Library/Literacy Class News:
Students in Pre-K through Grade 3 will attend Library class once a week
Library classes will focus on comprehension skills in accordance with the Next Generation NYS ELA standards
Additionally, PreK-Grade 2 Library lessons will also implement the teaching of Foundational skills
Library class schedule:
Thursdays: PK-Mrs. Trautman
Kindergarten-Mrs. Rooney
Kindergarten- Miss Leisenheimer
Grade 2-Miss Cacho
Grade 3-Miss Landahl
Fridays: PK-Miss Clark
Grade 1-Mrs. Emmerling
Grade 1-Miss Gawron
Grade 2-Mrs. Beikirch
Grade 3-Miss Merrill
IMPORTANT INFORMATION ABOUT LETTERS AND SOUNDS
(EXCERPT FROM THE NATIONAL CHILDREN'S LITERACY WEBSITE)
Q: I can see that the "A-B-C" song is fun for children to sing and that children are singing all of the names of the letters of the alphabet in order. But does the "A-B-C" song help children learn to read?
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A: The "A-B-C" song helps children learn the names of the letters of the alphabet (especially if you have sometimes combined singing with pointing at the letters as you and your child sing each letter). If you've done this, your child is on-the-way to learning (or has learned) the names of the letters and how the letters look.
However, in order for your child to learn to read (out loud or silently), your child also needs to learn the SOUNDS the letters make - something the "A-B-C" song doesn't do.
Take a moment to think about it. When you see the word "CAT" or "cat," you can read the word because you are smoothly putting the SOUNDS together. The three letters in "CAT" sound like "k ah t" when you say these sounds quickly.
Saying the NAMES of the letters "c" "a" "t" (by pronouncing "see" "aye" "tee") isn't reading. Saying the names of the letters "c" "a" "t" is SPELLING. Spelling is a useful skill, but it's not the same as reading.
To read a word, your child needs to know the SOUND that each letter makes. And your child needs to put each of the sounds together - from left to right.
That's why it's really wonderful to help children learn how the letters A to Z look and the sounds they make.
Q: Should I teach my children the sound each letter makes?
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A: Young children enjoy imitating sounds, especially when an attentive adult gives them smiles and encouraging words.
Infants and toddlers imitate the sounds they hear adults making, especially the sounds adults make to them. That's how young children - including your children - learn to speak their first words, more words. and then hundreds and hundreds of words.
Many young children also enjoy imitating the sounds animals make - like the cow says "Moo" and the cat says "Meow." And many children enjoy imitating the sound things make - like the sound of a fire engine.
Young children can also enjoy learning some of the sounds and then all of the sounds that letters make. And this knowledge sure comes in handy - and is essential - when children later learn to read simple words and then more and more words.
Q: How can I teach my children the sound each letter makes?
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A: There are many ways to help children learn the sound (or sounds) associated with each letter.
Here's one idea that uses the A to Z alphabet pages you wrote - the pages that you and your child used for singing the "A-B-C" song, pointing, and looking at upper case and lower case letters. These are the pages that you used as your child successfully imitated you by pointing to letters and saying the names of the letters. Your child associates these alphabet pages with seeing your smiles, hearing your compliments, and feeling a sense of accomplishment.
Now, pick a relaxed time to play another "game": showing your child the sound a letter makes. Here's how -
You point to a letter and make the sound. Your child gets to imitate you. Then your child points to another letter, and you make the sound.
Each time, you get to smile and compliment your child. You can vary what you say - "You're learning the sound the letter makes!" "I like how you say the sound . . . That's the sound the letter makes!" "I like looking at letters and making the sounds - with you!"
You don't have to go in order from A to Z (unless your child wants you to). You also don't have to do every letter. Just point to any letter and say something like, "That's a 'J' and the sound it makes is 'ju'. . . You can say 'ju'"
You might want to start with the first letter of your child's name. Let's say your child's name is Ben. You could point to the letter "B" and say "That's a 'B' and the sound it makes is 'bu' like 'bu'Ben!" You might want to show your child "M" for "MuMommy," "D" for "DuDaddy," and any other letters for brothers, sisters, best friends, pets, etc. This will help your child hear the first sound that occurs in each name.
You can show your young child one or more letters and the sounds those letters make - and then move on to making lunch, reading a book, or going to the store. In other words, helping your child learn the sounds the letters make doesn't require an hour or hours. It's simply something you can do for a moment, a minute, or several minutes at a time - depending on your child's mood and interest. And over the course of your child's early years, your child will learn most of the sounds.
You're simply using your child's natural ability to imitate what you say. It's simple. Fun. Free. And effective.
What is AIS?
AIS stands for Academic Intervention Services. These services are designed to help students achieve learning standards in grades K-12. Instructional services in English language arts (ELA) and mathematics are provided in addition to the instruction provided in the regular classroom. The services of the AIS program are aligned with the New York State Standards and are congruent with those of the regular classroom. In addition, student support services are also provided as needed in order to address barriers to improved academic success.
What is the purpose of AIS?
AIS is a program that provides services to students that are at risk of not achieving the State Standards in ELA and/or mathematics, or that have been identified, through one or more New York State Assessments, as not having achieved the State Standards. The program provides these students with a supplemental instructional program that offers additional student support in order to bridge the gap in achieving the State Standards.
What determines a student’s need for AIS services?
In grades K-2 students’ abilities are reviewed and services are provided as a preventative measure. The goal of the program at this stage is to provide students, who may not be able to reach the standards on their own, the skills that will help them to do so in the future.
In grades 3–5 students’ results on the New York State Assessments or local assessments determine whether or not they receive AIS services. Students receiving a score lower than three qualify for AIS in the corresponding subject area.
Also, a student’s score on the New York State Assessments will determine their exit from the AIS program. A student scoring a three or higher would no longer receive services.
What is AIS Reading?
AIS Reading, at the elementary level, is instruction geared toward reading readiness skills, such as phonics, phonemic awareness, alphabet, fluency, and sight words. A variety of diagnostic tests are administered by the AIS teacher in order to identify a student’s strengths and weaknesses. Students practice reading and writing skills based on their varying needs. This includes skills which students need to be successful in their English/ELA classes.
How is AIS graded?
There are no grades given for AIS. However, each student is continually assessed during each class meeting; whether through observation, or by written class work. Observation notes are taken and intervention reports will be issued at the end of each trimester. This report will contain the intervention instruction utilized, as well as comments in regard to the student's performance.
Classroom Rules/Expectations:
Each student is expected to be respectful and tolerant of all other students and the teacher. This is a regular class period, not a time to fool around and relax. Students need to realize that each person has their own point of view; it's important to listen to others and what they perceive. You can learn a lot from looking at someone else's point of view.