Curriculum

Balanced Literacy Framework 

Balanced Literacy is a framework made up of instructional elements aimed to guide students toward proficient and lifelong reading. Readers need a variety of different opportunities to learn. Teachers combine all the elements of literacy, phonics, language and writing together supporting students learning to read and write while growing in their independence of learning.

Literacy Resources:

Jan Richardson's Literacy Footprints

Literacy Footprints is a system designed for classroom, intervention, ELL, and special education teachers as well as support staff who are instructing primary children to read and write. Each of the five kits (Kindergarten, First Grade, Second Grade, Third Grade, and Fourth Grade) contains sequenced, high-quality leveled texts in a variety of genres. Students will encounter traditional tales, realistic fiction, fantasy, and informational text. The lesson cards that accompany the books follow Jan Richardson’s Next Step lesson format (Richardson, 2009 and 2016).

Teachers consistently ask for a theory-based, easy-to-follow set of lessons and books for teaching guided reading. Literacy Footprints addresses this need and reduces planning time by providing a comprehensive collection of books with companion lesson cards that include suggestions for each part of the lesson. The Literacy Footprints Guided Reading system provides a strong platform for leading guided reading lessons. Literacy Footprints will bring teachers through the process of planning a powerful guided reading lesson that integrates reading, writing, and word study. In using Literacy Footprints, teachers will implement effective lessons and will also be able to plan and deliver effective guided reading lessons using any texts.

Jan Richardson's Guided Reading Framework

Why Guided Reading?

Guided reading is a research-based approach to teaching reading (Iaquinta, 2006) that is an essential part of a balanced and comprehensive literacy program. This small-group reading instruction is designed to provide differentiated teaching to a broad range of learners in a classroom (Pinnell & Fountas, 2010). The teacher uses a range of assessment tools to determine their students’ strengths and deficits, then places them into small groups according to instructional needs. This allows the teacher to focus precisely on what the students need to learn in order to advance. The teacher selects a text that provides students with a few challenges, as well as enough support to read it with a high degree of accuracy (90% or greater). Before students read the text, the teacher prepares them by providing some information about the story’s topic. This introduction to the text is designed to give students scaffolds, as well as opportunities for problem solving. The students read the entire text in a soft voice. The teacher listens to each student and teaches, prompts, and/or reinforces strategic actions. After students finish reading, the teacher invites the group to discuss the text and guides the discussion toward improving students’ comprehension. The teacher often selects one or two teaching points from the text to work on with the group to further expand their strategic processing.

Through careful text selection and strong teaching, skillful educators can help students learn to problem solve, decode, and deeply comprehend more and more challenging materials. Most importantly, guided reading can help students become independent learners who want to read.

Fountas and Pinnell Leveled Literacy Intervention (LLI)

Leveled Literacy Intervention provides effective small-group instruction for students who find reading and writing difficult. With engaging leveled books, fast-paced systematically designed lessons, and a high level of built-in professional development, LLI empowers both teachers and students as together they work toward attaining reading and writing proficiency.

Math Resources- Math in Focus

Problem solving is at the heart of the Singapore Math®curriculum, with five key aspects of instruction supporting that goal, including attitude and metacognition. This program empowers students to develop critical-thinking skills, positive attitudes, and the confidence to persevere—setting the stage for achievement.

Interventions:
Do the Math
Do The Math helps students develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems. 
Reflex Math

Adaptive and individualized, Reflex is the most effective system for mastering basic facts in addition, subtraction, multiplication and division for grades 2+.
Full of games that students love, Reflex takes students at every level and helps them quickly gain math fact fluency and confidence. And educators and parents love the powerful reporting that allows them to monitor progress and celebrate success.



Word Study - Words Their Way

Word Study = Phonics + Spelling + Vocabulary Instruction

In word study, students develop a general knowledge of English spelling. They learn how to examine words through active exploration using a hands-on, manipulative approach. Students also discover generalizations about spelling, instead of just spelling rules. They learn the regularities, patterns, and conventions of English orthography (the part of language study concerned with letters and spelling) needed to read and spell. Word study increases students’ specific knowledge of words. Specific knowledge relates to the spelling and meaning of individual words. Students will be assessed in the fall, winter and spring to find the most appropriate instructional spelling level for them. Each student will fall in one of the following five stages of spelling/vocabulary: Emergent, Letter Name, Within Word Pattern, Syllables and Affixes or Derivational Relations

The Colorado Academic Standards serve as a starting point for content areas of study for each grade.



Balanced Assessments:
Our teachers use a variety of assessments to guide their instruction in the classrooms including but not limited to; teacher created assessments, IReady , DRA, CMAS, School-wide writing rubrics, performance tack and inquiry-based projects.

IReady:

i-Ready makes the promise of differentiated instruction a practical reality for teachers and students. It was designed to get students excited about learning, and to support teachers in the challenge of meeting the needs of all learners. Through the power of one intuitive system whose pieces were built from the ground up to work together, teachers have the tools they need to ensure students are on the road to proficiency.

In a single program, i-Ready:

  • integrates powerful assessments and rich insights with effective and engaging instruction in reading and mathematics to address students’ individual needs.
  • empowers teachers every day to make more informed instructional decisions.
  • motivates students with access to their own personalized path to growth.

 

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