St. Louis Public Schools Special Administrative Board 2009-2010
Special Administrative Board
Rick Sullivan¡ªCEO
Melanie Adams
Richard K. Gaines
St. Louis Public Schools
2009-2010
Parent Handbook
Kelvin R. Adams, Ph.D
Superintendent of Schools
Carlinda Purcell, Ed.D
Deputy Superintendent of Academics
Paula D. Knight
Associate Superintendent of Elementary Schools
Susan Fisher
Communication Arts Elementary Supervisor
Jerri Johnson
Communication Arts Supervisor
St. Louis Public Schools
801 Nth 11th Street
314-231-3720
St. Louis, MO 63101
40
Fax:314-345-2661
A guide to what your child should
know by the end of each grade.
Kelvin R. Adams, Ph.D
Superintendent of Schools
Dear Parents/Guardians,
You, as parents, hold the key to your child¡¯s future. As his/her first teacher, the
nurturing, love and guidance you provide is the foundation for the educational
program St. Louis Public Schools provide. We work together to help each child
develop into a caring, thinking, productive citizen of our world.
The student of today holds the promise of tomorrow. To fulfill this promise
each child must acquire skills in the areas of literacy, math, science, technology,
social science and the arts. These skills develop incrementally, at appropriate
stages in the child¡¯s academic life. St. Louis Public Schools work to be on the
cutting edge on each of these disciplines. Each year we strive to reach higher
and higher goals.
Maintaining open and clear communication between you and the school is one
way to ensure that your child meets his/her potential. Providing your child
with a vast array of educational opportunities will permit him/her to reach his/
her personal best. This booklet is designed to provide you with information
about those educational experiences you can expect your child to meet during
this school year.
This booklet, along with the St. Louis Public Schools calendar and our newsletters will keep you well informed. Use this information to communicate with
your child about his/her school day and reinforce learning at home. You can
find more ideas and tools to help you stay involved in your child¡¯s education at
. Each school year represents an enormous period of growth.
There are challenges to be met and successes to be had. Together we can guide
your child toward both.
Sincerely,
Kelvin R. Adams, Ph.D
Superintendent of Schools
2
39
Table of Contents
Health Education
Physical Health
? Body Systems¡ªmuscular, skeletal, respiratory, nervous, digestive, endocrine,
reproductive, and
Kindergarten Student ¡¡¡¡¡ 4
lymphatic©\immune
? Personal Hygiene
? Nutrition
? Adolescent Health Issues¡ªsexually transmitted diseases, HIV/AIDS prevention,
1st Grade Student ¡¡¡¡¡¡.. 7
abstinence, prevention behaviors, and teen pregnancy
? Substance use versus non©\use
Social/Emotional/Intellectual Health
2nd Grade Student ¡¡¡¡¡¡ 10
? Relationships
? Decision©\making and problem solving
? Conflict resolution
? Stress management
3rd Grade Student ¡¡¡¡¡¡ 14
4th Grade Student ¡¡¡¡¡¡ 18
5th Grade Student ¡¡¡¡¡¡ 22
6th Grade Student ¡¡¡¡¡¡ 26
7th Grade Student ¡¡¡¡¡.. 30
8th Grade Student ¡¡¡¡¡.
38
3
34
Kindergarten Curriculum
Highlights
Art
? Compares and contrasts two artworks on: time, place, subject matter, theme characteris©\
tics, material, technology, ideas, and beliefs of culture, functions of art in culture/society
By the end of the school year a Kindergarten student¡..
?
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?
?
?
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?
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architecture
? Compares and contrasts examples of American art and
Reading
?
? Identifies works of art from the United States: Native American, painting, sculpture, and
Understands and knows print concepts (front cover, back
cover, title page of a book, left to right, return sweep, top, and bottom)
Follows words from left to right and from top to bottom on the printed page
Recognizes sound letter relationships; recognize rhyming words
Knows the alphabet ©\ upper and lower case letters of the alphabet
Understands that print materials provides information or tells a story
Knows story parts (characters, setting, problems)
Knows text features (title, author, pictures, captions, bold print, quotes)
Applies fluency skills: reading words smoothly
Applies decoding skills: says words slowly and says each sound; matches con©\
sonant and short©\vowel sounds to appropriate letters
Knows sound letter relationships
Reads simple one©\syllable and high frequency words (i.e., sight words)
Identifies and sorts common words into basic categories (i.e., colors, shapes,
foods)
Uses pre, during, and post reading strategies: picture walks, making predic©\
tions, connecting to life experiences, draws conclusions
music
? Explains how events and ideas in United States history are communicated through artwork.
