Learning Foundations

What Learning Looks Like at SCOPE

Language Arts

Our Language Arts curriculum is workshop based. We use the Units of Study for Teaching Reading and Writing from the Teachers College Reading and Writing Project. The UOS were pioneered by Lucy Calkins and her TCRWP colleagues and refined over decades of research and piloting with thousands of teachers. It is built on best practices and a proven framework. The Reading and Writing Project’s design for instruction recognizes that a “one size fits all” approach does not match the realities of the classrooms and schools in which teachers work. The routines and structures of reading, phonics and writing workshop are kept simple and predictable so that the teacher can focus on the complex work of teaching in a responsive manner to accelerate achievement for all learners.

Reading Workshop

Our Reading Workshop approach teaches key reading behaviors and deep comprehension strategies using a predictable structure with direct reading instruction and time for student practice. Every day, the Workshop consists of:

  • a mini-lesson on a specific reading skill or strategy.
  • an independent reading time when students read independently, with a partner at their reading level or one-on-one with teachers.
  • a "share" time when students present their hard work to their peers.

In addition to one-on-one conferences during Reading Workshop, students meet in small groups with teachers to work on specific strategies to become better readers. The Workshop provides students with the instruction they need to improve how they decode or read words, building their comprehension of stories and their love of reading!

Writing Workshop

Our Writing Workshop is a rigorous curriculum that gives students the chance to develop strong writing skills, which will arm them with unbelievable power as readers, thinkers and makers of meaning. Every day, our students attend the Writing Workshop, where they learn new writing strategies and practice writing techniques that have already been introduced. The daily Workshop consists of:

  • a short lesson focused on a single topic.
  • guided practice-learners try out what they have learned and share.
  • independent writing - learners write! Drafting and revising writing in ways that incorporate the day’s instruction.
  • an individual or small group conference with the teacher for guidance.
  • a chance to follow-up with an ‘After the Workshop’ share, giving and receiving feedback from others.

By creating an inviting environment with an abundance of supplies and giving students the freedom to write about what matters to them, young authors love to write.

Math Workshop

Our Math Workshop encourages students to be mathematicians who investigate the big ideas of mathematics from Day 1. Our Eureka Math curriculum connects math to the real world in ways that take the fear out of math and build student confidence- helping students achieve true understanding lesson by lesson and year after year. Curiosity and engagement are hallmarks of our teaching. Eureka math was intelligently designed to teach math as a coherent body of knowledge that follows the proper learning progressions required for true math fluency, and not just a set of skills. The curriculum strives to instill deep, conceptual understanding that students can build on as high as they want to while also allowing them to find the joy in the subject. In math workshop students learn to think, strategize and solve problems… not just get answers.

Throughout our daily Math Workshops, students:

  • Build Fluency: Eureka Math contains multiple daily opportunities to build fluency in mathematics. Each is designed with the same notion—growing every student’s ability to use mathematics with ease. Fluency experiences are generally fast-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.
  • Solve Application Problems: Problem solving in a real-world context is a daily part of Eureka Math, building student confidence and perseverance as students apply their knowledge in new and varied ways.
  • Engage in Concept Development: The Concept Development constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time. It is the primary lesson component, in which new learning is introduced. Intentional sequencing of standards and topics within modules ensures that students have the requisite understanding to fully access new learning goals and integrate them into their developing schemas. Many Concept Developments articulate the standards and topics through a deliberate progression of material, from concrete to pictorial to abstract. This structure compliments and supports an increasingly complex understanding of concepts.
  • Complete Problem Sets: A carefully sequenced Problem Set provides an in-class opportunity for independent work, with multiple entry points for differentiation.
  • Complete Exit Tickets: These exercises check student understanding, providing the teacher with immediate, valuable evidence of the efficacy of that day’s instruction and informing next steps.
  • Participate in Student Debrief: In the Student Debrief we develop students’ metacognition by helping them make connections between parts of the lesson, concepts, strategies, and tools on their own. We draw out or introduce key vocabulary by helping students appropriately name the learning they describe. The goal is for students to see and hear multiple perspectives from their classmates and mentally construct a multifaceted image of the concepts being learned.

Our students pursue mathematics with positive attitudes because they believe everyone can and must do mathematics.

STEAM-Science Technology Engineering Arts Math/Project Based Learning

Our school follows the framework for High Quality PBL. Children learn best when curriculum comes to life. Hands-on, integrated, project based learning allows children to connect to big ideas and attach real-world meaning to what they are learning. Children participating in project based learning delve deeply into topics of study and are encouraged to ask questions, find answers and take ownership of their learning. Learners will work individually and collaboratively on projects to build character and can make a difference, allowing them to develop respect and compassion for individuals, our community and the global community.

Our school promotes innovation and inquiry through STEAM and PBL focused activities. Learners have time to wonder, question, play, investigate and learn by researching and making things. Students share, photograph, write about, draw and discuss what they wonder, research and create. They learn how to find and develop ideas, problem solve, collaborate, share and showcase what they have made or discovered. We believe that a strong emphasis on science, technology, engineering, arts and math (STEAM) integrated with literacy and social studies is essential for learners to become innovative and creative problem solvers.

Social Emotional Learning

At SCOPE we believe in educating the whole child, therefore social emotional skills are given as much priority as academics. We use the Sanford Harmony SEL program. Sanford Harmony promotes positive peer relations among students through lessons and activities that encourage communication, collaboration, and mutual respect, helping students learn how to build healthy relationships beginning at childhood.

©SCOPE Academy

  • 1651 Massillon Road, Akron, OH 44312
  • School Number: 234-718-2626
  • Fax Number: 234-718-2628