Curriculum Overview

READING Duffy teachers focus on three strands for our reading instruction, Developing Positive Interests and Attitudes Towards Reading, the Reading Process (the skills and strategies of decoding words), and Reading Comprehension (the strategies leading to understanding what we read). We encourage our students to read real literature daily. To do this, each teacher is encouraged to utilize a Reader's Workshop Format for their reading instruction. This means that several times each week students select a book of choice, read independently or in small groups for an extended amount of time and then respond to the literature in various ways. Teachers work with students during this Sustained Silent Reading time. In addition, Guided Reading experiences that we provide at Duffy includes direct instruction, independent, paired, and small group reading, Reader's Response, Reciprocal Teaching and Literature Circles (strategies that enhance reading comprehension), Reader's Theater, Reading Journals, and appropriate self selection of books. Our children learn to read like writers by analyzing the author's purpose and craft. To develop a critical stance, students make predictions, evaluate information and themes, and use relevant information to support opinions, values, and beliefs.	WRITING The rigorous Writing program provided at Duffy is intended to help students learn to express their thoughts in an organized, focused, and detailed manner. Students learn to write memoirs, fictional narrative stories, informational and research pieces, expository (explanatory) writing, poetry, and various other genres. We use a Writer's Workshop format in all our classes. The format for Writer's Workshop is similar throughout the grades. First, the teacher presents a mini-lesson based on the stated needs of the class. Then the children are off to write, sometimes on topic that is provided by the teacher and sometimes a topic of the student's own choice. This time is called Sustained Silent Writing. The teacher then confers with small groups or individual students. Lastly, the class comes together for a short sharing time when the class discusses how they used the information from the mini-lesson in their writing that day! We use the Writing Process to guide us through each piece that is written. This means that students first brainstorm ideas, organize their thoughts, draft their pieces, revise and edit them and then bring many, but not all, to final publication. Revision and editing are important aspects of the process. Revision is when we attend to the addition, deletion, or reorganization of the information as well as to good word choice. Students edit for capitalization, punctuation, spelling, grammar, and overall appearance of paragraphing.
MATH At Duffy, we pride ourselves on the hands-on experiences that we offer our students. Students need to participate in the manipulation of concrete objects in order to really comprehend mathematical concepts. This manipulation of concrete objects is the first step as we progress towards the understanding of the symbolic concepts of mathematical computation and reasoning. Through the use of the Trailblazers math program, each year in each grade we focus on the following math concepts: number sense and operations, fractions, measurement, time, money, graphing, probability, geometry, patterning, and problem solving. We use calculators when appropriate and encourage the speedy use of mental math computation. We gather and analyze data, write and solve story problems, and develop situational experiences where our students can apply their new knowledge towards the solving of real life experiences.
SCIENCE We implement an Inquiry based science curriculum at Duffy. Four Science strands which align with state expectations are the center of concentration. They are Life Science, Earth Science, Physical Science and Science and Technology in Society. Being scientifically literate requires that each person has an essential understanding of key science ideas. Our curriculum identifies the key ideas and levels of understanding that all students are expected to reach. Throughout the grades fundamental concepts from the life, physical and earth sciences are woven together in order to support the holistic understanding required of a scientifically literate individual. Scientific literacy requires the ability to apply critical thinking skills when dealing with science-related issues. Our classrooms develop the age-appropriate critical thinking – or inquiry – skills that should be infused in the learning of each of the content standards. Further, we allow for the implementation of a hands-on/minds-on science program in which students and teachers have time for in-depth explorations that build an understanding of the way in which scientific knowledge is created, validated and communicated. Scientific literacy also implies having the capacity to pose and evaluate varied points of view based on evidence and to apply logical conclusions in decision making. Language arts and mathematics are the communication vehicles that people use to convey, critique and evaluate science-related ideas. Therefore, language arts and mathematics learning expectations are integrated as integral components of science learning.	SOCIAL STUDIES Social Studies at Duffy consists of four strands based on both National and State Standards. There are Citizenship, Geography, History, and International strands. We spend significant time instructing and modeling interpersonal skills, family, community, decision-making, problem solving and group interaction skills. The six pillars of the Character Counts program are interwoven into our daily studies in each grade. We study maps and globes, directions, natural and cultural features on maps of Connecticut, the United States, and the World. We study personal history, famous Americans and American holidays in the primary grades. In the intermediate grades, we study Native American history, explorers of the Western Hemisphere, Colonization, and the formation of the United States, specifically Connecticut. The study of cultures in West Hartford is hands-on, exciting and filled with special events such as Mexico Night, Passport to Africa, Japan Day, and the West Indies Splash. Children learn about and enjoy the various foods, clothing, and toys from each of the different cultures. Students in all grades discuss relevant current events and thoughtfully read weekly news periodicals generously provided by our PTO.
Health Curriculum The five strands studied in our Health and Safety curriculum include Healthy and Active Lifestyles, Injury and Disease Prevention, Human Growth and Development, Substance Abuse Prevention, and Healthy Personal Interactions. Through the Second Step program, students learn health skills including self management, analyzing influences, using interpersonal communication skills effectively, making healthy decisions, applying the goal setting process, and advocating for self and others. In each grade Officer Dave of the West Hartford Police Department works with our students to discuss important community safety issues. The H.E.A.R.T. program in all grades reinforces positive life-style choices in foods and activities. Classifying foods as ‘Go’ (good for you, you may eat freely), ‘Slow’ (some caution is advised), and ‘Whoa’ (eat sparingly, these foods are high in fats and sugars) help our students learn to make wise food selections for maximum health.
WORLD LANGUAGES Our students are introduced to vocabulary from countries around the world through their Social Studies curriculum. Formal study of the Spanish Language begins in Kindergarten. Our students learn time, calendar and seasons, colors, and numbers along with basic conversational phrases. The emphasis is on speaking and listening, with word recognition in reading.