The Carmody School Curriculum
The Carmody School
curriculum is designed for students, Beginners (Kindergarten) - Grade 8. Teachers in the program have experience using and teaching many different supplemental reading and writing programs, but we have found the following researched-based teaching methods to be effective for our students:
- Orton Gillingham Multisensory based language instruction program
- Wilson Reading Program Lower School students in Beginners (Kindergarten) – Grade 4
Wilson Reading Program directly and systematically teaches students how to fluently and accurately decode (read). The program is very interactive and multisensory and teaches using total word construction, not just phonics, so students learn to encode (spell) as they learn to read.
- Megawords Supplemental Reading Program: Upper School Students in Grades 5-8
Megawords teaches the reading, spelling, and contextual use of polysyllabic words through a systematic progression of skills. Each book focuses on a distinct group of phonic skills. Specific teaching instructions are provided to ensure that students use their auditory, visual, and kinesthetic modalities when learning a skill. The process of seeing, saying, hearing, and writing is a major key to success. Thus, the students practice spelling the words as they learn to read them.
• Multisensory Approach to Writing and Grammar: Framing Your Thoughts- Project Read
Writing Program –Lower School Students in Grades 2-4
- Project Read Written Expression curriculum and instructional strategies inspire and energize students as they learn the fundamentals of writing. The curriculum teaches written language sequentially and systematically, coupling creative freedom with direct multi-sensory skill instruction. Instruction progresses from simple sentences through five kinds of paragraph development. This program has students diagram sentences, creating a visual image for those who benefit from visual input, sky write for those who benefit from tactile input, and verbally repeat information for those who benefit from auditory input.
- The Read Naturally Strategy combines the three powerful, research-proven strategies of teacher-modeling, repeated reading, and progress monitoring to create an effective tool that individualizes instruction and improves reading proficiency. Using audio support and tracking their progress, students work with high-interest material at their skill level to improve fluency, vocabulary, and comprehension.
- The Read Naturally Strategy…
o Builds fluency.
o Increases accuracy.
o Promotes comprehension.
o Supports vocabulary.
o Reinforces sight words.
o Builds automaticity in decoding.
o Motivates students to read.
o Increases self-esteem and self-confidence.
o Differentiates instruction.
o Provides feedback to students and teachers.
o Increases the amount of time spent reading.
Stevenson’s Essential Grammar Program-Upper School in Grades 5-8:
Stevenson's Essential Grammar Program uses mnemonic clues to improve memory. This method provides students with the foundation they need to master the process of writing. Students learn to identify parts of speech and understand their functions. They learn to use words correctly, to generate phrases, and compose sentences and paragraphs. All the material is put into simple, logical order, while each piece of information builds upon the previous one and students constantly review what they have learned to make sure the skills are being mastered.
Multisensory Approach to Math Instruction: Upper School
Math may be a weakness for some of our Carmody School students, so they are taught the RCDS curriculum by special education certified instructors in the Upper School. Teachers follow the same mainstream curriculum, but modify and make accommodations where they see fit for their students.
If a Carmody School student is struggling in math in the lower school, they are supported by teachers using a variety of manipulatives, mnemonic and multisensory strategies that are fitting to the needs of that particular child.The Carmody School math specialist collaborates with the general education classroom teacher to help implement strategies.
Executive Functioning Skills Instruction: All Levels
Executive Functioning is the control center for managing and organizing one’s daily life. Executive Functioning controls planning, self-awareness, attention, memory, and self-advocacy. Students foster these metacognitive skills through daily executive functioning lessons. Students also independently improve these skills during daily Conference and Options periods where they apply what they have learned in class.