Thank you for visiting. My name is Nicole Phillips and I will be working with your child this school year. As you know your child has several IEP goals that he or she is expected to meet this year. In addition to those goals, there are quite a few additional goals that we are working on in class on a daily basis which include working independently, cooperating in groups, and respecting others. There are two teacher assistants in our class working with your child as well. These two assistants are also here to supervise your child when he or she leaves the classroom for any reason. This is a copy of our daily schedule:
Reading 10:00- 10:15- We begin each morning by separating the students into four reading groups. The reading program that we are using is called the SRA Reading Mastery which consists of four different reading levels. On Monday, Tuesdays, Wednesdays and Thursdays the students take turns reading the stories and on Fridays we complete the review lesson in our SRA reading workbooks.
Goal: Increasing Vocabulary, Comprehension and decoding
Spelling 10:00- 10:15-The students are placed in one of two groups where they review ten new spelling words each day and write them five times each.
Goal: Increasing Vocabulary
Speech and Language 10:15-11:00- Speech-language therapy involves having the speech-language specialist (Mrs. Newman) work with your child on a one-to-one basis, in a small group or as a class, to overcome difficulties involved with a specific disorder. Speech-language therapy uses a variety of therapeutic strategies, including:
* Language intervention activities - These exercises involve having the speech-language specialist interact with the students by playing and talking to them. The therapist may use pictures, books, objects, or ongoing events to stimulate language development. The therapist may also model correct pronunciation and use repetition exercises to build speech and language skills.
* Articulation therapy - Articulation, or sound production, exercises involve having the therapist model correct sounds and syllables for a child, often during play activities. The level of play is age-appropriate and related to the child's specific needs. Articulation therapy involves physically showing a child how to make certain sounds, such as the "r" sound. The speech-language therapist may demonstrate how a child should move his tongue to produce specific sounds.
Reading 11:00- 11:30- After speech, the students are separated into reading groups. The groups alternate between a reading session and a spelling session. Goal: Increasing Vocabulary, Comprehension and decoding
Lunch-11:30-12:20
Silent Reading 12:20-12:35- Silent reading begins when the students return from lunch. Each student will choose a book from our class library and read silently for fifteen minutes. The students write down the words that they are not familiar with and we review the words together when silent reading ends.
Goal: Increasing Vocabulary and Comprehension
Break 12:35-12:45- The students are given the opportunity to work on a puzzle, board game, read a book, or increase appropriate social skills by interacting with classmates. Goal: To learn appropriate social skills
Math 12:45-1:20- The students are separated into three math groups where they work on math skills that are associated with their IEP goals.
Goal: Concept development and Problem Solving
Music 1:20-2:00
Writing 2:00- 2:20- Each day the students are given a journal topic and they are required to participate by sharing their ideas with the class. The students then create a 4-5 sentence paragraph based on their ideas and copy the paragraph neatly into their journals. Goal: Working on handwriting, Expression of ideas, and Spelling
Break 2:20-2:30- The students are given the opportunity to work on a puzzle, board game, read a book, or increase appropriate social skills by interacting with classmates. Goal: To learn appropriate social skills
Developmental Skills and/or Science 2:30-2:50-The students work on hands-on curriculum that helps them learn critical social skills in our classroom. We use direct instruction and reinforcement activities designed to address the most commonly cited social skills necessary for successful student social development.
Goal: To learn appropriate social skills
Snack 2:50- 3:00 The students are expected to wash their hands and eat their snacks neatly. Each Student must use a napkin, chew with his or her mouth closed, throw away food that falls on the floor and throw their trash in the garbage.
Goal: To learn appropriate social skills
Recess 3:00-3:30 The students are given the opportunity to play outside. We usually play basketball, football, kick ball, or jump rope.
Goal: promote physical activity and to learn appropriate social skills
Silent Reading 3:30- 4:00Silent reading begins when the students return to the class from recess. Each student will choose a book from our class library and read silently for thirty minutes.
Goal: Increasing Vocabulary and Comprehension
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