Curriculum for Room 1010
Teacher: Amba Singh
Co T
eachers: Daphne Rivera and Lorena Williams
Subject:
Teacher: Amba Singh
Textbook/Read Aloud Series: Houghton Mifflin Big Book Series
Picture Books Read Aloud
Flannel Board Stories
Decoding Skills: A multi-sensory instructional format is utilized through both the Wilson Program and the Merill Linguistic Reading Program. The Merill Linguistic Reading System is a highly structured sequential basal reading program. It systematically teaches sounds according to spelling similarities/rhyming patterns. The Workbook reinforces vocabulary and comprehension skills.
The Wilson Program is a reading intervention program which increases the ability to read and spell words by using letter/sound cards. The student learns to “tap out the sounds” of the word. The letter/sound cards are manipulated to form words.
Methods Used: Small groups and individual pacing: usage of letter cards, teacher prepared word cards, games and worksheets.
Targeting Strengths: Challenge/spiral the student’s higher critical thinking.
Targeting Weaknesses: Wilson Program and Merrill Linguistic Program: Additional reinforcement will be given to students at their own learning pace.
Teacher Read Alouds Brainstorm ideas using graphic organizers. Students will be asked to retell main events in sequence. Story pictures will aid the students in retelling and sequencing the story.
Printing: Instructional Format - “Handwriting Without Tears”. Sequential learning order is to print upper-case letters/ Lower-case letters/ words/ sentences using correct letter formation.
Homework: Monday through Thursday. Homework will consist of phonics work, spelling, grammar, reading or writing.
Parent’s Involvement: Please read a story to your child (15-20 min.) Daily.
Subject: Math
Teacher: Amba Singh
Textbook/Series: Math Advantage, Harcourt Brace
Math Advantage, On My Own Practice
Math Advantage, Take Another Look-Reteaching
Methods Used: Small groups and individual pacing.
Curriculum- Some of the topics covered Addition, Subtraction, Word Problems, Solid and Plane Figures, Count by 2, 5 and 10. Money- Add Pennies, Nickels, Dimes and Quarters together. Time to the hour and half hour, Measurement - inch and centimeter ruler, Calendar Months and Days in Sequence, Fractions- halves, fourths and thirds and Multiplication.
Targeting Strengths: Challenge/spiral the student’s higher cognitive thinking.
Targeting Weaknesses: In recognition of his or her own learning pace, additional reinforcement will be given. Repetitive modeling cues, breaking concepts down into smaller sections and a variety of concrete materials will be used to heighten interest as the same skill is reviewed. A variety of manipulative like Blocks, Shapes, Straws, Unfix Cubes, Clocks, Coins, Number Line, 100 chart and multiplication tables.
Homework: Monday through Thursday.
Parent’s Involvement: Check Homework, Flash Cards, Math Games
Social Studies, Science and Health
Teacher: Amba Singh
Textbook: Houghton Mifflin Social Studies
Harcourt Science
In addition Picture Books Read Aloud
Targeting Strengths: Challenge/Spiral the student’s higher /critical thinking.
Targeting Weaknesses: Breakdown of information, hands on activities.
Social Studies Topics Our country of many people, differences in communities, map and globe skills, Country study,
Science Topics: People, Plants and Animals grow and change, Habitats for plants and animals, the Solar System and Weather.
Health: Hygiene, Healthy Eating, Brushing Teeth, Sleep and its importance, Fitness and Exercise.
Method used: Students brainstorm ideas on topic from past experiences. A mini lesson is presented to explain new concepts and clarify understanding. This is followed by a read aloud based on the topic and then a hand on activity such as creating collages, drawing and labeling or working on an experiment.
Notebooks: Vocabulary, diagrams, facts.
Trips: Based on student interest we will be taking class trips and visits to the library to learn more about the topics we are covering. We are going to the Queens County Farm (October 15th).
I am working on organizing a visit to the Children’s Museum in
Homework: Worksheets based on topics covered in the classroom on Tuesday and Thursday.
Parent’s Involvement: Periodically will be asked to send in materials for projects.
Wilson Program: A reading intervention program which increases the ability to READ and SPELL words by using the following:
Sound Cards
Word Cards
(Student manipulates cards in order to “tap out sounds” and read words.)
The student is explained the section for instance if we are doing diagraphs, I say today we are learning about two letters that make one sound, like Sh.
This is followed by practicing words containing Sh, by manipulating the sound card to create words read out by me.
These words are then written down in the student’s notebooks.
This is followed by student reading a sentence (using controlled text-words learned by the student) and then writing it down.
As an adjunct to this program, Merill Linguistics” is utilized as reinforcement. Merill focuses on students reading words in sentences with similar patterns for instance the Cat is in the Hat.
The Writing Process: The procedure for the writing process is as follows:
Prewriting
Ÿ Gather Ideas
Ÿ Brainstorm
Ÿ Use Graphic Organizers
Ÿ Research
Ÿ Imagine, Dream, Explore the possibilities
Writing
Ÿ Write a rough draft or “sloppy copy”.
Ÿ Write, write, and write! Let your ideas flow.
Ÿ Include lots of interesting content.
Revising
Ÿ Add ideas, words or phrases.
Ÿ Remove ideas, words or phrases.
Ÿ Replace frequently used words.
Ÿ Rearrange what you have written to make it better.
Ÿ Support your ideas so your reader really understands what is going on.
Editing
Ÿ Does the story flow?
Ÿ Correct the spelling.
Ÿ Correct the grammar.
Ÿ Correct the punctuation.
Ÿ Use the proper format.
Publishing
Ÿ Write your final, corrected, perfected copy.
Ÿ Number the pages.
Ÿ Staple pages together.
Ÿ Include your name and date.
Editing Checklist for Language Arts and Handwriting
Class Rules R2 Raising Responsibility
Level D Independent
Level C Cooperating
Chose Again
Level B Bothering
Class Rules
We listen to each other
Hands are for helping not hurting
We care about each others feelings
We use I care language
We are responsible for what we say and do.
Responsibilities
Be where I belong
Do my assignments
Be kind to others
Parents Support
Please read with them or to them every night. Visit the library and Museums frequently. Please limit the amount of television and video games. Please check homework to be sure they are following directions. Provide, whenever requested, supplies for science experiments.
Thank you.
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