• 8:35 a.m.-9:40 a.m. - *Morning Meeting/ Calendar (Yesterday was, Today is, Tomorrow will be). *Songs: Days of the Week, Months of the Year, How's the Weather?  *Review/ Activating Prior Knowledge, Letter of the Day & Number of the Day. Dialogue.

    9:45 a.m.-10:15 a.m. - *Phonological Awareness. *Letter of the Day: Identification/Sound/Picture Naming. *Writing practice/Progress work monitor/ Feedback.

    10:20 a.m. -10:50a.m. - *StoryWalk/Read Aloud *Parts of Book, Genre, Main Character(s), and Setting. *Words-to-Know/Choral Responding: Labeling, Drawing, Literacy/Writing, Sharing-Out/Feedback.

    Lunch is from 10:55 am-11:25 am (Daily). Recess from 11:25 a.m.- 11:55 a.m. 

    Prep/Special - On Mondays, from 1:45 p.m. to 2:15 p.m. our class will have Art.  

    Prep/Special - On Tuesdays, the students will have Music from 12:00 p.m. to 12:30 p.m. 

    Prep/Special - On Wednesdays, from 12:00 p.m. to 12:30 p.m. our class will have Gym. 

    Prep/Special - On Thursdays, the students will have Art from 12:00 a.m. to 12:30 a.m. 

    Prep/Special - On Fridays, our class will have Art from 12:35 p.m. to 1:05 p.m.

    12:00 pm -1:05 pm - Number of the Day/ Math - Whole Group Instruction/ All About the Number: Ten Frame, Tally Marks, Number Word, Count it out, What comes Before and After (Numeral Identification). Writing Practice

    1:10 pm -2:15 pm - Storytime / Counting Books, Patterns, Sequence, Size, Order/ Review of Learning/ Social Emotional Check in with students

    2:15 pm -3:15 pm- Choice time/ Explore, play, and socialize/ Snack time/ Teacher Planning & Documentation/ Parent Outreach / Team Conferencing and Collaboration to determine next steps and necessary interventions/ End of the Day Wrap Up

     

    Dear parents, guardians and family members,

    Your child has been assigned to my class, so I am looking forward to meeting you once school gets underway in September. We'll have a chance to discuss the basic class focus which is intended to advance every child's educational experience. Hopefully, you will partner with me in this effort. The oversight of homework, which repeats part of daily classwork, is most important in primary grades, and your support during these structured exercises will prove very meaningful. A most successful partnership will be marked by regular contact with each other concerning your child's development.

    I am eager to share my classroom goals, following and implementing the Individual Educational Plans (IEPs) given by the Committee for Special Education. Your questions, concerns, and thoughts are welcome at any point throughout the school year. I am always available by phone, in-person meeting or online.

    In my class, I plan to provide a language-rich environment where receptive language is advanced and expressive skills are developed. The social language skills called pragmatics which we use in our daily interactions with others will serve as a springboard. Daily we will focus on routines, singing, rhymes and modeling speech. Exploring the letters of the alphabet, their sounds with matching picture prompts are utilized through the Districts' Language Arts Program. The identification of numbers and the quantity they represent will be addressed, as well as numerous other mathematical concepts at grade level. Writing will be practiced as we focus on the formation of letters, upper and lower case and learning to recognize numbers, understand what they mean and how to write them down correctly. Children will be exposed to diverse writing tools, engaged in tracing, tracking, shapes, colors, and size comparisons. They will use bear counters, colored blocks, interlocking shapes together with various other manipulatives to make learning more concrete while engaging learners in direct experience and focusing on reflection.

    Various teaching approaches will be utilized. I believe in an eclectic approach which combines listening, speaking, reading, and writing through direct practice. I don't believe in confining myself to one particular method, because it is more practical to use a wide range of methods and resources to teach children who are learning in multiple ways. Individual table spots are often where lessons begin, which include month of the year, weather/ calendar/ circle activity, storytelling or identification of book parts being read. Where similar interests are in evidence and students can work cooperatively, paired settings have been set up. Individual 1: 1 oversight, redirection, encouragement and fading assistance is ongoing during all classwork. Each child's present ability will be the springboard from which we will develop their individual academic plan for advancement. First and foremost is establishing a solid report. With your help, we will have a tremendous year! Hope to see you soon.

    Be Well,

    Francis K. Jamieson, Teacher

     

  • 3.3. A. Articulates Measures of Success

    Because they get a tremendous amount of individualized attention, my students know where they stand with reading, writing, numbers and fine motor skills such as holding and using a pencil and negotiating technology. They are aware that they should be trying their best and growth will follow this effort. My aide and I both regularly articulate acknowledgment of their successes and support them in their areas of challenge.

    The children receive stickers and stars and smiley faces for their efforts and progress. There is also continual verbal reinforcement and praise.

    Various students still hold their pencil across their palm as they write. I am consistently repositioning their fingers to help hardwire a more mature pencil grasp. At this point in the year, some are self-correcting as others are just getting started because that is where they are developmentally. Some children are willing to pick up a pencil much more often and carry through until the task is completed with independence. Others still need encouragement and prodding.

    The students have progressed/increased success with group reading and discussion about a text. Particular individuals have made great progress with responding to a text and expressing their ideas more spontaneously. I have modeled all year and explained to them how a discussion takes place and what is expected of them as participants. There are students who were more self-absorbed in the beginning of the school year who are now added to the class discussion. When we read Gabe, Kate and Dave, one child who previously was reluctant to respond, commented about the text and picture clues regarding the image of the veterinarian, in his own words, which was a growth for him. I gave him verbal accolades for sharing.

    The students have improved with their journal writing as they have understood the expectation to copy the morning message and weather conditions. They understand they have to complete it in a certain time frame, stay on the lines with proper letter heights, etc. I provide hand over hand assistance for students that are struggling. If I know someone can do better, I tell this individual they can do better. Most of the time, this individual encouragement elicits greater effort and success. One student has started to say, “I can do it myself” when prodded in this way. And he actually goes on to do it himself.

  • Utilizing multiple approaches to engage students’ interests has proved to be the most successful. Skills and attention span have continued to improve through interaction with technology. A system with each student taking turns on the Smartboard plus follow up with a computer is achieving positive results.  While there is demonstration of diverse advancement observed, the reinforcement of activity goals and lesson objectives are in evidence.

    Initial reticence among some children to group involvement in exercises, singing and rhymes is now seen participating with enthusiasm by all classmates in individual ways. Socialization and exchange have evolved between peers independently while completing seated work.  The one to one support for work completion based on student needs is regularly overseen by participating teachers' aides.