Saint Stanislaus Kostka School
61-17 Grand Avenue, Maspeth, NY
11378-2826
Phone: (718)326-1585 Fax: (718)326-1745
Head Of School: Sister Rose M. Torma
District: District: Diocese of Brooklyn
Curriculum and Methods
Pre-Kindergarten, Kindergarten
The pre-kindergarten and kindergarten programs focus on the nature of the child. Children at this age learn best through active learning, resulting in programs that reflect an awareness of the enthusiasm and energy of each child. Activities that reflect all the traditional subject areas are organized around themes. Through the exploration of themes, children practice counting, sorting, and simple adding of groups of objects. They are provided with simple science experiments and experiences that help them to become aware of basic science ideas. Children begin to be aware of the social environment and Christian values as they work and play in small groups. Through the use of simple Bible stories and prayer experiences, they begin to experience God as a loving and powerful being. Children express themselves through the use of arts and crafts materials and the drawing, dictating and writing of stories. Language is developed through the sharing of books, the use of poetry, finger plays, and music. The children are exposed to alphabet activities, with a focus on becoming aware that letters are the basis for the written word. Relevance of the written word in their world is pointed out to them. In kindergarten, letter activities are more formalized. A new letter/sound, connected to the current theme, is introduced and mastered each week. Children visit the school library weekly and attend weekly Spanish and computer classes. Field trips are arranged to expand the child's basic knowledge and experience. Motor skills are developed at weekly gym classes, and rhythm and a sense of sound are developed through weekly music classes.
Grades One to Three
Guided by biblical faith, the religion program for grades one to three focuses on developing a knowledge and love for God, as well as, a friendship with Jesus. The program fosters a positive attitude toward God, self, family and friends while encouraging a life of love and service to God and others. This message is reinforced through stories, songs, finger plays, dramatizations and daily classroom prayer. Students also participate in seasonal liturgical celebrations and school prayer. Students in grade two receive the sacraments of Eucharist and Reconciliation for the first time. The language arts skills of listening, speaking, reading and writing, as outlined in the New York State Standards, are introduced in the early grades and are expanded throughout the grades. Listening is highlighted in the Author Study Program, during which the children listen to and learn from stories by renowned children's authors. As the children retell these stories, speaking skills are enhanced. Oral skills are also used as children present reports or memorized speeches, and participate in reader's theater, skits and plays. The reading program stresses a "whole to part" approach in which stories are read in their entirety for enjoyment and comprehension. Through these stories, reading and grammatical skills are taught, as well as story-related vocabulary. Reading logs are kept for each child. Weekly classes and visits to the school library make wonderful literature available to each student. The program is further enhanced by daily periods of sustained silent reading of both literature being taught and the child's own preference. Webbing is used at all grade levels in writing as are the five steps of the Writing Process. Portfolios of the student's written work are kept and passed on from grade to grade. Mathematics is taught following the 2005 Mathematics Standard and Core Curriculum. The structural organization of the curriculum is grade specific for grades one through three. There are grade by grade performance indicators which are utilized by each teacher. The "Five Process Strands" of Problem Solving, Reasoning and Proof, Communications, Connections and Representation, as well as the "Five Content Strands" of Number Sense and Operations, Algebra, Geometry, Measurement, Statistics and Probability are identified by teachers completing an Overview Plan for the year. Careful consideration is given to pre-March and post-March requirements of the curriculum. The emphasis in grades one through three is on Number Sense and Operations. Algebra builds slowly, beginning with patterns in these early elementary grades. Geometry is also begun in the early elementary years. Measurement is an integral part of all grade levels. In the early elementary years statistics include the collection and display of data. The program takes into account the reading and writing skills necessary for problem solving, the available technology to motivate and enhance lessons, a spiral presentation of lessons, the use of literature, the use of manipulatives to insure the understanding of concepts, a connection of mathematics skills to other subject areas and the real world, as well as a comprehensive assessment program that will lead to remediation when necessary. Within the living environment in Science, students in grades one through three learn the characteristics of living and non-living things, the life cycle of plants and animals, and factors of good health and growth in humans. Within the physical setting, students describe patterns of changes in the environment, observe interactions with heat, the relationship of air and water and identify physical and chemical changes. The students develop critical thinking skills, classify, observe, predict, measure and make models to seek meaning and understanding. Individual projects are completed and a Science Fair is held each year. In Social Studies, the basic concepts introduced in kindergarten are expanded upon each year. An overview of specific content for each grade includes getting to know self in kindergarten, family in grade one, community (including the borough of Queens as well as urban and suburban communities) in grade two, and communities around the world in grade three. Methods used include reading and responding to literature, making graphs and timelines, using maps and globes, dioramas, crafts, songs, discussions, journals, videos and internet websites. Individual projects are also assigned and a Social Studies Fair is held each year. During the weekly Spanish program, listening and speaking skills are the primary goal of language learning. Students work on building basic vocabulary in the Spanish language. Being aware that the world around us is changing, instruction in technology prepares students to meet the challenges of the future. Integrating technology into the curriculum is built on introducing basic skills so that students learn how to find, access and assess information. Students in kindergarten through grade three use input devices to operate computers and other tools of technology. They use various media and technology resources and communicate about technology using age appropriate and accurate terminology. They make use of developmental software and resources appropriately, work collaboratively with peers, learn how to act responsibly, to use ethical behavior when using technology, and to use appropriate technology for problem solving and communication. Students learn to use technology to illustrate thoughts, ideas and stories. They gather information and communicate with others using telecommunication and simple desktop publishing. Our primary arts curriculum includes a weekly music program to expose children to rhythm, sound and church music. Children's appreciation of the works of famous artists is developed through exposure to and study of their works.
