Do you need technology for remote learning?

 Click the link below to request an iPad for remote learning from the Department of Education.

Haga clic en el enlace a continuación para solicitar un iPad para aprendizaje remoto del Departamento de Educación.

Incoming Kindergarten Information!

As you and your child prepare for their academic journey at East Elmhurst Community School, it is highly suggested that you work with your child over the Summer and throughout the school year to promote their success. 

We recommend reading with/to your child. Discuss the pictures and story and ask questions for understanding. Questions might include: Where is this story taking place? Who are some of the characters in the story? Why do you think he/she did that? What is happening in the beginning/middle/end?

Sight Words are a huge part of the foundational reading skills that your child will learn in Kindergarten. Try to familiarize your child with common sight words. (a, me, the, like, my, at, look, see, here, is, this, can, and, do, to) Helpful websites and resource materials can be found and explored with your child on the Kindergarten Virtual Classroom website. 

We also encourage you to count with your child. Having them become familiar with numbers 1-10, then challenge them, can they count to 20? What about 50? Count everyday household objects, steps to your refrigerator, a handful of cereal.

Click Here for the Kindergarten Virtual Classroom

Preparing for Remote Learning Possibility in the 2020-2021 School Year

As you know these are uncertain times, and the city-wide Department of Education has not confirmed procedures for the upcoming academic year. While we work to solidify an appropriate plan, we are preparing for a situation in which we will need tools to facilitate remote learning. We recommend you download and familiarize yourself with the following applications. 

ClassDojo- an app/website to connect your child's classroom teacher, receive important updates, and view child's points for behavior.

Seesaw- An app/website that teachers will be using to send assignments. 

Google Classroom- Platform the school uses to share resource and notifications. Classroom assignments will be given once your child's classroom is confirmed. 

Epic!Reading- Students can read grade-level appropriate texts through this platform.

Zoom Platform for conducting live meetings with the class.

Other helpful websites:


Meet the K- Team!

K-104: Ms. Papa 
K-204: Ms. Gaitan 
K-209: Mr. Ferreiro & Ms. Moise

Ms. Gaitan

Ms. Gaitan received her BA in elementary Education from Queens College. She was a substitute teacher for five years before becoming a full time classroom teacher. She loves to read, travel and explore new and exciting cultures. She hopes to teach and grow alongside her students.



Ms. Moise

Ms. Moise has completed her Bachelor's Degree in English from Hunter College. After which, she received her Master's Degree in Early Childhood Education, Teaching Students with Disabilities Birth to 2nd grade, from Touro College. Early on in her educational career she knew that helping others is a necessity. Ms. Moise started her teaching career at an Early Intervention Program geared toward helping children with developmental delays. After working there for 4 years it was time to grow even more as an educator. Now Ms.Moise is enjoying all the adventures of teaching Kindergarten ICT at East Elmhurst Community School and loving every minute of it. She understands that a classroom setting should be filled with love, structure, humor and music. She is a firm believer in education being a major tool in changing the world. 



Mr. Ferreiro

Jesse Ferreiro received his Bachelor's degree in Speech Language Pathology and Audiology at Ithaca College in 2011. In the summer of 2014, he received his Master's degree in Childhood Education and Special Education. Throughout his master's program, he interned within the Bedford Central School District in Westchester, New York where he taught in kindergarten through fifth grade classrooms. He has taught Kindergarten here at East Elmhurst Community School for the past 6 years.

He believes that as an educator, it is vital to the growth of our students that we continue to question at a high level, treat each individual student truly as an individual who has very specific needs and abilities, and continue to assess in an authentic way that enables students to make real life connections to the content that is taught to them.




Ms. Papa

Ms. Papa believes that the key to student success is their relationship with their school community and attitudes towards school. When students are recognized for their unique strengths, they can cultivate a love for learning in a supportive and encouraging environment. Ms. Papa encourages all her students to not only learn curriculum, but to explore their unique talents, find creative outlets, and learn to cultivate community and kindness in the world around them. 

