Biography

Hi, I am Ann Hale. I have been in Special Education at Mascoutah Elementary since 2009. I love coming to work everyday and learning with my students. Before coming to Mascoutah, I was a general education teacher and have been teaching since 1997.

Class INformation

Corrective Reading

Features of All Decoding Levels

Each level of SRA’s Corrective Reading Decoding programs has features that have been demonstrated through research studies to be effective in improving student performance. The Decoding Strand directly addresses all the critical reading components -phonemic awareness, phonics, fluency, vocabulary, and comprehension. The vocabulary and comprehension are thoroughly addressed by the companion Corrective Reading Comprehension strand.

  • Each level contains all the material you need and provides students with all the practice they need to learn the skills.
  • All words, skills,and decoding strategies are taught through DIRECT INSTRUCTION.
  • Students are taught everything that is required for what they are to do later. They are not taught skills that are not needed for later skill applications.
  • Each level is based on cumulative skill development. Skills and strategies are taught, with lots of examples.
  • Because of the cumulative development of skills, the difficulty of material increases gradually but steadily.
  • Each level is divided into daily lessons that can usually be presented in a class period (35-45 minutes of teacher-directed work and independent student applications).
  • Each level contains Mastery Tests and Individual Reading Checkouts. These tests and checkouts are criterion-referenced performance measures of student reading behavior. These measures are part of the lessons.
  • Each level includes an effective management system that is consistent across all levels of the program.
  • Each lesson specifies both teacher and student behavior. The lessons are scripted. The scripts specify what you do and say as well as appropriate student responses. The scripted lessons assure that you will (a) use uniform wording, (b) present examples in a manner that communicates effectively with students, and (c)complete a lesson during a class period.

Language for Writing

Language for writing gives students systematic practice in expanding their writing skills. The program focuses not only on writing but also on the vocabulary, syntax, and organizational skills that underpin writing. Students learn how to convey details, how to indicate a sequence of events, how to make clear statements, and how to present evidence that leads to a conclusion.

The program teaches students the conventions of clear writing; the vocabulary needed to describe actions, events, and objects; and the sentences structures required to put complex ideas into writing. To achieve these goals, Language for Writing provides extensive instruction in the use of language, both written and spoken.

This program gives students the tools they need to think like writers. Students learn to analyze what they have written for clarity and effectiveness of communication. They also proactive the mechanics of punctuation and capitalization and learn several grammatical terms. Finally they work with several higher-order thinking skills, such as classifying objects, making analogies, construction definitions, and completing deductions.

Language for Writing contains seven groups of tracts, each of which teaches a related set of language concepts and thinking skills. Exercises from a particular group of tracks occur repeatedly over a span of lessons. These tracks include:

  • Sentences
  • Grammar
  • Thinking Skills
  • Punctuation and Capitalization
  • Interpreting Written Texts
  • Writing Narratives - Specific Writing Skills

Connecting Math Concepts

Connecting Math Concepts stress understanding and introduces concepts carefully, then weaves them together throughout the program. Once something is introduces it becomes a component part of an operation that has several steps. Connecting Math Concepts is based on the fact that understanding mathematics requires making connections. The lessons are designed to:

  • Teach explicit strategies that all students can learn and apply.
  • Introduce concepts at a reasonable rate, so all students make steady progress. - Help student make connections between important concepts.
  • Provide practice needed to achieve mastery and understanding.
  • Meet the math standards specified in the Common Core State Standards.

Behavior Plan:

As a school all students follow the ABC’s of PBIS (Positive Behavior Intervention System).

A- Act Responsible

B- Be Respectful

C- Choose Wisely