Grades Four through Eight
Continuing with the Christian formation introduced in the lower grades, the focus of Religion in grades four through eight is to impart knowledge of the four pillars of the Catholic Church: The Creed, the Celebration of the Christian Mystery (Worship: Liturgy and Sacraments), Life in Christ (Moral Living), and Christian Prayer. The religion program includes active participation in monthly school Masses, regular school and class prayer services, bulletin boards which impart Christian values, the study of sacred scripture and the history of the Church, and teaching based upon The Catechism of the Catholic Church. We continue the Rites of Initiation by celebrating the sacrament of Confirmation in grade eight. Each child learns by the tradition of the faith as well as by the example of the teacher, that she/he is valued, and is encouraged to be a visible, viable representative of the faith community. In the language arts program, grades four through eight continue to elaborate upon skills taught in the primary grades. In keeping with New York State Standards, oral skills are developed as children present reports or memorized speeches and participate in reader's theater, skits and plays. Reading logs are kept for each child. Weekly library classes make wonderful literature available for each child. Library and research skills are taught as well. The regular use of computers and the internet enhances exposure to literature and non-fiction works. Both are further enhanced by daily periods of sustained silent reading of literature being taught as well as the child's own preference. Writing at all grade levels encompasses the use of graphic organizers and the five steps of the writing process. Portfolios of children's written work, containing a representative sampling of writing for information and understanding; literary response and expression; critical analysis and evaluation; and social interaction, are kept. The study of mathematics in grades four through eight follows the 2005 Mathematics Standards and Core Curriculum. As in primary grades, attention is paid to process as well as content strands. Performance indicators are grade appropriate and planned with regard to pre-March and post-March requirements. At the upper grade level, instruction is aimed at increasing understanding of mathematics, allowing students to communicate mathematically both verbally and in writing, applying math to real life settings, and solving problems through a study of number systems, geometry, algebra, data analysis, probability and trigonometry. Students participate in school and Diocesan Math Bees, and students in grades four through eight take the NY State Test in mathematics. In Science, within the living environment, students learn the structure and function of living things and focus on all aspects of the environment. Within the physical setting, students acquire an understanding of the earth's structure and history. Energy, force, motion, matter and the nature of chemical reactions are also covered. Students demonstrate competence by completing controlled experiments, secondary research, field work, and by participating in an annual Science Fair. All science process skills are used to enhance learning of curriculum. The middle school standards are tested by a written and laboratory performance exam given to students in grades four and eight. In Social Studies, students in grade four study the five boroughs of New York, as well as significant historic events that took place in New York City. Grade five covers exploration, migration and urbanization in the Western Hemisphere, and a comparison and contrast of the government, geography, etc. of the United States, Canada and Latin America. In grade six there is a concentration on the Eastern Hemisphere, most specifically, world civilizations of Asia, Africa and Europe, comparing and contrasting ancient, middle ages and modern periods of their history. The roots of America up to the Civil War are studied in grade seven, and from Reconstruction to the present time are studied in grade eight. Assessments used in social studies include objective, data, short answer, and open essay questions. Levels of thinking and learning range from recall through analysis and evaluation. Primary and secondary sources of information are used for study. Unit projects, research reports and displays are assigned, and a Social Studies Fair is held annually. To continue to enrich knowledge in the Spanish language, students learn the culture, tradition and prayers in the language. Students are encouraged to use their speaking skills, as well as, their reading and writing skills within their level of fluency and to converse, ask and reply to questions. In addition to homework, special projects are assigned, and unit tests and quizzes are given to reinforce learned language skills. Studen ts in grades four through eight receive instruction in technology to prepare them to meet the challenges of a changing world. They must have the ability to efficiently and effectively use input and output devices, telecommunication, online resources, calculators, data based information, videos and computer software as resources and productive tools. Students use these tools in creating reports and handling and assessing information. Students develop skills and learn how to research, use appropriate software, and evaluate the accuracy, appropriateness and freedom from bias of electronic information, as well as to design, develop and publish products to communicate mastery of curriculum concepts.
Evaluation of student progress is a comprehensive judgment of achievement arrived at after using a variety of measurement tools; namely, day-to-day class work, homework assignments, independent work, projects and written tests. Trimester report cards are distributed at the end of each trimester. I nterim progress reports are distributed to students in grades one through eight at six week intervals in sufficient time before trimester report cards so that needed improvement may be made. All tests mandated by New York State (both pupil and program evaluations), as well as the standardized testing programs of the Diocese of Brooklyn are administered each year as directed. Teachers from grades one through eight give teacher made tests and quizzes which parents are expected to sign so that they may monitor the progress their children are making. Results of both New York State and Diocesan standardized tests reflect the success of the school programs. Students in grades three through eight score well above the state reference point in every instance.
Homework is assigned to reinforce previously learned information and to demonstrate a correlation between past and present learning activities. Homework assignments include use of the internet to research primary sources of information and so extend curriculum learning experiences. Students who are absent from school are responsible to complete appropriate homework which is published on the school website ( www.ststansschool.org).
