ELA: Harcourt Storytown
Whole group reading consist of many parts. We are using the Harcourt
Publishers newest edition “StoryTown” for our curriculum. The curriculum
consists of nine themes that include phonemic awareness, phonics, high frequency words, reading
comprehension, decodable books, shared writing experiences, and so much more! Each day during whole group,
students will learn to recognize letters and their sounds, read high frequency
words (popcorn words) and use them in sentences. After listening to a story the
students will discuss the characters, setting, beginning, middle, and end, as well as other important focus skills such as story elements, the job of the author and illustrator, concepts of print, etc.
Small group reading is an extension of the morning whole group reading time.
Students will be divided into small groups of four to five children, depending on their skill levels with the concepts that we are currently working on. Groups will change throughout the year as each child's skill level grows and changes. During small group, students will review the main lesson of the day, read a story on his/her reading
level, participate in activities related to the story, complete letter/sound
recognition activities, review identifying and spelling high frequency words (popcorn words), etc.
Small groups provide an opportunity for the teacher to guide each student at
his/her skill level. This is a time where students will be challenged to
meet individual goals which are reinforced throughout the day.
Literacy centers include many fun activities, which are also catered to each student's need. Children will work through a nine day rotating literacy center schedule. During this rotating schedule, the children will visit the Computers, SMART board, Writing Center, Library / Listening Center, and five other skills based centers where the children will independently practice what has been taught that week in whole group. After the nine days has been completed, the centers will change according to the skills we are working on in whole group and what may need to be reviewed.
Below are the words that we refer to as high frequency words (popcorn words).
Our goal is to have your child reading these words automatically by
the end of the year.
These words include: I, a, my, the, go, can, to, he, come, here, this, me, for, where, do, you,
look, one, see, what, two, up, down, we, want, out, who, are, they, she, good,
and, give, little, that, have, there
Whole group reading consist of many parts. We are using the Harcourt
Publishers newest edition “StoryTown” for our curriculum. The curriculum
consists of nine themes that include phonemic awareness, phonics, high frequency words, reading
comprehension, decodable books, shared writing experiences, and so much more! Each day during whole group,
students will learn to recognize letters and their sounds, read high frequency
words (popcorn words) and use them in sentences. After listening to a story the
students will discuss the characters, setting, beginning, middle, and end, as well as other important focus skills such as story elements, the job of the author and illustrator, concepts of print, etc.
Small group reading is an extension of the morning whole group reading time.
Students will be divided into small groups of four to five children, depending on their skill levels with the concepts that we are currently working on. Groups will change throughout the year as each child's skill level grows and changes. During small group, students will review the main lesson of the day, read a story on his/her reading
level, participate in activities related to the story, complete letter/sound
recognition activities, review identifying and spelling high frequency words (popcorn words), etc.
Small groups provide an opportunity for the teacher to guide each student at
his/her skill level. This is a time where students will be challenged to
meet individual goals which are reinforced throughout the day.
Literacy centers include many fun activities, which are also catered to each student's need. Children will work through a nine day rotating literacy center schedule. During this rotating schedule, the children will visit the Computers, SMART board, Writing Center, Library / Listening Center, and five other skills based centers where the children will independently practice what has been taught that week in whole group. After the nine days has been completed, the centers will change according to the skills we are working on in whole group and what may need to be reviewed.
Below are the words that we refer to as high frequency words (popcorn words).
Our goal is to have your child reading these words automatically by
the end of the year.
These words include: I, a, my, the, go, can, to, he, come, here, this, me, for, where, do, you,
look, one, see, what, two, up, down, we, want, out, who, are, they, she, good,
and, give, little, that, have, there
Math: Investigations
The Math curriculum that we use is called Investigating Investigations. These math lessons may occur in a whole group or small group setting, depending upon the day's activities / lessons. After the main lesson is taught using the SMART board, students will move to the tables where they are able to complete math centers to reinforce the skills which are being taught. Students will either work independently, or with another student, to explore and expand their mathematical thinking. Centers may include: exploring pattern blocks, making patterns (AB, ABB, ABC), Roll and Record to identify numbers and learn how to combine small quantities, counting jar where the students learn how to count and represent quantities, measurement, shape recognition of both 2D and 3D shapes, etc.
