Primary School



Curriculum Philosophy and Fidelity is very Important

The founders of Franklin Phonetic Primary School have always believed that it is important to encourage and enable students to successfully use higher level thinking skills. Today’s knowledge is growing at an exponentially rapid rate. Unlike schools of the previous century, memorization of rote facts and figures will not be enough to gain academic success. Instead students must learn to collect, interpret, evaluate and understand information. They must be able to critically evaluate and intellectually process the high amounts of information and data that are presented to them on an ever continuing basis.

At Franklin Phonetic School we are very focused on providing research-based curriculum with high standards for achievement. As a traditional school, we emphasize a “back to basics” approach with time-on-task expectations in every classroom. Our approach is also multi-sensory with students reading, writing, and speaking as a means of providing instruction that appeals to all types of learners. Because fidelity to fine instructional practices is very important an experienced Franklin Phonetic curriculum designer will be employed at the school to make sure that all teachers and administrators are following required procedures and curricular expectations. What follows is a brief description of the curriculum indicating how it is aligned to the state standards.

1. Reading/language Arts:

After using and examining many reading programs, our board members have found the Spalding Method to be the most effective. All of our teachers will be trained and certified as Spalding teachers. The Spalding Method operates by teaching children 70 letter/sound combinations called phonograms. These phonograms are drilled in class every day. Children can use Spalding’s single and multi-letter combinations to decode most common words. Spelling and English are included in the program. Children are taught spelling skills by working with the Ayres list which was developed to include the most commonly used words in the written English language. Because of this, even those children who do not respond to intensive phonics instruction will get a chance to develop a sight-word vocabulary. In addition, the program is multi-sensory with children seeing, reading, and speaking the sounds and words enabling us to reach out to all types of learners. Skills are never used in isolation and children begin blending letters to read and write words almost from the very start.

In order to make the Spalding Method especially appealing to younger students, we also use the “Fun With Phonograms” program that was developed by one of the school’s co-founders. This program, which is published and available for purchase by other schools, includes songs, stories, videos, and elementary activities that bring reading and spelling alive for students. This combination of Spalding and Fun with Phonograms has been shown to improve student achievement.

At Franklin School, we are very proactive when it comes to struggling readers. We offer before and after school tutoring for those in need of extended instruction. Children are targeted for tutoring services based on teacher observation, prior year test scores, and basic classroom performance. RTI (Response to Intervention) probes are also used to establish and monitor benchmarks for the purpose of identifying those students who may be struggling. We have also adopted a philosophy requiring that students be reading independently before they are promoted. We believe that reading is a fundamental and foundational skill that determines the future progress of all students across all subject areas and that this foundation must be solidified before students can move on. Currently other educators have realized the importance of providing a good foundation for reading within the primary grades. Because of this the state policy of requiring students to attain an adequate level of reading proficiency before third grade promotion can occur is in keeping with the school's philosophy.

2. Mathematics:

At Franklin School, our math program is based upon state and common core standards for mathematics instruction. Saxon Math is used as a primary source of math curriculum. Saxon is a complete math program with daily drills and worksheets accompanied by scripted math activities for teacher’s to pull into their math instruction. Mixed-practice is one of the highlights of Saxon’s program which enables teachers to teach new concepts and continually review past skills in every day instruction. Concepts such as geometry. algebra and many others are introduced at every grade level and continually reinforced and expanded According to the Saxon Program, “Saxon's unique pedagogical approach-based on instruction, practice, and assessment distributed across grade levels-incorporates more than 25 years of research and classroom experience” (http://saxonpublishers.hmhco.com/en/sxnm_about.htm).

In addition to Saxon Math, elementary teachers are encouraged to supplement and pull in additional activities that help to target common core standards. Using manipulatives and other active experiences from programs recommended by the National Council of Teachers of Mathematics such as “Math Their Way” is a tool that will be employed to teach the new common core mathematical standards. A Math Their Way Training workshop has been included within the start up activities that are funded by this grant. http://www.center.edu/WORKSHOPS/index.shtml.

Math is integrated throughout the entire school curriculum. Since the science program at the school features experiments and other investigative activities, students are provided with additional opportunities to use their math skills in relevant ways. After school science, woodshop, music, chess club, and other art based projects, are other exciting venues where mathematical concepts can be practiced and refined.

