Language-Based Curriculum

Orton-Gillingham is the original sequential, multi-sensory, phonics-based methodology.  Basic sound/symbol associations are introduced by incorporating visual, auditory, and kinesthetic modalities. 一个由三部分组成的练习在学生被介绍和整合新的语音概念的同时，调动这些感官. The program engages students through the use of multi-sensory tools including sand-trays, blending boards, vowel tents, “air writing”, and writing screens. 学生建立音位意识和提高音位处理-阅读和拼写的基本技能.

Wilson Reading Programs are based on the Orton-Gillingham philosophy. Through direct, sequential, 多感官教学使学生掌握英语语言的结构，提高解码和编码的能力，达到熟练掌握的水平. Lessons introduce new concepts while reinforcing those already learned.

The Wilson Reading System® 包括Fundations®和Wilson Just Words®在内的所有Wilson干预项目的基础是什么. 威尔逊阅读系统®是一个针对2 - 12年级学生的强化课程，这些学生通过目前的干预没有取得足够的进步，或者由于他们基于语言的学习差异水平而需要更密集的结构化识字教学. 在十大老品牌网赌网址大全，威尔逊阅读系统®的教学以1:1或小组设置提供.

Used in our Lower School, Fundations® is an early intervention program based on the principals of the Wilson Reading System®. Through research-based strategies and systematic and explicit instruction, Fundations® provides comprehensive instruction in reading, spelling, and handwriting.

Used in our Middle School, Wilson Just Words® is a word study program with an emphasis on phonemic awareness, word structure, and fluent decoding and encoding skills. Just Words®  is designed for students with decoding and encoding skills that are below average. 它提供了信息在一个复杂的水平与加速介绍六个音节类型和拼写规则.

The Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®) program builds phonemic awareness. 它从发现语音是如何发音开始，扩展到阅读和拼写多音节单词，并结合上下文应用. LiPS®使用多感官方法来增加字母符号及其相应声音的知识. Cambridge language specialists guide students to identify what is “working” in their mouths (lips, tongue, jaw) to discriminate and identify the subtleties that exist between speech sounds. 学生们也被引导着通过感觉发音位置的反馈来自我纠正他们的错误. Multi-sensory instruction aids in comprehension of concepts.

The Seeing Stars® Program for Reading Fluency and Spelling 是一个帮助学生发展单词中声音的符号意象和正字法模式的视觉记忆的林达伍德-贝尔项目吗. Cambridge uses aspects of the Seeing Stars program to help students build symbol imagery skills, such as “air-writing” simple and complex syllables and high-frequency prefixes and suffixes. In addition to working with word parts, 此外，还提供了视觉单词，让学生有一个更牢固的视觉单词基础，他们可以成功地阅读和拼写.

The Hochman Basic Writing Skills program helps students develop expository writing skills. 写作课程的目标是使学生能够以书面形式清晰准确地表达他们能够用语言表达的想法. At the heart of this program is intense work at the sentence level. Multi-sensory activities that include sentence expansion, sentence starters, 连词可以培养学生写复杂句子的能力.

Cambridge language specialists also provide direct instruction in the process of writing, which gives students the structure and organizational strategies integral to the task. Lessons emphasize planning, outlining, proofreading, and editing. Study skills including note taking, paraphrasing, and summarizing are incorporated as well. Mechanics of language, writing, and grammar are included and practiced. 主要的重点是提供一个框架来组织书面表达，同时建立语言的复杂性.

因为许多学生很难把在一节课上学到的写作技巧应用到另一节课的主题中, reinforcement is important. Therefore, teachers of science, social studies, mathematics, art, etc. help to carry over and reinforce the skills the students have learned in their writing classes. 这种对写作技巧的持续强化确保了学生学会准确而自信地思考和写作.

To help students further internalize the fundamentals of sentence writing, teachers utilize the Framing Your Thoughts® Sentence Structure program. This sequential, systematic curriculum teaches sentence structure from simple to complex. 结合图形符号和颜色的多感官教学技术帮助学生理解句子部分及其功能, and students gradually learn to construct compound complex sentences with accuracy and creativity.

方向性和书写练习是我们低年级课程的重要组成部分，每天都要进行. To develop handwriting fluency, 从适当的从上到下和从左到右的运动开始，让学生内化字母的形成是至关重要的.

Using multi-sensory techniques, manuscript writing is taught in Lower School I & II using the D’Nealian™ method, and cursive writing is taught in Lower School III & IV using the WilsonⓇ sequence for letter formation.

In addition to handwriting practice, students also receive instruction in touch typing skills to increase keyboard awareness, speed, and accuracy.

Story Grammar Marker® is a research-based program that provides explicit, systematic instruction in narrative development and expository text comprehension.  Its multi-sensory approach is designed to develop oral language skills, written expression, critical thinking, and perspective taking. The SGM® program explicitly teaches the overall organization of a story, such as character, setting, initiating event, and resolution. 这种使用视觉工具将故事元素外化的做法有效地减少了工作记忆的负担，使学生能够专注于将他们的想法转化为文字. Additionally, the SGM® tools and maps highlight the microstructure of text, which is the use of linguistic devices that convey meaning and promote critical thinking. While this method effectively advances literacy skills, it also enables students to understand emotions, motivations, and perspectives and to more effectively retell the story.

The Visualizing and Verbalizing® Program for Language Comprehension and Thinking 是一个帮助学生发展概念意象的林达伍德-贝尔项目——从语言中创造图像格式塔的能力. The program applies concept imagery to reading comprehension, following directions, oral language comprehension,  higher order thinking skills, expressive language, and writing. At the heart of the Visualizing and Verbalizing® program are 12 structure words. 这有助于学生在阅读文本或接受听觉信息时，在脑海中发展“制作图片或电影”的技能, for example, storytelling. As the student becomes skillful with the strategies in this program his/her reading comprehension, listening comprehension, critical thinking, and expressive language skills improve.

Read Naturally® Live 一个非常有效的基于网络的流畅性干预是否为我们的学生提供了一个框架来提高他们的阅读流畅性技能. This research-based reading program combines teacher modeling, repeated reading, and progress monitoring to improve the speed and accuracy that is crucial to effective reading. Read Naturally® Live also supports vocabulary development and promotes comprehension. 该平台强大的策略和工具增强了学生的自尊心，激励他们为自己的成功承担更大的责任.

The language of inferences, sayings, 对于不同的学生来说，习语很难掌握，因为他们的思维可能非常字面化. 整个学校社区都在接受“每周成语”的指导，这是一种有趣的方式，可以丰富学生的语言，帮助他们从具体的思维转向更抽象的思维. Exposure to inferences, sayings, and idioms also helps with reading comprehension skills.

Storytelling, a unique art form, is part of the Lower School curriculum. Storytelling creates a bridge between written and oral language and improves listening, reading comprehension, and literacy skills. Storytelling also builds self-esteem, exposes students to cultures through folklore, provides problem-solving techniques for conflict resolution, and teaches students how to relate with empathy toward others.

Middle School I & 学生学习希腊语和拉丁语词根，以帮助他们增加词汇量和阅读理解能力. Each week, students are presented with strategic vocabulary instruction through Greek and Latin word parts. Students are empowered with a useful, 在内容领域和标准化测试中理解不熟悉词汇的可转移技术. Classroom exercises encourage students to think about word relationships, determine correct usage in context, complete analogies, and use words in writing and discussion. 教师还为学生提供包括这些词根在内的多感官活动，使他们内化.