Ms. Papa graduated from Rider University with a Bachelors degree in both Elementary Education and American studies, and a minor in Early Childhood Education. After graduating, Ms. Papa taught English in Thailand to a class of 41 Kindergarten students. It was then that she realized her passion for teaching English and literacy. Ms. Papa went on to pursue her Master's degree in TESOL (Teaching English to Speakers of Other Languages) at Queens college and graduated in 2019. While pursuing a Master's Degree Ms. Papa attended a 200 hour Yoga Teacher Training through Breathe For Change, granting her a certification in Yoga and Social Emotional Wellness. Ms. Papa has been a permanent substitute, a preschool aide, and has previously taught 3rd grade. This is her first year teaching at EECS and she is very excited to be a part of this wonderful community!



We use the Teacher's College Reading and Writing Project Curriculum. Students learn to love reading and use "the power of the pen" to put their voices out into the world.
Students in Kindergarten should be reading at level D by June. We provide small targeted group work to support our readers to be the best they can be!
Month  Reading  Writing
Sept-Oct  We Are Readers  Launching the Writing Workshop
Oct-Nov   Emergent Reading: Looking Closely at Familiar Texts (If...Then...) Looking Closely: Observing, Labeling, and Listing Like Scientists (If...Then...) 
Nov-Dec Super Powers: Reading with Print Strategies and Sight Word Power   Writing for Readers
Jan-Feb  Bigger Books, Bigger Reading Muscles  How-to Books: Writing to Teach Others 
Feb-Mar  Growing Expertise in Little Books: Reading for Information (If...Then...)  Persuasive Writing of All Kinds 
April-May  Becoming Avid Readers All About Books (If...Then...) 
 May-June Readers Are Resourceful: Tackling Hard Words and Tricky Parts in Books (If...Then...)  Crafting Stories Using All We Know About Narrative Writing Units of Study for Teaching Reading, Grade K

A Workshop Curriculum

By Lucy CalkinsNatalie Louis,Amanda HartmanElizabeth Franco,Katherine WearsRebecca CroninAngela BáezMarjorie MartinelliChristine HolleyElizabeth Moore,Teachers College Reading & Writing Project 

The first unit in the kindergarten units begins by helping students build foundational reading skills, including print and phonemic awareness. In the second unit, the youngsters learn “super power” strategies that help them search for meaning and use picture clues. Unit 3 invites children to attempt more difficult books and work on fluency, and by Unit 4, kindergartners begin to establish their identities as readers in Becoming Avid Readers.

About the Kindergarten Units

In kindergarten, your students begin to establish their identities as readers while they build the foundational skills for reading. In the first unit, We Are Readers, children will develop concepts of print, phonemic awareness, phonics, and the knowledge necessary to use story language to support their approximations of reading. The second unit, Super Powers: Reading with Print Strategies and Sight Word Power, glories in children’s love of play as they learn “super power” strategies that help them search for meaning, use picture clues, work on fluency, and communicate meaning. In the third unit, Bigger Books, Bigger Reading Muscles, children attempt more difficult books with greater independence and use reading strategies to read with more accuracy, fluency, and comprehension. The last kindergarten unit, Becoming Avid Readers, helps youngsters role-play their way into being the readers you want them to become. They pay close attention to characters, setting, and plot while reading fictional stories, become experts in nonfiction topics as they read together in clubs, and play with rhyme and rhythm while reading poetry

About the Series

Drawing on learning gleaned from decades of research, curriculum development, and working shoulder-to-shoulder with students, teachers, and school leaders, Lucy Calkins and her colleagues at the Teachers College Reading and Writing Project have developed the Units of Study for Teaching Reading. Designed to meet ambitious 21st century global standards, this reading series offers grade-by-grade curricula rooted in the Project’s best practices and newest thinking. It includes state-of-the-art tools and methods for teaching reading skills and strategies, grounded in the Project’s learning progressions for narrative and informational reading. 


(Information on Units of Study directly from TCRWP

Dual Language: Estrellita


 The Estrellita K-1 Reading Program is a Spanish Reading curriculum that is designed to effectively teach children how to read in Spanish. It supports current scientific research and extensive classroom Bilingual reading strategies and Developmentally Appropriate practices.

