Literacy
The Foundation of Literacy
At The Lexington Academy, we take a balanced approach to literacy. To reach that balance teachers in Kindergarten, 1st and 2nd grades, incorporate a 30-minute daily Fundations lesson into their daily instruction. Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling.
The Writer’s Workshop Model
At The Lexington Academy writing begins with a commitment to structuring our literacy day so that students have time to write, both long chunks of time, to work as professional authors do, cycling through the stages of the writing process and receiving the feedback that is essential to student growth, and also quick bursts of time for writing as a tool for learning across the curriculum. The Common Core Standards requires that students receive these opportunities to write.
Through the writing workshop, students are invited to live, work and learn as writers. They learn to observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in the form of a mini-lesson and a mid-workshop teaching point. The teacher explicitly names a skill that proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students are also given time to write, as they apply the skills and strategies they’ve learned. As students write, the teacher provides feedback that is designed to move students along trajectories of development. The feedback is given through one-to-one conferences and small group instruction, and includes instructional compliments and teaching. The teacher helps a writer imagine what the next challenge is, and equips that writer with the skills and strategies necessary to begin tackling increasingly more difficult writing projects.
The Reading Workshop Model
At The Lexington Academy, reading begin with an assessment of our students’ reading levels (on an A-Z scale) and then channeling kids towards texts they can read. Our students select a stack of books, keeping them in book baggies, so they can progress from one book to another without wasted time. Students read in school and continue reading at home, carrying books between home and school. Most keep reading logs in which they record the data on their progress through books and the time spent reading, studying this data alongside teachers to ascertain patterns in their reading.
Highly effective instruction must always be grounded in assessment. As a school we utilize a web based tool, Illuminate, which has been adopted by more than half of NYC’s elementary schools. This tool allows teachers and school leaders to track students’ progress.
At The Lexington Academy, we take a balanced approach to literacy. To reach that balance teachers in Kindergarten, 1st and 2nd grades, incorporate a 30-minute daily Fundations lesson into their daily instruction. Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling.
The Writer’s Workshop Model
At The Lexington Academy writing begins with a commitment to structuring our literacy day so that students have time to write, both long chunks of time, to work as professional authors do, cycling through the stages of the writing process and receiving the feedback that is essential to student growth, and also quick bursts of time for writing as a tool for learning across the curriculum. The Common Core Standards requires that students receive these opportunities to write.
Through the writing workshop, students are invited to live, work and learn as writers. They learn to observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in the form of a mini-lesson and a mid-workshop teaching point. The teacher explicitly names a skill that proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students are also given time to write, as they apply the skills and strategies they’ve learned. As students write, the teacher provides feedback that is designed to move students along trajectories of development. The feedback is given through one-to-one conferences and small group instruction, and includes instructional compliments and teaching. The teacher helps a writer imagine what the next challenge is, and equips that writer with the skills and strategies necessary to begin tackling increasingly more difficult writing projects.
The Reading Workshop Model
At The Lexington Academy, reading begin with an assessment of our students’ reading levels (on an A-Z scale) and then channeling kids towards texts they can read. Our students select a stack of books, keeping them in book baggies, so they can progress from one book to another without wasted time. Students read in school and continue reading at home, carrying books between home and school. Most keep reading logs in which they record the data on their progress through books and the time spent reading, studying this data alongside teachers to ascertain patterns in their reading.
Highly effective instruction must always be grounded in assessment. As a school we utilize a web based tool, Illuminate, which has been adopted by more than half of NYC’s elementary schools. This tool allows teachers and school leaders to track students’ progress.
