ARTS ENRICHMENT CLASSES: Curriculum Info coming soon!!
Music for 3’s & PreK, Dance for 3’s & PreK, Theatre for PreK
Within this structure we use Zoo-phonics, a Multisensory Language Arts Program… read more about it on their website
- The Zoo-phonics® Multisensory Language Arts Program is a kinesthetic, multi-modal approach to learning all aspects of language arts, including vocabulary development and articulation, based on phonics and phonemic awareness.
- The principle of Zoo-phonics® maximizes understanding, memory, utilization and transference to all areas of the reading, spelling and writing process in a playful and concrete manner.
- Zoo-phonics® is a method developed to make children strong readers and spellers using a “phono” (hearing), “oral” (speaking), “visual” (seeing), “kinesthetic” (moving), and tactile (touching)—whole brain approach. Students actually learn the sounds of the alphabet and advanced phonemic concepts through an easily understood, concrete method of presentation.
- Zoo-phonics® uses animals drawn in the shapes of the letters for ease in memory. A related body movement is given for each letter. This concrete approach cements the sounds to the shapes of the letters. Lowercase letters and their sounds are taught first (needed 95% of the time in text), capital letters and letter names are taught later.
- Zoo-phonics® also provides a springboard for all other academia such as math, art, music, cooking/nutrition, social studies, science, grooming, physical education and sensory/drama.
- Every aspect of the program has been field-tested and found to be effective. Educational research repeatedly supports the focus of phonics in early reading programs, as well as the educational benefits of pictorial mnemonics and kinesthetic approaches to learning that are unique to Zoo-phonics®.
- Currently Zoo-phonics® is used throughout the United States and internationally as a highly effective language arts program.
Is a multisensory math program that uses TouchPoints (actual dots on the numeral) to give a concrete understating to numerals. As students count the TouchPoints, they associate numerals with real values. They learn that a numeral (3, for example) is not just a squiggle on a page. It represents a quantity such as three apples, three buttons, or three TouchPoints. Students count aloud as they touch the single TouchPoint once and double TouchPoints twice. This multisensory approach engages students on auditory, visual, and tactile/kinesthetic levels. The theory behind TouchMath is that children transition from concrete to pictorial and finally the abstract stage of learning at their own pace. Similarly, TouchMath students learn math concepts at the concrete level first and then progress to the pictorial level. Abstract math and memorization is introduced at higher levels of cognitive thinking.
REGGIO EMILIA INSPIRED ART LESSONS
The Reggio Emilia approach is an educational philosophy that is student-centered and uses self-directed, experiential learning in a relationship-driven environment. The program is based on the principles of respect, responsibility, and community through exploration and discovery. In short, students are free to put into artistic/creative form what they desire with a topic in mind but not a specific end result. In preschool this looks like giving the student free choice to create a piece of art that represents what they’ve learned about a specific topic, let’s say apples. There may be items of choice that relate to what they’ve learned, red, green, yellow paper, apples seeds, scissor, glue, markers, etc.; but it is their own knowledge and creativity that creates the product. A celebration of the process, not just the end product.
Our classroom environment and curriculum is structured to support the theory of Multiple Intelligences as developed by Dr. Howard Gardner. Like Dr. Gardner, we also believe that each child has unique learning strategies and it is our job to recognize their strategies and use them to acquire new skills but to also help them gain confidence in new learning strategies. Here is what Dr. Gardner shares about his theory…
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means."