The program is structured, systematic, cumulative, and entertaining. Lessons include direct phonics instruction coupled with opportunities to engage in multi-sensory activities. The Estrellita K-1 program efficiently breaks down the complex process of reading into manageable ‘bite-sized’ skills, which in turn, allows students to rapidly achieve success one step at a time.

The main components of the program are Beginning Sounds, Blending, and Writing. The Beginning Sounds
are taught using Sonidos Iniciales. Students quickly learn all the initial sounds through a picture-to-sound
chanting method. The Estrellita K-1 program also provides an individualized management system (SIMS )
designed to accelerate each student through the process of learning the initial sounds.

The program is structured so that students apply the same pattern that was established in learning the beginning sounds to learning the blending process. The Blending Component includes lessons and activities to teach students to blend letters into syllables. Students learn how to manipulate syllables to progressively make up words, sentences, and then short stories. Children soon gain fluency with the use of mini-books and home study materials. Students’ progress continues to be monitored using a daily assessment or observations.



East Elmhurst Community School is now using Teachers College Reading and Writing Project.

The new Units of Study in Phonics:

  • provide a lean and concise instructional pathway in phonics that is realistic and doable, and that taps into kids’ skills and energy for tackling the fabulous challenge of learning to read and write
  • introduce high-leverage phonics concepts and strategies in a way that keeps pace with students’ reading and writing and helps them understand when, how, and why they can use phonics to read and write
  • offer delightfully fun and engaging storylines, classroom mascots, songs, chants, rhymes, and games to help students fall head over heels in love with phonics and to create a joyous community of learners
  • align with state-of-the-art reading and writing workshops for a coherent approach in which terminology, tools, rituals, and methods are shared in ways that benefit both teachers and kids

Overview of Grade K Units

Unit 1: Making Friends with Letters

Over the course of this unit, you’ll immerse your children in letters and sounds, rhyme and word play. Your kids will grow in leaps and bounds. This unit supports a variation of Patricia Cunningham’s beloved “Star Names” unit. On almost every day throughout the unit, the class will study another name. You’ll use your children’s names, and the letters in those names, to teach phonics concepts. Over the course of the unit you will build a name wall which will eventually contain all of the names in your class.

Unit 2: Word Scientists

In this unit, you will focus on letter knowledge and letter-sound correspondence, phonological awareness, and high-frequency words. You’ll work with kids to study the alphabet chart, to use the alphabet to write, and to study and use high-frequency words to read and write. In each bend, you’ll introduce songs, games, poems, and nursery rhymes that you’ll revisit again and again to support phonemic awareness and early reading concepts.

Unit 3: Word-Part Power

You’ll start this unit with a bend that help all your students make that giant step from writing labels to writing sentences. In Bend II, kids learn to use word-part power to grasp the power of phonograms. We also introduce the word wall to support kids in learning a growing number of high-frequency words. In Bend III, students learn that the words at, in, it, and an have word power and can be made into lots of other words. We introduce digraphs (sh, th, wh, ch) and use them with word parts to make even more words.

Unit 4: Vowel Power

At the start of this unit, we add a new super power: vowel power! You will introduce new high-frequency words, am and did, that further students’ study of short A and short I. As the first bend gives way to the second bend, you’ll continue the puzzling work of distinguishing short-vowel sounds from one another. In the third bend, students will study vowels in words that are longer than CVC words. You’ll teach children how knowledge of CVC words is foundational to writing any words they choose.

Unit 5: Playing with Phonics

This unit is designed to be whimsical, experimental, joyful and most of all, fun, as students are introduced to blends and think about not only what sounds letters make, but the instances in which those sounds are changed, muted, or manipulated by neighboring letters. This unit challenges students to to tackle longer words and to begin thinking about the sounds that they hear in word parts or phonograms. The unit culminates with phonics projects that draw on all the phonics work children have engaged in during their kindergarten year.

(Information from TCRWP website.)

 Phonics Scope and Sequence.pdf  

Phonics Units of Study Overview.pdf 


How Can I Support My Child in Phonics?