The Math curriculum that we use is called Investigating Investigations. These math lessons may occur in a whole group or small group setting, depending upon the day's activities / lessons. After the main lesson is taught using the SMART board, students will move to the tables where they are able to complete math centers to reinforce the skills which are being taught. Students will either work independently, or with another student, to explore and expand their mathematical thinking. Centers may include: exploring pattern blocks, making patterns (AB, ABB, ABC), Roll and Record to identify numbers and learn how to combine small quantities, counting jar where the students learn how to count and represent quantities, measurement, shape recognition of both 2D and 3D shapes, etc.
MINT (Math Intervention) / RINT (Reading Intervention)
There is time built into our schedule everyday where the students will be working with a teacher who will focus strictly on the child's specific skill level in the areas of Math and Reading. These groups are designed to meet the needs of each individual learner. For half an hour a day, your child will be working on the skills that we have been focusing on as a whole group, but the content will be broken down for them so that your child is either being offered remediation, extra practice, or a challenge depending on how they are performing in each content area. These groups are constantly changing based on the needs of our students, as well as based on their performance level in each skill that is being presented.
There is time built into our schedule everyday where the students will be working with a teacher who will focus strictly on the child's specific skill level in the areas of Math and Reading. These groups are designed to meet the needs of each individual learner. For half an hour a day, your child will be working on the skills that we have been focusing on as a whole group, but the content will be broken down for them so that your child is either being offered remediation, extra practice, or a challenge depending on how they are performing in each content area. These groups are constantly changing based on the needs of our students, as well as based on their performance level in each skill that is being presented.
Science: Foss Kits
This year, we will be using the Delaware Science Kits for our Science curriculum. Our units are very hands-on and encourage the students to truly become scientists who conduct experiments, observe the physical world around them, and change the physical properties of objects. The units that the children will be learning include: Trees, Wood and Paper, and Push, Pull, and Go. We will begin the year with the “Tree” kit. We take tree walks, observe similarities and differences between leaves, identify types of trees, identify parts of a tree, and learn about what happens to trees throughout the different seasons. Our second kit is “Wood and Paper.” We observe five different types of wood, make paper, plywood, particleboard, and look at the differences between woodshavings and sawdust. We also talk about what things in our environment are made from wood. Our last unit is new for this year, and that is called "Push, Pull, and Go". In this unit, the students will learn about the mobility of objects and the importance of particular types of force upon them. Every unit requires the children to journal about their experiences like true scientists. The children get very excited about these kits!
Social Studies: Horizons
Our Social Studies curriculum teaches the children about our community and the world around us. We will be focusing on what it means to be a good citizen in our school and community, how to take care of the world around us, who our community helpers are, and how they help us. We will learn about the American Flag, why we say the Pledge of Allegiance, what our country's symbols are, and even what they mean. We will learn about holidays such as Constitution Day, Thanksgiving, Dr. Martin Luther King Jr.’s Birthday, President’s Day, how people around the world celebrate holiday's, and more.
Handwriting: Handwriting Without Tears
Handwriting and fine motor development are very important to our daily schedule.
During handwriting we focus mainly on the construction of letters. We begin our lessons with a song that reminds the children to start our letters at the top. The lessons are interactive and use kid-friendly language to help students learn and remember how to properly write each letter. We begin the year teaching capital letters because they are easier for the children to form. As the year progresses, we proceed to teaching how to write lowercase letters. We use wooden pieces to demonstrate how letters are made up of "big lines", "little lines", "big curves", and/or "little curves". Before the children are able to practice writing in their workbooks, we encourage them to practice on chalkboards using the "wet, dry, try" method. First, the children use a tiny wet sponge to write the letter, then a dry rag to trace the letter, and then write the letter in chalk. Finally, the children are able to practice writing the letters, in their best handwriting, in their Handwriting Without Tears notebooks.
Social Skills: Al's Pals
Al’s Pals is an interactive program that encourages children to make healthy choices through the encouragement of three friendly puppets, "Al", "Ty", and "Keisha". The children are taught to recognize when they are having "big feelings", and what they can do when this happens. The students are taught "Calm-down Steps", and even have their own place in the classroom to go when they need to calm down safely. The children really enjoy when the puppets "come out" to teach them songs, tell them stories, ask them questions, and role- play scenarios where they might need help making positive choices on their own.
Al’s Pals is an interactive program that encourages children to make healthy choices through the encouragement of three friendly puppets, "Al", "Ty", and "Keisha". The children are taught to recognize when they are having "big feelings", and what they can do when this happens. The students are taught "Calm-down Steps", and even have their own place in the classroom to go when they need to calm down safely. The children really enjoy when the puppets "come out" to teach them songs, tell them stories, ask them questions, and role- play scenarios where they might need help making positive choices on their own.