Curriculum

 

In Class Learning

 

We use a variety of curriculum resources to support your child and guide them into meaningful learning tasks that will develop their knowledge of each subject area.  We do not provide just one curriculum resource for each subject area.

 

Each child develops at a different rate.  Because of this we use academic continuums to track student progress in reading, writing, spelling, and mathematics.  The academic continuum ensures that each child maintains growth during the year.  Students can learn and grow as quickly as they desire and are not held back from going beyond "expected" learning goals for their age or grade.  The academic continuums and educational approach of The Learning Well makes it possible to support and not restrict each student in their learning.  There are no formal grades at The Learning Well.

Reading

 

To teach beginning reading and phonics, we use Waseca Reading Program and Language Works, a fun and engaging reading approach.  From letter sounds and word building through sentence reading and structure, Waseca Reading Program uses all your senses to keep learning concrete and keep students motivated and having fun.  

 

In order to determine each child's current level of reading and comprehension and to measure progress, we use the DRA reading assessment tool.  Assessments are done one-on-one with the child and teacher in a non-threatening manner.  This tool aids our teachers in planning activities and instruction that will help children move along the reading continuum toward proficiency.

 

Additionally, we use a workshop approach to further the reading skills of all students, based on Lucy Calkin's book The Art of Teaching Reading.  Reading starts with a mini-lesson, where a concept is introduced or expanded upon through a teacher read-aloud.  The concept will be valuable to all students.  Older children will be able to use the concept during their own independent reading time.  Early/emerging readers will see a real purpose and excitement for reading through these mini-lessons.  Following the lesson, children find a quiet spot to read books that are developmentally appropriate and engaging.  During reading time, the teacher will confer with individual students or small groups with the purpose of teaching them a reading skill or comprehension strategy that will push them farther along in their reading ability.  The readers' workshop will end with a teacher read aloud of a chapter book or series book that provides a meaningful example of thinking about reading and discussing books. 

 

Writing

 

A workshop approach is used in writing, based on Lucy Calkins' book The Art of Teaching Writing.  Writing starts with a mini-lesson, where a writing skill or concept is introduced or expanded on.  The children then find a comfortable spot to work and begin to writing.  Often there is a specific goal the children are working towards; for example, the older writing groups work toward completing different genres of writing such as reports, persuasive pieces and narratives.  The younger writing groups generally work on free writing, where each child is writing (often incorporated with drawing) about something of personal interest.

During the writing workshop you will hear a buzz of activity around the room.  You will find some students writing quietly and independently.  In another corner you may find two students sharing their work for peer review.  Our teachers will always be conferring with students about their work; offering support in choosing a topic, refining their writing, teaching a specific skill, getting feedback on his/her story, etc.  A silent room is not as valuable as a focused group of students intentionally working toward a finished product.  At the end of writing time, a few writers share their work with the whole group.  In our writing workshops, the children are usually working towards an authentic goal; publishing or a presentation. 

 

Handwriting and penmanship instruction is provided to our Explorers and Builders through the Handwriting Without Tears curriculum.  Students learn accurate letter formation using hands-on tools and manipulatives and teacher modeling of how to form each letter.  Students practice handwriting in a workbook.  

 

Spelling

 

We use a combination of several spelling tools such as Words Their Way and Waseca Reading Program.  Our approach challenges students to build and manipulate words and sentences in multiple ways while using hands-on activities that engage their senses for a greater depth and richness of learning.  Individual assessment of a child's spelling and the errors found determines the spelling focus for each child.  All learning is a continuum of rigor beginning with individual phonemes and basic short vowel words, then advancing into digraphs, blends, long vowel patterns, suffixes, prefixes, and so on.  Ongoing assessment of spelling determines the next area of focus.  Our goal in spelling is that students will naturally and automatically use correct spelling in their writing, as well as their decoding of unknown words in reading. 

 

 

Mathematics

 

We believe it is essential that students develop mathematical understanding through the use of concrete objects before they use (or memorize) symbolic representations, algorithms, or tricks.  Students use hands-on tools to build a concrete understanding of mathematical concepts and then build on their learning through games and activities.  Students move through our math continuum depending on readiness.  We believe that children cannot become logical thinkers unless they form the necessary brain structures themselves using manipulatives while doing what makes sense to them.  Children develop an understanding of numbers (moving to addition/subtraction/multiplication/division and its concurrent symbolism), become proficient at sorting collections using a number of attributes, work with patterns, develop spatial awareness, and explore factions, as they develop their logical thinking.  Intermediate students also dive deeper in their study of mathematics by learning multi-digit multiplication and division, operations with fractions and decimals, geometry and data.  

 

Students manipulate numbers using a variety of hands-on activities and games that keep learning fun and interesting.  Children are eager to continue their learning in mathematics at The Learning Well and we find that many students choose a math activity when they have a free choice opportunity.  

 

Project Based Learning

 

During our PBL Workshop students work as a community of scientists, studying a variety of life, earth, space, and physical science concepts.  Like our other workshop approaches, scientific inquiry begins with a teacher directed mini-lesson where a concept is introduced or demonstrated.  After the mini-lesson, children are given time and materials to investigate their own questions.  Investigations may be explored over extended periods of time. 

 

Science concepts will be addressed through Project Based Learning and include life science, physical science, and earth and space science.  They are presented in a repeating 3-cycle that begins with our Explorers and repeats with our Builder and Navigators.  Each group dives deeper in knowledge and understanding.  Our Explorers (ages 5-7) approach BPL through book read alouds, dramatic play and exploration.

 

At Home Learning

 

Subject areas formally taught at The Learning Well include:  English Language Arts (Reading, Writing, Spelling, Oral Language), Mathematics, Science, Art, Social and Emotional Skills, Music and Physical Education.  Through Project Based Learning we will touch on Social Studies, History, Music, and Health as it coincides with our projects.  We encourage families to dive further into these subject areas at home and on Fridays.  We are happy to give suggestions for curriculum or learning activities for Social Studies, History, Health and Physical Education.  These subjects provide families with exciting content to explore together at home in an approachable manner and keep parents in a key role in their child's learning.

 

Additionally, we expect that all students are engaging in reading activities at home on a daily basis.  Independent reading, reading with a parent and being read to are all very beneficial to your child's development.  We ask that each family dedicate a total of 30 minutes per day to reading.

 

We strive to nurture a love for learning in our students and inspire them to view learning as a lifelong activity that is not limited to time in the classroom.  Learning Well students naturally want to continue their learning at home through projects, creative writing, reading, independent research, art and imaginative activities.  We encourage parents to allow plenty of unstructured, screen-free time for kids to explore at home.  

 

Homework may be assigned depending on the project and material being studied and typically increases with age.  It will always be meaningful and relevant and will include a minimal amount of "busy work".  Our Navigators (grades 4/5) will also have spelling practice for homework.