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Curriculum

The Cloverleaf School Curriculum

 We use a comprehensive approach to curriculum. We have several curriculum materials that we combine for each content area according to the student’s individual needs.

Language and Phonics

     S.M.A.R.T.( Systematic Multisensory Approach to Reading Training)

The S.M.A.R.T. Curriculum is a comprehensive and multisensory approach to teaching reading, writing and spelling across the curriculum. The curriculum teaches students phonemic awareness, the alphabetic principle (phonics), vocabulary, fluency and comprehension.At Cloverleaf we want students to be able to use language in an effective way. The S.M.A.R.T. Curriculum not only teaches them how to decode words, but also how to determine the meaning of words and use them appropriately in their everyday writing and vocabulary.

Wilson Reading System (based on Orton Gillingham )

The Wilson Reading System is a systematic and cumulative approach to teach total word structure for decoding and encoding. This program is a very structured, multisensory curriculum that allows students to move at their own pace.  We use this program with struggling readers to remediate any decoding or encoding deficits.

Reading Comprehension

     Guided Comprehension by Maureen McLaughlin

     Reading Comprehension Strategies based on Keene & Zimmermann’s book Mosaic of Thought: The Power of Comprehension Strategy Instruction

At The Cloverleaf School we teach reading comprehension strategies in order to give student’s the tools they need to comprehend any type of literature. Comprehension strategies are described and modeled by teachers and then students begin applying each strategy first in partners and then individually. Our reading curriculum is designed to allow for students to share and reflect on how they are interacting with the text they are reading.

Writing

     Traits Writing developed by Ruth Culham

The Traits Writing curriculum teaches students how to be effective writers by identifying the characteristics of excellent writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. The curriculum establishes a clear vision of what good writing looks like through children’s literature. Then, after analyzing literature, students begin applying each trait to their own writing. The Traits Writing model allows students to develop their own ideas and teaches them how to effectively organize and revise their writing so that students can thoroughly communicate their ideas on paper. 

Handwriting

Handwriting Without Tears


Math

By using a combination of math curricula, The Cloverleaf School is better equipped to reach a wide range of learners.  The more tools a student has access too, the greater their chances at success.

  • Touchmath- We use the TouchMath Curriculum Materials to help students transition their mathematical thinking from concrete to abstract.  The Touchpoints provide a tangible, pictorial, and symbolic representation all in one.
  •  Singapore Math-  Singapore is a world leader in mathematics, test after test.  Their curriculum emphasizes mastery of concepts through proven, research-based methodology.  Every lesson includes a progression from hands-on materials, to model drawing, to symbolic or abstract understanding.
  •  The Numeracy Project-  New Zealand’s math curriculum gives teachers a deep and thorough understanding of students’ mathematical ability through interview-style assessments.  When students explain their thinking and reasoning as they work through math problems, they gain a firm grasp of each concept.

 Social Skills

We use a variety of materials to teach social skills including various children’s literature books, and books by Bernie Badegruber like 101 Life Skills Games for Children.

Social Studies

Georgia Performance Standards

Houghton-Mifflin Social Studies

Science

Georgia Performance Standards

McGraw Hill Science

Our Science and Social Studies curriculums are based on The Georgia Performance Standards. We use a variety of textbooks by McGraw Hill and  Houghton-Mifflin as resources.  In addition we supplement with children’s literature and multi sensory materials.

Buddy Time

Buddy Time is a part of our day to work on inquiry-based projects in a cooperative environment. Student’s work in multi-age groups to collaborate on and share projects. This is a time for students to apply what they have been learning in social skills in a structured and safe environment.

 

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