Instructional Programs

The workshop model is how the lessons are planned and taught. The teacher teaches a skill, strategy or topic to the whole class. After the teacher models the learning target and provides explicit instruction, the students work in groups or independently to reinforce the learning target. The teacher walks around conferencing with students, facilitating learning and assessing their strengths and weaknesses. Then the class comes back together and shares what they have learned in a whole group and many times students complete an exit slip to demonstrate their transfer of knowledge and to reflect on next steps. 

Writing: Text types, responding to reading, and research  

The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.  Through our reading program, the students will be exposed to many genres such as personal narrative, descriptive essay, and informational texts.   The students will go through the writing workshop to learn how to publish a final piece.   

  writing process 

• Explicit modeling and instruction for each stage of the writing process. 

• Routines building strong habits. 

• Repetition of ideas and language encourages the development of

Speaking and Listening: Flexible Communication and Collaboration 

Including skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task. 

Language: Conventions, Effective Use, and Vocabulary 

The Language standards include the essential "rules" of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases. 

Science – In grades 3-5 we use Amplify Science curriculum which blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists

Social Studies:  Passport to Social Studies  

The New York City Department of Education Social Studies Department has produced a curriculum called Passport to Social Studies. New York City educators created it for our students, and it is meant to prepare children for the global community.  Students use rich content, themes and big ideas to learn history, geography, economics, civics, citizenship and government. They also use important skills to “think like historians.”  Teachers also include literacy in the social studies classroom. This helps students use evidence from text when reading, writing, and discussing. 

The Framework for Teaching - Charlotte Danielson 

The Framework for Teaching is an instrument used with the NYS State Standards. The standards will have a profound effect on the education that our students will receive. Danielson's Framework emphasizes active, rather than passive, learning by students. In all areas, they place great importance on deep conceptual understanding, thinking and reasoning, and the skill of argumentation (Students support it with logic and evidence). 

The teaching of Standards requires a close reading of text and a greater emphasis on nonfiction works must take place. In mathematics there must be a focus on the principle topics in each grade level, with fluency and skill in the application of mathematical concepts. 

The students must be prepared for college and careers. A deep conceptual understanding, for argumentation, and for logical reasoning will be priorities in the classroom. Students will take an active role in their own learning and respectfully challenge their classmates' thinking. Through the NYS State Standards and the Framework of Teaching the students will become "intellectually active". The classroom will be a community of learners, in which the students assume a large part of the responsibility of the success of the lesson; they make suggestions, initiate improvements, monitor their own learning against clear standards, and serve as resources to one another.  

Students will reflect on themselves as "intellectually active" learners through a self-reflection checklist. This checklist will empower them to take responsibility for their learning. 

Student Self Reflection 

The checklist below will be utilized in the classrooms for students to reflect on their progress and performance.  

Socratic Seminar: 

Our students at PS 32 participate in a Socratic seminar.   The purpose of a Socratic seminar is to help students develop critical thinking, communication, and collaboration skills by exploring ideas in a text through discussion:  

1. Understand Ideas: Students are encouraged to dive deep into the content of a text, not just skim the surface. This helps them grasp the underlying themes, arguments, and nuances, enhancing their ability to critically engage with the material. 
2. Practice Dialogue: Effective communication isn't just about speaking; it’s about engaging in thoughtful, respectful conversations. By practicing dialogue, students learn how to listen attentively, respond appropriately, and present their ideas persuasively, making the exchange of ideas more productive and enriching. 
3. Build Skills: Students are pushed to think critically, consider different viewpoints, and make connections between ideas from different sources or subjects. This helps foster a more comprehensive understanding and allows them to engage with complex issues more effectively. 
4. Practice Communication: Learning to speak confidently while also listening empathetically is key. By practicing these two skills together, students can build strong communication abilities that are useful in both academic and everyday settings. 
5. Prepare for Writing: Before putting ideas into written form, students practice articulating their claims and counterclaims in spoken dialogue. This oral practice helps them clarify their thoughts, making the writing process smoother and more coherent.