Differentiation to Meet all Learning Needs
Supporting a Healthy Class Structure
- Reading:
- The reading content students learn are based on Alaska state standards. The approach to instruction is based on student needs. For example, all students will develop comprehension skills through literature, but the literature the learners engage in will be at their readiness level.
- Writing:
- The writing content students learn are based on Alaska state standards. The learners will engage in learning the same content, but the levels of writing will vary according to student level. Each learner will be challenged to move their writing forward.
- Math:
- The math content students are taught are based on the Alaska state standards. Math instruction will vary based on student need and according to student proficiency levels. For example, without mastery of specific foundational 2nd grade skills, learners will not be able to successfully reach proficiency of 3rd grade standards. Instruction in math is based on building upon and enhancing the skills learners bring to 3rd grade. We emphasize levels of growth and achievement.
- Spelling:
- Spelling learning comes from the Alaska state standards, combining 3rd grade level reading, writing, speaking and listening (including vocabulary development, phonics, conventions, etc). There are 3 different lists offered, each targeting words to guide and challenge learners at their individual learning levels. The spelling tests are given weekly. The learners are provided practice and guidance in the test-taking process to ensure clarity and understanding. Learners with identified special learning accommodations may experience a different format.
- Science:
- Science teaching and learning is based on the Next Generation Science Standards. Science standards. Science instruction is embedded across the curriculum and encompasses reading, writing, listening, speaking and math.
- Technology:
- Technology is embedded across the curriculum. Learners are engaged in tech in a variety of capacities across all subject areas.
- Social Studies:
- The content taught in social studies comes from the C3 Framework (National Council for the Social Studies), National Common Core anchor standards and Alaska State Standards. The learning students experience in social studies is embedded across all subject areas.
- Health and Social Emotional Skills:
- Health and social emotional learning are additionally embedded across the curriculum to support learners in best preparing for the present and the future. The social emotional skills emphasize self-management, self-awareness, social-awareness, relationship skills, and responsible decision-making. At the 3rd grade level these anticipated skills look as follows: SEL Competencies at the 3rd Grade Level
Supporting a Healthy Class Structure
- Self-Management:
- Students are encouraged to have a water bottle at school to support healthy consumption of water. Students are requested to maintain their water bottles on the personal floor space just below their desk cubbies. The purpose for this is to protect learning work and technology used on table tops
- Personal desk cubbies should maintain a sense of organization and cleanliness
- Alternative seating options do exist in the classroom to support diverse needs. With alternative seating comes rights and responsibilities, maintaining safety at the forefront.
- Clothing: students need to come to school dressed appropriately for the weather each school day. Getting fresh air and having an outdoor outlet time are essential.
- Students are guided to take responsibility for their school iPad, including its safety and battery consumption (charging as needed)
- Monday-Thursday planner completion are expected. Students are responsible to show parents their planner and get a signature
- Homework completion is a student responsibility. The students are guided to place their work in the designated homework bin.
- Behavior:
- Students and teacher generated a set of working norms for thinking and behaving in the classroom environment at the beginning of the school year. These agreements are as follows:
- Safety first! No running in the classroom or hallways
- Respect: We care about each other and our property
- Voice Levels (CHAMPS 1-4) and hand-raising support a collaborative and healthy learning environment
- Technology is used as a learning tool and not for play (“Blue-Blocker”)
- Students and teacher generated a set of working norms for thinking and behaving in the classroom environment at the beginning of the school year. These agreements are as follows:
- Misbehavior consequences:
- Verbal warning
- Personal communication between student and teacher
- Note home in the planner
- Phone call or email to parent
- Face-to-face conference with parent for continued issue
- Technology:
- Our technology is used solely as a learning tool. The guidelines for appropriate usage are clearly addressed at the beginning of the school year. Students who choose to misuse technology lose their right to engage with digital devices.
- Bathroom use:
- Students are permitted to use the restroom as needed. Students are asked to refrain from this right during direct instruction times to avoid missing important teaching and learning experiences. This approach allows for ample opportunity for students to meet any/all bathroom needs. **Please note: it is essential for parents to communicate any related medical or health issues prior to the first day of school**
- Recess:
- Having fresh air and opportunity to run around outside is essential to support learning. School work completion during class is not associated with playground time. All learners will have recess time as scheduled into the day.
- Homework:
- Homework is in place to support learners complete unfinished work from the school day or to practice or reinforce learned skills.
student_led_conferences.docx | |
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File Type: | docx |