artists will be a regular part of the Tapestry Charter School Program. Students will have visits from representatives of the following organizations and will also participate in visits to each of the following:

Albright-Knox Art Gallery—recognized throughout the world as an exceptional modern art gallery.

Buffalo Arts Studio—studios of 45 resident artists with community classrooms for photography, printmaking and pottery.

Big Orbit Gallery—promotes contemporary art, in all media, by artists associated with the Western New York region

CEPA Gallery—dedicated to promoting greater appreciation of contemporary photography.

El Museo Francisco Oiler Y Diego Rivera—features fine art by Latin/Caribbean, African-American, and other artists not traditionally represented.

3oo 210 Hallwalls Contemporary Arts Center—presents new and challenging work in visual arts, film, video, performance and music.

The Architectural Awareness Project—community volunteers will do presentations on architecture and planning of Buffalo.

Burchfield Penney Art Center—an art museum featuring many artists, . including the work of Charles Burchfield. i Griffis Sculpture Park—an outdoor sculpture park

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