Mathematics
At The Lexington Academy we use the GO Math curriculum to support teaching and learning. Go Math is a focused elementary math curriculum designed to meet the goals of the Common Core State Standards for Mathematics. The Standards for Mathematical Practice are integrated throughout the program. Students and teachers are supported as they advance from concrete to abstract content through the use of models and Math Talk. The flexibility, comprehensiveness, and rigor of GO Math provide personalized and adaptive 21st-century instruction to ensure success. Knowing that no one “program” can meet all the needs of all learners, we also use components of Georgia Math and our teaching is grounded in the math progressions identified by the University of Arizona. Teachers engage students in “mental math” through grappling with interesting mathematics problems. Our teachers use Number Talks regularly as introductions to the day’s mathematical practice, as “warm ups” for other lessons, or as stand-alone extended engagements with mathematical concepts.
social Studies
As described in Raising the Bar, the New York City Department of Education is dedicated to making all students college- and career-ready. In Social Studies, The Lexington Academy works toward this goal through rich content, unifying themes and big ideas in history, geography, economics, civics, citizenship and government, integrated with Common Core literacy standards. The Common Core Library and EngageNY provide information on New York’s transition to the Common Core Learning Standards, which require students to ground reading, writing, and discussion in evidence from text. The Library holds guides, examples, and videos of how social studies and literacy are taught in New York City schools, as well as resources for families.
Science
Science is an ongoing process. Most often there is a question or problem that initiates an investigation searching for a possible solution or solutions. There is no single prescribed scientific method to govern an investigation. It is important that students practice the skills outlined according to the NYS Math, Science, and Technology standards
For our younger students (pre-k through third grade), the emphasis is on discovery. Through discovery students grow to understand the world around them as young scientists through hands on and literary investigation.
For our older students (fourth grade through sixth grade), the emphasis is on formulating and investigating their own questions. Through questioning students grow to understand the world around them as scientists through hands on and literary inquisitive investigation.
The NYS Core Curriculum Elementary Science Standards (http://www.p12.nysed.gov/ciai/mst/sci/documents/elecoresci.pdf) and Intermediate Science Standards (http://www.p12.nysed.gov/ciai/mst/sci/documents/intersci.pdf) reflect a student-centered, problem-solving approach to science. These standards are assessed on the New York State assessments in 4th Grade and again in 8th Grade.
For our younger students (pre-k through third grade), the emphasis is on discovery. Through discovery students grow to understand the world around them as young scientists through hands on and literary investigation.
For our older students (fourth grade through sixth grade), the emphasis is on formulating and investigating their own questions. Through questioning students grow to understand the world around them as scientists through hands on and literary inquisitive investigation.
The NYS Core Curriculum Elementary Science Standards (http://www.p12.nysed.gov/ciai/mst/sci/documents/elecoresci.pdf) and Intermediate Science Standards (http://www.p12.nysed.gov/ciai/mst/sci/documents/intersci.pdf) reflect a student-centered, problem-solving approach to science. These standards are assessed on the New York State assessments in 4th Grade and again in 8th Grade.
Physical Education and health
Physical Education (PE) plays a vital role in the development and growth of all students. In PE, students learn critical concepts and develop attitudes, skills, and behaviors that lead to lifelong physical, mental, emotional, and social wellness. This document has key information about New York State (NYS) standards, guidelines, PE requirements, New York City (NYC) recommended curricula and professional development opportunities.
Health education empowers young students to take responsibility for their well-being by developing health skills and cultivating healthy habits. This document compiles key information about New York State (NYS) standards, guidelines, requirements, New York City’s (NYC) recommended curricula, and professional development opportunities.
Health education empowers young students to take responsibility for their well-being by developing health skills and cultivating healthy habits. This document compiles key information about New York State (NYS) standards, guidelines, requirements, New York City’s (NYC) recommended curricula, and professional development opportunities.
Dual Language & Bilingual Education
At The Lexington Academy we believe that all students, regardless of culture or language, come to school with assets, a set of unique experiences and skills that when shared with others, enrich the social, cultural, and educational environments of the classroom and the school. To support that belief, we employ a bilingual curriculum for all or part of our student body including a dual language and a transitional bilingual education program.
The arts
Music Education: The Five Strands of Learning in Music
I. Music Making
By exploring, creating, replicating, and observing music, students build their technical and expressive skills, develop their artistry and a unique personal voice in music, and experience the power of music to communicate. They understand music as a universal language and a legacy of expression in every culture.
II. Music Literacy
Students develop a working knowledge of music language and aesthetics, and apply it to analyzing, evaluating, documenting, creating, and performing music. They recognize their roles as articulate, literate musicians when communicating with their families, schools, and communities through music.
III. Making Connections
By investigating historical, social, and cultural contexts, and by exploring common themes and principles connecting music with other disciplines, students enrich their creative work and understand the significance of music in the evolution of human thought and expression.
