Instructional Focus
What are the educators doing?
What are the educators doing?
Educators at the Michael J Perkins will facilitate standards based discourse orally & in writing so that students are using their background knowledge and language assets to make sense of and expand their understanding of grade level content.
Educators at the Michael J Perkins will facilitate standards based discourse orally & in writing so that students are using their background knowledge and language assets to make sense of and expand their understanding of grade level content.
What are the students doing?
What are the students doing?
Students across the MJP will speak to one another about their learning each day. They will work together to make sense of the content using academic vocabulary. Staff at the MJP will help students by encouraging them to talk to each other and giving them the tools they need to help them make sense of the content.
Students across the MJP will speak to one another about their learning each day. They will work together to make sense of the content using academic vocabulary. Staff at the MJP will help students by encouraging them to talk to each other and giving them the tools they need to help them make sense of the content.
How can you support our Instructional focus at home?
How can you support our Instructional focus at home?
- Ask your child to explain what they are learning at school.
- When your student responds, encourage them to speak in at least 3 full sentences.
- Encourage your child to explain their thinking during everyday conversations
For example: If your child says it’s almost time to get ready for soccer practice you can ask “how do you know that?” or “why do you think that?”. Your child should be able to explain their thinking by saying something like: “Practice starts at 5:00. It takes 10 minutes for me to get changed and 15 minutes to walk to practice so I calculated that I would need to begin preparing for soccer practice 25 minutes before 5:00 which is at 4:35.”
For example: If your child says it’s almost time to get ready for soccer practice you can ask “how do you know that?” or “why do you think that?”. Your child should be able to explain their thinking by saying something like: “Practice starts at 5:00. It takes 10 minutes for me to get changed and 15 minutes to walk to practice so I calculated that I would need to begin preparing for soccer practice 25 minutes before 5:00 which is at 4:35.”
- Support your child in using grown up and specific language during everyday conversations. For example, instead of saying “it’s cold out”. You could encourage them to say “there is a chill in the air” or “it’s brisk out today” or you could ask “Is it cold, chilly or cool out? Which word would best describe the weather today?”