Me and My Cat
https://www.storylineonline.net/books/me-and-my-cat/
The Kissing Hand
https://www.storylineonline.net/books/kissing-hand/
Chester's Way
https://www.storylineonline.net/books/chesters-way/
No More Noisy Nights
https://www.storylineonline.net/books/no-more-noisy-nights/
Stellaluna
https://www.storylineonline.net/books/stellaluna/
Harry the Dirty Dog
https://www.storylineonline.net/books/harry-the-dirty-dog/
https://www.storylineonline.net/library/
WIDE OPEN SCHOOL
https://wideopenschool.org/
Free Internet Access
Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed for the needs of kindergarten through third
http://toytheater.com/category/art/
https://www.youtube.com/watch?v=SLxasaVqsmU
https://archive.org/details/PeterAndTheWolf_201904
Sergei Prokofiev: Peter and the Wolf. Vancouver Symphony Orchestra.
https://ny.pbslearningmedia.org/grades/PreK-K/?rank_by=recency
The program makes available grade-leveled eBooks from the Yonkers Public Library.
To access the program you will need a Yonkers Public Library card and create an account,
https://www.ypl.org/services/librarycard/
i-Ready programs support every learner on their path toward grade-level success. By connecting to actionable, intuitive data, teachers know where to focus and students become more capable and engaged.
https://www.curriculumassociates.com/programs/i-ready-learning/i-ready-classroom-mathematics-2024
Standard 1: Student Development
1.1 The teacher creates developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs in order to enable them to advance and accelerate his or her learning.
1.2 Mr. Jamieson and aides collaborate with families, communities, colleagues, and other professionals to promote student growth and development.
Evidence:
Mr. Jamieson plays a critical role in the class' daily writing regimen and individual exercises to meet diverse learning needs and specific learning objectives. Collectively, Mr. Jamieson and aides provide verbal, visual and interactive prompting, producing high interest and motivation toward the attainment of access skills necessary for literacy and mathematical development. In addition, various staff who are in command of more than one language have been invaluable in communicating with families. Establishing a rapport of trust and common purpose furthering a coordinated emphasis, stimulating student growth, development and a common purpose. Mr. Jamieson continually explores strategies for creating inclusive and supportive learning environments for students who face housing instability, family difficulties and students who process information in a way that is not typical of most individuals ("neurodivergent").
Standard 2: Learning Differences
2.1 The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and create opportunities for students to demonstrate their learning in different ways.
2.2 The teacher incorporates language development tools into planning and instruction, including strategies for making content accessible to special education students with language challenges and for evaluating and supporting their development of receptive, expressive and pragmatic skill proficiency.
2.3 The teacher accesses resources, support, specialized assistance and services to meet particular learning differences or needs.
Evidence:
Mr. Jamieson participated in and designed lessons & activities that utilized multisensory approaches to accommodate diverse learning styles in the class. He constantly responds to students assessing comprehension to monitor and adjust pacing if necessary. Mr. Jamieson implements practical strategies to create a nurturing classroom environment that supports students’ emotional and academic growth. He develops strategies to foster well-being and resilience among students who may have experienced significant challenges or whose brain processes information in a way that is not typical of most individuals.
At every opportunity, Mr. Jamieson endeavors to assure each student that they are valued. This is in evidence as he interacts daily with verbal and other rewards of appreciation and acknowledgment of the whole child for a pleasant smile, a good sense of humor, a cooperative nature, some kindness to another classmate, a tidy appearance, an expressive piece of artwork or correct on-task response.
Mr. Jamieson demonstrates that flexibility is key to addressing each student's needs with non-punitive, restful 'time(s) out'. Class lessons are modified by Mr. Jamieson, if stamina or focus wanes. e.g., we get up, stretch, exercise or march, and dance to music.
Standard 3: Learning Environment
3.1 The teacher manages the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space, and students’ attention.
3.2 The teacher communicates verbally and non-verbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives students bring to the learning environment
An environment with multisensory elements, experiential modules, rigorous positive reinforcement, repetitive initiatives, and a positive climate of interaction among or between students and adults are Mr Jamieson's essential focuses on daily classroom constructs. To wit: The teacher initiated and maintained a 'culture of care' and 'positive persuasion' paradigm. Personal introductions, salutations to students-Sir, Mr. and Miss-are used alternately with combined first and last names or only given names are used. Students have been addressed in this manner by Mr. Jamieson throughout the year, which is a respectful precedent for most, not only as modeling, but with an expectation that each may act accordingly with explicit guidelines or respectful boundaries. Caring and respectful interactions with students. Embrace student diversity as an asset in the classroom. Simple words and sentences are spoken in a students' home language by Mr. Jamieson with explanations (e.g., "Como esta usted?", "Buen Dias" to acknowledge differing perspectives students bring to the learning environment.
