Homework For individual homework, see your child's notebook. The information given below is typical of the organization of the curriculum.
Reading-3rd graders or 2nd graders working from general education book: Story work is presented in this order. The amount of time spent on each task will vary with students' understanding: (1) learn tested vocabulary (2) learn additional non-tested vocabulary intended to increase comprehension (3) read story in class using props and pictures as necessary to aid comprehension. (4) Reread/retell story and do activities related to story comprehension skills. (5) do worksheet pages related to the story in class (6) Review vocabulary and test questions and use the book to search for answers. (7) test on story. There is also daily in class work on phonics skills.
Reading- for students in Friends, Prizes,Colorsor Hop, Skip, Jump: (1) vocabulary/sight words (2) review vocabulary and sight words, discriminate between similar looking words (3) read and discuss story (4) reread story (5) in class, complete worksheets related to story skills and comprehension. Also daily work on individualized phonics skills.
Reading for all other students-See individualized notebook.
Spelling- Test list goes home on Monday. Practice with your child each night. In class, skills go in this order (1) determine patterns in the phonetic section of the list (2) sort words/practice words using individual strategies (drawing pictures, using letter tiles, using sound/letter cards, using blocks, clay, or sandboxes, practicing phonemic segmentation of the words, etc.), create mnemonics for new sight words (3) practice test each day (4) on subsequent days, students practice words missed on previous day's practice test and review all others (5) test on Friday unless the child has not had significant success on previous practice tests. (6) any students not passing with a grade of C or better or students who need continued practice in order to test will remain on the same list using additional strategies until they are able to pass.
Language-All language assignments are completed in class. Sometimes students are given a topic to practice a certain type of writing, while other times the student is allowed "free write" which means to write about subjects of interest to them. Some pieces will be written just to enjoy and increase the fluency of the writing process and other pieces will be edited to a final copy. Expectations are individualized per student ability. Editing is done using a variety of means both traditional (picture dictionary, classroom posters, use of manipulatives to help develop phonemic awareness, etc.) and technological ( computer word processor, Write Out Loud computer program, Storybook Weaver program, Co Writer program, Google programs). Topic work is typically edited all the way to a final draft in the following steps: 1. student rough draft either using paper/pencil or computer 2. transfer to computer if the rough draft was done paper/pencil 3. independent edit (which means the student is cued from a check sheet to check for capitalization, punctuation, spelling, and sentence sense) 4. teacher cued edit (which means portions where mistakes exist are designated by the teacher and the student is allowed to see if he/she is able to fix the mistake without teacher help) 5. final edit (teacher does mini lesson or lessons and helps the child correct mistakes)
Math- Resource students will complete assignments and practice designated by classroom teacher. Instructional students will work at skills at their own individual level. Please view returned work to know what skills need to be practiced at home. Students have also begun to use the Moby Max website for further Math skill development.
Paperwork, and Determining Progress Because progress in our room may be slow, it is sometimes difficult to see improvements on a daily or weekly basis. In order to best see the progress your child has made each quarter, most papers are kept kept at school and returned all at once at report card time so you can see what progress your child has made from the beginning to the end of a quarter. If the notebook does not give you enough information about your child's progress, or what skills he/she is working on, please feel free to contact me.