Resource Classes

Mr. Rob Mercer

Visual Arts at Alberta Smith Elementary School places an emphasis on cognitive, affective, sensory and motor development using a problem-solving approach. Students learn that art is a personal expression, has value, teaches about other times and places and connects to other areas of learning. Students grow to understand that their works of art are unique and valuable.

The visual arts objectives are intended to support the following goals that will enable students to:

  • Select and use art media, subject matter, and symbols for expression and communication;
  • Know the elements of art and the principles of design and how they are used in the visual arts;
  • Solve visual arts problems with originality, flexibility, fluency, and imagination;
  • Understand the relationship of the visual arts to history, culture, and other fields of knowledge;
  • Use materials, methods, information, and technology in a safe and ethical manner;
  • Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
  • Identify, analyze, and apply criteria for making visual aesthetic judgments; and develop an aesthetic awareness and personal philosophy regarding nature, meaning, and value in the visual arts.

Art Grade Explanations
In Art we are working on a set of objectives during each 9 week grading period. These objectives change and therefore your child’s grade may fluctuate from 4 to 1 to reflect their success with the skills for that grading period. A “3” in resource is a very good grade, especially since we only see your child once a week. We will post an objective overview for each grading period so you will be aware of the skills that were covered.

GRADE EXPLANATIONS
4 – Student’s performance exceeds standard(s) expectation, consistently produces outstanding work.  Frequency of behavior, nearly all the time, requires no support when demonstrating a thorough understanding of content taught, makes no major errors or omission when demonstrating concepts or processes taught.
3 – Student’s performance meets standard(s) expectation, consistently produces quality work.  Frequency of behavior, most of the time, requires limited support when demonstrating understanding.  Demonstrates a general understanding of content taught, no major errors or omissions when demonstrating concepts or processes.
2 – Student’s performance is approaching standard(s) expectation, inconsistently applies learned skills.  Frequency of behavior, some of the time, requires moderate support in order to demonstrate understanding concepts and skills.  Demonstrates a partial understanding of content taught, some errors or omissions when demonstrating concepts or processes.
1- Student’s performance is below standard(s), frequently requires re-teaching.  Frequency of behavior, seldom, requires considerable support to demonstrate learning of concepts and skills, demonstrates limited understanding of concepts, skills and processes taught, frequent major errors when demonstrating concepts or processes.

Mr. Rob Mercer
robert_mercer@ccpsnet.net

Cora Rhodes

The music curriculum at Alberta Smith Elementary is based on the Virginia Standards of Learning for music K-5. Beginning with things as simple as steady beat in kindergarten, students will build skill and knowledge in the music classroom to meet the following goals. Students will develop understanding of music through singing, playing instruments, listening, and moving.

They will learn to read and notate music, moving toward being able to compose their own music. They will make connections between music, history, and cultures from all over the world as well as connections between music and other fields of knowledge. Students will demonstrate knowledge of musical terms and be able to apply those concepts to make artistic choices. They will also learn about famous composers, musicians, and genres from all periods of history.

Every student will participate in the learning and performance of a musical program. Through learning the music, choreography, memorizing words, and demonstrating good performance etiquette, students will learn teamwork in a way that gives each star a chance to shine!

Music Grade Explanations
In Music we are working on a set of objectives during each 9 week grading period. These objectives change and therefore your child’s grade may fluctuate from 4 to 1 to reflect their success with the skills for that grading period. A “3” in resource is a very good grade, especially since we only see your child once a week. We will post an objective overview for each grading period so you will be aware of the skills that were covered.

GRADE EXPLANATIONS
4 – Student’s performance exceeds standard(s) expectation, consistently produces outstanding work. Frequency of behavior, nearly all the time, requires no support when demonstrating understanding. Demonstrates a thorough understanding of content taught, makes no major errors or omissions when demonstrating concepts or processes taught.
3 – Student’s performance meets standard(s) expectation, consistently produces quality work. Frequency of behavior, most of the time, requires limited support when demonstrating understanding. Demonstrates a general understanding of content taught, no major errors or omissions when demonstrating concepts or processes.
2 – Student’s performance is approaching standard(s) expectation, inconsistently applies learned skills. Frequency of behavior, some of the time, requires moderate support in order to demonstrate understanding concepts and skills, demonstrates a partial understanding of content taught, some errors or omissions when demonstrating concepts or processes.
1-  Student’s performance is below standard(s), frequently requires re-teaching. Frequency of behavior, seldom, requires considerable support to demonstrate learning of concepts and skills.
Demonstrates limited understanding of concepts, skills and processes taught, frequent major errors when demonstrating concepts or processes.

Cora Rhodes
cora_rhodes@ccpsnet.net

Mrs. Mary Beth Lowery

The purpose of physical education is to develop physically-literate students. Students who acquire the knowledge, processes, skills, and confidence needed to make healthy decisions and engage in meaningful physical activity both in the present and for a lifetime. Each year the students are introduced to more challenging activities that lead into skills used in lifetime sports and fitness activities. As a result of physical education instruction, the student will be able to:

  • Demonstrate competence in motor skills and movement patterns needed to perform a variety of physical activities.
  • Acquire, apply, and evaluate movement concepts and strategies to respond confidently, competently, and creatively in a variety of physical activity settings.
  • Assess, evaluate, and synthesize health-related information to protect, enhance, and advocate for health, well-being, safety, and participation in physical activity across a life span.
  • Enjoy and engage in regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, and environmental health practices and outcomes.

PE Grade Explanations
In PE we are working on a set of objectives during each 9 week grading period. These objectives change and therefore your child’s grade may fluctuate from 4 to 1 to reflect their success with the skills for that grading period. A “3” in resource is a very good grade, especially since we only see your child once a week. We will post an objective overview for each grading period so you will be aware of the skills that were covered.

GRADE EXPLANATIONS
4 – Student’s performance exceeds standard(s) expectation, consistently produces outstanding work.  Frequency of behavior, nearly all the time, requires no support when demonstrating understanding.  Demonstrates a thorough understanding of content taught, makes no major errors or omission when demonstrating concepts or processes taught.
3 – Student’s performance meets standard(s) expectation, consistently produces quality work.  Frequency of behavior, most of the time, requires limited support when demonstrating understanding.  Demonstrates a general understanding of content taught, no major errors or omissions when demonstrating concepts or processes.
2 – Student’s performance is approaching standard(s) expectation, inconsistently applies learned skills.  Frequency of behavior, some of the time, requires moderate support in order to demonstrate understanding concepts and skills.  Demonstrates a partial understanding of content taught, some errors or omissions when demonstrating concepts or processes.
1- Student’s performance is below standard(s), frequently requires re-teaching.  Frequency of behavior, seldom, requires considerable support to demonstrate learning of concepts and skills.  Demonstrates limited understanding of concepts, skills and processes taught, frequent major errors when demonstrating concepts or processes.

2018 Playground Safety Letter

Mrs. Mary Beth Lowery
mary_lowery@ccpsnet.net