The elementary school curriculum includes prekindergarten through fifth grade. Instruction in the academic areas is provided by the classroom teacher. Teachers use flexible grouping strategies and differentiation to meet the needs of all learners.
Select a grade level to find information related to what is taught.
- English for Speakers of Other Languages (ESOL)
The ESOL instructor, the student, the parent or guardian, and the school counselor determine the academic programs for English language learners. Placement decisions are based on the WIDA-ACCESS Placement Test (W-APT) or WIDA Assessing Comprehension and Communication in English State-to-State (ACCESS). The W-APT is given to newly enrolled students to help place them in the appropriate classes. The ACCESS Test is given annually to measure students' progress toward proficiency in English.
The English for Speakers of Other Languages (ESOL) teachers work with the regular classroom teachers to provide the best program for ESOL students. This could be a push-in or a pull-out model or it could be a combination of the two. Both the push-in and the pull-out model use a variety of techniques, with methodology and curriculum designed to teach English Language Learners (ELL) English skills, content vocabulary, and cultural orientation. ESOL instruction is primarily in English with some of the students’ native languages when possible.
The ESOL teacher/tutor provides push-in services typically during the classroom teacher’s small group reading block. During this time, the ESOL teacher/tutor follows the small group reading plan for emergent readers. The ESOL teacher uses the English Language Learner support component of the grade-level Houghton Mifflin series.
The pull-out model of ESOL instruction provides students with one-on-one or small group instruction outside of the regular classroom. Each ESOL teacher has a dedicated room in which she can teach small groups of students. Pull-out instruction focuses on speaking, listening, reading, and writing skills that are below classroom peers.
Throughout instruction, ESOL teachers focus on assisting students as they develop language proficiency in Listening, Speaking, Reading and Writing.
World-class Instructional Design and Assessment - WiDA Instructional Standards and Testing Information
U.S. Department of Education - Informátion En Español
Maryland Standards for English Language Acquisition
- TCPS Recess Guidelines
Children need physical activity. This includes both structured instructional activity, such as that provided in Physical Education and other classes, and relatively unstructured play, such as what they can experience during play at Recess.
Safe play is important to physical, social and intellectual development among elementary school aged children. When physically active, play also contributes to a child’s fitness and overall wellness. Twenty (20) minutes per day of Recess is recommended, as identified in the Talbot County Public Schools Elementary Best Practices Guide, 2006-07.
Teachers may not revoke or reduce recess time, except as indicated in a student’s Behavior Intervention Plan (BIP) or Multi-Level Intervention Process Plan (MLIP).
Recess must be supervised. Principals will need to assign staff in sufficient numbers and for sufficient times to properly monitor Recess. Staff members who are not assigned as monitors, and are otherwise “duty free,” are encouraged to participate in Recess games with students in order to foster and enhance positive relationships in the school.
Schools should provide equipment and initial instruction for low organized games, as deemed necessary by each Principal. Games that are not appropriate for P.E. classes are also not appropriate for Recess. Where available, on-site playground facilities may be utilized if considered appropriate by the Principal/School Manager.
The interests of safety and providing appropriate education to students take precedence. Recess is subject to cancellation or postponement at the discretion of the Principal/School Manager.
Cancellation, postponement, or movement of Recess to an indoor facility must be considered whenever any situation arises that the Principal/School Manager believes presents an intervening danger. This includes, but is not limited to:
- Events that warrant an elevated Security Level.
- Risky field or facility conditions.
- Unsafe weather, including dangerous temperatures or hazardous air quality.
Recommended Low Organized Games: – activities with little or no equipment, a few simple rules and uncomplicated goals. Includes:
Grassy Areas: Beanbag toss; Bocce; Cricket (with soft, pliable ball and soft bat), Kickball (with soft, pliable ball); Soccer (with soft, pliable ball); Wiffle Ball or Nerf Ball (using soft plastic or pliable bat)
Hard Surface or Blacktop Area: Bowling (with soft or light plastic equipment); Four-Square; Triangle (with soft, pliable ball); Hopscotch; Hula Hoops; Jump Rope; Rhythm; Skip, Jump and Run; Toss & Catch (Frisbee; using soft, pliable ball)
Where Facilities and Equipment Allow: Basketball; Handball; Mat Ball (with soft, pliable ball); Playground Activities (swinging, climbing, etc.); Tetherball; Volleyball; Wallball
Games to Avoid: Archery; Blindfolding Games; Dodgeball (strictly prohibited); Games using metal or wooden sticks or bats – (includes Lacrosse, Hockey, Baseball,Tennis, Badminton, Golf); Games requiring Contact – (includes Red Rover, simulated fighting/combat, Wrestling);“It” Games (where the premise of the game is exclusionary); Keep Away Games; Roller Skating and Skateboarding; Tag and Chase Games – (includes Football, Rugby, Ultimate Frisbee)
- TCPS Field Day Guidelines
Field Days must be scheduled in a manner that creates a minimum disruption to instruction, as close to last day of school as possible. They should not be scheduled prior to the last two weeks of school.
A half-day of participation is the maximum for any individual student or grade level.
Water and other appropriate refreshments must be readily available to all. Refreshments and snacks must comply with TCPS Wellness Policy Guidelines.
Sunscreen, shade, and other appropriate protections against the elements must be planned. This includes protection from insects, allergens, etc.
The School Manager must approve the use of any equipment or item that requires construction, special placement, gas, water or electrical connection, or that might present any safety hazard, whether owned by the school, loaned to the school, or borrowed or rented by an employee, PTA/PTO representative, or any other interested party.
All visitors must sign in and be subject to the same restrictions and limits as a regular school day.
Students from other schools should not be involved as participants or volunteers.
- Should emphasize participation over competition, and allow for all students to take part at some point during the event.
- Should be scheduled to minimize “downtime” and “sitting and watching.”
- Should provide attainable challenges, both physical and mental.
- Should offer students opportunities to display mastery of a variety of skills, including co-curricular and cognitive skills like predicting, measuring, and collecting and analyzing data in writing.
- Should be age and developmentally appropriate, and consistent with the Physical Education curriculum. (Activities not suitable for P.E. are not suitable for Field Day.)
- A theme or unifying objective is highly recommended. Some suggestions are School Pride, Olympic Spirit, Talbot Tribute, Wellness Awareness, or a benefit for a charity.
- All teachers must attend with their classes. Teachers and adult volunteers should have specific assigned responsibilities.
- The school’s PTA/PTO should be encouraged to participate in planning and presenting a Field Day.