Curriculum
at The de Paul School
Language
Arts |
Mathematics
|
Science
Social Studies |
Social
Values |
Physical
Education
Computer Technology |
Library
|
Learning
To Learn
Language
Arts
The
de Paul Language Arts Program, developed by The de Paul School,
addresses the many different reading and writing needs of its
students. This curriculum focuses on specific aspects of language
arts, and enables teachers to diagnose and address specific student
needs in each area. Components include:
A. Linguistics: Linguistics is The de Paul School's method
of teaching the code of our language. In other words, it teaches
students how to recognize words and how to spell them. For students
with learning differences in reading, this means addressing foundational
skills which allow us to deal with the code of our language:
-
Phonemic Awareness: Students learn to identify sounds; discriminate
between different sounds; identify clusters of sounds within
words (such as syllables or "word families"); blend sounds together
to form a word; and segment a spoken word into its individual
sounds.
- Graphophonics:
Students are taught to recognize sound-letter relationships
quickly and accurately, for use in reading and writing.
- Letter
Clusters: Students are taught to cluster letters together
while reading and writing. Examples of common letter clusters
are "dr," "th," "ap" and syllables such as
"ca" and "sim."
- Meaning
Cues: Students are taught how attention to the sound
of a sentence (syntax) and the meaning of the sentence (semantics)
can help support the decoding process. They also learn to associate
the patterns and meanings of similar words in order to spell
them (ex: courage, discourage, encourage, courageous, ...).
- Letter
Formation and Handwriting: Students are taught smooth, organized
handwriting in order to increase speed and legibility of work.
This is especially important for students who experience difficulties
with letter reversals, who have poor visual memory of letters,
or who have poor fine motor coordination.
- Mechanics: The
structure of our written language is taught, from punctuation
to paragraph formation.
- Grammar: Students
learn the roles that words play in a sentence in order to enhance
their reading comprehension and expressive writing.
B. Reading Comprehension: Students with comprehension difficulties
are taught specific skills and strategies for increasing their
understanding and memory. These skills include visualizing what
they are reading and using strategies to stay involved with the
text as they read. Reading comprehension is practiced in various
contexts, including literature, pleasure reading, and content
reading in other subject areas.
C.
Written Expression: de Paul students are taught strategies
for generating ideas, organizing these ideas for writing, and
structuring their writing so that the written task is not overwhelming.
Various genre of writing are taught, including expository, narrative,
and poetry. de Paul teachers strive to teach students to write
for enjoyment and communication as well as to write in ways
which will be expected in future school settings.
D. Literature: Literature is emphasized for all students,
no matter their level of reading skill. In addition to the value
of the ideas expressed within a story, students are taught concepts
of characterization, setting, plot, motivation, author's intent,
and various literary devices.
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Mathematics
The
de Paul Mathematics Series, developed by the school, is specifically
geared for students with learning differences. This program teaches
concepts sequentially, with each concept building upon the previous
concepts. Math instruction is highly interactive and hands-on,
rather than workbook or worksheet driven. Students are taught
various aspects of math, including:
-
Arithmetic: The de Paul Mathematics Series stresses an
understanding of the concepts behind arithmetic procedures,
as well as the procedures themselves. Our instruction frequently
is geared to filling in the gaps in knowledge which frequently
exist in students with learning differences, as well as moving
students to higher levels of accomplishment.
- Time
and Money: It is common for students with learning differences
in math to be deficient in telling time and counting money.
These two areas of math skills are vital for full participation
in society. These skills must be practiced regularly in school,
at home, and in daily living situations.
- Overarching
Focuses: Several aspects of math permeate life and arithmetic.
These include:
> Measurement
> Data (graphs, charts, and tables)
> Estimation
> Geometry and Spatial Sense
> Logical Thinking Skills
- Problem
Solving: de Paul strives to teach students to solve problems
based on their understanding of the concepts involved, rather
than through an over-reliance on memorized steps. For students
with math difficulties, these problem solving skills must
be taught through specific techniques.
Science
Science
concepts and skills are taught at grade-appropriate levels,
regardless of a student's abilities in other areas. In other
words, a seventh grade student is taught seventh grade science,
even if he reads on a fourth grade level. Such situations require
the teacher to use hands-on activities and alternative reading
sources to the textbook.
Life science, physical science, and earth science are covered
in elementary and middle school. de Paul's teaching
methodologies are used to teach science, just as every other
subject area. In elementary school, science is integrated into
the Language Arts block, and therefore contributes topics for
reading and writing activities. In middle school, students attend
a specific science class.
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Social Studies
Social
Studies are taught at grade-appropriate levels, regardless of
a student's abilities in other areas. In other words, a student's
reading abilities will not affect the level of concepts taught
in this class.
Each year in elementary school, students study aspects of geography,
culture, citizenship, and government. In middle school, students
study typical middle school topics of geography and American
History. de Paul's teaching methodologies
(see description) are used to teach social studies, just as
every other subject area.
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Social
Values
The
Social Values class represents one aspect of The de Paul School's
commitment to "educating the whole student as an individual."
This class helps students to explore, discuss, and practice the
broader aspects of living, including emotions, relationships,
and values. The purpose of Social Values class is to teach students
the values and social skills which will empower them to lead fulfilling
and meaningful lives. To do this, students must explore two key
questions:
"How
do I function as a part of a community?"
"How do I function as an individual?"
Some of the values and skills taught are necessary for successful
participation in society. These include cooperation, responsibility,
respect, and friendship. Other values are necessary for growth
and development as an individual, an independent learner, and
a good decision maker. These include self respect, self awareness,
diligence, and courage. In addition, this class addresses those
social skills for communicating with and relating to others which
directly affect the student's success and happiness. These skills
and values are then reinforced in all other classes throughout
each day.
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Physical Education
de
Paul offers a "New P.E." approach to physical education. This
approach differs from traditional P.E. instruction in several
ways:
- All
students are involved as much as possible; waiting lines are
not common.
- Health
and fitness are stressed, over specific sports-related skills.
- Enjoyment
of physical activity is emphasized, over competition.
- Knowledge
of nutrition and physical maintenance is emphasized.
The
school constructed a new gymnasium as part of a multi-purpose
addition in 2000. The gymnasium was designed with de Paul's specific
physical education goals in mind.
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Computer
Technology
Students
receive weekly instruction in computer skills to support their
use of computers in other classes. This class emphasizes:
- basic
understanding of computer hardware
- keyboarding
skills, leading students to type with speed and accuracy
- general
knowledge and skills in computer use
- use
of software applications, including word processing, database,
and spreadsheets
- familiarity
with use of the world wide web
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Library
All
students have a weekly visit to the library to check out books
for their independent reading. Classes also utilize the library
to support their class studies in various subject areas. In addition,
elementary students attend library skills classes throughout the
year to build their expertise in using a library.
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Learning to Learn
Learning
to Learn is not a separate class; it is a focus within each subject
area. The goal of this part of our curriculum is independence
in learning. To achieve this goal, students learn to examine their
own learning process, and to identify the study techniques and
classroom attributes which help them to learn. This knowledge
will allow them to study more efficiently and to advocate for
their own needs in future classroom settings.
Learning to Learn also emphasizes the student skills which are
necessary for success in future academic settings. Such skills
include study habits, use of textbooks, note taking, test taking,
and working independently. As with other skills, these are taught
explicitly for mastery at de Paul.
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