Last Updated 09/05/08
My Philosophy
My philosophy for working with students who have special needs is that, if they are not learning, then I have to continue to try to find their special way to learn. If your child does not understand or remember things as I have taught them the first time, it is not because your child is unable to learn. It is up to me to continue to try new techniques and strategies until I finally find the one that makes your child successful. I ask in return, that you do your best to help me see if the method we are trying could work if it is being reinforced at home and at school. If you already know of strategies in the past that have or have not worked, please share that information. I also try to instill a comfort in risk taking. Often the students are afraid to try something new for fear of failure. I promise the students that if they are willing to try, and to keep trying regardless of whether or not they succeed, I will keep trying to come up with a strategy to reach them--after all, if they haven't learned, then I have failed in my job as well. Just as I don't expect them to give up, I won't give up either just because my first efforts at teaching a concept have failed.
General Contact Information
For students who have me for assistance for a subject, parents can contact me via phone at 838-0542 ext 114, e-mail at fidayd91@yahoo.com, or send a written note with your child. For students who have me for an instructional subject as well, there is a daily communication notebook. These notebooks are a valuable source of information for you as completed papers are not sent home on a daily basis.
Homework
For individual homework, see you child's notebook. The information given below is typical of the organization of the curriculum.
Reading-3rd graders or 2nd graders working from general education book. Story work is presented in this order. The amount of time spent on each task will vary with students' understanding: (1) learn tested vocabulary (2) learn additional non-tested vocabulary intended to increase comprehension (3) read story in class using props as necessary to aide comprehension. (4) Reread/retell story and do activities related to story comprehension skills. (5) do worksheet pages related to story in class (6) Review vocabulary and test questions and use book to search for answers. (7) test on story. Daily in class work on phonics skills concentrating on suffixes, prefixes and base words.
Reading for students in Friends, Prizes,Colors or Hop, Skip, Jump-(1) vocabulary/sight words (2) review vocabulary and sight words, discriminate between similar looking words (3) read and discuss story (4) reread story (5) in class, complete worksheets related to story skills and comprehension. Also daily work on individualized phonics skills.
Reading for all other students-See individualized notebook.
Spelling- Test list goes home on Monday. Practice with your child each night. In class, skills go in this order (1)determine patterns in phonetic section of list (2)sort words/practice words using individual strategies (drawing pictures, using letter tiles, using sound/letter cards, using blocks, clay, or sandboxes, practicing phonemic segmentation of the words, etc.), create mnemonics for new sight words (3)practice test each day (4)on subsequent days, student practice words missed on previous day's practice test and review all others (5) test on Friday unless child has not made significant success on previous practice tests. (6) any students not passing with a grade of C or better or students who need continued practice in order to test will remain on the same list using additional strategies until they are able to pass.
Language-All language assignments are completed in class. Students are given a topic to practice a certain type of writing. Expectations are individualized per student ability. Once topic is completed, the student is allowed "free write" to write about subjects of interest to them. On Friday's we have Author's Chair, where the students are allowed to share their written work with the class. After topic and free write, the students then select a written piece to edit with teacher consultation and do final draft. Upon completion of editing, the students are once again allowed free write.
Math-Students work on IEP skills as well as district curriculum using Saxon Math at their instructional level. When homework is sent home in the notebook, side B is to be completed.
Paperwork, and Determining Progress
Because progress in our room may be slow, it is sometimes difficult to see improvements on a daily or weekly basis. In order to best see the progress your child has made each quarter, most papers are kept at school and returned all at once at report card time so you can see what progress your child has made from the beginning to the end of a quarter. If the notebook does not give you enough information about your child's progress, or what skills he/she is working on, please feel free to contact me.
Thanks for taking an active part in your child's education!
Sincerely,
Lucy Fiday