Just as in the case of the reading program, we are careful to target struggling students for assistance in math. Before and after school tutoring classes are also scheduled for those students who need the extra help. Students are selected for these extra classes based on teacher observation, prior year’s test results, and basic classroom performance. RTI (Response to Intervention) probes are also used to establish and monitor benchmarks for the purpose of identifying those students who may be struggling so that they can be given immediate assistance.

3. Additional Curriculum Areas:

Science and Social Studies
The science and social studies programs at Franklin School are based on state standards. Science classes feature experiments, simulations, and training on how to solve problems by using the scientific method. Students will be encouraged to create science fair projects that can be entered in contests as well as local events. Common core standards are also integrated within these programs. In addition to learning important background information and facts about the physical, biological, environmental, and numerous other branches of science, students will be taught how to analyze, and interpret information from past scientific endeavors. A major goal of the scientific curriculum is that students will be able to be able to investigate new problems using accepted principles of scientific inquiry. Common core standards provide opportunities for students to write about what they investigate and experience so that meaningful dialogue about scientific processes can occur. At each grade level students are encouraged to create a scientific notebook describing what they have learned and investigated. By bringing mathematical, language and visual arts skills into the scientific classroom knowledge is often remembered and concepts can be personalized and better comprehended.

Common core math and language standards are seamlessly integrated into the social studies curriculum. Following suggestions from the national Geography Standards, the Franklin School Social Studies Program strives to insure that students achieve competency in understanding the uses of geography including: how to apply geography to interpret the past as well as the ability to understand present cultures and plan for the future.

By using curricular tools such as Steck-Vaughn’s Maps and Globes curriculum, students learn how to use maps and other geographic representations, to acquire, process, and report information about people, places, and environments on the earth. Because of this they are better able to understand the characteristics and spatial distribution of ecosystems on Earth's surface as well as the physical processes that shaped them. Through readings, projects and other interactive experiences, students improve their ability to recognize the physical and human characteristics of places and understand how culture and experience influence people's perception of regions of the world. Specific information about human settlement and the development of economic systems will enhance student understanding and respect for diverse people and cultures.

While an overview of world systems will be introduced, extensive information will be provided about American history and patriotism.

 

Music

Students in grades K-5 have general music class each week. Kindergarten and first grade students learn to sing and play rhythm instruments. In second grade concepts of note reading are added to the rhythm band experience. In third grade students learn how to play a recorder. All of these primary students have fun by performing in musical plays and other concerts. In fourth grade the students form their own opera company. This curriculum obtained from the New York Metropolitan opera guild teaches teamwork and cooperation. They learn how to design costumes, create sets, wire lights, design costumes and make up and write and perform the songs and stories for their original opera creation. Within the music classes students also learn how to play piano. Fifth grade students learn how to play baritone ukuleles. They enjoy teaching the school about grammar rules by performing an annual grammar play.

Students who wish to extend their musical experience are invited to join choir and band. Beginning in fourth grade students can learn to play trumpets, trombones, clarinets, flutes, baritones, tubas, bass guitar and percussion instruments. The school has 4 levels of band, beginning, intermediate, concert and jazz.

Spanish

Beginning in kindergarten students are taught Spanish as a second language. This class also allows students to learn appreciation for other cultures. As a result by the time that they enter high school, some students are able to earn foreign language credit.

Computers

Students in grades kindergarten through 8th also learn computer skills. The curriculum is designed to follow the state computer standards and emphasizes keyboarding, presentation and information gathering skills. Students may also complete enrichment and remedial activities on computers.

Physical Education

All students kindergarten through eighth, have physical education classes. These classes allow students to become physically active through a variety of games and sports. Additional recreation activities are also available in the after school program. Junior high students in grades 6th-8th are given the opportunity to participate in flag football, volleyball, basketball and soccer against teams from other area schools.

Baton Twirling and Cheerleading

twirling and cheerleading are also offered during the after school programs. These provide a spirited group activity that encourages confidence through physical activity.

Drama

Drama is an important part of the school day and we are pleased to have a fine teacher who is a drama expert. Not only do students have the opportunity to perform in productions such as the K-3 Musical, the 4th Grade Opera and the 5th grade grammar play, but students who are really interested in drama can attend after school classes. Drama is also included in the general curriculum for grades 1st-3rd as it has been shown to improve reading and language arts skills.