Syllabus 2017-2018: Learning Disabilities/ Neurological Disorders Self-Contained Class Grades 3-5
Syllabus 2017-2018: Learning Disabilities/ Neurological Disorders Self-Contained Class Grades 3-5
Syllabus 2017-2018: Learning Disabilities/ Neurological Disorders Self-Contained Class Grades 3-5
2017- 2018
Summer Hankins
Syllabus Index
I. Schedule
V. Units of Study
9:45-10:00 Snack/Bathroom Break Snack/Bathroom Break Snack/Bathroom Break Snack/Bathroom Break Snack/Bathroom Break
10:00-11:00 Math Rotations Math Rotations Math Rotations Math Rotations Math Rotations
11:00-11:15 Daily Language Daily Language Daily Language Daily Language Daily Language
Related Arts w/ 4th Computer in class Related Arts w/ 4th Related Arts w/ 4th
11:15-12:00 Planning Planning Planning Planning Writing
1:50-2:10 Free Centers Free Centers Free Centers Free Centers Free Centers
2:10-2:20 Pack-up and Dismissal Pack-up and Dismissal Pack-up and Dismissal Pack-up and Dismissal Pack-up and Dismissal
II. Description of Students
First Quarter
Goal Objectives/Skills
Basic Reading: The student will use decoding Discriminate between sounds in words
skills to determine words and read with (beginning, middle, end)
fluency. Identify word families
Blend sounds to pronounce words in
isolation
R-controlled vowels, vowel combinations
Writing: The student will write for a variety Capitalization and Punctuation
of purposes. Fragments / sentences
Spell high frequency spelling words
Use a graphic organizer to prewrite
Language: The student will use speaking skills Illustrate / answer questions about a story
to participate in large and small groups in both Tell how objects are the same or different
formal and informal situations.
Listening: The student will use listening skills Follow up to 2 oral directions
to comprehend and analyze information he or Illustrate / answer questions about a story
she receives in both formal and informal
situations.
Behavior/Social Skills: Comply with the request of an adult
Work cooperatively with peers in groups
Remain on task
Second Quarter
Goal Objectives/Skills
Basic Reading: The student will use decoding Word endings (ed, s, ing)
skills to determine words and read with Contractions
fluency. Blend sounds to pronounce words in
isolation
Read multi-syllable words in isolation (if
appropriate)
Reading Comprehension: The student will Read and follow directions
integrate various cues and strategies to Make Predictions
comprehend what he or she reads. Sequence
Summarizing
Writing: The student will write for a variety Spell high frequency spelling words
of purposes. Using connecting words to write compound
sentences (and, but, or, so)
Writing relevant supporting details to
develop a paragraph
Math: The student will develop fluency in Word problems (addition/subtraction)
adding, subtracting, multiplying, and dividing Multiplication and division
whole numbers. Money
Goal Objectives/Skills
Basic Reading: The student will use decoding Identify the number of syllables in words
skills to determine words and read with Read multi-syllable words in texts
fluency. Reading appropriate instructional level
texts independently
Reading Comprehension: The student will Read and follow directions
integrate various cues and strategies to Main idea
comprehend what he or she reads. Cause / effect
Drawing conclusions / making inferences
Writing: The student will write for a variety Spell high frequency spelling words
of purposes. Writing paragraphs with topic sentence,
details, and concluding sentence
Language: The student will use speaking skills Illustrate / answer questions about a
to participate in large and small groups in both story
formal and informal situations. Identify synonyms, antonyms, homonyms
Listening: The student will use listening skills Follow up to 3 oral directions
to comprehend and analyze information he or Illustrate / answer questions about a
she receives in both formal and informal story
situations.
Behavior/Social Skills: Comply with the request of an adult
Work cooperatively with a peer on a
project
Remain on task
Complete assignments
Fourth Quarter
Goal Objectives/Skills
Basic Reading: The student will use a Prefixes and suffixes
knowledge of graphophonics and word analysis Apply decoding skills to read words
to determine the meaning of unfamiliar words independently
and to read tests with understanding
Reading Comprehension: The student will Read and follow directions
integrate various cues and strategies to Apply comprehension strategies to
comprehend what he or she reads. comprehend text
Writing: The student will write for a variety Write complete sentences with correct
of purposes. punctuation and capitalization
Spell high frequency spelling words
Writing multiple paragraphs
Math: The student will determine uses for Measurement
measurement in everyday life and practice Data analysis
measurement skills.
