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    Math | Science | Reading | Writing

    Academic Support at Sand Point Elementary

    Our goal at Sand Point is to have all students functioning at or above Washington State grade level standards in reading and math.  Occasionally, students need a little extra help to reach these standards.  Our program of academic support includes many different resources:  America Reads tutors, University of Washington Pipeline tutors, community volunteers, and certificated teacher interventions.  Students who are identified either by their classroom teacher, by their parents, or by periodic assessments (MSP, MAP, classroom based assessments) as struggling or needing additional help in reading or math can participate in additional tutoring in the classroom, 1-1 support in the hallways, or small group instruction either in an inclusion (in the classroom) setting or in a pull-out program (outside the classroom) in available teaching space. 

    Homework support is also available Tuesday - Friday at the “Catch-Up Café” in the hallway outside of Office A. Bilingual IA’s, Academic Support teachers, and volunteers work with students before school (9-9:30) or during lunchtime to complete class assignments and/or homework.  Catch-Up Café is available to Sand Point students as requested by either the student or by his/her teacher to support completion of classwork and homework thoroughly and accurately.

    If you have concerns about your child's academic progress or you believe interventions are necessary for him/her to succeed at Sand Point, please contact Donna Guise, our Academic Support Coordinator for grades 2-5, at dlguise@seattleschools.org or Kristen Cater, our Academic Support Coordinator for grades K-1 at kmmarshall@seattleschools.org. Although email is preferable (and not interrupt student instruction time), Donna and Kristen can also be reached before school at 206.252-4648.

    Math


    The Sand Point staff believe that mastery of mathematics concepts and skills comes with repeated exposure and practice, not just after one lesson. To develop mastery, math content is taught first through informal exposure, then through more formal and directed instruction.
     
    Everyday Math Background
    Developed by the University of Chicago School Mathematics Project
    Based on research about how children learn and develop mathematical understanding
    Provides the broad mathematical background needed in the 21st century 
     
    In Everyday Math you can expect to see…
    a problem-solving approach based on everyday situations
    an instructional approach that revisits concepts regularly
    frequent practice of basic skills, often through games
    lessons based on activities and discussion, not a textbook
    math content that goes beyond basic arithmetic 
     
    Every Day Math Daily Lesson

    Daily Lesson

    Online Resources:

     

    Science


    All students are able to investigate scientifically in order to construct and acquire conceptual understanding of their world, develop positive scientific attitudes, and become scientifically literate. This is accomplished through a collaborative, interactive, rigorous science program responsive to the needs of diverse learners.


    Kindergarten
    Fabric-
    Pacing Guide

    Wood- Pacing Guide
    Animals- Pacing Guide

    1st Grade
    Balls & Ramps- Pacing Guide
    Weather- Pacing Guide
    Organisms- Pacing Guide

    2nd Grade
    Liquids-
    Pacing Guide
    Soils- Pacing Guide
    Balancing & Weighing- Pacing Guide

    3rd Grade
    Sound- Pacing Guide
    Rock & Minerals- Pacing Guide
    Plant Growth and Development- Pacing Guide

    4th Grade
    Circuits & Pathways- Pacing Guide
    Ecosystems- Pacing Guide
    Food Chemistry- Pacing Guide

    5th Grade
    Land & Water- Pacing Guide
    Microworlds- Pacing Guide
    Models & Designs- Pacing Guide

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    Reading


    Reading is an interactive process between a reader and text. In constructing meaning, the reader combines knowledge of phonics, structure of language, and meaning of words. In addition, the reader's prior experience and knowledge are critical to the process. Reading is developmental in nature and complex; it requires learning the relationship between spoken and written language. The process of learning to read varies with each child. Literate individuals must have the tool of reading in order to continue to acquire knowledge. They will use that tool throughout their life to learn, explore, and to understand the world.

    In Seattle Public Schools, our philosophy is guided by educational research in the field of literacy. A variety of instructional strategies make up a comprehensive, balanced approach to literacy. In order to be truly literate, students must develop skills and strategies in both reading and writing. The student's progress is measured by Washington State Essential Academic Learnings and specific Grade Level Expectations. The District believes it is critical to engage parents and community in literacy.

    Readers Workshop Overview:
     

    • Purpose:   To foster independence among readers.
    • Emphasizes the importance of student engagement and the interaction between readers and the text. 
    • Provides differentiated instruction in reading.
    • Focuses on the teaching of reading strategies.Strategies include:
    • Making Connections
    • Creating Mental Images
    • Making Inferences/Drawing Conclusions
    • Asking Questions
    • Determining What is Important
    • Synthesizing
    • Monitoring Comprehension and Meaning
    What Does Reading Workshop Look Like in the Classroom?
    • Teacher Read Aloud & mini Lesson (10-15 min.): The teacher selects a text and reads it to the class aloud in a group setting. During this times the teacher models for students best practices in reading. This is a time where students are actively listening and taking note of the strategies the teacher uses while he/she reads.
    • Guided Reading/ Independent Reading (20 min): Guided Reading: The teacher works with a small group of students who need the same instruction. Each student has their own copy of the shared text and the teacher works with the group to target a specific reading strategy or skill.
    • Independent Reading (30 min): During guided reading the remaining students in the class are reading text on their own. This is a time for students to apply the strategies learned in the whole group and small group lessons. Students select text based on their independent reading level or “just right books.”
    • Closing Meeting (10 min.): The closing meeting is a time when the class comes back together and students share the strategies they used during independent reading or reflections/understandings gained about the new strategies.

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    Writing


    In Seattle Public Schools, our philosophy is guided by educational research in the field of writing and literacy. Writing is developmental in nature and a complex skill, and learning to write varies with each child. A writer combines knowledge of phonics, the structure of language, and meaning of words. In addition, the writer's prior experience and knowledge are critical to the process, in order to synthesize information and communicate with others. In Seattle Public Schools, students have the opportunity to write on a variety of topics, and for many audiences and purposes during their school career. They will use the skills they learn throughout their life to explain, to create, and to communicate in the world.
    In order to be literate, students must be skilled in both reading and writing. The student's achievement is measured by Seattle Public Schools' academic standards and the grade level benchmarks. The involvement in and demonstration of writing by parents and community are essential with good models and instruction. All students will become successful writers as they practice and develop their skills.

    Writers Workshop Overview

    Writers Workshop involves students in the complete writing process:

    • Students involved in selecting a topic
    • Students practice process of prewriting, drafting, revising and editing
    • Students write for an audience
    Research says the following is not effective:

    • Isolated skill-and-drill grammar lessons
    • Constant formula and prompt writing

    Writers Workshop provides…

    • Carefully designed instruction focused on acquiring new strategies and skills
    • Growth mindset for teachers and students
    • Getting better at writing requires DOING IT –a lot. This means actually writing and not just talking about it or doing grammar skills and drills.
    • Continuous conferring and coaching
    • A solid connection to reading
    • Increasing thinking skills and processes 

    Who Developed the Writing Workshop?

    • Developed by Donald Graves and refined over the years by the Reading and Writing Project at Teachers College.
    • Dr. Lucy Calkins, Founding Director of the Reading and Writing Project at the Teachers College at Columbia University, New York
    • Colleagues from the Teachers College Reading and Writing Project

    Online Information:

    http://rwproject.tc.columbia.edu/

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