Theory of Action

IF PS 213 school leaders implement the critical thinking processes in all grades via tiered tasks to reduce problem solving and writing deficiencies of all students, THEN we can expect all teachers to create higher order thinking questions and instructional learning experiences using assessments with depth of knowledge levels to create standard-based math and writing tasks, THEREBY each student can improve his/her ability to critically think across different subjects.

Instructional Focus

Our instructional focus is to build teachers’ capacity to create higher order thinking questions using depth of knowledge (DOK) rubric to gauge quality discussions and student discourse.

Equity Statement

The Equity Statement for PS 213 Elementary School is to be a model school that influences students to be self-respected, self-motivated and to create a safe and supportive environment where all students, regardless of race, abilities, sexual orientation, religion and personal preferences are accepted and nurtured through equitable access to social, emotional and academic resources and support.

Our Curriculum

Here at The New Lots School, P.S. 213, we are committed in preparing our scholars for college readiness by exposing them to rigorous instruction, standards-based materials and supporting our teaching staff with research-based professional developments and best instructional practices. To that end, we have implemented the following instructional programs to support our learners:
Phonics Foundations

As a recognized leader in multi-sensory, structured language programs, Wilson brings more than a decade of systematic and explicit instruction to the K-3 classroom. Based on the Wilson Reading System® principles, Wilson Foundations provides research-based materials and strategies essential to a comprehensive reading, spelling, and handwriting program. Wilson Foundations makes learning to read fun while laying the groundwork for life-long literacy. Students in grades K-3 receive a systematic program in critical foundational skills, emphasizing:

  • Phonemic awareness
  • Phonics/ word study
  • High frequency word study
  • Reading fluency
  • Vocabulary
  • Comprehension strategies
  • Handwriting
  • Spelling

The instruction aligns with states’ rigorous college- and career-ready standards.
For students who will be entering Foundations Level K in kindergarten, the Pre-K Activity Set introduces Foundations activities for learning letter-keyword-sound, alphabetic order, and letter-formation skills.

-Adopted from Wilson Learning Webpage

Reading & Writing

Lucy Calkins and her Teachers College Reading and Writing Project coauthors aim to prepare students for any reading and writing task they will face and to turn kids into life-long, confident readers and writers who display agency and independence. Lucy and her colleagues have drawn on their more than 30 years of research and work in thousands of schools across the country and around the world to develop powerful curriculum resources, instructional methods, and professional learning opportunities to support teachers as they work together and with their students toward these vitally important goals.

The Reading and Writing Project’s approach to instruction recognizes that “one size fits all” does not match the realities of the classrooms and schools in which they work. When you walk into a workshop classroom at any given moment, you’ll see instruction that is designed to:

  • help teachers address each child’s individual learning,
  • explicitly teach strategies students will use not only the day they are taught, but whenever they need them,
  • support small-group work and conferring, with multiple opportunities for personalizing instruction,
  • tap into the power of a learning community as a way to bring all learners along,
  • build choice and assessment-based learning into the very design of the curriculum,
  • help students work with engagement so that teachers are able to coach individuals and lead small groups.

The routines and structures of reading and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.

Adopted from Lucy Calkins Units of Study

EnVision Math

enVisionmath2.0 Common Core is a comprehensive mathematics curriculum for Grades K-5. It offers the flexibility of print, digital, or blended nstruction. enVisionmath2.0 provides the focus, coherence, and rigor of the Common Core State Standards. Project-based learning, visual learning strategies, and extensive customization options empower every teacher and student.

When students connect ideas, they deepen their understanding. enVision Math 2.0 is
organized into clusters of connected topics and lessons. Students learn to see relationships, ask questions, and try different approaches. Problem-based learning drives students to engage in productive struggle.

enVisionmath2.0 gives you a wide variety of differentiation resources and strategies. Tiered activities, learning centers, flexible grouping, and technology help you accommodate learning styles and readiness.

-Adpoted from Envision Webpage

Amplify Science

Amplify Science blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers.

Adopted from Amplify Science Webpage

Passport to Social Studies

The NYCDOE K-8: Passport to Social Studies program is a comprehensive instructional resource that integrates the Common Core Learning Standards (CCLS) and the New York State K-8 Social Studies Framework to support strong social studies teaching and learning. An effective social studies program allows students to make sense of the world in which they live, make connections between major ideas and their own lives, and see themselves as active members of a global community. While knowledge of content is very important, it is equally important to engage our students in historical thinking. This program challenges students to
think like historians and encourages them to raise questions, think critically, consider many perspectives, and gather evidence in support of their interpretations through the practice of chronological processing, decision-making, and historical research and analysis. These real-world skills will serve students well as participating citizens of a democracy.

Designed to support The New York City K-8 Social Studies Scope & Sequence, each yearly course of study is organized around newly developed units of study, each guided by essential questions. Teachers can use the units of study to plan coherent instruction that considers relevant skills, practices, and knowledge objectives for deep historical understanding.

The units of study were developed with and for classroom teachers by the Social Studies Department as part of the Office of Curriculum, Instruction & Professional Learning. Members of the Social Studies Department and other staff worked with teachers to design the activities and lesson plans provided within each unit guide. The unit guides offer a sequence of instruction that can be adapted and customized to meet individual students’ needs and were structured to support high quality social studies instruction that will engage students in historical thinking and disciplinary literacy. The units of study leverage the rich diversity and resources our city has to offer to enhance robust and rigorous social studies instruction. The
development of each unit was informed by and integrated with the following documents and perspectives: New York State K-12 Social Studies Framework, the Common Core Learning Standards in English Language Arts & Literacy in History/Social Studies, Understanding by Design, and Reading Like a Historian (Stanford History Education Group).

-Adopted from NYCDOE Passport to Social Studies