Language: The student will use speaking skills Illustrate / answer questions about a
to participate in large and small groups in both story
formal and informal situations. Tell how objects are the same or
different
Listening: The student will use listening skills Follow oral directions
to comprehend and analyze information he or Illustrate / answer questions about a
she receives in both formal and informal story
situations.
Behavior/Social Skills: Work cooperatively with a peer on a
project
Remain on task
Complete all assignments
Third Grade Social Studies / Science
1 quarter
st
Places and Regions of SC. Animals and their
Exploration and Settlement environments
Plants and their
environments
2nd quarter From Colony to State Plants and their
Civil War environments
Earths materials
3 quarter
rd
Earths
Civil War Processes
Moving into a New Century Properties and
changes in
matter
4th quarter Moving into a New Century Properties and
Growth and Change change in matter
Electricity and
Magnetism
2nd quarter Exploration of the New World Stars and the Solar
(continued) System
Development of the colonies
Revolutionary War
The students who are assigned to this class have had psycho-educational
evaluation and have exhibited discrepancies between aptitude and achievement.
Evaluation data and formal and informal assessments are used to develop annual
Individual Education Plans (IEP) with appropriate goals and objectives. An
individual criterion for mastery of each objective is included in the IEP as are
methods by which mastery will be assessed. In addition to academic requirements,
all students must also meet the attendance policy requirements of the district.
I will periodically assess the students formally and informally using the
standard grading scale. My students will be graded on the work accomplished at
their instructional level. Grades will be recorded in my grade book by grade level
and subject area.
Students in my classroom will participate in state and district assessments
including PASS and MAP. All students are required to take state and district
assessments on grade level.
Reporting to parents will be done at least quarterly through progress reports,
report cards, narratives, and conferences. Progress made on IEP goals will be
updated quarterly and the results of my students progress will be provided to
their parent/guardian. Evaluation to measure progress will include curriculum-
based assessments, teacher-made tests, standardized tests, grading rubrics, and
teacher observations paired with recording of data. Portfolios (homeward bound
folders) of the students work will be maintained and sent home weekly for parent
review and signature.
The grading scale utilized in my classroom will follow the standardized grade scale
used throughout the school district.
Uniform Grading Policy Numerical Grade Range
90-100 A
80-90 B
70-80 C
60-70 D
60 and below (the grading floor F
is 50)
The grades for my students are not determined by their grade placement, but by
their instructional level. Grades are given for Reading, Math, Language (includes
English and Composition), Spelling, Science/Health, and Social Studies/Social
Skills. Primary goals for my students in all subject areas are ones related to
continuous improvement and the achievement of mastery when possible.
Credit is earned for tests, quizzes, daily work, projects and class participation.
Grading criteria varies from subject to subject, and student-to-student based
upon individual IEPs.
VIII. Rules for Student Behavior:
During the first week of school the rules are presented and modeled to the
class. We discuss the rules and expectations as a class. The rules are also
posted in the classroom.
5. Be safe. Be honest.
Behavior System
This year we will also be incorporating Class Dojo into our positive
reinforcement system. The students will have the opportunity to earn points as
individuals, partners, and teams daily. Once a student reaches ten points in Class
Dojo, they will earn an extra class dollar to go towards the class store. The
purpose of our use of Class Dojo will be to catch and reinforcement our students
with Super behavior! Special Class Dojo certificates will be sent home with
students for excellent days at school!
Parents will be contacted throughout the school year and are encouraged to call
the school or send me a note if a concern arises. Each family will receive:
1. Copy of school Calendar Handbook that list policies, procedures, and yearly
events.
2. Access to the classroom rules, consequences, re-enforcers, and procedures
through the class website
3. Daily homework folders and behavior notes
4. Student work and PTA information will be sent home on Thursdays in
student communication folders.
5. Telephone calls concerning student behavior or work which is outstanding or
which needs improvement
6. Letters regarding homework and/or behavior as needed
7. Weekly newsletters/note describing class and school activities
8. Mid-nine week progress report
9. Nine week report cards/Quarterly reports
10. Notification of scheduled parent/teacher conferences to be held at least
twice a year