Class Philosophy & Curriculum Overview

 

Corey Aist  -  2/3 Multiage Classroom  -  Polaris K-12

 

 

"Childhood should be a journey...not a race!"

 

"Beliefs and Values

I believe that all children can be successful learners. One key to that success is to empower students to have ownership of their learning.  This becomes the foundation of the classroom environment where you see students interested, responsible, and active participants in the learning process. 

 

Ownership of their learning includes students setting classroom rules, displaying and sharing their work, and making relevant choices in which topics to study.  Learning is also social ,where students work together talking about ideas and collaborating on projects in groups.

 

"Children need models more than they need critics."  - anonymous

 

Discipline should be fair, self-esteem building and consistent. Students need defined boundaries and good role models of behavior and should always be treated as you would want to be treated. Young children are in the process of learning to work productively and get along with others.  Whenever possible, students are given the chance to solve their own problems and to get help from adults when needed.  Since students create the rules for their classroom, they also know the consequences of their choices. Since this encourages each child to takes responsibility for their actions, they learn problem solving techniques in real life situations. 

 

 

"The way children feel about themselves is related to their ability to learn."  - Bruner

 

Oral Language

Oral language is the foundation on which all other learning occurs.  Oral language development occurs by interacting with others in a variety of settings and experiences.  Small groups will be given topics of study to present to the class daily throughout the year.  Oral language is encouraged in the classroom where students interact with each other and the teacher sharing ideas, life experiences and knowledge.

 

THE PARENT’S ROLE: To foster your child's oral development, encourage your child everyday to tell you about their day at school.  Discuss with your child what they studied and talk about the good things and what they can do to be good students of learning. It is important for your child to share their experiences and interests, give them the opportunity.

 

 

Success is not how far you've come but the distance you've come from

where you started."  - anonymous

 

Writers Workshop

To learn language, students must have the time to practice and explore all language processes (reading, writing, speaking, and listening).  Writing workshop is a daily 45 minute time period where students practice, practice, practice the writing process creating stories, narratives, non-fiction works, plays, poems, etc.  Students choose topics from their own interests, classroom studies, and life-experiences. Research and partner work is encouraged.

 

All writing workshop pieces and written assignments will be assessed on the SIX TRAITS ANALYTICAL WRITING ASSESSMENT.  The six traits are based on a five point scale and include - ideas, organization, voice, word choice, sentence fluency, and conventions.  Lessons will be designed to highlight these six traits and students will learn to assess writing samples using this model.  Parents are encouraged to use these six traits when helping foster writing at home.

 

THE PARENT’S ROLE:  One option is to have your child keep a writing journal at home which they write in daily or weekly.  Writing topics can come from questions you give them, everyday events, worldly or community events, or the students own interest.  Remember that illustrations are an important part of the writing process.  Allow your child this opportunity of expression and processing.  I will make available the SIX TRAITS rubric which you and your child should use to assess the writing.  Also included will be things you can say to foster specific writing traits.  Make the journal fun and something your child enjoys.

 

 

Readers Workshop

Reading occurs all day long and should be purposeful.  From health to science to math, students will constantly be reading for information, ideas, and enjoyment.  Getting meaning from print is the goal of reading but, beginning readers are just not experienced and efficient at using reading strategies.  We all call on our prior life experiences to predict what we think the print will say and then confirm our predictions using the cueing systems of language.  These cueing systems include letter/sound relationships, sentence structure, and meaning.

 

We will study various themes, read lots and lots of good children's literature out loud, and conduct author studies throughout the year. Each child develops at their own rate and therefore, needs reading strategies designed for their level.  District assessments allow us to assess where each student is on a reading continuum and then construct lesson plans that promote additional reading skills. 

 

Several times a week we will have buddy reading where older students come and read one-on-one with the class. This process helps by having peers demonstrate the importance of reading and encourages students in their letter and sound recognition and sight word vocabulary. This is a fabulous opportunity.