IV. Community and Cultural Resources
Students broaden their perspective by working with professional artists and arts organizations that represent diverse cultural and personal approaches to music, and by seeing performances of widely varied music styles and genres. Active partnerships that combine school and local community resources with the full range of New York City’s music and cultural institutions create a fertile ground for students’ music learning and creativity.
V. Careers and Lifelong Learning
Students consider the range of music and music-related professions as they think about their goals and aspirations, and understand how the various professions support and connect with each other. They carry physical, social, and cognitive skills learned in music, and an ability to appreciate and enjoy participating in music throughout their lives.
I. Music Making
By exploring, creating, replicating, and observing music, students build their technical and expressive skills, develop their artistry and a unique personal voice in music, and experience the power of music to communicate. They understand music as a universal language and a legacy of expression in every culture.
II. Music Literacy
Students develop a working knowledge of music language and aesthetics, and apply it to analyzing, evaluating, documenting, creating, and performing music. They recognize their roles as articulate, literate musicians when communicating with their families, schools, and communities through music.
III. Making Connections
By investigating historical, social, and cultural contexts, and by exploring common themes and principles connecting music with other disciplines, students enrich their creative work and understand the significance of music in the evolution of human thought and expression.
IV. Community and Cultural Resources
Students broaden their perspective by working with professional artists and arts organizations that represent diverse cultural and personal approaches to music, and by seeing performances of widely varied music styles and genres. Active partnerships that combine school and local community resources with the full range of New York City’s music and cultural institutions create a fertile ground for students’ music learning and creativity.
V. Careers and Lifelong Learning
Students consider the range of music and music-related professions as they think about their goals and aspirations, and understand how the various professions support and connect with each other. They carry physical, social, and cognitive skills learned in music, and an ability to appreciate and enjoy participating in music throughout their lives.
Visual Arts:Five Strands of Arts Learning
I. Art Making
The art-making strands indicate what students should be able to accomplish at the
end of benchmark years: second, fifth, eighth, and twelfth grades. These charts provide
“snapshots” of the learning process—the skills, knowledge, and appreciation that should be mastered in selected areas and how these are honed as students mature.
II. Literacy in the Visual Arts
Visual Arts has its own vocabulary and literacy, as well as its own set of skills that support learning across the curriculum. For example, the careful observation of a work of art resembles the close reading of a text—one that includes making observations and drawing inferences. The Visual Arts provide students with inexhaustible subjects about which they may read and write, as well as engage in accountable talk.
III. Making Connections
This strand provides social, cultural, and historical contexts in which students may understand art, while indicating some links to other disciplines in the curriculum. Students are expected to apply knowledge and skills learned in the art class to assist them in interpreting the world around them.
IV. Community and Cultural Resources
New York City is rich in community and cultural resources. Students should be actively engaged with the institutions, schools, studios, community-based organizations, libraries, exhibitions, and artists that contribute to the cultural and economic vitality of the city. These resources are integral to the development of young artists, expanding their horizons and enhancing the instruction they receive in school.
V. Careers and Lifelong Learning
While some students will pursue careers in an art-related field, most will regard art as a means of expression and a source of lifelong enjoyment. The career-building skills learned in art activities are those required in all other fields of endeavor: goals setting, planning, and working independently and in teams.
I. Art Making
The art-making strands indicate what students should be able to accomplish at the
end of benchmark years: second, fifth, eighth, and twelfth grades. These charts provide
“snapshots” of the learning process—the skills, knowledge, and appreciation that should be mastered in selected areas and how these are honed as students mature.
II. Literacy in the Visual Arts
Visual Arts has its own vocabulary and literacy, as well as its own set of skills that support learning across the curriculum. For example, the careful observation of a work of art resembles the close reading of a text—one that includes making observations and drawing inferences. The Visual Arts provide students with inexhaustible subjects about which they may read and write, as well as engage in accountable talk.
III. Making Connections
This strand provides social, cultural, and historical contexts in which students may understand art, while indicating some links to other disciplines in the curriculum. Students are expected to apply knowledge and skills learned in the art class to assist them in interpreting the world around them.
