Primary Grades 1-3

Supported by decades 研究表明,早期教育对孩子的学校和生活至关重要 successes.  Dr. Sally Shaywitz, co-director of the Yale Center for Dyslexia and Creativity, states in her book Overcoming Dyslexia, “The human brain is resilient, but there is no question that early intervention and treatment 以比所提供的干预更快的速度带来更积极的变化 an older child.”

Language skills encompass reading, writing, speaking, and listening. At Hillside, 语言的核心是接受(理解)和表达(产生) of the primary classes. Broadening background knowledge through exposure 到真实世界的话题,并加强日常和内容领域的词汇 help provide a foundation for reading comprehension and writing. 

Teachers emphasize 以语音为重点的预读和阅读技巧和策略 of formats throughout the school day. Direct instruction of the Project Read® curriculum occurs daily. Primary students build confidence by participating in multi-sensory activities across the curriculum. 

Opportunities to develop fine motor skills like cutting, pasting, folding, 而键盘可以帮助学生在学校和日常生活活动中取得成功. 教师设计书写活动不仅要帮助学生培养书写的自动性, 同时也要建立一个能对他们的阅读产生积极影响的基础, writing, and language skills.

The structured 课堂提供了可预见性和惯例,这是必不可少的 practicing organizational skills and smooth transitions.  Teachers model 课堂期望和适当的行为,并介绍工具和 strategies to facilitate focus and attention. 

Teachers design 课程的注意力持续时间较短,专注于吸引所有的学生,并且 在一天中嵌入经常活动的机会. We 明确地把有指导的技能指导和他们之间的联系 applications.

Strong bonds develop between teachers and students in our very small classes. Teachers 利用即兴的时刻来支持和实践可接受的社会 behaviors.  As relationships grow, students learn how to participate in cooperative and collaborative learning experiences. 


Language Arts

Project Read®

儿童需要理解书面字母和口头发音之间的关系,以便发展独立阅读单词和连贯文本的能力.  在小学阶段,每天都有直接的读音课程.  Project Read®项目表彰不同的学习概况,并提供基于直接概念教学的课程, multisensory strategies, systematic instruction and higher-level thinking skills.  该计划的语音部分是基于奥尔顿-吉林厄姆方法,并已被公认超过45年.

Visualizing and Verbalizing® by Nancibell®

Students are exposed to fiction and non-fiction selections, children’s literature, novels, poetry and short stories that encompass a variety of genres.  视觉化和语言化课程教学生在阅读和语言化他们的形象的同时进行视觉化, 这有助于增强他们的概念意象(阅读时创造“脑海中的电影”的能力).

Guided Reading

导读的目的是让学生发展自主应用的策略,并建立词汇量.  During Guided Reading, teachers model reading processes, 监控每个学生的进步,以应用策略,并持续评估准确的理解. 

BrainFrames®

语言是思维的反映,研究表明,语言和思维的模式可以用图形来表示.  “大脑框架”是一套六种视觉空间语言展示的集合,涵盖了所有的内容区域和年级,允许教师和学生“框架”他们的思想.

Pre-writing and Writing

Together, 学生和老师首先制作一个Brain Frame®来组织他们的 thinking based on a common experience.   老师就像一个榜样,展示思想和语言是怎样的 represented in writing as students dictate their ideas.  This process leads the way to students producing their own text.  Accompanied 书写前后的图画通常是对书面文字的补充.

Handwriting Without Tears by Learning Without Tears was developed by occupational therapist Jan Z. Olsen and was founded on 以研究为基础的儿童早期发展原则,包括如何 children learn best. It teaches handwriting skills using developmentally 适当的实践和多感官方法从印刷草书.

Math

Saxon Math

Saxon Math takes an incremental approach to math, 构建每个概念的指令,并继续回顾前面介绍的信息. 这让学生有时间和练习来掌握数学概念.  学生通过每天的复习机会建立技能和信心, develop mathematical reasoning, and apply knowledge.  参与操纵和动手学习工具帮助学生发展和展示理解.  每一根数学线的概念都被编织在一起,并贯穿全年. Skills or concepts are reinforced throughout the years, helping students build a strong foundation of understanding.

Science and Social Studies

Science and social studies concepts 让学生了解,参与,并作出明智的决定 their world.   In the primary grades, 这些概念被用来作为载体来教授阅读和思考技巧,构建 “如何学习”同样重要的背景知识和词汇 as “what to learn.”  A hands-on approach to thematic grade level content is emphasized. 

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