 

THE PARENT’S ROLE: Everybody should read for 20-45 minutes everyday.  Turn the TV off, have your child choose their own reading material, and give them time to read.  You should be reading too!  Have your child read aloud to you, read to your child, or read along with your child (choral reading).  Do something each night.  Remember reading aloud models good reading and becomes a sharing time you can look forward too every evening.  If you want to take it a step further, have your child keep a reading log were they can reflect on the reading with illustrations and words.  Have them think about characters, settings, the conflicts, plot, etc...

 

"Don't limit children to your own learning for they were born in a

different time."  - anonymous

 

Mathematics

Polaris has adopted the Investigations  Math program.  While teaching computational skills, the Investigations  program also teaches students to think critically and problem solve using real world situations.  Children hypothesize mathematical rules and construct concepts as they explore and experience math activities.

 

The Investigations  program also uses many mathematical games to teach concepts and give students the opportunity to practice computational skills.  Supplemental materials also will be used in helping students practice specific mathematic calculations.

 

THE PARENT’S ROLE:  Most weeks your child will receive homework in math practicing skills or doing follow up activities to something we had learned in class.  Every child requires help at different levels depending on the skills they have acquired.  Provide time and help them as needed.  Investigations  is different than what you and I experienced in school. If you need additional help, please let me know - send a note or call me and I will provide whatever assistance required for your child to be successful.

 

 

"Children should have some control and choice over their learning every day."  - Drechsler

 

Health, Science, and Social Studies

These content areas will be "inquiry" based.  This means students will brainstorm what they know about a subject, what they want to know about a subject, and ways to learn more about the subject.  With me as facilitator, small groups will have the opportunity to explore content areas, conduct research, and create projects to share with the class.

 

Children will be encouraged to explore, observe, ask questions, and wonder about the things we study.  In addition, an emphasis will be to bring the outside world into the classroom.  Many parents have special jobs, hobbies, and talents related to our topics of study which we hope you will come and share with the class.

 

 

"We all live under the same sky, but we don’t all have the same

horizons."  - Anonymous

 

Adventure Education

Adventure Education fits well within ASD's Resolving Conflict Creatively Program focusing on cooperative skills, team building, problem solving, etc.  Using initiatives and games designed by Project Adventure and New Games, students learn to interact and cooperate to attain specific goals and outcomes.  Debriefing their efforts and talking about their group dynamics allows students to think critically about human interactions and is used to highlight the participant's feelings, thoughts, and the facilitators observations.  The focus is on safety and fun while cooperating with others

 

THE PARENT’S ROLE:  Adventure Education can be supported by continuing to teach cooperative skills at home and encouraging a positive attitude.  Parents are always welcome to come join us during the day and participate in the activities.  I always enjoy to have extra parental support and I know you too would enjoy the activities

 

 

Technology

Computers are a valuable tool in education and are used by students on a daily basis.  Students write stories and create books during writers workshop.  Like some adults, some students have found it more rewarding to write using a keyboard versus a pen and pencil.  And, it has been my experience and the experience of others that students become more motivated and their interests in learning enhanced with access to these powerful tools. 

 

MORE INTEREST + MORE MOTIVATION = MORE LEARNING

 

Students will also use computers to conduct research and create presentations, practice math and spelling skills, and create multimedia video clips, digital pictures, and virtual reality movies.  With access to various forms of technology, students will learn valuable skills they will use in later years of schooling and the rest of their lives.  Technology is a powerful tool for education and your child will have many valuable opportunities.

 

Parents in the Classroom

Parents are encouraged to visit the classroom anytime. When visiting, you may be asked to work with a group of children during an activity, reading stories, or given other tasks that help promote positive interaction with the children and role models to observe. In addition, parents can become involved by volunteering for field trips, preparing project and everyday materials, working on bulletin boards and other jobs that promote the learning

environment.

 

I feel privileged to have the opportunity to guide your child through their first years of school. 

 

 

Corey Aist

2/3 Multiage Teacher, Polaris K-12