All of our special days, field trips and programs are listed on the school calendar.
We have a balanced literacy program--Pathways.
PHILOSOPHY OF READING
Restoring the image of God within each student is the ultimate goal of Seventh-day Adventist education, including its reading program. The Seventh-day Adventist reading program is based on a balanced approach focusing on individual student needs combined with effective practices. Current research in theories and principles of reading form the basis for these effective practices.
The reading process involves the orchestration of a number of different strategies in a coordinated and fluent manner to construct meaning from print. Although reading can be broken down into subskills, performing the subskills one at a time does not constitute reading. This process is learned best within a comprehensive instructional framework.
PRINCIPLES OF READING
Reading principles associated with this philosophy:
-To derive meaning, a student needs to be able to use semantic cues (knowledge of words), syntactic cues (knowledge of language patterns), graphophonic cues (knowledge of letters and sounds), and pragmatic cues (social and cultural uses) in a coordinated and fluent manner.
-To comprehend, interpret, evaluate, and appreciate text, a student needs to apply a wide range of reading strategies.
-To develop comprehension, a student needs to access background knowledge and prior experiences.
-To promote understanding, a student needs social interactions (time for thinking and talking).
-To achieve success in reading, a student needs to be motivated and actively engaged.
-To achieve balanced literacy, a student needs integrated and interconnected language arts experiences that are both receptive (reading, listening, viewing) and expressive (writing, speaking, visually representing).
-To enhance learning, a student needs connected literacy experiences between home and school.
PRACTICES OF READING
Effective practices that support these reading principles:
-Immerse students in rich literary environments.
-Provide a wide variety of reading experiences that nurture student interest, learning, ability to read critically, and respect for diversity.
-Provide frequent opportunities for reacting to and sharing what is read, written, and heard.
-Employ a variety of instructional approaches to model and demonstrate reading experiences, strategies and skills.
-Teach reading skills and strategies systematically and explicitly B within the context of authentic reading and writing activities.
-Provide a literacy program that integrates and interconnects all the language arts B reading, listening, viewing, writing, speaking, visually representing.
-Include assessment and evaluation in instructional planning.
-Provide intervention to facilitate success for all students.
-Recognize that student diversity necessitates adjustments in reading instruction.
-Encourage home involvement to extend learning beyond the classroom.