IV. Community and Cultural Resources
New York City is rich in community and cultural resources. Students should be actively engaged with the institutions, schools, studios, community-based organizations, libraries, exhibitions, and artists that contribute to the cultural and economic vitality of the city. These resources are integral to the development of young artists, expanding their horizons and enhancing the instruction they receive in school.
V. Careers and Lifelong Learning
While some students will pursue careers in an art-related field, most will regard art as a means of expression and a source of lifelong enjoyment. The career-building skills learned in art activities are those required in all other fields of endeavor: goals setting, planning, and working independently and in teams.
Dramatic Arts: The Five Strands of Teaching and Learning in Theater
I. Theater Making: Acting, Playwriting/Play Making, Design and Theater, and Directing
Theater Making provides multiple avenues for active learning. Through the interpretation of dramatic literature and the creation of their own works, students engage as writers, actors, designers, directors and technicians. Students learn to use their minds, bodies, voices, emotions and sense of artistry to examine the world and its meaning.
II. Developing Theater Literacy
Theater Literacy provides the skills and knowledge to deepen a student’s understanding of many forms and genres of theater. Students explore theater history and the multiple roles that theater plays in society. They use theater vocabulary when making and responding to performance, and develop critical, analytical and writing skills through observing, discussing and responding to live theater and dramatic literature. In this strand, dramatic literature is also viewed as a catalyst for production and performance. Therefore, the associated activities are experiential in nature and support Theater Making as well as a deeper understanding of text.
III. Making Connections
Students make connections to theater by developing an understanding of self and others. They respond to theater by identifying personal issues and universal themes in performance and in dramatic text. They investigate theater by examining the integration of other arts into a complex multi-media art form. Additionally, students connect and apply learning in other disciplines to their inclusive understanding of theater.
IV. Working With Community and Cultural Resources
Community resources that support Theater Making, theater literacy, theater connections and career exploration, expand students’ opportunities for learning. Active partnerships that combine school, professional and community resources create rich avenues for student and teacher innovation in the classroom and in production. Additionally, students validate their learning by sharing and performing outside of the classroom and in partnership with artists and organizations in support of community efforts.
V. Exploring Careers and Life Long Learning
Students develop audience skills and a connection to theater that allows them to value theater throughout their lives. They explore the scope and variety of theater careers in teaching, production, performance, criticism, design, technical theater and related occupations, and they investigate how these careers align with their personal goals and aspirations.
I. Theater Making: Acting, Playwriting/Play Making, Design and Theater, and Directing
Theater Making provides multiple avenues for active learning. Through the interpretation of dramatic literature and the creation of their own works, students engage as writers, actors, designers, directors and technicians. Students learn to use their minds, bodies, voices, emotions and sense of artistry to examine the world and its meaning.
II. Developing Theater Literacy
Theater Literacy provides the skills and knowledge to deepen a student’s understanding of many forms and genres of theater. Students explore theater history and the multiple roles that theater plays in society. They use theater vocabulary when making and responding to performance, and develop critical, analytical and writing skills through observing, discussing and responding to live theater and dramatic literature. In this strand, dramatic literature is also viewed as a catalyst for production and performance. Therefore, the associated activities are experiential in nature and support Theater Making as well as a deeper understanding of text.
III. Making Connections
Students make connections to theater by developing an understanding of self and others. They respond to theater by identifying personal issues and universal themes in performance and in dramatic text. They investigate theater by examining the integration of other arts into a complex multi-media art form. Additionally, students connect and apply learning in other disciplines to their inclusive understanding of theater.
IV. Working With Community and Cultural Resources
Community resources that support Theater Making, theater literacy, theater connections and career exploration, expand students’ opportunities for learning. Active partnerships that combine school, professional and community resources create rich avenues for student and teacher innovation in the classroom and in production. Additionally, students validate their learning by sharing and performing outside of the classroom and in partnership with artists and organizations in support of community efforts.
V. Exploring Careers and Life Long Learning
Students develop audience skills and a connection to theater that allows them to value theater throughout their lives. They explore the scope and variety of theater careers in teaching, production, performance, criticism, design, technical theater and related occupations, and they investigate how these careers align with their personal goals and aspirations.