  • Study the ring book every night. This will greatly help your child as they will have a deeper understanding of letter sounds, which will open the doors to countless learning opportunities in reading and writing.
  • Read with your child.
  • Stretch out words you hear in everyday reading and conversation. You may ask your child "What sounds do you hear? What letter makes that sound?



Investigations is a complete mathematics program for grades K-5. Students using Investigations in Number, Data, and Space are expected to learn arithmetic, basic facts and much more. The focus of instruction is on mathematical thinking and reasoning. Students using the complete Investigations curriculum develop an understanding of:

  • number, operations, and early algebraic ideas
  • geometry and measurement
  • data analysis and probability
  • patterns, functions, and the math of change, which provide foundations for algebra


As a parent or caregiver, you are your child's first mathematics teacher. In fact, you have probably been doing math together since your child was very young. Counting pictures on a page and singing songs helped your child learn about numbers and counting. Building with objects such as blocks and cardboard boxes exposed your child to geometric ideas such as shape, size and symmetry. Chores such as putting away the dishes and sorting laundry engaged your child in sorting and categorizing, which are important features of data analysis.

Once your child enters school, it is important to continue to support their growing understanding of mathematics. There are many different ways to help your child learn and appreciate mathematics, even if math was not your favorite subject in school. You can help your child by:

  • believing that s/he can successfully learn mathematics
  • expecting your child to work hard to learn mathematics
  • sharing how you use mathematics everyday
  • playing games that make learning fun and important
  • solving problems together and exploring different ways to solve the same problems
  • asking your child questions as s/he solves problems
  • examining why solutions are correct and incorrect
  • knowing how Investigations helps your child learn mathematics
  • supporting your child as s/he completes homework assignments


Expect Your Child to Work Hard and be Able to Learn Math

Many adults leave school thinking that mathematics doesn't make sense. The way they learned math did not always enable them to efficiently solve problems in ways that made sense to them. When working with your child, keep in mind that children can make sense of mathematics if given the opportunity and support. Encourage your child to stick with a task even if it seems challenging. Be sure to talk through what the problem is asking and discuss some of the strategies that might be used to solve the problem. Help your child learn that there are many ways to solve problems.

Ask Questions

There are many different types of questions that you can ask your child. Try to use productive questions that promote mathematical activity and reasoning such as "What do you think…?" or "Why do you think…?" These questions encourage children to develop ideas and test and defend their thinking. Other helpful questions include:

  • Why did you solve the problem in this way?
  • Will your strategy always work?
  • What else did you try?

After you ask a question, be patient. Don't automatically give your child the answer. Instead, give your child time to think about the question and how s/he might answer it. If your child gives the wrong answer, ask how s/he got it. Probe to gain a better understanding of their thinking. Suggest alternate strategies that might help your child find the correct answer. Help him/her think about where their thinking went wrong. For example:

"How did you add the 7 and the 8? Sometimes, I start with 7 + 7 because I know that equals 14. Then I know that 7 + 8 = 15. What strategy are you using? Let's try it again."

Even if your child answers correctly, it is important to ask how s/he came up with the solution and to probe to learn more about their thinking.

Solve Problems and Explain Thinking

Encourage your child to ask questions and explain his/her thinking and do the same yourself. When you see a method that you do not understand, take the time to analyze and figure it out. Prove to yourself that the answer makes sense. In school, children will use pictures, symbols, diagrams, words and numbers to explain and prove their thinking. The ability to use different representations and mathematical tools are an important part of a child's growing understanding and ability to explain and defend their thinking. As children describe and compare their representations, their understanding of mathematics deepens.

You can model successful approaches to solving problems by verbalizing your math thinking and sharing your methods. For example, when shopping, talk out loud about how you are figuring out how much money your items will cost or how much change you will get back. When building an object, sewing, or organizing your closet, think together about problems that arise and potential solutions.

When you ask questions, make mistakes, and talk about what you think, children see the importance of working through a problem and make connections with mathematics in everyday situations. Don't worry about using the same strategy that your child uses. People have many different, effective ways to solve everyday problems. What is important is that each person uses a strategy that make sense to him/herself.



All of the above is taken in its entirety from the TERC Investigations website: