I am a special education teacher at Mascoutah Elementary School.

I am Mrs. Davinroy. I am a 4th and 5th grade resource teacher. I have been teaching in the Mascoutah School District since the 1999-2000 school year. I taught at Scott Elementary School for nine years and have been at Mascoutah Elementary since. I enjoy teaming with the general education teachers to make 4th and 5th the best learning experience possible for each and every student.

Class INformation

Reading Curriculum/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 Curriculum/Reasoning and Writing

Reasoning and Writing

Instructional Tracks….4th and 5th Grade Resource typically use levels B and C

In Reasoning and Writing, no lesson period is ever devoted to just one topic. Instead, the period consists of a sequence of activities that develop aspects of 3 to 5 separate instructional tracks. There are several reasons for using shorter segments on various topics within each lesson.

First, student attention is more easily maintained in this fashion. Thirty minutes on a topic such as the if-then rule could easily become tiresome. But a lesson consisting of 8 minutes on the if-then rule, followed by 4 minutes on sequence, 6 minutes on classification, and 12 minutes on story grammar offers the variety and change of pace needed to keep students constantly alert and attentive.

Second, this instructional design means that new material is always introduced in small steps that students can easily assimilate while previously introduced concepts are continually practiced, applied, and consolidated. No concept is ever just taken up for a few days and then dropped. Because everything students learn is continually used, students see the utility of what they are learning.

Finally, because many of the program’s concepts are interrelated and complementary, the multitrack organization permits more manageable interweaving of mutually dependent and interconnected material. It also makes it easier for students to perceive the interrelatedness of the various learning strands.

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