? Analyzes the use of elements and principles used in
artworks
? Describes elements and principles as they are used in
artwork
? Interprets the subject and theme, supporting them with
the artist¡¯s use of elements and principles
? Identifies and uses color/value contrast and progressive
rhythm
? Identifies and uses appropriate scale relationship
? Identifies and uses one©\point linear perspective to create
the illusion of space
? Identifies and uses a range of values to create the illusion of form
? Creates an original artwork that communicates ideas about the following themes: environ©\
ment, time (e.g. past, present, and future)
Writing
?
?
?
?
?
Applies the writing process by moving from left to right and from top to bot©\
tom.
Writes uppercase and lowercase letters independently, attending to proper
spacing and form (i.e. writing first and last name correctly)
Uses ending punctuation in text
Writes consonant©\vowel©\consonant words
Recognizes different purposes for writing
Listening and Speaking
?
?
?
Listens for various purposes: information, enjoyment, and
simple directions
Uses active listening behavior: asks questions, makes eye con©\
tact, facial expressions, etc.
Shares information and ideas in discussions and presentations audibly and
clearly
Information Literacy
Develops an awareness of resources on topics of interest
Develops awareness to share ideas, images and information
?
?
4
Physical Education/Health
Principles of Movement
? Skill Techniques¡ªanalyzes and corrects errors in technique
? Individual, Dual & Team Sports©\terminology, scoring, etiquette, rules, safety principles,
sport history, and analyze play of defense and offense
? Outdoor Pursuits/Recreational Activities©\terminology, rules, and
safety principles
? Dance¡ªdescribes aspects of dance pattern (direction, flow, time, level, and energy)
Principles of Fitness
? Health Related ¡ª connects benefits to total fitness
? Skill Related¡ªFITT principle (frequency, intensity, time, type)
? Wellness¡ªnutrition and fitness and stress management techniques
Body Systems
? Skeletal, Muscular, Circulatory and Respiratory¡ªdescribes effects of sedentary lifestyle
Personal/Social Responsibilities
? Problem solving (checklist of conflict resolution skills)
37
Music
General Music and Choir
? Performs a varied repertoire representing diverse cultures, genre, and styles, using voices
and accompanying themselves with classroom instruments following the cues of the con©\
ductor; respond expressively to conductor¡¯s cues
? Sight©\singing continues and will perform simple harmonic songs with two¨C and three©\part
Math
?
?
?
?
harmony
? Echoes rhythmic and melodic patterns of increasing complexity
? Identifies and analyzes basic musical forms and
?
composition techniques on an appropriate level
? Creates/improvises simple melodic and rhythmic patterns and accompaniments
?
Rote counts (uses memorization) to 100 and connects (matches) number
words and amounts they represent
Recognizes and identifies printed/written numerals up to 31
Recognizes, repeats and creates various simple patterns
Sorts objects by attributes (e.g., size, shape, color), including 2©\
and 3©\dimensional shapes (e.g., square/triangle and prism/
cylinder respectively)
Recognizes geometric shapes found in the real world (e.g., stop
sign, ice cube, ball)
Identifies and knows the value of a penny, nickel, and dime
? Distinguishes between vocal and orchestral ensemble groupings
? Compares and contrasts patterns in music with patterns in mathematics
Science
? Describes the function of music in various settings
?
and cultural events, determines the possible origin
?
of an aural example (e.g. location and time)
? Uses prerequisite music terms to describe their personal response to a musical example
(focus: offers suggestions for improvement)
? Compares and contrasts a variety of music©\related vocations and avocations
? Demonstrates appropriate listening behavior for various types of performances
?
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?
?
?
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Instrumental Music
?
Gathers and represents data using physical objects
Poses questions and conducts simple investigations
Uses thermometers and magnifying glasses
Describes the physical properties of objects
Compares sounds by pitch, loudness, rhythm, and source
Identifies ways to move objects
Compares different plants and animals
Observes weather and seasons
Describes patterns of movement and basic properties of the
Sun, Moon, and Earth
Communicates observations using words, pictures, and numbers
? Demonstrates instrumental technique (e.g. fingerings, stickings, bowings, playing position,
tone quality, and articulation), demonstrate instrument maintenance and care
? Develops and applies skills to read music
? Demonstrates characteristic timbre, tempo, and dynamics independently for group per©\
Social Studies
?
?
formance, responding expressively to the cues of the conductor
? Identifies forms used in selected ensemble repertoire
? Performs a varied repertoire of music representing diverse cultures, genre, and styles
?
?
Develops an awareness of self, family, and community
Understands and follows the rules and procedures created to protect them in
the classroom, school, and at home
Identifies authority figures in the home and school
Identifies basic human needs and distinguishes between needs and wants
? Performs music using standard musical notation:
note/rest values, meters, key signatures and
expression symbols on an appropriate level
? Demonstrates the ability to distinguish between quality and non©\quality performance
through
listening, performing, self©\assessment, and offer
suggestions for improvement
36
5
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