Tracey Thackston
tlthacks@greenville.k12.sc.us
864-355-5270
3-5 Special Education Multicategorical Self-Contained
Units of Instruction:
Objectives (ongoing 1st, 2nd, 3rd, and 4th quarter) depending on individual student’s grade and IEP goals.
Reading/English Language Arts
The student will form categories by classifying objects by color/shape/size/number or function.
The student will identify the printed form of his/her name in a variety of settings.
The student will match colors/shapes/design/or letters.
Given a group of pictures/letters/words the student will select the ones that are the same or different.
The student will recognize some high frequency words.
The student will identify selected letters in isolation and in environmental print.
The student will participate in conversations with teachers and peers.
The student will identify words that start with the same sound.
The student will recite the alphabet correctly.
The student will identify and/or name upper and lower case letters.
The student will read and write their first name.
The student will read predictable book selections on appropriate levels.
The student will print the letters of the alphabet in upper and lower case (from model or imitation).
The student will identify basic sight words.
The student will match upper to lower case letters.
The student will identify characters/setting/plot/turning point and solution in a story on the appropriate level.
The student will talk about a given picture of pictures.
The student will name the letters of the alphabet on an appropriate level when shown the following: lower case letters/uppercase letters.
The student will read number words.
The student will identify synonyms and antonyms of words given orally.
The student will answer detailed questions about a story read aloud/literature selection.
The student will repeat directions given orally.
The student will follow oral directions on written class assignments.
The student will sequence pictures correctly.
The student will recognize letters as sounds and begin to phonetically sound out words.
Writing/Written Expression
The student will correctly form the uppercase and lowercase letters of the alphabet.
The student will attempt spelling with phonic letter patterns.
The student will orally form a complete sentence.
The student will draw simple pictures and color within lines.
The student will orally give a response or draw a picture in response to a story read aloud.
The student will demonstrate the ability to use pictures/oral language and/or letters to explain and inform.
The student will write legibly and neatly using adequate spacing between words.
The student will spell spelling words correctly for the week.
The student will write a story on a teacher or student selected topic.
The student will maintain a writing journal.
The student will tell and then write a story about a picture or a series of pictures.
Math
The student will demonstrate an understanding of one to one correspondence through matching sets.
The student will complete the shape pattern and identify whether an object is inside, outside, or on a plane figure.
The student will tell time correctly.
The student will read and write numerals.
The student will identify numerals when shown in random order.
The student will count objects in a given picture and indicate/say or write the numeral corresponding to the objects.
The student will count orally given one prompt.
The student will demonstrate an understanding of one-to-one correspondence through matching sets.
The student will read and write numbers.
The student will count real objects.
Given number cards, the student will arrange them in numerical sequence.
The student will continue an AB pattern.
The student will begin to count objects in a picture.
The student will begin to sort objects by size, color, and shape.
Given manipulatives, the student will compute examples when given basic addition facts.
Using manipulatives, the student will compute all examples given subtraction.
The student will add without regrouping two digit numbers.
The student will measure correctly lines of varying length 12 inches or less and record the answer in inches.
The student will tell and write time.
The student will identify by name and value a variety of different coins.
The student will identify place value in numbers.
The student will subtract two digit numbers without regrouping.
The student will sequence items.
Social Studies and Science:
Mixture of 3rd, 4th, and 5th grade standards throughout the year.
Supplies:
headphones (corded with a microphone)
1 single subject spiral notebook
4 single subject composition notebooks
Crayola crayons 24 count (qty 2)
Crayola broad line markers 10 count
2 boxes of tissues
1 pack of Lysol wipes
*supplies for mainstream classes will be communicated at a later time.
Please be aware that additional supplies may be requested throughout the year depending on the needs of the students.
Classroom Expectations:
Students will be reminded daily during the morning meeting of the classroom rules and expectations. Throughout the day, students will receive reminders of these rules and expectations as needed. If a student goes through the day without needing an excessive number of reminders (dependent upon the individual student), then the student will receive a sticker on their behavior calendar.
Behavior is recorded on a monthly calendar. Every week each student who has earned a sticker for each day during that week will get the opportunity to be chosen as the super student of the week.
Procedures for Non-Instructional Routines:
Upon arrival to the classroom, students are to put things away in their cubbies, turn in the homework/school-home communication folder, pick them and go to the bathroom. After students have taken care of all activities, they will sit at their desk and begin morning work.
Attendance and lunch count will be taken during this time. There will be designated times to go to the bathroom. Students will be discouraged from going to the bathroom during instructional times unless it is an emergency. Students must raise their hand and ask permission to go to the bathroom.
Students will be allowed to get water when necessary. Students must raise their hand and ask permission before getting water.
If students have a question or comment they are to raise their hand quietly and wait to be called on.
Changes in addresses and phone numbers need to be sent to the teacher.
All lost and found items are in a centralized location at the school.
All lunch money and other fees are to be sent to the school in a labeled envelope (including child’s name, teacher’s name, and what the money's for) in the student’s communication folder so that it can be turned in to the correct personnel.
No toys are to be brought to school.
Children use the bathroom that is located in the classroom.
Calculation of Grades:
The district mandated grading scale will be used in the classroom. The grades for my students are not determined by their grade placement but by their instructional level. Grades are given for Language Arts, Math, Science, and Social Studies. Primary goals for my students in all subject areas are ones related to continuous improvement and the achievement of mastery when possible.
Grading criteria varies from subject-to-subject, and student-to-student based upon individual IEP’s. Parents will receive IEP mastery updates quarterly, along with the student’s report card.
District Grading Scale for students on regular standards:
A= 100-90
B= 89-80
C= 79-70
D= 69-60
F= 59 and below
District Grading Scale for students on alternate achievement standards:
Q= Quality achievement of the standard
M= Meets the standard
P= Progressing towards the standard
L= Little or no progression towards the standard
Communication:
Parents will be contacted throughout the year and are encouraged to call the school by 2:45 or send me a note/email if a concern arises. Parents are given an e-mail address for issues that arise after 2:45. Each family will receive:
Copy of classroom rules, consequences, reinforcers, and procedures.
Mid-nine week progress reports.
Nine-week report cards with updated IEP goals and objectives.
Telephone calls or emails concerning student behavior or work which is outstanding or which needs improvement.
Letters or notes regarding homework, etc. as needed.
Newsletters describing class and school activities.
Notification of scheduled parent/teacher conferences.
Homework Policy:
Homework will be individually assigned nightly based upon the current levels of the students. The homework will directly reflect the skills that were taught and practiced that day. In addition to homework sheets, every time a student learns a new sight word, a flash card will be sent home for practice the remainder of the year. Homework that isn’t completed the previous night will be completed during class time before a student may participate in a center.