New Albany
Ohio
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New Albany K-1 Elementary School
In all New Albany Elementary Schools we strive to create a learning environment that inspires excellence; we propose to sustain an orderly atmosphere and positive climate for learning, and to develop a curriculum rich in various educational experiences. We believe our developmentally appropriate practices will help children:
Acquire knowledge, skills, and attitudes for becoming lifelong learners.
Develop competency in effective communication, critical thinking, problem solving, and decision making.
Become responsible citizens who contribute to the preservation of resources and the improvement of society.
Appreciate differences and increase understanding of self and others.
Establish habits of wellness, self-esteem, confidence, and independence to enhance the quality of life.
We believe in addressing the diverse needs of students through group and differentiated instruction. We believe in authentic learning activities, multiple forms of assessment, and the establishment of grade level benchmarks to evaluate student progress. We believe in helping elementary students learn social appropriateness through cooperative work and enrichment activities. We realize the importance of technology as a tool to help young people learn and grow. We value the inclusion of special needs students in classrooms to ensure the least restrictive environment for learning.
We believe that parent involvement is essential to the academic success of our students. We welcome parent participation at home and in our school through the PTO (Parent-Teacher Organization) and the VISA program (Volunteers in School Activities), and we appreciate parents as an audience for student demonstrations and performances. A dedicated staff and supportive community have enabled recognition of our K-5 program in 2002 as a National Blue Ribbon School of Excellence.
Grades K-1
Early literacy is the primary focus in the K-1 Elementary School. We are committed to the vision that all children will be successful readers and writers. To meet this goal, everyone contributes their expertise, wisdom, and experience in a unified effort to meet the needs of each child. We have established clear literacy goals and expectations, and rely on research to determine educational practice. Our unique literacy program brings literature to life through our centrally located library, puppet theatre, reader’s theatre, story room, and leveled book room. We also strive to integrate the fine arts—dance, drama/theater, music, and visual arts—as an essential element in the education of all children.
Listed below is a snapshot of how our curriculum focuses on five core reading components called the “Big Ideas.” (Simmons & Kame’enui, 2001)
1. Phonemic Awareness
Phonemes are the sounds that make up words. Phonemic awareness is the ability to hear and manipulate sounds in spoken words. It has been established by research as the best predictor of future reading success.
2. Alphabetic Principle
The ability to associate sounds with letters and use these sounds to form words (phonics).
3. Fluency
The effortless and automatic ability to read text.
4. Vocabulary
The ability to understand and use words to acquire and convey meaning.
5. Comprehension
The ability to construct meaning from text and the ultimate goal of reading.
Assessment is a key component in developing successful learners. Assessment is an ongoing process that builds upon student learning. Two diagnostic instruments, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Developmental Reading Assessment (DRA), are given to all K-1 children.
Dynamic Indicators of Basic Reading Skills (DIBELS) are standardized, individually administered measures used to assess child development in early literacy skills.
The Developmental Reading Assessment (DRA) is an assessment that identifies a child’s independent and instructional reading level. This informal inventory uses a collection of books geared for a specific level. Comprehension is assessed using a rubric (an instrument that defines levels of learning) to assess a child’s ability to retell a story. Early success in reading, appropriate to the child’s developmental level, creates a willing reader. This lifelong gift of learning to read opens the door to a child’s future.
Acquire knowledge, skills, and attitudes for becoming lifelong learners.
Develop competency in effective communication, critical thinking, problem solving, and decision making.
Become responsible citizens who contribute to the preservation of resources and the improvement of society.
Appreciate differences and increase understanding of self and others.
Establish habits of wellness, self-esteem, confidence, and independence to enhance the quality of life.
We believe in addressing the diverse needs of students through group and differentiated instruction. We believe in authentic learning activities, multiple forms of assessment, and the establishment of grade level benchmarks to evaluate student progress. We believe in helping elementary students learn social appropriateness through cooperative work and enrichment activities. We realize the importance of technology as a tool to help young people learn and grow. We value the inclusion of special needs students in classrooms to ensure the least restrictive environment for learning.
We believe that parent involvement is essential to the academic success of our students. We welcome parent participation at home and in our school through the PTO (Parent-Teacher Organization) and the VISA program (Volunteers in School Activities), and we appreciate parents as an audience for student demonstrations and performances. A dedicated staff and supportive community have enabled recognition of our K-5 program in 2002 as a National Blue Ribbon School of Excellence.
Grades K-1
Early literacy is the primary focus in the K-1 Elementary School. We are committed to the vision that all children will be successful readers and writers. To meet this goal, everyone contributes their expertise, wisdom, and experience in a unified effort to meet the needs of each child. We have established clear literacy goals and expectations, and rely on research to determine educational practice. Our unique literacy program brings literature to life through our centrally located library, puppet theatre, reader’s theatre, story room, and leveled book room. We also strive to integrate the fine arts—dance, drama/theater, music, and visual arts—as an essential element in the education of all children.
Listed below is a snapshot of how our curriculum focuses on five core reading components called the “Big Ideas.” (Simmons & Kame’enui, 2001)
1. Phonemic Awareness
Phonemes are the sounds that make up words. Phonemic awareness is the ability to hear and manipulate sounds in spoken words. It has been established by research as the best predictor of future reading success.
2. Alphabetic Principle
The ability to associate sounds with letters and use these sounds to form words (phonics).
3. Fluency
The effortless and automatic ability to read text.
4. Vocabulary
The ability to understand and use words to acquire and convey meaning.
5. Comprehension
The ability to construct meaning from text and the ultimate goal of reading.
Assessment is a key component in developing successful learners. Assessment is an ongoing process that builds upon student learning. Two diagnostic instruments, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Developmental Reading Assessment (DRA), are given to all K-1 children.
Dynamic Indicators of Basic Reading Skills (DIBELS) are standardized, individually administered measures used to assess child development in early literacy skills.
The Developmental Reading Assessment (DRA) is an assessment that identifies a child’s independent and instructional reading level. This informal inventory uses a collection of books geared for a specific level. Comprehension is assessed using a rubric (an instrument that defines levels of learning) to assess a child’s ability to retell a story. Early success in reading, appropriate to the child’s developmental level, creates a willing reader. This lifelong gift of learning to read opens the door to a child’s future.