Language-Based Curriculum

Orton-Gillingham 原始的顺序，多感官，语音为基础的方法.  基本的声音/符号联系是通过结合视觉来引入的, auditory, and kinesthetic modalities. A three-part drill engages these senses while students are introduced to and integrate new phonetic concepts. 该项目通过使用包括沙盘在内的多感官工具来吸引学生, blending boards, vowel tents, “air writing”, and writing screens. Students build phonemic awareness and increase phonological processing — foundational skills for reading and spelling.

Wilson Reading Programs are based on the Orton-Gillingham philosophy. Through direct, sequential, multi-sensory instruction students learn the structure of the English language and increase decoding and encoding skills to a mastery level. 课程引入新的概念，同时巩固已经学过的知识.

The Wilson Reading System® is the foundation of all Wilson intervention programs including Fundations® and Wilson Just Words®. The Wilson Reading System®  is an intensive program for students in grades 2 – 12 who are not making sufficient progress through their current intervention or require more intensive structured literacy instruction due to the level of their language-based learning difference. At Cambridge School instruction in the Wilson Reading System® is provided in 1:1 or small group settings.

Used in our Lower School, Fundations® 早期干预计划是否基于威尔逊阅读系统®的原则. 通过以研究为基础的策略和系统明确的指导, Fundations® provides comprehensive instruction in reading, spelling, and handwriting.

Used in our Middle School, Wilson Just Words® 一个单词学习计划是否强调音位意识, word structure, and fluent decoding and encoding skills. Just Words®专为解码和编码技能低于平均水平的学生设计. It provides information at a sophisticated level with an accelerated introduction to the six syllable types and spelling rules.

The Lindamood音素测序®程序阅读，拼写和语音(LiPS®) program builds phonemic awareness. It begins with discovering how speech sounds are articulated and extends into reading and spelling multisyllabic words with contextual application. LiPS® uses a multi-sensory approach to increase knowledge of letter symbols and their corresponding sounds. 剑桥语言专家指导学生识别他们的嘴(唇)中“起作用”的是什么, tongue, 颚)来区分和识别语音之间的微妙之处. Students are also guided towards self-correcting their errors using feedback from feeling the positions used in the production of sounds. 多感官教学有助于理解概念.

The Seeing Stars® Program for Reading Fluency and Spelling is a Lindamood-Bell program that helps students develop symbol imagery for sounds within words and visual memory for orthographic patterns. 十大老品牌网赌网址大全利用“看见星星”项目的各个方面来帮助学生建立符号意象技能, 如“空写”简单音节和复杂音节以及高频前缀和后缀. In addition to working with word parts, sight words are also presented so that students have a stronger base of sight words that they can read and spell with success.

The Hochman Basic Writing Skills program helps students develop expository writing skills. The goal of the writing program is to enable students to express clearly and accurately in written form the ideas they are able to verbalize. 这个项目的核心是句子水平的高强度训练. Multi-sensory activities that include sentence expansion, sentence starters, and conjunctions empower students to develop the skill of writing linguistically complex sentences.

剑桥语言专家还在写作过程中提供直接指导, 如何让学生掌握任务中不可或缺的结构和组织策略. 课程强调计划、提纲、校对和编辑. 学习技巧包括记笔记、转述和总结. 语言，写作和语法的机制包括和练习. The primary emphasis is on providing a framework for organizing written expression while building linguistic complexity.

Since many students have difficulty applying the writing skills learned in one class to the subject matter of another, reinforcement is important. 因此，科学、社会、数学、艺术等学科的教师. 帮助学生继承和加强在写作课上学到的技能. This consistent reinforcement of writing skills assures that students learn to think and write with precision and confidence.

为了帮助学生进一步内化句子写作的基本原理，教师利用了 Framing Your Thoughts® Sentence Structure program. 这个顺序的、系统的课程教授从简单到复杂的句子结构. Multisensory teaching techniques incorporating graphic symbols and colors help students understand sentence parts and how they function, 学生逐渐学会准确、创造性地构建复合复句.

Directionality and handwriting exercises are an important component of our Lower School program and are performed daily. To develop handwriting fluency, it is essential for students to internalize the formation of letters beginning with proper top to bottom and left to right movement.

使用多感官技巧，手稿写作在低年级一教 & II使用D 'Nealian™方法，而草书在低年级III教 & IV using the WilsonⓇ sequence for letter formation.

In addition to handwriting practice, 学生们还接受触摸打字技巧的指导，以提高键盘意识, speed, and accuracy.

Story Grammar Marker® is a research-based program that provides explicit, 叙述发展和说明性文本理解的系统教学.  它的多感官方法旨在培养口语技能, written expression, critical thinking, and perspective taking. SGM®课程明确地教授故事的整体组织, such as character, setting, initiating event, and resolution. This practice of externalizing story elements using visual tools effectively reduces the load on working memory and allows students to focus on translating their ideas into words. Additionally, SGM®工具和地图突出了文本的微观结构, 哪一种语言手段的使用既能传达意义又能促进批判性思维. While this method effectively advances literacy skills, it also enables students to understand emotions, motivations, and perspectives and to more effectively retell the story.

The 可视化和语言表达®程序的语言理解和思维 is a Lindamood-Bell program that helps students develop concept imagery — the ability to create an imaged gestalt from language. 该课程将概念意象应用于阅读理解, following directions, oral language comprehension,  higher order thinking skills, expressive language, and writing. 可视化和语言化®程序的核心是12个结构词. This helps students to develop the skill of “making a  picture or movie” in their minds as they read from the text or as they take in auditory information, for example, storytelling. 当学生熟练运用这个项目中的策略时，他/她的阅读理解能力就会提高, listening comprehension, critical thinking, and expressive language skills improve.

Read Naturally® Live is a highly effective web-based fluency intervention that provides a framework for our students to improve their reading fluency skills. 这个研究性阅读项目结合了教师建模, repeated reading, 以及进度监控，以提高阅读的速度和准确性，这对有效阅读至关重要. 自然阅读®Live还支持词汇量的发展和促进理解. The platform’s powerful strategies and tools increase students’ self-esteem and inspire them to take greater responsibility for their own success.

The language of inferences, sayings, and idioms can be difficult to grasp for learning different students — children who can be very literal in their thinking. The entire school community is instructed in “The Idiom of the Week” which is an interesting way for the students to enrich their language and assist them in moving from concrete to more abstract thinking. 接触推理、谚语和习语也有助于提高阅读理解能力.

讲故事，一种独特的艺术形式，是低年级课程的一部分. 讲故事在书面语言和口语之间架起了一座桥梁，提高了听力, reading comprehension, and literacy skills. Storytelling also builds self-esteem, exposes students to cultures through folklore, provides problem-solving techniques for conflict resolution, 教学生如何与他人产生共鸣.

Middle School I & II students learn Greek and Latin word roots to help them increase vocabulary and reading comprehension. Each week, 通过希腊和拉丁单词部分，为学生提供策略性词汇教学. Students are empowered with a useful, transferable technique for making sense of unfamiliar vocabulary across content areas and on standardized tests. 课堂练习鼓励学生思考单词之间的关系, determine correct usage in context, complete analogies, and use words in writing and discussion. Teachers also provide students with multi-sensory activities that include these word roots so that they become internalized.