![]() ![]() We work closely with families to determine when this is appropriate for them – for some, that age is 3, for others, that age is 7. We want the students to learn without the pressure to do so, on their own timeline. There is no magic age at which this happens. ![]() Once they are ready to learn to read and are showing appropriate phonetic and symbolic recognition, they will be taught, each at their own individual pace. The focus of our program is to support students where they are, not to test prep them. ![]() Will we test prep your child for CPS Selective Enrollment Testing? No, absolutely not. The guided reading may be tied to common student interests in a book-club form or may be tied to Lexile or comprehension levels.īecause we are ability, not age-based, please scroll through to the sections that apply to your student(s).įor students that are not yet ready to learn phonics and are developing their phonetic awareness, we work on growing their phonetic and symbolic recognition and focus on the comprehension and vocabulary expansion. Respect is given to those various factors during teaching.īased on the student reading level and maturity, there is a teacher-led guided reading grouping as well at least once a week. Everyone equally deserves to learn, not just the bottom half of the class, and gets 1:1 and group time with the teacher in learning relevant to them only. A 6 year-old reading high-school level texts will have a different set of needs than an 8 year-old reading 5thgrade texts and so on, and a lot depends on each student’s unique learning style and speed, as well as their levels of regulation. This is a general statement, based on specific student needs, it may be adjusted. As much as possible, we follow student inquiry-based, project learning even in reading, while monitoring outcomes and growth and weaving in key new skills.Īt a minimum at each level, the teacher will read or carry on related literacy discussions or work on specific reading skills 1:1 with each student at least 2 times a week for 10-15 minutes, if their stamina allows. Students engage 1:1 in literacy activity with teacher, and also engage in reading groups and clubs, reading-related projects, and cross-disciplinary activities. Teacher student and peer interaction during reading studies is critical. Matching the students with the just-right levels in reading will help them enjoy the reading material. High vocabulary children’s classics, great books, and thematically oriented units will be covered. Studies will cover etymology and grammar jointly with our writing program. We will communicate with the parents about their students’ attainment levels within those two curricula and work closely with families to set skills and objectives.ĭuring each academic area, students will have cover a variety of texts of appropriate to them both in Lexile levels and complexity: poetry, drama, fiction and nonfiction and media. We decided to not model our school after the IB PYP program because it is not articulated or specific enough and does not produce strongly recognized benefits when it comes to college readiness levels of attainment in core disciplines. Every student has strengths and challenges with reading, and we aim to teach to the strengths of each student.įor the reading program, we meet the requirements of two curricula, US Common Core and British National Curriculum – we blend them in our teaching and our skills matrix. We meet each student where they are and take them to the next level at their pace. Reading in elementary school should really be a magical experience, one that brings joy. We do not hold students back behind some imaginary line. It must be noted that a subset of this population may struggle to keep up with grade-level equivalents. The reality is that gifted students with 130+IQ will frequently attain high-school and college reading levels by early elementary age, often reading 1-3 if not more, years ahead in terms of comprehension and or decoding and will be academically ready to for college level reading in their early teens. ![]()
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