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Teaching strategies include direct instruction, working
with partners, cooperative learning in
both heterogenous and homogenous groups and independent work, all of which provide
opportunities for differentiated instruction. Teachers also employ a variety of instructional
strategies targeted at English−language learners, including the use of realia, visuals, Total
Physical Response and graphic organizers. Students benefit from the inclusion of repeated
readings, oral presentations and multi−media activities to improve oral expression and reading
fluency. Mini lessons and literature circles target reading comprehension and critical thinking
skills. Regular nightly reading is required of students at all grade levels and is rewarded by
monthly reading parties where students celebrate their reading success and enjoyment.
Hand in hand with the school’s reading program, is
a structured daily writing program.
The chief component of the GCS’s writing program
is the Writer’s Workshop, based on the
Lucy Calkins’ work with Teachers’ College at Columbia University. Starting with the Personal
Narrative genre, teachers use children’s literature and students’ own drawings to provide
models and prompts for storytelling used to develop authentic writing. Other genres taught
include Writing for a Purpose, Response to Literature, Expository Writing and Persuasive
Writing. Mini lessons, peer and teacher conferencing and Author's Chair all provide
opportunities for individualized instruction. Fourth and fifth grade teachers additionally employ
Houghton Mifflin English to systematically reinforce writing structure and mechanics.
Social Studies
In social studies, teacher−generated lessons complement
the Houghton Mifflin textbook series,
connecting social studies themes to student experiences and neighborhood resources.
Students learn about themselves, their families and community, and the history of their state
and country. They study Native Americans, immigration to the United States and develop an
appreciation for diverse cultures and ethnicities. Teachers use texts, primary sources, and
newspaper articles to discuss active civic involvement, participation in democracy and the
relationship of historical and current events to students’ lives.
Social studies topics are enhanced by integration with
other disciplines:
English−language arts (historical fiction
and biographies), mathematics (creation of graphs and
charts), science (ecological practices), dance (ethnic and historical dances) and visual arts
(Hockney inspired maps, replicas of Native American ceramics). Whenever possible, teachers
take students on field trips that extend studies in the classroom to the real world.
Mathematics
The core mathematics curriculum, Harcourt Brace, is supplemented
by additional mathematics
resources: Marilyn Burns’ Math Solutions, Everyday Math, and teacher−generated materials.
Hands−on activities including manipulatives, math games, measuring tools, patterning,
cooking, and math infused art projects give students opportunities to learn by doing and to
relate math concepts and skills to their lives. Math instruction also goes beyond the textbook
for 2nd−5th graders with Math and Music, the Mind Institute's research−based mathematics
program that emphasizes higher order reasoning through music keyboarding and interactive
computer games that develop problem solving skills (http://www.mindinstitute.net).
Science
The K−5th science program uses standards−aligned
Lawrence Hall of Science FOSS science
kits. Hands−on activities enable students to actively construct ideas about the world around
them through their own inquiry, investigation and analyses. Experiments lend themselves to
the integration of math skills as students measure, observe patterns and record and graph
results. Students read aligned non−fiction materials to develop academic vocabulary and
practice reading comprehension skills and strategies learned in language arts.
Technology
Proficiency in technology has become a prerequisite skill
for daily communication and for
accessing higher level education. A GCS school−wide outcome is to insure that students
develop basic computer skills, word processing, basic research techniques and the ability to
access educational programs that can advance their learning. Apple computers provide whole
class access for word processing, book publishing, power point presentations, interactive
educational games and film projects as well as support for individual as two desktop
computers in each room. Teachers use computer technology to further support the
differentiation of instruction and the integration of skills and concepts across subject areas.
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