由几十年 of research, early education is critical for children’s school and life 成功. Dr. 莎莉·谢维茨，耶鲁大学 阅读障碍和创造力，在她的书中写道 克服阅读障碍, “人类的大脑是有弹性的，但是 毫无疑问，早期干预和治疗 bring about more positive change at a faster pace than intervention provided to 一个老的孩子.”
语言技能 包括读、写、说、听. 在AG亚博集团, receptive (understanding) and expressive (producing) language are at the core 主要的类. 通过接触拓宽背景知识 to real-world topics and strengthening everyday and content-area vocabulary 为阅读理解和写作打下基础.
老师强调 phonics-focused pre-reading and reading skills and strategies in a wide variety 在学校的每一天. 项目的直接指导 读® 课程每天发生. 小学生建立 信心通过参与多感官活动 课程.
有机会发展精细的运动技能，如切割, 粘贴, 折叠, and keyboarding help students to achieve success with school-related and daily life activities. 教师设计 hand写作 activities to help students not only to develop letter 写作 automaticity, but also to build a foundation that can positively influence their reading, 写作, 和语言技能.
结构化 classroom provides predictability and the routines that are essential for 练习组织技巧和平稳过渡. 教师模型 classroom expectations and appropriate 行为, and introduce tools and 有助于集中注意力的策略.
教师设计 lessons for short attention spans, focus on engaging all the students, and embed frequent opportunities for movement breaks throughout the day. We explicitly make connections between guided instruction of skills and their 应用程序.
强大的债券发展 在我们的小班里，老师和学生之间. 老师 capitalize on impromptu moments to support and practice acceptable social 行为. 随着关系的发展，学生们学会了如何参与其中 合作学习经验.
Children need to understand the relationship between written letters and spoken sounds in order to develop the ability to read words in isolation and in connected text. Direct phonics instruction via the 项目读® 课程 is scheduled daily in the primary grades. The 项目读® program honors diverse learning profiles and provides lessons built on direct concept teaching, 多种感觉的策略, 系统的指导和更高层次的思维能力. The phonics section of the program is based on the Orton-Gillingham method and has been regarded by reputation for over 45 years.
学生将接触到小说和非小说选集, 儿童文学, 小说, 包含多种体裁的诗歌和短篇小说. The Visualizing and Verbalizing® program teaches students to visualize while reading and verbalize their images, which helps them strengthen their concept imagery (the ability to create a “movie in your mind” when reading).
The goal of 指导阅读 is for students to develop strategies to apply independently and build their vocabulary. 在指导阅读, 教师示范阅读过程, monitor individual students’ progress to apply strategies and continually assess for accurate comprehension.
笔迹 Without Tears by Learning Without Tears was developed by occupational therapist Jan Z. Olsen and was founded on research-based principles of early childhood development, 包括孩子如何学习最好. It teaches hand写作 skills using developmentally appropriate practice and multisensory approaches from printing through cursive.
语言 is a reflection of thinking and research shows that the patterns of language and thinking can be represented graphically. Brain Frames are a collection of six visual-spatial displays of language used across all content areas and grades that allow teachers and students to “frame” what is in their minds.
撒克逊数学 采用渐进的方法学习数学, scaffolds instruction of each concept and continues to review information introduced earlier. This allows students the time and practice to retain math concepts to the level of mastery. Students build skills and confidence through daily opportunities to review, 发展数学推理, 并应用知识. Engaging manipulatives and hands-on learning tools help students develop and demonstrate understanding. Concepts from every math strand are woven together and connected throughout the year. 技能或概念在这几年里得到了加强, 帮助学生建立坚实的理解基础.
科学和社会研究的概念 allow students to understand, participate in, and make informed decisions about 他们的世界. 在小学阶段， these concepts are used as vehicles to teach reading and thinking skills, build background knowledge and vocabulary with an equal importance on “how to learn” 作为“学什么”.“亲力亲为的方法 对主题级内容加以强调.