K-5 Program

The Pelham Public Schools value a literacy-rich environment across the disciplines that provides all students with authentic opportunities to become independent and lifelong readers, writers, speakers, and critical thinkers.  We are committed to helping students grow into empathetic, intellectually curious, and informed global citizens who demonstrate strong and effective communication skills in diverse ways. Our programs and instruction foster student voice and encourage choice in student work to promote students’ engagement and develop their creativity. The Pelham Public Schools recognize that, together, we can build a community of learners who gain a deeper understanding of themselves and the world around them through reading and writing and effectively communicate their unique perspectives for the betterment of our democratic society and interdependent world.

(Vision Statement Adopted by the K-12 District Literacy Committee May 2018)

How We Teach Literacy

Literacy instruction in the Pelham Public Schools incorporates research-based practices, direct instruction and student exploration within a workshop model. The explicit instruction includes teacher modeling or demonstration, followed by guided practice and an opportunity for student work time. Ongoing assessment of student learning allows for instructional differentiation to support students in whole group, small group or individually. Our program incorporates:

• Reading Workshop: provides opportunities for direct instruction in phonics, phonological awareness, and reading strategies, student work time, shared reading, guided reading and read aloud.

• Writing Workshop: provides opportunities for direct instruction in authors' craft and style, student work time, shared writing and interactive writing.

• Word Study: instruction focuses on and develops a curiosity of spelling patterns, word meaning and conventions alongside direct teacher instruction.

The goal for all students is to develop strong foundational skills and the habits of lifelong readers and writers.

Our elementary math program is designed to have students develop their mathematical understanding, problem-solving strategies, and computational fluency and be able to analyze problems, conjecture and communicate their thinking. This balanced focus is aligned with the Common Core Learning Standards and New York State Next Generation Math.

The elementary science curriculum develops fundamental science concepts, skills and content learning through a hands-on, inquiry-based approach to learning.  The program seeks to integrate math, science and technology, wherever possible.  Emphasis is placed on the application of science concepts to our everyday world.  The elementary science curriculum is divided into three areas: The Living Environment (complex systems and the interdependency of living things with each other and their environment), The Physical Setting (different forms of matter), and The Human Body and Health (body parts, keeping fit and healthy, and movement and control)

The elementary social studies program combines both historical and geographic understandings and civic responsibility. It introduces students to chronological thinking and an historical perspective, including historical analysis, interpretation, research and historical issues.  It builds on the concept of community, from the family and Pelham as their local community to the history of New York State, the United States, Canada and Latin America as well as communities around the world. Students engage in a variety of experiences and are encouraged to draw conclusions based on several sources and to compare and contrast various points of view about historical figures and events.

Our library program includes resources and instruction that support and enrich classroom literacy initiatives and guided inquiry. Another goal is the development of information literacy so that all students will have the strategies to access, evaluate and use information effectively and thus become life long readers, writers and thinkers. Students also receive instruction in the system of library organization to find "just right" books that meet their individual reading levels, needs and interests. 

Our elementary schools utilize Responsive Classroom, a framework that seeks to foster a safe, engaging and joyful classroom for all students. Responsive Classroom helps students establish procedures and routines through interactive modeling in which teachers or administrators demonstrate certain behaviors and students then try on their own. By helping to build a strong sense of community within a school or classroom, students are more readily equipped to learn each day. 

A key piece of Responsive Classroom is the Morning Meeting, which occurs daily. The meeting has four components: greeting, sharing, a group activity and the morning message. 

• Greeting: Students greet each other daily, helping to practice healthy, respectful communication skills and begin the school day on a positive note. 

• Sharing: Students share information about important events in their lives. Listeners often offer empathetic comments or ask clarifying questions. This helps students build confidence, feel valued, and learn how to communicate effectively. The class and teacher learn about the students’ interests, families, and talents.

• Group Activity: Everyone participates in a brief, lively activity that fosters teamwork and helps students practice social and academic skills (for example, reciting a poem, dancing, singing, or playing a game). Through activities and games, students gain self-discipline, confidence, communication and social skills, empathy, respect for others, and a sense of belongings.

• Morning Message: Students read and interact with a short message to help get them ready for the day and set expectations.

All elementary students participate in the Fly Five - The Mindful Student. This curriculum, which is taught by the elementary school counselor, is designed to help students recognize their emotions and teach strategies for managing those emotions. Students participate in the program approximately twice per month and activities are aligned with the C.A.R.E.S. Competency Standards:

• Cooperation

• Assertiveness

• Responsibility

• Empathy

• Self Control

Lessons typically start with a “brain break” to allow students to release extra energy followed by a review of rules, lessons on the C.A.R.E.S. competencies, large/small group discussions, a “take-away” message and a mindfulness activity.